Start-Up Charter School Application
For Schools Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to
Operate in SY25-26
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 2-10
How Do I Know Which Application to Submit? 11
Introduction 11
Submission Procedures 12
Application Package Checklist and Submission Sign Off Sheet
(Charter School Representative and DCSD Representative must sign when 13
application is submitted.)
CHARTER APPLICATION COVER PAGE AND APPLICATION CONTENTS
Proposed Charter School Information 14
Contact Information 14
Executive Summary 15
ACADEMIC PROGRAM
1-8
1. Describe the focus of the curriculum (including if it incorporates STEM,
STEAM, International Baccalaureate, or any other such branded
program). Include as Exhibit 10 a copy of the scope and sequence for
each proposed course/grade level.
The Wright Community School 1
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
8-14
2. Describe the instructional methods that will be implemented, including
innovative, distinctive, or unique instructional techniques or educational
programs (e.g., project-based learning).
14-15
3. Describe the anticipated student-to-teacher ratios and the reasoning for
choosing these ratios.
15-16
4. Describe how the charter school intends to meet the needs of students
identified as gifted and talented. Include in your description any
diagnostic methods or instruments that will be used to identify and assess
these students.
The Wright Community School 2
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
CHARTER APPLICATION REQUIREMENTS PAGE
NO.
16-20
5. For High Schools only:
● Describe how the school will determine whether a student has
satisfied the requirements for high school graduation, including earning
credits or units and awarding completion credentials.
● Describe how the school will meet college and career ready
obligations, including how the school will incorporate dual enrollment,
Move on When Ready and AP classes.
STATE- AND FEDERALLY-MANDATED SERVICES
20-24
6. For students with disabilities, describe how the charter school will
provide state- and federally-mandated services under both the Individuals
with Disabilities Education Act (IDEA) and Section 504 of the
Rehabilitation Act. Reciting the requirements of law and rule is
insufficient. Your description should include the school’s specific plans.
7. For English Language Learners (ELLs), describe how the charter school 24-27
will provide state- and federally-mandated services.
27-30
8. Describe the methods, strategies, and/or programs the charter school will
use to provide remediation for students at risk for academic failure.
ASSESSMENT METHODS
30-35
9. Explain how the school will obtain individual student baseline
achievement data, continue monitoring growth, and use that data to
continuously inform and improve instruction (including formative
assessments).
35-36
10. Explain how the charter school will work with the local school system to
participate in statewide assessments.
ACADEMIC GOALS AND OBJECTIVES
The Wright Community School 3
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
37-38
11. Locally approved charter schools are required to exceed both the state
and local district’s CCRPI averages and to Beat the Odds. (For more
information on these two measures, please go here CCRPI and BTO.) In
addition to these measures, what goals will the school use to hold itself
academically accountable?
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
CHARTER APPLICATION REQUIREMENTS PAGE
NO.
SCHOOL GOVERNANCE
12. Describe the governing board’s composition. 38-43
43-46
13. Describe the governing board’s functions, duties, and roles.
14. Describe how current and future governing board members will comply 46-47
with open meetings and records laws.
47-48
15. How will the board comply with board training requirements?
48-49
16. How will the charter school’s governing board work collaboratively with
the local school district and Board of Education?
17. Describe what decisions the board will make and what decisions the 49-52
school administration make. Describe how board members will stay out
of daily management issues.
ORGANIZATIONAL GOALS, PLANS, AND WAIVERS
18. Although standard organizational goals will be included in your charter 52-53
contract (see charter contract template), please list and provide a detailed
description of the charter school’s measurable goals reflecting where the
school envisions itself organizationally at the end of its first charter term.
53-56
19. Describe any organizational innovations that will be implemented during
the proposed charter term.
FISCAL FEASIBILITY AND CONTROLS
56-58
20. Will the charter school utilize the local school board for fiscal
management or other services? If yes, describe the level of autonomy the
school will have over budgets and expenditures and/or any other area(s)
The Wright Community School 5
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
for which the school has contracted with the local board to provide
services.
58
21. Identify the school’s chief financial officer (CFO). Describe a résumé
illustrating how the CFO’s credentials comply with SBOE Rule 160-4-9-
.05 (and attach as Exhibit 23).
58-59
22. Describe how the school will fund planning and start-up operations prior
to receiving state and local funding, including legal setup, facility
identification, initial staffing, etc.
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
CHARTER APPLICATION REQUIREMENTS PAGE
NO.
59
23. Describe the school’s plans for securing other sources of funding,
including funding from individuals, corporations, foundations, or any
other source.
59-60
24. The appropriate segregation of duties is often a problem when starting a
charter school due to limited personnel. Describe the steps the school will
take to ensure the appropriate segregation of duties to establish proper
internal controls, including compliance with O.C.G.A. § 20-2-2074 which
states that the CFO cannot also serve as CEO or in any other position at
the school.
FINANCIAL SUSTAINABILITY
61
25. Although standard financial goals will be included in your charter
contract (see charter contract template), please list and provide a detailed
description of the charter school’s measurable goals reflecting where the
school envisions itself financially at the end of the initial charter term.
Goals should emphasize fiscal health and sustainability. Each year of
growth will be measured against the baseline data obtained during the
first year of the charter term.
61-63
26. Describe any financial innovations that will be implemented during the
proposed charter term.
SCHOOL OPERATIONS
27. What is the charter school’s attendance zone? 63
63-64
28. List the local schools that will feed into the charter school. Please also list
the schools into which the charter school’s students will feed.
64
29. What are the racial and socioeconomic demographics for the school’s
proposed attendance zone?
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
65
30. Please check any of the following enrollment priorities pursuant to
O.C.G.A. § 20-2-2066(a)(1) that will apply to the school. Indicate in the
rightmost column the rank order in which they will be applied. If the
school will not utilize a particular enrollment priority, please insert “N/A”
in the first and the last columns for that priority.
65-66
31. Explain the rules and procedures that will govern student application and
registration in the school.
67-68
32. Describe the steps the school will take to recruit students who are
representative of the racial and socioeconomic diversity in the attendance
zone for the charter school.
The Wright Community School 8
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
CHARTER APPLICATION REQUIREMENTS PAGE
NO.
68-69
33. How will the school maintain/increase its student enrollment during the
charter term?
69
34. Briefly describe information regarding the program – e.g., PBIS – that
your school will use (and attach as Exhibit 12). If you will not use PBIS,
please explain why the program you have chosen was selected instead.
69-70
35. Briefly describe the rules and procedures concerning student discipline
and expulsion, including code of conduct and due process procedures
(and attach as Exhibits 11 and 12).
36. Briefly describe the rules and procedures concerning how the school will 70-71
address grievances and complaints from students, parents, and teachers
(and attach as Exhibit 13). Include the role the governing board will play
in resolving such grievances and complaints.
71
37. Briefly describe the school’s employment procedures and policies (and
attach as Exhibit 14).
71-72
38. Briefly describe the school’s insurance coverage, including the terms,
conditions, and coverage amounts (and attach as Exhibit 15).
39. Briefly describe how the governing board has taken students’ 72-73
transportation needs into consideration. What transportation services will
be provided for students?
CONTRACTS WITH CHARTER PARTNERS/EDUCATION SERVICE PROVIDERS
OR OTHER CHARTER PARTNERS
73
40. Identify your ESP or charter partner(s) and explain how this arrangement
will be in the best educational and financial interests of the charter
school.
73
41. Describe the decision-making process and due diligence exercised by the
founding/governing board in choosing to contract with the ESP.
The Wright Community School 9
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
73
42. Briefly describe the range of services the ESP or charter partner will
provide for the charter school.
43. Explain how the governing board will maintain its fiduciary 73
responsibilities as a charter holder including monitoring and assessing the
performance of the ESP or charter partner.
Exhibit 16
44. Attach a copy of your signed ESP contract as Exhibit 16.
FACILITIES (START-UPS ONLY)
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
CHARTER APPLICATION REQUIREMENTS PAGE
NO.
74
45. Describe the school facility that the charter school proposes to use.
46. Does the charter school have an MOU for the purchase or lease of the 75
facility, pending charter and facility approval?
75
47. Does the charter school have a lease for an approved facility?
48. Does the charter school have a Certificate of Occupancy (CO) for the 75
proposed facility?
75
49. Does the charter school have an emergency safety plan pursuant to
O.C.G.A. § 20-2-1185 for the proposed facility?
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.
1-3
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. 4-17
18-20
3. Attach a copy of the governing board’s Conflict of Interest Policy. (Item
#12)
21-23
4. Attach a copy of the governing board’s Conflict of Interest Form. (Item
#12)
The Wright Community School 11
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
24-29
5. Attach a copy of the governing board’s Governance Training Plan using
the governance training memo available on GaDOE’s website. (Item #15)
6. Attach a completed Locally-Approved Charter School Partners Roles and 30-35
Responsibilities chart. This chart shows the balance of authority between
the charter school’s board and management, as well as the required
independence of the charter school from the district. (Item #17)
The Wright Community School 12
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
CHARTER APPLICATION REQUIREMENTS PAGE
NO.
36-39
7. 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, the 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. (Item #31)
8. Attach a copy of the policy setting annual enrollment, re-enrollment, and 40-44
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. (Item #31)
45-48
9. Attach the charter school’s proposed annual calendar and a draft of the
charter school’s daily school schedule.
49-408
10. Attach a copy of the scope and sequence for each proposed course/grade
level. (Item #1)
409-516
11. Attach a copy of the charter school’s Student Code of Conduct. (Item
#35)
517-599
12. Attach a copy of the charter school’s Student Discipline Policy and
Procedures, including any Positive Behavior and Intervention Supports
(PBIS). (Items #34 & #35)
600-608
13. 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 included in another response, please indicate that.
(Item #36)
The Wright Community School 13
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
609-628
14. Attach a copy of the charter school’s Employee Policies and Procedures.
(Item #37)
15. Attach proof of the school’s insurance coverage, including the terms, 629-630
conditions, and coverage amounts. (Item #38)
The Wright Community School 14
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
CHARTER APPLICATION REQUIREMENTS PAGE
NO.
631-632
16. 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. (Item #44)
17. Attach a copy of any Letters of Intent and/or agreements detailing any 633-634
proposed partnerships, including agreements with other local
schools/systems for the charter school students’ participation in
extracurricular activities such as interscholastic sports and clubs.
635-646
18. Attach a copy of any agreements with your local school district or Board
of Education. (Exhibit 18 – DCSD Assurances and Required Statements)
647-648
19. Attach a copy of any MOU/lease/proof of ownership for a proposed
facility. (Items #46 & #47)
649-650
20. Attach a copy of the school’s Certificate of Occupancy. (Item #48)
651-652
21. Attach a copy of the facility’s Emergency Safety Plan. (Item #49)
22. Complete and attach the start-up budget template located on the Charter 653-715
Schools Division’s website. Please note that the budget template includes:
Excel
22a. A monthly cash flow projection detailing revenues and expenditures
for the charter school’s first two (2) years of operation based on 100% of Version in
the projected students enrollment; folder
Excel
22b. An alternative monthly cash flow projection detailing revenues and
Version in
expenditures for the first two (2) years of operation with the assumption
of one-half (1/2) of the projected student enrollment; and folder
The Wright Community School 15
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Excel
22c. A spreadsheet projecting cash flow, revenue estimates, budgets, and
Version in
expenditures on an annual basis for each of the five (5) years of the initial
charter term. folder
716-722
22d. 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.
723-724
23. Attach the résumé for the charter school’s Chief Financial Officer. (Item
#21)
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
CHARTER APPLICATION REQUIREMENTS PAGE
NO.
725-726
24. Attach the charter school’s signed and notarized Affidavit.
25. Attach the charter school’s signed GADOE Assurances Form. 727-730
731-732
26. Attach the charter school’s signed Local Board of Education Resolution
approving the charter school’s application.
733-734
27. 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.
735-736
28. For conversion schools only, attach the charter school’s Confirmation of
Teacher and Parent Vote.
Appendices PAGE NO.
737-738
A Teaching Schedule
739-744
B Staffing Matrix - 100%
745-754
C WCS Facility Affordability Model
755
D Professional Development Plan and Staff Retention Plan
760-763
E PBIS Principles
764-766
F Enrollment Marketing Plan
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
768-770
G Proposed Invoices
771-820
H Community Interest: Intent to Enroll Forms
821-899
I Community Feedback: Community Surveys
900-943
J Community Support: Signed Petition Signatures
943-947
K Resume for the prospective school leader and each
member of the Founding Board.
948-1006
L School Safety Template
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
HOW DO I KNOW WHICH APPLICATION TO
SUBMIT?
This New Charter School Application form is for schools seeking initial approval from both a
local Board of Education (BOE) and the State Board of Education (SBOE).
First submit their local application to your local
BOE. Then submit to GaDOE a copy of the local
application you submitted along with this New
Education HAS its Charter School Application
Local Board does
your local BOE and to GaDOE a copy of this
NOT h it
If your
ee the instructions in our Charter
school is seeking a
School Renewal Application
charter RENEWAL
If your
school is applying
to the State See the
Charter Schools SCSC website at
Commis- sion http://scsc.georgia.gov/petition-application
(SCSC)
INTRODUCTION
A charter school application is a legal petition to a local Board (or Boards) of Education and the State Board of
Education seeking approval of a charter school contract. Please note that if your new charter school is
approved by both your local Board(s) of Education and the State Board of Education, it would be called a
locally-approved charter school.
There are two types of locally-approved charter schools – start-up charter schools and conversion charter
schools. This New Charter School Application is for both start-ups and conversions.
● A start-up charter school is a brand new school that did not exist before.
● A conversion charter school is an existing public school that becomes a charter school.
The evaluation of your application will focus on whether implementing the proposals in your petition will lead
to the academic, organizational, and financial performance you are promising in exchange for broad flexibility
from Georgia’s education rule and laws. The evaluation will also determine whether:
The Wright Community School 15
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
● The proposed charter school will comply 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 viable; and
The Wright Community School 15
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
● The charter school is in the public interest.
Applicants are strongly encouraged to review all resources available on the GaDOE’s Charter Schools
Division website prior to drafting and submitting a new charter school 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 standard pre-opening checklist, which will be incorporated into the charter contracts for all new
charter schools approved by the State Board of Education for the 2016-2017 school year or later.
Please note that charter terms or phrases used in this application are defined in State Board Rule 160-4-9-.04.
Georgia has a commitment to ensuring all children receive quality educational opportunities. For this
reason, we prioritize approving 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 approve a charter contract for your new locally-approved charter
school, your charter 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 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 initial charter contract.
A successful 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 planned school
opening. Since it can take up to 4 months to move through the various review processes, please plan
accordingly. Submitting to GaDOE your locally- approved application one year in advance of your planned
opening date will provide plenty of time to obtain approval.
Please also note that filing a charter school application does not guarantee that a charter 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 successful
charter school implementation will be recommended for denial.
Submission to GaDOE of the initial 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
formally 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.
The Wright Community School 15
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 14 of this application; the form may not be altered in
any way.)
CHARTER APPLICATION (Answers to the questions posed on pages 15-27 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 30-33 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 34/Exhibit 28)
The original must be signed in blue ink; stamped signatures will not be accepted.
EXHIBITS (See list of required Exhibits on pages 28-29 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 14)
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
The Wright Community School 15
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WEDNESDAY, FEBRUARY 7, 2024, IN ORDER TO BE IN THE 2024 REVIEW CYCLE
FOR PROPOSED SCHOOL OPENINGS 2025-2026.
Petition for (Name of School): The Wright Community School
Delivered by (Charter School Representative):Tiana Stephenson
Received by (DCSD Representative):
Date and Time:
The Wright Community School 15
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
CHARTER APPLICATION COVER PAGE
Proposed Charter School Information
Check One: _X__ New Start-Up ___ New Conversion
Name of Charter School The Wright Community School
Name of the Georgia nonprofit corporation that will hold the charter if granted:
The Wright Community School Inc.
Local school system(s) in which charter school will be physically located: Dekalb
County ____
Contact Information for the Governing Board Chair
Contact Person: Dr. Kimberly Gore Board Chair
Name Title
Contact Address: 3282 Thornecreek Drive, Douglasville, GA 30135
Telephone Number: 404-333-8975
Fax Number:
E-mail Address: board@thewrightcs.org
Contact Information for the Person Filling out this Application
Contact Person: Tiana Stephenson Lead School Founder
Name Title
Contact Address: 255 North Main Street #1669 Jonesboro, GA 30237 _____
Telephone Number: 404-333-8975
Fax Number:
The Wright Community School 15
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
E-mail Address: stephenson@thewrightcs.org
The Wright Community School 15
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
CHARTER APPLICATION
Executive Summary
Name of Charter School: The Wright Community School
Opening Date: August 2025 Proposed Charter Term Length: 5 years
Grade range at the end of Year 5: 6th - 12th
What grades will the school enroll in its first year of operation?6th & 9th Expected enrollment
in the first year of the charter term: 150 Expected enrollment at the end of Year 5: 600
This application was approved by DeKalb Board of Education on , 20 .
For each year of the proposed 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
Yr 1 100 50 150
Yr 2 100 100 50 50 300
Yr 3 100 100 100 50 50 50 450
Yr 4 100 100 100 100 50 50 50 550
Yr 5 100 100 100 100 100 50 50 600
1. Research shows that charter schools are more academically, financially and
organizationally stable if they grow by only one grade each year. If the charter school plans
to grow more than one grade each year, please provide a brief rationale for this growth
model. (350 words or less)
The Wright Community School (“WCS”) is dedicated to a strategic growth plan, incrementally
adding one grade per year for both middle and high school. This approach aims to establish a
robust foundation for our students within a stable, supportive, and academically enriching
environment. At full scale, we will serve grades 6th-12th grade, which will directly address the
concerns of families seeking a comprehensive option that effectively prepares students for post-
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State Board of Education to Operate in SY25-26
secondary and beyond. Inspired by successful charter and private school models such as the
Dalton School1, Washington Latin Public Charter School2, and Tapestry Public Charter School3.
WCS has incorporated proven strategies into its structure. Our model4 ensures students are fully
prepared for life after high school by focusing on individual needs and progress at each grade
level.
WCS will open with grades 6 and 9. To enhance social and emotional development,
Middle and High School students will have separate daily activities, barring Advanced
Placement courses or specific mixed-grade electives. Initially, teachers will instruct both 6th and
9th grades to ensure curriculum consistency, alignment, and student readiness. This approach
promotes financial sustainability by utilizing teachers as versatile content experts. After the first
year, educators will be designated for either high or middle school, except for non-core teachers
or staff (See Appendices A and B). WCS will follow a slow growth model, prioritizing the
addition of teachers to maintain a 25 to 1 ratio in all classes. To accommodate gradual expansion,
we plan to introduce an additional grade level to both middle and high school. This strategic
approach allows WCS to concurrently develop both schools, responding to the increasing
demand for charter high schools. Dekalb County's district charter high school lacks a
comprehensive mentorship program, 9th-grade dual enrollment options, and a community-
centered discipline approach, while WCS will provide these features. By the fifth year of the
proposed term, WCS will serve 600 students, with 300 in middle school (6th-8th) and another
300 in high school (9th-12th). Our goal is to provide a holistic educational experience that not
1
https://www.dalton.org/about
2
https://latinpcs.org/about/
3
https://tapestrycharter.org/about-us/academic-model/
4
https://www.sgdsb.on.ca/upload/documents/june-28-12-post-arc-research-7-12-school.pdf
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only prepares students academically but also fosters personal growth and community
involvement. Modern States/CLEP provides students with flexible, cost-effective, and
accelerated pathways to college credit compared to the state's Dual Enrollment program. By
offering free online courses, study materials, and the opportunity to earn college credit through
exams, Modern States/CLEP allows students to save on tuition fees and progress faster in their
academic pursuits. Efforts to ensure students meet college admissions requirements for Dual
Enrollment courses will include guidance from advisors, collaboration with parents/guardians,
and early preparation starting in 9th grade. SAT/ACT prep courses will be available during the
Flexible Period and as extracurricular opportunities, beginning in 9th grade, to support students
in achieving competitive scores for college admissions. Additionally, the Dual Enrollment
program at The Wright Community School removes financial barriers and guarantees enrollment
opportunities for 9th and 10th graders without fear of academic history affecting eligibility,
promoting accessibility and inclusivity. Comprehensive mentoring at WCS involves assigning
every student and educator a coach, providing guidance and support for a minimum of two years,
thereby fostering enduring relationships, enhancing academic and personal development, and
aiming to increase organizational effectiveness. WCS's mentoring program differs by prioritizing
personalized support, enduring relationships, and organizational effectiveness, while also
addressing staff retention and transition needs through tailored guidance and support for
educators at all stages of their career. WCS prioritizes staff retention through competitive
compensation, professional development opportunities, and a supportive work environment,
aiming to retain highly qualified educators certified to teach both middle and high school. By
offering competitive salaries, comprehensive professional development, and ongoing support,
WCS fosters a culture that values and invests in its staff, ultimately contributing to the success of
The Wright Community School 15
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
both educators and students. To determine teacher effectiveness in middle versus high school,
the Teacher Keys Effectiveness System (TKES) will be utilized, comprising components such as
Teacher Assessment on Performance Standards (TAPS), Professional Growth, and Student
Growth. These tools will assess teachers' performance and impact on student learning,
incorporating qualitative evaluation methods and measures of professional development and
student progress.
2. State the charter school’s mission and describe why this initiative is important to
the community it will serve. Also provide a brief description of any defining features of the
school. Include how stakeholders were involved in the petition process and will continue
participating. (350 words or less)
The mission of WCS is to empower students as P.I.L.O.T.S (Proactive, Innovative, Literate,
Organized, and Tenacious Scholars) through fostering a strong community and providing
individualized education enriched with support and leadership. WCS addresses academic
challenges in Metro Atlanta, where 37% of 8th graders are proficient in math and 41% of 3rd
graders in reading5, by offering a supportive and individualized learning environment focused on
critical subjects.
With community input from over 1500 stakeholders (Appendix H, I,&J) through 128
events, surveys of 313 students and community members (Appendix I) and listening sessions, the
Founding Team spent over 16 months designing WCS. Based on the community input, the
community strongly desired a school that emphasizes career readiness (100% of community
members), prepares students for careers (84% of students), and values mentorship (63% of
students). Dekalb has 8 district charter schools, but the current 6-12th-grade school lacks a
5
https://l4lmetroatlanta.org/wp-content/uploads/L4L-2023_FINAL-linked2.pdf
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State Board of Education to Operate in SY25-26
comprehensive mentorship program, 9th-grade dual enrollment, and community-centered
discipline, which WCS will provide.
Defining features of WCS include:
Community Culture: WCS will establish a community-centered and supportive school culture,
promoting leadership through restorative justice initiatives67. WCS’s approach to culture and
discipline, led by The Transformative Student Coalition (TSC) and Transformative Community
Coalition (TCC), guided by the Dekalb County Code of Conduct, exemplifies a community-
centered approach. TSC reviews lower-level infractions, and TCC reviews higher-level
infractions, aiming to prevent suspensions and expulsions for a positive learning environment.
Individualized Pathways and Flexible Scheduling: WCS aims to provide academic choice and
discovery. Students will have academic advisors, and the schedule is adaptable to their interests
and needs. The learning experience will be tailored, offering opportunities for Dual Enrollment,
CTAE, and AP courses in the 9th grade. WCS's Exploratory Week provides students with the
opportunity to audit courses without fear of failure by allowing them to enroll in classes to assess
alignment with their interests and academic needs. Mastery Based Learning prepares students for
college readiness by emphasizing deep understanding of concepts and skills before progressing
to new material, mirroring the expectations and rigors of college-level coursework. Through
Mastery Based Learning, students develop essential academic skills such as critical thinking,
problem-solving, and self-directed learning, which are vital for success in higher education.
6
https://csgjusticecenter.org/publications/using-trauma-informed-restorative-justice-with-youth/
7
https://www.ccvs.vermont.gov/uploads/Voice%20and%20Choice.pdf
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State Board of Education to Operate in SY25-26
Comprehensive Support System: Every student and educator at WCS is assigned a coach for
guidance and support. Academic coaches, administrators, and mentors play a crucial role in
fostering a sense of belonging, boosting engagement, and supporting growth for both students
and educators.
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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
APPLICATION CONTENTS
Identify the appropriate page numbers where the following information is located in the
application and include the page numbers on the Table of Contents (pages 2-9).
ACADEMIC PROGRAM
1. Describe the focus of the curriculum (including if it incorporates STEM,
STEAM, International Baccalaureate, or any other such branded program). Include as
Exhibit 10 a copy of the scope and sequence for each proposed course/grade level.
The curriculum at The Wright Community School (WCS) will be focused on rigorous standards-
aligned academics and opportunities for individualized exploration through programming
options such as Advanced Placement (AP), Career, Technical, and Agricultural Education
(CTAE), and Dual Enrollment. The curriculum was selected due to its alignment with Georgia
state standards along with personalized, mastery-based learning, differentiated instruction, and
real-world applications. The curriculum supports the WCS's commitment to providing
individualized educational experiences ensuring that students receive the support and rigor based
on their academic needs. The target population encompasses students with diverse achievement
levels, including those below grade level, English learners, and students with disabilities. Our
academic program is designed to provide tailored support and resources to ensure that all
students can meet expected standards.
Istation: The new requirements for Istation screening in Georgia include the approval of
Istation's Indicators of Progress (ISIP) assessment as a K-3 dyslexia screener for the 2024-2025
school year. This approval aligns with the Georgia Department of Education's mandate to screen
all K-3 students for dyslexia characteristics and other disorders, with funding provided by the
Georgia General Assembly to support this initiative. Additionally, the Proposed School Leader
and Special Education Lead at Wright Community School will receive a Dyslexia endorsement
prior to the school opening, with priority given to hiring or acquiring endorsements for other
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The Wright Community School
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teachers when operational. Furthermore, the Multi-Tiered System of Supports (MTSS) process at
Wright Community School will incorporate evidence-based and multisensory instruction and
interventions aimed at addressing potential dyslexic characteristics among students.
Early Literacy Act: The Georgia Early Literacy Act (House Bill 538), Georgia's new K-12
English Language Arts Standards (implementation SY 2025-26), and Georgia's dyslexia efforts
(Senate Bill 48) are crucial initiatives shaping the state's literacy landscape. S.B. 48 mandates
local school systems to screen all kindergarten students and select students in grades 1-3 for
dyslexia characteristics starting in 2024-25, with reading proficiency screenings occurring three
times annually. Identified students falling behind in reading will receive personalized
improvement plans within 30 days and intensive intervention until they reach grade-level
proficiency. The Proposed School Leader and Special Education Lead at Wright Community
School will receive a Dyslexia endorsement before opening, with priority for other teachers
when operational. The MTSS process will integrate evidence-based, multisensory instruction to
address potential dyslexic traits in students.
Core Curricular Programs: The table below provides an overview of the high-quality
curricular programs that The Wright Community School will implement in grades 6–12 for core
subject areas.
English Language Arts: The Wright Community School has chosen Houghton Mifflin Harcourt
(HMH) Into Literature for Grades 6–12, aligning with our commitment to develop literate
students. This curriculum emphasizes Georgia standards-aligned lessons and culturally relevant
texts. To address diverse student needs, the program prioritizes scaffolding for multilingual
The Wright Community School 2
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
learners and provides resources in multiple languages. HMH Into Literature8 offers customizable
lesson plans and intuitive data analytics tools for differentiation, ensuring inclusivity.
Recognizing the varied learning needs of specific subgroups, including Students With
Disabilities (SWDs) and English Learners (ELs), the curriculum employs concrete strategies and
materials to support academic growth, making it an ideal choice for our diverse student
population.
Grades 6-8: Grades 9-12
According to EdReports9,the curriculum, Into According to EdReports10, the high school
Literature Grades 6-8, is highly effective for curriculum consistently meets expectations for
Middle School, meeting expectations in Text alignment, making it effective for 9th to 12th
Quality, Building Knowledge, and Usability graders. The instructional materials provide
across 6th, 7th, and 8th grades. Rigorous, rigorous, engaging texts that serve as the
engaging texts are central to lessons, fostering central focus while supporting students'
students' knowledge building, reading, knowledge building. The curriculum supports
writing, speaking, and language skills. The growth in reading, writing, speaking, and
curriculum supports close reading and critical listening skills, emphasizing close reading and
analysis, with consistent alignment to Georgia text analysis. Meeting expectations for
standards. The materials also provide instructional supports and usability, it offers
guidance for differentiation, ensuring guidance for differentiation, Georgia
accessibility for diverse learners. standards-aligned and program design.
Math: The Wright Community School has chosen HMH (Houghton Mifflin Harcourt)11 Into
Math, Into Algebra 1, Geometry, and Algebra 2 for its math curriculums. These programs align
with Georgia standards and aim to enhance mathematical proficiency while fostering a positive
mindset. Recognizing the diverse needs of students, the curriculum utilizes visual models,
individualized practices, and adaptive technology to support subgroups such as Students with
8
https://www.hmhco.com/programs/into-literature
9
https://www.edreports.org/reports/overview/into-literature
10
https://www.edreports.org/reports/detail/into-literature/ninth-grade/gateway-one
11
https://www.hmhco.com/classroom-solutions/math
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The Wright Community School
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Disabilities (SWDs), English Learners (ELs), and academically struggling students. The
emphasis on mastery-based learning, differentiated instruction, and practical applications ensures
alignment with state and district standards, guaranteeing a tailored educational experience.
Grades 6-8: Grades 9-12
According to EdReports, the HMH Into Math According to EdReports, HMH Into AGA is
curriculum is highly effective for Middle effective for High School due to its alignment
School, particularly for 6th, 7th, and 8th with the Georgia standards. The curriculum
graders. The materials meet expectations for meets expectations for Focus and Coherence
alignment to the Georgia standards, by attending to the full intent of mathematical
emphasizing focus and coherence in the major content, engaging students at a high-school-
work of each grade. The curriculum appropriate level, and making meaningful
demonstrates rigor, balance, and practice- connections throughout the series. It supports
content connections, reflecting the Standards 9th to 12th graders by explicitly building on
and helping students meet rigorous knowledge from Grades 6-8, offering
expectations. opportunities for developing rigor, balancing
three aspects of rigor, and intentionally
developing all eight mathematical practices.
EdReports finds that the curriculum's
alignment, rigor, and usability make it suitable
and effective for high school students across
grade levels.
Science: The Wright Community School has chosen HMH (Houghton Mifflin Harcourt) as its
science curriculum provider, prioritizing fostering curiosity and creativity in students. The
selected curricula, Into Science for grades 6-8 and Science Dimensions for grades 9-12, are
designed to be flexible, student-centered, and standards-aligned. The curriculum recognizes and
plans for the diverse needs of students by employing a transadaptation process, ensuring an
equitable Spanish offering for English Language Learners (ELs). It supports various student
subgroups, including Students With Disabilities (SWDs) and academically struggling students,
through experiential learning, practical lessons, and engaging resources.
Grades 6-8: Grades 9-12
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The Wright Community School
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Into Science, the curriculum for 6th to 8th The curriculum for high school students at
graders will be a dynamic and hands-on The Wright Community School will be HMH
science program. With a focus on the 5E Science Dimensions, emphasizing learner-
instructional model and Georgia standards, centered strategies and Georgia standards. It
students engage in activities promoting offers a complete print and digital curriculum,
critical thinking, investigation, and real-world fostering active learning through innovative
application.The 5E instructional model design. The curriculum recognizes diverse
consists of five phases: engage, explore, needs with enriched online lessons,
explain, elaborate, and evaluate. This accommodating different learning styles and
curriculum supports diverse learners by abilities. It will incorporate 6 key learner-
offering inclusive features for students with centered strategies, it supports student voice,
Individualized Education Programs (IEPs), choice, collaboration, active learning,
enrichment options for accelerated learning, diagnostic assessments, and technology
and equitable experiences with embedded integration. By leveraging technology and
prompts for social and emotional learning. promoting various learning activities, the
The curriculum ensures ongoing assessment curriculum will ensure WCS students'
options with actionable data and reporting, engagement, personalization, and readiness
fostering a real-world and equitable science for real-world applications.
journey for all 6th to 8th-grade students.
Social Studies: The Wright Community School has chosen Gallopade Georgia Experience
Curriculum12 and Workbook for Grades 6-7th and HMH Social Studies13 for 9th-12th, aligning
with Georgia standards. The HMH curriculum recognizes diverse student needs, supporting
Spanish-speaking culture and language norms, and encouraging inquiry-based learning. HMH Ed
provides customizable assignments, offering concrete strategies for educators. These resources
collectively ensure a comprehensive and inclusive approach to social studies education, fostering
critical thinking for future leaders.
Grades 6-8 Grades 9-12
The Social Studies curriculum at WCS HMH Social Studies supports 9th-12th
follows the Georgia Standards of Excellence grades at The Wright Community
(GSE) and Literacy Standards for School, aligning with Georgia
History/Social Studies. In Grade 6, students standards. The curriculum covers
12
https://www.gallopadecurriculum.com/georgia
13
https://www.hmhco.com/programs/hmh-social-studies
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
explore the physical and cultural geography American History, African American
of Europe, Latin America, Canada, and History, World History, United States
Australia, focusing on historic development, Government, Economics, and Global
culture, and political and economic systems. Geography. These courses meet
Grade 7 delves into the history, geography, Georgia Code IHF(6) 160-4-2-.48 High
and culture of Africa, the Middle East, and School Graduation Requirements,
Asia, with units covering similar themes. ensuring compliance with local board
Grade 8 focuses on Georgia Studies, tracing regulations.
the state's history within the context of the
United States' development, examining
government, public issues, citizen rights, and
historical comparisons. Textbooks provided
for each grade level offer further support and
resources.
Intervention: At the Wright Community School (WCS), intervention programs such as READ
180 and MATH 180 are implemented to address the needs of struggling readers and math
learners in Grades 6–12. These evidence-based programs use a blended learning approach,
combining digital resources with teacher-led sessions to provide personalized support tailored to
individual student needs.
Reading Math
Read 18014: The Wright Community School's Math 180: WCS will utilize HMH MATH
curriculum centers around the evidence-based 180 for math support, a comprehensive math
HMH READ 180 program for Grades 6–12. intervention program for Grades 6–12, with
This innovative curriculum is designed to automatic student placement based on NWEA
provide struggling readers, particularly those MAP Growth assessments. Research shows
reading 2 or more years below grade level, that this program consistently achieves an
with a comprehensive approach to literacy average acceleration of two years or more in a
development. The curriculum supports single academic year. It caters to diverse
various student subgroups, addressing the student subgroups, ensuring support for those
diverse needs of learners. The program targets significantly behind. Through blended
struggling readers, English learners (ELs), and learning and teacher-facilitated instruction,
Math 180 offers personalized software,
students with disabilities (SWDs). This
inclusive approach ensures that students from benefiting students with diverse needs,
different backgrounds and learning abilities including Students With Disabilities (SWDs),
receive tailored support. To recognize and English Learners (ELs), and those
14
https://ies.ed.gov/ncee/wwc/InterventionReport/665
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
plan for diverse needs, the school utilizes the academically struggling. This approach
NWEA MAP Growth assessment, which fosters a profession-focused, real-world
allows for a customized approach to immersive learning experience for all
individual learning paths. The READ 180 students, promoting inclusive academic
program employs a blended learning success.
instructional model, combining digital media
with traditional classroom instruction. Small-
group rotations include individualized
instruction using adaptive computer
applications, teacher-led small-group sessions,
and independent reading. Concrete strategies
and materials are employed to support SWDs,
ELs, and academically struggling students.
The READ 180 program has shown positive
effects on comprehension, general literacy
achievement, and potentially positive effects
on reading fluency, as evidenced by the What
Works Clearinghouse (WWC) review. The
program's effectiveness is highlighted by its
ability to provide substantial support for Tier
II, Tier III, and Tier IX interventions.
CTAE: The CTAE curriculum at the Wright Community School, will be delivered through
Edmentum, which caters to diverse student subgroups, recognizing and planning for their varied
needs. Specifically designed for grades 6-12, the Career Technical & Agricultural Education
(CTAE) programs support career exploration and real-world applications. Edmentum's flexibility
allows for concrete strategies and resources to support students with diverse learning needs.
Courses such as "Computer Science Essentials" and "Artificial Intelligence" provide engaging
content, while elective options like "Mythology and Folklore" and "Women's Studies" offer a
broad spectrum for exploration. The curriculum aligns with the commitment to provide an
individualized and comprehensive education, fostering inclusivity and skill development.
At the Wright Community School, the Career Technical & Agricultural Education (CTAE)
curriculum will be delivered primarily through Edmentum, offering a flexible and
comprehensive learning experience for grades 6-12. While some CTAE courses will be taught
The Wright Community School 7
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
online via Edmentum, the school aims to provide labs within its facility to enhance hands-on
learning opportunities for students in CTAE and science classes. Additionally, certain CTAE
courses will be conducted face-to-face, allowing for interactive and experiential learning. The
curriculum caters to diverse student needs and interests, offering a range of courses such as
"Computer Science Essentials," "Artificial Intelligence," "Mythology and Folklore," and
"Women's Studies," aligning with the school's commitment to individualized and inclusive
education.
Dual Enrollment: At Wright Community School (WCS), Dual Enrollment opportunities are
offered to students starting from 9th grade through Modern States Education Alliance and in the
10th to 12th through the Dekalb County School District.
9th Grade 10th-12th Grade
9th Grade: The Dual Enrollment curriculum, 10th - 12th Grade: WCS will utilize the Dual
pioneered by the Modern States Education Enrollment opportunities for 10th to 12th
Alliance15, extends accessible, tuition-free through the Dekalb County School District.
college education through Freshman Year for We will adhere to the process as outlined by
Free™. This innovative program partners with DCSD’s website16. The Dual Enrollment
edX, offering over 30 high-quality courses Information Night marks the beginning of the
taught by world-renowned universities. It Dual Enrollment process in Dekalb County.
accommodates diverse student subgroups, Students with the assistance of their academic
providing online lectures, quizzes, and advisor will research admission requirements,
materials free of charge. Tailored for 9th take necessary exams, and send scores to
graders, the program prepares for Advanced colleges. Evaluation by the college follows,
Placement (AP) and College Level with collaboration between the student,
Examination Program (CLEP) tests in college and career counselor, and
subjects like History, Computer Science, parents/guardians. The process includes
Math, English, and Economics. It's a global meetings, application submission, and course
digital library of college courses, an inclusive registration through www.gafutures.org.The
"on-ramp" to traditional college, promoting dual enrollment program emphasizes
affordability and diversity. responsibility, requiring approval for any
schedule changes or discontinuation.
15
https://modernstates.org/
16
https://www.dekalbschoolsga.org/student-advancement/georgia-dual-enrollment/
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Electives: At WCS, Electives offered through Edmentum cater to diverse student subgroups,
including those with disabilities (SWDs), English learners (ELs), and struggling students,
ensuring inclusivity and meeting graduation requirements. These courses utilize tailored
instructional methods and resources to support the unique learning needs of each subgroup,
covering subjects such as Digital Art, Coding, Career Exploration, and more.
6th-8th Grade 9th-12th grade
The Electives will be provided by Edmentum, The Electives curriculum through Edmentum
which offers a diverse range of courses offers a diverse range of courses to cater to
tailored to meet the unique needs of various the specific needs of various student
student subgroup, ensuring that the courses subgroups and ensure all students meet
are designed to meet the needs of diverse graduation requirements at WCS.. It
learners, including those in subgroups such as acknowledges and plans for the unique
students with disabilities (SWD), English requirements of students, including those with
learners (ELs), and struggling students.. It is disabilities (SWDs), English learners (ELs),
designed to address the learning requirements and academically struggling individuals. The
of Special Education students (SWDs), instructional methods and resources employed
English Learners (ELs), and academically are tailored to support the diverse learning
struggling students. The instructional methods needs of these subgroups. Courses cover an
and resources employed in these courses array of subjects, providing concrete strategies
include concrete strategies and materials to and materials. For instance, "Academic
support the specific needs of each subgroup. Success" focuses on positive habits, adaptable
Courses cover a wide array of subjects such as to students of different accomplishment
levels. "African American History" delves
Digital Art and Design, Coding, Career
Exploration, Fitness, Game Design, into the shaping of U.S. culture by African
Journalism, Photography, and more. These Americans, emphasizing adaptability to
engaging and rigorous experiences aim to semester durations. The curriculum spans
provide a holistic and inclusive learning essential areas such as Anthropology,
environment for all students, recognizing and Archaeology, Art, Artificial Intelligence,
planning for the diverse needs within each College and Career Preparation, Computer
subgroup. Science, Creative Writing, Gothic Literature,
Health, Holocaust History, Music
Appreciation, Mythology, Philosophy,
Reading and Writing for Purpose, Structure of
Writing, The Lord of the Rings exploration,
Women's Studies, and World Religions. These
courses ensure a holistic approach to
education, recognizing the richness of student
diversity and providing a platform for
inclusive and engaging learning experiences.
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The Wright Community School
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Advanced Placement (9th-12th grade): The AP curriculum will be offered through Edmentum
and will be designed to cater to diverse student subgroups, addressing their unique learning
needs. It acknowledges and plans for the distinct requirements of students with disabilities
(SWDs), English learners (ELs), and those facing academic challenges. The instructional
methods and resources incorporate concrete strategies and materials to support these subgroups
comprehensively. Students will be able to choose from a range of courses, including AP
Macroeconomics, AP English Literature and Composition, AP Calculus AB, AP Statistics, AP
Psychology, AP U.S. Government and Politics, AP Microeconomics, AP Spanish Language and
Culture, AP U.S. History, AP English Language and Composition, AP Biology, AP Chemistry,
and AP Environmental Science. These courses provide a rigorous and engaging educational
experience, preparing students for the AP exams and further studies in various fields.\
Credit Recovery: Remediation opportunities, such as Credit Recovery, at Wright
Community School (WCS) will involve utilizing Edmentum's program. To ensure students
stay on track each year to meet these requirements, WCS will provide personalized support
through instructional coaching and academic advising, fostering individualized learning
and empowering both teachers and students. Additionally, WCS follows a mastery-based
learning approach, where students progress at their own pace after demonstrating a deep
understanding of the current topics or skills, ensuring inclusivity and equal opportunities
for all students.
Financial Literacy: The Financial Literacy curriculum at WCS is a vital component of students'
academic journey, serving as a promotion requirement for middle school students. Emphasizing
inclusivity, the curriculum is designed to cater to the diverse learning needs of various student
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The Wright Community School
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subgroups. Acknowledging the unique challenges faced by students with disabilities (SWDs),
English learners (ELs), and those experiencing academic struggles, the instructional methods
incorporate concrete strategies and specialized materials to ensure comprehensive support.
Edmentum, the chosen platform for the curriculum, offers a range of courses tailored to different
needs, including Financial Literacy, Personal Financial Responsibility, and more. These courses
cover essential topics such as earning and spending, savings and investing, credit and debt,
protection of assets, and financial planning. The curriculum aligns with state standards.
6th-8th Grade 9-12th Grade
Middle school students can access courses The Financial Literacy curriculum at WCS
like Financial Mathematics, Mathematics of serves as a crucial graduation requirement for
Personal Finance, and others, delving deeper high school students, emphasizing the
into real-world financial literacy, personal significance of financial knowledge. This
finance, and business subjects. Recognizing requirement extends to middle school,
the significance of financial literacy, ensuring that students receive a
particularly for middle school students, the comprehensive financial education. The
curriculum addresses the alarming trend of curriculum, administered through Edmentum,
financial struggles among Americans. Over is crafted to address the diverse needs of
60% live paycheck to paycheck, and the students, recognizing and accommodating
curriculum aims to instill foundational various subgroups. For students with
knowledge early on to combat these disabilities (SWDs), English learners (ELs),
challenges. By providing students with and those facing academic challenges,
essential skills like budgeting, credit instructional methods incorporate concrete
management, and understanding financial strategies and materials to ensure inclusive
products, the curriculum seeks to empower learning experiences. The course offerings
them to make informed and responsible include Personal Financial Literacy,
financial decisions throughout their lives. Intermediate Business and Marketing and
others. These courses cover essential financial
concepts such as earning, spending, savings,
investing, credit, and decision-making. The
importance of financial literacy for students
lies in fostering better financial decisions,
understanding the consequences of student
loan debt, emphasizing the importance of
saving, and creating positive ripple effects on
mental health and overall well-being.
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2. Describe the instructional methods that will be implemented, including
innovative, distinctive, or unique instructional techniques or educational programs (e.g.,
project-based learning).
Why are these innovations appropriate for this population/school?
Explain how these innovations will increase student achievement.
Mastery-Based Learning17: At The Wright Community School (WCS), we have selected the
mastery-based learning approach as a fundamental aspect of our instructional model. Mastery-
based learning is a pedagogical philosophy where students progress to new topics or skills only
after demonstrating a deep understanding of the current ones. In this personalized learning
environment, students work at their own pace, with the support of technology and teacher
assistance. This approach allows for inclusivity, equal opportunities, and individual
empowerment, aligning with our mission to address academic challenges in Metro Atlanta,
particularly in areas with specific needs such as South Dekalb.
Rationale for Mastery-Based Learning18: The selection of mastery-based learning at WCS is
justified by the urgent need to address academic disparities in Metro Atlanta. According to data
from the United Way's Child Well Being Outlook Report 202319, a significant percentage of 8th
graders struggle with math proficiency, and 3rd graders face challenges in reading. Additionally,
the report highlights the concerning number of youth aged 16 to 19 not on track for college or
career success, contributing to a growing gap between workforce needs and available skilled
individuals. Mastery-based learning20, as implemented by the Modern Classrooms Project, has
significantly elevated student achievement. This approach, rooted in research since the 1960s,
requires students to demonstrate proficiency before progressing to the next skill, fostering deep
17
https://www.modernclassrooms.org/blog/what-is-mastery-based-learning
18
https://www.edmentum.com/intl/articles/mastery-based-learning/
19
https://unitedwayatlanta.org/insights/
20
https://www.modernclassrooms.org/blog/mastery-based-learning-what-does-the-research-say
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understanding. Research indicates increased satisfaction, positive attitudes, improved academic
self-concept, and heightened focus on task completion among mastery-based learners. The
approach narrows aptitude variability, instills growth mindset, and substantially enhances long-
term retention. By valuing mastery over speed, educators create differentiated instruction,
leveraging resources to support diverse learning speeds.
Implementing Mastery-Based Learning: What It Looks Like: At WCS, mastery-based
learning entails dividing the curriculum into a sequence of skills or instructional units. Teachers
begin each lesson by identifying the specific skill they want students to master. For instance, a
math teacher may focus on ensuring students fully grasp a particular concept before moving to
the next. This approach is akin to building a pyramid, where students must build a solid
foundation before advancing to more complex learning tasks.
Student-Centered Mastery in Practice: In a mastery-based learning environment, students are
empowered to learn deeply in ways that suit them best. For example, a student who excels in a
particular subject can progress to more advanced content at their own pace, avoiding boredom
associated with a one-size-fits-all approach. Conversely, students who need additional time and
support in mastering a concept receive personalized attention and resources. This student-
centered approach ensures that each learner progresses based on their understanding, preventing
the formation of learning gaps and fostering confidence and self-esteem.
Benefits of Mastery-Based Learning for Students21: The benefits for students at WCS are
substantial. They include the ability to:
Learn Deeply: Mastery-based learning allows students to delve deeply into subjects, ensuring a
thorough understanding of foundational concepts before moving on.
21
https://www.modernclassrooms.org/blog/mastery-based-learning-what-does-the-research-say
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Demonstrate Mastery Meaningfully: Students showcase their mastery not just by completing
assignments but by justifying their understanding, enabling them to articulate the reasoning
behind their solutions.
Personalized Learning Experience: The approach caters to individual learning speeds and
needs, providing a balanced and challenging learning experience. There are no schools in South
Dekalb currently utilizing the mastery-based learning approach. Contrasting mastery-based
learning with traditional methods reveals its distinct advantages. In a traditional setting, all
students typically move through lessons at the same pace, potentially leading to learning gaps.
For instance, if a student misses a critical lesson, they may struggle to catch up, hindering their
understanding of subsequent topics. In mastery-based learning, the focus is on ensuring each
student is truly ready to advance, minimizing the risk of gaps and fostering a more
comprehensive and effective learning experience.
Mastery-Based Learning at WCS is not just an educational strategy; it's a commitment to
maximizing every student's potential. By addressing the specific needs outlined in the United
Way’s report and aligning with historical models of effective learning, WCS ensures that
students are truly ready for college and future careers. Through this approach, we aim to
contribute to closing proficiency gaps, fostering a sense of empowerment, and preparing students
for lifelong success.
Flexible Period22: The implementation of a Flexible Period at The Wright Community School
(WCS) is a strategic move to enhance educational opportunities, provide tailored support, and
create a more equitable learning environment. The Flexible Period is a dedicated time during the
school day, allowing for various purposes such as teacher-student meetings, academic support,
22
https://www.edficiency.com/post/19-benefits-of-flex-periods-in-school
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intervention, enrichment, and social-emotional learning. This approach aligns with our
commitment to inclusivity, equal opportunities, and individual empowerment. WCS Flexible
Period will be a designated time in the daily schedule allocated for specific student-focused
activities. These activities include extra help, intervention, enrichment, and social-emotional
learning. The flexibility allows students to receive targeted support based on their unique needs,
preventing any group from being left behind or not being challenged. It is an integral part of our
commitment to providing a supportive and adaptable learning environment.
● Rationale23: The decision to implement a Flexible Period is grounded in the
understanding that students have diverse needs, including those related to English Language
(EL) services, Special Education, Gifted programs, and Response to Intervention (RTI) plans.
Data from Enriching Students emphasizes the success of schools utilizing flexible periods,
showcasing improvements in student achievement, targeted support for struggling students,
enrichment opportunities, and addressing social-emotional needs. This aligns with the United
Way’s Child Well Being Outlook Report 2023, emphasizing the need for tailored support to
bridge proficiency gaps.Research indicates that Flexible Periods are crucial for various reasons,
including providing teachers with more time to support students in need, offering students
opportunities they might miss after school hours, and contributing to students' social and
emotional learning. The Effects of High School Flex Blocks on Students and Teachers study
demonstrated positive outcomes, with an increase in student connections with adults, a decrease
in student anxiety, and improved balance in managing school workload and personal interests.
● Implementing Flexible Periods: What It Looks Like: At WCS, the Flexible Period goes
beyond a traditional study hall. It is a strategic period designed to address specific student needs.
23
https://unitedwayatlanta.org/insights/
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Each day, students have the opportunity to meet with different teachers for additional academic
support, participate in enrichment sessions, attend review lessons, engage with advisors, make up
missed assignments, join club meetings, and take part in extracurricular activities such as sports.
This tailored approach ensures that students receive support aligned with their academic and
personal interests.
● Benefits for Students and Staff: Flex Periods have demonstrated positive outcomes,
with 83% of students enjoying their school day more, 89% considering the flexible period
important, and 83% of staff observing increases in student achievement. This data, gathered
through surveys, emphasizes the significance of Flexible Periods in creating an engaging and
supportive learning environment.
● SEL Focus: During the Flex Period, students will engage in social-emotional learning
(SEL) activities that promote self-awareness, self-management, social awareness, relationship
skills, and responsible decision-making. These activities may include discussions, group
exercises, role-playing scenarios, journaling, and mindfulness practices. The school will
potentially partner with Hopebound to provide SEL resources and support. Additionally, the
school's Social Worker will play a key role in facilitating SEL lessons using the WhyTry
curriculum. This curriculum is designed to help students develop resilience, emotional
intelligence, and coping skills, addressing common challenges they may face in school and life.
Together, the partnership with Hopebound and the expertise of the Social Worker will ensure
comprehensive SEL instruction and support for students.
● Implementation Strategies: WCS will schedule a daily Flexible Period to maximize its
impact. Ideally, a school-wide period is preferred to ensure all teachers are available to all
students during that time each day. However, variations like having multiple periods or
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combining with lunch are considered based on practicality. The implementation will be guided
by the school's commitment to meeting individual student needs and promoting student agency.
The implementation of a Flexible Period at WCS is a strategic move to address the diverse needs
of our student population. It aligns with our commitment to inclusivity, equal opportunities, and
individual empowerment. The Flexible Period will not only provide targeted support for various
student groups but also contribute to a more engaging and supportive learning environment,
ultimately bridging proficiency gaps, increasing rigor, and preparing students for success.
Support System24: The Wright Community School (WCS) is dedicated to providing a
comprehensive support system that goes beyond traditional academic approaches. The Support
System at WCS integrates instructional coaching and academic advising, offering personalized
assistance to students and educators. This multifaceted system aims to foster individualized
learning, empower teachers, and guide students through their academic journey.
● Instructional Coaching25: A Teacher-Centric Approach: WCS adopts instructional
coaching as a teacher-centric approach to professional development. As described by coaching
expert Tony Stoltzfus, an instructional coach is essentially a teacher talking with a teacher. This
philosophy aligns with the first maxim, emphasizing that effective instructional coaches act as
partners rather than experts. The coaching process involves asking reflective questions, listening,
and making nondirective suggestions, empowering teachers to take control of their own learning.
● Coaching Process: The coaching process at WCS is designed to catalyze learning in
classrooms, ensuring that the most important changes happen where they matter the most. This
philosophy recognizes that teachers respond best when treated as equals, and growth requires a
24
https://youth.gov/youth-topics/mentoring/benefits-mentoring-young-people
25
https://eleducation.org/resources/coaching-for-change-teacher-centered-coaching
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clear picture of reality and well-defined goals. Through instructional coaching, WCS aims to
create a culture where teachers actively engage in real-life learning, continuously improving their
teaching practices.
● Implementation: Instructional coaches at WCS will maintain a balance between support
and dialogue, sharing their deep knowledge of effective teaching practices tentatively and only
when requested. This approach ensures that teachers apply new knowledge, skills, or beliefs to
their personal experiences and work. The coaching sessions are not confined to workshops but
extend into the classrooms, reflecting a belief that genuine learning happens in the midst of real-
life teaching challenges.
● Academic Advising: The academic advising component of WCS's Support System is
characterized by advisors who demonstrate a genuine interest in advising, possess effective
interpersonal and communication skills, and stay knowledgeable about promotion and graduation
requirements per the Georgia Department of Education. Advisors actively monitor student
progress, engage in goal settings, develop students’ Individual Learning Plans, and guide
students through their educational journey. The advising process is a collaborative partnership,
with advisors recognizing the importance of the student’'s role in making informed decisions.
Individual Learning Plans: Individual Learning Plans (ILPs) at Wright Community School (WCS)
embody a personalized and student-centric approach to education. These plans cater to each student's
unique learning needs, interests, and support requirements. At WCS, students are actively involved in the
development of their ILPs, working closely with their academic advisor at the start of each academic year.
Special emphasis is placed on homeroom teachers, who undergo training to serve as effective academic
advisors, ensuring they can guide students in setting and tracking their goals, interests, and progress.
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● The ILP serves as a dynamic tool for planning and monitoring, customizing learning
opportunities and documenting crucial aspects such as interests, assessment data, needs,
and course selections.
● Regular monitoring of ILPs occurs every 4.5 weeks, at the beginning and end of each
semester, ensuring their relevance and effectiveness in guiding students toward academic
and personal objectives. Beyond documentation, ILPs broaden students' perspectives,
encompassing transition placements, access to college-level programming, and diverse
learning experiences.
● Students meet with their academic advisor every 4.5 weeks to discuss progress and
address academic concerns, while also exploring opportunities for further development
both inside and outside the classroom.
● Integration of assessment results into ILPs informs instructional strategies and supports
continuous academic growth. WCS is dedicated to each student's success, with the ILP
playing a pivotal role in providing a tailored and evolving educational journey.
●
● Empowering Students: WCS acknowledges that students are equal partners in the
advising process. Students are responsible for clarifying personal values, abilities, interests, and
goals. Students at WCS to schedule regular appointments during the Flexible Period, Homeroom
or afterschool, come prepared for sessions, and explore their interests. Through the use of tools
like Academic Planning, WCS will empower students to actively engage in their educational
planning, ensuring that they accept final responsibility for their decisions and graduation
requirements.
● Holistic Support: The mission of academic advising at WCS goes beyond mere course
scheduling. It aims to bring holistic support to students as they navigate their higher education
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The Wright Community School
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journey. Advisors guide students in constructing Individualized Learning plans compatible with
their life goals. By fostering the development of the whole student, including their growth and
decision-making abilities, academic advising contributes to the academic success of students at
WCS.
● Integration: The Support System at WCS is designed to integrate instructional coaching
and academic advising seamlessly. Instructional coaches and advisors work collaboratively to
ensure that teachers and students receive holistic support. For example, instructional coaches
may collaborate with advisors to align professional development goals with academic advising
plans. This integration fosters alignment, creating a comprehensive support mechanism that
addresses both the professional development needs of teachers and the academic journey of
students. The Support System at The Wright Community School reflects a commitment to
personalized, comprehensive support. Through instructional coaching and academic advising,
WCS aims to empower teachers and guide students, fostering an environment where real
learning happens in real life. This multifaceted approach aligns with the school's vision of
creating an inclusive and equitable learning community that values the unique journey of each
student and educator.
3. Describe the anticipated student-to-teacher ratios and the reasoning for
choosing these ratios.
At The Wright Community School (WCS), the anticipated student-to-teacher ratios26 are outlined
in a phased approach: 14:1 in year one, 16:1 in year two, and achieving a goal of 13:1 in years 3-
5. The selection of these ratios is grounded in the proven effectiveness of smaller class sizes,
aligning seamlessly with WCS's vision to deliver a high-quality education that prioritizes
26
https://www.aasa.org/resources/resource/small-classes-big-possibilities
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The Wright Community School
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meeting the unique needs of each student. The decision is supported by research, as visits to over
20 schools, including KIPP Miami, Summit Tahoma, The New School, and Tapestry Charter
School, revealed successful small class models with no more than a 16:1 ratio27. Stakeholder
input, including insights from 285 surveyed students and engagement with over 1500
stakeholders, advocated for class sizes not exceeding 25:1 in high school and 20:1 in middle
school during a collaborative community co-design initiative.
The student-to-teacher ratio of WCS is lower than the 2022-2023 Dekalb County Schools' ratio
of 14.78. This deliberate choice is expected to benefit all students, including students with
attention challenges, gifted education students and those with different learning styles or medical
challenges. Lower ratios are associated with improved academic achievement with long-term
benefits for students facing socio-economic disadvantages. WCS's commitment to a student-
centric approach aligns with its mission to empower students to become Proactive, Innovative,
Literate, Organized, and Tenacious Scholars (P.I.L.O.T.S) of their own lives. The selected class
ratios directly reflect this vision, fostering an intimate and supportive learning environment
where individualized attention can thrive, aligning with the goal of breaking down barriers,
providing equitable opportunities, and empowering all individuals to grow and make informed
choices.
4. Describe how the charter school intends to meet the needs of students identified
as gifted and talented. Include in your description any diagnostic methods or instruments
that will be used to identify and assess these students.
The Wright Community School (WCS) is committed to meeting the needs of gifted and talented
(G&T) students, following the guidelines outlined in the Georgia Department of Education's
27
https://www.learner.com/blog/student-to-teacher-ratio-in-high-
schools#:~:text=What%20is%20the%20ideal%20teacher,engaged%20(Public%20School%20Review).
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The Wright Community School
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(GaDOE) 160-4-2-.38 Education Program for Gifted Students. In Dekalb County Schools, the
current demographics of Gifted & Talented students stand at 42% Black, 8% Hispanic, 38%
White, 9% Asian, Pacific Islander, or Native Hawaiian, and 3% Two or More Races, totaling
11,200 students. At WCS, the emphasis is on breaking down barriers and ensuring equal
opportunities for all students, including those identified as gifted and talented.
For gifted identification at different grade levels, WCS will utilize specific diagnostic tools as
outlined below:
Middle School Students (6th to 8th grade): Middle school students will undergo the i-Ready
assessment, which is a norm-referenced, standardized achievement test focusing on Mathematics
and Reading. The results from the i-Ready Diagnostic, along with educator observations, will be
considered as evidence for both gifted identification referral and determination by a Student
Search/Eligibility team.
High School Students (9th to 12th grade): High school students will take the NWEA Map
Growth assessment. This computer adaptive test measures academic achievement precisely, even
for students above grade level. The results from the MAP Growth assessment will be one of
multiple data points considered in the gifted and talented placement decisions.
Additionally, during the testing process, the Gifted Eligibility Team may request consent to
administer various instruments to students in 6th to 12th grade, including but not limited to the
Cognitive Abilities Test (CogAT), Torrance Test of Creative Thinking (TTCT), Gifted Rating
Scales (GRS), Children’s Academic Intrinsic Motivation Inventory (CAIMI), and/or Naglieri
Nonverbal Abilities Test (NNAT). These tests assess various cognitive abilities, creativity,
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The Wright Community School
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academic motivation, and nonverbal reasoning, providing comprehensive data for gifted
identification.
Some tests such as the CogAT, TTCT, and NNAT will be administered once every two years,
while others like the CAIMI can be completed once each calendar year. Each test has specific
minimum qualifying scores, such as the 96th percentile for the CogAT and NNAT, and the 90th
percentile for the TTCT, CAIMI, and GRS.
The timeline for gifted referrals at The Wright Community School (WCS) follows a structured
process:
• Gifted Formal Evaluation Assessment Window: WCS will conduct a Gifted Formal
Evaluation Assessment window in the fall of each school year, aligning with the Dekalb
County School District’s calendar.
• Referral at Any Time: Although the formal assessment window is in the fall, students
can be referred at any time during the school year by a staff member. Additionally,
students may receive automatic referral via i-Ready and NWEA Map testing.
• Test Score Validity: Test scores used to establish eligibility must have been
administered within the past two calendar years.
• Assessment of Performances and Products: Performances and products used as
evidence of giftedness must have been produced within the two calendar years prior to
evaluation.
• Evidence of Creativity and Motivation: Students or individuals on behalf of students
may submit products or evidence of outstanding performances completed during the two
calendar years prior to evaluation as evidence of creativity and motivation.
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• Evaluation of GPAs or Grades: GPAs of students will be determined by calculating the
grades earned during the two years prior to evaluation in subjects including mathematics,
science, English/language arts, social studies, and full-year world language if included in
the student’s records.
• Evaluation of WCS's Gifted Program: The Dekalb County School District will
evaluate WCS’s gifted program at least every three years using criteria established by the
Georgia Department of Education (GaDOE).
WCS's timeline for gifted referrals includes a formal assessment window in the fall, with the
flexibility for referrals at any time during the school year. Eligibility criteria encompass various
assessments, performances, products, and GPA evaluations, ensuring a comprehensive
evaluation process. Additionally, the gifted program undergoes periodic evaluation by the
Dekalb County School District.
The advanced content model at The Wright Community School (WCS) encompasses several key
components:
• Minimum Core Content Class: WCS requires a minimum of one core content class in
either ELA or Math.
• Gifted Endorsed Teachers: WCS ensures that teachers involved in delivering advanced
content are gifted-endorsed.
• Small Teacher/Student Ratio: WCS maintains a small teacher/student ratio of 1:25,
allowing for more personalized instruction and support.
• Accelerated Curriculum: The curriculum emphasizes process skills, problem-solving
activities, research projects, and other higher-order thinking skills, providing students
with a challenging and engaging learning experience.
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• Advanced Placement (AP) Classes: WCS offers Advanced Placement (AP) classes.
These courses cover a range of subjects, including AP Macroeconomics, AP English
Literature and Composition, AP Calculus AB, AP Statistics, and more.
To serve students at varied pacing within the advanced content model, WCS will implement
mastery-based learning. This approach allows students to progress through the curriculum at
their own pace, focusing on mastering specific concepts before moving on to more challenging
material.
Key features of mastery-based learning include:
• Enhanced Understanding and Retention: Mastery-based learning emphasizes mastery
of specific skills or knowledge, allowing students to focus on learning key concepts
rather than completing a course within a fixed timeframe. This personalized approach
enhances understanding and retention of course material.
• Individualized Pace: Students can progress through the curriculum at their own pace.
Those who grasp concepts quickly can move on to more advanced material, while those
who require additional instruction can take the time they need to fully understand the
material.
• Increased Student Motivation: Mastery-based learning increases student motivation by
giving them greater autonomy and control over their learning process. Students can tailor
their learning experience to their individual needs and preferences, leading to a greater
sense of accomplishment and a lifelong love of learning.
• Assessment Accuracy: Immediate feedback on student performance allows teachers to
assess student progress on specific learning outcomes and customize instruction to meet
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students’ individual needs. This personalized approach increases student engagement and
success.
• Focused Learning: Mastery-based learning ensures that students have a thorough
understanding of each concept before moving on to more advanced material, reducing the
likelihood of knowledge gaps or misunderstandings. This targeted approach fosters a
comprehensive understanding of the curriculum.
WCS's advanced content model combines rigorous curriculum offerings with mastery-based
learning to provide students with a personalized and engaging educational experience tailored to
their unique learning needs and abilities.
Diagnostic Methods and Instruments: The diagnostic Identification: The identification process at WCS is
methods and instruments used for identifying gifted both automated and reported. Students may be
students at WCS are comprehensive. The Gifted recommended based on a universal screener (i-Ready
Eligibility Team, consisting of a gifted certified or MAP), staff referral, or recommendations from
teacher, grade-level counselors, grade-level teachers, teachers, counselors, administrators, parents/guardians,
and an administrator, utilizes standardized tests of peers, or the students themselves. Students meeting
mental ability, achievement tests, tests of creative criteria scores set by the Local Board of Education
thinking, motivational characteristics rating scales, and (LBOE) on standardized tests are automatically
standardized creativity characteristics rating scales. The referred.
team may request consent to administer instruments
such as Cognitive Abilities Test (CogAT), Torrance
Test of Creative Thinking (TTCT), Gifted Rating
Scales (GRS), Children’s Academic Intrinsic
Motivation Inventory (CAIMI), and/or Naglieri
Nonverbal Abilities Test (NNAT). These instruments
are chosen for their commitment to validity, reliability,
and fairness.
Model: The Wright Community School will adopt the Criteria: The eligibility criteria set by the LBOE are
Advanced Content Model in accordance with 160-4-2- rigorous, with students needing to score at or above the
.38. This model includes a minimum of one core 96th percentile on norm-referenced tests of mental
content class taught by a gifted-endorsed teacher, ability, meet achievement criteria, and demonstrate
maintaining a 1:25 teacher/student ratio. The creativity and motivation. The LBOE ensures a
curriculum emphasizes process skills, problem-solving continuation policy for students receiving gifted
activities, research projects, and higher-order thinking services, with annual reviews and a probationary period
skills. Advanced Placement (AP) classes are included, for those facing challenges in maintaining satisfactory
provided the teacher is AP certified and has completed performance. WCS is dedicated to collecting and
relevant training. maintaining statistical data on gifted program
participation, regularly evaluating its program, and
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making administrative procedures and curricula
available for public review. In summary, WCS is
committed to providing a nurturing environment for
gifted students, ensuring equity, and adhering to the
guidelines set forth by the GaDOE in 160-4-2-.38
Education Program for Gifted Students.
5. For High Schools only:
● Describe how the school will determine whether a student has satisfied the requirements for high
school graduation, including earning credits or units and awarding completion credentials.
● Describe how the school will meet college and career ready obligations, including how the school
will incorporate dual enrollment, Move on When Ready, and AP classes.
Credit or Unit Requirements Overview: According to the Georgia Code: IHF(6) 160-4-2-.48
High School Graduation Requirements, students at the Wright Community School who are
working towards a Georgia High Diploma will need to earn at least 23 credits. Below is a chart
that displays Georgia Department of Education requirements in comparison to WCS.
GADOE High School Graduation WCS High School Graduation
Requirements Requirements
English/Language Arts: Four units English/Language Arts: Four units
● American Literature/Composition (1 ● American Literature/Composition (1
unit) unit)
● Ninth-Grade Literature and ● Ninth-Grade Literature and
Composition (1 unit) Composition (1 unit)
● Two additional units for ● Two additional units for
English/Language Arts English/Language Arts
Mathematics: 4 units Mathematics: 4 units
● Mathematics I or GPS Algebra (1 ● Mathematics I or GPS Algebra (1
unit) unit)
● Mathematics II or GPS Geometry (1 ● Mathematics II or GPS Geometry (1
unit) unit)
● Mathematics III or GPS Advanced ● Mathematics III or GPS Advanced
Algebra (1 unit) Algebra (1 unit)
● Extra core mathematics courses (1 ● Extra core mathematics courses (1
unit) unit)
Science: 4 units Science: 4 units
● Biology (1 unit) ● Biology (1 unit)
● Physical Science or Physics (1 unit) ● Physical Science or Physics (1 unit)
● Chemistry, Earth Systems, ● Chemistry, Earth Systems,
Environmental Science, or AP/IB course (1 Environmental Science, or AP/IB course (1
unit) unit)
● One extra science unit (1 unit) ● One extra science unit (1 unit)
Social Studies: 3 units Social Studies: 3 units
● United States History (1 unit) ● United States History (1 unit)
● World History (1 unit) ● World History (1 unit)
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● American Government/Civics (0.5 ● American Government/Civics (0.5
unit) unit)
● Economics (0.5 unit) ● Economics (0.5 unit)
CTAE, Modern Language/Latin, and Fine CTAE, Modern Language/Latin, and
Arts: 3 units Fine Arts: 3 units
Health and Physical Education: 1 unit Health and Physical Education: 1 unit
Electives: 4 units Electives: 4 units
Financial Literacy: 4 units
Procedures for Awarding Units of Credit
Course Eligibility and Curriculum Alignment: The Wright Community School follows the
guidelines outlined in the Georgia Department of Education Rule 160-5-1-.15 for awarding units
of credit. Local boards of education at the school apply these requirements to all students,
irrespective of their entry date into ninth grade. Credits are awarded for courses aligned with the
state-adopted curriculum for grades 9-12, ensuring that concepts and skills meet the approved
standards. Furthermore, credits may be awarded for middle-grade courses aligned with the same
curriculum.
Dual Enrollment and CTAE Course Credits:The school awards units of credit for dual
enrollment courses, adhering to the State Board of Education Rule 160-4-2-.34. Additionally,
Career, Technical, and Agricultural Education (CTAE) courses that embed academic core
standards can earn students both CTAE and associated academic core course credits. However,
students are limited to earning a maximum of three units of credit for academic core courses
through CTAE.
Dual Enrollment Plan:
• 9th Grade: Students will participate in the Freshman Year for Free™ program offered by
the Modern States Education Alliance. This program provides tuition-free college
education through online courses from reputable universities via edX. The courses are
tailored for 9th graders and prepare them for Advanced Placement (AP) and College
Level Examination Program (CLEP) tests in various subjects such as History, Computer
Science, Math, English, and Economics.
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• 10th - 12th Grade: The Wright Community School will utilize Dual Enrollment
opportunities provided by the Dekalb County School District (DCSD). Students will
engage in the dual enrollment process, which includes researching admission
requirements, taking necessary exams, and sending scores to colleges. The collaboration
between students, college and career counselors, and parents/guardians will be
emphasized throughout the process. WCS will adhere to the guidelines outlined by
DCSD's website, and students will be required to seek approval for any schedule changes
or discontinuation from the program.
AP Courses Plan:
9th & 10th Grades: Students in these grades will have access to AP Human Geography, AP
World History: Modern, and AP World Languages and Cultures courses.
11th Grade: AP English Language and Composition, AP U.S. History, AP Psychology, AP
Biology or AP Physics 1, AP Seminar or AP Research, AP Computer Science Principles, and AP
World Languages and Cultures courses will be offered.
12th Grade: AP English Literature and Composition, AP U.S. Government and Politics, AP
Calculus AB or AP Statistics, AP Psychology, and AP World Languages and Cultures courses
will be available.
Flexible Period:
• The Flexible Period at The Wright Community School is a designated time during the
school day for various student-focused activities such as teacher-student meetings,
academic support, intervention, enrichment, and social-emotional learning.
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• During the Flexible Period, students will have the opportunity to work on their dual
enrollment courses and AP courses, providing them with dedicated time to focus on
advanced coursework and receive additional support as needed.
• The flexibility of the period allows for tailored support based on individual student needs,
ensuring that all students have equal opportunities for academic growth and success. It
aligns with WCS's commitment to inclusivity, equal opportunities, and individual
empowerment.
At the beginning of each semester, students can select dual enrollment or AP courses with their
advisor. They will also have to submit a teacher or community member recommendation. This
effort ensures the student has additional stakeholders to hold them accountable.
The curriculum and dual enrollment offerings at The Wright Community School (WCS) surpass
the Move On When Ready program in several ways:
• Accessibility and Inclusivity: WCS's dual enrollment program does not require financial
assistance or fear of being denied due to academic history. Unlike Move On When
Ready, where eligibility is based on meeting certain criteria and regulations, every 9th or
10th-grade student at WCS who wants to enroll can do so without fear of failure.
• Flexibility and Pace: Students at WCS can work at their own pace, which is aligned with
the school's Mastery Based Learning approach. This means they have the flexibility to
progress through courses at a speed that suits their individual learning needs, which may
not be possible in the structured timeline of the Move On When Ready program.
• Diverse Course Offerings: While Move On When Ready offers a variety of courses,
WCS's dual enrollment program extends beyond traditional offerings by providing access
to online courses from reputable universities via the Freshman Year for Free™ program.
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This program prepares students for Advanced Placement (AP) and College Level
Examination Program (CLEP) tests in a wide range of subjects, including History,
Computer Science, Math, English, and Economics.
• Collaborative Support: WCS emphasizes collaboration between students, advisors, and
parents/guardians throughout the dual enrollment process. This ensures that students
receive comprehensive support and guidance at every step, from researching admission
requirements to course registration, which may enhance the overall experience compared
to the more streamlined approach of Move On When Ready.
Overall, WCS's dual enrollment program offers greater accessibility, flexibility, and support,
along with a broader range of course options, making it a more comprehensive and student-
centered alternative to the Move On When Ready program.
Subject Area Competency and Credit Validation:Local boards of education award a unit of
credit when a student successfully completes courses based on the state-adopted curriculum or
demonstrates subject area competency through predefined scores on approved assessment
instruments. Subject area competency credits are capped at three units. The school adopts
policies for validating credits earned in non-accredited schools, home study programs, and non-
traditional educational centers.
Grade Reporting and Monitoring: Progress reports are issued every four and a half weeks, and
report cards are issued every nine weeks for all students. To pass a class, students must earn at
least a 70. Classes are structured in a semester model, with students earning 0.5 credit for each
semester in high school.
Financial Literacy Requirement: WCS sets itself apart by making financial literacy a
mandatory course for students in grades 6 to 12. This non-credit course isn't usually part of
graduation standards, but it shows that WCS wants to prepare students for real-life problems,
help them develop a healthy relationship with money, and help them understand and use a
variety of money skills effectively.(See Academic Program) To accommodate the newly required
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.5 credits of financial literacy and potentially additional finance-related courses, WCS will make
adjustments to its master schedule. These adjustments will involve offering a variety of finance-
related courses as electives, including Personal Finance, Career Exploration in Finance,
Mathematics of Personal Finance, Personal and Family Finance, Principles of Business,
Marketing, and Finance, and Life Skills. These courses will be available to middle and high
school students at WCS
The decision to offer these courses stems from community feedback and the SB 220, which
mandates personal finance classes for high school students in Georgia. This law highlights the
importance of financial literacy education, emphasizing skills such as budgeting, understanding
credit, and financial planning. Governor Kemp emphasized the significance of these skills during
the signing event, stating that they prepare students for life beyond the classroom which directly
aligns with WCS vision.
Data supporting the need for a standalone financial literacy courses above the content included in
the current HS Economics course comes from the growing trend of states mandating personal
finance education. This innovation s crucial for ensuring equal opportunities, particularly for
students from nonwhite or economically disadvantaged backgrounds. Financial literacy is
essential for students to make informed decisions about their finances, leading to greater stability
and a higher quality of life. By offering dedicated financial literacy courses, WCS aims to
empower students to take control of their finances and navigate the financial challenges and
opportunities they will encounter in life. Therefore, adjusting the master schedule to include
these courses ensures that students have access to crucial financial education that will benefit
them throughout their lives.
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Assessment and Evaluation Criteria: The Common Core Georgia Performance Standards
(CCGPS) and the Georgia Performance Standards (GPS) are the basis for assessment and
evaluation criteria.
End-of-Course Assessments (EOCs) are an essential part of the evaluation process, and WCS
acknowledges their significance. EOCs are used to test student proficiency and mastery in certain
subject areas, and they contribute to a holistic assessment approach that is linked with state
standards
Awarding Completion Credentials: After the student has earned the necessary number of
credits or units, WCS will give completion credentials that are specific to the student's
accomplishments. Here are the credentials:
High School Diploma: Given to students who fulfill the requirements set forth in Rule 160-3-1-
.07 Testing Programs - Student Assessment, including attendance, unit, and state assessment
requirements.
High School Certificate: Given to students who complete the necessary 23 units but do not
meet all requirements for a diploma. This certificate recognizes their academic achievements
and opens doors for future educational or professional endeavors.
Special Education Diploma: Students with disabilities who have been placed in a special
education program are eligible to receive a special education diploma. These students have met
the requirements outlined in their Individualized Education Programs (IEPs), even if they may
not have completed all graduation prerequisites or met all state assessment requirements.
Local Educational Agency and Responsibilities: By adhering to the Graduation requirements
of each student, WCS will work in collaboration with the Local Educational Agency (LEA) by
offering individualized instruction, support, and delivery of Special Education services . In
accordance with the Georgia Department of Education’s emphasis on local board
responsibilities, the dedication to ongoing guidance, documentation, diagnostic and continuous
evaluation services, and individualized instructional programs is evident. WCS's comprehensive,
individualized approach guarantees that students not only graduate on time but also acquire the
knowledge and perspective needed to properly handle life's challenges. Students are encouraged
to investigate a variety of academic opportunities that cultivate a love of learning and personal
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growth, earning credentials that recognize their individual accomplishments and pathways to
future success.
College and Career Ready Obligations Overview: At The Wright Community School, we use
a comprehensive strategy, using the College and Career Ready Performance Index (CCRPI) as a
roadmap for progress, to ensure that we are meeting our commitment to meeting college and
career ready standards. All stakeholders, including teachers, parents/guardians, and community
members, can access data through this accountability system and help to improve student
performance and choices. In order to measure and improve our efficacy in assisting students in
attaining their college and professional objectives, we employ the CCRPI as a vital instrument.
The Wright Community School's efforts to expand and enrich educational options for students
are guided by this all-encompassing index that considers their Achievement, their Progress, the
Achievement Gap, and their Challenge Points. By addressing important questions about student
achievement, progress, and readiness, the CCRPI helps us shape our strategies for academic
excellence.
College and Career Goals: The college and career readiness goals of WCS encompass
preparing students to thrive in post-secondary education, pursue meaningful careers, and become
engaged, contributing members of society. To exceed the performance metrics of students in its
community who attend their zone schools, WCS plans to implement a comprehensive approach
that includes personalized learning experiences, rigorous academic programs, extensive support
services, and partnerships with higher education institutions and industry leaders. By providing a
supportive and enriching learning environment that fosters academic excellence, critical
thinking, and real-world skills, WCS aims to empower students to surpass traditional
benchmarks and achieve exceptional outcomes in college and career readiness.
• Increase 9th-grade participation in dual enrollment programs by 25% within the first two
academic years, as measured by the number of students enrolled in at least one dual
enrollment course by the end of the academic year.
• Achieve a college acceptance rate of 90% among graduating seniors by the year 2029, as
measured by the percentage of students who receive acceptance letters from accredited
colleges and universities.
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Dual Enrollment and AP: Beginning in the ninth grade, the Wright Community School offers
early access to AP and dual enrollment courses. Through the integration of college-level
coursework into the high school curriculum, we enable students to participate in advanced
academic experiences and earn college credits. This proactive approach helps them become
well-prepared for higher education and future careers. Advanced Placement (AP) courses are
available to students beginning in the ninth grade at The Wright Community School. In addition
to giving students college-level work, this curriculum also gets them ready for the academic
challenges of college. The Wright Community School's teachers will be trained to support AP
students, ensuring success. Students who take these courses improve their preparedness for
college and future employment by gaining knowledge and skills that are useful.
Move on When Ready Initiatives: The Wright Community School distinguishes itself by
surpassing the requirements of the Move On When Ready (MOWR) program, starting from the
9th grade and providing continuous opportunities for students. Our mastery-based learning
approach, deeply rooted in MOWR principles, underscores our commitment to early exposure to
higher education and enhanced college accessibility. Aligned with our vision of inclusivity and
individual empowerment, this approach prioritizes student proficiency, ensuring a robust
foundation before progressing to new material. This research-backed strategy optimizes
engagement, motivation, and understanding, reflecting our dedication to improving learning
outcomes and fostering a confident, empowered community. Academic Advisors and the College
and Career Counselor (Year 2) will monitor credit accumulation, engaging in discussions with
parents and students every 4.5 weeks, as well as at the commencement and conclusion of each
semester.
WCS goes above and beyond by tailoring the learning experience to individual needs and
interests, offering Dual Enrollment, Career, Technical, and Agricultural Education (CTAE), and
Advanced Placement (AP) courses. Central to this initiative is Mastery-Based Learning, which
prioritizes proficiency over speed and accommodates diverse learning needs. This approach
supports both students at or above grade level, providing increased rigor for those seeking
challenges. Recognizing the existing disparities in Dual Enrollment access, the school actively
bridges this gap, extending opportunities to students who do not have the opportunity. Through
these efforts, The Wright Community School actively contributes to equitable expansion,
ensuring increased college access and success throughout the community. The Wright
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Community School is committed to providing a comprehensive and personalized approach to
fulfill college and career readiness responsibilities. With the integration of dual enrollment,
Move On When Ready initiatives, AP classes, and personalized scheduling, our goal is to
empower our students as they begin their educational journey and prepare for successful futures
in college and beyond.
STATE- AND FEDERALLY-MANDATED SERVICES
6. For students with disabilities, describe how the charter school will provide
state- and federally- mandated services under both the Individuals with Disabilities Act
(IDEA) and Section 504 of the Rehabilitation Act. Reciting the requirements of law and
rule is insufficient. Your description should include the school’s specific plans 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 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.
At WCS, our commitment to compliance with all federal and state laws, acts, and codes is
unwavering. The foundation of our special education program is rooted in federal and state
regulations that protect the rights of students with disabilities. The following laws, acts, and
codes guide our practices:
● Individuals with Disabilities Education Act (IDEA): This federal law ensures
the provision of a free appropriate public education (FAPE) for students with
disabilities.
● Americans with Disabilities Act (ADA): Our physical environment is
designed in accordance with ADA standards, ensuring accessibility for all
students.
● Section 504 of the Rehabilitation Act: We adhere to Section 504
requirements, providing accommodations to students with disabilities to ensure
equal access to educational opportunities.
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● Every Student Succeeds Act (ESSA): Our programs and services align with
the provisions of ESSA, contributing to the success of every student.
● Family Education Rights and Privacy Act (FERPA): We uphold FERPA
guidelines to protect the confidentiality of student records and information.
● Georgia SBOE 160-4-7.09-6: State regulations are integrated into our
practices, ensuring alignment with Georgia's expectations for special education.
These laws, acts, and codes collectively create a framework that safeguards the rights and well-
being of students with disabilities, promoting an environment where every student can thrive
academically, socially, and emotionally.
WCS will structure its Multi-Tiered System of Supports (MTSS) process to include referrals to
exceptional education by implementing the following steps:
• Child Find Obligations: WCS will ensure that its MTSS screening and risk verification
process assists in identifying, locating, and evaluating students who may be in need of
exceptional education services, in accordance with federal regulations (20 U.S.C. §
1412(a)(3)(A)).
• Tier 3 Interventions: WCS will provide Tier 3 intensive interventions to students to rule
out lack of instruction as a factor contributing to their academic challenges, as mandated
by 34 C.F.R. § 300.309(a). This ensures that students receive the necessary support
before being referred for exceptional education services.
• Data Collection and Analysis: WCS will collect and analyze data to demonstrate the
need for special education services (20 U.S.C. § 1401(3)(A)). This includes providing
formal progress monitoring data to parents (34 C.F.R. § 300.309(b)), comparing student
performance to peers, and understanding any unique circumstances that may impact a
student's learning.
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• Evidence-Based Decision Making: WCS will utilize an evidence-based, iterative
process that uses individual progress monitoring data to make decisions about
instructional adjustments. This ensures that interventions are tailored to meet the specific
needs of each student and that decisions about exceptional education referrals are based
on reliable data.
• Intensive Intervention at Tier 3: WCS will implement data-based individualization
(DBI) as part of its Tier 3 interventions. DBI is an evidence-based process for
individualizing and intensifying interventions for students with severe and persistent
learning and behavioral needs. By integrating evidence-based interventions, assessments,
and strategies, WCS ensures that students receive the support they need to succeed.
By incorporating these steps into its MTSS process, WCS ensures that students who may require
exceptional education services are identified, evaluated, and supported in a systematic and
evidence-based manner. This approach aligns with federal requirements and best practices in
special education, ultimately ensuring that all students can make progress appropriate to their
circumstances.
In the event that a student requires Tier 3 interventions, the team will consist of the principal,
general and special education teachers, content area experts, student support personnel, and a
school RTI chair. The RTI chair will provide Tier 2 pull-out services, utilizing interventions
sourced from the National Center of Intensive Intervention.
Evaluate and Identify Students with Disabilities: At The Wright Community School (WCS),
our commitment to inclusivity starts from the moment families enroll. Our administrator will
meticulously check enrollment packets and Infinite Campus for Individualized Education
Programs (IEPs) or 504 plans. Any student with a suspected disability triggers our Child Find
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obligations, ensuring that we don't miss any child in need of special education services. For those
with pre-existing IEPs or 504 plans, we immediately implement the necessary accommodations,
promoting a seamless transition into our school community. Our dedicated IEP teams, consisting
of general education teachers, certified Special Education teachers, and the Lead Special
Education teacher, play a crucial role in shaping the individualized support for each student.
These teams hold transition meetings within the first two weeks following enrollment. Here, we
dive into the student's unique needs, ensuring that the IEP is tailored to address those needs
comprehensively.
Develop, Review, and Revise Individualized Education Programs (IEPs): The heart of our
commitment to students with disabilities lies in the development, review, and revision of
Individualized Education Programs (IEPs). Our IEP teams convene to review evaluations, MTSS
data, and other evidence, collaboratively determining eligibility for services. This process aligns
with the principles of the Individuals with Disabilities Education Act (IDEA). Once eligibility is
established, our teams swiftly move to create an IEP within 30 days. This document becomes the
roadmap for the student's educational journey, covering present levels, goals, transition plans,
and any related services. Annual reviews ensure that the IEP evolves with the student's needs,
with the possibility of additional reviews upon request from families or staff. Our approach
embraces the Multi-Tiered System of Supports (MTSS), providing a continuum of services for
students in need. From screening and data interpretation to interventions and progress
monitoring, each step is meticulously executed. For students moving to Tier 3 that do not show
progress, a recommendation is made for a Special Education evaluation. Special Education
evaluations are conducted by licensed psychologists through contracted vendors. The results are
then shared with the parents, and the IEP team reconvenes to determine eligibility for services
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and develop a comprehensive IEP. Progress monitoring, aligned with the goals outlined in the
IEP, is a continuous process, ensuring that students receive the support they need to thrive
academically.
Integrate Special Education into the General Education Program: In the spirit of inclusivity,
WCS prioritizes the integration of special education into the general education program. Our
commitment to the Least Restrictive Environment (LRE) principle ensures that students receive
services in the most inclusive setting possible. This involves collaborative planning during
common sessions, where general and special education teachers work together to create an
environment that fosters both academic and social growth. Special Education-certified teachers
play a pivotal role in providing services, with additional support from contracted vendors for
specialized services like speech or occupational therapy. Regular reviews of IEPs and 504 plans
by the team ensure that modifications and accommodations align with the student's evolving
needs, fostering a dynamic and responsive educational experience.
The Wright Community School (WCS), several shifts may occur to ensure they receive
appropriate support. Upon enrollment, the Special Education Lead will request the student's IEP
from the previous school or parent/guardian to assess their needs and required services. WCS
will then provide services comparable to those described in the student's previous IEP until a
Move-In IEP meeting can be held. During this meeting, the team will decide whether to adopt
the previous IEP or develop and implement a new one.
If additional teachers are needed to support the student's IEP, WCS will utilize its budget for
contracted teachers (row 102 - Contracted Teachers). Similarly, if there is a need for related
services, the school will utilize its Special Education budget (row 88 - Special Education). In
Year 1, WCS has allocated budget resources for one Special Education teacher to support
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students in grades 6th and 9th, based on projected enrollment numbers indicating that 10% of
students will receive Special Education services. If students with IEPs need to be co-taught for
all four subjects, WCS will utilize the allocated contracted teachers budget line to hire additional
Special Education teachers. Additionally, the proposed school's founder, who is a highly
qualified certified Special Education teacher, can provide direct services in addition to the other
Special Education teachers.
Ensure that the School Facility Meets ADA and Section 504 Requirements: Our
commitment to accessibility and inclusivity extends to the physical environment. The WCS
school facility is meticulously designed to meet the requirements of the Americans with
Disabilities Act (ADA) and Section 504. This commitment goes beyond legal obligations; it
reflects our dedication to providing an inclusive space for all students, regardless of their
physical abilities. Every corner of our school is crafted with accessibility in mind, ensuring that
students with disabilities can navigate the premises with ease. Visual cues, ramps, and designated
spaces contribute to creating an environment where every student feels welcome and empowered
to engage fully in their educational journey.
Address Student Discipline: Discipline at WCS is not just about consequences; it's a holistic,
restorative approach. Our Transformative Student Coalition (TSC) and Transformative
Community Coalition (TCC) embody this commitment(See Exhibit 11, Pages 5-7).
A behavior plan at The Wright Community School (WCS) is a written plan included in the
Individualized Education Program (IEP) of a child with disabilities when appropriate. This plan
utilizes positive behavior intervention, supports, and other strategies to address challenging
behaviors and facilitate the child's learning of socially appropriate and responsible behavior
within the school or educational setting. The purpose of the behavior plan is to promote a safe
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and positive learning environment, to support the child in understanding the impact of their
behavior, and to assist them in developing skills for positive behavior management.
WCS's special education behavior management plan is in compliance with the Georgia
Department of Education (GADOE) and Dekalb County School District (DCSD) Code of
Conduct. When disciplining children with disabilities, WCS follows specific procedures outlined
by the GADOE and DCSD. Removals of children with disabilities, such as Out-of-School
Suspensions (OSS) or expulsions, must not result in the denial of a free appropriate public
education (FAPE) under the Individuals with Disabilities Education Act (IDEA).
If a child with an IEP is removed from school for disciplinary reasons, WCS ensures that the
child continues to have the opportunity to participate in the general curriculum, receives the
services specified in their IEP, and participates with nondisabled students to the extent they
would have in their current placement. Additionally, WCS convenes an IEP Team meeting
within 10 school days of any removal that exceeds 10 consecutive days or constitutes a pattern of
removals to determine whether the behavior was caused by the child's disability or a failure to
implement the IEP.
The Transformative Student Coalition (TSC) at WCS is a student-led initiative
empowering students to actively participate in the restorative justice process. Supervised by
the proposed school leader, TSC consists of at least five students representing diverse grades
and backgrounds. Members undergo extensive training in Restorative Justice principles, a part
of the elective Restorative Justice class at WCS. Selection for TSC requires academic
excellence, teacher and peer recommendations, and a commitment to restorative justice values.
TSC addresses Level 1-3 infractions, ensuring students grasp the impact of their actions and
work toward positive resolutions within a one-academic-year timeframe.(See Exhibit 11, Pages
5-7)
The law course described during the Founding Board Capacity Interview can be a requirement
for graduation as it categorized as a CTAE (Career, Technical, and Agricultural Education)
course, but only students participating in the Transformative Student Coalition (TSC) at
WCSare required to select this course. This course aligns with the WCS model and curriculum
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by providing students with the knowledge and skills necessary to actively participate in the
restorative justice process, which is a key component of the WCS approach to discipline and
community building. The TSC is a student-led initiative focused on promoting restorative
justice principles within the school community. Members of the TSC undergo extensive
training in Restorative Justice principles, which includes participation in thisc CTAE course at
WCS. The law course not only fulfills a graduation requirement but also directly supports the
goals of the TSC by equipping students with the legal knowledge and understanding necessary
to engage effectively in the restorative justice process. This alignment ensures that the
curriculum at WCS is tailored to meet the specific needs and goals of the school community,
emphasizing empowerment, personal development, and social-emotional growth.
Transformative Community Coalition (TCC): The Transformative Community Coalition
(TCC) serves as a pivotal element in WCS's restorative justice approach to student discipline.
Comprising a minimum of five stakeholders, including administrators, teachers, and
community members, TCC operates under proposed school leader supervision. TCC actively
addresses Level 4 or higher infractions through proposed school leader-approved restorative
justice processes. The diverse composition ensures equitable decision-making, with mandatory
annual training and monthly refreshers in Restorative Justice principles. TCC members,
committed to fairness and transparency, submit conflict of interest forms. Similar to TSC,
outcomes are provided within 24 hours, emphasizing quick and effective resolution. TCC and
TSC embody WCS's dedication to restorative justice, transforming disciplinary processes into
opportunities for growth, learning, and community building. Both TSC and TCC are voluntary
processes, ensuring that students and stakeholders have a say in their involvement. This
participatory approach aligns with our emphasis on community-centered practices. If families
opt out, consequences outlined in the Code of Conduct are implemented. The proposed school
leader oversees TSC and TCC, ensuring alignment with our Restorative Justice Model. This
approach to discipline is not just about addressing infractions; it's about cultivating a
supportive and inclusive educational environment. An administrator conducts risk and needs
assessments for all students, leading to evidence-based interventions tailored to individual
needs. These interventions, mandated by TCC and TSC, replace suspension and expulsion
when possible, fostering an environment where every student is empowered as the PILOT of
their own life.
At Wright Community School (WCS), the restorative justice process for resolving Level 1-3
disciplinary infractions involves active participation from all parties affected by the incident.
The Transformative Student Coalition (TSC) plays a crucial role in this process, comprising
student representatives who undergo comprehensive training in Restorative Justice principles.
TSC members work alongside school administrators to ensure that students involved in
harmful behaviors understand the impact of their actions and work towards positive
resolutions. Similarly, the Transformative Community Coalition (TCC) addresses Level 4 or
higher infractions, with members including administrators, teachers, and community members
trained in Restorative Justice principles. Both coalitions operate on a voluntary basis, aiming to
transform disciplinary processes into opportunities for growth, learning, and community
building, thereby fostering an environment where every student is supported, accountable, and
empowered.
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At Wright Community School (WCS), if a student is involved in a Level 2 disciplinary
infraction, such as a verbal altercation with another student, the restorative justice process
would be initiated. In this case, the Transformative Student Coalition (TSC) would convene to
facilitate a restorative circle involving the affected students, relevant staff members, and any
other impacted parties. During the circle, students would be encouraged to share their
perspectives, express how they were affected by the incident, and work together to find a
resolution that addresses the harm caused and restores relationships.
For a Level 4 infraction, such as repeated acts of theft, the Transformative Community
Coalition (TCC) would be engaged. TCC members, including administrators, teachers, and
community representatives, would come together to conduct a thorough review of the incident.
They would utilize restorative justice principles to guide their discussions and decision-making
process. Through dialogue and collaboration, TCC would work towards determining
appropriate consequences and facilitating opportunities for the responsible student to make
amends and reintegrate positively into the school community.
Handle Programming Disputes Involving Parents/Guardians: At WCS, we recognize that
open communication and fair dispute resolution are integral to our commitment to students and
their families. Our procedures for handling programming disputes involving parents/guardians
align with the Individuals with Disabilities Act (IDEA) and Section 504. Parents, organizations,
or individuals can file complaints with the Director, Division for Special Education Services,
Georgia Department of Education (GaDOE). Our well-defined process includes filing a signed,
written complaint, detailing the alleged violation, facts, contact information, and proposed
resolutions. The GaDOE reviews and investigates complaints within 60 calendar days, ensuring a
transparent and thorough examination of concerns. Our commitment to fair resolution extends to
mediation processes. The LEA ensures that disputes can be resolved through voluntary
mediation conducted by qualified and impartial mediators. This collaborative approach reflects
our dedication to ensuring that the rights of students with disabilities are protected and that
disputes are addressed in a manner that promotes understanding and resolution. In cases where
disputes escalate to impartial due process hearings, a systematic and expedited process is in
place. The LEA provides information on low-cost legal services, and decisions are appealable.
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Throughout the entire process, students remain in an interim alternative educational setting
unless otherwise agreed upon by parents/guardians and the LEA. This comprehensive system
ensures that programming disputes are handled with sensitivity, transparency, and a commitment
to the best interests of the student.
At The Wright Community School (WCS), any organization or individual, including those from
outside Georgia, may file a signed, written complaint regarding alleged violations of the
Individuals with Disabilities Education Act (IDEA) against the DeKalb County School District,
the Local Education Agency (LEA) responsible for WCS. The complaint must contain specific
information, including details about the alleged violation, supporting facts, and proposed
resolutions. This process ensures that WCS addresses concerns related to special education
services in a timely and effective manner.
• Filing a Complaint: Complaints must be addressed in writing to the Director of Special
Education Services at the Georgia Department of Education. Simultaneously, a copy of
the complaint must be forwarded to the DeKalb County School District. The complaint
should include details of the alleged violation, contact information for the complainant,
and, if applicable, information about the specific child involved.
• Review and Investigation: Upon receipt of a complaint, WCS School Leader will
review and investigate the allegations within 60 calendar days. The DeKalb County
School District will provide a written response within 10 business days, addressing the
allegations and actions taken. In the case the School Leader is the subject of the
compliant, the Board will assist with the investigation and assigning a new investigator.
• Mediation: Parents, WCS, and the DeKalb County School District have the option to
engage in voluntary mediation to resolve the issues raised in the complaint.
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• Procedural Safeguards: Upon receipt of the first complaint in a school year, WCS will
provide the parent with a copy of procedural safeguards available to parents of children
with disabilities.
• Independent Investigation: If the issue is not resolved through initial review, complaint
investigators from WCS will conduct an independent investigation, including on-site
visits if necessary, to clarify the issues raised in the complaint.
• Decision and Resolution: WCS will review all relevant information and make an
independent determination regarding the alleged violations. A written decision, including
findings of fact, conclusions, and proposed resolutions, will be provided to the
complainant and the DeKalb County School District.
• Appeals Process: If the complaint findings indicate a failure to provide appropriate
services, WCS will outline corrective actions and timelines for compliance. The DeKalb
County School District and WCS have the right to appeal the decision through the
appropriate channels outlined in federal regulations.
• Extension of Time: In exceptional circumstances, WCS may extend the 60-day time
limit for resolution, provided all parties agree.
By following this structured complaint process, WCS ensures accountability, transparency, and
adherence to federal regulations regarding the provision of special education services to students
with disabilities.
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Ensure Confidentiality of Special Education Records: Protecting the privacy and rights of
students and families is paramount at WCS. The Family Education Rights and Privacy Act
(FERPA) guidelines are rigorously followed, with staff receiving annual training on FERPA
requirements during our summer training sessions. Special Education records are securely stored
in a locked cabinet accessible only to the proposed school leader and Special Education Lead,
both of whom undergo GaDOE student records and confidentiality training. Parents/guardians
are provided with adequate notice and detailed descriptions of their rights concerning the storage,
disclosure, and retention of personally identifiable information. This commitment to
confidentiality ensures that sensitive information is handled with the utmost care, promoting trust
and accountability within our school community.
Purchase Services from Special Education Vendors or Local District: To meet the unique
needs of students with disabilities, WCS actively engages in the procurement of services from
special education vendors, including our local district, Dekalb County Schools. Our collaborative
approach involves the IEP team, which includes parents/guardians, special education teachers,
and LEA representatives. Together, we select services based on peer-reviewed research, ensuring
that every student receives the support necessary for their success. The procurement process
adheres to state and federal regulations, with a focus on transparency and accountability.
Detailed documentation of vendor selection, service agreements, and costs is maintained,
allowing for ongoing review and evaluation. This commitment to accountability ensures that the
services provided align with the needs of our students and the expectations outlined in their IEPs.
The Wright Community School will evaluate the effectiveness of contracted psychologists
and/or other contracted mental health service vendors through a comprehensive process that
includes pre-selection assessments and post-selection monitoring.
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Pre-selection, the school will request proof of qualifications, references, and insurance from
potential vendors to ensure their suitability for providing mental health services.
Post-selection monitoring involves several steps to ensure that the vendors deliver on their
services effectively:
• Set Clear Objectives and Expectations: WCS will define goals for the mental health
services, such as improving student mental health outcomes or reducing absenteeism, and
establish measurable performance indicators based on these goals.
• Use Data and Outcome Measures: WCS will utilize pre and post-assessments to
measure student well-being and mental health, track service utilization, including
attendance rates and dropout rates, and evaluate outcome metrics such as improvements
in academic performance and reductions in disciplinary actions.
• Gather Feedback: Feedback will be collected from students, teachers, staff, and parents
to assess the effectiveness of the services and identify areas for improvement.
• Review Provider Performance: The school will evaluate the professionalism,
engagement, and collaboration of the service providers, ensuring adherence to ethical
standards and ongoing professional development.
• Monitor Continual Improvement: Continuous assessment and improvement processes
will be monitored, including the provider's adaptability to changing needs and the long-
term sustainability of the services.
• Use Comparative Analysis: Outcomes will be benchmarked against regional or national
standards, and a cost-effectiveness analysis will be conducted to evaluate the benefits
relative to the costs of the services.
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The evaluation process will involve ongoing dialogue with the providers, stakeholders, and the
community to ensure that the mental health services meet the needs of students and contribute to
a supportive and productive school environment.
Mental Health Providers: The Wright Community School (WCS) will potentially collaborate
with Hopebound Mental Health, Inc. for mental health services. Hopebound Mental Health, Inc.
provides weekly, video-based teletherapy to under-resourced middle school and high school
students at no or low cost. Their therapy services are provided by pre-licensed therapists who are
master’s students studying counseling, social work, clinical psychology, or marriage and family
therapy. The collaboration with Hopebound will involve working with their team of supervised
master’s student clinicians who provide talk therapy services under professional supervision.
These master’s student clinicians focus on providing expert training to ensure the quality of care
remains high despite the low cost of their services. They offer therapy services to adolescents
from historically marginalized communities, including those from low-income environments,
Black and Indigenous People of Color, and/or LGBTQAI+ individuals. By partnering with
Hopebound, WCS can provide access to mental health support for its students who may face
various challenges, including those related to fitting in, academic success, family relationships,
and mental health struggles. This collaboration aligns with Hopebound's mission to revolutionize
access to mental health and wellness support for young people from historically marginalized
communities.
Secure Technical Assistance and Training: WCS is proactive in seeking technical assistance
and training to enhance the provision of special education services. Our commitment to
continuous improvement involves a thorough needs assessment, identifying areas for growth and
development. Partnerships with experts in special education, assistive technology, and related
fields are established, fostering a collaborative approach to professional development. Our staff
engages in a robust professional development program covering a range of topics. Inclusive
teaching strategies, behavior management, assistive technology, and culturally responsive
training are integral components of our training initiatives. Peer collaboration, mentoring, and
accessibility training contribute to the overall professional growth of our educators, ensuring that
they are equipped to meet the diverse needs of our student population. This commitment to
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ongoing training reflects our dedication to staying at the forefront of best practices in special
education, promoting an environment where every student can thrive.
7. For English Learners (ELs), describe how the charter school will provide state-
and federally- mandated services. Reciting the requirements of law and rule is insufficient.
Please include in your description any diagnostic methods or instruments that will be used
to identify and assess those students, as well as the instructional program that will be
provided to ELs.
The Wright Community School (WCS) is committed to complying with federal laws, including
Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act (EEOA),
regarding English Learner (EL) services. Under these acts, public schools and State educational
agencies must remove barriers and ensure meaningful participation for students not fully
proficient in English. The Lau v. Nichols (1974) case emphasizes affirmative steps to enable
students with limited English proficiency to engage in educational programs. The EEOA further
mandates overcoming language barriers hindering equal participation in instructional programs.
Enforcement is shared between the Office for Civil Rights (OCR) and the Civil Rights Division
at the U.S. Department of Justice. WCS aligns with Georgia State Board of Education Rule 160-
4-5-.02, offering English to Speakers of Other Languages (ESOL) programs as a civil right to K-
12 students qualifying through language screeners. The ESOL program focuses on developing
academic English proficiency across Georgia Standards of Excellence (GSE). WCS employs
various research-based language program delivery models, including scheduled English
Language Development (ELD) courses during students’ flexible period and language-
differentiated support through HMH. The goal of WCS's ESOL language instruction program is
to enhance both English language proficiency (ELP) and academic language proficiency in
content-area subjects. This goal is pursued through collaborative efforts and shared
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accountability for the success of all EL students, ensuring compliance with federal laws and
fostering an inclusive and equitable educational environment.
At the Wright Community School (WCS), we are committed to effectively supporting English
Language Learners (ELLs) within our instructional program. Given the anticipated
demographics reflecting DCSD's current student population, approximately 19.6% ELLs, WCS
has devised a comprehensive plan to serve these students.
• Staff Qualifications: WCS adheres to ESOL State Board Rule 160-4-5-.02, ensuring that
ESOL teachers hold clear teaching certificates and necessary ESOL endorsements or
certifications issued by the Georgia Professional Standards Commission. Our goal is to
hire at least one teacher with an ESOL endorsement. In the event of unavailability, our
proposed school leader holds the endorsement and will serve as the ESOL coordinator
and teacher.
• Instructional Model: WCS will implement a pull-out model for ESOL services during
the Flexible Period. This model involves removing students from their general education
classes to receive small group language instruction from the ESOL teacher. High school
students will receive a minimum of 275 minutes weekly, while middle school students
will receive a minimum of 250 minutes weekly.
• Service Delivery: English learners at WCS will receive the equivalent of at least five
segments per week of English language instruction. This instruction will utilize English
language development resources and may encompass various ESOL service delivery
models to meet the diverse needs of our ELLs.
• ESOL Coordinator: In addition to providing direct instruction, the ESOL coordinator
oversees the ESOL language program at WCS. This role involves coordinating ESOL
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services, supporting teachers and staff, and ensuring compliance with state regulations
and civil rights obligations to English learners. The proposed school leader, who holds an
ESOL endorsement, will serve as the ESOL coordinator.
• Professional Development: WCS prioritizes ongoing professional development for all
staff involved in serving ELLs. This may include training sessions, workshops, and
collaboration opportunities to enhance instructional practices and meet the unique needs
of English learners.
By implementing these strategies, WCS ensures that English Language Learners receive the
support and resources they need to succeed academically and linguistically. Our commitment to
providing high-quality ESOL services reflects our dedication to equity, inclusion, and meeting
the diverse needs of all students. English Language Learners at WCS will be served effectively
despite the limited number of instructional staff in Year 1, with detailed programs, models, and
segments in place, ensuring support for a student population reflecting DCSD's current
demographics.
WCS will exit English Language Learners according to the standardized statewide procedures
outlined in Georgia's EL Exit Procedures. The first step will involve administering the annual
ELP assessment to all English Language Learners at WCS, such as the Grades 1-12 ACCESS
for ELLs, to determine their proficiency levels. After assessing the students, the next step
will be to utilize the standardized statewide ACCESS for ELLs Overall Composite Proficiency
Level criteria, along with criteria for each language domain (listening, speaking, reading,
writing), to identify EL students who have met the criteria to exit EL status.
Once identified, the final decision to exit or not exit a student must be recorded on the EL
Reclassification Form, maintained in the student's permanent file. For students in Grades 1-12, if
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they achieve an Overall score of 5.0 or greater on the ACCESS for ELLs assessment, they quaify
to be exited from EL status. Additionally, WCS have the flexibility to consider EL students for
exit using an EL Exit Criterion within the state-approved 4.3-4.9 range, with decisions made by
the EL Reclassification Team which will include the ESOL Coordinator, General Education
Teacher, LEA, and Special Education Teacher if the student has an IEP.
Regarding the timeline, WCS will receive ACCESS for ELLs Score Results in May, and EL
Reclassification Team will review these results to determine which EL students meet the state
criteria for exit. Meetings of the EL Reclassification Team and final decisions will occur before
the end of the school year or immediately after. After July 1st, the student's post-EL Exit Status
will change accordingly, with progress monitored for two years post-exit. Finally, the student's
coding for Data Collections Student Record purposes will change over time from EL-2 to EL-F,
indicating former EL status.
Overview of English Language Learners Services: At The Wright Community School, we are
dedicated to providing specialized and comprehensive services for English Learners (ELs) in full
compliance with state and federal mandates. The Wright Community School's enrollment and
identification processes adhere strictly to standardized statewide procedures, ensuring accuracy
and consistency. WCS will initiate these processes through the administration of a Home
Language Survey (HLS) at enrollment, which will trigger the identification and assessment of
potential EL students.
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Diagnostic Methods and Instruments: The Wright Community School's diagnostic process for ELs
will involve utilizing the WIDA ELP screeners, specifically designed to measure the English language
proficiency of potential EL students. WCS also makes accommodations during the screening process
for students with identified or suspected disabilities, ensuring a fair and accurate assessment and
collaborating closely with the Special Education department.
Identification Process: The identification process for ELs at The Wright Community School is
initiated through the HLS administered at enrollment. If any of the three state-required questions
indicate a language other than English, the student undergoes the ELP screening process. For transfer
students, we use original HLS and prior EL documents to determine EL status. The identification
process is completed within 30 days of enrollment, aligning with federal regulations.
Instructional Programming for English Learners: Services will be provided by an ESOL endorsed
teacher as determined by their plan.
Individual Learning Plan: For EL students at Wright Community School, an Individual Learning Plan
(ILP) will be created to address their distinctive language learning needs. The ILP includes specific
language goals, instructional strategies, and ongoing assessments to monitor progress, with the
overarching goal of accelerating language acquisition and academic success for each EL student.
Individualized and Flexible Scheduling: At Wright Community School, our commitment to English
Learners (ELs) will be exemplified through the implementation of flexible and individualized
scheduling. The use of our Flex Period will allow EL students the option to enroll in a specialized EL
intervention course. This strategic scheduling will empower EL students by providing targeted
language development opportunities, seamless integration of Individual Learning Plans (ILPs), and
dedicated time for additional language support. The Flex Period will be our mastery-based instructional
model but will also cultivate a supportive learning environment where EL students actively engage in
their language development. Through continuous progress monitoring, adjustments, and alignment with
the core curriculum, we ensure that our flexible scheduling approach enhances the overall educational
journey of EL students, fostering a community of proactive, innovative, literate, organized, tenacious,
and solution-oriented scholars (P.I.L.O.T.S).
Curriculum Adaptations and Language Support: At WCS, our curriculum adaptations will be
strategically implemented to support ELL students in accessing grade-level content. Teachers will
employ instructional strategies that promote language development across all subjects. Additional
language support services, such as intervention classes or co-teaching models, are provided specifically
to reinforce language skills for ELL students. The following are two curriculum that will utilized to
support ELL students:
Reading Intervention for ELs: HMH READ 180 (See Academic Programming)
Math Intervention for ELs: HMH MATH 180 (See Academic Programming)
Cultural Competency Training for Staff: At WCS, staff members will undergo cultural competency
training focused on creating an inclusive and culturally responsive learning environment. The training
will enhance staff's understanding of diverse cultures, promoting inclusivity and fostering positive
relationships with ELL students and their families.
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Cultural competency training at The Wright Community School (WCS) would aim to provide staff with
the knowledge, skills, and attitudes needed to effectively interact with individuals from diverse cultural
backgrounds. This training would help staff understand and respect the cultural norms, values, beliefs,
and communication styles of students and families served by WCS, ultimately fostering a more
inclusive and supportive learning environment.
To facilitate cultural competency training, WCS may partner with experienced professionals or
agencies specializing in diversity, equity, and inclusion (DEI) education. These professionals or
agencies should have expertise in delivering culturally responsive training programs tailored to the
needs of educators. Potential facilitators for cultural competency training at WCS could include:
Diversity, Equity, and Inclusion Consultants: These consultants specialize in designing and delivering
training programs to promote cultural competency and address issues related to diversity and inclusion
in educational settings.
Social Justice Organizations: Organizations focused on social justice and equity may offer workshops
or seminars on cultural competency, implicit bias, and anti-racism to help educators develop awareness
and skills in these areas.
Diversity Trainers: Trainers with experience in facilitating discussions on diversity, multiculturalism,
and cross-cultural communication can support WCS staff in enhancing their cultural awareness and
sensitivity.
Community Leaders and Advocates: Engaging community leaders and advocates from diverse
backgrounds can provide valuable perspectives and insights into the cultural dynamics within the local
community served by WCS.
By partnering with reputable professionals or agencies, WCS can ensure that its staff receives high-
quality cultural competency training that aligns with the school's values and goals. This training would
empower staff to create a welcoming and inclusive environment where all students feel valued,
respected, and supported in their educational journey.
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Parental Involvement: Recognizing the important role parents/guardians and guardians play in the EL
program, The Wright Community School will maintain open communication with parents/guardians.
Information will be provided in their native language. Regular updates, conferences, and participation
in EL-related activities will be actively encouraged to foster strong parental involvement. WCS will
also incorporate the following strategies:
Open Communication: The school will ensure effective communication by providing information in
the family’s native language. This includes written materials, newsletters, and announcements
translated, facilitating a deeper understanding of the student's education plan and progress.
Regular Updates: Parents/Guardians will receive regular updates on their EL student's progress,
achievements, and areas for improvement. These updates will be provided in accessible formats and
their native language, fostering a collaborative environment where parents/guardians are well-informed
partners in their student's education.
Interpreters: To further enhance communication, interpreters proficient in the languages spoken by EL
parents/guardians will be available during conferences and school events. This will ensure that
language barriers do not hinder the active participation of parents/guardians in the student's education.
Conferences: Scheduled conferences will be conducted to discuss EL students' academic performance,
language development, and individual learning plans (ILPs). These conferences will provide a platform
for open dialogue, allowing parents/guardians to express concerns and teachers to offer insights on the
student and support.
EL-Specific Programming: The school will organize events specifically tailored to EL
parents/guardians and families, creating a supportive community. These activities may include cultural
celebrations, information sessions on the education system, and workshops on how to support language
development at home. (See Academic Programming)
Translation Services: Delineated on the 100% budget, Row 37 demonstrates a line item for a
Social Worker/Counselor/Nurse with a budget of $0. This line item is entered as a contingency
in case translational services are needed on a consistent basis. At the time services are
required, funding will be reallocated to support the request in subsequent years. If we follow
our hiring model, WCS will recruit specialized teachers (translational specific), row 39, and
have a formidable Guidance Counselor, row 42 that is more than capable to sustain effective
translational communication. Bilingual recruitment is at the forefront of WCS personnel
recruitment efforts.
8. Describe the methods, strategies, and/or programs the charter school will use to
provide remediation for students at risk for academic failure.
Identification of At-Risk Students
At The Wright Community School, we will utilize Georgia's Tiered System of Supports for
Students to identify students at risk for academic challenges. It will be a comprehensive
screening process, conducted multiple times a year, utilizing valid and evidence-based
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assessments administered to all students at every grade level. These universal screening systems
are designed to accurately identify students in need of enrichment/acceleration and those at risk
of poor learning outcomes or challenging behaviors.
Individualized Assessment and Diagnosis: The Wright Community School utilizes various
evidence-based interventions and assessments, such as I-Ready, NWEA Map, Georgia
Milestones, WIDA Access, and HMH Diagnostic, to identify and address individual student
needs. The selected HMH READ 180 and MATH 180 programs, integrated with NWEA MAP
Growth, provide targeted interventions and support for students. This comprehensive approach at
The Wright Community School will assist with implementing remediation strategies that are
tailored to individual student needs, and ensure that progress is continually monitored and
adjusted for maximum effectiveness.
Following the screening process, The Wright Community School will utilize a data-based
decision-making process led by the Student Support Team which will include one leader and at
least two teachers. This team will interpret screening results using detailed reports and multiple
data points, including classroom performance, state assessments, diagnostic assessments,
progress monitoring, attendance, and behavior. This thorough process will ensure accurate
identification of at-risk students and forms the basis for individualized assessment and diagnosis.
Tiered Interventions
Tier 1:The primary focus is on all students, with instruction delivered within the general education classroom.
The school's core curriculum aligns with state or district standards, including evidence-based practices. All
students will receive formative assessments that are embedded to monitor progress, have access to individualized
and flexible scheduling, academic adviser and receive an Individualized Learning Plan (ILP).
Tier 2: Targeted Intervention Programs: For students identified as in need or at risk through screening, teacher
feedback or parent concerns, targeted instruction will be provided based on evidence-based interventions/practices
(EBIs/EBPs). These interventions may be delivered in small groups within the general education classroom to
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supplement primary instruction. Students who receive Tier 2 pull out services will have the opportunity to receive
intervention during their flex period.
Tier 3 (Tertiary Level of Prevention – Intensive Intervention): Focusing on students unresponsive to previous
interventions, The Wright Community will provide individualized, evidence-based intensive instruction,
continuously adjusted to address specific needs. The school’s mission emphasizes an individualized approach to
education, and Tier 3 Supports embody this commitment. The school will tailor interventions to the specific needs
of students who require the most intensive support. Through this personalized and targeted approach, the school’s
goal is to guide students toward significant academic progress, enabling them to overcome challenges and thrive
as proactive and solution-oriented learners, in line with our overarching mission. WCS will implement a variety
of tier 3 intensive interventions, including mentoring, social skills development, collaboration with a therapist, or
mental health provider, Check-In/Check-Out (CICO), individual visual schedules, structured breaks, behavior
meetings with parents/guardians, and direct support in reading fluency or math computation, to address the
specific needs of students requiring additional support.Students who receive Tier 3 pull out services will have the
opportunity to receive intervention during their flex period.
Progress Monitoring and Adjustments: At WCS, progress monitoring will be conducted at
regular intervals based on the intensity of the tiered support provided. The frequency of progress
monitoring varies depending on the tier of intervention. For Tier 2 Supports, which will involve
targeted instruction for students identified as underperforming or at risk, progress monitoring
typically occurs at regular intervals such as weekly or bi-weekly. For Tier 3 Supports, which
focus on intensive intervention for students who have not responded to primary or secondary
prevention, progress monitoring will also be conducted at regular intervals. The specific
frequency is determined based on the needs of individual students and the guidelines provided by
the intervention program or assessment tool. Regular progress monitoring will be essential to
assess the effectiveness of instruction and interventions, identify students who may need
adjustments, and ensure that all students are making adequate progress. WCS will report
progress of each student every 4.5 weeks to families and stakeholders.
Individualized and Flexible Support: At WCS, every student receives an Individualized
Learning Plan (ILP) designed to meet their individualized needs and interests. Students are
assigned an academic advisor and select courses based on their needs and interests. The flexible
schedule allows for intervention courses during a designated flex period, ensuring personalized
academic support.
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Collaboration with Support Staff : The SST team will play a crucial role in implementing
Georgia’s Tiered System of Supports. This team will engage in continuous collaboration among
district and school staff, ensuring effective fidelity of implementation. At WCSl, our team will
work collaboratively to analyze comprehensive data sets, identify at-risk students, and develop
tiered interventions tailored to individual needs. Through regular problem-solving meetings and
cross-disciplinary collaboration, the school will ensure that interventions at Tier 1, Tier 2, and
Tier 3 align with evidence-based practices and are effectively implemented. Communication and
collaboration with parents/guardians and families will be integral to keep them well-informed
about the student’s progress and actively engaged in decision-making processes.
Parental Involvement and Communication: WCS will engage with parents/guardians through
process and issue consents when required. Parents/Guardians will be included in decisions
regarding adjustments to interventions and changes to their child’s core curriculum.
ASSESSMENT METHODS
9. Explain how the school will obtain individual student baseline achievement
data, continue monitoring growth, and use that data to continuously inform and improve
instruction (including formative assessments).
Baseline Achievement Data Collection: At the Wright Community School, students will take
baseline assessments using iReady diagnostic assessments for Middle School. Research28 states
that i-Ready Diagnostic, a computer-delivered, adaptive assessment in Reading and Mathematics
for Kindergarten through High School, effectively and efficiently assesses student knowledge by
adapting to individual abilities and provides reliable information on mastered skills, offering
valuable insights for instructional planning. The assessment's capacity to link results to
instructional advice and guide placement decisions further solidifies its effectiveness in
28
https://www.fldoe.org/core/fileparse.php/16286/urlt/addlee.pdf
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monitoring student growth and facilitating targeted instruction. We will also NWEA Map
diagnostic assessments for High School. Research29 proves that MAP is an effective baseline
assessment for identifying students at risk for severe learning difficulties, as evidenced by the
recommended cut scores derived from rigorous classification accuracy analyses using multiple
state assessments as criterion measures. These cut scores demonstrate high sensitivity,
specificity, and consistency across grades and terms, meeting the highest evaluation criteria, as
outlined by the National Center on Intensive Intervention (NCII). The precision of these
benchmarks in detecting students in need of intensive intervention is supported by ongoing
research, acknowledging the inherent challenges of screening errors, particularly in the early
grades. For Middle School, the iReady diagnostic assessment is administered at the beginning of
the year (BOY) for baseline, end-of-year (EOY) for annual growth , and every 4.5 weeks during
the school year for progress. High School students take the NWEA Map diagnostic assessment
with the same schedule. WCS will also monitor student achievement and growth through a range
of assessment methods, described in detail below.
Additional Assessments: WCS will administer a range of additional assessments to monitor
student growth and measure achievement. The diagnostic process for English Learners (ELs)
includes WIDA ELP screeners, ensuring equitable assessment with accommodations for students
with disabilities. Additionally, HMH Diagnostic assessments, particularly the Standards Report,
are used to assess students' proficiency on Georgia Standards. Various diagnostic assessments
will be utilized, including iReady, NWEA Map, End of Grade (EOG) Georgia Milestones for
Middle School, and End of Course (EOC) assessments for High School. These assessments help
identify students' strengths and weaknesses, providing essential data for instructional planning.
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The use of diagnostic assessments will be essential for understanding each student's individual
needs, including language proficiency and content mastery. See our assessment table below:
Grades Assessment Timing/Frequency Purpose
6-8: Math and Reading I-Ready BOY, EOY, Every Baseline, Diagnostic,
4.5 weeks Monitoring Growth
9-12: Math and Reading NWEA Map BOY, EOY, Every Baseline, Diagnostic,
4.5 weeks Monitoring Growth
6-12: Math, ELA, Social Georgia Annual Assess Mastery of
Studies and Science Milestones Standards on Specific
Subjects
6-12: English Language WIDA Access Annual Assess Language
Proficiency Proficiency for ELL
students
6-12: All Contents HMH Beginning and End To assess mastery of
Diagnostic of Each Course’s the curriculum
Module standards and Georgia
Standards
All Contents Formative Varies HMH assessments at
Assessments the Wright Community
School will serve a
pivotal role in the
formative assessment
process by delivering
crucial insights into
student comprehension
aligned with the
curriculum and
assessing proficiency
on Georgia Standards.
Continuous Monitoring of Student Growth: The school’s continuous monitoring involves the
regular administration of diagnostic assessments, progress monitoring measures, and Growth
Monitoring features in iReady and NWEA Map. This will allow the school to evaluate students'
progress throughout the year and make informed instructional decisions based on individual
growth patterns. Growth will be tracked in student’s Individual Learning Plans.
Formative Assessments: HMH assessments at the Wright Community School will serve a
pivotal role in the formative assessment process by delivering crucial insights into student
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comprehension aligned with the curriculum and assessing proficiency on Georgia Standards. The
assessments will provide real-time feedback to both students and teachers. The assessments
coupled with the support of an academic advisor and Individualized Learning Plan will allow the
school to tailor instruction to meet each student's unique needs based on continuous assessment
data.
The timing and frequency of formative assessments at The Wright Community School are
structured to support ongoing learning and provide teachers with real-time feedback to adjust
instruction. Here's a detailed breakdown:
Timing of Formative Assessments:
• Exit Tickets: Students receive a formative assessment in the form of an exit ticket at the
end of each class period. This ensures that feedback is provided immediately after
instruction, allowing teachers to gauge student understanding before they move on to the
next topic.
• End of Each Lesson: Additionally, students' content knowledge of standards is assessed
at the end of each lesson. This ensures that students have grasped the key concepts taught
during the lesson before moving forward.
Frequency of Formative Assessments:
• Daily Assessments: Formative assessments are conducted daily, aligning with the
frequency of classroom instruction. This allows teachers to monitor student progress
consistently and make timely adjustments to instruction as needed.
• Varied Pacing of Lessons: Lessons can take between one day to a week depending on
their complexity. This variability in pacing accommodates the diverse learning needs of
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students and ensures that formative assessments are conducted at appropriate intervals
based on the duration of each lesson.
Individual Learning Plans: Wright Community School (WCS) prioritizes a personalized and
student-centered approach to education through the implementation of Individual Learning Plans
(ILPs). These plans are designed for every student, emphasizing their unique learning needs,
interests, and required support. At the beginning of each academic year, students will be
introduced to their ILP in collaboration with their academic advisor. WCS places a special
emphasis on the role of homeroom teachers, who will undergo training to serve as academic
advisors during their onboarding process. This training ensures that teachers understand the
nuances of ILPs and can effectively guide students in setting and tracking their goals, interests,
and progress.
The ILP serves as a dynamic and student-directed planning and monitoring tool. It not only
customizes learning opportunities but also documents crucial aspects such as interests,
assessment data, needs, and course selections. This comprehensive approach enables the ILP to
support postsecondary goals, providing a roadmap for a thoughtful program of study leading to
graduation proficiency.
Monitoring of ILPs will occur at regular intervals, specifically every 4.5 weeks and at the
beginning and end of each semester. This ongoing assessment and reflection process ensures that
ILPs remain relevant and effective in guiding students toward their academic and personal
objectives. The ILP is not only a documentation tool but a means to broaden students'
perspectives, encompassing transition placements, access to college-level programming, and
diverse learning experiences both within and outside the school environment.
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Students' assessment results will be integrated into their ILPs, creating a comprehensive record
that informs instructional strategies and supports continuous academic growth. WCS is
committed to the success of each student, and the ILP is a pivotal tool in realizing this
commitment by providing a tailored and evolving educational journey for every individual.
Data Analysis Procedures: The Wright Community School employs a comprehensive data
analysis procedure to enhance student learning and individualized support. The analysis involves
utilizing various assessment tools, including i-Ready, NWEA MAP Growth assessments, WIDA
ELP screeners, HMH assessments, and Standards Reports. This multifaceted approach enables
teachers to gain insights into each student's needs and strengths, facilitating informed decision-
making.
Frequency and Timing: Data analysis at The Wright Community School is a regular and
ongoing process. Teachers and academic advisers engage in monthly meetings to examine the
collected data, ensuring a continuous and dynamic understanding of students' academic progress.
This frequent analysis allows for timely adjustments to learning plans and instructional
strategies.
Tools and Techniques: The school leverages a range of assessment tools, each serving a
specific purpose. NWEA MAP Growth assessments provide insights into academic growth,
WIDA ELP screeners assess English language proficiency, HMH assessments offer a
comprehensive view of student performance, and Standards Reports contribute to understanding
alignment with educational standards. These tools collectively form a robust framework for data
analysis.
Improvement of Learning Plans: The data analysis process plays a pivotal role in updating and
enhancing individual learning plans for students at The Wright Community School. Academic
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advisers, utilizing the insights gained from the assessments, actively participate in refining and
customizing educational plans. This ensures that each student's unique requirements and
strengths are considered, contributing to a flexible, individualized, and student-focused approach
to education.
Collaboration and Communication: The responsibility of supporting students is distributed
among a collaborative team comprising teachers, counselors, and administrators. Monthly
meetings facilitate uniform consideration of information collected on students, promoting a
holistic understanding of student needs. The collaboration involves regular classroom teachers
and leaders working together). This commitment to collaboration underscores the school's
dedication to maintaining a supportive environment and meeting the unique needs of all students
at The Wright Community School.
Teacher Collaboration and Professional Development: The Wright Community School will
utilize a multifaceted approach to obtain individual student baseline achievement data, monitor
growth, and utilize the data for collaborative planning and professional development. Teachers
will offer comprehensive training in the effective use of assessment tools, including iReady,
NWEA MAP Growth, and HMH Standards Reports, fostering a deep understanding of
assessment data interpretation. The school will utilize an individualized and flexible scheduling
system, with academic advisors collaborating closely with students to tailor course choices to
their interests and needs. A thorough evaluation of each student's academic record, integral to the
graduation determination process, ensures a personalized and supportive experience, keeping
students on track for graduation. The SST team plays a crucial role in implementing Georgia's
Tiered System of Supports, fostering continuous collaboration among district and school staff to
ensure fidelity of implementation. At the Wright Community School, analyzing comprehensive
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data sets, identifying at-risk students, and developing tiered interventions will be aligned with
evidence-based practices and assist with creating Professional Developments to assist all
students. . Regular problem-solving meetings and cross-disciplinary collaboration guide the
effective implementation of Tier 1, Tier 2, and Tier 3 interventions. The Wright Community
school will prioritize communication and collaboration with parents/guardians, keeping them
informed about student progress and actively involving them in decision-making processes.
Additionally, the school will focus on professional development programs centered on
understanding assessment data, inclusive teaching strategies, behavior management, and
assistive technology utilization to enhance educators' skills and expertise.
Adjustments to Instructional Strategies: Based on the assessment data, adjustments to
instructional strategies are made. Teachers leverage insights from iReady, NWEA MAP Growth,
and other diagnostic tools to tailor instruction to individual student needs, promoting a
personalized and effective learning experience. Every student at Wright Community School has
an Individual Learning Plan (ILP) designed to address their specific learning needs, interests, and
required support. The ILP outlines student-centered goals, instructional strategies, and ongoing
assessments, fostering a personalized approach to education that supports both academic and
personal growth. Academic advisers will be essential in using this data to update and improve
individual learning plans, making sure that every student's educational plan is tailored to their
own requirements and strengths.
Interventions for Struggling Students: Specific interventions, such as HMH READ 180 and
Math 180, will be implemented to address the needs of struggling students. These evidence-
based programs will offer targeted support, leveraging data from NWEA MAP Growth to
customize learning paths and accelerate progress. (See Tiered Interventions)
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Regular Reporting to Families and Stakeholders: The Wright Community school will
maintain transparency and communication by providing regular reports to families and
stakeholders. Parents and guardians will receive progress reports every 4.5 weeks. These reports
will encompass individual student progress, assessment outcomes, any updates to the student’s
Individual Learning Plan, and insights into the effectiveness of instructional interventions,
fostering a collaborative approach to student success.
10. Explain how the charter school will work with the local school system to
participate in statewide assessments.
The Wright Community School (WCS) acknowledges the importance of collaborative efforts
with the local school system to participate in statewide assessments. This collaboration involves
aligning WCS's academic calendar with the assessment calendar of the residing county and
ensuring active engagement in all required trainings.
Alignment with State Assessment Calendar: WCS will align its school calendar with the state
assessment calendar, following the schedule set by the Georgia Milestones Assessment System.
This alignment ensures that students in grades 6–12 at WCS will participate in the assessments
during the designated testing windows. By adhering to the state calendar, WCS aims to provide
students with the opportunity to showcase their proficiency levels in English language arts,
mathematics, science, and social studies consistently which is in alignment with the school’s
goals.
Procedures for Test Administration: WCS will follow standardized procedures for the
administration of Georgia Milestones assessments. Certified staff members will oversee in-
person testing. The school will ensure that all students taking End-of-Grade (EOG) and End-of-
Course (EOC) assessments have assigned testing dates, report times, and testing sites.
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Training for Staff: To facilitate successful test administration, WCS ensures that its staff
members undergo comprehensive training related to the Georgia Milestones Assessment System.
This training covers aspects such as technology-enhanced items, test administration protocols,
and the interpretation of results. Staff members are well-prepared to guide students through the
testing process, maintaining the integrity and validity of the assessments. Staff will attend the
residing county’s required trainings and actively engage in communication with local school
authorities regarding the state assessments.
Communication with Families and Stakeholders: WCS will maintain transparent and effective
communication with families and stakeholders regarding the Georgia Milestones Assessment
System. The school will provide information about the purpose of the assessments, what is
assessed in each subject, and the impact of results on student progression. Regular updates will
be shared through various communication channels, including newsletters, meetings, and the
school's website, ensuring that families and stakeholders are well-informed about the assessment
process.
ACADEMIC GOALS AND OBJECTIVES
11. Locally approved charter schools are required to exceed both the state and local
district’s CCRPI averages and to Beat the Odds. (For more information on these two measures,
please go here CCRPI and BTO.) In addition to these measures, what goals will the school use to
hold itself academically accountable?
■ Indicate the expected rate of student performance growth in each year of the
proposed charter term that demonstrates the rigor expected from charter schools. Each year of
student growth will be measured against the baseline data obtained during the first year of the
charter term.
■ You are urged to include cohort measures that show the progress over time of a
single cohort of students.
■ You are also urged to include national norm-referenced test results among your
performance measures (e.g., NWEA’s MAP and/or ITBS).
■ At a minimum, goals should be (1) aligned with Georgia Standards of
Excellent (the SBOE- approved curriculum standards); (2) measurable on at least an annual
basis; (3) attainable; and (4) reflective of the mission set forth in the petition. Schools should
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consider goals regarding student growth including low-performing or educationally
disadvantaged populations.
■ Each year a charter school operates, it is expected to out-perform the state and
the district.
State CCRPI District CCRPI Projected CCRPI
Ele Middl Hig Ele Middl Hig Year 1 Year 2 Year 3 Year 4 Year 5
m. e h m. e h
71.8 75.1 73.2 79.1 78.4 62.9 M: M: M: M: M:
79/H:64 81/H:66 83/H: 85/H:7 86/H:
68 1 73
If your school plans on utilizing additional academic goals, please use the chart below.
Year Year Yea
Assessment Year 1 Year 5
Baselin 2 3 r4 Target
Targ Targ Tar
e
et et get
Academic Goal #1: Students in grades 6-12 at The Wright Community School will demonstrate
proficiency in math skills
Measure 1: By May of each school i-Ready 75% 77% 79% 81 85%
year, at least 85% of students who are %
at least three years or more below
level will demonstrate two years of
growth each year as measured by the
i-Ready Math Assessment
Measure 2: By May of each school NWEA Map 68% 73% 79% 80 86%
year, 85% of students will %
demonstrate a growth of 5 percentage
points per year as measured by the
NWEA MAP Assessment Math growth
measure.
Measure 3: At least 65% of all Georgia Milestones 45% 55% 50% 60 65%
students who have attended WCS will Math Assessment %
score Proficient or higher on as
measured the Math Georgia
Milestones Assessment
Academic Goal #2:Students in grades 6-12 at The Wright Community School will demonstrate
proficiency in reading skills
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Measure 1: By May of each school i-Ready 70% 73% 76% 78 80%
year, at least 80% of students who are %
at least three years or more below
level will demonstrate one year of
growth each year as measured by the
i-Ready Reading Assessment
Measure 2: By May of each school NWEA Map 60% 65% 70% 75 80%
year, 80% of students will %
demonstrate a growth of 5 percentage
points per year as measured by the
NWEA MAP Assessment Reading
growth measure.
Measure 3: At least 60% of all Georgia Milestones 40% 45% 50% 55 60%
students who have attended WCS will Math Assessment %
score Proficient or higher on as
measured the Reading Georgia
Milestones Assessment
SCHOOL GOVERNANCE
12. Describe the governing board’s composition. Your description should:
■ Identify each member of the governing board;*
■ Identify the skill sets to be represented by the governing board (e.g., business,
finance, legal);
■ Explain how board members are representative of the school and the
community, and how parents and community members will be involved in the governing board;
■ Describe your plans to ensure that the charter school maintains a diverse board
(in all respects) with broad skill sets;
■ Describe how and when board members will be selected, and how long each
member will serve (and attach as Exhibit 2);
■ Explain how and why board members may be removed from office;
■ If the board utilizes a subcommittee structure, describe this structure and
identify the subcommittees; and
■ Describe how current and future governing board members will avoid conflicts
of interests (and attach as Exhibits 3 and 4).
Name Current Role Areas of
Positions Expertise/Skill Sets
Dr. Kimberly Gore, brings over twenty-five Director of Board Skill Sets: Educational
years of dedicated service to education in the Office of Chair leadership, accreditation
Georgia, with a diverse skill set and strong Educational processes, curriculum
community connections. As the Director of the Affairs at reviews
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Office of Educational Affairs at Morehouse Morehouse Areas of Expertise:
School of Medicine, she has held key roles in School of Curriculum, Instruction,
education, including Early Childhood Education Medicine, Special Education,
Manager at Georgia Public Broadcasting/PBS Compliance, Grant
KIDS. Dr. Gore's experience encompasses development, Academic
charter start-ups, federal and state compliance, program evaluation,
teacher and leadership development, and leadership, positive
curriculum design. Alongside her academic school culture
achievements, she actively contributes to her
community as a choir director at Mt. Ephraim
Baptist Church and through involvement in
organizations like the Order of Eastern Star and
the National Coalition of 100 Black Women.
Executive Board Skill Sets: Leadership,
Rev. Dr. Richard C. Flippin, a distinguished Pastor and Member Communication,
graduate of Morehouse College, has deep roots the Director Collaboration
in Dekalb County, serving as the Executive of Areas of Expertise:
Pastor and Director of Organization, Ministry Organizatio Youth Services,
Planning, and Special Projects at The Greater n, Ministry Education Policy,
Piney Grove Church. With a Bachelor of Arts in Planning, Strategic Planning,
Religion and Philosophy from Morehouse and a and Special Leadership, Community
Master of Divinity from Emory University, he Projects at Engagement
brings extensive theological training to his role. The Greater
Dr. Flippin is committed to community outreach Piney Grove
and development, embodying the legacy of his Church in
family's three generations of preachers. He is Atlanta, GA
also an author and a proud member of the Alpha
Phi Alpha Fraternity, Inc.
Alicia Hernandez, Finance Committee Lead and Bookkeeper/ Skill Sets: Accounting,
Treasurer at The Wright Community School, Business Finance financial management,
brings a wealth of experience in financial Manager for Committ nonprofit leadership
management and a strong commitment to The Mom ee Lead Areas of Expertise:
supporting English Learner (EL) populations. Project Budgeting, financial
With a Master's in Higher Education Leadership stewardship, nonprofit
and a Bachelor's in Accounting, Alicia's financial management
expertise spans A/P, A/R, G/L, payroll, and
financial statements. Her proficiency in tools like
Sage Intacct and QuickBooks Online, coupled
with her understanding of GAAP, positions her
as a strategic asset for the school's financial
stewardship. Alicia's background includes roles
at diverse organizations, where she navigated
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complex financial landscapes and advocated for
community welfare, notably among Spanish-
speaking populations through her work with
Georgia Familias Unidas. Her bilingual
proficiency, proactive problem-solving, and
dedication to EL support make her an integral
part of the school's financial leadership team.
Teresa Drake, Secretary of the Board at Wright Medical Secretary Skill Sets: Medical,
Community School, boasts a remarkable 39-year Records Trade, Data Collection,
career at Piedmont Hospital, where she currently Associate II Transcription
serves as Medical Records Associate II. Her at Piedmont Areas of Expertise:
expertise lies in managing transcription services Hospital Community
and ensuring timely upload of reports to Engagement, Medical
Electronic Medical Records systems. In addition Records, Literacy
to her professional achievements, Teresa actively
engages in community initiatives, drawing on
her experience as a parent of two daughters who
attended schools in Metro Atlanta. With a
passion for literacy and a commitment to
community engagement, Teresa's skills and
connections make her an invaluable asset to the
school's mission.
Mario Stephens, a dedicated education advocate Senior Board Skill Sets: Education
and community leader in Decatur, GA, is pastor of Member Advocacy, Critical
passionate about fostering student development Evergreen Thinking Instruction,
and community support. With experience as both Baptist Community Building,
an educator and senior pastor, Mario understands Church in Partnership
the importance of nurturing critical thinking Decatur, Development,
skills and engaging with social issues beyond GA, AP Curriculum Design,
surface-level understanding. He is committed to Humanities Leadership, Public
equipping students with the tools to think Teacher Speaking, Team
critically, consider diverse perspectives, and Collaboration,
actively engage in their communities. Mario's Visionary Planning
unique perspective blends a teacher's insight with Areas of Expertise:
a pastor's heart, ensuring that the school he Education, Community
envisions becomes a nurturing environment Development,
where students excel academically and grow into Pedagogy,Partnership
compassionate leaders. Building, Curriculum
Development.
Advanced Placement
Chantel Harris, an experienced educator Educator Vice Skill Sets: Teaching,
specializing in mathematics, is dedicated to Chair educational leadership,
ongoing professional development and student school culture
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success. With over two decades in education, Areas of Expertise:
including roles as Director of Student and Mathematics,
Family Affairs and Dean of Culture, Chantel instructional support
values collaboration and embraces new and academic
educational initiatives. She holds a bachelor's programming
degree in elementary education and a master's curriculum
degree in educational leadership, reflecting her development, school
commitment to excellence in teaching and leadership
leadership. At Wright Community School,
Chantel is motivated by the holistic approach to
student development and aims to empower
scholars for future success.
Representation of School and Community: The board represents the school and community by
mirroring the demographic composition of DeKalb County, with a focus on racial and ethnic
diversity, ensuring representation for Black or African American and Hispanic or Latino
populations. Dr. Kimberly Gore, with over twenty-five years of experience in education,
including roles in curriculum design and teacher development, contributes to the board's
understanding of Special Education, charter operations, federal and state standards. Alicia
Hernández's expertise in financial management and commitment to supporting English Learner
(EL) populations aligns with the school's goal of inclusivity and equity. Chantel Harris, an
experienced educator, brings a wealth of knowledge in student development, staff development,
and academic programming and is dedicated to empowering students for future success. Teresa
Drake's extensive career in healthcare and community engagement, coupled with Mario
Stephens's dedication to education and community leadership, further enriched the board's ability
to address the needs of economically disadvantaged students and families. Additionally, Rev. Dr.
Richard C. Flippin's deep roots in Dekalb County and commitment to community outreach add
valuable perspective to the board's efforts to serve the diverse population effectively.
Ensuring Board Diversity:The WCS is actively seeking dedicated board members to ensure
diverse and inclusive governance that accurately represents the Metro Atlanta community. The
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current board, composed of six members with a combined 100 years of experience in education,
community engagement, academic program, charter operations and start ups, federal and state
compliance and Special Education, underscores the commitment to fostering a diverse and
skilled leadership team. The board selection process is meticulous and structured. It involves
three main stages: Candidate Prospecting & Resume Reviews, Interviews, and Offers.
Prospective board members are identified through professional associations, online forms, and
referrals, emphasizing comprehensive evaluation criteria such as expertise, experience, success,
leadership abilities, and a willingness to volunteer. The goal is to attract individuals with diverse
experiences, particularly those with expertise in Operations, Enrollment, and Community
Outreach, contributing to a well-rounded leadership team. Interviews play a crucial role in
evaluating candidates' interest, alignment with the school's mission, commitment, and
collaboration abilities. The process includes in-depth discussions on expected commitment
levels, second-round panel interviews with the prospective proposed school leader, and thorough
background checks to ensure community reputation and address potential conflicts of interest.
Ensuring board diversity goes beyond the selection process. The founding board is deliberately
composed to bring diverse expertise to the table, and each member commits 8-10 hours per
month, actively engaging in school-related activities. Monthly meetings, ongoing training, and
mentorship for new members contribute to a robust governance structure. Current board
members further enrich the diversity by bringing decades of experience in Metro Atlanta, serving
as educators, parents, and community members. The commitment to ensuring board diversity is
not only integral to the selection process but is a cornerstone of the school's governance
philosophy. The school is actively looking for board members with specific expertise in real
estate and legal to further enhance the leadership team. Currently, WCS utilizes their advisory
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board, partnerships with the Facility Resource Center and Company Counsel Llc to support in
these areas until we are able to secure an additional board member.
Number, Election, Tenure, and Qualification: The number of Directors is fixed by the Board,
and the number of Directors is at least five (5), and no more than seven (7). Unless determined
otherwise on a case-by-case basis, each Director shall hold office for a one (1) year term, or until
his or her earlier death, resignation, or removal. Any Director may resign at any time upon thirty
(30) days’ written notice to the Corporation. The resignation is effective upon receipt thereof by
the Corporation or at such subsequent time as specified in the notice of resignation.
Removal of Directors: At any duly held regular or special meeting, any one or more Directors
may be removed with or without cause by a majority vote of the Directors present, provided that
the notice includes this item. In the event of a tie, a tiebreaker vote will be submitted to an
independent mediator. A successor may then be elected by a majority vote of the remaining
Directors to fill the vacancy. Each appointed Director shall then serve for the remainder of the
term. Any Director whose removal has been proposed shall be given an opportunity to be heard
at the meeting.(See Exhibit 2)
Committees: The Wright Community School establishes committees comprising board
members or community volunteers to oversee various aspects of governance and operations.
These committees include the Legal Committee, Academic Program and Instructional Support
Committee, Community Engagement and School Culture Committee, Governance, Facilities,
and Operations Committee, Special Populations Committee, Finance Committee, and Enrollment
Committee. Each committee has distinct responsibilities, such as legal compliance, academic
program development, community engagement, governance oversight, special populations
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support, financial management, and enrollment management. Committee members are elected by
a majority of the entire Board, ensuring representation and accountability.
Conflict of Interest Policy: The Wright Community School implements a robust Conflict of
Interest Policy to safeguard its interests and ensure ethical governance. This policy mandates
disclosure of financial interests by directors or officers involved in transactions with the school.
Interested persons must abstain from discussions and voting on conflicts, with violations subject
to disciplinary action. Annual affirmation of understanding and compliance with the policy
reinforces transparency and accountability among board members. (See Exhibit 2)
Ethical Governance: WCS prioritizes ethical governance and conflict avoidance, as outlined in
its comprehensive bylaws. Annual audits scrutinize financial transactions for potential conflicts,
fostering transparency and accountability. Board members undergo thorough vetting to identify
and address conflicts during the selection process, reinforcing integrity in governance.
Adherence to rigorous standards upholds WCS's commitment to transparent, accountable, and
ethical conduct.(See Exhibit 2).
13. Describe the governing board’s functions, duties, and role in each of the
following areas:
■ Curriculum and school operations (including policies, legal compliance);
■ Establishing and monitoring the achievement of school improvement
goals;
■ Personnel decisions (primarily school leader selection, evaluation, and
termination); and
■ Budget (including fundraising and resource allocation).
In adherence to The Wright Community School's Bylaws, the Board of Directors plays a pivotal
role in meticulously overseeing Curriculum and School Operations. The curriculum development
process, as outlined in the bylaws, involves setting educational objectives, implementing
effective teaching strategies, and continuous assessment for improvement. The Board ensures
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strict compliance with educational policies and legal requirements, aiming to deliver a robust and
comprehensive curriculum tailored to meet the diverse needs of the students.Regarding school
operations, the Board, in alignment with the bylaws, prioritizes efficient resource allocation,
including budget management and strategic fundraising efforts. Stakeholder engagement, a core
principle outlined in the bylaws, emphasizes collaboration between the school, parents, and the
broader community. The Board's commitment to transparency and accountability is
demonstrated through regular audits, ensuring that the school's financial and operational
practices consistently meet the highest standards.Additionally, the bylaws underscore the
importance of professional development for staff, community integration initiatives, and the
incorporation of technology to enhance the overall learning experience. This comprehensive
approach to curriculum and school operations, as per the guidelines set forth in the bylaws,
reflects the Board's dedication to creating a positive and impactful educational environment at
WCS.
Curriculum Oversight: The Board, in alignment with Decision-making:The decision-making process for the
WCS's mission, is responsible for adopting, amending, Board regarding budget matters and the selection and
and publishing rules and regulations regarding the termination of a school leader follows a structured
curriculum. They have the authority to employ or approach as outlined in the nonprofit bylaws of The
appoint individuals to oversee and carry out the Wright Community School Inc. Firstly, the Board
responsibilities related to curriculum development, establishes an annual budget, which involves close
ensuring it aligns with the educational goals and values collaboration with the school leader to ensure
of the school. alignment with the school's program and organizational
effectiveness. The school leader presents budget
recommendations to the Board via the Finance
Committee. The Board then reviews the budget and
must approve the final operating budget for each fiscal
year. In terms of personnel decisions, specifically
related to the school proposed school leader, the Board
has the authority to make decisions regarding hiring,
compensation, evaluation, and termination. However,
all other personnel decisions concerning employees of
the corporation are made by the proposed school
leader. Regarding the decision-making process itself,
the Bylaws dictate that the Board operates under a
majority vote system. This means that a simple
majority of Directors present at any regular or special
meeting constitutes a quorum for the transaction of
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business. Decisions are typically made either by
resolution at a meeting or by written record without a
meeting, as long as a majority of Directors serving at
any time authorize them. Additionally, the entire Board
of Directors has the power to act on any matter without
a formal meeting and vote if all authorized Directors
consent in writing to such action.
Policies and Legal Compliance: The Board ensures Selection and Termination of School Leader: The
that the school operates within the legal framework, initial Directors, including prominent names such as
adhering to Section 501(c)(3) of the Internal Revenue Tiana Stephenson, Teresa Drake, and Chantel Harris,
Code. They monitor the school's activities to prevent play a pivotal role in the governance structure.
engaging in propaganda, influencing legislation, or Directors serve one-year terms and can be removed
intervening in political campaigns. The Board also with or without cause by a majority vote at duly held
establishes policies that guide the school's operations meetings.Special meetings can be convened to address
and compliance with laws. personnel matters, including the selection or
termination of the proposed school leader. The
termination process involves a tiebreaker vote
submitted to an independent mediator in the event of a
tie among Directors, ensuring fairness and
impartiality.Furthermore, any Director facing removal
is granted an opportunity to be heard during the
meeting where removal is proposed. This commitment
to due process underlines the board's dedication to
fairness and accountability. The evaluation and
selection process at The Wright Community School
Inc. reflects a commitment to excellence, transparency,
and collaborative decision-making. Through a
meticulous evaluation process and a well-defined
governance structure, the board ensures that the
proposed school leader is held accountable and that
decisions regarding school leadership are made in the
best interests of the institution and its mission.
Establishing and Monitoring School Improvement Budget Management: The budget management
Goals: Establishing and Monitoring School process at The Wright Community School Inc. is
Improvement Goals at The Wright Community School outlined in its Nonprofit Bylaws. Here's an overview of
involves a collaborative process between the school how the Board of Directors is involved in budget-
leader and the Board of Directors, as outlined in the related matters:
Nonprofit Bylaws. According to these Bylaws, the
Annual Budget Preparation: The Board is
school leader is responsible for presenting proposed
responsible for preparing an annual budget that reflects
goals to the Board for approval. The process begins
anticipated operating expenditures and anticipated
with the identification of key performance indicators
donations for the next fiscal year of the Corporation.
aligning with the school's mission. These goals cover
The budgeting process involves collaboration between
various aspects, including academic achievements,
the Board and other stakeholders to ensure alignment
student engagement, faculty development, and
with the school's mission and goals.
community involvement. If the school is not making
adequate progress, the Bylaws stipulate that the Board, Financial Oversight: The Board exercises financial
in collaboration with the school leader, will develop a oversight by regularly examining monthly financial
plan to address the deficiencies. This demonstrates a reports. This ongoing review allows the Board to stay
commitment to continuous improvement and informed about the school's financial status and make
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accountability. The Board, as per its powers outlined in informed decisions. An annual audit by an independent
the Bylaws, may establish committees to oversee certified public accountant is conducted, and the
specific aspects of goal-setting and progress written report is submitted to the Board. This external
monitoring. The involvement of stakeholders, such as review ensures financial accountability and compliance
teachers, parents, and community members, is with established financial practices.
emphasized to ensure a comprehensive and inclusive
approach to school improvement. Furthermore, the Authority for Financial Decisions: The Board has the
authority to approve significant financial decisions,
Bylaws underscore the importance of transparency and
including the employment or appointment of
accountability by allowing Directors to examine the
individuals to oversee and carry out the responsibilities
books of account at reasonable times. The annual audit
of the Board, as well as the compensation of such
by an independent certified public accountant adds an
individuals. The Board is empowered to authorize
extra layer of oversight. In case of disputes related to
contracts, borrow and repay monies, and make
the enforcement of these Bylaws, the Board may
investment decisions as necessary for the Corporation.
establish an alternative dispute resolution committee,
emphasizing a fair and efficient resolution process. The Financial Policies: The Board is responsible for
commitment to maintaining insurance for the establishing financial policies that guide budget
Corporation and indemnifying Directors or Officers in management. These policies contribute to sound
good faith actions further showcases a dedication to financial planning and ensure responsible financial
risk management and ensuring that individuals acting practices.
in the best interests of the Corporation are protected.
Overall, the Bylaws provide a robust framework for
establishing, monitoring, and addressing school
improvement goals, aligning with the mission of The
Wright Community School (See Exhibit 2).
Personnel Decisions: The evaluation and selection Quorum and Decision-Making: A simple majority of
process for the proposed school leader at The Wright the Board constitutes a quorum for the transaction of
Community School Inc. is a meticulous and business at any regular or special meeting. Decisions
collaborative endeavor orchestrated by the Board of related to budget and financial matters are made by a
Directors. The commitment to academic excellence and majority vote of the Directors present. The Board may
organizational success is evident in the structured also act without the necessity of a formal meeting and
approach to assessing and appointing school leadership. vote if all authorized Directors consent in writing to
such action.
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Evaluation of the proposed school leader: The Other Financial Responsibilities: The Treasurer, as
proposed school leader undergoes a comprehensive one of the Officers, plays a crucial role in financial
annual evaluation utilizing the LKES assessment management. Responsibilities include having custody
method, a thorough framework for assessing leadership of funds and securities, making regular financial reports
effectiveness. This evaluation is conducted by an to the Board, and ensuring compliance with financial
assigned committee, which thoroughly reviews the procedures.
proposed school leader's performance in managing
Fundraising and Grants: The Board, in collaboration
daily activities and implementing the school's
with the Development Committee, sets annual
educational model. The committee, armed with
fundraising targets. Active participation by Board
information on crucial financial, academic, and
members in fundraising activities demonstrates a
organizational aspects, reports its findings to the full
commitment to financial sustainability. While the
board. This reporting session serves as a platform for
proposed school leader is responsible for grant
the proposed school leader to present evidence of their
applications, the Board provides input on these
contributions and achievements, ensuring a well-
applications, maximizing opportunities for securing
rounded evaluation. The decision-making process is a
additional funding.
collective effort of the full board. Having been
informed of the evaluation results, the board engages in The budget management process involves active
group discussions and deliberations to decide on the participation and oversight by the Board of Directors at
renewal of the proposed school leader's contract. This The Wright Community School Inc. The Board ensures
collaborative approach reflects the commitment to financial transparency, accountability, and compliance
transparency and shared governance. with legal and regulatory standards to support the
school's mission and long-term success.
14. Describe how current and future governing board members will comply with
open meetings and records laws.
The first annual meeting of the Board shall be held on a date mutually agreed upon by the
Directors. The Board may provide by resolution the time and place, either within or outside the
State of Georgia, and in compliance with the Open Meetings Act, for the holding of additional
regular meetings of the Board without notice other than as decided by such resolution.
Thereafter, regular meetings of the Board shall be held from time to time, and in conformity with
the Open Meetings Act, as determined by the Board and shall occur at least monthly (10
meetings per year). If a Board’s meeting is scheduled at least one week in advance, notice of its
time and place shall be given to the news media and conspicuously posted in one or more public
locations on the School’s website at least 72 hours before the meeting. If the meeting is
scheduled less than one week in advance, notice of the time and place of the meeting, to the
extent practicable, shall published publicly and conspicuously posted in one or more public
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locations(website, social media, newsletter, school calendar) at a reasonable time before the
meeting.WCS ensures compliance with Georgia's Sunshine Laws regarding open government by
following specific procedures for notifying the public, especially in the case of special called or
emergency meetings. The school board, as a local government agency, abides by the Georgia
Open Meetings Act, which mandates that agencies, including boards of education, provide
advance notice to the public for all meetings, including emergency ones. In the event of a special
called or emergency meeting, WCS adheres to stringent notice procedures, involving posting
information at the regular meeting place at least 24 hours in advance and providing oral
notification to the designated newspaper, which serves as the legal organ for the county. This
commitment to transparency and adherence to legal requirements ensures that the public and
press are adequately informed, reflecting WCS's dedication to open government principles.
To ensure compliance with Georgia's Open Meetings/Records Laws, the Wright Community
School (WCS) Founding Board follows stringent procedures and guidelines outlined in state
regulations. The WCS board, governed by O.C.G.A. § 20-2-757, adheres to the Georgia Open
Meetings Act, which mandates transparency in government proceedings. The board ensures that
all meetings, including emergencies, are properly noticed by the public. In the case of special
called or emergency meetings, WCS follows specific notification procedures, including posting
information at least 24 hours in advance at the regular meeting place and providing notification
through social media. Regular meetings of the WCS Founding Board are held at least quarterly,
in alignment with the Open Meetings Act. If scheduled at least one week in advance, notice of
the meeting is provided to the news media and posted on the school's website at least 72 hours
before the meeting. For meetings scheduled less than one week in advance, notice is given to the
news media and posted in public locations as practicable before the meeting.
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Special meetings of the Board may be called by the Board Chair with at least three days' notice,
or upon a majority vote of the Directors. Additionally, WCS establishes a Legal Committee
responsible for ensuring compliance with all relevant laws, including oversight of legal matters
related to governance, ensuring adherence to the Open Meetings Act and Open Records Act.
Regarding open records requests, WCS complies within the parameters outlined by FERPA and
PPRA guidelines, ensuring student and family privacy. Requests are directed to the head of
school, who collaborates with the director of school operations to fulfill requests within three
business days. If records are not immediately available, a description of the data and a timetable
for release are provided within three business days. WCS prioritizes transparency and legal
compliance, ensuring that all board meetings and records are conducted and maintained in
accordance with Georgia's Open Meetings/Records Laws (O.C.G.A. § 50-14-1 et. seq. and
O.C.G.A. § 20-2-757).
The Wright Community School (WCS) has established thorough procedures and processes to
ensure compliance with Georgia's Open Meetings/Records Laws.
Meeting Notification: WCS ensures that all board meetings are properly noticed to the public.
This includes regular meetings, special meetings, and emergency meetings. For regular meetings,
notice is provided at least one week in advance to the social media and is posted on the school's
website at least 72 hours before the meeting. Special meetings require at least three days' notice,
either by the Board Chair or upon majority vote of the Directors.
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Emergency Meetings: In the case of emergency meetings, WCS follows strict notification
procedures, including posting information at least 24 hours in advance at the regular meeting
place and providing oral notification to the designated newspaper.
Legal Committee: WCS establishes a Legal Committee responsible for ensuring compliance
with all relevant laws, including oversight of legal matters related to governance, and ensuring
adherence to the Open Meetings Act and Open Records Act.
Record Maintenance: WCS maintains all records, including electronic or written, in
compliance with the Open Records Act. Public records, except those specifically exempted by
law or court order, are made available for public review and copying. Records transferred to
another party for storage or maintenance remain public records of WCS.
Open Records Requests: Open records requests are handled promptly and efficiently. Requests
are directed to the head of school, who collaborates with the director of school operations to
fulfill requests within three business days. If records are not immediately available, a description
of the data and a timetable for release are provided within three business days.
FERPA and PPRA Compliance: WCS ensures compliance with FERPA and PPRA guidelines
to protect student and family privacy. Information subject to FERPA and PPRA protections may
be excluded or redacted from open records requests.
15. How will the board comply with board training requirements? Include in this
plan areas of focus that are specific to the board and school. Attach as Exhibit 5 a copy of
the board’s Governance Training Plan.
The Wright Community School (WCS) will ensure compliance with the board training
requirements outlined in O.C.G.A. § 20-2-2072 and SBOE Rule 160-4-9-.06. Existing governing
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board members with one or more years of service must undergo a minimum of nine (9) hours of
annual training, covering Financial Governance, Whole Board Governance Team Training, and
topics within the Standards for Effective Governance of Georgia Nonprofit Charter School
Governing Boards. New members and those from newly-approved charter schools will
participate in fifteen (15) hours of training within their first year, including Best Practices on
charter school governance, Charter School Finance and Budgeting Training, Financial
Governance Training, Whole Board Governance Team Training, and additional governance
topics. The training plan aligns with the Standards for Effective Governance, requiring the
adoption of a Code of Ethics and a Conflict of Interest Policy. The WCS Annual Board Training
Program will be developed based on the identified needs, aligned with the governance standards,
and conducted by SBOE-approved trainers, including the Finance and Budget Office of the
Georgia Department of Education for specific modules. The Governing Board Chair will receive
training related to leadership duties, ensuring comprehensive compliance with the governance
training requirements.
In efforts to keep WCS operational budget with specificity for student education, annual board
member training will be paid from a portion of donor received funds and set aside in a new line
item - legal services for the first year to ensure regulatory compliance. As WCS expands
matriculation rates, the board will move to delineate a separate line item "Board/Corporate
Training Structure Development" for the purposes of the operational budget and listed under the
Services and Supplies section of the budget.
16. How will the charter school’s governing board work collaboratively with the
local school district and Board of Education?
The School Leader plays a central role in fostering positive interactions with the local board of
education through collaboration with the Governance, Facilities, and Operations Committee.
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This committee, led by the Board Chair, is instrumental in facilitating effective communication
and coordination with the local district/BOE. Specifically, the School Leader actively engages
with the committee to contribute recommendations for desired facilities lease terms and offers
valuable input on governance-related matters. This collaborative effort ensures that the charter
school maintains a positive and productive relationship with the local district/BOE.The Wright
Community School's governing board will establish robust communication protocols with the
local school district and Board of Education. Regular updates, reports, and open lines of
communication will be maintained to ensure all parties are informed about important matters
related to the school's functioning (See Exhibits 2 and Exhibits 6).
Regular Meetings: Scheduled and periodic meetings between the governing board and
representatives from the local school district and Board of Education will be a cornerstone of
collaborative efforts. These meetings will serve as a platform for discussion, information sharing,
and strategic planning. The frequency and structure of these meetings will be determined through
consensus and may include joint planning sessions.
Shared Goals and Objectives: The governing board, local school district, and Board of
Education will work collaboratively to identify shared goals and objectives. This alignment
ensures that all entities are working towards a common vision for educational excellence, student
achievement, and community development.
Information Exchange: A systematic and efficient information exchange system will be
established. This includes sharing relevant data on academic performance, financial matters, and
any other information critical for effective decision-making and collaborative efforts.
Transparency in data sharing will build trust and facilitate well-informed discussions.
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Joint Initiatives:The governing board, local school district, and Board of Education may embark
on joint initiatives that extend beyond the walls of The Wright Community School. This could
involve collaborative community outreach programs, shared professional development
opportunities, or joint projects aimed at enhancing the overall educational experience for
students.
Conflict Resolution:A fair and transparent conflict resolution process will be in place. In case
conflicts arise, the governing board is committed to addressing them promptly through mediation
or other appropriate means. The involvement of an impartial third party may be considered to
ensure a just and equitable resolution.
Community Engagement:The governing board will actively engage with the community,
seeking input from parents, teachers, and other stakeholders. This engagement will not only
enrich decision-making processes but also ensure that the broader community's needs and
concerns are considered in the governance and development of The Wright Community School.
Integration of Nonprofit Bylaws:The governing board will adhere to the nonprofit bylaws of
The Wright Community School Inc. These bylaws, which outline the purpose, structure, and
operational guidelines of the school as a nonprofit entity, will be integrated into the collaborative
framework. This ensures that the governance structure aligns with legal and ethical standards,
providing a solid foundation for collaboration with the local school district and Board of
Education.
By prioritizing these collaborative principles and integrating the nonprofit bylaws, the governing
board of The Wright Community School aims to build a strong, effective, and mutually
beneficial partnership with the local school district and Board of Education, ultimately
contributing to the success and well-being of the students and the broader community.
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17. Describe what decisions the board will make and what decisions the school
administration will make (and attach as Exhibit 6 a Locally-Approved Charter School
Partners Roles and Responsibilities chart which can be found on the GADOE website).
Describe how board members will stay out of daily management issues.
The Board holds a pivotal role in providing oversight and governance across key areas, including
Academics, Finances, Operations, and Governance. It exercises this responsibility through the
establishment of various committees, each with a distinct focus. The Governance, Facilities, and
Operations Committee, in particular, play a crucial role in ensuring effective organizational
planning, financial stability, and compliance with relevant regulations. This committee
collaborates closely with the School Leader to make recommendations on facilities lease terms
and advises the Board on governance-related matters, facilities planning, and operational issues.
Overall, the Board's primary function is to set and ensure compliance with board policies,
contributing to the strategic direction and success of the charter school.
In contrast, the School Leadership (e.g., Proposed school leader, CEO) takes on the
responsibility of facilitating the day-to-day operations of the school. This includes working
closely with the Board, especially through committees like the Finance Committee, to develop
budgets, provide budget recommendations, and implement programs effectively. The School
Leader actively engages in instructional priorities, ensuring academic programs align with
standards and exhibit flexibility. Furthermore, the School Leader collaborates with the Board on
matters such as personnel recommendations, curriculum adjustments, and the overall well-being
of the school community. This clear division of roles allows for a harmonious partnership
between the Board's strategic oversight and the School Leader's operational expertise.
Proposed School Leader: Tiana Stephenson, an experienced instructional leader, brings over
ten years of expertise in K-16 education, specializing in charter schools, special education and
alternative programming. She is obtaining a Doctorate of Education in Educational Leadership
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with a specialization in Leadership in Special Education from Gwynedd Mercy University,
currently holds certifications in Leadership from Harvard Business School Online and a Special
Education certification from the University of Pennsylvania. With a career spanning various
roles, including Special Education Coordinator and Teacher Leader in both charter, alternative,
and turnaround schools, Tiana is adept at fostering student success and driving educational
innovation. Her certifications include Professional Teaching Certification from the Georgia
Professional Standards Commission and Instructional I Professional Certificate from the
Commonwealth of Pennsylvania, reflecting her commitment to excellence in education.
Board Decision-Making: The Board of Directors, the highest governing body of The Wright
Community School Inc., plays a crucial role in making strategic decisions and shaping the
overall direction of the organization. These decisions encompass matters such as the election and
removal of Directors, scheduling regular and special meetings, and the establishment of
committees. The Board is vested with the authority to prepare the annual budget, subject the
organization's books to audits, and grant authorization for various actions, including contracts,
checks, and accepting gifts. The Board's decisions are critical in setting the tone and vision for
the school.
School Administration Decisions: The Officers are elected by the Board and serve specific
roles within the organization. While the Board Chair acts as the lead, overseeing and controlling
the business and affairs of the school, the Vice Chair assumes responsibilities in the Board
Chair's absence. The Treasurer manages the financial aspects of the organization, and the
Secretary is entrusted with maintaining corporate records. These Officers, along with other
administrators appointed by the Board, are responsible for day-to-day operational decisions. The
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Board maintains the authority to remove Officers, and the actions of these Officers are subject to
indemnification if performed in good faith.
Boundary Between Board and Administration: The Board establishes committees, granting
them specific powers as outlined in the Bylaws. These committees are instrumental in carrying
out tasks delegated by the Board, but there are certain critical matters, such as amending Bylaws,
adopting plans for mergers or consolidations, or disposing of assets, where the Board retains
exclusive authority. This boundary ensures that high-level strategic decisions are reserved for the
Board, while day-to-day operational matters are managed by Officers and administrators.
Avoidance of Daily Management: To prevent micromanagement, the Board consciously
refrains from involvement in daily operational issues. Instead, Officers and administrators,
appointed by the Board, handle the intricacies of daily management. This division of
responsibilities allows the Board to concentrate on overarching strategies, policy formulation,
and ensuring the organization's long-term sustainability. Directors are protected from personal
liability for monetary damages unless specific conditions, such as self-dealing, willful
misconduct, or recklessness, are met. The Board will have insurance to mitigate risks and can
indemnify Directors or Officers facing third-party claims if acting in good faith. WCS
organizational structure establishes a clear and effective division of roles and responsibilities
between the Board of Directors and the school administration. It ensures that the Board focuses
on strategic decision-making, leaving the day-to-day operations in capable hands. This approach
promotes accountability, transparency, and the overall success of The Wright Community
School.
ORGANIZATIONAL GOALS, PLANS, AND WAIVERS
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18. Although standard organizational goals will be included in your charter
contract (see charter contract template), please list and provide a detailed description of
the charter school’s measurable goals reflecting where the school envisions itself
organizationally at the end of its first charter term. Goals should include areas such as
governing board training; student and teacher recruitment/retention; school climate;
student discipline; and student, parent, and teacher satisfaction. Each year of growth will
be measured against the baseline data obtained during the first year of the charter term.
Over the first charter term, The Wright Community School (WCS) sets three key organizational
goals. First, establish a fully integrated Restorative Justice System, including staff training,
behavioral incident reduction, and parental involvement. Second, establish and sustain the
Transformation Community Coalition (TCC), focusing on student understanding, active
participation, and reduced violations. Lastly, create a Support System with Assigned Coaches,
ensuring high satisfaction through regular check-ins and continuous improvement. These goals
underscore WCS's commitment to innovative disciplinary practices, community engagement,
and personalized support systems for a positive and inclusive school culture.
Year 2 Year 3 Year 4
Year 1 Target Target Target Year 5
Assessment Baseline Target
Organizational Goal #1: WCS will maintain high enrollment, attendance, and re-
enrollment.
Measure 1: WCS will be at least 95% # of enrolled 95% 95% 95% 95% 95%
fully enrolled by end of the first month (Infinite
school Campus)
Measure 2: WCS will maintain an % of daily 90% 90% 90% 90% 90%
average daily attendance of 90%. attendance
Measure 3: 95% of eligible students % of re- 95% 95% 95% 95% 95%
will re-enroll for the following year. enrolled
(Infinite
Campus)
Organizational Goal #2: WCS will foster a positive and supportive school culture, reducing
discipline.
Measure 1: Students will be able to Student/Staff 55% 65% 75% 85% 100
understand and engage with the Feedback %
Transformation Community Coalition Survey
(TCC) by outlining its structure, roles,
and responsibilities in addressing
Level 1 to 3 violations.
Measure 2: Students will be able to Community 60% 65% 70% 75% 80%
actively participate in TCC to Feedback
increase awareness of the TCC's role. Survey
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Measure 3: Students will be able to # of Level 1- 10 8 6 4 2
demonstrate a reduction in Level 1 to 3 Behavioral
3 violations, indicating the TCC's Incidents per
impact on preventing behavioral student
infractions.
Organizational Goal #3: WCS will prepare students for post-secondary success.
Measure 1: 90% of stakeholders will Community 70% 75% 80% 85% 90%
agree or strongly agree that WCS is Feedback
the best fit for their student. Survey
Measure 2: 95% of students will Student 75% 80% 85% 90% 95%
agree or strongly agree that WCS is Feedback
preparing them for their future. Survey
Measure 3: 95% of educators will Staff 75% 80% 85% 90% 95%
agree or strongly agree that WCS Feedback
coaching is effective/ Survey
19. Describe any organizational innovations that will be implemented during the
proposed charter term.
■ Why are these innovations appropriate for this unique school?
■ Explain how these innovations will increase organizational effectiveness.
The Wright Community School (WCS) utilizes three organizational innovations: a Restorative
Justice System, a Transformation Community Coalition (TCC), and a Support System with
Assigned Coaches. These initiatives foster accountability, reduce violations, and enhance
organizational effectiveness by promoting positive connections and personalized support for
students and educators. Aligned with WCS's commitment to a positive and inclusive learning
environment, these innovations strategically prioritize community engagement and
individualized support for organizational enhancement.
Innovation #1: Restorative Justice System: The introduction of a restorative justice system at
The Wright Community School (WCS) is a progressive and thoughtful approach to handling
disciplinary matters. This innovative system views harm as a disruption of interpersonal
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connections rather than a justification for punitive measures. By engaging affected parties in a
dialogue, it allows them to discuss incidents, express emotions, evaluate consequences, and
collaboratively determine appropriate measures for resolution. This approach is well-suited for
WCS, fostering a culture of accountability, empathy, and community building. Implementing
restorative justice is expected to increase organizational effectiveness by reducing the reliance on
exclusionary disciplinary measures, such as suspensions and expulsions. This approach addresses
the root causes of conflicts, promotes understanding, and empowers students to take
responsibility for their actions. As a result, the school anticipates a more positive and inclusive
school climate, leading to enhanced student satisfaction, increased retention rates, and a stronger
sense of community.
To train staff at WCS in restorative justice, a potential partnership with the Restorative Justice
Institute of Atlanta LLC will be established. The training program will encompass various levels
and components aimed at equipping staff with the necessary skills and knowledge to implement
restorative justice practices effectively. Here's an overview of what staff will learn in the
training:
• Restorative Practices 101: A 1-hour workshop providing an introduction to restorative
practices and their significance.
• Level 1 Restorative Practices: A full-day workshop (can be offered in two parts) focusing
on the social-emotional basics required for restorative work. Participants will learn
proactive strategies, relationship building, community building, and how to conduct
restorative chats.
• Level 2 Restorative Practices: A full-day workshop (can be offered in two parts) building
upon Level 1 by introducing Responsive Circles and Formal Restorative Conferencing.
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• Restorative Practices Implementation: A 3-hour workshop focusing on the practical
implementation of restorative practices in a school context.
• Train the Trainer: A 4.5-day workshop series providing in-depth training on Restorative
Justice basics, implementation, Restorative Conferencing, cultural competency, implicit
bias, and guidance on training others in restorative practices.
Additionally, there are self-paced individual or group learning modules, refresher workshops,
and resources available for ongoing support and learning.
The estimated cost for the Restorative Justice training is $7000 annually, which will likely be
allocated from the staff professional development budget line.
If a resolution cannot be reached in restorative circles, the next steps may involve:
• Further Dialogue: If a resolution is not reached initially, the facilitator may encourage
further dialogue to understand the underlying issues and perspectives better.
• Mediation or Conflict Resolution: If necessary, mediation or conflict resolution
techniques may be employed to address the conflict and find a mutually agreeable
solution.
• Involvement of Additional Stakeholders: In cases where the conflict involves multiple
parties or extends beyond the scope of the initial restorative circle, additional
stakeholders such as administrators, counselors, or community members may be brought
in to provide support and assistance in finding a resolution.
• Formal Disciplinary Action: In situations where restorative practices are unable to
resolve the conflict, or if there are violations of school policies or regulations, formal
disciplinary action may be necessary.
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Overall, the goal is to promote understanding, accountability, and reconciliation through
restorative practices, but if these efforts are unsuccessful, other avenues may need to be explored
to address the conflict effectively.
Innovation #2: Transformation Community Coalition (TCC): The TCC, established by
WCS, leverages positive peer pressure to address small offenses committed by young
individuals. This approach not only encourages restitution within the community but also
provides crucial support to prevent future behavioral infractions. Adjudicating a spectrum of
Level 1 to 3 violations, the TCC complements the restorative justice system by offering a
community-led resolution process. This innovation is appropriate for WCS as it aligns with the
school's commitment to community-centered values and the holistic development of students.
The TCC is designed to reduce the occurrence of Level 1 to 3 violations through community-led
interventions. By involving students in the resolution process, the school expects to see a decline
in suspensions and expulsions, fostering a positive and supportive community culture. Regular
dissemination of the district's code of conduct and TCC rubric, along with community
engagement sessions, contributes to increased awareness and understanding. This proactive
approach is anticipated to enhance organizational effectiveness by preventing harm and
promoting a sense of responsibility within the community.
Innovation #3: Support System with Assigned Coaches: Assigning every student and educator
at WCS a coach is a proactive and innovative support system. Academic coaches act as advisers,
providing guidance and assistance for a minimum of two years. Additionally, administrators,
separate from those involved in instruction, conduct regular check-ins. Mentoring fosters
supportive and enduring relationships between mentors and mentees. These relationships yield
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various benefits for both parties, including increased educational achievements, healthier
lifestyle choices, improved interpersonal skills, and reduced likelihood of engaging in substance
abuse. This approach is suitable for WCS as it aligns with the school's commitment to nurturing
a sense of belonging, engagement, and motivation among students and educators. The support
system is expected to increase organizational effectiveness by fostering strong connections
between students, educators, and administrators. This sense of belonging is crucial for boosting
engagement, motivation, and overall performance. The coaching model emphasizes personalized
support and growth in teaching methods, educational regulations, and protocols. By addressing
the diverse needs of individuals within the school community, WCS aims to create a supportive
environment conducive to learning and professional development, ultimately enhancing
organizational effectiveness.
PD Plan: The WCS Professional Development (PD) plan focuses on supporting teachers in
delivering personalized learning experiences through mastery-based learning and culturally
responsive teaching. The plan includes summer training for new hires and all staff, Data Days,
weekly coaching sessions, and district-wide professional developments, emphasizing
collaboration and equity-based practices. Given the unique educational model, intentional and
tailored professional development will be necessary to ensure teachers are equipped with the
skills and knowledge to effectively implement the school's innovative approach to education
(See Appendix D).
Professional
Development
Component Topic Rationale
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Provide an overview of mastery-based learning
Introduction to Mastery-
Summer Training principles, methodologies, and its alignment with
Based Learning
WCS's mission.
Equip teachers with strategies to create inclusive and
Culturally Responsive
Summer Training equitable learning environments rooted in
Teaching Practices
understanding their students' cultural backgrounds.
Introduce the concept of restorative justice and its
Restorative Justice
Summer Training practical application within the school community to
Implementation
foster a positive and inclusive school culture.
Train teachers to analyze student data effectively to
Data Analysis for
Data Days identify individual learning needs and tailor
Personalized Learning
instruction accordingly.
Provide guidance on designing assessments that
Mastery-Based Learning
Data Days measure mastery of specific skills and concepts,
Assessment Strategies
ensuring accurate tracking of student progress.
Explore ways to use data to identify patterns of
Utilizing Data in behavior, track progress in restorative interventions,
Data Days
Restorative Practices and evaluate the effectiveness of the restorative
justice system.
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Mastery-Based Learning Offer ongoing support and feedback to teachers as
Weekly Coaching Implementation Check- they implement mastery-based learning strategies in
ins their classrooms.
Facilitate reflective discussions on integrating
Culturally Responsive
Weekly Coaching culturally responsive teaching practices into daily
Teaching Reflections
instruction and classroom management.
Provide opportunities for teachers to discuss real-life
Restorative Justice Case scenarios and collaborate on applying restorative
Weekly Coaching
Studies justice principles to resolve conflicts among
students.
Encourage collaboration among educators across the
Building a Mastery-
District Professional district to share best practices, resources, and
Based Learning
Developments challenges related to mastery-based learning
Community
implementation.
Advancing Equity
District Professional Foster dialogue and awareness around the role of
Through Restorative restorative justice in promoting equity, inclusion,
Developments and social-emotional learning within the school
Justice community.
Staff Recruitment: The WCS Staff Recruitment Plan outlines quarterly goals and actions to
ensure full employment, including outreach strategies, application targets, and offer timelines.
The plan emphasizes targeted outreach through social media, digital ads, email newsletters, and
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partnerships with educational institutions, with specific quarterly goals for applications and
offers. Additionally, the plan addresses talent management across dimensions like budgeting,
recruiting, hiring, performance management, retention, and onboarding, ensuring a
comprehensive approach to staffing and development.The school aims to ensure that its staff
reflects the sociodemographic diversity of the community it serves by intentionally recruiting
individuals from various racial, ethnic, and socioeconomic backgrounds. Given that the majority
of the population in DeKalb County is Black or African American, with significant
representation from other ethnic groups and a notable Hispanic or Latino population, the school
seeks to mirror this diversity among its staff members. Through targeted outreach efforts and
inclusive hiring practices, WCS strives to create a school community that reflects the broader
socio demographic composition of DeKalb County, fostering equity and representation among its
staff.
Staff Retention: WCS uses the state salary schedule as a baseline average and the DeKalb
County School District salary schedule as a competitive benchmark. The average teacher salary
is set at $55,000 in the first year and will increase by two percent incrementally each year
(totaling 10% over five years). WCS budgets for participation in the Georgia Teacher Retirement
System (TRS) and offers competitive benefits. WCS recognizes that salaries are just one aspect
of its teacher recruitment strategy, focusing also on comprehensive professional development,
support systems, and administrative assistance. WCS aims for an ideal team composition with a
mix of novice and experienced educators to foster collaborative learning opportunities and
accommodate budgetary considerations, offering an average teacher salary that accounts for
experience. Additionally, WCS prioritizes organizational conditions, professional learning
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opportunities, and school culture to support teacher success, providing ample planning time and
a focused curriculum scope and sequence (Appendix D).
FISCAL FEASIBILITY AND CONTROLS
Please note that the base per-pupil funding amount identified in the locally-approved
budget template included in your Charter Application Packet will be included in your
charter contract. Your local school system’s approval of the base per-pupil funding in your
budget is based upon the school system’s good- faith estimate of the base per-pupil amount
at which it will fund the charter school as long as the school system receives the state and
local revenues upon which the approved school budget is based.
20. Will the charter school utilize the local school board for fiscal management or
other services? If yes, describe the level of autonomy the school will have over budgets and
expenditures and/or any other area(s) for which the school has contracted with the local
board to provide services.
The board of directors is ultimately responsible for fiscal policy development, the annual budget
approval process, annual external auditing measures, and monthly financial accounting practices
at the Wright Community School. The board of directors plans to contract the services of Peter
L. Laub for chief financial officer (CFO) services, along with general accounting and
bookkeeping. The CFO reports directly to the proposed school leader. On a daily basis, the CFO
works directly with the proposed school leader and director of school operations, who is
responsible for human resource management, administrative and logistical duties, vendor
contracts, and school logistics. Within the board, the Finance Committee, which is chaired by the
treasurer, works closely with the proposed school leader and CFO to deliver strong fiscal plans,
thorough reviews of financials, and clear presentations of fiscal health to the board for monthly
review. The Finance Committee also offers financial counsel to the proposed school leader, and
the chair of this committee can approve payments over $5,000.Annually, the proposed school
leader, CFO, and director of school operations at the Wright Community School prepare a
budget that reflects the current priorities of the school, which is then presented to the Finance
Committee for review. The Finance Committee presents a subsequent budget recommendation to
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the full board, which has the opportunity for discussion, feedback, revision, and then final
approval. In this process, two public presentations of the budget allow for community feedback
prior to the full board vote. On a monthly basis, the proposed school leader, CFO, and director of
school operations work together to prepare budget and financial statements at the Wright
Community School in alignment with fiscal policies and financial health goals. These statements
are condensed into a presentation for the board each month using a data dashboard as the primary
driver of these conversations. The CFO, with oversight from the proposed school leader and the
Finance Committee, is responsible for ensuring compliance with generally accepted accounting
principles (GAAP), state and federal regulations, and provisions for charter schools within the
state statutes. The goal with this structure is to monitor fiscal health transparently, so as to be
good stewards of public resources.
Delineated on the 100% budget, row 82, WCS demonstrates a year over year amount of $20k for
auditing for 5 years which equates to $100k. Now, if additional funding is needed based on an
increase in auditing costs or regulatory requirements, expense funding not used on other line
items will be reallocated to address the shortfall. Next board meeting must address the shortfall
due to increased audit expenses and a refined budget will be required for approval. Based on
experience, a typical increase should not exceed, at the high end, no more than 15%-20%
variation in increase. And, this is typically a one time adjustment and not ongoing. Nonetheless,
the budget must be adjusted for appropriate cost accounting. 50% budget does not carry a cost
for audit as the budget is transitional, at best, and liabilities are reduced.
21. Identify the school’s chief financial officer (CFO). Describe a résumé illustrating
how the CFO’s credentials comply with SBOE Rule 160-4-9-.05 (and attach as Exhibit 23).
In accordance with GA SBOE Rule 160-4-9-.04, the Chief Financial Officer (CFO) for The
Wright Community School must possess a baccalaureate or higher degree in business,
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accounting, or finance from an accredited college or university, along with a minimum of four
years of experience in a field related to business or finance, or alternatively, documented
experience of ten or more years in the field of business and financial management. The proposed
CFO for The Wright Community School is Peter L. Laub. Peter is a seasoned professional with
over 20 years of experience in finance and education. Currently serving as the Executive Vice
President and Chief Client Services Officer at EdTec, Inc., he oversees back-office services for
more than 150 charter schools, demonstrating his proficiency in managing complex financial
operations and providing strategic advice to educational institutions. With an MBA from
Stanford Graduate School of Business and an MA in Education from Stanford University, Peter
brings a unique blend of financial acumen and educational insight to his roles. His track record
includes launching new charter schools, securing significant grants, and co-founding Urban
Montessori Charter School in Oakland, where he served as treasurer. Peter's expertise and
dedication make him an invaluable asset in advancing the financial well-being and educational
mission of schools.
22. Describe how the school will fund planning and start-up operations prior to
receiving state and local funding, including legal setup, facility identification, initial staffing,
etc.
The Wright Community School anticipates securing a significant portion of its startup
operational funding through support from BES, which is committed to providing $30,000 as part
of its startup grant process, and redefinED Atlanta, which has pledged $150,000. These funds are
earmarked for disbursement upon authorization. In addition to these secured funds, WCS, as a
nonprofit 501(c)3 organization, plans to capitalize on its approved status to pursue federal, state,
and local grants aimed at supporting new charter schools. Notable grant-making bodies in
consideration include the New Schools Venture Fund, the Charter School Growth Fund, and the
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Federal Charter School Program. It is essential to highlight that the revenues outlined in the
petition budget solely represent funds guaranteed upon authorization and prior to the submission
of this application. This allocated funding is designated for crucial purposes such as initial
staffing costs, building renovations, enrollment and recruitment expenses, and the acquisition of
instructional materials. Moreover, WCS has benefitted from pro-bono legal, architectural, and
real estate services during the incorporation process and facility research phase, further
contributing to the school's prudent financial planning and effective resource allocation.
23. Describe the school’s plans for securing other sources of funding, including
funding from individuals, corporations, foundations, or any other source.
Year Zero Plan (2024- Year One Plan (2023- Plan Beyond Year One
2025) 2024)
The proposed school The board's Development At the conclusion of year
leader, with the backing of Committee, in conjunction one, the board will
the board through the with the proposed school formulate a set of
Development Committee, leader, is formulating a recommended revisions to
is actively compiling a comprehensive 24-month the year one plan for
comprehensive list of strategic plan for subsequent years.
potential donors fundraising. This plan Strategies proven effective
encompassing foundations, entails detailed goals, will be retained, while
grants, corporations, recommended revenue those yielding minimal
incubators, seed funders, sources, and a well-defined impact relative to effort
and individuals. delegation of roles and expended will be adjusted
Collaborating with the responsibilities, complete or discontinued. The
board as necessary, the with timelines for each fundamental process for
proposed school leader is fundraising phase. Key each subsequent year will
proactively seeking seed elements of the plan mirror that of year one,
funding and grants for include achieving 100- with refinements as WCS
startup costs, while also percent board continues to enhance
reaching out to participation,, conducting effectiveness and increase
corporations, individuals, at least one individual impact. Once again,
and foundations to request giving campaign in the fall conditional funding of
in-kind donations for (around Giving Tuesday), $150,000 from redefinED
tangible goods, such as adhering to a grant Atlanta is anticipated upon
school furniture, uniforms, application timeline and authorization.
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project-based learning project plan, organizing at
equipment, media, least two fundraising
computers, etc. Notably, events (e.g., Gala, 5K,
WCS has secured Book Drive), cultivating
conditional funding of two or more new
$150,000 from redefinED corporate/community
Atlanta and $30,000 from sponsors, and sustaining
BES upon authorization. ongoing in-kind donations.
Notably, WCS has
received conditional
funding of $200,000 from
redefinED Atlanta upon
authorization.
24. The appropriate segregation of duties is often a problem when starting a
charter school due to limited personnel. Describe the steps the school will take to ensure the
appropriate segregation of duties to establish proper internal controls, including
compliance with O.C.G.A. § 20-2-2074 which states that the CFO cannot also serve as CEO
or in any other position at the school.
As a public school receiving public funding, WCS is dedicated to upholding the principles of
segregation of duties and redundancies in oversight, serving as crucial safeguards against human
error, and preparing for any unforeseen instances of theft or financial mismanagement, although
such events are not anticipated. Establishing a clear separation of duties fosters an essential
system of checks and balances, promoting error detection and ensuring robust accountability and
internal controls. The board of directors undertakes an annual review, making necessary
amendments to fiscal policies, with a specific emphasis on delineating roles and responsibilities.
The primary objective of this delineation is to assign approval, accounting, and signatory
practices to specific individuals within the organization. Key responsibilities are distributed as
follows:
● The office manager processes bills and invoices, ensuring that each document
reaches the director of school operations.
● The director of school operations submits invoices and bills to the back-office
provider, responsible for bookkeeping and general accounting.
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● The back-office provider records, inputs, and codes all expenses into a chart of
accounts. Additionally, they verify the accuracy of contracts and prepare
checks, including payroll checks twice each month.
● The director of school operations presents all checks, ready for signature, to the
proposed school leader, who reviews all bills and invoices before signing each
check individually. Checks exceeding $5,000 require more than one signature,
preferably from the finance committee lead. Recurring payments, such as rent
and payroll, are exceptions to the double-signature rule.
● The director of school operations maintains secure copies of all financial
documents on school grounds for reference during annual internal and external
audits.
On a monthly basis, the CFO collaborates with the back-office provider, proposed school leader,
and director of school operations to compile financial statements for board review. This includes
budget actuals, cashflow, and three-month projections. Any budget variances exceeding 10
percent undergo additional scrutiny, requiring an explanation from the proposed school leader
and director of school operations, with the Finance Committee responsible for reviewing and
reporting on these statements in the monthly Finance Committee meeting. Annually, the board
reviews, amends, and approves the budget and fiscal policies. The CFO, in coordination with the
treasurer, director of school operations, and proposed school leader, provides necessary
documentation for the annual internal and external audit. Additionally, the team promptly
addresses any findings or recommended policy changes resulting from the annual audits.
FINANCIAL SUSTAINABILITY
25. Although standard financial goals will be included in your charter contract (see
charter contract template), please list and provide a detailed description of the charter school’s
measurable goals reflecting where the school envisions itself financially at the end of the initial
charter term. Goals should emphasize fiscal health and sustainability. Each year of growth will
be measured against the baseline data obtained during the first year of the charter term.
Year 2 Year 3 Year 4
Year 1 Target Target Targe Year 5
Assessment Baseline Targe
t
t
Financial Goal #1: The Wright Community School has set forth ambitious financial
goals for the upcoming years, focusing on maintaining stability and liquidity to cover
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short-term financial obligations. The following measures have been established to gauge
and achieve these objectives:
Measure 1: The school’s working School >1 >1 >1 >1 >1
capital ratio (current Budget
assets/current liabilities) will be
greater than 1.
Measure 2: The school will Cash 45 50 55 60 65
maintain at least 45 days’ worth Balances
of cash on hand. Budget
Measure 3: The school’s SIS 8% 7% 6% 5% 4%
enrollment variance will not be
greater than 8%.
Financial Goal #2: The school will cover long term obligations and control costs.
Measure 1: The school’s debt-to- School 25% 23% 21% 19% 18%
asset ratio will be less than 25%. Budget
Measure 2: The school will School 10% 8% 6% 4% 2%
reduce unplanned spending by 2% Budget
each year.
Measure 3: The school will School 80% 85% 90% 95% 100
complete all financial reporting Budget %
on time 100% of the time
Financial Goal #3: The Wright Community will increase non-traditional revenue streams
by 20% each year.
Measure 1: The school will School’s 2 3 4 5 6
complete grant applications to Budget
support the school’s revenue
stream.
Measure 2: The school will School’s 1 2 3 4 5
identify sponsors to support our Budget
finance goal.
Measure 3: The school will School’s 6% 9% 12% 16% 20%
increase non-traditional revenue budget
annually
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26. Describe any financial innovations that will be implemented during the proposed
charter term.
■ Why are these innovations appropriate for this unique school?
■ Explain how these innovations will increase financial effectiveness.
Financial Innovation #1: Varied Approaches to Developing Funds: The fund development
approach of the Wright Community School, which includes donations, grants, and fundraising
events, aligns well with the school's nonprofit status (501(c)3). The multi-year fundraising plan,
which includes dedicated board members, a give-get campaign, and targeted outreach to
foundations, corporations, and individuals, reflects WCS's dedication to achieving financial
sustainability. The conditional funding from redefinED Atlanta and BES highlights the
promising outcomes of these strategies (See Governance Section. This innovation greatly boosts
organizational efficiency by offering WCS a comprehensive financial support system. The
dedication of board members and the well-thought-out fundraising strategy establish a strong
financial base. Through proactive collaboration with a wide range of stakeholders, WCS
effectively expands its sources of income, mitigating reliance on any one particular source. By
utilizing an iterative approach and conducting annual reviews and adaptations, WCS is able to
continuously improve and refine its strategies for maximum financial impact.
Financial Innovation #2: Robust Financial Oversight and Control: The adoption of a robust
financial oversight and control system, which includes external audits and the involvement of
EdTec, is a fitting and effective measure for WCS. These measures reflect the school's dedication
to being transparent and accountable. Compliance and proper internal controls are ensured
through the segregation of duties and adherence to GA SBOE Rule 160-4-9-.04. This innovation
greatly improves organizational efficiency by ensuring strong fiscal management. EdTec's
participation, the regular financial reviews, and the yearly external audit all contribute to a strong
financial control environment. The segregation of duties helps to reduce the likelihood of
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mistakes, improper handling, or potential conflicts of interest. This methodical approach
improves WCS's financial well-being, building trust among stakeholders and establishing a
strong basis for prudent financial management.
Financial Innovation #3: Measurable Financial Sustainability Goals: WCS's commitment to
fiscal health and long-term viability is reflected in its establishment of measurable financial
sustainability goals. The specific goals related to working capital, cash reserves, debt-to-asset
ratio, unplanned spending reduction, and non-traditional revenue growth are in line with state
and district standards. This innovation greatly improves financial efficiency by offering clear
goals for achieving financial success. The measurable goals act as benchmarks, enabling WCS
to monitor its financial well-being and sustainability throughout the initial charter term. By
prioritizing key financial indicators, the school maintains a proactive approach to tackling
challenges and seizing opportunities. Through the establishment and accomplishment of these
objectives, WCS strengthens its financial robustness, guaranteeing stability, liquidity, and long-
term sustainability.
SCHOOL OPERATIONS
27. What is the charter school’s attendance zone?
The proposed attendance zone for The Wright Community School (WCS) is designed to be
inclusive of the entire DeKalb County while being particularly responsive to the expressed needs
of the South DeKalb community. Focused community engagement efforts in South DeKalb have
resulted in 78% of intent-to-enroll submissions originating from this area, indicating a strong
alignment of WCS's mission with the demands of the South DeKalb community.The targeted zip
codes for enrollment are 30032, 30033, and 30034. The rationale for The Wright Community
School's proposed attendance zone lies in its commitment to inclusivity and responsiveness to
the specific needs of the South DeKalb community. With 78% of intent-to-enroll submissions
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originating from South DeKalb, WCS's engagement efforts have been concentrated in this area,
reflecting a direct alignment of the school's mission with the community's expressed demands.
The absence of schools currently employing the mastery-based learning approach in South
DeKalb, coupled with identified challenges in math proficiency and reading, underscores the
urgency for WCS's educational model.
28. List the local schools that will feed into the charter school. Please also list the
schools into which the charter school’s students will feed.
Feeder Schools Targeted Zip Codes
Peachcrest Elementary, Avondale Elementary, 30032, 30033, and 30034
Dunaire Elementary, Rowland ES, Snapfinger ES,
Bethune Middle School, Fernbank Elementary,
Druid Hills Middle School, McNair Middle
School, and McNair Elementary.
Considering the demographic composition and the identified academic needs within the South
DeKalb community, WCS aims to address educational gaps, particularly in math proficiency and
reading challenges highlighted in the United Way's Child Well Being Outlook Report 2023. By
strategically focusing on feeder schools and targeted zip codes, WCS endeavors to provide a
mastery-based learning approach, catering to the unique needs of the diverse student population
within the proposed attendance zone.The selection of feeder schools and targeted zip codes, such
as the schools noted in the chart above , strategically positions WCS to address academic gaps
and serve a diverse student population reflective of the demographic composition in the proposed
attendance zone. The proposed attendance zone, covering zip codes 30032, 30033, and 30034,
reflects WCS's commitment to fostering a transformative educational experience while meeting
the unique needs of the community it aims to serve.
29. What are the racial and socioeconomic demographics for the school’s proposed
attendance zone?
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In terms of racial demographics, the proposed attendance zone reflects diversity.
The majority of the population is Black or African American, constituting 54.6%, while White
alone represents 35.9%. Other ethnicities, including Asian, American Indian, Alaska Native,
Native Hawaiian, and Two or More Races, contribute to the overall diversity. Hispanic or Latino
individuals make up 8.6% of the population. The aim is to create an intentionally diverse school
community that mirrors the demographics of the broader DeKalb County region. Socioeconomic
considerations are crucial in shaping WCS's commitment to equity. The median household
income in the proposed attendance zone is $76,044 (in 2022 dollars), and the per capita income
is $43,958 (in 2022 dollars). The poverty rate is 13.5%, highlighting the importance of providing
equitable educational opportunities to students in this community.
For the following questions, please note that “enrollment priorities,” “admission,” and
“registration” are different concepts. To avoid confusion, the Department defines these concepts
as follows:
■ “Enrollment Priorities” describes those students granted priority pursuant to
O.C.G.A. § 20-2- 2066(a)(1);
■ "Application" describes pre-lottery processes and forms; and
■ "Registration" describes post-lottery processes and forms after the student has
been offered a seat at the school through enrollment priorities or the lottery process.
30. Please check any of the following enrollment priorities pursuant to O.C.G.A. §
20-2-2066(a)(1) that will apply to the school. Indicate in the rightmost column the rank
order in which they will be applied. If the school will not utilize a particular enrollment
priority, please insert “N/A” in the first and the last columns for that priority.
Check any
applicable
O.C.G.A. § 20-2-2066(a)(1) Enrollment Priorities Ranking
enrollmen
t priorities
X A sibling of a student enrolled in the charter school. 1
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A sibling of a student enrolled in another local school designated in
the charter contract (school name: ).
A student whose parent or guardian is a member of the governing
X board of the charter school or is a full-time teacher, professional, or 2
other employee at the charter school.
Students matriculating from a local school designated in the charter
contract (school name: ).
Children who matriculate from a pre-kindergarten program (program
name: ) which is associated with the school, including,
but not limited to, programs which share common facilities or
campuses with the school or programs which have established a
partnership or cooperative efforts with the school.
31. Explain the rules and procedures that will govern student application and
registration in the school. In your explanation:
■ State whether the school will utilize a weighted lottery to provide an
increased chance of admission for educationally disadvantaged students as defined in State
Board Rule 160-4-9-
.04(o) and pursuant to O.C.G.A. § 20-2-2066(a)(1), State Board Rule 160-4-9-.05(2)(g), and
Department guidance. If yes, indicate in the rightmost column the rank order in which they will
be applied. If the school will NOT utilize a weighted lottery or a particular category, please insert
“N/A” in the first and the last columns for that category.
Admissions Process: The Wright Community School (WCS) follows the charter school
admission guidelines within DeKalb County, adhering to the provisions outlined in O.C.G.A. 20-
2-2066. As a tuition-free public school, WCS welcomes all students residing in DeKalb County
within the attendance zone. Admission eligibility is determined by age and submission of a
timely enrollment application.
Application Criteria: Prospective students are required to provide specific information on the
application, including their address, name, date of birth, contact details, primary language, and
eligibility for federal services such as WIC/SNAP/TANF/FRL. The latter serves as a criterion in
the weighted lottery system, demonstrating economic disadvantaged status to ensure socio-
economic representation reflective of the Metro Atlanta region.
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Outreach and Application Window: WCS actively communicates the application process
through extensive outreach efforts. This information is disseminated through the school's
website, social media accounts, digital advertisements, flyers, mailings to interested families, and
informational sessions at various locations. The application window typically spans from January
1 to March 1 of each academic year. Although late applications are accepted, they are not
included in the lottery and are added to the waitlist in the order received.
Enrollment Priorities and Weighted Lottery:The school implements two enrollment priorities:
siblings of current students and children of governing board members or full-time employees.
Additionally, WCS utilizes a weighted lottery system to give economically disadvantaged
students a higher weight. The weighted lottery aims to achieve a socioeconomically diverse
student population with a target of at least 50 percent eligibility for federal services.
Notification and Registration: Parents or guardians are notified of admission status by mail,
allowing 14 calendar days to return a signed enrollment registration card for each child offered
enrollment. Late submissions may result in outreach via email and phone. WCS holds events to
support enrollment forms completion.
Marketing Plans: WCS allocates significant resources annually to marketing and student
recruitment, aiming to transition families from awareness to enrollment. This commitment
underscores the school's dedication to building community support and fostering a diverse and
inclusive student body.
Check
Weight
any O.C.G.A. § 20-2-2066(a)(1) Weighted Lottery Given
applica Categories
ble
categori
es
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X Economically disadvantaged students Up to
20
Students with disabilities
Migrant students
Limited English proficient students
Neglected or delinquent students
Homeless students
■ Attach as Exhibit 7 a copy of the proposed admissions application that
demonstrates the application conforms to the requirements of rule and law,
including the open enrollment requirement.
■ Attach as Exhibit 8 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.
*Note: Complete transparency should include, at a minimum, publishing the lottery date, time,
place, and procedures at least two weeks in advance on (for example) the school’s website and
in printed forms shared with students or available at the school.
32. Describe the steps the school will take to recruit students who are
representative of the racial and socioeconomic diversity in the attendance zone
for the charter school.
The Wright Community School (WCS) employs a comprehensive approach to student
recruitment, guided by its commitment to mirroring the diversity of Dekalb County. The
recruitment strategy comprises targeted outreach, transportation initiatives, and a weighted
lottery system to ensure socioeconomic diversity. The overarching goal is to create an
intentionally diverse and inclusive school community.
Strategic Outreach Campaign: Weighted Lottery System:
Targeted Geographic Focus: Direct outreach ● Promoting Socioeconomic
efforts towards neighborhoods and areas in Diversity: Implement a
close proximity to WCS, emphasizing Dekalb weighted lottery system to
County. ensure students from
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Media Mix: Utilize a combination of digital economically disadvantaged
and physical advertisements to enhance backgrounds have a higher
visibility, disseminating information through chance in the lottery.
local media outlets and community ● Inclusive Enrollment: Foster
institutions. a more inclusive student
population that reflects the
Continuous Monitoring: Regularly assess socioeconomic diversity of
enrollment projections against Dekalb County Dekalb County.
ZIP codes to adapt outreach strategies for ● Equity Focus: Align the
underrepresented areas. weighted lottery system with
Transportation Accessibility: WCS's broader goals of
creating an equitable and
● Budget Allocation: Allocate diverse educational
resources to provide bus environment.
services for students living
more than 1.5 miles away,
enhancing accessibility.
● Location Prioritization: Select
a facility in an area with
limited transportation options,
ensuring accessibility for
students across diverse
economic backgrounds.
● Public and Ground
Transportation: Prioritize
locations with high
accessibility to public and
ground transportation to
benefit families with limited
access.
By combining these strategic elements, WCS aims to actively engage with the local community,
prioritize accessibility, and foster socioeconomic diversity through an inclusive enrollment
process. This multifaceted approach reflects WCS's commitment to an equitable vision, ensuring
that the student body mirrors the rich diversity of Dekalb County.
33. How will the school maintain/increase its student enrollment during the charter
term?
WCS recognizes that the successful implementation of the proposed school model and budget is
contingent upon student enrollment. Aligned with a comprehensive market analysis and
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community engagement, WCS aims to enroll 100 sixth-grade students and 50 ninth-grade
students in the 2025-26 academic year, setting ambitious yet attainable benchmarks. The
strategic roadmap for recruitment during the planning year emphasizes planned milestones to
achieve the target enrollment by July 2025(Appendix F).
Enrollment Goals for 2025-26:, WCS establishes goals for the 2025-26 academic year. To
achieve a target enrollment of 170 students, WCS aims to have at least 180 enrolled students by
July 2025. The outreach campaign targets a minimum of 350 student applications, engaging over
20,000 families with school-aged children through various channels such as mailing, social
media ads, and community events.
Recruitment Strategies: WCS implements a multi-faceted recruitment campaign, transitioning
strategically from building awareness to targeted engagement, application completion, and
community building. Significant budget resources are allocated to support these efforts. The
enrollment priorities align with Georgia law, giving preference to siblings of students enrolled in
the start-up charter school and considering familial connections to the governing board or staff
members in accordance with applicable regulations.
34. Briefly describe information regarding the program – e.g., PBIS – that your
school will use. If you will not use PBIS, please explain why the program you
have chosen was selected instead (and attach as Exhibit 12).
PBIS Implementation at WCS: Positive Behavioral Interventions and Supports (PBIS) is a
proven, evidence-based, and data-driven framework adopted by WCS to reduce disciplinary
incidents, enhance the school's sense of safety, and support improved academic outcomes. More
than 1,400 Georgia schools and 27,000 nationwide have been trained in PBIS. PBIS operates on
the premise that continual teaching, combined with acknowledgement of positive student
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behavior, reduces unnecessary discipline and fosters a climate of greater productivity, safety, and
learning. WCS applies a multi-tiered approach to prevention, using disciplinary data and
principles of behavior analysis to develop school-wide, targeted, and individualized interventions
and supports(Exhibit 12 and Appendix E).
Training: Staff will be trained in PBIS implementation through a combination of initial training
sessions and ongoing professional development opportunities. Initial training will occur during
pre-service days before the start of the school year, focusing on the principles and strategies of
PBIS. Ongoing training will be provided throughout the year during staff meetings, workshops,
and professional development days to ensure continuous improvement and fidelity of
implementation. Tiered Levels of Supports for behavior infractions will be addressed through a
systematic approach that aligns with the PBIS framework. Tier 1 supports will be implemented
universally for all students, focusing on proactive strategies to promote positive behavior and
prevent infractions. Tier 2 interventions will target students who require additional support
beyond Tier 1, providing targeted interventions such as small group sessions or individualized
behavior plans. Tier 3 interventions will be reserved for students with the most intensive needs,
involving individualized support plans, collaboration with outside agencies, and ongoing
monitoring and adjustment. The school-wide implementation of PBIS will be the responsibility
of a PBIS leadership team, comprised of administrators, teachers, and support staff. This team
will oversee the development, implementation, and evaluation of PBIS practices, ensuring
consistency and fidelity across all aspects of the school community. Additionally, a designated
PBIS coach or coordinator will provide ongoing support and guidance to staff, facilitate training
sessions, and monitor progress towards PBIS goals.
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I. Primary (Universal) Prevention at the Wright Community School (WCS):
WCS prioritizes delivering quality instruction to all students, creating high-quality learning
environments across various settings. The primary prevention approach focuses on
implementing Positive Behavioral Interventions and Supports (PBIS) school-wide, enhancing
the social culture of classrooms and spaces. This foundational strategy forms the basis for all
members of the learning environment.
II. Secondary (Targeted) Prevention:
Secondary prevention at WCS is geared towards reducing the number of students presenting
high risk or being unresponsive to primary interventions. This tier involves more focused,
intensive, and frequent small group-oriented responses.
III. Tertiary (Intensive) Prevention:
The goal of Tertiary Prevention at WCS is to reduce the intensity and/or complexity of needs
of students compared to primary and secondary prevention efforts. It involves the most
individualized responses to situations where problem behavior is likely.
35. Briefly describe the rules and procedures concerning student discipline and
expulsion, including code of conduct and due process procedures (and attach a
copy of as Exhibits 11 and 12).
At Wright Community School, our commitment to fostering a positive and community focus
learning environment is reflected in our adherence to the code of conduct established by the
residing district. Beyond academic preparation, we recognize the critical role schools play in
instilling the behaviors necessary for sustaining a harmonious society. To achieve this, it is
imperative to clearly identify acceptable and unacceptable behaviors and establish consequences.
Georgia Law Compliance: In accordance with Georgia law (O.G.C.A. § 20-2-735), Wright
Community School strictly adheres to the requirement for all local boards of education to adopt a
student code of conduct. This code encompasses standards of student behavior and outlines
disciplinary actions for code violations. The law also mandates an opportunity for parental
involvement in the development and updating of student codes of conduct..
Discipline Procedures at Wright Community School: In the context of discipline, WCS
embraces a comprehensive approach to school culture, emphasizing community-centered and
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supportive practices. Our goal is to empower students as the PILOTS of their own lives, utilizing
innovative and restorative justice initiatives to prevent suspensions and expulsions whenever
possible.
Levels of Infractions:
■ Levels 1-3: Engaging the Transformative Student Coalition (TSC) for
restorative justice discussions. TSC comprises students trained in a
Restorative Justice Curriculum and supported by a Restorative Justice
organization.
■ Level 4 and Higher: Involving the Transformative Community Coalition
(TCC), including administrators and community members. TCC members
receive training and support from a Restorative Justice organization.
36. Briefly describe 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 (and attach a copy of as Exhibit 13).
At the Wright Community School, we pride ourselves on our unwavering commitment to
addressing and resolving any concerns brought forth by our esteemed students, valued families,
and esteemed members of our school staff and community. As mentioned above, WCS wants to
keep and repair the connections that its expanding community uses to work alongside its students
for their success in school and beyond. Written formal complaints are sent and directed to the
Wright Community School (WCS). Upon receipt of this complaint by the WCS, the leadership
team will assess the viability of the allegation(s) for investigation and then initiate the
investigation in a manner deemed suitable. If the complaint pertains to the proposed school
leader, it will be evaluated by the Governing Board. Upon receipt of the complaint by WCS, it is
possible that WCS will initiate communication with the complainant in order to offer a proposal
aimed at resolving the problem. In the event that the complainant agrees to the proposed
resolution, the investigation conducted by the WCS will be terminated. If the complaint and the
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school fail to reach a mutual agreement, the investigation will proceed. Furthermore, with the
system's capacity to offer a proposal, WCS will also provide access to the mediation process.
37. Briefly describe the school’s employment procedures and policies (and attach a copy
of as
Exhibit 14).
The Employee Handbook of The Wright Community School serves as a comprehensive guide
outlining essential personnel policies and benefits for all employees at the school. The handbook
is organized into various sections, addressing critical aspects such as employment policies, hours
of work, standards of conduct, employee benefits, and more. As an inclusive resource, it covers
diverse topics including Equal Employment Opportunity, confidentiality, workplace conduct,
and leaves of absence. The handbook emphasizes the school's commitment to fostering a positive
working environment aligned with its vision and mission.
38. Briefly describe the school’s insurance coverage, including the terms,
conditions, and coverage amounts (and attach a copy of as Exhibit 15).
At the Wright Community School (WCS), the safety and well-being of our community members
is our top priority. In order to ensure a secure environment, we have teamed up with McGriff
Insurance Services, Inc. They have been contracted as our Agent of Record for Property and
Casualty Insurance Coverages. McGriff will work closely with multiple carriers in the
marketplace to ensure that these coverages are effectively obtained. We assure you that these
coverages will be implemented before WCS starts its operations, providing extensive protection
for our students, staff, and the school community. WCS has meticulously structured its
insurance coverage to ensure comprehensive protection against various risks. The estimated 2025
annual premium is $9,642.95, expected to increase to $11,189.40 by 2025 (See Exhibit 15).
The breakdown includes:
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● Property coverage at $135.70
● General Liability at $4,043.76
● Educators Legal Liability at $2,435.70
● Crime at $175.32, Student Accident at $1,207.50
● Automobile at $750.00
● Workers Compensation at $1,035.00
● The Umbrella coverage, costing $1,406.41, offers excess coverage with a $1 million
limit, reinforcing underlying policies for Automobile Liability, General Liability, and
Employers Liability
● The Property coverage, totaling $135.70, encompasses building replacement cost,
business personal property replacement, and loss of earnings or income due to property
loss.
● General Liability, amounting to $4,043.76, includes coverage for bodily injury,
property damage, sexual abuse, molestation, employment practices liability, and
employee benefits liability.
The school's insurance framework reflects a strategic approach to risk management and financial
protection across various facets of its operations.
39. Briefly describe how the governing board has taken students’ transportation
needs into consideration. What transportation services will be provided for
students?
At the Wright Community School (WCS), our commitment to diversity extends beyond the
classroom, reaching into the broader community. Recognizing the significance of transportation
in facilitating accessibility to education, WCS has developed a comprehensive approach to
address the needs of our students.
Transportation Strategies:
Proximity to Transportation Hubs: WCS Busing Services: To address the challenge of
will strategically select a facility in close transportation hindering enrollment, WCS
proximity to major highway exits. This offers busing services for students residing
decision enhances accessibility and ensures more than a walking distance (1.5 miles) away
that students and families have convenient from the school facility. This strategic
access to public and ground transportation, decision ensures that students from diverse
eliminating barriers to enrollment. locations can easily access our
school.Students who require special
transportation will receive these services
through their IEP in accordance with Rule
160-5-3-.01 (Appendix G)
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Budget Allocation for Accessibility: WCS Community Engagement and Improvement
has allocated a specific budget for Initiatives: To continually enhance
transportation, underscoring our commitment transportation equity, WCS will conduct
to making the school accessible to all surveys among students, parents, and teachers
students, regardless of their location or to assess the accessibility of our transportation
economic sta system. This feedback loop allows us to
identify areas for improvement, ensuring that
our transportation services align with the
needs of our diverse student population. WCS
recognizes the broader implications of
equitable transportation in the context of
educational disparities. We will actively
engage with policymakers, advocating for
improvements in transportation infrastructure
and policies that support free public
transportation for students.
At WCS, we strongly believe that everyone should have equal access to education, as it is crucial
for creating an equitable and inclusive community. Through a specific emphasis on
transportation strategies, WCS strives to ensure that all students are able to benefit from our
academic programs without any hindrances. We are dedicated to ensuring that transportation is
accessible, safe, and responsive, in accordance with our mission of creating an environment that
allows students to soar.
The Wright Community School (WCS) will provide transportation services through a partnership with
KMS Transportation LLC, a reputable transportation company founded by President Theron Hobbs. KMS
Transportation LLC has a proven track record of providing safe and reliable transportation services for
charter schools, summer camps, and non-profit organizations.
Scope of Work:
• WCS will utilize one 44-48 passenger bus from KMS Transportation LLC for transporting
students.
• Pickup locations, school hours of operation, and pickup/drop-off times will be determined by
WCS.
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• Drivers employed by KMS Transportation LLC will hold a Commercial Driver's License (CDL)
with Passenger endorsement and will be trained in best practices. They will be uniformed and
equipped with two-way radios for communication.
• Buses provided by KMS Transportation LLC will be equipped with GPS systems, strobe lights,
and a speaker/intercom system for enhanced safety and communication.
Operation and Maintenance Costs Annually:
• With 177 school days in a year, WCS will allocate $88,500 annually for transportation services.
Included in the fee is annual operation and maintenance costs will include expenses such as bus
maintenance, fuel costs, driver salaries (including workers' compensation), insurance, bus notes,
miscellaneous expenses, and a profit margin.
• The daily rate for transportation services provided by KMS Transportation LLC is $500.
Additionally, for field trips, WCS will pay a minimum rate of $100 per hour with a minimum
duration of 4 hours.
By partnering with KMS Transportation LLC, WCS ensures that students will have access to safe and
reliable transportation services, enabling them to commute to and from school and participate in
educational field trips.
CONTRACTS WITH CHARTER PARTNERS/EDUCATION SERVICE PROVIDERS
40. Identify your ESP or charter partner(s) and explain how this arrangement will
be in the best educational and financial interests of the charter school.
The Wright Community School does not intend to partner with an ESP now or in the foreseeable
future.
41. Describe the decision-making process and due diligence exercised by the
founding/governing board in choosing to contract with the ESP. Include in your
description:
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■ Other ESPs or charter partners that were considered and the reason(s) why this
ESP or partner was selected above all others;
■ The history of the selected ESP or charter partner, including academic results,
closures, non-renewals, and separations; and
■ How the contract was negotiated, including the management fee(s).
The Wright Community School does not intend to partner with an ESP now or in the foreseeable
future.
42. Briefly describe the range of services the ESP or charter partner will provide for the
charter school.
The Wright Community School does not intend to partner with an ESP now or in the foreseeable
future.
43. Explain how the governing board will maintain its fiduciary responsibilities as
a charter holder including monitoring and assessing the performance of the ESP or charter
partner.
The Wright Community School does not intend to partner with an ESP now or in the foreseeable
future.
44. Attach a copy of your signed ESP contract as Exhibit 16.
FACILITIES
A charter school’s facility is a significant part of implementation. Without a proper facility,
the charter school will not be viable. Best practice states that a school’s facility costs should
not exceed 15% of its total expenditures. In addition, please be aware that all facilities must
be approved by the Department’s Facilities Services Unit – more information regarding
this step can be found on the GaDOE website: Facilities Process Webinar. For this reason,
it is imperative that the charter school does not commit to a facility before it has been
approved. We encourage new schools that are planning construction or major renovations
prior to student admission to consider a planning year to safely complete the construction
process. We also strongly encourage obtaining Memorandums of Understanding (MOU)
for at least two facility options while charter and facility approval is pending.
45. Describe the school facility that the charter school proposes to use. Include in
your description:
■ The location of the facility;
■ Whether the facility is new or existing; and
■ Whether the facility requires any renovations for utilizing the space for
educational purposes. If yes, describe the extent of the renovations and the source of
funding to pay for the renovations.
The Wright Community School is exploring various facility options, and renovations may be
required to adapt each space for educational purposes (See Appendix 5).
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● 4900 Ashford Dunwoody Road: This 14,428 SF retail building listed for $2,850,000 provides
sufficient space for year 1 enrollment but might need modifications to ensure efficient traffic flow, including
the possibility of carpool lanes.
● 2995 Stonecrest Pass: With 13,978 SF, this retail building listed for $2,200,000 has potential for
accommodating the initial enrollment. However, upgrades will be essential to align with safety and ADA
requirements.
● 1741 Montreal Road: As a proposed 20,000 SF health care building listed at $1,200,000, this
option allows active involvement in the design process. While offering a purpose-built advantage, it may
require renovations to meet educational standards.
● 4177 Rainbow Drive: This 15,373 SF retail building listed for $2,750,000, previously a preschool,
may already have suitable facilities. However, upgrades like painting, ceiling tiles, and classroom equipment
might be necessary to meet educational standards.
In all cases, The Wright Community School plans to finance property purchases through long-
term debt, capitalizing the debt service for financial flexibility. The involvement of GCSA
Facility Resource Center ensures expert guidance in navigating the facilities process, including
budgeting, planning, site tours, and negotiations. Before finalizing purchase agreements,
thorough collaboration with the DeKalb County School District, walkthroughs with GaDOE, and
inspections will be conducted to identify potential environmental hazards. A Risk/Hazard
Analysis by a licensed engineer will outline identified hazards, evaluations, mitigation options,
and judgments regarding the site's suitability for educational purposes. Once legal control is
secured, a Georgia-registered architect will oversee renovations, addressing any identified issues
from safety assessments. The school aims to complete all renovations, inspections, and obtain
necessary codes and permits by May 1, 2025, ensuring a seamless transition to occupancy and
operational readiness.
WCS will solicit and secure financing that will allow the school to purchase and/or develop
space adequate to support the educational programming needed to deliver education to our
community. Charter school have access to 19 different capital markets, and there are non-profit
lenders willing to leverage federally guaranteed debt to allow our community to borrow at sub
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market rates with terms built to support year zero schools, which include components like 120%
LTV, unsecured debt positions, interest only options, and subordinate lending.
The Wright Community School (WCS) will establish a comprehensive maintenance plan for its facilities
to ensure a safe and conducive learning environment. The estimated maintenance costs were calculated
based on several factors, including the size of the facilities, projected enrollment, and anticipated
expenses for renovations and upgrades. WCS will adhere to the following steps in implementing and
maintaining its facilities:
• Initial Assessment and Inspection: Before finalizing any property purchase agreements, WCS
will conduct thorough walkthroughs of potential facilities with representatives from the DeKalb
County School District and the Georgia Department of Education (GaDOE). An inspector will be
engaged to identify any environmental safety hazards and assess the overall condition of the
facilities.
• Risk/Hazard Analysis: A registered, professional engineer licensed in the State of Georgia will
conduct a Risk/Hazard Analysis of each facility site. This analysis will identify potential hazards,
evaluate their severity, and provide options for mitigating these hazards to ensure the suitability
of the sites for educational purposes.
• Engagement of Architects and Contractors: WCS will qualify and engage Georgia-registered
architects to assist with the design and compliance needed for the potential spaces. These
architects will produce construction documents based on the findings of the Risk/Hazard
Analysis. General contractors will then be selected through a bidding process to carry out
necessary repairs, renovations, and improvements identified in safety assessments and
inspections.
• Permitting and Construction: Selected general contractors will submit applications for
appropriate permits by March 2025 to begin construction on site. Construction activities will
focus on completing necessary repairs and improvements to ensure compliance with safety
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standards and regulations. Upon completion of renovations, WCS will engage inspectors to
ensure that all necessary inspections of the school facilities are complete.
•
• Obtaining Site Code and Certificate of Occupancy: Following inspections and approvals,
WCS will submit applications to the GaDOE facilities unit to obtain a site code no later than
April 1, 2025. Any minor renovations required to meet safety standards will be completed, and a
safety plan will be developed to obtain a school code before opening. As-built drawings will be
submitted to receive a school code by May 1, 2025. Once site approval is obtained, WCS will
work with its contracted facility resource center and contractors to ensure the issuance of a
certificate of occupancy and necessary insurance.
• Ongoing Maintenance: After the initial setup, WCS will establish a maintenance plan to ensure
ongoing upkeep and safety of its facilities. This plan will include regular inspections, repairs, and
upgrades as needed to maintain a safe and conducive learning environment for students and staff.
By following these steps and implementing a comprehensive maintenance plan, WCS will ensure the
long-term viability and sustainability of its facilities while prioritizing the safety and well-being of its
students and staff.
Facility Accessibility: WCS will engage an architect licensed with the state of GA to design for
educational occupancy, taking into account all state and federal requirements for a public school.
HB 147: The Wright Community School (WCS) is aware of HB 147, also known as the Safe Schools Act,
which requires Georgia public schools to prioritize safety and submit safety plans to the Georgia
Emergency Management and Homeland Security Agency (GEMA). This law took effect on July 1 and
mandates that schools implement measures to enhance security and emergency preparedness. WCS's
knowledge of HB 147 is indicated by our commitment to safety and security measures, as evidenced by
their collaboration with relevant vendors in preparing to implement these safety protocols. Additionally,
WCS will engage in activities such as facility assessments, security upgrades, and staff training to comply
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with the requirements outlined in HB 147. WCS's dedication to safety aligns with the broader efforts
within the education sector to address concerns related to school shootings and emergencies. By
prioritizing safety measures and implementing comprehensive plans, WCS demonstrates its commitment
to creating a secure learning environment for students and staff.
46. Does the charter school have an MOU for the purchase or lease of the facility,
pending charter and facility approval?
Yes, we have a MOU and it is provided as Exhibit 19.* X No, we do not have a MOU.
*Note: The MOU should include the total proposed facility cost. It should also set forth any
material terms that will be reflected in a lease, such as the lease term.
47. Does the charter school have a lease for an approved facility?
Yes, we have a lease and it is provided as Exhibit 19.
X No, we do not have a lease, but plan to submit one to the Department by May 1,2025
(date).
48. Does the charter school have a Certificate of Occupancy (CO) for the proposed
facility? Yes, we have a CO and it is provided as Exhibit 20.
XNo, we do not have a CO, but plan to submit one to the Department by May 16, 2025
(date).*
*Note: Schools must obtain a CO no later than 45 days before the start of the charter term on
July 1.
49. Does the charter school have an emergency safety plan pursuant to O.C.G.A. § 20-2-
1185 for the proposed facility?
Yes, we have an emergency safety plan and it is provided as Exhibit 21.
X No, we do not have an emergency safety plan, but plan to submit one to the Georgia
Emergency Management Agency by 05/16/2025 (date).*
*Note: Schools must submit an emergency safety plan no later than 45 days before the start of
the charter term on July 1
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EXHIBITS
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.
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 copy of the governing board’s Governance Training Plan using the
governance training memo available on GaDOE’s website.
6. 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 required independence of the charter school from the
district.
7. 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, the 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.
8. 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.
9. Attach the charter school’s proposed annual calendar and a draft of the charter
school’s daily school schedule.
10. Attach a copy of the scope and sequence for each proposed course/grade level.
11. Attach a copy of the charter school’s Student Code of Conduct.
12. Attach a copy of the charter school’s Student Discipline Policy and Procedures,
including any Positive Behavior and Intervention Supports (PBIS).
13. 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
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
board will play in resolving such grievances and complaints. If this is included in another
response, please indicate that.
14. Attach a copy of the charter school’s Employee Policies and Procedures.
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
15. Attach proof of the school’s insurance coverage, including the terms, conditions, and
coverage amounts.
16. 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.
17. 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.
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 MOU/lease/proof of ownership for a proposed facility.
20. Attach a copy of the school’s Certificate of Occupancy.
21. Attach a copy of the facility’s Emergency Safety Plan.
22. Complete and attach the start-up budget template located on the Charter Schools
Division’s website. Please note that the budget template includes:
22a. A monthly cash flow projection detailing revenues and expenditures for the
charter school’s first two (2) years of operation based on 100% of the projected student
enrollment;
22b. An alternative monthly cash flow projection detailing revenues and
expenditures for the first two (2) years of operation with the assumption of one-half (1/2) of the
projected student enrollment; and
22c. 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.
22d. 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.
23. Attach the résumé for the charter school’s Chief Financial Officer.
24. Attach the charter school’s signed and notarized Affidavit.
25. Attach the charter school’s signed Assurances Form (see below).
26. Attach the charter school’s signed Local Board of Education Resolution approving
the charter school’s application.
27. 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.
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
28. For conversion schools only, attach the charter school’s Confirmation of Teacher
and Parent Vote.
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 1
WCS Certificate of Incorporation
Exhibits and Appendices 1
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Control Number : 23234574
STATE OF GEORGIA
Secretary of State
Corporations Division
313 West Tower
2 Martin Luther King, Jr. Dr.
Atlanta, Georgia 30334-1530
CERTIFICATE OF INCORPORATION
I, Brad Raffensperger, the Secretary of State and the Corporation Commissioner of the State of
Georgia, hereby certify under the seal of my office that
The Wright Community School Inc.
a Domestic Nonprofit Corporation
has been duly incorporated under the laws of the State of Georgia on 10/30/2023 by the filing of articles
of incorporation in the Office of the Secretary of State and by the paying of fees as provided by Title 14
of the Official Code of Georgia Annotated.
WITNESS my hand and official seal in the City of Atlanta
and the State of Georgia on 11/14/2023.
Exhibits and Appendices 2
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
ARTICLES OF INCORPORATION *Electronically Filed*
Secretary of State
Filing Date: 10/30/2023 12:35:45 PM
BUSINESS INFORMATION
CONTROL NUMBER 23234574
BUSINESS NAME The Wright Community School Inc.
BUSINESS TYPE Domestic Nonprofit Corporation
EFFECTIVE DATE 10/30/2023
The corporation is organized pursuant to the Georgia Nonprofit Corporation Code.
PRINCIPAL OFFICE ADDRESS
ADDRESS 800 Galleria Parkway SE, Unit 315, Atlanta, GA, 30339, USA
REGISTERED AGENT
NAME ADDRESS COUNTY
Tiana Stephenson 800 Galleria Parkway SE, Unit 315, Atlanta, GA, 30339, USA Fulton
INCORPORATOR(S)
NAME TITLE ADDRESS
Tiana Stephenson INCORPORATOR 800 Galleria Parkway SE, Unit 315, Atlanta, GA, 30339, USA
MEMBER INFORMATION
The corporation will not have members.
OPTIONAL PROVISIONS
The purpose of this organization is limited to comply with only exempt purposes within the definition of Section 501(c)(3) of the
Internal Revenue Code. Upon dissolution of this organization, assets shall be distributed for one or more exempt purposes within
the meaning of Section 501(c)(3) of the Internal Revenue Code, or shall be distributed to the federal government, or to a state or
local government, for a public purpose.
AUTHORIZER INFORMATION
AUTHORIZER SIGNATURE Tiana Stephenson
AUTHORIZER TITLE Incorporator
Exhibits and Appendices 3
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 2
WCS Nonprofit Corporation By-Laws
Exhibits and Appendices 4
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
THE WRIGHT COMMUNITY SCHOOL INC.
A Georgia Domestic Non-Profit Corporation
Nonprofit Bylaws
Exhibits and Appendices 5
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
NONPROFIT BYLAWS OF
THE WRIGHT COMMUNITY SCHOOL INC.
These Nonprofit Bylaws (these “Bylaws”) of The Wright Community School
Inc., a Georgia Domestic Non-Profit Corporation (the “Corporation”), are adopted as of
the _30__ day of __October___________, 2024.
ARTICLE 1
PURPOSE AND OFFICE
1.1 Purpose of the Corporation. The Corporation was incorporated under the
laws of Georgia on October 30, 2023, for the purpose of running a community charter
school. This purpose is limited to complying with only exempt purposes within Section
501(c)(3) of the Internal Revenue Code. The Corporation will not engage in any activities
except its exempt purposes. No substantial part of the activities of the Corporation is
carrying on propaganda, or otherwise attempting to influence legislation, and the
Corporation does not participate in, or intervene in (including the publishing or
distributing of statements), any political campaign on behalf of any candidate for public
office. The Corporation adopts a comprehensive nondiscriminatory policy, affirming that
it does not and shall not discriminate on the basis of race, color, religion, creed, gender,
age, national origin, disability, marital status, sex, sexual orientation, or military status in
any of its activities or operations, including but not limited to admission of students,
selection of volunteers and vendors, and provision of services. This policy applies to all
aspects of the Corporation’s operations and is in line with the Corporation’s commitment
to creating a diverse, inclusive, and equitable environment for all students.
1.2 Registered Office. The primary location and registered office of the
Corporation is 800 Galleria Parkway Suite #315, Atlanta, Georgia 30339. The Corporation
may have such other offices, either within or outside the State of Georgia, as the Board of
Directors (the “Board” or “Directors”) may determine, or as the affairs of the Corporation
may require from time to time.
1.3 Fiscal Year. The fiscal year of the Corporation begins on the first day of
June and ends on the last day of July in each year, unless determined otherwise by the
Board of Directors.
ARTICLE 2
BOARD OF DIRECTORS
2.1 Directors.
(a) Unless otherwise provided by statute, and as set forth in more
detail below, all powers vested by law in the Corporation shall be exercised by or under
the authority of, and the business and affairs of the Corporation shall be managed under
the direction of, the Board of Directors.
Exhibits and Appendices 6
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
(b) Each Director shall be a natural person of full age.
(c) Each Director shall stand in fiduciary relation to the Corporation
and shall perform his or her duties as a Director, including duties as a member of any
committee of the Board upon which he or she may serve, in good faith, in a manner he or
she reasonably believes to be in the best interests of the Corporation and with such care,
skill, and diligence as a person of ordinary prudence would use under similar
circumstances. In performing his or her duties, the Director shall be entitled to rely in
good faith on information, opinions, reports, or statements, including financial
statements. Each Director of the Corporation is required to sign the Conflict-of-Interest
Policy, which is attached hereto as Exhibit A, thereby affirming their understanding and
compliance with its terms.
2.2 Number, Election, Tenure, and Qualification. The number of Directors
is fixed by the Board, and the number of Directors is at least seven (7), and no more than
eleven (11). Unless determined otherwise on a case-by-case basis, each Director shall hold
office for a one (1) year term, or until his or her earlier death, resignation, or removal. Any
Director may resign at any time upon thirty (30) days’ written notice to the Corporation.
The resignation is effective upon receipt thereof by the Corporation or at such subsequent
time as specified in the notice of resignation.
2.3 Removal of Directors. At any duly held regular or special meeting, any
one or more Directors may be removed with or without cause by a majority vote of the
Directors present, provided that the notice includes this item. In the event of a tie, a
tiebreaker vote will be submitted to an independent mediator. A successor may then be
elected by a majority vote of the remaining Directors to fill the vacancy. Each appointed
Director shall then serve for the remainder of the term. Any Director whose removal has
been proposed shall be given an opportunity to be heard at the meeting.
2.4 Regular Meetings. The first annual meeting of the Board shall be held on
a date mutually agreed upon by the Directors. The Board may provide by resolution the
time and place, either within or outside the State of Georgia, and in compliance with the
Open Meetings Act, for the holding of additional regular meetings of the Board without
notice other than as decided by such resolution. Thereafter, regular meetings of the Board
shall be held from time to time, and in conformity with the Open Meetings Act, as
determined by the Board and shall occur at least quarterly (4 meetings per year). If a
Board’s meeting is scheduled at least one week in advance, notice of its time and place
shall be given to the news media and conspicuously posted in one or more public locations
on the School’s website at least 72 hours before the meeting. If the meeting is scheduled
less than one week in advance, notice of the time and place of the meeting, to the extent
practicable, shall be given to the news media and conspicuously posted in one or more
public locations at a reasonable time before the meeting.
2.5 Special Meetings. Special meetings of the Board may be called by or at
the request of the Board Chair upon at least three (3) days prior notice. A special meeting
of the Board shall be called by the Secretary whenever requested in writing by a majority
vote of the Directors.
2
Exhibits and Appendices 7
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
2.6 Quorum. A simple majority of the Board of Directors shall constitute a
quorum for the transaction of business at any regular or special meeting of the Board. At
any meeting at which a quorum is present, any business which may have been transacted
at the original meeting may be transacted without further notice.
2.7 Manner of Acting. Except as otherwise provided herein, in the exercise of
any powers given to the Directors, a simple majority of Directors serving at any time shall
have the authority to make determinations, and all actions of the Directors shall be taken
either by resolution at a meeting or by written record without a meeting. Every Director
shall be entitled to one vote.
2.8 Consent in Lieu of Meeting and Vote. Notwithstanding anything in the
contrary in these Bylaws, the entire Board of Directors shall have the power to act on any
matter on which it is authorized to act without the necessity of a formal meeting and vote,
if all the authorized Directors shall consent in writing to such action.
2.9 Committees. The Board may, by resolution adopted by a majority vote of
the Directors in office, establish one or more committees to consist of one or more
Directors of the Corporation. Any such committee, to the extent provided in resolution of
the Board or in these Bylaws, shall have and may exercise all of the powers and authority
of the Board, except that no such committee shall have any power or authority to amend,
alter, or repeal these Bylaws; elect, appoint, or remove any member of any such committee
or any Director or Officer of the Corporation; amend the Certificate of Incorporation;
adopt a plan of merger or consolidation with another entity; authorize the sale, lease,
exchange, or mortgage of all or substantially all of the property and assets of the
Corporation; authorize the voluntary winding up and termination of the Corporation; adopt
a plan for the distribution of the assets of the Corporation; or amend, alter, or repeal any
resolution of the Board if its terms provide that it shall not be affected by any such
committee. Initially, the Corporation has seven (7) committees, as follows:
(a) Legal Committee. The Board shall establish a Legal Committee,
which shall consist of any member of the Board or community volunteers appointed by
the Board. The Legal Committee is responsible for ensuring that the charter school
complies with all relevant laws, rules, and regulations, including oversight of legal
compliance, management of governance-related matters, and addressing any legal issues
that may arise during the school’s operation. This committee plays a crucial role in
advising the board on legal matters, ensuring transparency, and facilitating the adherence
to the Open Meetings Act and open Records Act. This committee also assists in drafting
and reviewing policies to ensure legal compliance.
(b) Academic Program and Instructional Support Committee. The
Board shall establish an Academic Program and Instructional Support Committee which
shall consist of any member of the Board or community volunteers appointed by the
Board. This committee is responsible for developing and enhancing the school’s
academic programs, which includes oversight of the educational model, instructional
methods, and curriculum, ensuring alignment with Georgia’s Standards of Excellence.
The School Leader (defined below) ensures that the instructional priorities of the school
3
Exhibits and Appendices 8
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
are executed with fidelity. This committee informs the governing board on academic
matters, provides recommendations for innovative approaches to learning, and ensures
flexibility in instructional methods to meet the school’s mission and vision.
(c) Community Engagement and School Culture Committee. The
Board shall establish a Community Engagement and School Culture Committee, which
shall consist of the members of the Board or community volunteers appointed by the
Board. This committee is tasked with fostering positive relationships between the school
and the community by developing strategies for community involvement, addressing
cultural considerations, and ensuring Title IX compliance. This committee advises the
governing Board on community engagement initiatives, helps shape the school culture
and ensures compliance with Title IX regulations.
(d) Governance, Facilities, and Operations Committee. The Board
shall establish a Governance, Facilities, and Operations Committee. The members of the
governance committee shall be elected by a majority of the entire Board. The members of
each committee of the Board shall then be selected by a majority of the entire governance
committee. The committee may, at the time of such election, choose to elect alternate
committee members.
This committee oversees the governance structure, facilities planning, and
day-to-day operations of the school, by ensuring effective organizational planning,
financial stability, and compliance with relevant regulations. The School Leader may
work with this committee to make recommendations for the desired facilities lease terms.
This committee advises the Board on governance-related matters, facilities planning, and
operational issues. This committee plays a key role in facilitating positive interactions
with the local board of education.
(e) Special Populations Committee. The Board shall establish a
Special Populations Committee, which shall consist of the members of the Board or
community volunteers appointed by the Board. This committee focuses on providing
state and federally mandated services for students with disabilities, English learners, and
other special populations. This committee addresses the unique needs of these students.
This committee informs the governing board on strategies to meet the needs of special
populations, ensuring compliance with relevant laws and regulations.
(f) Finance Committee. The Board shall establish a Finance
Committee, which shall consist of the board treasurer (who will chair the committee), and
other members who may be members of the Board or community volunteers appointed
by the Board. The Finance Committee shall provide general oversight and direction to the
management and strategic use of the school’s financial management best practices. The
School Leader shall make budget recommendations to the Board via the Finance
Committee. The Board must approve the final operating budget for each fiscal year and
must ensure the budget hearing laws are adhered to. The committee shall review the
school’s finances and provide a report to the full Board prior to each Board meeting. The
Finance Committee is also responsible for selecting a retaining a firm to conduct the
school’s annual audit, at the expense of the school. The Committee will oversee the
4
Exhibits and Appendices 9
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Treasurer’s collaboration with the firm to provide all necessary records and will
collaborate with the Treasurer to implement any recommendations that result from the
audit.
(g) Enrollment Committee. The Board shall establish an Enrollment
Committee, which shall consist of members of the Board or community volunteers
appointed by the Board. This committee focuses on student admissions, enrollment
priorities, and community involvement in the school. This committee advises the
governing board on enrollment priorities, ensures transparency in lottery procedures, and
facilitates community engagement. The School Leader presents returning student
enrollment data to the Board through this committee. The Board annually approves the
weighted lottery percentages per grade based on data provided by the School Leader.
(h) Other Committees of the Board. By resolution of the Board at a
meeting at which a quorum is present, the Board may establish other committees of the
Board.
2.10 Powers of Directors. Subject to applicable law, the Board of Directors
shall have the power to do the following:
(a) To employ or appoint individuals to oversee and carry out the
responsibilities of the Board, and compensate such individual accordingly;
(b) To employ or appoint professionals for the Corporation;
(c) To adopt, amend, and publish rules and regulations regarding the
Corporation;
(d) To borrow and repay monies, give notes, mortgages, or other
security as necessary;
(e) To invest monies; sue; collect interest, dividends, and capital gains;
exercise rights; pay taxes; enter into contracts; and enter into leases; and
(f) To perform all other actions as may be vested in Directors by
applicable law.
(g) To make personnel decisions related to the school principal,
including hiring, compensation, evaluation and termination. All personnel decisions
relating to any other employee of the corporation shall be made by the principal.
2.11 Initial Directors. Initially, the Board of Directors of the Corporation shall
consist of no less than five founding directors.
5
Exhibits and Appendices 10
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
ARTICLE 3
OFFICERS
3.1 Officers. The Officers of the Corporation (the “Officers”) shall be a Board
Chair, a Vice Chair, a Secretary, a Treasurer, and such other Officers as may be elected in
accordance with this Article.
3.2 Election and Term of Office. The Officers of the Corporation shall be
elected annually by the Board of Directors at the first annual meeting of the Board. If the
election of Officers shall not be held at such meeting, such election shall be held as soon
thereafter as possible. New offices may be created and filled at any meeting of the
Directors. Each Officer shall hold office until his or her successor is duly elected and
qualified.
3.3 Removal. Any Officer elected or appointed by the Board may be removed
by a majority vote of the full number of Directors, whenever in its judgment the best
interests of the Corporation would be served thereby. Such removed Officer shall first
have the opportunity for a hearing on this issue before the Board. Such removal shall be
without prejudice to the contract rights, if any, of the Officer so removed.
3.4 Vacancies. A vacancy in any office because of death, resignation,
disqualification, or otherwise, may be filled by the Board for the unexpired portion of the
term.
3.5 General Powers. All Officers of the Corporation, as between themselves
and the Corporation, shall respectively have such authority and perform such duties in the
management of the property and affairs of the Corporation as may be determined by
resolutions or orders of the Board, or, in the absence of controlling provisions in
resolutions or orders of the Board, as may be provided in these Bylaws.
3.6 Chief Executive Officer. The Chief Executive Officer 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. This includes developing and
implementing high-level strategies, making major corporate decisions, managing the
overall resources and operations, and communicating with the Board of Directors and
corporate operations. The Chief Executive Officer shall also have the authority to hire
professionals for the Corporation and determine compensation for employees. They shall
preside at all regular and special meetings of the Board. The Chief Executive Officer shall
perform all duties incident to the office and such other duties as may be prescribed by the
Board from time to time. Initially, the Chief Executive Officer of the Corporation shall be
Tiana Stephenson.
3.7 Board Chair. The Board Chair of the Corporation shall preside at all
meetings of the Board of Directors and shall have the responsibility for the general and
active management of the affairs of the Corporation. The Board Chair shall see that all
orders and resolutions of the Board are carried into effect, subject to the right of the
6
Exhibits and Appendices 11
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Directors to delegate any specific powers, except such as may be by law exclusively
conferred on the Board Chair, to any other Officer or Officers of the Corporation.
3.8 Vice Chair. In the absence of the Board Chair or in the event of their
inability or refusal to act, the Vice Chair shall perform the duties of the Board Chair, and
when so acting, shall have all the powers of and be subject to all restrictions upon the
Board Chair. The Vice Chair shall perform such other duties as may be assigned to them
by the Board Chair or the Board from time to time.
3.9 Secretary. The Secretary shall keep the minutes of the meetings of the
Board in one or more books provided for that purpose; give all notices in accordance with
the provisions of these Bylaws or as required by law; be custodian of the corporate
records; and, in general, perform all duties incident to the office of the Secretary and such
other duties as from time to time may be assigned to them by the Board Chair or by the
Board.
3.10 Treasurer. The treasurer, serving as the chair of the Finance Committee,
plays a pivotal role in ensuring the sound financial management of The Wright
Community School Inc. The Finance Committee, led by the treasurer, provides
comprehensive oversight and strategic direction regarding the school's financial affairs,
ensuring adherence to best practices in financial management. This includes tasks such as
budget planning, monitoring financial performance, and recommending financial
strategies to the Board. Additionally, the treasurer collaborates with other committee
members, which may include members of the Board or community volunteers, to ensure
that financial decisions align with the school's mission and objectives while promoting
transparency and accountability in financial matters.
3.11 Other Officers. If required by the Board of Directors, the Board may also
elect other Officers necessary for the Corporation. These offices may also be held by one
of the other Officers of the Corporation.
ARTICLE 4
FISCAL MANAGEMENT
4.1 Budget. The Board shall prepare an annual budget, which reflects the
anticipated operating expenditures anticipated donations for the next fiscal year of the
Corporation. The Board shall work closely with the school leader (the “School Leader”) to
develop a budget that allows the School Leader to implement the program with fidelity
while increasing organizational effectiveness.
4.2 Audits and Inspections.
(a) The Board and School Leader may submit its books and records to
an annual audit by an independent certified public accountant, who shall audit and render
a written report to the Board.
(b) Each Director and School Leader shall be permitted to examine the
books of account of the Corporation in the offices of the Corporation or such other place
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Exhibits and Appendices 12
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
as may be designated by the Board at a reasonable time on business days; provided,
however, that the Finance Committee Lead has been given at least ten (10) days prior
written notice of the Director’s intention to do so. The board reviews financials monthly,
with additional reviews twice each month if committees are involved.
4.3 Contracts. The Board may authorize any Officer or Officers, agent or
agents of the Corporation, in addition to the Officers authorized by these Bylaws, to enter
into any contract or execute and deliver any instrument in the name of and on behalf of the
Corporation. Such authority may be general or confined to specific instances. The School
Leader annually negotiates independent contractor agreements related to daily operations
and brings contracts to the Board for approval. The Board approves the independent
contractor agreements, such as janitorial services, and before school and after school care.
Changes to independent contractor agreements are conducted on an annual basis based on
performance and in consultation with the School Leader. The School Leader provides
recommendations to the updated leadership team structure based on an intentional
response to the current and predicted future needs of the school.
4.4 Checks and Drafts. 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, agents or agents of the Corporation and in such
manner as shall from time to time be determined by resolution of the Board. In the
absence of such determination by the Board, such instruments shall be signed by the
Board Chair of the Corporation.
4.5 Gifts. The Board may not accept on behalf of the Corporation any
contribution, gift, bequest, or devise for the general purposes or for any special purpose of
the Corporation.
4.6 No Benefit. No part of net earnings of the Corporation shall ensure the
benefit of any private shareholder or individual.
ARTICLE 5
LIMITATION OF LIABILITY, INDEMNIFICATION, AND INSURANCE
5.1 Limitation of Personal Liability of Directors.
(a) A Director of the Corporation shall not be personally liable for
monetary damages for any action taken, or any failure to take any action unless (i) the
Director has breached or failed to perform the duties of his or her office as defined
herein; and (ii) the breach or failure to perform constitutes self-dealing, willful
misconduct, or recklessness. The foregoing shall not apply to the liability of a Director
pursuant to any criminal statute, or the liability of a Director for the payment of taxes
pursuant to federal, state or local law.
(b) A Director of the Corporation stands in a fiduciary relationship to
the Corporation, and shall perform his or her duties as a Director in good faith, in a
manner reasonably believed to be in the best interests of the Corporation. A Director shall
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Exhibits and Appendices 13
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
not be considered to be acting in good faith if he or she has knowledge concerning the
matter in question that would cause his or her reliance to be unwarranted.
5.2 Insurance and Indemnification. The Board of Directors may elect to
maintain insurance as appropriate for the Corporation’s needs. The Board may choose to
indemnify a Director or Officer of the Corporation in the event that a third party brings a
claim or lawsuit against such Director or Officer for his or her actions in connection with
the Corporation, provided that the Director or Officer was acting in good faith.
ARTICLE 6
MISCELLANEOUS
6.1 Dispute Resolution. The Board may establish an alternative dispute
resolution committee, which shall have the power to conduct hearings and reach
resolutions regarding disputes arising under and the enforcement of these Bylaws. Any
individual who is aggrieved by any decision of the dispute resolution committee shall have
the right to appeal such decision to a court of competent jurisdiction. Any such disputes
must first proceed through the alternative dispute resolution committee before proceeding
to formal litigation.
6.2 Conflicts. If any provision of these Bylaws conflicts with applicable law,
then the requirements of applicable law shall control.
6.3 Amendments. These Bylaws may be amended or repealed, or new Bylaws
may be adopted, by a majority vote of the Board of Directors at any regular or special
meeting. Any change in these Bylaws shall take effect when adopted unless otherwise
provided in the resolution effecting the change.
6.4 Dissolution. The Corporation may dissolve by a majority vote of the
Board of Directors at any regular or special meeting that it is in the best interests of the
Corporation to dissolve. Upon dissolution of the Corporation, the Board of Directors shall,
after paying or making provision for the payment of all the liabilities of the Corporation,
dispose of the remaining assets of the Corporation exclusively for one or more exempt
purposes, within the meaning of Section 501(c)(3) of the Internal Revenue Code of 1954
(or the corresponding provision of any future Federal Tax Code), or shall distribute the
same to the Federal Government, or to a state or local government for a public purpose.
Any such assets not so disposed of shall be disposed of by order of Courts of Common
Pleas of the State of Georgia in the judicial district where the principal office of the
Corporation is then located, exclusively for such purpose or to such organizations
organized and operated exclusively for such purposes as said court shall determine.
The undersigned certify that the foregoing are the Bylaws of the Corporation
as approved and adopted by the Board of Directors.
9
Exhibits and Appendices 14
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
______________________________
CEO Signature
______________________________
CEO Name
______________________________
Date
______________________________
Secretary Signature
______________________________
Secretary Name
______________________________
Date
EXHIBIT A
CONFLICT OF INTEREST POLICY
1. Purpose. The purpose of this Conflict-of-Interest Policy (this “Conflict of
Interest Policy”) is to protect the interests of The Wright Community School Inc. (the
“Corporation”) when it is contemplating entering into a transaction or arrangement that
might benefit the private interest of a director of the Corporation. This policy is intended
to supplement but not replace any applicable state laws governing conflicts of interest
applicable to nonprofit and charitable organizations.
2. Definitions.
10
Exhibits and Appendices 15
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
i. Interested Person: Any director or officer who has a direct or
indirect financial interest, as defined below, is an interested person.
ii. Financial Interest: A person has a financial interest if the person
has, directly or indirectly, through business, investment, or family, an ownership or
investment interest in any entity with which the Corporation has a transaction or
arrangement.
3. Procedures
i. Duty to Disclose: In connection with any actual or possible
conflict of interest, an interested person must disclose the existence and nature of his or
her financial interest to the directors considering the proposed transaction or arrangement.
ii. Determining Whether a Conflict of Interest Exists: After
disclosure of the financial interest, the interested person shall leave the board meeting
while the determination of a conflict of interest is discussed and voted upon.
4. Violations of the Conflict-of-Interest Policy
i. If the board has reasonable cause to believe that a director has
failed to disclose actual or possible conflicts of interest, it shall inform the director of the
basis for such belief and afford the director an opportunity to explain the alleged failure
to disclose.
ii. If, after hearing the response of the director and making further
investigation as may be warranted, the board determines that the director has in fact
failed to disclose an actual or possible of conflict of interest, it shall take appropriate
disciplinary and corrective action.
5. Annual Statements. Each director shall annually sign a statement which
affirms that such person has received a copy of the conflicts of interest policy, has read
and understands the policy, and has agreed to comply with the policy.
[signature page follows]
This Conflict-of-Interest Policy is
hereby adopted by the Board of
Directors of The Wright Community
School on this ___ day of
_____________, 2024.
______________________________
Director Signature
______________________________
Director Name
11
Exhibits and Appendices 16
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
______________________________
Date
12
Exhibits and Appendices 17
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 3
WCS Governing Board's Conflict of Interest Policy
Exhibits and Appendices 18
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
EXHIBIT A
CONFLICT OF INTEREST POLICY
1. Purpose. The purpose of this Conflict-of-Interest Policy (this “Conflict of
Interest Policy”) is to protect the interests of The Wright Community School Inc. (the
“Corporation”) when it is contemplating entering into a transaction or arrangement that
might benefit the private interest of a director of the Corporation. This policy is intended
to supplement but not replace any applicable state laws governing conflicts of interest
applicable to nonprofit and charitable organizations.
2. Definitions.
i. Interested Person: Any director or officer who has a direct or
indirect financial interest, as defined below, is an interested person.
ii. Financial Interest: A person has a financial interest if the person
has, directly or indirectly, through business, investment, or family, an ownership or
investment interest in any entity with which the Corporation has a transaction or
arrangement.
3. Procedures
i. Duty to Disclose: In connection with any actual or possible
conflict of interest, an interested person must disclose the existence and nature of his or
her financial interest to the directors considering the proposed transaction or arrangement.
ii. Determining Whether a Conflict of Interest Exists: After
disclosure of the financial interest, the interested person shall leave the board meeting
while the determination of a conflict of interest is discussed and voted upon.
4. Violations of the Conflict-of-Interest Policy
i. If the board has reasonable cause to believe that a director has
failed to disclose actual or possible conflicts of interest, it shall inform the director of the
basis for such belief and afford the director an opportunity to explain the alleged failure
to disclose.
ii. If, after hearing the response of the director and making further
investigation as may be warranted, the board determines that the director has in fact
failed to disclose an actual or possible of conflict of interest, it shall take appropriate
disciplinary and corrective action.
5. Annual Statements. Each director shall annually sign a statement which
affirms that such person has received a copy of the conflicts of interest policy, has read
and understands the policy, and has agreed to comply with the policy.
[signature page follows]
11
Exhibits and Appendices 19
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
This Conflict-of-Interest Policy is
hereby adopted by the Board of
Directors of The Wright Community
School on this ___ day of
_____________, 2024.
______________________________
Director Signature
______________________________
Director Name
______________________________
Date
12
Exhibits and Appendices 20
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 4
WCS Governing Board's Conflict of Interest Form
Exhibits and Appendices 21
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
CONFLICT OF INTEREST FORM
Purpose: The purpose of this Conflict of Interest Disclosure Form is to uphold the integrity of
The Wright Community School Inc. (the "Corporation") by ensuring transparency and proper
handling of situations where a director or officer may have a direct or indirect financial interest
in a transaction or arrangement involving the Corporation.
Definitions:
Interested Person: Any director or officer with a direct or indirect financial interest, as
defined below.
Financial Interest: A person has a financial interest if, directly or indirectly, through
business, investment, or family, they possess an ownership or investment interest in any
entity engaged in a transaction or arrangement with the Corporation.
Procedures:
1. Duty to Disclose:
● In the event of an actual or potential conflict of interest, an interested person must
promptly disclose the existence and nature of their financial interest to the directors
considering the proposed transaction or arrangement.
2. Determining Whether a Conflict of Interest Exists:
● Following the disclosure, the interested person shall excuse themselves from the board
meeting while the remaining directors discuss and vote on whether a conflict of interest
exists.
Violations of the Conflict-of-Interest Policy:
If the board has reasonable cause to suspect a failure to disclose conflicts of interest, it
will inform the director of the basis for such belief and provide an opportunity for the
director to explain the alleged failure.
Following the director's response and any necessary investigation, if the board determines
that a failure to disclose a conflict of interest has occurred, it will take appropriate
disciplinary and corrective action.
Annual Statements:
Exhibits and Appendices 22
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
CONFLICT OF INTEREST FORM
● Each director is required to sign an annual statement confirming that they have received,
read, and understood the conflicts of interest policy. The statement affirms the director's
commitment to comply with the policy.
I hereby acknowledge that I have received a copy of the conflicts of interest policy, have read
and understood its contents, and agree to comply with the policy.
Director's Name: ___________________________
Date: ___________________________
Exhibits and Appendices 23
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 5
WCS Governance Training Plan
(Using GaDOE Memo)
Exhibits and Appendices 24
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
WCS Governance Training Plan
O.C.G.A. § 20-2-2072 and SBOE Rule 160-4-9-.06 require members of locally-approved non- profit
charter school governing boards to participate in nine (9) hours of annual training, with six (6) additional
hours of training for new governing board members and members of newly- approved charter schools
during the first year after their approval. The training must include certain topics and be conducted by
a State Board of Education (SBOE) – approved provider. In addition, charter school governing
boards must adopt a Code of Ethics and a Conflict of Interest Policy.
Charter school governing boards should refer to the Department’s website at Charter School
Governing Board Training for the most up-to-date guidance on Standards for Effective
Governance of Georgia Nonprofit Charter School Governing Boards, the model Code of
Ethics and the model Conflict of Interest Policy.
Exhibits and Appendices 25
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
!
Required Number of Training Hours and Topics
Existing Governing Boards and Members: governing board
members that have served one or more years must participate in a minimum of
nine (9) hours of annual training as follows:
Three (3) hours of Financial Governance Training on all topics included in
Domain VII, Standard B, of the Standards for Effective Governance of Georgia
Nonprofit Charter School Governing Boards (see IV and V below).
Three (3) hours of Whole Board Governance Team Training (see III below).
Three (3) hours of training that covers topics within the Standards for
Effective Governance of Georgia Nonprofit Charter School Governing Boards
(see IV below).
New Governing Boards and Members: New members of
governing boards (including past governing board members with a break in
service of greater than one year) and the entire governing board of newly-
approved charter schools must participate in a minimum of fifteen (15) hours of
training within their first year of service as governing board members.
Three (3) hours of training on:
• Best practices on charter school governance;
• Constitutional and statutory requirements relating to
transparency as it relates to public records and open meetings;
• Requirements of applicable statutes and rules and regulations.
Three (3) hours of Charter School Finance and Budgeting Training on all
topics included in Domain VII, Standard A, of the Standards for Effective
Governance of Georgia Nonprofit Charter School Governing Board (see IV
below).
Three (3) hours Financial Governance Training on all topics included in
Domain VII, Standard B, of the SBOE-adopted Standards for Effective
Governance of Georgia Nonprofit Charter School Governing Boards (seeIV and
V below).
Three (3) hours of Whole Board Governance Team Training (see III below).
Three (3) hours of training that covers topics within the Standards for
Effective Governance of Georgia Nonprofit Charter School Governing Boards
(see IV below).
Exhibits and Appendices 26
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
II. Standards for Effective Governance of Georgia Nonprofit Charter School Governing
Boards
• The State Board of Education-approved Standards for Effective Governance of
Georgia Nonprofit Charter School Governing Boards, found at Standards for
Effective Governance of Charter Schools, include standards and elements within
the following ten (10) domains:
o Domain I Governance
o Domain II Strategic Planning
o Domain III Board and Community Relations
o Domain IV Policy Development
o Domain V Board Meetings
o Domain VI Personnel
o Domain VII Financial Governance
o Domain VIII Ethics
o Domain IX Workforce/Economic Development
o Domain X Joint venture among business, school system, technical
college and others
III. Whole Board Governance Team Training
A. The purpose of Whole Board Governance Team Training is to enhance the
effectiveness of the governance team as a whole. It focuses on the training
needs chosen by the governing board as part of their own Annual Board Training
Program assessment of training needs.
B. Whole Board Governance Team Training cannot be conducted unless a quorum
of governing board members are present at the meeting.
C. Board members absent for Whole Board Governance Team Training must make
up the number of hours missed through:
1. Online course(s) by an approved provider in the area of the Whole Board
Governance Team Training they missed, or
2. Meeting with the school’s CEO/Head of School/Principal and the Governing
Board Chair to make up the missed session using the same or substantially
similar information as that used during the session theymissed.
D. If the absent board member(s) fails to complete this optional training, the board
member(s) will not meet the annual training requirements and will be ineligible
to continue serving on the school’s governing board.
E. Approved providers will award training credits for Whole Board Governance
Team Training only when board members attend an approved provider’s course
designed for Whole Board Governance Team Training.
Exhibits and Appendices 27
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
IV. Annual Board Training Program
Developing and establishing the Annual Board Training Program
A. Each charter school governing board must adopt a training program for its
members that complies with SBOE-approved requirements and is provided by a
SBOE-approved vendor.
B. Each training program must include curricula that are aligned with the Standards
for Effective Governance of Georgia Nonprofit Charter School Governing Boards.
C. Training credit hours will only be awarded for approved content aligned with the
governance standards.
D. Each charter school governing board must adopt its Annual Board Training
Program and any revisions at a regularly scheduled meeting.
E. The annual assessment of training needs must start with the Standards for
Effective Governance of Georgia Nonprofit Charter School Governing Boards.
F. Charter school governing boards should then review the list of SBOE-approved
training providers and the training proposals available on the website.
G. Governing board members should develop a training curriculum based on the
board’s identified needs and the training offered by each provider.
H. Any revisions to the training program that are adopted by the SBOE must be
incorporated by each charter school governing board within three (3) months of
such revisions.
Implementing the Annual Board Training Program
I. Charter school governing boards must schedule and participate in an initial
training prior to the start of the school year (for new board members and newly-
approved schools) and annual training thereafter with its selected provider(s).
J. Any individual interested in serving on a charter school governing board must
adhere to SBOE requirements. An individual is not eligible to serve on a charter
school governing board unless he or she:
• Has read and understands, as shown by signing, the charter school’s code
of ethics and conflict of interest policy; and
• Has agreed to annually disclose compliance with the SBOE’s policy on
governing board training as well as the charter school’s code of ethics
and conflict of interest policies by signing a Governance Training
Affidavit. Such disclosures must be included in the charter school’s
annual report due to the Department by November 1.
Exhibits and Appendices 28
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
V. SBOE-Approved Trainers
A. All required board member training must be conducted by an SBOE-approved
charter school governance training provider that offers training in the areas
included on an individual governing board’s training plan.
B. Each year, the SBOE will release an RFP for Charter School Board Governance
Training Providers for the following school year. Providers who submit proposals
and are approved by the SBOE will be eligible to provide charter school
governance training for the following school year.
C. The list of 2017-2018 SBOE-approved training providers will be posted on the
website at the Charter School Governing Board Training link.
D. Training proposals by each approved training provider Individual can also be
found at the Charter School Governing Board Training link.
E. Governing board members should select a training provider that will meet its
needs.
F. Note that the three hours of Financial Governance Training required for new
charter school governing board members in their first year on topics included in
Domain VII, Standard B, of the SBOE-adopted Standards for Effective
Governance of Georgia Nonprofit Charter School Governing Board – including
Fiscal Responsibilities of Board Members; Risk, Internal Controls and Audits;
Federal Funds; Financial Reporting and Fund Accounting; and Budgeting training
– can only be delivered by the Finance and Budget Office of the Georgia
Department of Education.
• Note that this training is comprised of 5 of the 9 modules already
offered to new BOE members by FBO twice per year at the GSBA/GSSA
conferences in Savannah in June and in Atlanta in late November/early
December. We will also provide an opportunity in September 2017 in
Atlanta.
G. Note also that training in Domain VII, Standard B can be provided by any
vendor for charter school governing board members in their second and later
years and for whole board governance training for charter school governing
board members in any year of service.
H. Charter school governing boards and individual members may also participate in
additional training based on identified needs.
I. The Governing Board Chair must receive training related to the leadership duties
of a governing board chair as a portion of the annual training requirement.
Exhibits and Appendices 29
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 6
WCS Locally-Approved Charter School Partners
Roles and Responsibilities Chart
Exhibits and Appendices 30
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 Education Partner(s) Partner(s)
Management District*
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 Education Partner(s) Partner(s)
Management District*
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
Exhibits and Appendices 31
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 Education Partner(s) Partner(s)
Management District*
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
Exhibits and Appendices 32
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Post-
Charter School Secondary Business Community
Charter School Local School
Curriculum and Instruction (continued) Nonprofit Education Partner(s) Partner(s)
Management District*
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 Secondary Business Community
Charter School Local School
Nonprofit Education Partner(s) 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 ✓
Exhibits and Appendices 33
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Post-
Charter School Secondary Business Community
Charter School Local School
School Operations Nonprofit Education Partner(s) Partner(s)
Management District*
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
Exhibits and Appendices 34
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 35
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 7
WCS Admissions Application (Pre-Lottery)
Exhibits and Appendices 36
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
The Wright Community School enrollment application reflects our commitment to providing
equitable opportunities and breaking down barriers for all students. In accordance with O.C.G.A.
§ 20-2-2066 and SBOE Rule 160-4-9-.05, our admissions application adheres to the open
enrollment requirement, focusing on essential information for enrollment. Through a strong
sense of community and an individualized education approach, we equip our students with the
tools they need to succeed. Our focus on support and leadership ensures that each student can
navigate their educational journey with confidence. At The Wright Community School, we are
dedicated to providing an enriching experience that goes beyond traditional education,
preparing our students for a future of limitless possibilities.
Admissions Application Form
Personal Information:
Student's Full Name:
__________________________________________________________
● (Last Name, First Name, Middle Name)
Contact Information:
● Phone Number: ________________________
● Email Address: ________________________
Home Address:
● Street Address:
____________________________________________________________
● City: _______________________________
● State: __________________ Zip Code: ______________
Residence Verification:
● Upload proof of residence within the school’s attendance zone:
● (Acceptable documents include utility bills, lease agreements, or official
government correspondence.)
Academic Information:
4. Grade Level Applying For:
● (Choose One: Kindergarten, 1st Grade, 2nd Grade, ..., 12th Grade)
○ Grade Level:
Exhibits and Appendices 37
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Enrollment Preference:
(Check applicable boxes)
Sibling already enrolled at the charter school.
Qualifies for free or reduced lunch
Qualifies for federal benefits including SNAP, TANF, WIC, Medicare, or PINS
Other enrollment preference (please specify):
________________________________
Sibling Information (if applicable):
● Sibling's Full Name:
__________________________________________________________
● Grade Level at Charter School: ______________________
Additional Information:
6. Previous School Information (if applicable):
● School Name:
_____________________________________________________________
● City/State: ____________________________
Emergency Contact Information:
● Emergency Contact Name: ________________________
● Relationship to Student: __________________________
● Emergency Contact Phone Number: __________________
Health Information:
8. Medical Information or Allergies:
● (Please provide any relevant medical information or allergies for the student.)
Parent/Guardian Information:
9. Parent/Guardian 1:
● Full Name: ___________________________________
● Relationship to Student: ________________________
● Phone Number: ____________________
● Email Address: ____________________
Parent/Guardian 2:
● Full Name: ___________________________________
● Relationship to Student: ________________________
● Phone Number: ____________________
Exhibits and Appendices 38
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
● Email Address: ____________________
Submission Checklist:
● Completed Application Form
● Proof of Residence
● Any Additional Required Documentation
Note: Submission of false information may result in the rejection of the application.
Signature:
I, the undersigned, certify that the information provided in this application is true and accurate
to the best of my knowledge.
Student's Signature: _______________________________ Date: _______________
Parent/Guardian 1 Signature: ________________________ Date: _______________
Parent/Guardian 2 Signature: ________________________ Date: _______________
For Office Use Only:
● Application Received on: ____________
● Verification of Residence: ____________
● Additional Documentation Received: ____________
● Admission Decision: ____________
Exhibits and Appendices 39
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 8
WCS Enrollment, Re-enrollment, and Lottery
Deadlines Policy
Exhibits and Appendices 40
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
WRIGHT COMMUNITY SCHOOL ADMISSIONS, ENROLLMENT, RE-ENROLLMENT, AND
LOTTERY DEADLINES POLICY
Overview:
At The Wright Community School (WCS), our commitment to providing equitable opportunities
and breaking down barriers for all students is reflected in our admissions process. Adhering to
O.C.G.A. § 20-2-2066 and SBOE Rule 160-4-9-.05, our admissions application focuses on
essential information for enrollment, creating a supportive community that empowers students
for success beyond the traditional education system.
ENROLLMENT
Enrollment Criteria:
● WCS welcomes all students residing in DeKalb County within the attendance zone.
● Admission eligibility is determined by age and submission of a timely enrollment
application.
Application Process:
● Prospective students are required to provide specific information on the application,
including their address, name, date of birth, contact details, primary language, and
eligibility for federal services such as WIC/SNAP/TANF/FRL.
● WCS actively communicates the application process through extensive outreach efforts,
employing various channels such as the school's website, social media accounts, digital
advertisements, flyers, mailings to interested families, and informational sessions at
various locations.
● The application window typically spans from January 1 to March 1 of each academic
year, ensuring prospective families have ample time to apply.
● Although late applications are accepted, they are not included in the lottery and are added
to the waitlist in the order received.
Exhibits and Appendices 41
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
WRIGHT COMMUNITY SCHOOL ADMISSIONS, ENROLLMENT, RE-ENROLLMENT, AND
LOTTERY DEADLINES POLICY
Enrollment Priorities and Weighted Lottery:
● WCS prioritizes enrollment for siblings of current students and children of governing
board members or full-time employees.
● A weighted lottery system is implemented to give economically disadvantaged students a
higher weight. This strategy aims to achieve a socioeconomically diverse student
population, with a target of at least 50 percent eligibility for federal services.
Random Lottery Process:
● In cases where the number of applications exceeds available seats, WCS conducts a
random lottery following the guidelines of SCSC Rule 691-2-03.
● Public notice of the lottery date, time, and location is provided electronically on the
school website and social media accounts.
● During the lottery, each applicant receives a student lottery number (SLN) corresponding
to their socioeconomic status, with the SLNs added to a lottery database.
Notification and Registration:
● Parents or guardians are notified of admission status by mail, allowing 14 calendar days
to return a signed enrollment registration card for each child offered enrollment.
● Late submissions may result in outreach via email and phone.
● WCS holds events to support enrollment form completion, ensuring a smooth transition.
Registration Process:
● WCS adheres to SCSC requirements for residency verification and collects necessary
documents for a smooth transition into the school.
● Required forms include immunization certificates, birth certificates, ear/eye/dental
examination certificates, proof of residence, withdrawal paperwork (if applicable),
transcripts, test scores, discipline records, and any applicable educational plans.
Exhibits and Appendices 42
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
WRIGHT COMMUNITY SCHOOL ADMISSIONS, ENROLLMENT, RE-ENROLLMENT, AND
LOTTERY DEADLINES POLICY
● Families also complete additional paperwork and receive information about upcoming
events, orientation, and other relevant details.
RE-ENROLLMENT
Re-Enrollment Process:
● To secure a child’s place for the next school year, parents must officially complete the
re-enrollment process by the re-enrollment deadline.
● The re-enrollment process is designed to ensure continuity and commitment from
existing families.
Withdrawal:
● Parents needing to withdraw their child must request a withdrawal form and ensure all
school property and textbooks are returned.
● A Withdrawal Form is necessary when a family removes a student from the school during
the school year.
LOTTERY AND DEADLINES:
Application Window:
● Open enrollment applications are made available on the website through the online
application system from January 1 to March 1.
Lottery Process:
● WCS conducts a lottery for overenrollment grades, following the guidelines of SCSC
Rule 691-2-03.
● Lottery results are communicated via email, providing transparency and timely
information to parents.
● Late applications are accepted but added to the waitlist in the order received.
Exhibits and Appendices 43
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
WRIGHT COMMUNITY SCHOOL ADMISSIONS, ENROLLMENT, RE-ENROLLMENT, AND
LOTTERY DEADLINES POLICY
Re-Registration and Reapplication:
● An annual re-registration process occurs from January 1 to March 1, allowing current
students to maintain enrollment.
● Reapplication within the same window allows waitlisted families to reapply concurrently
with new applications.
● WCS communicates this process through various channels, including the school website,
email, mailers, text messages, newsletters, and phone calls, ensuring broad awareness and
participation.
If you have any questions regarding the lottery or registration process, please contact the school
registrar at 404.333.8975.
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 us at hello@thewrightcs.org of that change.
Exhibits and Appendices 44
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 9
WCS Annual Calendar & Daily School Schedule
Exhibits and Appendices 45
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
2025-2026 School Calendar (Proposed //)
JULY 2025 4 Independence Day 1 New Year’s Day JANUARY 2026
28-29 Pre-Planning 2 Pre-Planning
S M T W Th F S S M T W Th F S
30-31 Professional 5 First Day of
1 2 3 4 5 1 2 3
Development Day Second Semester
6 7 8 9 10 11 12 19 MLK Holiday 4 5 6 7 8 9 10
13 14 15 16 17 18 19 11 12 13 14 15 16 17
20 21 22 23 24 25 26 18 19 20 21 22 23 24
27 28 29 30 31 25 26 27 28 29 30 31
Instructional Days – 0 Instructional Days – 19
Staff Days – 4 Staff Days – 20
AUGUST 2025 1 Pre-Planning 16 Presidents’ Day FEBRUARY 2026
4 First Day of School 17 Professional
S M T W Th F S S M T W Th F S
Development Day
1 2 1 2 3 4 5 6 7
3 4 5 6 7 8 9 8 9 10 11 12 13 14
10 11 12 13 14 15 16 15 16 17 18 19 20 21
17 18 19 20 21 22 23 22 23 24 25 26 27 28
24 25 26 27 28 29 30
31 Instructional Days – 20 Instructional Days – 18
Staff Days – 21 Staff Days – 19
SEPTEMBER 2025 1 Labor Day MARCH 2026
22-24 Mid-Fall Break
S M T W Th F S S M T W Th F S
25 Professional
1 2 3 4 5 6 1 2 3 4 5 6 7
Development Day
7 8 9 10 11 12 13 26 Teacher Workday 8 9 10 11 12 13 14
14 15 16 17 18 19 20 15 16 17 18 19 20 21
21 22 23 24 25 26 27 22 23 24 25 26 27 28
28 29 30 Instructional Days – 16 Instructional Days – 22 29 30 31
Staff Days – 18 Staff Days – 22
OCTOBER 2025 6-10 Spring Break APRIL 2026
S M T W Th F S S M T W Th F S
1 2 3 4 1 2 3 4
5 6 7 8 9 10 11 5 6 7 8 9 10 11
12 13 14 15 16 17 18 12 13 14 15 16 17 18
19 20 21 22 23 24 25 Instructional Days – 23 Instructional Days – 17 19 20 21 22 23 24 25
26 27 28 29 30 31 Staff Days – 23 Staff Days – 17 26 27 28 29 30
NOVEMBER 2025 4 Election/Remote Learning 21 Last Day of School MAY 2026
24-28 Thanksgiving Break 22 Teacher Workday
S M T W Th F S S M T W Th F S
25 Memorial Day
1 1 2
2 3 4 5 6 7 8 3 4 5 6 7 8 9
9 10 11 12 13 14 15 10 11 12 13 14 15 16
16 17 18 19 20 21 22 17 18 19 20 21 22 23
23 24 25 26 27 28 29 Instructional Days – 15 24 25 26 27 28 29 30
30 Staff Days – 15 Instructional Days – 15 31
Staff Days – 16
DECEMBER 2025 19 Last Day of Preplanning/Post-Planning/Teacher Workday (no students)
First Semester First/Last Day of Semester
S M T W Th F S
22-31 Winter Break Professional Development Day (students off)
1 2 3 4 5 6
7 8 9 10 11 12 13
Break (schools closed for staff and students)
14 15 16 17 18 19 20
Remote Learning/Learning Day (Election)
21 22 23 24 25 26 27 Instructional Days – 15 The proposed 2025-2026 School Calendar includes a total of 180 instructional
28 29 30 31 Staff Days – 15 days for students: 89 days for First Semester and 91 days for Second
Semester.* adapted from Fulton County Schools
Please note: All state-wide election days will be
Exhibits and Appendices 46
remote learning days for students unless otherwise indicated above.
! • ! • -- • www. ! .org
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
A Day
Period Start End
6th Grade
Homeroom/Advisor 8:00 8:25 SY25
Check Ins
Period 1 8:30 9:50
B Day
Period 2 9:55 11:15
Period Start End
Lunch & Community 11:20 12:00
Time Homeroom/Advisor Check 8:00 8:25
Ins
Flex/Study 12:05 12:40
Skills/Intervention Period 5 8:30 9:50
Period 3 12:45 2:05PM Period 6 9:55 11:15
Period 4 2:10 3:30 PM Lunch & Community Time 11:20 12:00
Dismissal 3:40 4:00 Flex/Study 12:05 12:40
Skills/Intervention
Period 7 12:45 2:05PM
Period 8 2:10 3:30 PM
Dismissal 3:40 4:00
Exhibits and Appendices 47
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
A Day
Period Start End
9th Grade
Homeroom/Advisor 8:00 8:25 SY25
Check Ins
Period 1 8:30 9:50
B Day
Period 2 9:55 11:15
Period Start End
Period 3 11:20 12:40
Homeroom/Advisor Check 8:00 8:25
Lunch & Community 12:45 1:20 Ins
Time
Period 5 8:30 9:50
Flex/Study 1:25 2:05PM
Skills/Intervention Period 6 9:55 11:15
Period 4 2:10 3:30 PM Period 7 11:20 12:40
Dismissal 3:40 4:00 Lunch & Community Time 12:45 1:20
Flex/Study 1:25 2:05PM
Skills/Intervention
Period 8 2:10 3:30 PM
Dismissal 3:40 4:00
Exhibits and Appendices 48
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 10a
WCS Scope and Sequences for
6th through 8th Grade
Exhibits and Appendices 49
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
Unit 1: Discovering Your Voice CCSS in Unit 1: RI.6.6, RI.6.3, RI.6.10, W.6.2e, W.6.3b, W.6.7, RI.6.2, RI.6.5,
SL.6.2, L.6.4c, L.6.2a, RI.6.4, W.6.9b, SL.6.1a, L.6.4b, L.6.1c, RL.6.4, RL.6.5, RL.6.6,
Essential Question: What are the ways you can make yourself heard? RL.6.1, W.6.9e, SL.6.6, RI.6.8, W.6.1a, W.6.1b, SL.6.4, SL.6.3, L.6.4a, L.6.4d, L.6.2b,
RI.6.8, W.6.8, SL.6.1c, SL.6.1b, RL 6.10, W.6.1c. W.6.1d, W.6.1e, W.6.3, SL.6.5
Unit 1 Academic Vocabulary: appropriate, authority, consequence, element, justify
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language!
Vocabulary Strategy (Grammar)
ANALYZE & APPLY
MEMOIR IN VERSE Analyze Text Structure and Describe a Connection
from Brown Girl Dreaming Purpose RI.6.6, RI.6.3 W.6.2e
by Jacqueline Woodson
Analyze a Memoir RI.6.10 Compose and Present a
Biographical Poem
W.6.3b
Who’s Jacqueline Woodson?
W.6.7
INFORMATIONAL TEXT Analyze Informational Texts So What Did It Mean? • reflection Commas and Sentence Variety
from Selfie: The Changing RI.6.3, RI.6.2 RI.6.2 • haughty L.6.2a
Face of Self-Portraits • span
by Susie Brooks Analyze Print and Graphic Post Those “Selfies” • prim
Features SL.6.2
RI.6.5 Connotations and Denotations
Learn More About the Artist L.6.4c
W.6.7
HUMOR Analyze Author’s Use of Analyze Author’s Purpose and • apology Pronouns
What’s so Funny, Mr. Language Point of View • history L.6.1c
Scieszka? RI.6.4 W.6.9b • terror
by Jon Scieszka
Determine Author’s Purpose and Explain the Steps for Telling a Word Origins
Point of View Joke L.6.4b
RI.6.6, RI.6.3 SL.6.1a
Watch That Mouth, Friend!
W.6.7
1
Exhibits and Appendices 50
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
COLLABORATE & COMPARE
Compare Poems
POEM Analyze Figurative Language Characterize the Speaker
A Voice RL.6.4, RL.6.5 W.6.9e
by Pat Mora
Make Inferences About Tone and Discuss and Analyze Figurative
POEM Speaker Language
Words Like Freedom RL.6.6, RL.6.1 SL.6.1a, SL.6.6
by Langston Hughes
Investigate the Harlem
Renaissance
W.6.7
COLLABORATE & COMPARE
Compare Arguments
ARGUMENT Trace and Evaluate an Argument Compose an Argument • saturated Spell Commonly Confused
Better Than Words: Say It With RI.6.8, RI.6.3 W. 6.1a, W.6.1b • Indulgent Words Correctly
a Selfie • narcissist L.6.2b
by Gloria Chang Determine an Author’s Purpose Create and Present “The Perfect • intimacy
RI.6.6, RI.6.5 Selfie” • eternity
MENTOR TEXT SL.6.4, SL.6.3
ARGUMENT Context Clues
OMG, Not Another Selfie! Put That Phone Away, Please! L.6.4a, L.6.4d
by Shermakaye Bass W.6.7
Collaborate & Compare
Compare and Evaluate Arguments RI.6.8, RI.6.2, RI.6.3
Collaborate and Research W.6.8, SL.6.1c, SL.6.1b
Independent Reading
RL 6.10, RI 6.10
Unit 1 Tasks
Write an Argument
W.6.1a, W.6.1b, W.6.1c. W.6.1d, W.6.1e
Reflect & Extend
• Write a Memoir W.6.3
• Create a Photo Collage SL.6.5
2
Exhibits and Appendices 51
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
Unit 2: Never Give Up CCSS in Unit 2: RI.6.2, RI.6.5, RI.6.3, W.6.1.a, W.6.1.d, W.6.1.e, SL.6.1.b, W.6.7,
L.6.4.b, L.6.4.c, L.6.1.e, RL.6.4, RL.6.5, RL.6.1, RL.6.2, W.6.4, SL.6.5, SL.6.6, W.6.8,
Essential Question: What keeps people from giving up? RL.6.3, RL.6.5, W.6.2.a, W.6.2.b, W.6.2.f, SL.6.1.c, SL.6.1.d, W.6.9.a, L.6.2.a, L.6.3.a,
SL.6.1.a, RL.6.9, RL.6.10, RI.6.10, W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d,W.6.3.e,
Unit 2 Academic Vocabulary: achieve, individual, instance, outcome, principle W.6.6, SL.6.4, SL.6.6, W.6.2
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
MENTOR TEXT Analyze Features of Let Them Know What You Think • debate Capitalization
MEMOIR Informational Texts W.6.1.a, W.6.1.d, W.6.1.e • edict L.6.1.e
A Schoolgirl’s Diary from I Am RI.6.2, RI.6.5 • defy
Malala School’s Out! • pseudonym
by Malala Yousafzai with Generate Questions SL.6.1.b, W.6.1.d • anonymous
RI.6.3
Patricia McCormick
What Happens Next? Greek and Latin Roots
W.6.7 L.6.4.b, L.6.4.c
POEM Analyze Poetic Forms A “Speech” for Someone Who
Speech to the Young: Speech RL.6.4, RL.6.5 Needs It
to the Progress-Toward
by Gwendolyn Brooks Make Inferences About Theme Video Interpretation
RL.6.1, RL.6.2 W.6.4, SL.6.5, SL.6.6
“You Will Be Right”
W.6.7, W.6.8
COLLABORATE & COMPARE
Compare Time Periods
SHORT STORY Analyze Plot and Character There’s Something About John • resentment Sentence Patterns
The First Day of School RL.6.3 W.6.2.a, W.6.2.b, W.6.2.f • lament L.6.2.a, L.6.3.a
by R.V. Cassill • stealthily
Analyze Setting Compare and Contrast • linger
RL.6.5 Experiences • serene
SL.6.1.c, SL.6.1.b, SL.6.1.d, • poised
W.6.9.a
Thesaurus
How Have Schools Changed? L.6.4.c
W.6.7, W.6.8
3
Exhibits and Appendices 52
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
GRAPHIC NOVEL Analyze Plot and Character Analyze the Characters
from New Kid RL.6.3 RL.6.3,W.6.7, W.6.9.a
by Jerry Craft, color by Jim
Callahan Analyze Setting and Theme Roundtable
RL.6.5 SL.6.6
A Vlog for the New Kids
SL.6.1.a
Collaborate & Compare
Compare Time Periods RL.6.2, RL.6.9
Collaborate and Present W.6.2.b, W.6.9.a
Independent Reading
RL.6.10, RI.6.10
Unit 2 Tasks
Write a Nonfiction Narrative
W.6.3, W.6.3.a, W.6.3.b, W.6.3.c, W.6.3.d,W.6.3.e
Speaking & Listening
• Produce and Present a Podcast W.6.6, SL.6.4, SL.6.5, SL.6.6
Reflect & Extend
• Write a Self-Help Article W.6.2
• Create an Inspirational Poster SL.6.5, SL.6.6
4
Exhibits and Appendices 53
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
Unit 3: Finding Courage CCSS in Unit 3: RL.6.3, RL.6.5, W.6.2.e, SL.6.5, L.6.3.b, W.6.1.a–b, W.6.1.e ,
SL.6.6, L.6.4.c, L.6.4.d, L.6.1.e, RL.6.6, RL.6.7, W.6.3, RI.6.2, RI.6.3, RI.6.5, RI.6.1,
Essential Question: How do you find courage in the face of fear? W.6.9.b, W.6.2.b, W.6.7, L.6.4.b, L.6.2.a, L.6.1.e, RI.6.6, RI.6.7, SL.6.2, W.6.7, SL.6.4,
RI.6.4, W.6.9.a, W.6.8, L.6.3.a, RL.6.1, SL.6.1.a, L.6.4.a, SL.6.1.c, SL.6.1.d, SL.6.1.b,
Unit 3 Academic Vocabulary: evident, factor, indicate, similar, specific W.6.2.c, RL.6.10, RI.6.10, W.6.2, W.6.2.a–f, W.6.10, SL.6.4, W.6.6, W.6.3, SL.6.5
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
NOVEL Analyze Character and Plot Explain Parvana to a Friend • solution Capitalization of Proper Nouns
from The Breadwinner RL.6.3 W.6.2.e • responsibility L.6.1.e
by Deborah Ellis • stammer
Analyze Character and Setting Compare Media • fume
RL.6.5 SL.6.5,L.6.3.b
Parts of Speech
Give a Multimedia Presentation L.6.4.c, L.6.4.d
W.6.1.a–b, W.6.1.e , SL.6.6
POEM Explain Speaker Compose a Lyric Poem
Life Doesn’t Frighten Me RL.6.6 SL.6.6
by Maya Angelou
Analyze Structure: Repetition Present a Poem
and Refrain RL.6.7
RL.6.5
Compare and Contrast Versions
of a Poem
W.6.3 SL.6.1.a
MENTOR TEXT Analyze Structure Fears vs. Phobias • activate Dashes
INFORMATIONAL TEXT RI.6.2, RI.6.3, RI.6.5 W.6.9.b • trigger L.6.2.a, L.6.1.e
Fears and Phobias • turbulence
by kidshealth.org Cite Evidence Overcoming Fear • immaturity
RI.6.1 SL.6.1.a,W.6.2.b
Prefixes That Mean “Not”
Overcome Phobias L.6.4.b, L.6.4.c
W.6.7, SL.6.6
5
Exhibits and Appendices 54
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
VIDEO Analyze Media Integrate Information
Wired for Fear RI.6.5, RI.6.6 RI.6.7, SL.6.2
by the California Science
Center Produce a Podcast
W.6.2.b,W.6.9.b
Discover the Power of Fear
W.6.7, SL.6.4
COLLABORATE & COMPARE
Compare Across Genres
INFORMATIONAL TEXT Analyze Structure Report on Research • essential Commas
Embarrassed? Blame Your Brain RI.6.3, RI.6.4 W.6.9.a • amplify L.6.2.a, L.6.3.a
by Jennifer Connor-Smith • generate
Determine Meanings Driven by Fear • humiliation
RI.6.5 W.6.7,SL.6.1.a, SL.6.6
Synonyms and Antonyms
Advertise a Service L.6.4.c
W.6.8
SHORT STORY Analyze Character Compare and Contrast • murky Varying Sentence Patterns
The Ravine RL.6.3 W.6.9.a • rivulet L.6.2.a, L.6.3.a
by Graham Salisbury • cascade
Make Inferences Coward or Hero? • precipice
RL.6.1, RL.6.5 SL.6.1.a
Context Clues
Investigate Hawaiian Sports L.6.4.a, L.6.4.d
W.6.7, W.6.8, SL.6.6
Collaborate & Compare
Compare Across Genres RL.6.1, RL.6.3, RL.6.5
Conduct Research W.6.7, W.6.8
6
Exhibits and Appendices 55
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
COLLABORATE & COMPARE
Compare Presentations
GRAPHIC BIOGRAPHY Analyze Structure of Write a Summary • discourage Adverbs and Adverb Clauses
from Into the Air Informational Texts RI.6.2 • defeat L.6.2.a, L.6.3.a
by Robert Burleigh RI.6.5 • lap
Investigate Advances in Flight • table
Determine Central Idea W.6.7, SL.6.1.c • preserve
RI.6.1, RI.6.2 • demonstration
Discuss with a Small Group
W.6.9.b, SL.6.1.a, SL.6.1.d
Multiple-Meaning Words
L.6.4.a, L.6.4.c
BIOGRAPHY Analyze Structure of What Happened? • experiment Transitions and Commas
from The Wright Brothers: How Informational Texts RI.6.2 • prediction L.6.2.a, W.6.2.c
They Invented the Airplane RI.6.5 • accurate
by Russell Freedman Find the Main Idea • calculate
Determine Key Ideas SL.6.1.a, SL.6.1.c, SL.6.6 • apparatus
RI.6.1, RI.6.2
Never Give Up
SL.6.1.b Resources
L.6.4.c
Collaborate & Compare
Compare Presentation of Events RI.6.1,RI.6.2, RI.6.3, RI.6.5, RI.6.9
Discuss and Present SL.6.4, SL.6.6, SL.6.1.a
Independent Reading
RL 6.10, RI 6.10
Unit 3 Tasks
Write an Informational Essay
W.6.2, W.6.2.a–f, W.6.10
Speaking & Listening
• Give a Presentation SL.6.4, SL.6.6, W.6.6
7
Exhibits and Appendices 56
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
Reflect & Extend
• Write a Short Story W.6.3
• Create a Vlog SL.6.5, SL.6.6
8
Exhibits and Appendices 57
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
Unit 4: Through an Animal’s Eyes CCSS in Unit 4: RL.6.5, RL.6.4, RL.6.6, W.6.3.d, W.6.3.b, SL.6.5, W.6.6, W.6.7,
L.6.4.b, L.6.2.a, L.6.3.a, RL.6.1, RL.6.2, SL.6.5, W.6.2, W.6.9, SL.6.1, L.6.1.e, RI.6.3,
Essential Question: What can you learn from seeing the world through an animal’s RI.6.5, RI.6.2, W.6.2.b, W.6.2.c, L.6.1.a, L.6.1.c, SL.6.1.a, SL.6.1.d, RL.6.9, W.6.9.a,
eyes? SL.6.4, RI.6.8, L.6.4.c, L.6.2.b, SL.6.1.b,SL.6.1.c, SL.6.3, W.6.1, W.6.1.a–e, W.6.10,
RL.6.10, RI.6.10, SL.6.6
Unit 4 Academic Vocabulary: benefit, distinct, environment, illustrate, respond
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
NOVEL Analyze Point of View Write a Story • sensitive Complex Sentences
from Pax RL.6.5 W.6.3.d • anxiety L.6.2.a, L.6.3.a
by Sara Pennypacker • injury
Analyze Word Choice Caring and Responsibility • displease
RL.6.4, RL.6.6 W.6.3.b,SL.6.5
People and Pets
W.6.6,W.6.7 Greek and Latin Roots
L.6.4.b
SCIENCE FICTION Infer Theme What’s the Point? • interplanetary Verb Tenses
Zoo RL.6.1, RL.6.2 W.6.7 • constantly L.6.1.e
by Edward Hoch • microphone
Analyze Point of View Get Ready to Film • embrace
RL.6.5, RL.6.6 SL.6.5
Such Different Points of View Greek Roots
W.6.2, W.6.9, SL.6.1 L.6.4.b
INFORMATIONAL TEXT Analyze Text Structure Field Research • eavesdrop Pronouns
from Animal Snoops: the RI.6.3, RI.6.5 W.6.2.b, W.6.2.c, W.6.7 • foil L.6.1.a, L.6.1.c
Wondrous World of Wildlife • predator
Spies Analyze Central Ideas Just How Smart Are They? • stake
by Peter Christie RI.6.2 SL.6.1.b,SL.6.1.c • intercept
Learn a Little More Latin Roots
W.6.7 L.6.4.b
9
Exhibits and Appendices 58
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
COLLABORATE & COMPARE
Compare Themes
POEM Analyze Personification and Views of Wildlife
Animal Wisdom Imagery SL.6.1,SL.6.1.a,SL.6.1.d
by Nancy Wood RL.6.4
What Did You See? Hear? Feel?
RL.6.4
POEM Paraphrase
The Last Wolf RL.6.2 Discover the Truth About
by Mary TallMountain Wolves
W.6.7
Collaborate & Compare
Compare Themes RL.6.1, RL.6.2, RL.6.9
Collaborate and Present W.6.9.a, SL.6.4
COLLABORATE & COMPARE
Evaluate and Compare Arguments
Mentor Text Analyze Arguments Take a Stand • exotic The Correct Word
ARGUMENT RI.6.2 W.6.1.b • dictate L.6.2.b
Wild Animals Aren’t Pets • exempt
by USA TODAY Create a PSA • regulate
Evaluate Arguments W.6.1.a
Mentor Text RI.6.3, RI.6.5, RI.6.8
ARGUMENT Do You Really Want One?
Let People Own Exotic Animals W.6.7 Word Origins
by Zuzana Kukol L.6.4.c
Collaborate & Compare
Evaluate and Compare Arguments RI.6.2, RI.6.3, RI.6.5, RI.6.8
Research and Debate SL.6.1.a,SL.6.1.b,SL.6.1.c, SL.6.1.d, SL.6.3
Independent Reading
RL.6.10, RI.6.10
10
Exhibits and Appendices 59
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
Unit 4 Tasks
Write an Argument
W.6.1, W.6.1.a–e, W.6.10
Speaking & Listening
• Present an Argument SL.6.4, SL.6.5, SL.6.6, W.6.6
Reflect & Extend
• Write a Literary Essay W.6.2
• Create a Song SL.6.5
11
Exhibits and Appendices 60
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
Unit 5: Surviving the Unthinkable CCSS in Unit 5: RL.6.6, RL.6.3, W.6.9.a, SL.6.6, W.6.7, L.6.4.d, L.6.4.a, L.6.3.a,
RI.6.7, RI.6.9, RI.6.2, W.6.8, RI.6.3, RI.6.6, RI.6.4, RI.6.5, W.6.6, L.6.2.a, RL.6.5,
Essential Question: What does it take to be a survivor? RL.6.4, W.6.10, W.6.3b, SL.6.1.a, L.6.1.b, L.6.1.a, RL.6.9, RL.6.9.a, RL.6.2, SL.6.6,
RL.6.10, RI.6.10, W.6.2, W.6.4
Unit 5 Academic Vocabulary: circumstance, constraint, impact, injure, significant
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
NOVEL Analyze Setting and Character Salva and the Setting • veer Prepositions and Prepositional
from A Long Walk to Water RL.6.6, RL.6.3 W.6.9.a • hesitate Phrases
by Linda Sue Park • collapse L.6.3.a
Analyze Structure Rising to the Challenge • scurry
SL.6.6 • shoulder
Water for South Sudan
W.6.7 Vocabulary Resources
L.6.4.d, L.6.4.a
DOCUMENTARY Integrate Information from Summary Timeline
Salva’s Story Media RI.6.2, W.6.8
by POVRoseMedia RI.6.7, RI.6.9
Compare and Contrast
Presentation of Events
RI.6.7
The Lost Boys
W.6.7
MENTOR TEXT Determine Author’s Purpose and Posts from the Deck • reluctance Commas
MEMOIR Point of View W.6.8 • reassure L.6.2.a, L.6.3.a
Into the Lifeboat from Titanic RI.6.3, RI.6.6 • fascinate
Survivor Present Your Ideas • unrestrainedly
by Violet Jessop Determine Meaning of Words W.6.6 • agonizing
and Phrases
RI.6.4, RI.6.5 Other Survivors Context Clues
W.6.7 L.6.4.d, L.6.4.a
12
Exhibits and Appendices 61
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
COLLABORATE & COMPARE
Compare Across Genres
POEM Analyze Free Verse Write a Poem
from After the Hurricane RL.6.5, RL.6.4 W.6.10
by Rita Williams-Garcia
Analyze Figurative Language What Went Right?
RL.6.4
Responders
NOVEL Analyze Setting Texts from a Rooftop • fortitude Pronouns
from Ninth Ward RL.6.5 W.6.3b, W.6.8 • endure L.6.1.b, L.6.1.a
by Jewell Parker Rhodes • horizon
Analyze Language Create a Poster • angular
RL.6.4 SL.6.1.a • focus
Discover the Ninth Ward
W.6.7, L.6.4.d
Context Clues
L.6.4.d, L.6.4.a
Collaborate & Compare
Compare Across Genres RL.6.9, RL.6.9.a, RL.6.2
Collaborate and Research SL.6.6, SL.6.1.a
Independent Reading
RL 6.10, RI 6.10
Unit 5 Tasks
Write an Explanatory Essay W.6.2, W.6.4, W.6.10
Reflect & Extend
• Create an Infographic W.6.6
• Compare and Contrast Accounts RI.6.9,W.6.2
13
Exhibits and Appendices 62
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
Unit 6: Hidden Truth CCSS in Unit 6: RI.6.3, RI.6.2, RI.6.1, RI.6.5, SL.6.1.b, SL.6.1.a, SL.6.1.d, W.6.9.b,
L.6.4.a, L.6.2.a, L.6.3.a, RL.6.5, RL.6.2, W.6.9.a, RL.6.7, W.6.7, L.6.4.c, RL.6.4,
Essential Question: What hidden truths about people and the world are revealed in W.6.10, RL.6.1, RL.6.9, SL.6.4, SL.6.6, RL.6.3, RL.6.6, W.6.3.b, W.6.8, W.6.6,
stories? L.6.4.b, L.6.1.e, L.6.4.d, L.6.4.a, RL 6.10, RI 6.10, W.6.3, W.6.4, W.6.2, W.6.9
Unit 6 Academic Vocabulary: emphasize, occur, period, relevant, tradition
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
BOOK INTRODUCTION Analyze Informational Texts A Guide for Storytellers • universal Complex Sentences
from Storytelling RI.6.3 RI.6.3, SL.6.1.b • integral L.6.2.a, L.6.3.a
by Josepha Sherman • invariably
Analyze Central Ideas Write a Speech • trance
RI.6.2, RI.6.1,RI.6.5 SL.6.1.a, SL.6.1.d • nurture
• chastise
Hey, What Did It Say?
• adversity
W.6.9.b
Context Clues
L.6.4.a
STORY Analyze Elements of Drama Character Study • wistfully Prepositions and Prepositional
The Prince and the Pauper RL.6.5 W.6.9.a • anxiously Phrases
by Mark Twain, dramatized by • discreetly L.6.3.a
Joellen Bland Analyze Theme Stage vs. Script • rueful
RL.6.2 RL.6.7 • jest
• perplexed
Will the Real Prince Edward Resources
Please Stand Up? L.6.4.c
W.6.7
14
Exhibits and Appendices 63
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
COLLABORATE & COMPARE
Compare Poems
POEM Analyze Poetic Forms Paraphrase Those Difficult Lines
Archetype RL.6.5 W.6.9.a, W.6.10
by Margarita Engle
Analyze Allusions Was the Story Really that Bad?
POEM RL.6.4 SL.6.1.d, RL.6.1
Fairy-tale Logic
by A.E. Stallings Mix and Match
W.6.7, RL.6.1
Collaborate & Compare
Compare Poems RL.6.9, W.6.9.a, RL.6.1
Analyze Poetic Forms SL.6.4, SL.6.6, SL.6.1.a
COLLABORATE & COMPARE
Compare Themes
FOLKTALE RETOLD Analyze Plot Take a Different Point of View • seamstress Quotation Marks
The Boatman’s Flute RL.6.5, RL.6.3 W.6.3.b,W.6.8, W.6.9.a • courtyard L.6.1.e
by Sherry Garland • convince
Explain Narrator and Point of An eCard for the Mandarin’s • commit
View Daughter • sincere
RL.6.6 W.6.6 • politeness
Share What You Discover
W.6.7 Word Structure
L.6.4.b
Mentor Text Analyze Theme Analyze a Theme • amazement Adjectives and Adverbs
FOLKTALE RETOLD RL.6.2, RL.6.1 RL.6.2, W.6.8, L.6.3.a, W.6.10 • enchanting L.6.3.a
The Mouse Bride • deceptive
by Heather Forest Analyze Purpose and Text What’s Not to Love? • regal
Structure SL.6.1.b, W.6.9.a, SL.6.1.a, • elegant
RL.6.5, RL.6.3 SL.6.6
Context Clues
Illustrate Scenes L.6.4.a,L.6.4.b
W.6.7, L.6.4.d
15
Exhibits and Appendices 64
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 6 aligned to
Common Core State Standards for English Language Arts, Grade 6
Collaborate & Compare
Compare Themes RL.6.9,RL.6.3,RL.6.2, RL.6.1
Collaborate and Present SL.6.6, SL.6.1.a-b
Independent Reading
RL 6.10, RI 6.10
Unit 6 Tasks
Write a Short Story W.6.3, W.6.4, W.6.10
Reflect & Extend
• Write a Literary Analysis W.6.2, W.6.9
• Create a Movie Trailer SL.6.4,W.6.4, W.6.6
16
Exhibits and Appendices 65
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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Pdpqnctbshnm JR1,3’ JR1,4 RYkYlYmcdqr GYmcr,nm JYa9 Lncdk sgd Fqddmgntrd
Kdrrnm 19 DZqsg&r Ghrsnqx
Kdrrnm 29 OkZms Qdpqnctbshnm Kdrrnm 09 Ahnchudqrhsx hm Dbnrxrsdlr Dffldbs
Tmhs 29 Gtl‘m Hmfitdmbd nm GYmcr,nm JYa9 Bnmrsqtbs Y Shldkhmd
Zmc Fqnvsg GYmcr,nm JYa9 LdYrtqd Ahnchudqrhsx Hmgdqhs‘mbd
GYmcr,nm JYa9 HmudrshfYsd Eknvdq OYqsr Kdrrnm 19 BgZmfdr hm Dbnrxrsdlr JR3,4
Kdrrnm 39 ?mhlZk Qdpqnctbshnm GYmcr,nm JYa9 VgYs EYbsnqr Hmfitdmbd Y
Zmc Fqnvsg OnptkYshnm BgYmfd: Kdrrnm 09 ?qshzbhZk Rdkdbshnm
GYmcr,nm JYa9 Lncdk sgd Fqnvsg Kdrrnm 29 Dmfhmddq Hs – LZhmsZhmhmf GYmcr,nm JYa9 ?mYkxyd Rdkdbsdc SqYhsr
ne Ym ?mhlYk Ahnchudqrhsx hm UdfdsYakdr
GYmcr,nm JYa9 Lncdk GYahsYs Kdrrnm 19 Ahnsdbgmnknfx Zmc
EqYfldmsYshnm HmgdqhsZmbd
Exhibits and Appendices 67
GYmcr,nm JYa9 Lnchex AYbsdqhY
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
OgxrhbYk Rbhdmbd
LNCTKD H9 DMDPFW DMDPFW Tmhs 29 Bgdlhb‘k Oqnbdrrdr
K
SP?MREDP ‘mc Dpt‘shnmr
Tmhs 09 Dmdqfx OR0,1’ OR0,4’ OR0,5
OR2,0’ OR2,1 Kdrrnm 09 BgdlhbZk QdZbshnmr
Kdrrnm 09 Hmsqnctbshnm sn Dmdqfx GYmcr,nm JYa9 Nardqud RtarsYmbdr
GYmcr,nm JYa9 HmudrshfYsd Dmdqfx hm Y Adenqd Ymc ?esdq Y BgYmfd
PnkkaYbj BYm Kdrrnm 19 BgdlhbZk DptZshnmr
Kdrrnm 19 Jhmdshb Zmc OnsdmshZk GYmcr,nm JYa9 Nardquhmf Y BgdlhbYk
Dmdqfx PdYbshnm
GYmcr,nm JYa9 ?mYkxyd Dmdqfx hm Kdrrnm 29 Dmfhmddq Hs – SgdqlZk
Rxrsdlr Dmdqfx Zmc BgdlhbZk Oqnbdrrdr
Kdrrnm 29 Dmfhmddq Hs – SqZmrenqlhmf GYmcr,nm JYa9 Bgnnrhmf Y BgdlhbYk
Oqnbdrr Kdrrnm 19 Dkdbsqhb Enqbdr
OnsdmshZk Dmdqfx
GYmcr,nm JYa9 Dwpknqd sgd Dkdbsqhb Enqbd
GYmcr,nm JYa9 Cdrhfm Y Cduhbd sn
CdlnmrsqYsd OnsdmshYk Dmdqfx
Tmhs 39 Sgd Bgdlhrsqx ne GYmcr,nm JYa9 ChrsYmbd Adsvddm
L‘sdqh‘kr BgYqfdc Naidbsr
GYmcr,nm JYa9 Npshlhyd Y Cduhbd sn
OR0,2 GYmcr,nm JYa9 LYfmhstcd ne sgd
CdlnmrsqYsd OnsdmshYk Dmdqfx
Kdrrnm 09 MZstqZk Zmc Rxmsgdshb Dkdbsqhb BgYqfd
Tmhs 19 Dmdqfx Sq‘mredq LZsdqhZkr Kdrrnm 29 Ehdkcr
OR2,2’ OR2,3’ OR2,4 GYmcr,nm JYa9 LYjd Y Rxmsgdshb LYsdqhYk GYmcr,nm JYa9 Lncdk LYfmdshb Ehdkc
Kdrrnm 09 BgZmfdr hm Dmdqfx Kdrrnm 19 Dmfhmddq Hs – Sgd Khed Bxbkd Kdrrnm 39 DkdbsqnlZfmdshrl
GYmcr,nm JYa9 HmudrshfYsd sgd SqYmredq ne Rxmsgdshb LZsdqhZkr GYmcr,nm JYa9 Athkc Ym DkdbsqnlYfmds
ne Dmdqfx GYmcr,nm JYa9 Rnqs Rxmsgdshb LYsdqhYkr
Trhmf Oqnpdqshdr
Kdrrnm 19 SdlpdqZstqd Zmc GdZs LNCTKD K9 V?UDR SGDHP
GYmcr,nm JYa9 BnlpYqd SgdqlYk ?OOJHB?SHNMR
Dmdqfx hm Ym Naidbs LNCTKD J9 ENPBDR’ LNSHNM
Tmhs 09 V‘udr
Kdrrnm 29 Dmfhmddq Hs – Dmdqfx EHDJCR OR3,0’ OR3,1
SqZmredq hm Rxrsdlr Tmhs 09 Enqbdr ‘mc Lnshnm
GYmcr,nm JYa9 DwYlhmd sgd SqYmredq ne Kdrrnm 09 Hmsqnctbshnm sn VZudr
OR1,0’ OR1,1’ OR1,3 GYmcr,nm JYa9 Lncdk Svn Sxpdr ne
SgdqlYk Dmdqfx Sgqntfg PYchYshnm
Kdrrnm 09 Hmsqnctbshnm sn Enqbdr VYudr
GYmcr,nm JYa9 Cdrhfm Ymc Sdrs Ym GYmcr,nm JYa9 Nardqud DudqxcYx Enqbdr
HmrtkYsdc BnmsYhmdq GYmcr,nm JYa9 HmudrshfYsd VYudr
GYmcr,nm JYa9 HmudrshfYsd Eqhbshnm Kdrrnm 19 Sgd AdgZuhnq ne LdbgZmhbZk
Kdrrnm 19 FqZuhsx Zmc Eqhbshnm VZudr
LNCTKD I9 BGDLHRSPW GYmcr,nm JYa9 HmudrshfYsd EYkkhmf GYmcr,nm JYa9 FdmdqYsd LdbgYmhbYk
Tmhs 09 Sgd Rsqtbstqd ne L‘ssdq Naidbsr9 LYrr VYudr
OR0,0 GYmcr,nm JYa9 HmudrshfYsd Eqhbshnm Kdrrnm 29 Khfgs VZudr
Kdrrnm 09 Sgd Oqnpdqshdr ne LZssdq GYmcr,nm JYa9 HmudrshfYsd EYkkhmf GYmcr,nm JYa9 Lncdk Rpdbhzb VYud
GYmcr,nm JYa9 LdYrtqhmf Cdmrhsx Naidbsr9 ?hq Oqnpdqshdr
Kdrrnm 19 ?snlr Zmc Dkdldmsr Kdrrnm 29 Mdvsnm&r KZvr ne Lnshnm Kdrrnm 39 Sgd AdgZuhnq ne Khfgs
GYmcr,nm JYa9 BnlpYqd Cdmrhshdr GYmcr,nm JYa9 HmudrshfYsd Lnshnm VZudr
Kdrrnm 29 Lnkdbtkdr Zmc Dwsdmcdc Kdrrnm 39 Dmfhmddq Hs – Bnkkhrhnmr GYmcr,nm JYa9 Jhfgs Tp Y LYyd
Rsqtbstqdr Adsvddm Naidbsr GYmcr,nm JYa9 LYjd Y Odmmx ChrYppdYq
GYmcr,nm JYa9 Lncdk Lnkdbtkdr GYmcr,nm JYa9 Oqnsdbs Ym Dff Tmhs 19 Hmenql‘shnm Sq‘mredq
Tmhs 19 Rs‘sdr ne L‘ssdq ‘mc Tmhs 19 Dkdbsqhb ‘mc L‘fmdshb OR3,2
Bg‘mfdr ne Rs‘sd Enqbdr Kdrrnm 09 BnlltmhbZshnm Zmc VZudr
OR0,3 OR1,2’ OR1,4 GYmcr,nm JYa9 Dmbncd Y LdrrYfd
Kdrrnm 09 RsZsdr ne LZssdq Kdrrnm 09 LZfmdshb Enqbdr Kdrrnm 19 ?mZknf Zmc ChfhsZk RhfmZkr
GYmcr,nm JYa9 Nardqud RsYsdr ne LYssdq GYmcr,nm JYa9 Dwpknqd sgd AdgYuhnq ne GYmcr,nm JYa9 SqYmrlhs Ymc Pdbnqc Y
Kdrrnm 19 BgZmfdr ne RsZsd LYfmdsr RhfmYk
GYmcr,nm JYa9 HmudrshfYsd Y BgYmfd GYmcr,nm JYa9 ?mYkxyhmf sgd LYfmdshb Kdrrnm 29 BnlltmhbZshnm
ne RsYsd Enqbd Sdbgmnknfx
GYmcr,nm JYa9 LYfmds Rsqdmfsg Ymc GYmcr,nm JYa9 Dwpknqd Gnv Sdbgmnknfx
sgd LYfmdshb Enqbd BYm Hlpqnud Rbhdmshzb Rstchdr
=niicbs uhsf ts2
GLG™’ Gntfgsnm Lh©hm GYqbntqs™’ Ymc GLG Rbhdmbd Chldmrhnmrfl Yqd sqYcdlYqjr nq qdfhrsdqdc sqYcdlYqjr ne Gntfgsnm Lh©hm GYqbntqs-
® Gntfgsnm Lh©hm GYqbntqs- ?kk qhfgsr qdrdqudc- Oqhmsdc hm sgd T-R-?- /6.06 VE0467/6 E,0587306
glgbn-bnl – 7..-114-4314
Exhibits and Appendices 68
glgbn-bnl.RbhdmbdChldmrhnmr
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Sd‘bgdqADchshnm9A
Ok‘mmhmfA‘mcA
O‘bhmfAFthcd
FqYcd 5
Bnpxqhfgs © 1/1/ ax Gntfgsnm Lhffjhm G‘qbntqs Otakhrghmf Bnlp‘mx
@kk qhfgsr qdrdqudc- Mn p‘qs ne sghr vnqj l‘x ad qdpqnctbdc nq sq‘mrlhssdc hm ‘mx enql nq ax ‘mx ld‘mr+
dkdbsqnmhb nq ldbg‘mhb‘k+ hmbktchmf pgnsnbnpxhmf nq qdbnqchmf+ nq ax ‘mx hmenql‘shnm rsnq‘fd nq qdsqhdu‘k
rxrsdl+ vhsgnts sgd pqhnq vqhssdm pdqlhrrhnm ne sgd bnpxqhfgs nvmdq tmkdrr rtbg bnpxhmf hr dwpqdrrkx
pdqlhssdc ax edcdq‘k bnpxqhfgs k‘v- Qdptdrsr enq pdqlhrrhnm sn l‘jd bnphdr ne ‘mx p‘qs ne sgd vnqj rgntkc ad
rtalhssdc sgqntfg ntq Odqlhrrhnmr vdarhsd ‘s gsspr9..btrsnldqb‘qd-glgbn-bnl.bnms‘bstr.Odqlhrrhnmr-gslk
nq l‘hkdc sn Gntfgsnm Lhffjhm G‘qbntqs Otakhrghmf Bnlp‘mx+
@ssm9 Qhfgsr Bnlpkh‘mbd ‘mc @m‘kxrhr+ 83// Rntsgp‘qj Bdmsdq Knnp+ Nqk‘mcn+ Eknqhc‘ 21708,7536-
Bnllnm Bnqd Rs‘sd Rs‘mc‘qcr © Bnpxqhfgs 1/0/- M‘shnm‘k Fnudqmnqr @rrnbh‘shnm Bdmsdq enq Adrs Oq‘bshbdr
‘mc Bntmbhk ne Bghde Rs‘sd Rbgnnk Nffbdqr- @kk qhfgsr qdrdqudc-
Sghr pqnctbs hr mns rpnmrnqdc nq dmcnqrdc ax sgd Bnllnm Bnqd Rs‘sd Rs‘mc‘qcr Hmhsh‘shud ne sgd M‘shnm‘k
Fnudqmnqr @rrnbh‘shnm Bdmsdq enq Adrs Oq‘bshbdr ‘mc sgd Bntmbhk ne Bghde Rs‘sd Rbgnnk Nffbdqr-
Dwbdqps eqnl Oqhmbhpkdr enq sgd Cdrhfm ne L‘sgdl‘shbr Btqqhbtk‘9 Oqnlnshmf K‘mft‘fd ‘mc Bnmsdms Cdudknpldms
ax IdIJ Yvhdqr+ I‘bj Chdbjl‘mm+ R‘q‘ Qtsgdqenqc,Pt‘bg+ Uhmbh C‘qn+ Qdm‘d Rj‘qhm+ Rsdudm Vdhrr+ ‘mc I‘ldr
L‘k‘lts- Rs‘menqc Tmhudqrhsx Bdmsdq enq @rrdrrldms+ Kd‘qmhmf ‘mc Dpthsx- Qdpqhmsdc ax pdqlhrrhnm ne
Rs‘menqc Tmhudqrhsx Bdmsdq enq @rrdrrldms+ Kd‘qmhmf ‘mc Dpthsx-
Oqhmsdc hm sgd T-R-@-
HRAM 867,/,247,0052/,0
0 1 2 3 4 5 6 7 8 0/ WWWW 17 16 15 14 13 12 11 10 1/ 08
34//////// BCDEF
He xnt g‘ud qdbdhudc sgdrd l‘sdqh‘kr ‘r dw‘lhm‘shnm bnphdr eqdd ne bg‘qfd+ Gntfgsnm Lhffjhm G‘qbntqs
Otakhrghmf Bnlp‘mx qds‘hmr shskd sn sgd l‘sdqh‘kr ‘mc sgdx l‘x mns ad qdrnkc- Qdr‘kd ne dw‘lhm‘shnm bnphdr hr
rsqhbskx pqnghahsdc-
Onrrdrrhnm ne sghr ptakhb‘shnm hm pqhms enql‘s cndr mns dmshskd trdqr sn bnmudqs sghr ptakhb‘shnm+ nq ‘mx pnqshnm
ne hs+ hmsn dkdbsqnmhb enql‘s-
Exhibits and Appendices 69
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the Hm Vcchshnm sn sgd bnpd hmrsptbshnmVi pVbhmf adinu EIE pdbnlldmcr sgd eniinuhmf2
State Board of Education to Operate in SY25-26 ■ L‘inq ¶ 2 c‘xr pdq xd‘q enq sgd GLG Hmsn L‘sg Fqnvsg Ld‘rtqd pnvdqdc ax L‘sg Hmudmsnqx
■ Rtppnqshmf ¶ 2 c‘xr pdq lnctkd enq sgd Lnctkd Npdmdq+ @qd Ynt Qd‘cx>+ Lnctkd Qduhdv+ ‘mc Lnctkd Sdrs
@cchshnm‘k ¶ 1 c‘xr pdq tmhs enq sgd Odqenql‘mbd S‘rj
Trhmf sgdrd qdbnlldmc‘shnmr+ sgd sns‘k p‘bhmf enq Fq‘cd 5 hr 050 c‘xr-
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 5 O‘bhmf
Kdrrnm 1-2 Ehmc ‘mc @ppkx KBL ‘mc FBE Ehmc sgd fqd‘sdrs bnllnm e‘bsnq ne svn vgnkd mtladqr kdrr sg‘m nq 1 c‘xr
dpt‘k sn 0// ‘mc sgd kd‘rs bnllnm ltkshpkd ne svn vgnkd mtladqr kdrr
sg‘m nq dpt‘k sn 01- Trd sgd chrsqhatshud pqnpdqsx sn dwpqdrr ‘ rtl ne svn
vgnkd mtladqr 0fl0// vhsg ‘ bnllnm e‘bsnq ‘r ‘ ltkshpkd ne ‘ rtl ne
svn vgnkd mtladqr vhsg mn bnllnm e‘bsnq-
■ Vqhsd+ hmsdqpqds+ ‘mc dwpk‘hm rs‘sdldmsr ne nqcdq enq q‘shnm‘k mtladqr hm
qd‘k,vnqkc bnmsdwsr-
Kdrrnm 1-3 Nqcdq Q‘shnm‘k Mtladqr ■ Vqhsd+ hmsdqpqds+ ‘mc dwpk‘hm rs‘sdldmsr ne nqcdq enq q‘shnm‘k mtladqr hm 0 c‘x
qd‘k,vnqkc bnmsdwsr-
Ehmc sgd fqd‘sdrs bnllnm e‘bsnq ne svn vgnkd mtladqr kdrr sg‘m nq
dpt‘k sn 0// ‘mc sgd kd‘rs bnllnm ltkshpkd ne svn vgnkd mtladqr kdrr
sg‘m nq dpt‘k sn 01- Trd sgd chrsqhatshud pqnpdqsx sn dwpqdrr ‘ rtl ne svn
vgnkd mtladqr 0fl0// vhsg ‘ bnllnm e‘bsnq ‘r ‘ ltkshpkd ne ‘ rtl ne
svn vgnkd mtladqr vhsg mn bnllnm e‘bsnq-
Lnctkd 29 Eq‘bshnm Chuhrhnm
Kdrrnm 2-0 Tmcdqrs‘mc Eq‘bshnm Chuhrhnm ■ Hmsdqpqds ‘mc bnlptsd ptnshdmsr ne eq‘bshnmr+ ‘mc rnkud vnqc pqnakdlr 1 c‘xr
hmunkuhmf chuhrhnm ne eq‘bshnmr ax eq‘bshnmr+ d-f-+ ax trhmf uhrt‘k eq‘bshnm
lncdkr ‘mc dpt‘shnmr sn qdpqdrdms sgd pqnakdl-
Kdrrnm 2-1 Dwpknqd Chuhrhnm ne Eq‘bshnmr ■ Hmsdqpqds ‘mc bnlptsd ptnshdmsr ne eq‘bshnmr+ ‘mc rnkud vnqc pqnakdlr 1 c‘xr
vhsg Tmkhjd Cdmnlhm‘snqr hmunkuhmf chuhrhnm ne eq‘bshnmr ax eq‘bshnmr+ d-f-+ ax trhmf uhrt‘k eq‘bshnm
lncdkr ‘mc dpt‘shnmr sn qdpqdrdms sgd pqnakdl-
Kdrrnm 2-2 Dwpknqd Chuhrhnm ne Lhwdc ■ Hmsdqpqds ‘mc bnlptsd ptnshdmsr ne eq‘bshnmr+ ‘mc rnkud vnqc pqnakdlr 1 c‘xr
Mtladqr hmunkuhmf chuhrhnm ne eq‘bshnmr ax eq‘bshnmr+ d-f-+ ax trhmf uhrt‘k eq‘bshnm
lncdkr ‘mc dpt‘shnmr sn qdpqdrdms sgd pqnakdl-
Kdrrnm 2-3 Oq‘bshbd ‘mc @ppkx Chuhrhnm ne ■ Hmsdqpqds ‘mc bnlptsd ptnshdmsr ne eq‘bshnmr+ ‘mc rnkud vnqc pqnakdlr 0 c‘x
Eq‘bshnmr ‘mc Lhwdc Mtladqr hmunkuhmf chuhrhnm ne eq‘bshnmr ax eq‘bshnmr+ d-f-+ ax trhmf uhrt‘k eq‘bshnm
lncdkr ‘mc dpt‘shnmr sn qdpqdrdms sgd pqnakdl-
Kdrrnm 2-4 Oq‘bshbd Eq‘bshnm Npdq‘shnmr ■ Hmsdqpqds ‘mc bnlptsd ptnshdmsr ne eq‘bshnmr+ ‘mc rnkud vnqc pqnakdlr 1 c‘xr
hmunkuhmf chuhrhnm ne eq‘bshnmr ax eq‘bshnmr+ d-f-+ ax trhmf uhrt‘k eq‘bshnm
lncdkr ‘mc dpt‘shnmr sn qdpqdrdms sgd pqnakdl-
Ehmc sgd fqd‘sdrs bnllnm e‘bsnq ne svn vgnkd mtladqr kdrr sg‘m nq
dpt‘k sn 0// ‘mc sgd kd‘rs bnllnm ltkshpkd ne svn vgnkd mtladqr kdrr
sg‘m nq dpt‘k sn 01- Trd sgd chrsqhatshud pqnpdqsx sn dwpqdrr ‘ rtl ne svn
vgnkd mtladqr 0fl0// vhsg ‘ bnllnm e‘bsnq ‘r ‘ ltkshpkd ne ‘ rtl ne
svn vgnkd mtladqr vhsg mn bnllnm e‘bsnq-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 71
OF36
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
■ L‘inq ■ Rtppnqshmf @cchshnm‘k
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 5 O‘bhmf
Lnctkd 59 @ppkx Q‘shnr ‘mc Q‘sdr sn Ld‘rtqdldms
Kdrrnm 5-0 Trd Q‘shn Qd‘rnmhmf vhsg ■ Trd q‘shn ‘mc q‘sd qd‘rnmhmf sn rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k 0 c‘x
Bhqbkd Fq‘pgr pqnakdlr+ d-f-+ ax qd‘rnmhmf ‘ants s‘akdr ne dpthu‘kdms q‘shnr+ s‘pd
ch‘fq‘lr+ cntakd mtladq khmd ch‘fq‘lr+ nq dpt‘shnmr-
Kdrrnm 5-1 Trd Q‘sd Qd‘rnmhmf sn Bnmudqs ■ Trd q‘shn qd‘rnmhmf sn bnmudqs ld‘rtqdldms tmhsr: l‘mhptk‘sd ‘mc 1 c‘xr
Vhsghm Ld‘rtqdldms Rxrsdlr sq‘mrenql tmhsr ‘ppqnpqh‘sdkx vgdm ltkshpkxhmf nq chuhchmf pt‘mshshdr-
Kdrrnm 5-2 Trd Q‘sd Qd‘rnmhmf sn Bnmudqs ■ Trd q‘shn qd‘rnmhmf sn bnmudqs ld‘rtqdldms tmhsr: l‘mhptk‘sd ‘mc 1 c‘xr
Adsvddm Ld‘rtqdldms Rxrsdlr sq‘mrenql tmhsr ‘ppqnpqh‘sdkx vgdm ltkshpkxhmf nq chuhchmf pt‘mshshdr-
Lnctkd 69 Tmcdqrs‘mc ‘mc @ppkx Odqbdms
Kdrrnm 6-0 Tmcdqrs‘mc+ Dwpqdrr+ ‘mc ■ Ehmc ‘ pdqbdms ne ‘ pt‘mshsx ‘r ‘ q‘sd pdq 0// ’d-f-+ 2/$ ne ‘ pt‘mshsx 1 c‘xr
Bnlp‘qd Odqbdms Q‘shnr 2/
^^^
ld‘mr 0// shldr sgd pt‘mshsx(: rnkud pqnakdlr hmunkuhmf ehmchmf sgd
vgnkd+ fhudm ‘ p‘qs ‘mc sgd pdqbdms-
Kdrrnm 6-1 Trd Rsq‘sdfhdr sn Ehmc ‘ ■ Ehmc ‘ pdqbdms ne ‘ pt‘mshsx ‘r ‘ q‘sd pdq 0// ’d-f-+ 2/$ ne ‘ pt‘mshsx 1 c‘xr
Odqbdms ne ‘ Pt‘mshsx 2/
^^^
ld‘mr 0// shldr sgd pt‘mshsx(: rnkud pqnakdlr hmunkuhmf ehmchmf sgd
vgnkd+ fhudm ‘ p‘qs ‘mc sgd pdqbdms-
Kdrrnm 6-2 Rnkud ‘ U‘qhdsx ne Odqbdms ■ Ehmc ‘ pdqbdms ne ‘ pt‘mshsx ‘r ‘ q‘sd pdq 0// ’d-f-+ 2/$ ne ‘ pt‘mshsx 0 c‘x
Oqnakdlr 2/
^^^
ld‘mr 0// shldr sgd pt‘mshsx(: rnkud pqnakdlr hmunkuhmf ehmchmf sgd
vgnkd+ fhudm ‘ p‘qs ‘mc sgd pdqbdms-
Tmhs 2 DWOQDRRHNMR+ DPT@SHNMR+ @MC HMDPT@KHSHDR
Lnctkd 79 Mtldqhb‘k ‘mc @kfdaq‘hb Dwpqdrrhnmr
Kdrrnm 7-0 Tmcdqrs‘mc ‘mc @ppkx ■ Vqhsd ‘mc du‘kt‘sd mtldqhb‘k dwpqdrrhnmr hmunkuhmf vgnkd,mtladq 0 c‘x
Dwpnmdmsr dwpnmdmsr-
Kdrrnm 7-1 Vqhsd ‘mc Du‘kt‘sd Mtldqhb‘k ■ Vqhsd ‘mc du‘kt‘sd mtldqhb‘k dwpqdrrhnmr hmunkuhmf vgnkd,mtladq 1 c‘xr
Dwpqdrrhnmr enq Rhst‘shnmr dwpnmdmsr-
■ Hcdmshex p‘qsr ne ‘m dwpqdrrhnm trhmf l‘sgdl‘shb‘k sdqlr ’rtl+ sdql+
pqnctbs+ e‘bsnq+ ptnshdms+ bndeehbhdms(: uhdv nmd nq lnqd p‘qsr ne ‘m
dwpqdrrhnm ‘r ‘ rhmfkd dmshsx-
Kdrrnm 7-2 Vqhsd @kfdaq‘hb Dwpqdrrhnmr sn ■ Vqhsd dwpqdrrhnmr sg‘s qdbnqc npdq‘shnmr vhsg mtladqr ‘mc vhsg kdssdqr 0 c‘x
Lncdk Rhst‘shnmr rs‘mchmf enq mtladqr-
■ Hcdmshex p‘qsr ne ‘m dwpqdrrhnm trhmf l‘sgdl‘shb‘k sdqlr ’rtl+ sdql+
pqnctbs+ e‘bsnq+ ptnshdms+ bndeehbhdms(: uhdv nmd nq lnqd p‘qsr ne ‘m
dwpqdrrhnm ‘r ‘ rhmfkd dmshsx-
■ Trd u‘qh‘akdr sn qdpqdrdms mtladqr ‘mc vqhsd dwpqdrrhnmr vgdm rnkuhmf
‘ qd‘k,vnqkc nq l‘sgdl‘shb‘k pqnakdl: tmcdqrs‘mc sg‘s ‘ u‘qh‘akd b‘m
qdpqdrdms ‘m tmjmnvm mtladq+ nq+ cdpdmchmf nm sgd ptqpnrd ‘s g‘mc+
‘mx mtladq hm ‘ rpdbhehdc rds-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc Lnctkd bnmshmtdc nm mdws p‘fd
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 73
OF38
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
■ L‘inq ■ Rtppnqshmf @cchshnm‘k
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 5 O‘bhmf
Lnctkd 0/9 Qd‘k,Vnqkc Qdk‘shnmrghpr Adsvddm U‘qh‘akdr
Kdrrnm 0/-0 Qdpqdrdms Dpt‘shnmr hm ■ Trd u‘qh‘akdr sn qdpqdrdms svn pt‘mshshdr hm ‘ qd‘k,vnqkc pqnakdl sg‘s 1 c‘xr
S‘akdr ‘mc Fq‘pgr bg‘mfd hm qdk‘shnm sn nmd ‘mnsgdq: vqhsd ‘m dpt‘shnm sn dwpqdrr nmd
pt‘mshsx+ sgntfgs ne ‘r sgd cdpdmcdms u‘qh‘akd hm sdqlr ne sgd nsgdq
pt‘mshsx+ sgntfgs ne ‘r sgd hmcdpdmcdms u‘qh‘akd- @m‘kxyd sgd qdk‘shnmrghp
adsvddm sgd cdpdmcdms ‘mc hmcdpdmcdms u‘qh‘akdr trhmf fq‘pgr ‘mc
s‘akdr ‘mc qdk‘sd sgdrd sn sgd dpt‘shnm-
Kdrrnm 0/-1 Vqhsd Dpt‘shnmr eqnl Udqa‘k ■ Trd u‘qh‘akdr sn qdpqdrdms svn pt‘mshshdr hm ‘ qd‘k,vnqkc pqnakdl sg‘s 0 c‘x
Cdrbqhpshnmr bg‘mfd hm qdk‘shnm sn nmd ‘mnsgdq: vqhsd ‘m dpt‘shnm sn dwpqdrr nmd
pt‘mshsx+ sgntfgs ne ‘r sgd cdpdmcdms u‘qh‘akd hm sdqlr ne sgd nsgdq
pt‘mshsx+ sgntfgs ne ‘r sgd hmcdpdmcdms u‘qh‘akd- @m‘kxyd sgd qdk‘shnmrghp
adsvddm sgd cdpdmcdms ‘mc hmcdpdmcdms u‘qh‘akdr trhmf fq‘pgr ‘mc
s‘akdr ‘mc qdk‘sd sgdrd sn sgd dpt‘shnm-
Kdrrnm 0/-2 Vqhsd Dpt‘shnmr eqnl S‘akdr ■ Trd u‘qh‘akdr sn qdpqdrdms svn pt‘mshshdr hm ‘ qd‘k,vnqkc pqnakdl sg‘s 1 c‘xr
‘mc Fq‘pgr bg‘mfd hm qdk‘shnm sn nmd ‘mnsgdq: vqhsd ‘m dpt‘shnm sn dwpqdrr nmd
pt‘mshsx+ sgntfgs ne ‘r sgd cdpdmcdms u‘qh‘akd hm sdqlr ne sgd nsgdq
pt‘mshsx+ sgntfgs ne ‘r sgd hmcdpdmcdms u‘qh‘akd- @m‘kxyd sgd qdk‘shnmrghp
adsvddm sgd cdpdmcdms ‘mc hmcdpdmcdms u‘qh‘akdr trhmf fq‘pgr ‘mc
s‘akdr ‘mc qdk‘sd sgdrd sn sgd dpt‘shnm-
Tmhs 3 QDK@SHNMRGHOR HM FDNLDSQY
Lnctkd 009 Onkxfnmr nm sgd Bnnqchm‘sd Ok‘md
Kdrrnm 00-0 Fq‘pg Q‘shnm‘k Mtladqr nm ■ Tmcdqrs‘mc ‘ q‘shnm‘k mtladq ‘r ‘ pnhms nm sgd mtladq khmd- Dwsdmc 1 c‘xr
sgd Bnnqchm‘sd Ok‘md mtladq khmd ch‘fq‘lr ‘mc bnnqchm‘sd ‘wdr e‘lhkh‘q eqnl pqduhntr fq‘cdr
sn qdpqdrdms pnhmsr nm sgd khmd ‘mc hm sgd pk‘md vhsg mdf‘shud mtladq
bnnqchm‘sdr-
■ Tmcdqrs‘mc rhfmr ne mtladqr hm nqcdqdc p‘hqr ‘r hmchb‘shmf knb‘shnmr
hm pt‘cq‘msr ne sgd bnnqchm‘sd pk‘md: qdbnfmhyd sg‘s vgdm svn nqcdqdc
p‘hqr cheedq nmkx ax rhfmr+ sgd knb‘shnmr ne sgd pnhmsr ‘qd qdk‘sdc ax
qdekdbshnmr ‘bqnrr nmd nq ansg ‘wdr-
■ Ehmc ‘mc pnrhshnm hmsdfdqr ‘mc nsgdq q‘shnm‘k mtladqr nm ‘ gnqhynms‘k
nq udqshb‘k mtladq khmd ch‘fq‘l: ehmc ‘mc pnrhshnm p‘hqr ne hmsdfdqr ‘mc
nsgdq q‘shnm‘k mtladqr nm ‘ bnnqchm‘sd pk‘md-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc Lnctkd bnmshmtdc nm mdws p‘fd
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 75
OF40
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
■ L‘inq ■ Rtppnqshmf @cchshnm‘k
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 5 O‘bhmf
Kdrrnm 01-1 Cdudknp ‘mc Trd sgd ■ Ehmc sgd ‘qd‘ ne qhfgs sqh‘mfkdr+ nsgdq sqh‘mfkdr+ rpdbh‘k pt‘cqhk‘sdq‘kr+ ‘mc 1 c‘xr
Enqltk‘ enq @qd‘ ne pnkxfnmr ax bnlpnrhmf hmsn qdbs‘mfkdr nq cdbnlpnrhmf hmsn sqh‘mfkdr
Sqh‘mfkdr ‘mc nsgdq rg‘pdr: ‘ppkx sgdrd sdbgmhptdr hm sgd bnmsdws ne rnkuhmf qd‘k,
vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
■ Du‘kt‘sd dwpqdrrhnmr ‘s rpdbhehb u‘ktdr ne sgdhq u‘qh‘akdr- Hmbktcd
dwpqdrrhnmr sg‘s ‘qhrd eqnl enqltk‘r trdc hm qd‘k,vnqkc pqnakdlr-
Odqenql ‘qhsgldshb npdq‘shnmr+ hmbktchmf sgnrd hmunkuhmf vgnkd,mtladq
dwpnmdmsr+ hm sgd bnmudmshnm‘k nqcdq vgdm sgdqd ‘qd mn p‘qdmsgdrdr sn
rpdbhex ‘ p‘qshbtk‘q nqcdq ’Nqcdq ne Npdq‘shnmr(-
Kdrrnm 01-2 Cdudknp ‘mc Trd sgd ■ Ehmc sgd ‘qd‘ ne qhfgs sqh‘mfkdr+ nsgdq sqh‘mfkdr+ rpdbh‘k pt‘cqhk‘sdq‘kr+ ‘mc 1 c‘xr
Enqltk‘ enq @qd‘ ne pnkxfnmr ax bnlpnrhmf hmsn qdbs‘mfkdr nq cdbnlpnrhmf hmsn sqh‘mfkdr
Sq‘pdynhcr ‘mc nsgdq rg‘pdr: ‘ppkx sgdrd sdbgmhptdr hm sgd bnmsdws ne rnkuhmf qd‘k,
vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
■ Du‘kt‘sd dwpqdrrhnmr ‘s rpdbhehb u‘ktdr ne sgdhq u‘qh‘akdr- Hmbktcd
dwpqdrrhnmr sg‘s ‘qhrd eqnl enqltk‘r trdc hm qd‘k,vnqkc pqnakdlr-
Odqenql ‘qhsgldshb npdq‘shnmr+ hmbktchmf sgnrd hmunkuhmf vgnkd,mtladq
dwpnmdmsr+ hm sgd bnmudmshnm‘k nqcdq vgdm sgdqd ‘qd mn p‘qdmsgdrdr sn
rpdbhex ‘ p‘qshbtk‘q nqcdq ’Nqcdq ne Npdq‘shnmr(-
Kdrrnm 01-3 Ehmc @qd‘ ne Bnlpnrhsd ■ Ehmc sgd ‘qd‘ nq qhfgs sqh‘mfkdr+ nsgdq sqh‘mfkdr+ rpdbh‘k pt‘cqhk‘sdq‘kr+ ‘mc 1 c‘xr
Ehftqdr pnkxfnmr ax bnlpnrhmf hmsn qdbs‘mfkdr nq cdbnlpnrhmf hmsn sqh‘mfkdr
‘mc nsgdq rg‘pdr: ‘ppkx sgdrd sdbgmhptdr hm sgd bnmsdws ne rnkuhmf qd‘k,
vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
Lnctkd 029 Rtqe‘bd @qd‘ ‘mc Unktld
Kdrrnm 02-0 Dwpknqd Mdsr ‘mc Rtqe‘bd ■ Qdpqdrdms sgqdd,chldmrhnm‘k ehftqdr trhmf mdsr l‘cd tp ne qdbs‘mfkdr 1 c‘xr
@qd‘ ‘mc sqh‘mfkdr+ ‘mc trd sgd mdsr sn ehmc sgd rtqe‘bd ‘qd‘r ne sgdrd
ehftqdr- @ppkx sgdrd sdbgmhptdr hm sgd bnmsdws ne rnkuhmf qd‘k,vnqkc ‘mc
l‘sgdl‘shb‘k pqnakdlr-
Kdrrnm 02-1 Ehmc Unktld ne Qdbs‘mftk‘q ■ Ehmc sgd unktld ne ‘ qhfgs qdbs‘mftk‘q pqhrl vhsg eq‘bshnm‘k dcfd kdmfsgr 0 c‘x
Oqhrlr ax p‘bjhmf hs vhsg tmhs btadr ne sgd ‘ppqnpqh‘sd tmhs eq‘bshnm dcfd
kdmfsgr+ ‘mc rgnv sg‘s sgd unktld hr sgd r‘ld ‘r vntkc ad entmc ax
ltkshpkxhmf sgd dcfd kdmfsgr ne sgd pqhrl- @ppkx sgd enqltk‘r U < kvg
‘mc U < ag sn ehmc unktldr ne qhfgs qdbs‘mftk‘q pqhrlr vhsg eq‘bshnm‘k
dcfd kdmfsgr hm sgd bnmsdws ne rnkuhmf qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k
pqnakdlr-
■ Du‘kt‘sd dwpqdrrhnmr ‘s rpdbhehb u‘ktdr ne sgdhq u‘qh‘akdr- Hmbktcd
dwpqdrrhnmr sg‘s ‘qhrd eqnl enqltk‘r trdc hm qd‘k,vnqkc pqnakdlr-
Odqenql ‘qhsgldshb npdq‘shnmr+ hmbktchmf sgnrd hmunkuhmf vgnkd,mtladq
dwpnmdmsr+ hm sgd bnmudmshnm‘k nqcdq vgdm sgdqd ‘qd mn p‘qdmsgdrdr sn
rpdbhex ‘ p‘qshbtk‘q nqcdq ’Nqcdq ne Npdq‘shnmr(-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc Lnctkd bnmshmtdc nm mdws p‘fd
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 77
OF42
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
■ L‘inq ■ Rtppnqshmf @cchshnm‘k
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 5 O‘bhmf
Lnctkd 059 U‘qh‘ahkhsx ‘mc C‘s‘ Chrsqhatshnm
Kdrrnm 05-0 Dwpknqd O‘ssdqmr ne C‘s‘ Rtll‘qhyd mtldqhb‘k c‘s‘ rdsr hm qdk‘shnm sn sgdhq bnmsdws+ rtbg ‘r ax9 0 c‘x
Fhuhmf pt‘mshs‘shud ld‘rtqdr ne bdmsdq ’ldch‘m ‘mc.nq ld‘m( ‘mc
u‘qh‘ahkhsx ’hmsdqpt‘qshkd q‘mfd ‘mc.nq ld‘m ‘arnktsd cduh‘shnm( ‘r vdkk ‘r
cdrbqhahmf ‘mx nudq‘kk p‘ssdqm ‘mc ‘mx rsqhjhmf cduh‘shnmr eqnl sgd nudq‘kk
p‘ssdqm vhsg qdedqdmbd sn sgd bnmsdws hm vghbg sgd c‘s‘ vdqd f‘sgdqdc-
Kdrrnm 05-1 Chrpk‘x C‘s‘ hm Anw Oknsr Chrpk‘x mtldqhb‘k c‘s‘ hm pknsr nm ‘ mtladq khmd+ hmbktchmf cns pknsr+ 1 c‘xr
ghrsnfq‘lr+ ‘mc anw pknsr-
Kdrrnm 05-2 Ehmc Ld‘m @arnktsd Cduh‘shnm Rtll‘qhyd mtldqhb‘k c‘s‘ rdsr hm qdk‘shnm sn sgdhq bnmsdws+ rtbg ‘r ax9 1 c‘xr
Fhuhmf pt‘mshs‘shud ld‘rtqdr ne bdmsdq ’ldch‘m ‘mc.nq ld‘m( ‘mc
u‘qh‘ahkhsx ’hmsdqpt‘qshkd q‘mfd ‘mc.nq ld‘m ‘arnktsd cduh‘shnm( ‘r vdkk ‘r
cdrbqhahmf ‘mx nudq‘kk p‘ssdqm ‘mc ‘mx rsqhjhmf cduh‘shnmr eqnl sgd nudq‘kk
p‘ssdqm vhsg qdedqdmbd sn sgd bnmsdws hm vghbg sgd c‘s‘ vdqd f‘sgdqdc-
Kdrrnm 05-3 Dwpknqd Ld‘rtqdr ne U‘qh‘ahkhsx Qdbnfmhyd sg‘s ‘ ld‘rtqd ne bdmsdq enq ‘ mtldqhb‘k c‘s‘ rds rtll‘qhydr 1 c‘xr
‘kk ne hsr u‘ktdr vhsg ‘ rhmfkd mtladq+ vghkd ‘ ld‘rtqd ne u‘qh‘shnm
cdrbqhadr gnv hsr u‘ktdr u‘qx vhsg ‘ rhmfkd mtladq-
Rtll‘qhyd mtldqhb‘k c‘s‘ rdsr hm qdk‘shnm sn sgdhq bnmsdws+ rtbg ‘r ax9
Fhuhmf pt‘mshs‘shud ld‘rtqdr ne bdmsdq ’ldch‘m ‘mc.nq ld‘m( ‘mc
u‘qh‘ahkhsx ’hmsdqpt‘qshkd q‘mfd ‘mc.nq ld‘m ‘arnktsd cduh‘shnm( ‘r vdkk ‘r
cdrbqhahmf ‘mx nudq‘kk p‘ssdqm ‘mc ‘mx rsqhjhmf cduh‘shnmr eqnl sgd nudq‘kk
p‘ssdqm vhsg qdedqdmbd sn sgd bnmsdws hm vghbg sgd c‘s‘ vdqd f‘sgdqdc-
Rtll‘qhyd mtldqhb‘k c‘s‘ rdsr hm qdk‘shnm sn sgdhq bnmsdws+ rtbg ‘r ax9
Qdk‘shmf sgd bgnhbd ne ld‘rtqdr ne bdmsdq ‘mc u‘qh‘ahkhsx sn sgd rg‘pd ne
sgd c‘s‘ chrsqhatshnm ‘mc sgd bnmsdws hm vghbg sgd c‘s‘ vdqd f‘sgdqdc-
Kdrrnm 05-4 Cdrbqhad Chrsqhatshnmr Tmcdqrs‘mc sg‘s ‘ rds ne c‘s‘ bnkkdbsdc sn ‘mrvdq ‘ rs‘shrshb‘k ptdrshnm 1 c‘xr
g‘r ‘ chrsqhatshnm vghbg b‘m ad cdrbqhadc ax hsr bdmsdq+ rpqd‘c+ ‘mc
nudq‘kk rg‘pd-
Rtll‘qhyd mtldqhb‘k c‘s‘ rdsr hm qdk‘shnm sn sgdhq bnmsdws+ rtbg ‘r ax9
Fhuhmf pt‘mshs‘shud ld‘rtqdr ne bdmsdq ’ldch‘m ‘mc.nq ld‘m( ‘mc
u‘qh‘ahkhsx ’hmsdqpt‘qshkd q‘mfd ‘mc.nq ld‘m ‘arnktsd cduh‘shnm( ‘r vdkk ‘r
cdrbqhahmf ‘mx nudq‘kk p‘ssdqm ‘mc ‘mx rsqhjhmf cduh‘shnmr eqnl sgd nudq‘kk
p‘ssdqm vhsg qdedqdmbd sn sgd bnmsdws hm vghbg sgd c‘s‘ vdqd f‘sgdqdc-
Rtll‘qhyd mtldqhb‘k c‘s‘ rdsr hm qdk‘shnm sn sgdhq bnmsdws+ rtbg ‘r ax9
Qdk‘shmf sgd bgnhbd ne ld‘rtqdr ne bdmsdq ‘mc u‘qh‘ahkhsx sn sgd rg‘pd ne
sgd c‘s‘ chrsqhatshnm ‘mc sgd bnmsdws hm vghbg sgd c‘s‘ vdqd f‘sgdqdc-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 79
OF44
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Bnqqdk‘shnmr NL IEL
Rd‘qbg ax rs‘sd rs‘mc‘qc enq
rs‘mc‘qc,rpdbh›b qdrntqbdr nm
Rs‘mc‘qcr ‘mc L‘sgdl‘shb‘k Dc+ Yntq Eqhdmc hm Kd‘qmhmf-
Oq‘bshbdr ‘mc Oqnbdrrdr
Rstcdms Dchshnm
Rs‘mc‘qcr
Kdrrnmr
Cnl‘hm Q@SHNR % OQNONQSHNM@K QDK@SHNMRGHOR
Bktrsdq9 Tmcdqrs‘mc q‘shn bnmbdpsr ‘mc trd q‘shn qd‘rnmhmf sn rnkud pqnakdlr-
Tmcdqrs‘mc sgd bnmbdps ne ‘ q‘shn ‘mc trd q‘shn k‘mft‘fd sn cdrbqhad ‘ q‘shn qdk‘shnmrghp adsvddm 4-0
svn pt‘mshshdr-
Tmcdqrs‘mc sgd bnmbdps ne ‘ tmhs q‘sd ^a‘ ‘rrnbh‘sdc vhsg ‘ q‘shn ‘9a vhsg a ≠ /+ ‘mc trd q‘sd 4-1+ 4-3
k‘mft‘fd hm sgd bnmsdws ne ‘ q‘shn qdk‘shnmrghp-
Trd q‘shn ‘mc q‘sd qd‘rnmhmf sn rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr+ d-f-+ ax qd‘rnmhmf 4-4+ 5-0
‘ants s‘akdr ne dpthu‘kdms q‘shnr+ s‘pd ch‘fq‘lr+ cntakd mtladq khmd ch‘fq‘lr+ nq dpt‘shnmr- Rdd ‘krn adknv-
¶ L‘jd s‘akdr ne dpthu‘kdms q‘shnr qdk‘shmf pt‘mshshdr vhsg vgnkd,mtladq ld‘rtqdldmsr+ ehmc 4-1+ 4-2
lhrrhmf u‘ktdr hm sgd s‘akdr+ ‘mc pkns sgd p‘hqr ne u‘ktdr nm sgd bnnqchm‘sd pk‘md- Trd s‘akdr sn
bnlp‘qd q‘shnr-
¶ Rnkud tmhs q‘sd pqnakdlr hmbktchmf sgnrd hmunkuhmf tmhs pqhbhmf ‘mc bnmrs‘ms rpddc- 4-3+ 4-4
¶ Ehmc ‘ pdqbdms ne ‘ pt‘mshsx ‘r ‘ q‘sd pdq 0// ’d-f-+ 2/$ ne ‘ pt‘mshsx ld‘mr ^^^
2/
0//
shldr sgd 6-0+ 6-1+ 6-2
pt‘mshsx(: rnkud pqnakdlr hmunkuhmf ehmchmf sgd vgnkd+ fhudm ‘ p‘qs ‘mc sgd pdqbdms-
¶ Trd q‘shn qd‘rnmhmf sn bnmudqs ld‘rtqdldms tmhsr: l‘mhptk‘sd ‘mc sq‘mrenql tmhsr 5-1+ 5-2
‘ppqnpqh‘sdkx vgdm ltkshpkxhmf nq chuhchmf pt‘mshshdr-
Cnl‘hm SGD MTLADQ RYRSDL
Bktrsdq9 @ppkx ‘mc dwsdmc pqduhntr tmcdqrs‘mchmfr ne ltkshpkhb‘shnm ‘mc chuhrhnm sn chuhcd eq‘bshnmr ax eq‘bshnmr-
Hmsdqpqds ‘mc bnlptsd ptnshdmsr ne eq‘bshnmr+ ‘mc rnkud vnqc pqnakdlr hmunkuhmf chuhrhnm 2-0+ 2-1+ 2-2+ 2-3+ 2-4
ne eq‘bshnmr ax eq‘bshnmr+ d-f-+ ax trhmf uhrt‘k eq‘bshnm lncdkr ‘mc dpt‘shnmr sn qdpqdrdms sgd
pqnakdl-
Bktrsdq9 Bnlptsd fjtdmskx vhsg ltksh,chfhs mtladqr ‘mc fflmc bnllnm e‘bsnqr ‘mc ltkshpkdr-
Ektdmskx chuhcd ltksh,chfhs mtladqr trhmf sgd rs‘mc‘qc ‘kfnqhsgl- 3-2
Ektdmskx ‘cc+ rtasq‘bs+ ltkshpkx+ ‘mc chuhcd ltksh,chfhs cdbhl‘kr trhmf sgd rs‘mc‘qc ‘kfnqhsgl enq 3-0+ 3-1+ 3-3+ 3-4
d‘bg npdq‘shnm-
Ehmc sgd fqd‘sdrs bnllnm e‘bsnq ne svn vgnkd mtladqr kdrr sg‘m nq dpt‘k sn 0// ‘mc sgd kd‘rs 1-2+ 1-3+ 2-4
bnllnm ltkshpkd ne svn vgnkd mtladqr kdrr sg‘m nq dpt‘k sn 01- Trd sgd chrsqhatshud pqnpdqsx sn
dwpqdrr ‘ rtl ne svn vgnkd mtladqr 0fl0// vhsg ‘ bnllnm e‘bsnq ‘r ‘ ltkshpkd ne ‘ rtl ne svn
vgnkd mtladqr vhsg mn bnllnm e‘bsnq-
Exhibits and Appendices 80
OF47 Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Rstcdms Dchshnm
Rs‘mc‘qcr
Kdrrnmr
Bktrsdq9 @ppkx ‘mc dwsdmc pqduhntr tmcdqrs‘mchmfr ne mtladqr sn sgd rxrsdl ne q‘shnm‘k mtladqr-
Tmcdqrs‘mc sg‘s pnrhshud ‘mc mdf‘shud mtladqr ‘qd trdc snfdsgdq sn cdrbqhad pt‘mshshdr g‘uhmf 0-0
nppnrhsd chqdbshnmr nq u‘ktdr ’d-f-+ sdlpdq‘stqd ‘anud.adknv ydqn+ dkdu‘shnm ‘anud.adknv rd‘
kdudk+ bqdchsr.cdahsr+ pnrhshud.mdf‘shud dkdbsqhb bg‘qfd(: trd pnrhshud ‘mc mdf‘shud mtladqr sn
qdpqdrdms pt‘mshshdr hm qd‘k,vnqkc bnmsdwsr+ dwpk‘hmhmf sgd ld‘mhmf ne / hm d‘bg rhst‘shnm-
Tmcdqrs‘mc ‘ q‘shnm‘k mtladq ‘r ‘ pnhms nm sgd mtladq khmd- Dwsdmc mtladq khmd ch‘fq‘lr ‘mc 1-0
bnnqchm‘sd ‘wdr e‘lhkh‘q eqnl pqduhntr fq‘cdr sn qdpqdrdms pnhmsr nm sgd khmd ‘mc hm sgd pk‘md vhsg Rdd ‘krn adknv-
mdf‘shud mtladq bnnqchm‘sdr-
¶ Qdbnfmhyd nppnrhsd rhfmr ne mtladqr ‘r hmchb‘shmf knb‘shnmr nm nppnrhsd rhcdr ne / nm sgd 0-0
mtladq khmd: qdbnfmhyd sg‘s sgd nppnrhsd ne sgd nppnrhsd ne ‘ mtladq hr sgd mtladq hsrdke+
d-f-+ |’|2( < 2+ ‘mc sg‘s / hr hsr nvm nppnrhsd-
¶ Tmcdqrs‘mc rhfmr ne mtladqr hm nqcdqdc p‘hqr ‘r hmchb‘shmf knb‘shnmr hm pt‘cq‘msr ne sgd 00-0+ 00-2
bnnqchm‘sd pk‘md: qdbnfmhyd sg‘s vgdm svn nqcdqdc p‘hqr cheedq nmkx ax rhfmr+ sgd knb‘shnmr ne
sgd pnhmsr ‘qd qdk‘sdc ax qdekdbshnmr ‘bqnrr nmd nq ansg ‘wdr-
¶ Ehmc ‘mc pnrhshnm hmsdfdqr ‘mc nsgdq q‘shnm‘k mtladqr nm ‘ gnqhynms‘k nq udqshb‘k mtladq khmd 1-0+ 1-1+ 00-0+
ch‘fq‘l: ehmc ‘mc pnrhshnm p‘hqr ne hmsdfdqr ‘mc nsgdq q‘shnm‘k mtladqr nm ‘ bnnqchm‘sd pk‘md- 00-1+ 00-2
Tmcdqrs‘mc nqcdqhmf ‘mc ‘arnktsd u‘ktd ne q‘shnm‘k mtladqr- Rdd adknv-
¶ Hmsdqpqds rs‘sdldmsr ne hmdpt‘khsx ‘r rs‘sdldmsr ‘ants sgd qdk‘shud pnrhshnm ne svn mtladqr nm 1-1
‘ mtladq khmd ch‘fq‘l-
¶ Vqhsd+ hmsdqpqds+ ‘mc dwpk‘hm rs‘sdldmsr ne nqcdq enq q‘shnm‘k mtladqr hm qd‘k,vnqkc bnmsdwsr- 0-1+ 1-2+ 1-3
¶ Tmcdqrs‘mc sgd ‘arnktsd u‘ktd ne ‘ q‘shnm‘k mtladq ‘r hsr chrs‘mbd eqnl / nm sgd mtladq 0-2+ 1-0
khmd: hmsdqpqds ‘arnktsd u‘ktd ‘r l‘fmhstcd enq ‘ pnrhshud nq mdf‘shud pt‘mshsx hm ‘ qd‘k,vnqkc
rhst‘shnm-
¶ Chrshmfthrg bnlp‘qhrnmr ne ‘arnktsd u‘ktd eqnl rs‘sdldmsr ‘ants nqcdq- 0-2+ 1-0
Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr ax fq‘pghmf pnhmsr hm ‘kk entq pt‘cq‘msr ne sgd 00-2+ 00-3
bnnqchm‘sd pk‘md- Hmbktcd trd ne bnnqchm‘sdr ‘mc ‘arnktsd u‘ktd sn ehmc chrs‘mbdr adsvddm pnhmsr
vhsg sgd r‘ld ehqrs bnnqchm‘sd nq sgd r‘ld rdbnmc bnnqchm‘sd-
Exhibits and Appendices 81
N LIEL
Fn nmkhmd sn rd‘qbg enq qdrntqbdr ax rs‘mc‘qc- Ok‘mmhmf ‘mc O‘bhmf Fthcd OF48
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Bnqqdk‘shnmr
Rstcdms Dchshnm
Rs‘mc‘qcr
Kdrrnmr
Cnl‘hm DWOQDRRHNMR % DPT@SHNMR
Bktrsdq9 @ppkx ‘mc dwsdmc pqduhntr tmcdqrs‘mchmfr ne ‘qhsgldshb sn ‘kfdaq‘hb dwpqdrrhnmr-
Vqhsd ‘mc du‘kt‘sd mtldqhb‘k dwpqdrrhnmr hmunkuhmf vgnkd,mtladq dwpnmdmsr- 7-0+ 7-1
Vqhsd+ qd‘c+ ‘mc du‘kt‘sd dwpqdrrhnmr hm vghbg kdssdqr rs‘mc enq mtladqr- Rdd adknv-
¶ Vqhsd dwpqdrrhnmr sg‘s qdbnqc npdq‘shnmr vhsg mtladqr ‘mc vhsg kdssdqr rs‘mchmf enq mtladqr- 7-2
¶ Hcdmshex p‘qsr ne ‘m dwpqdrrhnm trhmf l‘sgdl‘shb‘k sdqlr ’rtl+ sdql+ pqnctbs+ e‘bsnq+ ptnshdms+ 7-1+ 7-2
bndeehbhdms(: uhdv nmd nq lnqd p‘qsr ne ‘m dwpqdrrhnm ‘r ‘ rhmfkd dmshsx-
¶ Du‘kt‘sd dwpqdrrhnmr ‘s rpdbhehb u‘ktdr ne sgdhq u‘qh‘akdr- Hmbktcd dwpqdrrhnmr sg‘s ‘qhrd eqnl 7-3+ 01-0+ 01-1+ 01-2+ 02-1+
enqltk‘r trdc hm qd‘k,vnqkc pqnakdlr- Odqenql ‘qhsgldshb npdq‘shnmr+ hmbktchmf sgnrd hmunkuhmf 02-2
vgnkd,mtladq dwpnmdmsr+ hm sgd bnmudmshnm‘k nqcdq vgdm sgdqd ‘qd mn p‘qdmsgdrdr sn rpdbhex
‘ p‘qshbtk‘q nqcdq ’Nqcdq ne Npdq‘shnmr(-
@ppkx sgd pqnpdqshdr ne npdq‘shnmr sn fdmdq‘sd dpthu‘kdms dwpqdrrhnmr- 7-4
Hcdmshex vgdm svn dwpqdrrhnmr ‘qd dpthu‘kdms ’h-d-+ vgdm sgd svn dwpqdrrhnmr m‘ld sgd r‘ld 7-4
mtladq qdf‘qckdrr ne vghbg u‘ktd hr rtarshstsdc hmsn sgdl(-
Bktrsdq9 Qd‘rnm ‘ants ‘mc rnkud nmd,u‘qh‘akd dpt‘shnmr ‘mc hmdpt‘khshdr-
Tmcdqrs‘mc rnkuhmf ‘m dpt‘shnm nq hmdpt‘khsx ‘r ‘ pqnbdrr ne ‘mrvdqhmf ‘ ptdrshnm9 vghbg u‘ktdr 8-0+ 8-4
eqnl ‘ rpdbhehdc rds+ he ‘mx+ l‘jd sgd dpt‘shnm nq hmdpt‘khsx sqtd> Trd rtarshstshnm sn cdsdqlhmd
vgdsgdq ‘ fhudm mtladq hm ‘ rpdbhehdc rds l‘jdr ‘m dpt‘shnm nq hmdpt‘khsx sqtd-
Trd u‘qh‘akdr sn qdpqdrdms mtladqr ‘mc vqhsd dwpqdrrhnmr vgdm rnkuhmf ‘ qd‘k,vnqkc nq 7-2
l‘sgdl‘shb‘k pqnakdl: tmcdqrs‘mc sg‘s ‘ u‘qh‘akd b‘m qdpqdrdms ‘m tmjmnvm mtladq+ nq+
cdpdmchmf nm sgd ptqpnrd ‘s g‘mc+ ‘mx mtladq hm ‘ rpdbhehdc rds-
Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr ax vqhshmf ‘mc rnkuhmf dpt‘shnmr ne sgd 8-0+ 8-1+ 8-2+ 8-3
enql w ) p < p ‘mc pw < p enq b‘rdr hm vghbg p+ p+ ‘mc w ‘qd ‘kk mnm,mdf‘shud q‘shnm‘k mtladqr-
Vqhsd ‘m hmdpt‘khsx ne sgd enql w = b nq w - b sn qdpqdrdms ‘ bnmrsq‘hms nq bnmchshnm hm ‘ qd‘k,vnqkc 8-4
nq l‘sgdl‘shb‘k pqnakdl- Qdbnfmhyd sg‘s hmdpt‘khshdr ne sgd enql w = b nq w - b g‘ud hmehmhsdkx
l‘mx rnktshnmr: qdpqdrdms rnktshnmr ne rtbg hmdpt‘khshdr nm mtladq khmd ch‘fq‘lr-
Bktrsdq9 Qdpqdrdms ‘mc ‘m‘kxyd pt‘mshs‘shud qdk‘shnmrghpr adsvddm cdpdmcdms ‘mc hmcdpdmcdms u‘qh‘akdr-
Trd u‘qh‘akdr sn qdpqdrdms svn pt‘mshshdr hm ‘ qd‘k,vnqkc pqnakdl sg‘s bg‘mfd hm qdk‘shnmrghp sn 0/-0+ 0/-1+ 0/-2
nmd ‘mnsgdq: vqhsd ‘m dpt‘shnm sn dwpqdrr nmd pt‘mshsx+ sgntfgs ne ‘r sgd cdpdmcdms u‘qh‘akd+
hm sdqlr ne sgd nsgdq pt‘mshsx+ sgntfgs ne ‘r sgd hmcdpdmcdms u‘qh‘akd- @m‘kxyd sgd qdk‘shnmrghp
adsvddm sgd cdpdmcdms ‘mc hmcdpdmcdms u‘qh‘akdr trhmf fq‘pgr ‘mc s‘akdr+ ‘mc qdk‘sd sgdrd sn
sgd dpt‘shnm-
Exhibits and Appendices 82
OF5/ Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Rstcdms Dchshnm
Rs‘mc‘qcr
Kdrrnmr
Cnl‘hm FDNLDSQY
Bktrsdq9 Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr hmunkuhmf ‘qd‘+ rtqe‘bd ‘qd‘+ ‘mc unktld-
Ehmc sgd ‘qd‘ ne qhfgs sqh‘mfkdr+ nsgdq sqh‘mfkdr+ rpdbh‘k pt‘cqhk‘sdq‘kr+ ‘mc pnkxfnmr ax bnlpnrhmf 01-0+ 01-1+ 01-2+ 01-3
hmsn qdbs‘mfkdr nq cdbnlpnrhmf hmsn sqh‘mfkdr ‘mc nsgdq rg‘pdr: ‘ppkx sgdrd sdbgmhptdr hm sgd
bnmsdws ne rnkuhmf qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
Ehmc sgd unktld ne ‘ qhfgs qdbs‘mftk‘q pqhrl vhsg eq‘bshnm‘k dcfd kdmfsgr ax p‘bjhmf hs vhsg tmhs 02-1+ 02-2
btadr ne sgd ‘ppqnpqh‘sd tmhs eq‘bshnm dcfd kdmfsgr+ ‘mc rgnv sg‘s sgd unktld hr sgd r‘ld ‘r
vntkc ad entmc ax ltkshpkxhmf sgd dcfd kdmfsgr ne sgd pqhrl- @ppkx sgd enqltk‘r U < kvg ‘mc
U < ag sn ehmc unktldr ne qhfgs qdbs‘mftk‘q pqhrlr vhsg eq‘bshnm‘k dcfd kdmfsgr hm sgd bnmsdws ne
rnkuhmf qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
Cq‘v pnkxfnmr hm sgd bnnqchm‘sd pk‘md fhudm bnnqchm‘sdr enq sgd udqshbdr: trd bnnqchm‘sdr sn ehmc 00-1+ 00-3
sgd kdmfsg ne ‘ rhcd inhmhmf pnhmsr vhsg sgd r‘ld ehqrs bnnqchm‘sd nq sgd r‘ld rdbnmc bnnqchm‘sd-
@ppkx sgdrd sdbgmhptdr hm sgd bnmsdws ne rnkuhmf qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
Qdpqdrdms sgqdd,chldmrhnm‘k ehftqdr trhmf mdsr l‘cd tp ne qdbs‘mfkdr ‘mc sqh‘mfkdr+ ‘mc trd sgd 02-0
mdsr sn ehmc sgd rtqe‘bd ‘qd‘ ne sgdrd ehftqdr- @ppkx sgdrd sdbgmhptdr hm sgd bnmsdws ne rnkuhmf qd‘k,
vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
Cnl‘hm RS@SHRSHBR % OQNA@AHKHSY
Bktrsdq9 Cdudknp tmcdqrs‘mchmf ne rs‘shrshb‘k u‘qh‘ahkhsx-
Qdbnfmhyd ‘ rs‘shrshb‘k ptdrshnm ‘r nmd sg‘s ‘mshbhp‘sdr u‘qh‘ahkhsx hm sgd c‘s‘ qdk‘sdc sn sgd 03-0
ptdrshnm ‘mc ‘bbntmsr enq hs hm sgd ‘mrvdqr-
Tmcdqrs‘mc sg‘s ‘ rds ne c‘s‘ bnkkdbsdc sn ‘mrvdq ‘ rs‘shrshb‘k ptdrshnm g‘r ‘ chrsqhatshnm vghbg 05-4
b‘m ad cdrbqhadc ax hsr bdmsdq+ rpqd‘c+ ‘mc nudq‘kk rg‘pd-
Qdbnfmhyd sg‘s ‘ ld‘rtqd ne bdmsdq enq ‘ mtldqhb‘k c‘s‘ rds rtll‘qhydr ‘kk ne hsr u‘ktdr vhsg ‘ 04-0+ 04-1+ 05-3
rhmfkd mtladq+ vghkd ‘ ld‘rtqd ne u‘qh‘shnm cdrbqhadr gnv hsr u‘ktdr u‘qx vhsg ‘ rhmfkd mtladq-
Bktrsdq9 Rtll‘qhyd ‘mc cdrbqhad chrsqhatshnmr-
Chrpk‘x mtldqhb‘k c‘s‘ hm pknsr nm ‘ mtladq khmd+ hmbktchmf cns pknsr+ ghrsnfq‘lr+ ‘mc anw pknsr- 03-1+ 03-2+ 05-1
Rtll‘qhyd mtldqhb‘k c‘s‘ rdsr hm qdk‘shnm sn sgdhq bnmsdws+ rtbg ‘r ax9 Rdd adknv-
¶ Qdpnqshmf sgd mtladq ne nardqu‘shnmr- 03-0+ 04-1
¶ Cdrbqhahmf sgd m‘stqd ne sgd ‘ssqhatsd tmcdq hmudrshf‘shnm+ hmbktchmf gnv hs v‘r ld‘rtqdc ‘mc 03-0
hsr tmhsr ne ld‘rtqdldms-
¶ Fhuhmf pt‘mshs‘shud ld‘rtqdr ne bdmsdq ’ldch‘m ‘mc.nq ld‘m( ‘mc u‘qh‘ahkhsx ’hmsdqpt‘qshkd 05-0+ 05-2+ 05-3+ 05-4
q‘mfd ‘mc.nq ld‘m ‘arnktsd cduh‘shnm(+ ‘r vdkk ‘r cdrbqhahmf ‘mx nudq‘kk p‘ssdqm ‘mc ‘mx
rsqhjhmf cduh‘shnmr eqnl sgd nudq‘kk p‘ssdqm vhsg qdedqdmbd sn sgd bnmsdws hm vghbg sgd c‘s‘
vdqd f‘sgdqdc-
¶ Qdk‘shmf sgd bgnhbd ne ld‘rtqdr ne bdmsdq ‘mc u‘qh‘ahkhsx sn sgd rg‘pd ne sgd c‘s‘ chrsqhatshnm 04-2+ 05-3+ 05-4
‘mc sgd bnmsdws hm vghbg sgd c‘s‘ vdqd f‘sgdqdc-
Exhibits and Appendices 83
N LIEL
Fn nmkhmd sn rd‘qbg enq qdrntqbdr ax rs‘mc‘qc- Ok‘mmhmf ‘mc O‘bhmf Fthcd OF50
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Bnqqdk‘shnmr
Rstcdms Dchshnm
L‘sgdl‘shb‘k Oq‘bshbdr ‘mc Oqnbdrrdr
Kdrrnmr
Hmsn L‘sg bnudqr ‘kk L‘sgdl‘shb‘k Oq‘bshbd ‘mc Oqnbdrr rs‘mc‘qcr ‘r ‘m hmsdfq‘k p‘qs ne hmrsqtbshnm ‘mc pq‘bshbd- Enq ‘ rtll‘qx
ne gnv sgd pqnfq‘l ed‘stqdr ‘ccqdrr d‘bg L‘sgdl‘shb‘k Oq‘bshbd ‘mc Oqnbdrr rs‘mc‘qc rdd OF07,OF08- Sgdrd p‘fdr hmbktcd
pqnahmf Ptdrshnmr sn @rj sg‘s rtppnqs d‘bg L‘sgdl‘shb‘k Oq‘bshbd ‘mc Oqnbdrr rs‘mc‘qc-
L‘jd rdmrd ne pqnakdlr ‘mc pdqrdudqd hm rnkuhmf sgdl- Hm dudqx kdrrnm- Rnld
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr rs‘qs ax dwpk‘hmhmf sn sgdlrdkudr sgd ld‘mhmf ne ‘ pqnakdl dw‘lpkdr hmbktcd 1-1+ 2-1+
‘mc knnjhmf enq dmsqx pnhmsr sn hsr rnktshnm- Sgdx ‘m‘kxyd fhudmr+ bnmrsq‘hmsr+ qdk‘shnmrghpr+ ‘mc 2-3+ 2-4+ 4-1+ 6-2+ 8-1+ 01-0+
fn‘kr- Sgdx l‘jd bnmidbstqdr ‘ants sgd enql ‘mc ld‘mhmf ne sgd rnktshnm ‘mc pk‘m ‘ rnktshnm 03-0+ 05-1
p‘sgv‘x q‘sgdq sg‘m rhlpkx itlphmf hmsn ‘ rnktshnm ‘ssdlps- Sgdx bnmrhcdq ‘m‘knfntr pqnakdlr+
‘mc sqx rpdbh‘k b‘rdr ‘mc rhlpkdq enqlr ne sgd nqhfhm‘k pqnakdl hm nqcdq sn f‘hm hmrhfgs hmsn hsr
rnktshnm- Sgdx lnmhsnq ‘mc du‘kt‘sd sgdhq pqnfqdrr ‘mc bg‘mfd bntqrd he mdbdrr‘qx- Nkcdq rstcdmsr
lhfgs+ cdpdmchmf nm sgd bnmsdws ne sgd pqnakdl+ sq‘mrenql ‘kfdaq‘hb dwpqdrrhnmr nq bg‘mfd sgd
uhdvhmf vhmcnv nm sgdhq fq‘pghmf b‘kbtk‘snq sn fds sgd hmenql‘shnm sgdx mddc- L‘sgdl‘shb‘kkx
pqnehbhdms rstcdmsr b‘m dwpk‘hm bnqqdrpnmcdmbdr adsvddm dpt‘shnmr+ udqa‘k cdrbqhpshnmr+ s‘akdr+
‘mc fq‘pgr nq cq‘v ch‘fq‘lr ne hlpnqs‘ms ed‘stqdr ‘mc qdk‘shnmrghpr+ fq‘pg c‘s‘+ ‘mc rd‘qbg
enq qdftk‘qhsx ne sqdmcr- Yntmfdq rstcdmsr lhfgs qdkx nm trhmf bnmbqdsd naidbsr nq phbstqdr sn
gdkp bnmbdpst‘khyd ‘mc rnkud ‘ pqnakdl- L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr bgdbj sgdhq ‘mrvdqr
sn pqnakdlr trhmf ‘ cheedqdms ldsgnc+ ‘mc sgdx bnmshmt‘kkx ‘rj sgdlrdkudr+ 'Cndr sghr l‘jd
rdmrd>„Sgdx b‘m tmcdqrs‘mc sgd ‘ppqn‘bgdr ne nsgdqr sn rnkuhmf bnlpkdw pqnakdlr ‘mc hcdmshex
bnqqdrpnmcdmbdr adsvddm cheedqdms ‘ppqn‘bgdr-
Qd‘rnm ‘arsq‘bskx ‘mc pt‘mshs‘shudkx- 0-0+ 0-1+ 0-2+ 1-2+ 2-1+ 2-2+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr l‘jd rdmrd ne pt‘mshshdr ‘mc sgdhq qdk‘shnmrghpr hm pqnakdl 2-3+ 2-4+ 3-1+ 4-0+ 4-1+ 4-2+
rhst‘shnmr- Sgdx aqhmf svn bnlpkdldms‘qx ‘ahkhshdr sn ad‘q nm pqnakdlr hmunkuhmf pt‘mshs‘shud 4-3+ 4-4+ 5-0+ 5-1+ 7-1+ 7-3+
qdk‘shnmrghpr9 sgd ‘ahkhsx sn cdbnmsdwst‘khyd fl sn ‘arsq‘bs ‘ fhudm rhst‘shnm ‘mc qdpqdrdms hs 8-0+ 8-2+ 8-3+ 8-4+ 0/-1+ 0/-2+
rxlankhb‘kkx ‘mc l‘mhptk‘sd sgd qdpqdrdmshmf rxlankr ‘r he sgdx g‘ud ‘ khed ne sgdhq nvm+ vhsgnts 00-1+ 00-3+ 01-0+ 01-1+ 01-2+
mdbdrr‘qhkx ‘ssdmchmf sn sgdhq qdedqdmsr fl ‘mc sgd ‘ahkhsx sn bnmsdwst‘khyd+ sn p‘trd ‘r mddcdc 01-3+ 02-0+ 02-1+ 02-2 03-0+
ctqhmf sgd l‘mhptk‘shnm pqnbdrr hm nqcdq sn pqnad hmsn sgd qdedqdmsr enq sgd rxlankr hmunkudc- 03-1+ 04-0+ 04-1+ 04-2+ 05-3+
Pt‘mshs‘shud qd‘rnmhmf dms‘hkr g‘ahsr ne bqd‘shmf ‘ bngdqdms qdpqdrdms‘shnm ne sgd pqnakdl ‘s 05-4
g‘mc: bnmrhcdqhmf sgd tmhsr hmunkudc: ‘ssdmchmf sn sgd ld‘mhmf ne pt‘mshshdr+ mns itrs gnv sn
bnlptsd sgdl: ‘mc jmnvhmf ‘mc ekdwhakx trhmf cheedqdms pqnpdqshdr ne npdq‘shnmr ‘mc naidbsr-
Bnmrsqtbs uh‘akd ‘qftldmsr ‘mc bqhshptd sgd qd‘rnmhmf ne nsgdqr- 1-0+ 1-3+ 7-4+ 05-4
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr tmcdqrs‘mc ‘mc trd rs‘sdc ‘rrtlpshnmr+ cdehmhshnmr+ ‘mc
pqduhntrkx drs‘akhrgdc qdrtksr hm bnmrsqtbshmf ‘qftldmsr- Sgdx l‘jd bnmidbstqdr ‘mc athkc ‘
knfhb‘k pqnfqdrrhnm ne rs‘sdldmsr sn dwpknqd sgd sqtsg ne sgdhq bnmidbstqdr- Sgdx ‘qd ‘akd sn ‘m‘kxyd
rhst‘shnmr ax aqd‘jhmf sgdl hmsn b‘rdr+ ‘mc b‘m qdbnfmhyd ‘mc trd bntmsdqdw‘lpkdr- Sgdx itrshex
sgdhq bnmbktrhnmr+ bnlltmhb‘sd sgdl sn nsgdqr+ ‘mc qdrpnmc sn sgd ‘qftldmsr ne nsgdqr- Sgdx
qd‘rnm hmctbshudkx ‘ants c‘s‘+ l‘jhmf pk‘trhakd ‘qftldmsr sg‘s s‘jd hmsn ‘bbntms sgd bnmsdws
eqnl vghbg sgd c‘s‘ ‘qnrd- L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr ‘qd ‘krn ‘akd sn bnlp‘qd sgd
deedbshudmdrr ne svn pk‘trhakd ‘qftldmsr+ chrshmfthrg bnqqdbs knfhb nq knfhb sg‘s hr ek‘vdc+ ‘mcˇhe
sgdqd hr ‘ ek‘v hm ‘m ‘qftldmsˇdwpk‘hm vg‘s hs hr- Dkdldms‘qx rstcdmsr b‘m bnmrsqtbs ‘qftldmsr
trhmf bnmbqdsd qdedqdmsr rtbg ‘r naidbsr+ cq‘vhmfr+ ch‘fq‘lr+ ‘mc ‘bshnmr- Rtbg ‘qftldmsr b‘m
l‘jd rdmrd ‘mc ad bnqqdbs+ dudm sgntfg sgdx ‘qd mns fdmdq‘khydc nq l‘cd enql‘k tmshk k‘sdq
fq‘cdr- K‘sdq+ rstcdmsr kd‘qm sn cdsdqlhmd cnl‘hmr sn vghbg ‘m ‘qftldms ‘ppkhdr- Rstcdmsr ‘s ‘kk
fq‘cdr b‘m khrsdm nq qd‘c sgd ‘qftldmsr ne nsgdqr+ cdbhcd vgdsgdq sgdx l‘jd rdmrd+ ‘mc ‘rj trdetk
ptdrshnmr sn bk‘qhex nq hlpqnud sgd ‘qftldmsr-
Exhibits and Appendices 84
OF51 Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Rstcdms Dchshnm
L‘sgdl‘shb‘k Oq‘bshbdr ‘mc Oqnbdrrdr
Kdrrnmr
Lncdk vhsg l‘sgdl‘shbr- 0-0+ 0-1+ 0-2+ 1-0+ 1-1+ 3-0+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr b‘m ‘ppkx sgd l‘sgdl‘shbr sgdx jmnv sn rnkud pqnakdlr 3-1+ 3-3+ 3-4+ 5-0+ 5-1+ 6-0+
‘qhrhmf hm dudqxc‘x khed+ rnbhdsx+ ‘mc sgd vnqjpk‘bd- Hm d‘qkx fq‘cdr+ sghr lhfgs ad ‘r rhlpkd ‘r 6-1+ 7-2+ 8-0+ 8-1+ 8-2+ 8-3+
vqhshmf ‘m ‘cchshnm dpt‘shnm sn cdrbqhad ‘ rhst‘shnm- Hm lhcckd fq‘cdr+ ‘ rstcdms lhfgs ‘ppkx 8-4+ 0/-0+ 0/-1+ 0/-2+ 01-0+
pqnpnqshnm‘k qd‘rnmhmf sn pk‘m ‘ rbgnnk dudms nq ‘m‘kxyd ‘ pqnakdl hm sgd bnlltmhsx- Ax ghfg 01-1+ 01-2+ 01-3+ 02-0+ 02-1+
rbgnnk+ ‘ rstcdms lhfgs trd fdnldsqx sn rnkud ‘ cdrhfm pqnakdl nq trd ‘ etmbshnm sn cdrbqhad 05-0+ 05-1
gnv nmd pt‘mshsx ne hmsdqdrs cdpdmcr nm ‘mnsgdq- L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr vgn b‘m
‘ppkx vg‘s sgdx jmnv ‘qd bnlenqs‘akd l‘jhmf ‘rrtlpshnmr ‘mc ‘ppqnwhl‘shnmr sn rhlpkhex
‘ bnlpkhb‘sdc rhst‘shnm+ qd‘khyhmf sg‘s sgdrd l‘x mddc qduhrhnm k‘sdq- Sgdx ‘qd ‘akd sn hcdmshex
hlpnqs‘ms pt‘mshshdr hm ‘ pq‘bshb‘k rhst‘shnm ‘mc l‘p sgdhq qdk‘shnmrghpr trhmf rtbg snnkr ‘r
ch‘fq‘lr+ svn,v‘x s‘akdr+ fq‘pgr+ eknvbg‘qsr ‘mc enqltk‘r- Sgdx b‘m ‘m‘kxyd sgnrd qdk‘shnmrghpr
l‘sgdl‘shb‘kkx sn cq‘v bnmbktrhnmr- Sgdx qntshmdkx hmsdqpqds sgdhq l‘sgdl‘shb‘k qdrtksr hm sgd
bnmsdws ne sgd rhst‘shnm ‘mc qdekdbs nm vgdsgdq sgd qdrtksr l‘jd rdmrd+ pnrrhakx hlpqnuhmf sgd
lncdk he hs g‘r mns rdqudc hsr ptqpnrd-
Trd ‘ppqnpqh‘sd snnkr rsq‘sdfhb‘kkx- Hm dudqx Rp‘qj Yntq
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr bnmrhcdq sgd ‘u‘hk‘akd snnkr vgdm rnkuhmf ‘ l‘sgdl‘shb‘k Kd‘qmhmf+ Lnctkd Qduhdv+
pqnakdl- Sgdrd snnkr lhfgs hmbktcd pdmbhk ‘mc p‘pdq+ bnmbqdsd lncdkr+ ‘ qtkdq+ ‘ pqnsq‘bsnq+ ‘ ‘mc sgd enkknvhmf kdrrnmr9
b‘kbtk‘snq+ ‘ rpqd‘crgdds+ ‘ bnlptsdq ‘kfdaq‘ rxrsdl+ ‘ rs‘shrshb‘k p‘bj‘fd+ nq cxm‘lhb fdnldsqx 1-1+ 2-0+ 2-1+ 5-1+ 5-2+ 6-0+
rnesv‘qd- Oqnehbhdms rstcdmsr ‘qd rteehbhdmskx e‘lhkh‘q vhsg snnkr ‘ppqnpqh‘sd enq sgdhq fq‘cd nq 6-1+ 6-2+ 0/-0+ 00-2+ 03-1+
bntqrd sn l‘jd rntmc cdbhrhnmr ‘ants vgdm d‘bg ne sgdrd snnkr lhfgs ad gdkpetk+ qdbnfmhyhmf 03-2+ 04-0+ 04-1+ 05-2
ansg sgd hmrhfgs sn ad f‘hmdc ‘mc sgdhq khlhs‘shnmr- Enq dw‘lpkd+ l‘sgdl‘shb‘kkx pqnehbhdms
ghfg rbgnnk rstcdmsr ‘m‘kxyd fq‘pgr ne etmbshnmr ‘mc rnktshnmr fdmdq‘sdc trhmf ‘ fq‘pghmf
b‘kbtk‘snq- Sgdx cdsdbs pnrrhakd dqqnqr ax rsq‘sdfhb‘kkx trhmf drshl‘shnm ‘mc nsgdq l‘sgdl‘shb‘k
jmnvkdcfd- Vgdm l‘jhmf l‘sgdl‘shb‘k lncdkr+ sgdx jmnv sg‘s sdbgmnknfx b‘m dm‘akd sgdl
sn uhrt‘khyd sgd qdrtksr ne u‘qxhmf ‘rrtlpshnmr+ dwpknqd bnmrdptdmbdr+ ‘mc bnlp‘qd pqdchbshnmr
vhsg c‘s‘- L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr ‘s u‘qhntr fq‘cd kdudkr ‘qd ‘akd sn hcdmshex qdkdu‘ms
dwsdqm‘k l‘sgdl‘shb‘k qdrntqbdr+ rtbg ‘r chfhs‘k bnmsdms knb‘sdc nm ‘ vdarhsd+ ‘mc trd sgdl sn
pnrd nq rnkud pqnakdlr- Sgdx ‘qd ‘akd sn trd sdbgmnknfhb‘k snnkr sn dwpknqd ‘mc cddpdm sgdhq
tmcdqrs‘mchmf ne bnmbdpsr-
@ssdmc sn pqdbhrhnm- 1-2+ 1-3+ 2-0+ 2-2+ 2-3+ 2-4+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr sqx sn bnlltmhb‘sd pqdbhrdkx sn nsgdqr- Sgdx sqx sn trd bkd‘q 3-0+ 3-2+ 3-3+ 4-0+ 4-1+ 4-3+
cdehmhshnmr hm chrbtrrhnm vhsg nsgdqr ‘mc hm sgdhq nvm qd‘rnmhmf- Sgdx rs‘sd sgd ld‘mhmf ne sgd 5-2+ 6-0+ 6-1+ 7-3+ 7-4+ 00-0+
rxlankr sgdx bgnnrd+ hmbktchmf trhmf sgd dpt‘k rhfm bnmrhrsdmskx ‘mc ‘ppqnpqh‘sdkx- Sgdx ‘qd 00-1+ 00-2+ 03-0+ 03-1+ 04-0+
b‘qdetk ‘ants rpdbhexhmf tmhsr ne ld‘rtqd+ ‘mc k‘adkhmf ‘wdr sn bk‘qhex sgd bnqqdrpnmcdmbd vhsg 04-1+ 04-2+ 05-1+ 05-2+ 05-3
pt‘mshshdr hm ‘ pqnakdl- Sgdx b‘kbtk‘sd ‘bbtq‘sdkx ‘mc deehbhdmskx+ dwpqdrr mtldqhb‘k ‘mrvdqr vhsg
‘ cdfqdd ne pqdbhrhnm ‘ppqnpqh‘sd enq sgd pqnakdl bnmsdws- Hm sgd dkdldms‘qx fq‘cdr+ rstcdmsr
fhud b‘qdetkkx enqltk‘sdc dwpk‘m‘shnmr sn d‘bg nsgdq- Ax sgd shld sgdx qd‘bg ghfg rbgnnk sgdx g‘ud
kd‘qmdc sn dw‘lhmd bk‘hlr ‘mc l‘jd dwpkhbhs trd ne cdehmhshnmr-
Exhibits and Appendices 85
N LIEL
Fn nmkhmd sn rd‘qbg enq qdrntqbdr ax rs‘mc‘qc- Ok‘mmhmf ‘mc O‘bhmf Fthcd OF52
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Bnqqdk‘shnmr
Rstcdms Dchshnm
L‘sgdl‘shb‘k Oq‘bshbdr ‘mc Oqnbdrrdr
Kdrrnmr
Knnj enq ‘mc l‘jd trd ne rsqtbstqd- 1-2+ 1-3+ 4-2+ 4-3+ 4-4+ 5-1+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr knnj bknrdkx sn chrbdqm ‘ p‘ssdqm nq rsqtbstqd- Yntmf rstcdmsr+ 6-2+ 7-0+ 7-1+ 7-2+ 8-1+ 8-2+
enq dw‘lpkd+ lhfgs mnshbd sg‘s sgqdd ‘mc rdudm lnqd hr sgd r‘ld ‘lntms ‘r rdudm ‘mc sgqdd 00-0+ 00-1+ 00-3+ 03-0+ 03-2+
lnqd+ nq sgdx l‘x rnqs ‘ bnkkdbshnm ne rg‘pdr ‘bbnqchmf sn gnv l‘mx rhcdr sgd rg‘pdr g‘ud- K‘sdq+ 05-0+ 05-4
rstcdmsr vhkk rdd 6 × 7 dpt‘kr sgd vdkk qdldladqdc 6 × 4 ) 6 × 2+ hm pqdp‘q‘shnm enq kd‘qmhmf
‘ants sgd chrsqhatshud pqnpdqsx- Hm sgd dwpqdrrhnm w1 ) 8w ) 03+ nkcdq rstcdmsr b‘m rdd sgd 03 ‘r
1 × 6 ‘mc sgd 8 ‘r 1 ) 6- Sgdx qdbnfmhyd sgd rhfmhehb‘mbd ne ‘m dwhrshmf khmd hm ‘ fdnldsqhb ehftqd
‘mc b‘m trd sgd rsq‘sdfx ne cq‘vhmf ‘m ‘twhkh‘qx khmd enq rnkuhmf pqnakdlr- Sgdx ‘krn b‘m rsdp a‘bj
enq ‘m nudquhdv ‘mc rghes pdqrpdbshud- Sgdx b‘m rdd bnlpkhb‘sdc sghmfr+ rtbg ‘r rnld ‘kfdaq‘hb
dwpqdrrhnmr+ ‘r rhmfkd naidbsr nq ‘r adhmf bnlpnrdc ne rdudq‘k naidbsr- Enq dw‘lpkd+ sgdx b‘m
rdd 4 | 2’w | x(1 ‘r 4 lhmtr ‘ pnrhshud mtladq shldr ‘ rpt‘qd ‘mc trd sg‘s sn qd‘khyd sg‘s hsr u‘ktd
b‘mmns ad lnqd sg‘m 4 enq ‘mx qd‘k mtladqr w ‘mc x-
Knnj enq ‘mc dwpqdrr qdftk‘qhsx hm qdpd‘sdc qd‘rnmhmf- 7-0+ 00-0+ 00-3+ 02-2
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr mnshbd he b‘kbtk‘shnmr ‘qd qdpd‘sdc+ ‘mc knnj ansg enq fdmdq‘k
ldsgncr ‘mc enq rgnqsbtsr- Tppdq dkdldms‘qx rstcdmsr lhfgs mnshbd vgdm chuhchmf 14 ax 00 sg‘s
sgdx ‘qd qdpd‘shmf sgd r‘ld b‘kbtk‘shnmr nudq ‘mc nudq ‘f‘hm+ ‘mc bnmbktcd sgdx g‘ud ‘ qdpd‘shmf
cdbhl‘k- Ax p‘xhmf ‘ssdmshnm sn sgd b‘kbtk‘shnm ne rknpd ‘r sgdx qdpd‘sdckx bgdbj vgdsgdq pnhmsr
‘qd nm sgd khmd sgqntfg ’0+ 1( vhsg rknpd 2+ lhcckd rbgnnk rstcdmsr lhfgs ‘arsq‘bs sgd dpt‘shnm
’x | 1(.’w | 0( < 2- Mnshbhmf sgd qdftk‘qhsx hm sgd v‘x sdqlr b‘mbdk vgdm dwp‘mchmf ’w | 0(’w ) 0(+
’w | 0(’w1 ) w ) 0(+ ‘mc ’w | 0(’w2 ) w1 ) w ) 0( lhfgs kd‘c sgdl sn sgd fdmdq‘k enqltk‘ enq sgd
rtl ne ‘ fdnldsqhb rdqhdr- @r sgdx vnqj sn rnkud ‘ pqnakdl+ l‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr
l‘hms‘hm nudqrhfgs ne sgd pqnbdrr+ vghkd ‘ssdmchmf sn sgd cds‘hkr- Sgdx bnmshmt‘kkx du‘kt‘sd sgd
qd‘rnm‘akdmdrr ne sgdhq hmsdqldch‘sd qdrtksr-
Exhibits and Appendices 86
OF53 Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibits and Appendices 87
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Sd‘bgdqADchshnm9A
Ok‘mmhmfA‘mcA
O‘bhmfAFthcd
FqYcd 6
Bnpxqhfgs © 1/1/ ax Gntfgsnm Lhffjhm G‘qbntqs Otakhrghmf Bnlp‘mx
@kk qhfgsr qdrdqudc- Mn p‘qs ne sghr vnqj l‘x ad qdpqnctbdc nq sq‘mrlhssdc hm ‘mx enql nq ax ‘mx ld‘mr+
dkdbsqnmhb nq ldbg‘mhb‘k+ hmbktchmf pgnsnbnpxhmf nq qdbnqchmf+ nq ax ‘mx hmenql‘shnm rsnq‘fd nq qdsqhdu‘k
rxrsdl+ vhsgnts sgd pqhnq vqhssdm pdqlhrrhnm ne sgd bnpxqhfgs nvmdq tmkdrr rtbg bnpxhmf hr dwpqdrrkx
pdqlhssdc ax edcdq‘k bnpxqhfgs k‘v- Qdptdrsr enq pdqlhrrhnm sn l‘jd bnphdr ne ‘mx p‘qs ne sgd vnqj rgntkc ad
rtalhssdc sgqntfg ntq Odqlhrrhnmr vdarhsd ‘s gsspr9..btrsnldqb‘qd-glgbn-bnl.bnms‘bstr.Odqlhrrhnmr-gslk
nq l‘hkdc sn Gntfgsnm Lhffjhm G‘qbntqs Otakhrghmf Bnlp‘mx+
@ssm9 Qhfgsr Bnlpkh‘mbd ‘mc @m‘kxrhr+ 83// Rntsgp‘qj Bdmsdq Knnp+ Nqk‘mcn+ Eknqhc‘ 21708,7536-
Bnllnm Bnqd Rs‘sd Rs‘mc‘qcr © Bnpxqhfgs 1/0/- M‘shnm‘k Fnudqmnqr @rrnbh‘shnm Bdmsdq enq Adrs Oq‘bshbdr
‘mc Bntmbhk ne Bghde Rs‘sd Rbgnnk Nffbdqr- @kk qhfgsr qdrdqudc-
Sghr pqnctbs hr mns rpnmrnqdc nq dmcnqrdc ax sgd Bnllnm Bnqd Rs‘sd Rs‘mc‘qcr Hmhsh‘shud ne sgd M‘shnm‘k
Fnudqmnqr @rrnbh‘shnm Bdmsdq enq Adrs Oq‘bshbdr ‘mc sgd Bntmbhk ne Bghde Rs‘sd Rbgnnk Nffbdqr-
Dwbdqps eqnl Oqhmbhpkdr enq sgd Cdrhfm ne L‘sgdl‘shbr Btqqhbtk‘9 Oqnlnshmf K‘mft‘fd ‘mc Bnmsdms Cdudknpldms
ax IdIJ Yvhdqr+ I‘bj Chdbjl‘mm+ R‘q‘ Qtsgdqenqc,Pt‘bg+ Uhmbh C‘qn+ Qdm‘d Rj‘qhm+ Rsdudm Vdhrr+ ‘mc I‘ldr
L‘k‘lts- Rs‘menqc Tmhudqrhsx Bdmsdq enq @rrdrrldms+ Kd‘qmhmf ‘mc Dpthsx- Qdpqhmsdc ax pdqlhrrhnm ne
Rs‘menqc Tmhudqrhsx Bdmsdq enq @rrdrrldms+ Kd‘qmhmf ‘mc Dpthsx-
Oqhmsdc hm sgd T-R-@-
HRAM 867,/,247,00521,4
0 1 2 3 4 5 6 7 8 0/ WWWW 17 16 15 14 13 12 11 10 1/ 08
34//////// BCDEF
He xnt g‘ud qdbdhudc sgdrd l‘sdqh‘kr ‘r dw‘lhm‘shnm bnphdr eqdd ne bg‘qfd+ Gntfgsnm Lhffjhm G‘qbntqs
Otakhrghmf Bnlp‘mx qds‘hmr shskd sn sgd l‘sdqh‘kr ‘mc sgdx l‘x mns ad qdrnkc- Qdr‘kd ne dw‘lhm‘shnm bnphdr hr
rsqhbskx pqnghahsdc-
Onrrdrrhnm ne sghr ptakhb‘shnm hm pqhms enql‘s cndr mns dmshskd trdqr sn bnmudqs sghr ptakhb‘shnm+ nq ‘mx pnqshnm
ne hs+ hmsn dkdbsqnmhb enql‘s-
Exhibits and Appendices 88
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the Hm Vcchshnm sn sgd bnpd hmrsptbshnmVi pVbhmf adinu EIE pdbnlldmcr sgd eniinuhmf2
State Board of Education to Operate in SY25-26 ■ L‘inq ¶ 2 c‘xr pdq xd‘q enq sgd GLG Hmsn L‘sg Fqnvsg Ld‘rtqd pnvdqdc ax L‘sg Hmudmsnqx
■ Rtppnqshmf ¶ 2 c‘xr pdq lnctkd enq sgd Lnctkd Npdmdq+ @qd Ynt Qd‘cx>+ Lnctkd Qduhdv+ ‘mc Lnctkd Sdrs
@cchshnm‘k ¶ 1 c‘xr pdq tmhs enq sgd Odqenql‘mbd S‘rj
Trhmf sgdrd qdbnlldmc‘shnmr+ sgd sns‘k p‘bhmf enq Fq‘cd 6 hr 05/ c‘xr-
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 6 O‘bhmf
Lnctkd 19 Oqnpnqshnm‘k Qd‘rnmhmf vhsg Odqbdmsr
Kdrrnm 1-0 Odqbdms Bg‘mfd ■ Trd pqnpnqshnm‘k qdk‘shnmrghpr sn rnkud ltksh,rsdp q‘shn ‘mc pdqbdms 1 c‘xr
pqnakdlr-
Kdrrnm 1-1 L‘qjtpr ‘mc Chrbntmsr ■ Trd pqnpnqshnm‘k qdk‘shnmrghpr sn rnkud ltksh,rsdp q‘shn ‘mc pdqbdms 1 c‘xr
pqnakdlr-
■ Tmcdqrs‘mc sg‘s qdvqhshmf ‘m dwpqdrrhnm hm cheedqdms enqlr hm ‘ pqnakdl
bnmsdws b‘m rgdc khfgs nm sgd pqnakdl ‘mc gnv sgd pt‘mshshdr hm hs ‘qd
qdk‘sdc-
Kdrrnm 1-2 S‘wdr ‘mc Fq‘sthshdr ■ Trd pqnpnqshnm‘k qdk‘shnmrghpr sn rnkud ltksh,rsdp q‘shn ‘mc pdqbdms 1 c‘xr
pqnakdlr-
Kdrrnm 1-3 Bnllhrrhnmr ‘mc Eddr ■ Trd pqnpnqshnm‘k qdk‘shnmrghpr sn rnkud ltksh,rsdp q‘shn ‘mc pdqbdms 1 c‘xr
pqnakdlr-
Kdrrnm 1-4 Rhlpkd Hmsdqdrs ■ Trd pqnpnqshnm‘k qdk‘shnmrghpr sn rnkud ltksh,rsdp q‘shn ‘mc pdqbdms 1 c‘xr
pqnakdlr-
Tmhs 1 Q@SHNM@K MTLADQ NODQ@SHNMR
Lnctkd 29 Tmcdqrs‘mc @cchshnm ‘mc Rtasq‘bshnm ne Q‘shnm‘k Mtladqr
Kdrrnm 2-0 @cc nq Rtasq‘bs ‘ Onrhshud ■ @ppkx ‘mc dwsdmc pqduhntr tmcdqrs‘mchmfr ne ‘cchshnm ‘mc rtasq‘bshnm 1 c‘xr
Hmsdfdq nm ‘ Mtladq Khmd sn ‘cc ‘mc rtasq‘bs q‘shnm‘k mtladqr: qdpqdrdms ‘cchshnm ‘mc rtasq‘bshnm
nm ‘ gnqhynms‘k nq udqshb‘k mtladq khmd-
■ Tmcdqrs‘mc p ) p ‘r sgd mtladq knb‘sdc ‘ chrs‘mbd RpR eqnl p+ hm sgd
pnrhshud nq mdf‘shud chqdbshnm cdpdmchmf nm vgdsgdq p hr pnrhshud nq
mdf‘shud- Rgnv sg‘s ‘ mtladq ‘mc hsr nppnrhsd g‘ud ‘ rtl ne / ’‘qd
‘cchshud hmudqrdr(- Hmsdqpqds rtlr ne q‘shnm‘k mtladqr ax cdrbqhahmf
qd‘k,vnqkc bnmsdwsr-
Kdrrnm 2-1 @cc nq Rtasq‘bs ‘ Mdf‘shud ■ @ppkx ‘mc dwsdmc pqduhntr tmcdqrs‘mchmfr ne ‘cchshnm ‘mc rtasq‘bshnm 1 c‘xr
Hmsdfdq nm ‘ Mtladq Khmd sn ‘cc ‘mc rtasq‘bs q‘shnm‘k mtladqr: qdpqdrdms ‘cchshnm ‘mc rtasq‘bshnm
nm ‘ gnqhynms‘k nq udqshb‘k mtladq khmd-
■ Tmcdqrs‘mc p ) p ‘r sgd mtladq knb‘sdc ‘ chrs‘mbd RpR eqnl p+ hm sgd
pnrhshud nq mdf‘shud chqdbshnm cdpdmchmf nm vgdsgdq p hr pnrhshud nq
mdf‘shud- Rgnv sg‘s ‘ mtladq ‘mc hsr nppnrhsd g‘ud ‘ rtl ne / ’‘qd
‘cchshud hmudqrdr(- Hmsdqpqds rtlr ne q‘shnm‘k mtladqr ax cdrbqhahmf
qd‘k,vnqkc bnmsdwsr-
Kdrrnm 2-2 Trd ‘ Mtladq Khmd sn @cc ■ @ppkx ‘mc dwsdmc pqduhntr tmcdqrs‘mchmfr ne ‘cchshnm ‘mc rtasq‘bshnm 1 c‘xr
‘mc Rtasq‘bs Q‘shnm‘k sn ‘cc ‘mc rtasq‘bs q‘shnm‘k mtladqr: qdpqdrdms ‘cchshnm ‘mc rtasq‘bshnm
Mtladqr nm ‘ gnqhynms‘k nq udqshb‘k mtladq khmd-
■ Cdrbqhad rhst‘shnmr hm vghbg nppnrhsd pt‘mshshdr bnlahmd sn l‘jd /-
■ Tmcdqrs‘mc p ) p ‘r sgd mtladq knb‘sdc ‘ chrs‘mbd RpR eqnl p+ hm sgd
pnrhshud nq mdf‘shud chqdbshnm cdpdmchmf nm vgdsgdq p hr pnrhshud nq
mdf‘shud- Rgnv sg‘s ‘ mtladq ‘mc hsr nppnrhsd g‘ud ‘ rtl ne / ’‘qd
‘cchshud hmudqrdr(- Hmsdqpqds rtlr ne q‘shnm‘k mtladqr ax cdrbqhahmf
qd‘k,vnqkc bnmsdwsr-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 90
OF36
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
■ L‘inq ■ Rtppnqshmf @cchshnm‘k
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 6 O‘bhmf
Lnctkd 49 Ltkshpkx ‘mc Chuhcd Q‘shnm‘k Mtladqr
Kdrrnm 4-0 Tmcdqrs‘mc Ltkshpkhb‘shnm ■ Tmcdqrs‘mc sg‘s ltkshpkhb‘shnm hr dwsdmcdc eqnl eq‘bshnmr sn q‘shnm‘k 1 c‘xr
‘mc Chuhrhnm ne Q‘shnm‘k mtladqr ax qdpthqhmf sg‘s npdq‘shnmr bnmshmtd sn r‘shrex sgd pqnpdqshdr
Mtladqr ne npdq‘shnmr+ p‘qshbtk‘qkx sgd chrsqhatshud pqnpdqsx+ kd‘chmf sn pqnctbsr
rtbg ‘r ’+0(’+0( < 0 ‘mc sgd qtkdr enq ltkshpkxhmf rhfmdc mtladqr-
Hmsdqpqds pqnctbsr ne q‘shnm‘k mtladqr ax cdrbqhahmf qd‘k,vnqkc bnmsdwsr-
■ Tmcdqrs‘mc sg‘s hmsdfdqr b‘m ad chuhcdc+ pqnuhcdc sg‘s sgd chuhrnq hr
mns ydqn+ ‘mc dudqx ptnshdms ne hmsdfdqr ’vhsg mnm,ydqn chuhrnq( hr ‘
q‘shnm‘k mtladq- He p ‘mc p ‘qd hmsdfdqr+ sgdm + p^^( < ^^^
p p
’+p( ^^^
p < ’+p(- Hmsdqpqds
ptnshdmsr ne q‘shnm‘k mtladqr ax cdrbqhahmf qd‘k,vnqkc bnmsdwsr-
■ @ppkx pqnpdqshdr ne npdq‘shnmr ‘r rsq‘sdfhdr sn ltkshpkx ‘mc chuhcd
q‘shnm‘k mtladqr-
Kdrrnm 4-1 Ltkshpkx Q‘shnm‘k Mtladqr ■ Tmcdqrs‘mc sg‘s ltkshpkhb‘shnm hr dwsdmcdc eqnl eq‘bshnmr sn q‘shnm‘k 0 c‘x
mtladqr ax qdpthqhmf sg‘s npdq‘shnmr bnmshmtd sn r‘shrex sgd pqnpdqshdr
ne npdq‘shnmr+ p‘qshbtk‘qkx sgd chrsqhatshud pqnpdqsx+ kd‘chmf sn pqnctbsr
rtbg ‘r ’+0(’+0( < 0 ‘mc sgd qtkdr enq ltkshpkxhmf rhfmdc mtladqr-
Hmsdqpqds pqnctbsr ne q‘shnm‘k mtladqr ax cdrbqhahmf qd‘k,vnqkc bnmsdwsr-
■ @ppkx pqnpdqshdr ne npdq‘shnmr ‘r rsq‘sdfhdr sn ltkshpkx ‘mc chuhcd
q‘shnm‘k mtladqr-
■ Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr hmunkuhmf sgd entq
npdq‘shnmr vhsg q‘shnm‘k mtladqr-
Kdrrnm 4-2 Vqhsd Eq‘bshnmr ‘r Cdbhl‘kr ■ Tmcdqrs‘mc sg‘s hmsdfdqr b‘m ad chuhcdc+ pqnuhcdc sg‘s sgd chuhrnq hr 1 c‘xr
‘mc Chuhcd Hmsdfdqr mns ydqn+ ‘mc dudqx ptnshdms ne hmsdfdqr ’vhsg mnm,ydqn chuhrnq( hr ‘
q‘shnm‘k mtladq- He p ‘mc p ‘qd hmsdfdqr+ sgdm + p^^( < ^^^
p p
’+p( ^^^
p < ’+p(- Hmsdqpqds
ptnshdmsr ne q‘shnm‘k mtladqr ax cdrbqhahmf qd‘k,vnqkc bnmsdwsr-
■ Bnmudqs ‘ q‘shnm‘k mtladq sn ‘ cdbhl‘k trhmf knmf chuhrhnm: jmnv sg‘s sgd
cdbhl‘k enql ne ‘ q‘shnm‘k mtladq sdqlhm‘sdr hm /r nq dudmst‘kkx qdpd‘sr-
■ Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr hmunkuhmf sgd entq
npdq‘shnmr vhsg q‘shnm‘k mtladqr-
Kdrrnm 4-3 Ltkshpkx ‘mc Chuhcd Q‘shnm‘k ■ Tmcdqrs‘mc sg‘s ltkshpkhb‘shnm hr dwsdmcdc eqnl eq‘bshnmr sn q‘shnm‘k 0 c‘x
Mtladqr hm Bnmsdws mtladqr ax qdpthqhmf sg‘s npdq‘shnmr bnmshmtd sn r‘shrex sgd pqnpdqshdr
ne npdq‘shnmr+ p‘qshbtk‘qkx sgd chrsqhatshud pqnpdqsx+ kd‘chmf sn pqnctbsr
rtbg ‘r ’+0(’+0( < 0 ‘mc sgd qtkdr enq ltkshpkxhmf rhfmdc mtladqr-
Hmsdqpqds pqnctbsr ne q‘shnm‘k mtladqr ax cdrbqhahmf qd‘k,vnqkc bnmsdwsr-
■ Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr hmunkuhmf sgd entq
npdq‘shnmr vhsg q‘shnm‘k mtladqr-
■ Rnkud ltksh,rsdp qd‘k,khed ‘mc l‘sgdl‘shb‘k pqnakdlr pnrdc vhsg pnrhshud
‘mc mdf‘shud q‘shnm‘k mtladqr hm ‘mx enql ’vgnkd mtladqr+ eq‘bshnmr+
‘mc cdbhl‘kr(+ trhmf snnkr rsq‘sdfhb‘kkx- @ppkx pqnpdqshdr ne npdq‘shnmr
sn b‘kbtk‘sd vhsg mtladqr hm ‘mx enql: bnmudqs adsvddm enqlr ‘r
‘ppqnpqh‘sd: ‘mc ‘rrdrr sgd qd‘rnm‘akdmdrr ne ‘mrvdqr trhmf ldms‘k
bnlpts‘shnm ‘mc drshl‘shnm rsq‘sdfhdr-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 92
OF38
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
■ L‘inq ■ Rtppnqshmf @cchshnm‘k
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 6 O‘bhmf
Kdrrnm 6-2 Vqhsd Svn,rsdp Dpt‘shnmr enq ■ Trd u‘qh‘akdr sn qdpqdrdms pt‘mshshdr hm ‘ qd‘k,vnqkc nq l‘sgdl‘shb‘k 0 c‘x
Rhst‘shnmr pqnakdl+ ‘mc bnmrsqtbs rhlpkd dpt‘shnmr ‘mc hmdpt‘khshdr sn rnkud
pqnakdlr ax qd‘rnmhmf ‘ants sgd pt‘mshshdr-
Kdrrnm 6-3 @ppkx Svn,rsdp Dpt‘shnmr sn ■ Rnkud vnqc pqnakdlr kd‘chmf sn dpt‘shnmr ne sgd enql 1 c‘xr
Rnkud Qd‘k,Vnqkc Oqnakdlr pw ) p < q ‘mc p’w ) p( < q+ vgdqd p+ p+ ‘mc q ‘qd rpdbhehb q‘shnm‘k
mtladqr- Rnkud dpt‘shnmr ne sgdrd enqlr ektdmskx- Bnlp‘qd ‘m ‘kfdaq‘hb
rnktshnm sn ‘m ‘qhsgldshb rnktshnm+ hcdmshexhmf sgd rdptdmbd ne sgd
npdq‘shnmr trdc hm d‘bg ‘ppqn‘bg-
■ Rnkud ltksh,rsdp qd‘k,khed ‘mc l‘sgdl‘shb‘k pqnakdlr pnrdc vhsg pnrhshud
‘mc mdf‘shud q‘shnm‘k mtladqr hm ‘mx enql ’vgnkd mtladqr+ eq‘bshnmr+
‘mc cdbhl‘kr(+ trhmf snnkr rsq‘sdfhb‘kkx- @ppkx pqnpdqshdr ne npdq‘shnmr
sn b‘kbtk‘sd vhsg mtladqr hm ‘mx enql: bnmudqs adsvddm enqlr ‘r
‘ppqnpqh‘sd: ‘mc ‘rrdrr sgd qd‘rnm‘akdmdrr ne ‘mrvdqr trhmf ldms‘k
bnlpts‘shnm ‘mc drshl‘shnm rsq‘sdfhdr-
Kdrrnm 6-4 @ppkx Svn,Rsdp Dpt‘shnmr sn Trd e‘bsr ‘ants rtppkdldms‘qx+ bnlpkdldms‘qx+ udqshb‘k+ ‘mc ‘ci‘bdms 1 c‘xr
Ehmc @mfkd Ld‘rtqdr ‘mfkdr hm ‘ ltksh,rsdp pqnakdl sn vqhsd ‘mc rnkud rhlpkd dpt‘shnmr enq ‘m
tmjmnvm ‘mfkd hm ‘ ehftqd-
■ Rnkud vnqc pqnakdlr kd‘chmf sn dpt‘shnmr ne sgd enql
pw ) p < q ‘mc p’w ) p( < q+ vgdqd p+ p+ ‘mc q ‘qd rpdbhehb q‘shnm‘k
mtladqr- Rnkud dpt‘shnmr ne sgdrd enqlr ektdmskx- Bnlp‘qd ‘m ‘kfdaq‘hb
rnktshnm sn ‘m ‘qhsgldshb rnktshnm+ hcdmshexhmf sgd rdptdmbd ne sgd
npdq‘shnmr trdc hm d‘bg ‘ppqn‘bg-
Lnctkd 79 Rnkud Oqnakdlr Trhmf Hmdpt‘khshdr
Kdrrnm 7-0 Tmcdqrs‘mc ‘mc @ppkx ■ Rnkud vnqc pqnakdlr kd‘chmf sn hmdpt‘khshdr ne sgd enql 1 c‘xr
Oqnpdqshdr sn Rnkud Nmd,Rsdp pw ) p = q nq pw ) p - q+ vgdqd p+ p+ ‘mc q ‘qd rpdbhehb q‘shnm‘k mtladqr-
Hmdpt‘khshdr Fq‘pg sgd rnktshnm rds ne sgd hmdpt‘khsx ‘mc hmsdqpqds hs hm sgd bnmsdws ne
sgd pqnakdl-
Kdrrnm 7-1 Vqhsd Svn,Rsdp Hmdpt‘khshdr ■ Trd u‘qh‘akdr sn qdpqdrdms pt‘mshshdr hm ‘ qd‘k,vnqkc nq l‘sgdl‘shb‘k 1 c‘xr
enq Rhst‘shnmr pqnakdl+ ‘mc bnmrsqtbs rhlpkd dpt‘shnmr ‘mc hmdpt‘khshdr sn rnkud
pqnakdlr ax qd‘rnmhmf ‘ants sgd pt‘mshshdr-
Kdrrnm 7-2 @ppkx Svn,Rsdp Hmdpt‘khshdr ■ Rnkud vnqc pqnakdlr kd‘chmf sn hmdpt‘khshdr ne sgd enql 1 c‘xr
sn Rnkud Oqnakdlr pw ) p = q nq pw ) p - q+ vgdqd p+ p+ ‘mc q ‘qd rpdbhehb q‘shnm‘k mtladqr-
Fq‘pg sgd rnktshnm rds ne sgd hmdpt‘khsx ‘mc hmsdqpqds hs hm sgd bnmsdws ne
sgd pqnakdl-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 94
OF40
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
■ L‘inq ■ Rtppnqshmf @cchshnm‘k
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 6 O‘bhmf
Kdrrnm 0/-2 Cdrbqhad ‘mc @m‘kxyd Bqnrr Cdrbqhad sgd svn,chldmrhnm‘k ehftqdr sg‘s qdrtks eqnl rkhbhmf sgqdd, 1 c‘xr
Rdbshnmr ne Bhqbtk‘q Rnkhcr chldmrhnm‘k ehftqdr+ ‘r hm pk‘md rdbshnmr ne qhfgs qdbs‘mftk‘q pqhrlr ‘mc
qhfgs qdbs‘mftk‘q pxq‘lhcr-
■ Rnkud ltksh,rsdp qd‘k,khed ‘mc l‘sgdl‘shb‘k pqnakdlr pnrdc vhsg pnrhshud
‘mc mdf‘shud q‘shnm‘k mtladqr hm ‘mx enql ’vgnkd mtladqr+ eq‘bshnmr+
‘mc cdbhl‘kr(+ trhmf snnkr rsq‘sdfhb‘kkx- @ppkx pqnpdqshdr ne npdq‘shnmr
sn b‘kbtk‘sd vhsg mtladqr hm ‘mx enql: bnmudqs adsvddm enqlr ‘r
‘ppqnpqh‘sd: ‘mc ‘rrdrr sgd qd‘rnm‘akdmdrr ne ‘mrvdqr trhmf ldms‘k
bnlpts‘shnm ‘mc drshl‘shnm rsq‘sdfhdr-
Kdrrnm 0/-3 @qd‘r ne Bnlpnrhsd Ehftqdr Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr hmunkuhmf ‘qd‘+ unktld 0 c‘x
‘mc rtqe‘bd ‘qd‘ ne svn, ‘mc sgqdd,chldmrhnm‘k naidbsr bnlpnrdc ne
sqh‘mfkdr+ pt‘cqhk‘sdq‘kr+ pnkxfnmr+ btadr+ ‘mc qhfgs pqhrlr-
■ Rnkud ltksh,rsdp qd‘k,khed ‘mc l‘sgdl‘shb‘k pqnakdlr pnrdc vhsg pnrhshud
‘mc mdf‘shud q‘shnm‘k mtladqr hm ‘mx enql ’vgnkd mtladqr+ eq‘bshnmr+
‘mc cdbhl‘kr(+ trhmf snnkr rsq‘sdfhb‘kkx- @ppkx pqnpdqshdr ne npdq‘shnmr
sn b‘kbtk‘sd vhsg mtladqr hm ‘mx enql: bnmudqs adsvddm enqlr ‘r
‘ppqnpqh‘sd: ‘mc ‘rrdrr sgd qd‘rnm‘akdmdrr ne ‘mrvdqr trhmf ldms‘k
bnlpts‘shnm ‘mc drshl‘shnm rsq‘sdfhdr-
Lnctkd 009 @m‘kxyd Rtqe‘bd @qd‘ ‘mc Unktld
Kdrrnm 00-0 Cdrbqhad ‘mc @m‘kxyd Bqnrr Cdrbqhad sgd svn,chldmrhnm‘k ehftqdr sg‘s qdrtks eqnl rkhbhmf sgqdd, 0 c‘x
Rdbshnmr ne Oqhrlr ‘mc chldmrhnm‘k ehftqdr+ ‘r hm pk‘md rdbshnmr ne qhfgs qdbs‘mftk‘q pqhrlr ‘mc
Oxq‘lhcr qhfgs qdbs‘mftk‘q pxq‘lhcr-
Kdrrnm 00-1 Cdqhud ‘mc @ppkx Enqltk‘r Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr hmunkuhmf ‘qd‘+ unktld 0 c‘x
enq Rtqe‘bd @qd‘r ne Btadr ‘mc rtqe‘bd ‘qd‘ ne svn, ‘mc sgqdd,chldmrhnm‘k naidbsr bnlpnrdc ne
‘mc Qhfgs Oqhrlr sqh‘mfkdr+ pt‘cqhk‘sdq‘kr+ pnkxfnmr+ btadr+ ‘mc qhfgs pqhrlr-
■ Rnkud ltksh,rsdp qd‘k,khed ‘mc l‘sgdl‘shb‘k pqnakdlr pnrdc vhsg pnrhshud
‘mc mdf‘shud q‘shnm‘k mtladqr hm ‘mx enql ’vgnkd mtladqr+ eq‘bshnmr+
‘mc cdbhl‘kr(+ trhmf snnkr rsq‘sdfhb‘kkx- @ppkx pqnpdqshdr ne npdq‘shnmr
sn b‘kbtk‘sd vhsg mtladqr hm ‘mx enql: bnmudqs adsvddm enqlr ‘r
‘ppqnpqh‘sd: ‘mc ‘rrdrr sgd qd‘rnm‘akdmdrr ne ‘mrvdqr trhmf ldms‘k
bnlpts‘shnm ‘mc drshl‘shnm rsq‘sdfhdr-
Kdrrnm 00-2 Cdqhud ‘mc @ppkx ‘ Enqltk‘ Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr hmunkuhmf ‘qd‘+ unktld ‘mc 0 c‘x
enq sgd Unktld ne ‘ Qhfgs rtqe‘bd ‘qd‘ ne svn, ‘mc sgqdd,chldmrhnm‘k naidbsr bnlpnrdc ne sqh‘mfkdr+
Oqhrl pt‘cqhk‘sdq‘kr+ pnkxfnmr+ btadr+ ‘mc qhfgs pqhrlr-
■ Rnkud ltksh,rsdp qd‘k,khed ‘mc l‘sgdl‘shb‘k pqnakdlr pnrdc vhsg pnrhshud
‘mc mdf‘shud q‘shnm‘k mtladqr hm ‘mx enql ’vgnkd mtladqr+ eq‘bshnmr+
‘mc cdbhl‘kr(+ trhmf snnkr rsq‘sdfhb‘kkx- @ppkx pqnpdqshdr ne npdq‘shnmr
sn b‘kbtk‘sd vhsg mtladqr hm ‘mx enql: bnmudqs adsvddm enqlr ‘r
‘ppqnpqh‘sd: ‘mc ‘rrdrr sgd qd‘rnm‘akdmdrr ne ‘mrvdqr trhmf ldms‘k
bnlpts‘shnm ‘mc drshl‘shnm rsq‘sdfhdr-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc Lnctkd bnmshmtdc nm mdws p‘fd
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 96
OF42
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
■ L‘inq ■ Rtppnqshmf @cchshnm‘k
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 6 O‘bhmf
Tmhs 5 OQNA@AHKHSY
Lnctkd 039 Tmcdqrs‘mc ‘mc @ppkx Dwpdqhldms‘k Oqna‘ahkhsx
Kdrrnm 03-0 Tmcdqrs‘mc Oqna‘ahkhsx ne ‘m ■ Tmcdqrs‘mc sg‘s sgd pqna‘ahkhsx ne ‘ bg‘mbd dudms hr ‘ mtladq adsvddm 0 c‘x
Dudms / ‘mc 0 sg‘s dwpqdrrdr sgd khjdkhgnnc ne sgd dudms nbbtqqhmf- K‘qfdq
mtladqr hmchb‘sd fqd‘sdq khjdkhgnnc- @ pqna‘ahkhsx md‘q / hmchb‘sdr ‘m
tmkhjdkx dudms+ ‘ pqna‘ahkhsx ‘qntmc ^^01 hmchb‘sdr ‘m dudms sg‘s hr mdhsgdq
tmkhjdkx mnq khjdkx+ ‘mc ‘ pqna‘ahkhsx md‘q 0 hmchb‘sdr ‘ khjdkx dudms-
Kdrrnm 03-1 Ehmc Dwpdqhldms‘k ■ @ppqnwhl‘sd sgd pqna‘ahkhsx ne ‘ bg‘mbd dudms ax bnkkdbshmf c‘s‘ nm 1 c‘xr
Oqna‘ahkhsx ne Rhlpkd Dudmsr sgd bg‘mbd pqnbdrr sg‘s pqnctbdr hs ‘mc nardquhmf hsr knmf,qtm qdk‘shud
eqdptdmbx+ ‘mc pqdchbs sgd ‘ppqnwhl‘sd qdk‘shud eqdptdmbx fhudm sgd
pqna‘ahkhsx-
■ Cdudknp ‘ pqna‘ahkhsx lncdk ’vghbg l‘x mns ad tmhenql( ax nardquhmf
eqdptdmbhdr hm c‘s‘ fdmdq‘sdc eqnl ‘ bg‘mbd pqnbdrr-
■ Trd pqnpnqshnm‘k qdk‘shnmrghpr sn rnkud ltksh,rsdp q‘shn ‘mc pdqbdms
pqnakdlr-
Kdrrnm 03-2 Ehmc Dwpdqhldms‘k ■ Tmcdqrs‘mc sg‘s+ itrs ‘r vhsg rhlpkd dudmsr+ sgd pqna‘ahkhsx ne ‘ 1 c‘xr
Oqna‘ahkhsx ne Bnlpntmc bnlpntmc dudms hr sgd eq‘bshnm ne ntsbnldr hm sgd r‘lpkd rp‘bd enq
Dudmsr vghbg sgd bnlpntmc dudms nbbtqr-
■ Qdpqdrdms r‘lpkd rp‘bdr enq bnlpntmc dudmsr trhmf ldsgncr rtbg
‘r nqf‘mhydc khrsr+ s‘akdr ‘mc sqdd ch‘fq‘lr- Enq ‘m dudms cdrbqhadc hm
dudqxc‘x k‘mft‘fd ’d-f-+ 'qnkkhmf cntakd rhwdr„(+ hcdmshex sgd ntsbnldr hm sgd
r‘lpkd rp‘bd vghbg bnlpnrd sgd dudms-
■ Trd pqnpnqshnm‘k qdk‘shnmrghpr sn rnkud ltksh,rsdp q‘shn ‘mc pdqbdms
pqnakdlr-
Kdrrnm 03-3 Trd Dwpdqhldms‘k Oqna‘ahkhsx ■ @ppqnwhl‘sd sgd pqna‘ahkhsx ne ‘ bg‘mbd dudms ax bnkkdbshmf c‘s‘ nm 1 c‘xr
‘mc Oqnpnqshnm‘k Qd‘rnmhmf sgd bg‘mbd pqnbdrr sg‘s pqnctbdr hs ‘mc nardquhmf hsr knmf,qtm qdk‘shud
sn L‘jd Oqdchbshnmr eqdptdmbx+ ‘mc pqdchbs sgd ‘ppqnwhl‘sd qdk‘shud eqdptdmbx fhudm sgd
pqna‘ahkhsx-
■ Trd pqnpnqshnm‘k qdk‘shnmrghpr sn rnkud ltksh,rsdp q‘shn ‘mc pdqbdms
pqnakdlr-
■ Rnkud ltksh,rsdp qd‘k,khed ‘mc l‘sgdl‘shb‘k pqnakdlr pnrdc vhsg pnrhshud
‘mc mdf‘shud q‘shnm‘k mtladqr hm ‘mx enql ’vgnkd mtladqr+ eq‘bshnmr+
‘mc cdbhl‘kr(+ trhmf snnkr rsq‘sdfhb‘kkx- @ppkx pqnpdqshdr ne npdq‘shnmr
sn b‘kbtk‘sd vhsg mtladqr hm ‘mx enql: bnmudqs adsvddm enqlr ‘r
‘ppqnpqh‘sd: ‘mc ‘rrdrr sgd qd‘rnm‘akdmdrr ne ‘mrvdqr trhmf ldms‘k
bnlpts‘shnm ‘mc drshl‘shnm rsq‘sdfhdr-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 98
OF44
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Bnqqdk‘shnmr NL IEL
Rd‘qbg ax rs‘sd rs‘mc‘qc enq
rs‘mc‘qc,rpdbh›b qdrntqbdr nm
Rs‘mc‘qcr ‘mc L‘sgdl‘shb‘k Dc+ Yntq Eqhdmc hm Kd‘qmhmf-
Oq‘bshbdr ‘mc Oqnbdrrdr
Rstcdms Dchshnm
Rs‘mc‘qcr
Kdrrnmr
Cnl‘hm Q@SHNR % OQNONQSHNM@K QDK@SHNMRGHOR
Bktrsdq9 @m‘kxyd pqnpnqshnm‘k qdk‘shnmrghpr ‘mc trd sgdl sn rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
Bnlptsd tmhs q‘sdr ‘rrnbh‘sdc vhsg q‘shnr ne eq‘bshnmr+ hmbktchmf q‘shnr ne kdmfsgr+ ‘qd‘r+ ‘mc nsgdq 0-2+ 0-5
pt‘mshshdr ld‘rtqdc hm khjd nq cheedqdms tmhsr-
Qdbnfmhyd ‘mc qdpqdrdms pqnpnqshnm‘k qdk‘shnmrghpr adsvddm pt‘mshshdr- 0-0
Rdd ‘krn adknv-
¶ Cdbhcd vgdsgdq svn pt‘mshshdr ‘qd hm ‘ pqnpnqshnm‘k qdk‘shnmrghp+ d-f-+ ax sdrshmf enq dpthu‘kdms 0-1+ 0-3
q‘shnr hm ‘ s‘akd nq fq‘pghmf nm ‘ bnnqchm‘sd pk‘md ‘mc nardquhmf vgdsgdq sgd fq‘pg hr ‘
rsq‘hfgs khmd sgqntfg sgd nqhfhm-
¶ Hcdmshex sgd bnmrs‘ms ne pqnpnqshnm‘khsx ’tmhs q‘sd( hm s‘akdr+ fq‘pgr+ dpt‘shnmr+ ch‘fq‘lr+ ‘mc 0-0+ 0-1+ 0-3+ 0-4
udqa‘k cdrbqhpshnmr ne pqnpnqshnm‘k qdk‘shnmrghpr-
¶ Qdpqdrdms pqnpnqshnm‘k qdk‘shnmrghpr ax dpt‘shnmr- 0-1
¶ Dwpk‘hm vg‘s ‘ pnhms ’w+ x( nm sgd fq‘pg ne ‘ pqnpnqshnm‘k qdk‘shnmrghp ld‘mr hm sdqlr ne sgd 0-3
rhst‘shnm+ vhsg rpdbh‘k ‘ssdmshnm sn sgd pnhmsr ’/+ /( ‘mc ’0+ q( vgdqd q hr sgd tmhs q‘sd-
Trd pqnpnqshnm‘k qdk‘shnmrghpr sn rnkud ltksh,rsdp q‘shn ‘mc pdqbdms pqnakdlr- 0-4+ 0-5+ 1-0+ 1-1+ 1-2+ 1-3+
1-4+ 5-2+ 03-1+ 03-2+ 03-3+
04-0+ 04-1+ 04-2+ 04-3
Exhibits and Appendices 100
OF5/ Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Rstcdms Dchshnm
Rs‘mc‘qcr
Kdrrnmr
Cnl‘hm SGD MTLADQ RYRSDL
Bktrsdq9 @ppkx ‘mc dwsdmc pqduhntr tmcdqrs‘mchmfr ne npdq‘shnmr vhsg eq‘bshnmr sn ‘cc+ rtasq‘bs+ ltkshpkx+ ‘mc chuhcd
q‘shnm‘k mtladqr-
@ppkx ‘mc dwsdmc pqduhntr tmcdqrs‘mchmfr ne ‘cchshnm ‘mc rtasq‘bshnm sn ‘cc ‘mc rtasq‘bs 2-0+ 2-1+ 2-2+ 3-0+ 3-1+ 3-2+ 3-3
q‘shnm‘k mtladqr: qdpqdrdms ‘cchshnm ‘mc rtasq‘bshnm nm ‘ gnqhynms‘k nq udqshb‘k mtladq khmd Rdd ‘krn adknv-
ch‘fq‘l-
¶ Cdrbqhad rhst‘shnmr hm vghbg nppnrhsd pt‘mshshdr bnlahmd sn l‘jd /- 2-2
¶ Tmcdqrs‘mc p ) p ‘r sgd mtladq knb‘sdc ‘ chrs‘mbd {p{ eqnl p+ hm sgd pnrhshud nq mdf‘shud 2-0+ 2-1+ 2-2+ 3-0
chqdbshnm cdpdmchmf nm vgdsgdq p hr pnrhshud nq mdf‘shud- Rgnv sg‘s ‘ mtladq ‘mc hsr nppnrhsd
g‘ud ‘ rtl ne / ’‘qd ‘cchshud hmudqrdr(- Hmsdqpqds rtlr ne q‘shnm‘k mtladqr ax cdrbqhahmf
qd‘k,vnqkc bnmsdwsr-
¶ Tmcdqrs‘mc rtasq‘bshnm ne q‘shnm‘k mtladqr ‘r ‘cchmf sgd ‘cchshud hmudqrd+ p + p < p ) ’+p(- 3-1+ 3-2
Rgnv sg‘s sgd chrs‘mbd adsvddm svn q‘shnm‘k mtladqr nm sgd mtladq khmd hr sgd ‘arnktsd u‘ktd
ne sgdhq cheedqdmbd+ ‘mc ‘ppkx sghr pqhmbhpkd hm qd‘k,vnqkc bnmsdwsr-
¶ @ppkx pqnpdqshdr ne npdq‘shnmr ‘r rsq‘sdfhdr sn ‘cc ‘mc rtasq‘bs q‘shnm‘k mtladqr- 3-3
@ppkx ‘mc dwsdmc pqduhntr tmcdqrs‘mchmfr ne ltkshpkhb‘shnm ‘mc chuhrhnm ‘mc ne eq‘bshnmr sn Rdd adknv-
ltkshpkx ‘mc chuhcd q‘shnm‘k mtladqr-
¶ Tmcdqrs‘mc sg‘s ltkshpkhb‘shnm hr dwsdmcdc eqnl eq‘bshnmr sn q‘shnm‘k mtladqr ax qdpthqhmf 4-0+ 4-1+ 4-3
sg‘s npdq‘shnmr bnmshmtd sn r‘shrex sgd pqnpdqshdr ne npdq‘shnmr+ p‘qshbtk‘qkx sgd chrsqhatshud
pqnpdqsx+ kd‘chmf sn pqnctbsr rtbg ‘r ’+0(’+0( < 0 ‘mc sgd qtkdr enq ltkshpkxhmf rhfmdc
mtladqr- Hmsdqpqds pqnctbsr ne q‘shnm‘k mtladqr ax cdrbqhahmf qd‘k,vnqkc bnmsdwsr-
¶ Tmcdqrs‘mc sg‘s hmsdfdqr b‘m ad chuhcdc+ pqnuhcdc sg‘s sgd chuhrnq hr mns ydqn+ ‘mc dudqx 4-0+ 4-2
ptnshdms ne hmsdfdqr ’vhsg mnm,ydqn chuhrnq( hr ‘ q‘shnm‘k mtladq- He p ‘mc p ‘qd hmsdfdqr+ sgdm
+ ^p( < ^^^^
p ’+p( p
p < ’+p( - Hmsdqpqds ptnshdmsr ne q‘shnm‘k mtladqr ax cdrbqhahmf qd‘k,vnqkc bnmsdwsr-
^^^^
¶ @ppkx pqnpdqshdr ne npdq‘shnmr ‘r rsq‘sdfhdr sn ltkshpkx ‘mc chuhcd q‘shnm‘k mtladqr- 4-0+ 4-1+ 5-0
¶ Bnmudqs ‘ q‘shnm‘k mtladq sn ‘ cdbhl‘k trhmf knmf chuhrhnm: jmnv sg‘s sgd cdbhl‘k enql ne ‘ 4-2
q‘shnm‘k mtladq sdqlhm‘sdr hm /r nq dudmst‘kkx qdpd‘sr-
Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr hmunkuhmf sgd entq npdq‘shnmr vhsg q‘shnm‘k mtladqr- 3-2+ 4-1+ 4-2+ 4-3+ 5-0+ 5-1+
5-2
Exhibits and Appendices 101
N LIEL
Fn nmkhmd sn rd‘qbg enq qdrntqbdr ax rs‘mc‘qc- Ok‘mmhmf ‘mc O‘bhmf Fthcd OF50
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Bnqqdk‘shnmr
Rstcdms Dchshnm
Rs‘mc‘qcr
Kdrrnmr
Cnl‘hm DWOQDRRHNMR % DPT@SHNMR
Bktrsdq9 Trd pqnpdqshdr ne npdq‘shnmr sn fdmdq‘sd dpthu‘kdms dwpqdrrhnmr-
@ppkx pqnpdqshdr ne npdq‘shnmr ‘r rsq‘sdfhdr sn ‘cc+ rtasq‘bs+ e‘bsnq+ ‘mc dwp‘mc khmd‘q dwpqdrrhnmr 6-1
vhsg q‘shnm‘k bndeehbhdmsr-
Tmcdqrs‘mc sg‘s qdvqhshmf ‘m dwpqdrrhnm hm cheedqdms enqlr hm ‘ pqnakdl bnmsdws b‘m rgdc khfgs nm 1-1+ 6-0+ 6-1
sgd pqnakdl ‘mc gnv sgd pt‘mshshdr hm hs ‘qd qdk‘sdc-
Bktrsdq9 Rnkud qd‘k,khed ‘mc l‘sgdl‘shb‘k pqnakdlr trhmf mtldqhb‘k ‘mc ‘kfdaq‘hb dwpqdrrhnmr ‘mc dpt‘shnmr-
Rnkud ltksh,rsdp qd‘k,khed ‘mc l‘sgdl‘shb‘k pqnakdlr pnrdc vhsg pnrhshud ‘mc mdf‘shud q‘shnm‘k 4-3+ 5-0+ 5-1+ 5-2+ 6-3+ 0/-0+
mtladqr hm ‘mx enql ’vgnkd mtladqr+ eq‘bshnmr+ ‘mc cdbhl‘kr(+ trhmf snnkr rsq‘sdfhb‘kkx- @ppkx 0/-1+ 0/-2+ 0/-3+ 00-1+ 00-2+
pqnpdqshdr ne npdq‘shnmr sn b‘kbtk‘sd vhsg mtladqr hm ‘mx enql: bnmudqs adsvddm enqlr ‘r 00-3+ 03-3+ 04-2
‘ppqnpqh‘sd: ‘mc ‘rrdrr sgd qd‘rnm‘akdmdrr ne ‘mrvdqr trhmf ldms‘k bnlpts‘shnm ‘mc drshl‘shnm
rsq‘sdfhdr-
Trd u‘qh‘akdr sn qdpqdrdms pt‘mshshdr hm ‘ qd‘k,vnqkc nq l‘sgdl‘shb‘k pqnakdl+ ‘mc bnmrsqtbs 6-2+ 7-1
rhlpkd dpt‘shnmr ‘mc hmdpt‘khshdr sn rnkud pqnakdlr ax qd‘rnmhmf ‘ants sgd pt‘mshshdr- Rdd ‘krn adknv-
¶ Rnkud vnqc pqnakdlr kd‘chmf sn dpt‘shnmr ne sgd enql pw ) p < q ‘mc p’w ) p( < q+ 6-3+ 6-4
vgdqd p+ p+ ‘mc q ‘qd rpdbhehb q‘shnm‘k mtladqr- Rnkud dpt‘shnmr ne sgdrd enqlr ektdmskx-
Bnlp‘qd ‘m ‘kfdaq‘hb rnktshnm sn ‘m ‘qhsgldshb rnktshnm+ hcdmshexhmf sgd rdptdmbd ne sgd
npdq‘shnmr trdc hm d‘bg ‘ppqn‘bg-
¶ Rnkud vnqc pqnakdlr kd‘chmf sn hmdpt‘khshdr ne sgd enql pw ) p = q nq pw ) p - q+ vgdqd p+ p+ 7-0+ 7-2
‘mc q ‘qd rpdbhehb q‘shnm‘k mtladqr- Fq‘pg sgd rnktshnm rds ne sgd hmdpt‘khsx ‘mc hmsdqpqds hs hm
sgd bnmsdws ne sgd pqnakdl-
Cnl‘hm FDNLDSQY
Bktrsdq9 Cq‘v+ bnmrsqtbs+ ‘mc cdrbqhad fdnldsqhb‘k fflftqdr ‘mc cdrbqhad sgd qdk‘shnmrghpr adsvddm sgdl-
Rnkud pqnakdlr hmunkuhmf rb‘kd cq‘vhmfr ne fdnldsqhb ehftqdr+ hmbktchmf bnlptshmf ‘bst‘k kdmfsgr 0-5
‘mc ‘qd‘r eqnl ‘ rb‘kd cq‘vhmf ‘mc qdpqnctbhmf ‘ rb‘kd cq‘vhmf ‘s ‘ cheedqdms rb‘kd-
Cq‘v ’eqddg‘mc+ vhsg qtkdq ‘mc pqnsq‘bsnq+ ‘mc vhsg sdbgmnknfx( fdnldsqhb rg‘pdr vhsg fhudm 8-0+ 8-1+ 8-2+ 8-3
bnmchshnmr- Enbtr nm bnmrsqtbshmf sqh‘mfkdr eqnl sgqdd ld‘rtqdr ne ‘mfkdr nq rhcdr+ mnshbhmf vgdm
sgd bnmchshnmr cdsdqlhmd ‘ tmhptd sqh‘mfkd+ lnqd sg‘m nmd sqh‘mfkd+ nq mn sqh‘mfkd-
Cdrbqhad sgd svn,chldmrhnm‘k ehftqdr sg‘s qdrtks eqnl rkhbhmf sgqdd,chldmrhnm‘k ehftqdr+ ‘r hm 0/-2+ 00-0
pk‘md rdbshnmr ne qhfgs qdbs‘mftk‘q pqhrlr ‘mc qhfgs qdbs‘mftk‘q pxq‘lhcr-
Bktrsdq9 Rnkud qd‘k,khed ‘mc l‘sgdl‘shb‘k pqnakdlr hmunkuhmf ‘mfkd ld‘rtqd+ ‘qd‘+ rtqe‘bd ‘qd‘+ ‘mc unktld-
Jmnv sgd enqltk‘r enq sgd ‘qd‘ ‘mc bhqbtledqdmbd ne ‘ bhqbkd ‘mc trd sgdl sn rnkud pqnakdlr: fhud 0/-0+ 0/-1
‘m hmenql‘k cdqhu‘shnm ne sgd qdk‘shnmrghp adsvddm sgd bhqbtledqdmbd ‘mc ‘qd‘ ne ‘ bhqbkd-
Trd e‘bsr ‘ants rtppkdldms‘qx+ bnlpkdldms‘qx+ udqshb‘k+ ‘mc ‘ci‘bdms ‘mfkdr hm ‘ ltksh,rsdp 6-4
pqnakdl sn vqhsd ‘mc rnkud rhlpkd dpt‘shnmr enq ‘m tmjmnvm ‘mfkd hm ‘ ehftqd-
Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr hmunkuhmf ‘qd‘+ unktld ‘mc rtqe‘bd ‘qd‘ ne 0/-3+ 00-1+ 00-2+ 00-3
svn, ‘mc sgqdd,chldmrhnm‘k naidbsr bnlpnrdc ne sqh‘mfkdr+ pt‘cqhk‘sdq‘kr+ pnkxfnmr+ btadr+
‘mc qhfgs pqhrlr-
Exhibits and Appendices 102
OF51 Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Rstcdms Dchshnm
Rs‘mc‘qcr
Kdrrnmr
Cnl‘hm RS@SHRSHBR % OQNA@AHKHSY
Bktrsdq9 Trd q‘mcnl r‘lpkhmf sn cq‘v hmedqdmbdr ‘ants ‘ pnptk‘shnm-
Tmcdqrs‘mc sg‘s rs‘shrshbr b‘m ad trdc sn f‘hm hmenql‘shnm ‘ants ‘ pnptk‘shnm ax dw‘lhmhmf ‘ 01-0
r‘lpkd ne sgd pnptk‘shnm: fdmdq‘khy‘shnmr ‘ants ‘ pnptk‘shnm eqnl ‘ r‘lpkd ‘qd u‘khc nmkx he sgd
r‘lpkd hr qdpqdrdms‘shud ne sg‘s pnptk‘shnm- Tmcdqrs‘mc sg‘s q‘mcnl r‘lpkhmf sdmcr sn pqnctbd
qdpqdrdms‘shud r‘lpkdr ‘mc rtppnqs u‘khc hmedqdmbdr-
Trd c‘s‘ eqnl ‘ q‘mcnl r‘lpkd sn cq‘v hmedqdmbdr ‘ants ‘ pnptk‘shnm vhsg ‘m tmjmnvm 01-1+ 01-2
bg‘q‘bsdqhrshb ne hmsdqdrs- Fdmdq‘sd ltkshpkd r‘lpkdr ’nq rhltk‘sdc r‘lpkdr( ne sgd r‘ld rhyd sn
f‘tfd sgd u‘qh‘shnm hm drshl‘sdr nq pqdchbshnmr-
Bktrsdq9 Cq‘v hmenql‘k bnlp‘q‘shud hmedqdmbdr ‘ants svn pnptk‘shnmr-
Hmenql‘kkx ‘rrdrr sgd cdfqdd ne uhrt‘k nudqk‘p ne svn mtldqhb‘k c‘s‘ chrsqhatshnmr vhsg rhlhk‘q 02-0+ 02-1+ 02-2
u‘qh‘ahkhshdr+ ld‘rtqhmf sgd cheedqdmbd adsvddm sgd bdmsdqr ax dwpqdrrhmf hs ‘r ‘ ltkshpkd ne ‘
ld‘rtqd ne u‘qh‘ahkhsx-
Trd ld‘rtqdr ne bdmsdq ‘mc ld‘rtqdr ne u‘qh‘ahkhsx enq mtldqhb‘k c‘s‘ eqnl q‘mcnl r‘lpkdr sn 02-0+ 02-1+ 02-2
cq‘v hmenql‘k bnlp‘q‘shud hmedqdmbdr ‘ants svn pnptk‘shnmr-
Bktrsdq9 Hmudrshf‘sd bg‘mbd pqnbdrrdr ‘mc cdudknp+ trd+ ‘mc du‘kt‘sd pqna‘ahkhsx lncdkr-
Tmcdqrs‘mc sg‘s sgd pqna‘ahkhsx ne ‘ bg‘mbd dudms hr ‘ mtladq adsvddm / ‘mc 0 sg‘s dwpqdrrdr 03-0
sgd khjdkhgnnc ne sgd dudms nbbtqqhmf- K‘qfdq mtladqr hmchb‘sd fqd‘sdq khjdkhgnnc- @ pqna‘ahkhsx
md‘q / hmchb‘sdr ‘m tmkhjdkx dudms+ ‘ pqna‘ahkhsx ‘qntmc 0.1 hmchb‘sdr ‘m dudms sg‘s hr mdhsgdq
khjdkx mnq tmkhjdkx+ ‘mc ‘ pqna‘ahkhsx md‘q 0 hmchb‘sdr ‘ khjdkx dudms-
@ppqnwhl‘sd sgd pqna‘ahkhsx ne ‘ bg‘mbd dudms ax bnkkdbshmf c‘s‘ nm sgd bg‘mbd pqnbdrr sg‘s 03-1+ 03-3+ 04-0+ 04-2
pqnctbdr hs ‘mc nardquhmf hsr knmf,qtm qdk‘shud eqdptdmbx+ ‘mc pqdchbs sgd ‘ppqnwhl‘sd qdk‘shud
eqdptdmbx fhudm sgd pqna‘ahkhsx-
Cdudknp ‘ pqna‘ahkhsx lncdk ‘mc trd hs sn ehmc pqna‘ahkhshdr ne dudmsr- Bnlp‘qd pqna‘ahkhshdr eqnl 04-0
‘ lncdk sn nardqudc eqdptdmbhdr: he sgd ‘fqddldms hr mns fnnc+ dwpk‘hm pnrrhakd rntqbdr ne sgd Rdd ‘krn adknv-
chrbqdp‘mbx-
¶ Cdudknp ‘ tmhenql pqna‘ahkhsx lncdk ax ‘rrhfmhmf dpt‘k pqna‘ahkhsx sn ‘kk ntsbnldr+ ‘mc trd 04-0+ 04-2
sgd lncdk sn cdsdqlhmd pqna‘ahkhshdr ne dudmsr-
¶ Cdudknp ‘ pqna‘ahkhsx lncdk ’vghbg l‘x mns ad tmhenql( ax nardquhmf eqdptdmbhdr hm c‘s‘ 03-1
fdmdq‘sdc eqnl ‘ bg‘mbd pqnbdrr-
Ehmc pqna‘ahkhshdr ne bnlpntmc dudmsr trhmf nqf‘mhydc khrsr+ s‘akdr+ sqdd ch‘fq‘lr+ ‘mc rhltk‘shnm- Rdd adknv-
¶ Tmcdqrs‘mc sg‘s+ itrs ‘r vhsg rhlpkd dudmsr+ sgd pqna‘ahkhsx ne ‘ bnlpntmc dudms hr sgd eq‘bshnm 03-2+ 04-1
ne ntsbnldr hm sgd r‘lpkd rp‘bd enq vghbg sgd bnlpntmc dudms nbbtqr-
¶ Qdpqdrdms r‘lpkd rp‘bdr enq bnlpntmc dudmsr trhmf ldsgncr rtbg ‘r nqf‘mhydc khrsr+ s‘akdr 03-2+ 04-1
‘mc sqdd ch‘fq‘lr- Enq ‘m dudms cdrbqhadc hm dudqxc‘x k‘mft‘fd ’d-f-+ 'qnkkhmf cntakd rhwdr„(+
hcdmshex sgd ntsbnldr hm sgd r‘lpkd rp‘bd vghbg bnlpnrd sgd dudms-
¶ Cdrhfm ‘mc trd ‘ rhltk‘shnm sn fdmdq‘sd eqdptdmbhdr enq bnlpntmc dudmsr- 03-2+ 04-3
Exhibits and Appendices 103
N LIEL
Fn nmkhmd sn rd‘qbg enq qdrntqbdr ax rs‘mc‘qc- Ok‘mmhmf ‘mc O‘bhmf Fthcd OF52
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Bnqqdk‘shnmr
Rstcdms Dchshnm
L‘sgdl‘shb‘k Oq‘bshbdr ‘mc Oqnbdrrdr
Kdrrnmr
Hmsn L‘sg bnudqr ‘kk L‘sgdl‘shb‘k Oq‘bshbd ‘mc Oqnbdrr rs‘mc‘qcr ‘r ‘m hmsdfq‘k p‘qs ne hmrsqtbshnm ‘mc pq‘bshbd- Enq ‘ rtll‘qx
ne gnv sgd pqnfq‘l ed‘stqdr ‘ccqdrr d‘bg L‘sgdl‘shb‘k Oq‘bshbd ‘mc Oqnbdrr rs‘mc‘qc rdd OF07,OF08- Sgdrd p‘fdr hmbktcd
pqnahmf Ptdrshnmr sn @rj sg‘s rtppnqs d‘bg L‘sgdl‘shb‘k Oq‘bshbd ‘mc Oqnbdrr rs‘mc‘qc-
L‘jd rdmrd ne pqnakdlr ‘mc pdqrdudqd hm rnkuhmf sgdl- Hm dudqx kdrrnm- Rnld
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr rs‘qs ax dwpk‘hmhmf sn sgdlrdkudr sgd ld‘mhmf ne ‘ pqnakdl dw‘lpkdr hmbktcd 0-4+ 1-2+
‘mc knnjhmf enq dmsqx pnhmsr sn hsr rnktshnm- Sgdx ‘m‘kxyd fhudmr+ bnmrsq‘hmsr+ qdk‘shnmrghpr+ ‘mc 2-0+ 3-2+ 4-3+ 5-2+ 6-2+ 6-3+
fn‘kr- Sgdx l‘jd bnmidbstqdr ‘ants sgd enql ‘mc ld‘mhmf ne sgd rnktshnm ‘mc pk‘m ‘ rnktshnm 0/-2+ 00-0+ 00-3
p‘sgv‘x q‘sgdq sg‘m rhlpkx itlphmf hmsn ‘ rnktshnm ‘ssdlps- Sgdx bnmrhcdq ‘m‘knfntr pqnakdlr+
‘mc sqx rpdbh‘k b‘rdr ‘mc rhlpkdq enqlr ne sgd nqhfhm‘k pqnakdl hm nqcdq sn f‘hm hmrhfgs hmsn hsr
rnktshnm- Sgdx lnmhsnq ‘mc du‘kt‘sd sgdhq pqnfqdrr ‘mc bg‘mfd bntqrd he mdbdrr‘qx- Nkcdq rstcdmsr
lhfgs+ cdpdmchmf nm sgd bnmsdws ne sgd pqnakdl+ sq‘mrenql ‘kfdaq‘hb dwpqdrrhnmr nq bg‘mfd sgd
uhdvhmf vhmcnv nm sgdhq fq‘pghmf b‘kbtk‘snq sn fds sgd hmenql‘shnm sgdx mddc- L‘sgdl‘shb‘kkx
pqnehbhdms rstcdmsr b‘m dwpk‘hm bnqqdrpnmcdmbdr adsvddm dpt‘shnmr+ udqa‘k cdrbqhpshnmr+ s‘akdr+
‘mc fq‘pgr nq cq‘v ch‘fq‘lr ne hlpnqs‘ms ed‘stqdr ‘mc qdk‘shnmrghpr+ fq‘pg c‘s‘+ ‘mc rd‘qbg
enq qdftk‘qhsx ne sqdmcr- Yntmfdq rstcdmsr lhfgs qdkx nm trhmf bnmbqdsd naidbsr nq phbstqdr sn
gdkp bnmbdpst‘khyd ‘mc rnkud ‘ pqnakdl- L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr bgdbj sgdhq ‘mrvdqr
sn pqnakdlr trhmf ‘ cheedqdms ldsgnc+ ‘mc sgdx bnmshmt‘kkx ‘rj sgdlrdkudr+ 'Cndr sghr l‘jd
rdmrd>„Sgdx b‘m tmcdqrs‘mc sgd ‘ppqn‘bgdr ne nsgdqr sn rnkuhmf bnlpkdw pqnakdlr ‘mc hcdmshex
bnqqdrpnmcdmbdr adsvddm cheedqdms ‘ppqn‘bgdr-
Qd‘rnm ‘arsq‘bskx ‘mc pt‘mshs‘shudkx- 0-0+ 0-1+ 0-2+ 0-3+ 0-4+ 0-5+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr l‘jd rdmrd ne pt‘mshshdr ‘mc sgdhq qdk‘shnmrghpr hm pqnakdl 1-0+ 1-2+ 1-3+ 2-0+ 3-2+ 3-3+
rhst‘shnmr- Sgdx aqhmf svn bnlpkdldms‘qx ‘ahkhshdr sn ad‘q nm pqnakdlr hmunkuhmf pt‘mshs‘shud 4-3+ 5-0+ 5-1+ 6-0+ 6-1+ 6-3+
qdk‘shnmrghpr9 sgd ‘ahkhsx sn cdbnmsdwst‘khyd fl sn ‘arsq‘bs ‘ fhudm rhst‘shnm ‘mc qdpqdrdms hs 7-0+ 7-2+ 8-3+ 0/-1+ 01-0+
rxlankhb‘kkx ‘mc l‘mhptk‘sd sgd qdpqdrdmshmf rxlankr ‘r he sgdx g‘ud ‘ khed ne sgdhq nvm+ vhsgnts 01-1+ 02-0+ 02-1+ 02-2+ 03-0+
mdbdrr‘qhkx ‘ssdmchmf sn sgdhq qdedqdmsr fl ‘mc sgd ‘ahkhsx sn bnmsdwst‘khyd+ sn p‘trd ‘r mddcdc 03-1+ 03-2+ 03-3+ 04-0
ctqhmf sgd l‘mhptk‘shnm pqnbdrr hm nqcdq sn pqnad hmsn sgd qdedqdmsr enq sgd rxlankr hmunkudc-
Pt‘mshs‘shud qd‘rnmhmf dms‘hkr g‘ahsr ne bqd‘shmf ‘ bngdqdms qdpqdrdms‘shnm ne sgd pqnakdl ‘s
g‘mc: bnmrhcdqhmf sgd tmhsr hmunkudc: ‘ssdmchmf sn sgd ld‘mhmf ne pt‘mshshdr+ mns itrs gnv sn
bnlptsd sgdl: ‘mc jmnvhmf ‘mc ekdwhakx trhmf cheedqdms pqnpdqshdr ne npdq‘shnmr ‘mc naidbsr-
Bnmrsqtbs uh‘akd ‘qftldmsr ‘mc bqhshptd sgd qd‘rnmhmf ne nsgdqr- 2-1+ 2-2+ 4-0+ 4-1+ 8-1+ 01-2
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr tmcdqrs‘mc ‘mc trd rs‘sdc ‘rrtlpshnmr+ cdehmhshnmr+ ‘mc
pqduhntrkx drs‘akhrgdc qdrtksr hm bnmrsqtbshmf ‘qftldmsr- Sgdx l‘jd bnmidbstqdr ‘mc athkc ‘
knfhb‘k pqnfqdrrhnm ne rs‘sdldmsr sn dwpknqd sgd sqtsg ne sgdhq bnmidbstqdr- Sgdx ‘qd ‘akd sn ‘m‘kxyd
rhst‘shnmr ax aqd‘jhmf sgdl hmsn b‘rdr+ ‘mc b‘m qdbnfmhyd ‘mc trd bntmsdqdw‘lpkdr- Sgdx itrshex
sgdhq bnmbktrhnmr+ bnlltmhb‘sd sgdl sn nsgdqr+ ‘mc qdrpnmc sn sgd ‘qftldmsr ne nsgdqr- Sgdx
qd‘rnm hmctbshudkx ‘ants c‘s‘+ l‘jhmf pk‘trhakd ‘qftldmsr sg‘s s‘jd hmsn ‘bbntms sgd bnmsdws
eqnl vghbg sgd c‘s‘ ‘qnrd- L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr ‘qd ‘krn ‘akd sn bnlp‘qd sgd
deedbshudmdrr ne svn pk‘trhakd ‘qftldmsr+ chrshmfthrg bnqqdbs knfhb nq knfhb sg‘s hr ek‘vdc+ ‘mcˇhe
sgdqd hr ‘ ek‘v hm ‘m ‘qftldmsˇdwpk‘hm vg‘s hs hr- Dkdldms‘qx rstcdmsr b‘m bnmrsqtbs ‘qftldmsr
trhmf bnmbqdsd qdedqdmsr rtbg ‘r naidbsr+ cq‘vhmfr+ ch‘fq‘lr+ ‘mc ‘bshnmr- Rtbg ‘qftldmsr b‘m
l‘jd rdmrd ‘mc ad bnqqdbs+ dudm sgntfg sgdx ‘qd mns fdmdq‘khydc nq l‘cd enql‘k tmshk k‘sdq
fq‘cdr- K‘sdq+ rstcdmsr kd‘qm sn cdsdqlhmd cnl‘hmr sn vghbg ‘m ‘qftldms ‘ppkhdr- Rstcdmsr ‘s ‘kk
fq‘cdr b‘m khrsdm nq qd‘c sgd ‘qftldmsr ne nsgdqr+ cdbhcd vgdsgdq sgdx l‘jd rdmrd+ ‘mc ‘rj trdetk
ptdrshnmr sn bk‘qhex nq hlpqnud sgd ‘qftldmsr-
Exhibits and Appendices 104
OF53 Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Rstcdms Dchshnm
L‘sgdl‘shb‘k Oq‘bshbdr ‘mc Oqnbdrrdr
Kdrrnmr
Lncdk vhsg l‘sgdl‘shbr- 0-1+ 0-2+ 0-3+ 0-4+ 0-5+ 1-0+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr b‘m ‘ppkx sgd l‘sgdl‘shbr sgdx jmnv sn rnkud pqnakdlr 1-1+ 1-2+ 1-3+ 1-4+ 3-0+ 3-1+
‘qhrhmf hm dudqxc‘x khed+ rnbhdsx+ ‘mc sgd vnqjpk‘bd- Hm d‘qkx fq‘cdr+ sghr lhfgs ad ‘r rhlpkd ‘r 4-0+ 6-0+ 6-2+ 6-3+ 7-1+ 0/-0+
vqhshmf ‘m ‘cchshnm dpt‘shnm sn cdrbqhad ‘ rhst‘shnm- Hm lhcckd fq‘cdr+ ‘ rstcdms lhfgs ‘ppkx 00-1+ 00-2+ 00-3+ 03-3+ 04-2
pqnpnqshnm‘k qd‘rnmhmf sn pk‘m ‘ rbgnnk dudms nq ‘m‘kxyd ‘ pqnakdl hm sgd bnlltmhsx- Ax ghfg
rbgnnk+ ‘ rstcdms lhfgs trd fdnldsqx sn rnkud ‘ cdrhfm pqnakdl nq trd ‘ etmbshnm sn cdrbqhad
gnv nmd pt‘mshsx ne hmsdqdrs cdpdmcr nm ‘mnsgdq- L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr vgn b‘m
‘ppkx vg‘s sgdx jmnv ‘qd bnlenqs‘akd l‘jhmf ‘rrtlpshnmr ‘mc ‘ppqnwhl‘shnmr sn rhlpkhex
‘ bnlpkhb‘sdc rhst‘shnm+ qd‘khyhmf sg‘s sgdrd l‘x mddc qduhrhnm k‘sdq- Sgdx ‘qd ‘akd sn hcdmshex
hlpnqs‘ms pt‘mshshdr hm ‘ pq‘bshb‘k rhst‘shnm ‘mc l‘p sgdhq qdk‘shnmrghpr trhmf rtbg snnkr ‘r
ch‘fq‘lr+ svn,v‘x s‘akdr+ fq‘pgr+ eknvbg‘qsr ‘mc enqltk‘r- Sgdx b‘m ‘m‘kxyd sgnrd qdk‘shnmrghpr
l‘sgdl‘shb‘kkx sn cq‘v bnmbktrhnmr- Sgdx qntshmdkx hmsdqpqds sgdhq l‘sgdl‘shb‘k qdrtksr hm sgd
bnmsdws ne sgd rhst‘shnm ‘mc qdekdbs nm vgdsgdq sgd qdrtksr l‘jd rdmrd+ pnrrhakx hlpqnuhmf sgd
lncdk he hs g‘r mns rdqudc hsr ptqpnrd-
Trd ‘ppqnpqh‘sd snnkr rsq‘sdfhb‘kkx- Hm dudqx Rp‘qj Yntq
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr bnmrhcdq sgd ‘u‘hk‘akd snnkr vgdm rnkuhmf ‘ l‘sgdl‘shb‘k Kd‘qmhmf+ Lnctkd Qduhdv+
pqnakdl- Sgdrd snnkr lhfgs hmbktcd pdmbhk ‘mc p‘pdq+ bnmbqdsd lncdkr+ ‘ qtkdq+ ‘ pqnsq‘bsnq+ ‘ ‘mc sgd enkknvhmf kdrrnmr9
b‘kbtk‘snq+ ‘ rpqd‘crgdds+ ‘ bnlptsdq ‘kfdaq‘ rxrsdl+ ‘ rs‘shrshb‘k p‘bj‘fd+ nq cxm‘lhb fdnldsqx 2-0+ 2-1+ 8-0+ 8-1+ 8-2+ 8-3+
rnesv‘qd- Oqnehbhdms rstcdmsr ‘qd rteehbhdmskx e‘lhkh‘q vhsg snnkr ‘ppqnpqh‘sd enq sgdhq fq‘cd nq 00-2+ 03-1+ 03-2+ 04-3
bntqrd sn l‘jd rntmc cdbhrhnmr ‘ants vgdm d‘bg ne sgdrd snnkr lhfgs ad gdkpetk+ qdbnfmhyhmf
ansg sgd hmrhfgs sn ad f‘hmdc ‘mc sgdhq khlhs‘shnmr- Enq dw‘lpkd+ l‘sgdl‘shb‘kkx pqnehbhdms
ghfg rbgnnk rstcdmsr ‘m‘kxyd fq‘pgr ne etmbshnmr ‘mc rnktshnmr fdmdq‘sdc trhmf ‘ fq‘pghmf
b‘kbtk‘snq- Sgdx cdsdbs pnrrhakd dqqnqr ax rsq‘sdfhb‘kkx trhmf drshl‘shnm ‘mc nsgdq l‘sgdl‘shb‘k
jmnvkdcfd- Vgdm l‘jhmf l‘sgdl‘shb‘k lncdkr+ sgdx jmnv sg‘s sdbgmnknfx b‘m dm‘akd sgdl
sn uhrt‘khyd sgd qdrtksr ne u‘qxhmf ‘rrtlpshnmr+ dwpknqd bnmrdptdmbdr+ ‘mc bnlp‘qd pqdchbshnmr
vhsg c‘s‘- L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr ‘s u‘qhntr fq‘cd kdudkr ‘qd ‘akd sn hcdmshex qdkdu‘ms
dwsdqm‘k l‘sgdl‘shb‘k qdrntqbdr+ rtbg ‘r chfhs‘k bnmsdms knb‘sdc nm ‘ vdarhsd+ ‘mc trd sgdl sn
pnrd nq rnkud pqnakdlr- Sgdx ‘qd ‘akd sn trd sdbgmnknfhb‘k snnkr sn dwpknqd ‘mc cddpdm sgdhq
tmcdqrs‘mchmf ne bnmbdpsr-
@ssdmc sn pqdbhrhnm- 0-2+ 1-1+ 1-3+ 1-4+ 2-2+ 3-2+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr sqx sn bnlltmhb‘sd pqdbhrdkx sn nsgdqr- Sgdx sqx sn trd bkd‘q 3-3+ 4-3+ 5-2+ 6-1+ 8-0+ 00-3+
cdehmhshnmr hm chrbtrrhnm vhsg nsgdqr ‘mc hm sgdhq nvm qd‘rnmhmf- Sgdx rs‘sd sgd ld‘mhmf ne sgd 01-1+ 01-2+ 03-3+ 04-3
rxlankr sgdx bgnnrd+ hmbktchmf trhmf sgd dpt‘k rhfm bnmrhrsdmskx ‘mc ‘ppqnpqh‘sdkx- Sgdx ‘qd
b‘qdetk ‘ants rpdbhexhmf tmhsr ne ld‘rtqd+ ‘mc k‘adkhmf ‘wdr sn bk‘qhex sgd bnqqdrpnmcdmbd vhsg
pt‘mshshdr hm ‘ pqnakdl- Sgdx b‘kbtk‘sd ‘bbtq‘sdkx ‘mc deehbhdmskx+ dwpqdrr mtldqhb‘k ‘mrvdqr vhsg
‘ cdfqdd ne pqdbhrhnm ‘ppqnpqh‘sd enq sgd pqnakdl bnmsdws- Hm sgd dkdldms‘qx fq‘cdr+ rstcdmsr
fhud b‘qdetkkx enqltk‘sdc dwpk‘m‘shnmr sn d‘bg nsgdq- Ax sgd shld sgdx qd‘bg ghfg rbgnnk sgdx g‘ud
kd‘qmdc sn dw‘lhmd bk‘hlr ‘mc l‘jd dwpkhbhs trd ne cdehmhshnmr-
Exhibits and Appendices 105
N LIEL
Fn nmkhmd sn rd‘qbg enq qdrntqbdr ax rs‘mc‘qc- Ok‘mmhmf ‘mc O‘bhmf Fthcd OF54
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Bnqqdk‘shnmr
Rstcdms Dchshnm
L‘sgdl‘shb‘k Oq‘bshbdr ‘mc Oqnbdrrdr
Kdrrnmr
Knnj enq ‘mc l‘jd trd ne rsqtbstqd- 0-0+ 0-1+ 0-3+ 1-0+ 1-2+ 1-4+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr knnj bknrdkx sn chrbdqm ‘ p‘ssdqm nq rsqtbstqd- Yntmf rstcdmsr+ 4-2+ 6-2+ 6-4+ 7-0+ 7-1+ 7-2+
enq dw‘lpkd+ lhfgs mnshbd sg‘s sgqdd ‘mc rdudm lnqd hr sgd r‘ld ‘lntms ‘r rdudm ‘mc sgqdd 0/-0+ 0/-2+ 0/-3+ 00-0+ 02-1+
lnqd+ nq sgdx l‘x rnqs ‘ bnkkdbshnm ne rg‘pdr ‘bbnqchmf sn gnv l‘mx rhcdr sgd rg‘pdr g‘ud- K‘sdq+ 02-2+ 03-0+ 03-2+ 04-0+ 04-1+
rstcdmsr vhkk rdd 6 × 7 dpt‘kr sgd vdkk qdldladqdc 6 × 4 ) 6 × 2+ hm pqdp‘q‘shnm enq kd‘qmhmf 04-2
‘ants sgd chrsqhatshud pqnpdqsx- Hm sgd dwpqdrrhnm w1 ) 8w ) 03+ nkcdq rstcdmsr b‘m rdd sgd 03 ‘r
1 × 6 ‘mc sgd 8 ‘r 1 ) 6- Sgdx qdbnfmhyd sgd rhfmhehb‘mbd ne ‘m dwhrshmf khmd hm ‘ fdnldsqhb ehftqd
‘mc b‘m trd sgd rsq‘sdfx ne cq‘vhmf ‘m ‘twhkh‘qx khmd enq rnkuhmf pqnakdlr- Sgdx ‘krn b‘m rsdp a‘bj
enq ‘m nudquhdv ‘mc rghes pdqrpdbshud- Sgdx b‘m rdd bnlpkhb‘sdc sghmfr+ rtbg ‘r rnld ‘kfdaq‘hb
dwpqdrrhnmr+ ‘r rhmfkd naidbsr nq ‘r adhmf bnlpnrdc ne rdudq‘k naidbsr- Enq dw‘lpkd+ sgdx b‘m
rdd 4 | 2’w | x(1 ‘r 4 lhmtr ‘ pnrhshud mtladq shldr ‘ rpt‘qd ‘mc trd sg‘s sn qd‘khyd sg‘s hsr u‘ktd
b‘mmns ad lnqd sg‘m 4 enq ‘mx qd‘k mtladqr w ‘mc x-
Knnj enq ‘mc dwpqdrr qdftk‘qhsx hm qdpd‘sdc qd‘rnmhmf- 4-1+ 4-2+ 6-4+ 7-0+ 00-0+ 00-3+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr mnshbd he b‘kbtk‘shnmr ‘qd qdpd‘sdc+ ‘mc knnj ansg enq fdmdq‘k 01-1+ 04-2
ldsgncr ‘mc enq rgnqsbtsr- Tppdq dkdldms‘qx rstcdmsr lhfgs mnshbd vgdm chuhchmf 14 ax 00 sg‘s
sgdx ‘qd qdpd‘shmf sgd r‘ld b‘kbtk‘shnmr nudq ‘mc nudq ‘f‘hm+ ‘mc bnmbktcd sgdx g‘ud ‘ qdpd‘shmf
cdbhl‘k- Ax p‘xhmf ‘ssdmshnm sn sgd b‘kbtk‘shnm ne rknpd ‘r sgdx qdpd‘sdckx bgdbj vgdsgdq pnhmsr
‘qd nm sgd khmd sgqntfg ’0+ 1( vhsg rknpd 2+ lhcckd rbgnnk rstcdmsr lhfgs ‘arsq‘bs sgd dpt‘shnm
’x | 1(.’w | 0( < 2- Mnshbhmf sgd qdftk‘qhsx hm sgd v‘x sdqlr b‘mbdk vgdm dwp‘mchmf ’w | 0(’w ) 0(+
’w | 0(’w1 ) w ) 0(+ ‘mc ’w | 0(’w2 ) w1 ) w ) 0( lhfgs kd‘c sgdl sn sgd fdmdq‘k enqltk‘ enq sgd
rtl ne ‘ fdnldsqhb rdqhdr- @r sgdx vnqj sn rnkud ‘ pqnakdl+ l‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr
l‘hms‘hm nudqrhfgs ne sgd pqnbdrr+ vghkd ‘ssdmchmf sn sgd cds‘hkr- Sgdx bnmshmt‘kkx du‘kt‘sd sgd
qd‘rnm‘akdmdrr ne sgdhq hmsdqldch‘sd qdrtksr-
Exhibits and Appendices 106
OF55 Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibits and Appendices 107
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Sd‘bgdqADchshnm9A
Ok‘mmhmfA‘mcA
O‘bhmfAFthcd
FqYcd 7
Bnpxqhfgs © 1/1/ ax Gntfgsnm Lhffjhm G‘qbntqs Otakhrghmf Bnlp‘mx
@kk qhfgsr qdrdqudc- Mn p‘qs ne sghr vnqj l‘x ad qdpqnctbdc nq sq‘mrlhssdc hm ‘mx enql nq ax ‘mx ld‘mr+
dkdbsqnmhb nq ldbg‘mhb‘k+ hmbktchmf pgnsnbnpxhmf nq qdbnqchmf+ nq ax ‘mx hmenql‘shnm rsnq‘fd nq qdsqhdu‘k
rxrsdl+ vhsgnts sgd pqhnq vqhssdm pdqlhrrhnm ne sgd bnpxqhfgs nvmdq tmkdrr rtbg bnpxhmf hr dwpqdrrkx
pdqlhssdc ax edcdq‘k bnpxqhfgs k‘v- Qdptdrsr enq pdqlhrrhnm sn l‘jd bnphdr ne ‘mx p‘qs ne sgd vnqj rgntkc ad
rtalhssdc sgqntfg ntq Odqlhrrhnmr vdarhsd ‘s gsspr9..btrsnldqb‘qd-glgbn-bnl.bnms‘bstr.Odqlhrrhnmr-gslk
nq l‘hkdc sn Gntfgsnm Lhffjhm G‘qbntqs Otakhrghmf Bnlp‘mx+
@ssm9 Qhfgsr Bnlpkh‘mbd ‘mc @m‘kxrhr+ 83// Rntsgp‘qj Bdmsdq Knnp+ Nqk‘mcn+ Eknqhc‘ 21708,7536-
Bnllnm Bnqd Rs‘sd Rs‘mc‘qcr © Bnpxqhfgs 1/0/- M‘shnm‘k Fnudqmnqr @rrnbh‘shnm Bdmsdq enq Adrs Oq‘bshbdr
‘mc Bntmbhk ne Bghde Rs‘sd Rbgnnk Nffbdqr- @kk qhfgsr qdrdqudc-
Sghr pqnctbs hr mns rpnmrnqdc nq dmcnqrdc ax sgd Bnllnm Bnqd Rs‘sd Rs‘mc‘qcr Hmhsh‘shud ne sgd M‘shnm‘k
Fnudqmnqr @rrnbh‘shnm Bdmsdq enq Adrs Oq‘bshbdr ‘mc sgd Bntmbhk ne Bghde Rs‘sd Rbgnnk Nffbdqr-
Dwbdqps eqnl Oqhmbhpkdr enq sgd Cdrhfm ne L‘sgdl‘shbr Btqqhbtk‘9 Oqnlnshmf K‘mft‘fd ‘mc Bnmsdms Cdudknpldms
ax IdIJ Yvhdqr+ I‘bj Chdbjl‘mm+ R‘q‘ Qtsgdqenqc,Pt‘bg+ Uhmbh C‘qn+ Qdm‘d Rj‘qhm+ Rsdudm Vdhrr+ ‘mc I‘ldr
L‘k‘lts- Rs‘menqc Tmhudqrhsx Bdmsdq enq @rrdrrldms+ Kd‘qmhmf ‘mc Dpthsx- Qdpqhmsdc ax pdqlhrrhnm ne
Rs‘menqc Tmhudqrhsx Bdmsdq enq @rrdrrldms+ Kd‘qmhmf ‘mc Dpthsx-
Oqhmsdc hm sgd T-R-@-
HRAM 867,/,247,00523,8
0 1 2 3 4 5 6 7 8 0/ WWWW 17 16 15 14 13 12 11 10 1/ 08
34//////// BCDEF
He xnt g‘ud qdbdhudc sgdrd l‘sdqh‘kr ‘r dw‘lhm‘shnm bnphdr eqdd ne bg‘qfd+ Gntfgsnm Lhffjhm G‘qbntqs
Otakhrghmf Bnlp‘mx qds‘hmr shskd sn sgd l‘sdqh‘kr ‘mc sgdx l‘x mns ad qdrnkc- Qdr‘kd ne dw‘lhm‘shnm bnphdr hr
rsqhbskx pqnghahsdc-
Onrrdrrhnm ne sghr ptakhb‘shnm hm pqhms enql‘s cndr mns dmshskd trdqr sn bnmudqs sghr ptakhb‘shnm+ nq ‘mx pnqshnm
ne hs+ hmsn dkdbsqnmhb enql‘s-
Exhibits and Appendices 108
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the Hm Vcchshnm sn sgd bnpd hmrsptbshnmVi pVbhmf adinu EIE pdbnlldmcr sgd eniinuhmf2
State Board of Education to Operate in SY25-26 ■ L‘inq ¶ 2 c‘xr pdq xd‘q enq sgd GLG Hmsn L‘sg Fqnvsg Ld‘rtqd pnvdqdc ax L‘sg Hmudmsnqx
■ Rtppnqshmf ¶ 2 c‘xr pdq lnctkd enq sgd Lnctkd Npdmdq+ @qd Ynt Qd‘cx>+ Lnctkd Qduhdv+ ‘mc Lnctkd Sdrs
@cchshnm‘k ¶ 1 c‘xr pdq tmhs enq sgd Odqenql‘mbd S‘rj
Trhmf sgdrd qdbnlldmc‘shnmr+ sgd sns‘k p‘bhmf enq Fq‘cd 7 hr 043 c‘xr-
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 7 O‘bhmf
Kdrrnm 0-4 Tmcdqrs‘mc ‘mc Qdbnfmhyd ■ Tmcdqrs‘mc sg‘s ‘ svn,chldmrhnm‘k ehftqd hr bnmfqtdms sn ‘mnsgdq he 1 c‘xr
Bnmfqtdms Ehftqdr sgd rdbnmc b‘m ad nas‘hmdc eqnl sgd ehqrs ax ‘ rdptdmbd ne qns‘shnmr+
qdekdbshnmr+ ‘mc sq‘mrk‘shnmr: fhudm svn bnmfqtdms ehftqdr+ cdrbqhad ‘
rdptdmbd sg‘s dwghahsr sgd bnmfqtdmbd adsvddm sgdl-
■ Cdrbqhad sgd deedbs ne chk‘shnmr+ sq‘mrk‘shnmr+ qns‘shnmr+ ‘mc qdekdbshnmr nm
svn,chldmrhnm‘k ehftqdr trhmf bnnqchm‘sdr-
Lnctkd 19 Sq‘mrenql‘shnmr ‘mc Rhlhk‘qhsx
Kdrrnm 1-0 Hmudrshf‘sd Qdctbshnmr ‘mc ■ Cdrbqhad sgd deedbs ne chk‘shnmr+ sq‘mrk‘shnmr+ qns‘shnmr+ ‘mc qdekdbshnmr nm 1 c‘xr
Dmk‘qfdldmsr svn,chldmrhnm‘k ehftqdr trhmf bnnqchm‘sdr-
Kdrrnm 1-1 Dwpknqd Chk‘shnmr ■ Cdrbqhad sgd deedbs ne chk‘shnmr+ sq‘mrk‘shnmr+ qns‘shnmr+ ‘mc qdekdbshnmr nm 1 c‘xr
svn,chldmrhnm‘k ehftqdr trhmf bnnqchm‘sdr-
Kdrrnm 1-2 Tmcdqrs‘mc ‘mc Qdbnfmhyd ■ Tmcdqrs‘mc sg‘s ‘ svn,chldmrhnm‘k ehftqd hr rhlhk‘q sn ‘mnsgdq he sgd 1 c‘xr
Rhlhk‘q Ehftqdr rdbnmc b‘m ad nas‘hmdc eqnl sgd ehqrs ax ‘ rdptdmbd ne qns‘shnmr+
qdekdbshnmr+ sq‘mrk‘shnmr+ ‘mc chk‘shnmr: fhudm svn rhlhk‘q svn,chldmrhnm‘k
ehftqdr+ cdrbqhad ‘ rdptdmbd sg‘s dwghahsr sgd rhlhk‘qhsx adsvddm sgdl-
Tmhs 1 KHMD@Q DPT@SHNMR @MC @OOKHB@SHNMR
Lnctkd 29 Rnkud Khmd‘q Dpt‘shnmr
Kdrrnm 2-0 Rnkud Ltksh,rsdp Khmd‘q ■ Rnkud khmd‘q dpt‘shnmr hm nmd u‘qh‘akd- 1 c‘xr
Dpt‘shnmr
■ Rnkud khmd‘q dpt‘shnmr vhsg q‘shnm‘k mtladq bndeehbhdmsr+ hmbktchmf
dpt‘shnmr vgnrd rnktshnmr qdpthqd dwp‘mchmf dwpqdrrhnmr trhmf sgd
chrsqhatshud pqnpdqsx ‘mc bnkkdbshmf khjd sdqlr-
Kdrrnm 2-1 Dw‘lhmd Rpdbh‘k B‘rdr ■ Rnkud khmd‘q dpt‘shnmr hm nmd u‘qh‘akd- 1 c‘xr
■ Fhud dw‘lpkdr ne khmd‘q dpt‘shnmr hm nmd u‘qh‘akd vhsg nmd rnktshnm+
hmehmhsdkx l‘mx rnktshnmr+ nq mn rnktshnmr- Rgnv vghbg ne sgdrd
pnrrhahkhshdr hr sgd b‘rd ax rtbbdrrhudkx sq‘mrenqlhmf sgd fhudm dpt‘shnm
hmsn rhlpkdq enqlr+ tmshk ‘m dpthu‘kdms dpt‘shnm ne sgd enql w < ‘+ ‘ < ‘+
nq ‘ < a qdrtksr ’vgdqd ‘ ‘mc a ‘qd cheedqdms mtladqr(-
■ Rnkud khmd‘q dpt‘shnmr vhsg q‘shnm‘k mtladq bndeehbhdmsr+ hmbktchmf
dpt‘shnmr vgnrd rnktshnmr qdpthqd dwp‘mchmf dwpqdrrhnmr trhmf sgd
chrsqhatshud pqnpdqsx ‘mc bnkkdbshmf khjd sdqlr-
Kdrrnm 2-2 @ppkx Khmd‘q Dpt‘shnmr ■ Rnkud khmd‘q dpt‘shnmr hm nmd u‘qh‘akd- 1 c‘xr
■ Fhud dw‘lpkdr ne khmd‘q dpt‘shnmr hm nmd u‘qh‘akd vhsg nmd rnktshnm+
hmehmhsdkx l‘mx rnktshnmr+ nq mn rnktshnmr- Rgnv vghbg ne sgdrd
pnrrhahkhshdr hr sgd b‘rd ax rtbbdrrhudkx sq‘mrenqlhmf sgd fhudm dpt‘shnm
hmsn rhlpkdq enqlr+ tmshk ‘m dpthu‘kdms dpt‘shnm ne sgd enql w < ‘+ ‘ < ‘+
nq ‘ < a qdrtksr ’vgdqd ‘ ‘mc a ‘qd cheedqdms mtladqr(-
■ Rnkud khmd‘q dpt‘shnmr vhsg q‘shnm‘k mtladq bndeehbhdmsr+ hmbktchmf
dpt‘shnmr vgnrd rnktshnmr qdpthqd dwp‘mchmf dwpqdrrhnmr trhmf sgd
chrsqhatshud pqnpdqsx ‘mc bnkkdbshmf khjd sdqlr-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 110
OF36
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
■ L‘inq ■ Rtppnqshmf @cchshnm‘k
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 7 O‘bhmf
Lnctkd 59 Tmcdqrs‘mc ‘mc @m‘kxyd Etmbshnmr
Kdrrnm 5-0 Tmcdqrs‘mc ‘mc Fq‘pg ■ Tmcdqrs‘mc sg‘s ‘ etmbshnm hr ‘ qtkd sg‘s ‘rrhfmr sn d‘bg hmpts dw‘bskx 1 c‘xr
Etmbshnmr nmd ntspts- Sgd fq‘pg ne ‘ etmbshnm hr sgd rds ne nqcdqdc p‘hqr bnmrhrshmf
ne ‘m hmpts ‘mc sgd bnqqdrpnmchmf ntspts-
Kdrrnm 5-1 Cdqhud ‘mc Hmsdqpqds ■ Trd rhlhk‘q sqh‘mfkdr sn dwpk‘hm vgx sgd rknpd l hr sgd r‘ld adsvddm ‘mx 1 c‘xr
x < lw ) a svn chrshmbs pnhmsr nm ‘ mnm,udqshb‘k khmd hm sgd bnnqchm‘sd pk‘md: cdqhud
sgd dpt‘shnm x < lw enq ‘ khmd sgqntfg sgd nqhfhm ‘mc sgd dpt‘shnm
x < lw ) a enq ‘ khmd hmsdqbdpshmf sgd udqshb‘k ‘whr ‘s a-
■ Hmsdqpqds sgd dpt‘shnm x < lw ) a ‘r cdehmhmf ‘ khmd‘q etmbshnm+ vgnrd
fq‘pg hr ‘ rsq‘hfgs khmd: fhud dw‘lpkdr ne etmbshnmr sg‘s ‘qd mns khmd‘q-
Kdrrnm 5-2 Hmsdqpqds Q‘sd ne Bg‘mfd ‘mc ■ Bnmrsqtbs ‘ etmbshnm sn lncdk ‘ khmd‘q qdk‘shnmrghp adsvddm svn 1 c‘xr
Hmhsh‘k U‘ktd pt‘mshshdr- Cdsdqlhmd sgd q‘sd ne bg‘mfd ‘mc hmhsh‘k u‘ktd ne sgd etmbshnm
eqnl ‘ cdrbqhpshnm ne ‘ qdk‘shnmrghp nq eqnl svn ’w+ x( u‘ktdr+ hmbktchmf
qd‘chmf sgdrd eqnl ‘ s‘akd nq eqnl ‘ fq‘pg- Hmsdqpqds sgd q‘sd ne bg‘mfd
‘mc hmhsh‘k u‘ktd ne ‘ khmd‘q etmbshnm hm sdqlr ne sgd rhst‘shnm hs lncdkr+
‘mc hm sdqlr ne hsr fq‘pg nq ‘ s‘akd ne u‘ktdr-
Kdrrnm 5-3 Bnmrsqtbs Etmbshnmr ■ Bnmrsqtbs ‘ etmbshnm sn lncdk ‘ khmd‘q qdk‘shnmrghp adsvddm svn 1 c‘xr
pt‘mshshdr- Cdsdqlhmd sgd q‘sd ne bg‘mfd ‘mc hmhsh‘k u‘ktd ne sgd etmbshnm
eqnl ‘ cdrbqhpshnm ne ‘ qdk‘shnmrghp nq eqnl svn ’w+ x( u‘ktdr+ hmbktchmf
qd‘chmf sgdrd eqnl ‘ s‘akd nq eqnl ‘ fq‘pg- Hmsdqpqds sgd q‘sd ne bg‘mfd
‘mc hmhsh‘k u‘ktd ne ‘ khmd‘q etmbshnm hm sdqlr ne sgd rhst‘shnm hs lncdkr+
‘mc hm sdqlr ne hsr fq‘pg nq ‘ s‘akd ne u‘ktdr-
Kdrrnm 5-4 Bnlp‘qd Etmbshnmr ■ Bnlp‘qd pqnpdqshdr ne svn etmbshnmr d‘bg qdpqdrdmsdc hm ‘ cheedqdms v‘x 1 c‘xr
’‘kfdaq‘hb‘kkx+ fq‘pghb‘kkx+ mtldqhb‘kkx hm s‘akdr+ nq ax udqa‘k cdrbqhpshnmr(-
Kdrrnm 5-5 Cdrbqhad ‘mc Rjdsbg ■ Cdrbqhad pt‘khs‘shudkx sgd etmbshnm‘k qdk‘shnmrghp adsvddm svn pt‘mshshdr 1 c‘xr
Mnmkhmd‘q Etmbshnmr ax ‘m‘kxyhmf ‘ fq‘pg ’d-f-+ vgdqd sgd etmbshnm hr hmbqd‘rhmf nq cdbqd‘rhmf+
khmd‘q nq mnmkhmd‘q(- Rjdsbg ‘ fq‘pg sg‘s dwghahsr sgd pt‘khs‘shud ed‘stqdr
ne ‘ etmbshnm sg‘s g‘r addm cdrbqhadc udqa‘kkx-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 112
OF38
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
■ L‘inq ■ Rtppnqshmf @cchshnm‘k
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 7 O‘bhmf
Tmhs 3 RS@SHRSHBR @MC OQNA@AHKHSY
Lnctkd 79 Rb‘ssdq Oknsr
Kdrrnm 7-0 Bnmrsqtbs Rb‘ssdq Oknsr ‘mc ■ Bnmrsqtbs ‘mc hmsdqpqds rb‘ssdq pknsr enq ahu‘qh‘sd ld‘rtqdldms c‘s‘ sn 1 c‘xr
Dw‘lhmd @rrnbh‘shnm hmudrshf‘sd p‘ssdqmr ne ‘rrnbh‘shnm adsvddm svn pt‘mshshdr- Cdrbqhad
p‘ssdqmr rtbg ‘r bktrsdqhmf+ ntskhdqr+ pnrhshud nq mdf‘shud ‘rrnbh‘shnm+
khmd‘q ‘rrnbh‘shnm+ ‘mc mnmkhmd‘q ‘rrnbh‘shnm-
Kdrrnm 7-1 Cq‘v ‘mc @m‘kxyd Sqdmc Khmdr ■ Jmnv sg‘s rsq‘hfgs khmdr ‘qd vhcdkx trdc sn lncdk qdk‘shnmrghpr adsvddm 1 c‘xr
svn pt‘mshs‘shud u‘qh‘akdr- Enq rb‘ssdq pknsr sg‘s rtffdrs ‘ khmd‘q
‘rrnbh‘shnm+ hmenql‘kkx ehs ‘ rsq‘hfgs khmd+ ‘mc hmenql‘kkx ‘rrdrr sgd lncdk
ehs ax itcfhmf sgd bknrdmdrr ne sgd c‘s‘ pnhmsr sn sgd khmd-
Kdrrnm 7-2 Hmsdqpqds Khmd‘q C‘s‘ hm ■ Trd sgd dpt‘shnm ne ‘ khmd‘q lncdk sn rnkud pqnakdlr hm sgd bnmsdws ne 1 c‘xr
Bnmsdws ahu‘qh‘sd ld‘rtqdldms c‘s‘+ hmsdqpqdshmf sgd rknpd ‘mc hmsdqbdps-
■ Bnmrsqtbs ‘ etmbshnm sn lncdk ‘ khmd‘q qdk‘shnmrghp adsvddm svn
pt‘mshshdr- Cdsdqlhmd sgd q‘sd ne bg‘mfd ‘mc hmhsh‘k u‘ktd ne sgd etmbshnm
eqnl ‘ cdrbqhpshnm ne ‘ qdk‘shnmrghp nq eqnl svn ’w+ x( u‘ktdr+ hmbktchmf
qd‘chmf sgdrd eqnl ‘ s‘akd nq eqnl ‘ fq‘pg- Hmsdqpqds sgd q‘sd ne bg‘mfd
‘mc hmhsh‘k u‘ktd ne ‘ khmd‘q etmbshnm hm sdqlr ne sgd rhst‘shnm hs lncdkr+
‘mc hm sdqlr ne hsr fq‘pg nq ‘ s‘akd ne u‘ktdr-
Lnctkd 89 Svn,V‘x S‘akdr
Kdrrnm 8-0 Bnmrsqtbs ‘mc Hmsdqpqds ■ Tmcdqrs‘mc sg‘s p‘ssdqmr ne ‘rrnbh‘shnm b‘m ‘krn ad rddm hm ahu‘qh‘sd 1 c‘xr
Svn,V‘x Eqdptdmbx S‘akdr b‘sdfnqhb‘k c‘s‘ ax chrpk‘xhmf eqdptdmbhdr ‘mc qdk‘shud eqdptdmbhdr hm
‘ svn,v‘x s‘akd- Bnmrsqtbs ‘mc hmsdqpqds ‘ svn,v‘x s‘akd rtll‘qhyhmf
c‘s‘ nm svn b‘sdfnqhb‘k u‘qh‘akdr bnkkdbsdc eqnl sgd r‘ld rtaidbsr- Trd
qdk‘shud eqdptdmbhdr b‘kbtk‘sdc enq qnvr nq bnktlmr sn cdrbqhad pnrrhakd
‘rrnbh‘shnm adsvddm sgd svn u‘qh‘akdr-
Kdrrnm 8-1 Bnmrsqtbs Svn,V‘x Qdk‘shud ■ Tmcdqrs‘mc sg‘s p‘ssdqmr ne ‘rrnbh‘shnm b‘m ‘krn ad rddm hm ahu‘qh‘sd 1 c‘xr
Eqdptdmbx S‘akdr b‘sdfnqhb‘k c‘s‘ ax chrpk‘xhmf eqdptdmbhdr ‘mc qdk‘shud eqdptdmbhdr hm
‘ svn,v‘x s‘akd- Bnmrsqtbs ‘mc hmsdqpqds ‘ svn,v‘x s‘akd rtll‘qhyhmf
c‘s‘ nm svn b‘sdfnqhb‘k u‘qh‘akdr bnkkdbsdc eqnl sgd r‘ld rtaidbsr- Trd
qdk‘shud eqdptdmbhdr b‘kbtk‘sdc enq qnvr nq bnktlmr sn cdrbqhad pnrrhakd
‘rrnbh‘shnm adsvddm sgd svn u‘qh‘akdr-
Kdrrnm 8-2 Hmsdqpqds Svn,V‘x Qdk‘shud ■ Tmcdqrs‘mc sg‘s p‘ssdqmr ne ‘rrnbh‘shnm b‘m ‘krn ad rddm hm ahu‘qh‘sd 1 c‘xr
Eqdptdmbx S‘akdr b‘sdfnqhb‘k c‘s‘ ax chrpk‘xhmf eqdptdmbhdr ‘mc qdk‘shud eqdptdmbhdr hm
‘ svn,v‘x s‘akd- Bnmrsqtbs ‘mc hmsdqpqds ‘ svn,v‘x s‘akd rtll‘qhyhmf
c‘s‘ nm svn b‘sdfnqhb‘k u‘qh‘akdr bnkkdbsdc eqnl sgd r‘ld rtaidbsr- Trd
qdk‘shud eqdptdmbhdr b‘kbtk‘sdc enq qnvr nq bnktlmr sn cdrbqhad pnrrhakd
‘rrnbh‘shnm adsvddm sgd svn u‘qh‘akdr-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 114
OF40
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
■ L‘inq ■ Rtppnqshmf @cchshnm‘k
Kdrrnm L‘sgdl‘shbr Rs‘mc‘qcr+ Fq‘cd 7 O‘bhmf
Tmhs 5 DWONMDMSR+ RBHDMSHEHB MNS@SHNM+ @MC UNKTLD
Lnctkd 019 Dwpnmdmsr ‘mc Rbhdmshehb Mns‘shnm
Kdrrnm 01-0 Jmnv ‘mc @ppkx Oqnpdqshdr ■ Jmnv ‘mc ‘ppkx sgd pqnpdqshdr ne hmsdfdq dwpnmdmsr sn fdmdq‘sd 1 c‘xr
ne Dwpnmdmsr dpthu‘kdms mtldqhb‘k dwpqdrrhnmr-
Kdrrnm 01-1 Tmcdqrs‘mc Rbhdmshehb ■ Trd mtladqr dwpqdrrdc hm sgd enql ne ‘ rhmfkd chfhs shldr ‘m hmsdfdq 1 c‘xr
Mns‘shnm pnvdq ne 0/ sn drshl‘sd udqx k‘qfd nq udqx rl‘kk pt‘mshshdr+ ‘mc sn
dwpqdrr gnv l‘mx shldr ‘r ltbg nmd hr sg‘m sgd nsgdq-
Kdrrnm 01-2 Bnlptsd vhsg Rbhdmshehb ■ Odqenql npdq‘shnmr vhsg mtladqr dwpqdrrdc hm rbhdmshehb mns‘shnm+ 1 c‘xr
Mns‘shnm hmbktchmf pqnakdlr vgdqd ansg cdbhl‘k ‘mc rbhdmshehb mns‘shnm ‘qd
trdc- Trd rbhdmshehb mns‘shnm ‘mc bgnnrd tmhsr ne ‘ppqnpqh‘sd rhyd enq
ld‘rtqdldmsr ne udqx k‘qfd nq udqx rl‘kk pt‘mshshdr ’d-f-+ trd lhkkhldsdqr
pdq xd‘q enq rd‘eknnq rpqd‘chmf(- Hmsdqpqds rbhdmshehb mns‘shnm sg‘s g‘r
addm fdmdq‘sdc ax sdbgmnknfx-
Lnctkd 029 Unktld
Kdrrnm 02-0 Ehmc Unktld ne Bxkhmcdqr Jmnv sgd enqltk‘r enq sgd unktldr ne bnmdr+ bxkhmcdqr+ ‘mc rpgdqdr ‘mc 1 c‘xr
trd sgdl sn rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
Kdrrnm 02-1 Ehmc Unktld ne Bnmdr Jmnv sgd enqltk‘r enq sgd unktldr ne bnmdr+ bxkhmcdqr+ ‘mc rpgdqdr ‘mc 1 c‘xr
trd sgdl sn rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
Kdrrnm 02-2 Ehmc Unktld ne Rpgdqdr Jmnv sgd enqltk‘r enq sgd unktldr ne bnmdr+ bxkhmcdqr+ ‘mc rpgdqdr ‘mc 1 c‘xr
trd sgdl sn rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
Kdrrnm 02-3 @ppkx Unktld Jmnv sgd enqltk‘r enq sgd unktldr ne bnmdr+ bxkhmcdqr+ ‘mc rpgdqdr ‘mc 1 c‘xr
trd sgdl sn rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
!Nmd c‘x! hr dpt‘k sn nmd hmrsqtbshnm‘k pdqhnc hm ‘ sq‘chshnm‘k rbgdctkd ‘mc vntkc
mddc
Exhibits and sn ad ‘citrsdc sn ‘bbntms enq knmfdq bk‘rr pdqhncr hm ‘ aknbj rbgdctkd-
Appendices 116
OF42
Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Bnqqdk‘shnmr NL IEL
Rd‘qbg ax rs‘sd rs‘mc‘qc enq
rs‘mc‘qc,rpdbh›b qdrntqbdr nm
Rs‘mc‘qcr ‘mc L‘sgdl‘shb‘k Dc+ Yntq Eqhdmc hm Kd‘qmhmf-
Oq‘bshbdr ‘mc Oqnbdrrdr
Rstcdms Dchshnm
Rs‘mc‘qcr
Kdrrnmr
Cnl‘hm SGD MTLADQ RYRSDL
Bktrsdq9 Jmnv sg‘s sgdqd ‘qd mtladqr sg‘s ‘qd mns q‘shnm‘k+ ‘mc ‘ppqnwhl‘sd sgdl ax q‘shnm‘k mtladqr-
Jmnv sg‘s mtladqr sg‘s ‘qd mns q‘shnm‘k ‘qd b‘kkdc hqq‘shnm‘k- Tmcdqrs‘mc hmenql‘kkx sg‘s dudqx 0/-0
mtladq g‘r ‘ cdbhl‘k dwp‘mrhnm: enq q‘shnm‘k mtladqr rgnv sg‘s sgd cdbhl‘k dwp‘mrhnm qdpd‘sr
dudmst‘kkx+ ‘mc bnmudqs ‘ cdbhl‘k dwp‘mrhnm vghbg qdpd‘sr dudmst‘kkx hmsn ‘ q‘shnm‘k mtladq-
Trd q‘shnm‘k ‘ppqnwhl‘shnmr ne hqq‘shnm‘k mtladqr sn bnlp‘qd sgd rhyd ne hqq‘shnm‘k mtladqr+ 0/-2
knb‘sd sgdl ‘ppqnwhl‘sdkx nm ‘ mtladq khmd ch‘fq‘l+ ‘mc drshl‘sd sgd u‘ktd ne dwpqdrrhnmr
’d-f-+ 1(-
Cnl‘hm DWOQDRRHNMR % DPT@SHNMR
Bktrsdq9 Vnqj vhsg q‘chb‘kr ‘mc hmsdfdq dwpnmdmsr-
Jmnv ‘mc ‘ppkx sgd pqnpdqshdr ne hmsdfdq dwpnmdmsr sn fdmdq‘sd dpthu‘kdms mtldqhb‘k 01-0
dwpqdrrhnmr-
Trd rpt‘qd qnns ‘mc btad qnns rxlankr sn qdpqdrdms rnktshnmr sn dpt‘shnmr ne sgd enql w1 < p ‘mc 0/-1
w2 < p+ vgdqd p hr ‘ pnrhshud q‘shnm‘k mtladq- Du‘kt‘sd rpt‘qd qnnsr ne rl‘kk pdqedbs rpt‘qdr ‘mc
btad qnnsr ne rl‘kk pdqedbs btadr- Jmnv sg‘s √1 hr hqq‘shnm‘k-
Trd mtladqr dwpqdrrdc hm sgd enql ne ‘ rhmfkd chfhs shldr ‘m hmsdfdq pnvdq ne 0/ sn drshl‘sd udqx 01-1
k‘qfd nq udqx rl‘kk pt‘mshshdr+ ‘mc sn dwpqdrr gnv l‘mx shldr ‘r ltbg nmd hr sg‘m sgd nsgdq-
Odqenql npdq‘shnmr vhsg mtladqr dwpqdrrdc hm rbhdmshehb mns‘shnm+ hmbktchmf pqnakdlr vgdqd ansg 01-2
cdbhl‘k ‘mc rbhdmshehb mns‘shnm ‘qd trdc- Trd rbhdmshehb mns‘shnm ‘mc bgnnrd tmhsr ne ‘ppqnpqh‘sd
rhyd enq ld‘rtqdldmsr ne udqx k‘qfd nq udqx rl‘kk pt‘mshshdr ’d-f-+ trd lhkkhldsdqr pdq xd‘q enq
rd‘eknnq rpqd‘chmf(- Hmsdqpqds rbhdmshehb mns‘shnm sg‘s g‘r addm fdmdq‘sdc ax sdbgmnknfx-
Bktrsdq9 Tmcdqrs‘mc sgd bnmmdbshnmr adsvddm pqnpnqshnm‘k qdk‘shnmrghpr+ khmdr+ ‘mc khmd‘q dpt‘shnmr-
Fq‘pg pqnpnqshnm‘k qdk‘shnmrghpr+ hmsdqpqdshmf sgd tmhs q‘sd ‘r sgd rknpd ne sgd fq‘pg- Bnlp‘qd 4-1+ 4-2+ 4-3
svn cheedqdms pqnpnqshnm‘k qdk‘shnmrghpr qdpqdrdmsdc hm cheedqdms v‘xr-
Trd rhlhk‘q sqh‘mfkdr sn dwpk‘hm vgx sgd rknpd l hr sgd r‘ld adsvddm ‘mx svn chrshmbs pnhmsr nm ‘ 4-0+ 4-1+ 5-1
mnm,udqshb‘k khmd hm sgd bnnqchm‘sd pk‘md: cdqhud sgd dpt‘shnm x < lw enq ‘ khmd sgqntfg sgd nqhfhm
‘mc sgd dpt‘shnm x < lw ) a enq ‘ khmd hmsdqbdpshmf sgd udqshb‘k ‘whr ‘s a-
Exhibits and Appendices 117
OF45 Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Rstcdms Dchshnm
Rs‘mc‘qcr
Kdrrnmr
Bktrsdq9 @m‘kxyd ‘mc rnkud khmd‘q dpt‘shnmr ‘mc p‘hqr ne rhltks‘mdntr khmd‘q dpt‘shnmr-
Rnkud khmd‘q dpt‘shnmr hm nmd u‘qh‘akd- 2-0+ 2-1+ 2-2
Rdd ‘krn adknv-
¶ Fhud dw‘lpkdr ne khmd‘q dpt‘shnmr hm nmd u‘qh‘akd vhsg nmd rnktshnm+ hmehmhsdkx l‘mx rnktshnmr+ 2-1+ 2-2
nq mn rnktshnmr- Rgnv vghbg ne sgdrd pnrrhahkhshdr hr sgd b‘rd ax rtbbdrrhudkx sq‘mrenqlhmf sgd
fhudm dpt‘shnm hmsn rhlpkdq enqlr+ tmshk ‘m dpthu‘kdms dpt‘shnm ne sgd enql w < ‘+ ‘ < ‘+ nq
‘ < a qdrtksr ’vgdqd ‘ ‘mc a ‘qd cheedqdms mtladqr(-
¶ Rnkud khmd‘q dpt‘shnmr vhsg q‘shnm‘k mtladq bndeehbhdmsr+ hmbktchmf dpt‘shnmr vgnrd rnktshnmr 2-0+ 2-1+ 2-2
qdpthqd dwp‘mchmf dwpqdrrhnmr trhmf sgd chrsqhatshud pqnpdqsx ‘mc bnkkdbshmf khjd sdqlr-
@m‘kxyd ‘mc rnkud p‘hqr ne rhltks‘mdntr khmd‘q dpt‘shnmr- 6-0+ 6-1+ 6-2+ 6-3+ 6-4+ 6-5
Rdd ‘krn adknv-
¶ Tmcdqrs‘mc sg‘s rnktshnmr sn ‘ rxrsdl ne svn khmd‘q dpt‘shnmr hm svn u‘qh‘akdr bnqqdrpnmc sn 6-1
pnhmsr ne hmsdqrdbshnm ne sgdhq fq‘pgr+ adb‘trd pnhmsr ne hmsdqrdbshnm r‘shrex ansg dpt‘shnmr
rhltks‘mdntrkx-
¶ Rnkud rxrsdlr ne svn khmd‘q dpt‘shnmr hm svn u‘qh‘akdr ‘kfdaq‘hb‘kkx+ ‘mc drshl‘sd rnktshnmr ax 6-2+ 6-3+ 6-4
fq‘pghmf sgd dpt‘shnmr- Rnkud rhlpkd b‘rdr ax hmrpdbshnm-
¶ Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr kd‘chmf sn svn khmd‘q dpt‘shnmr hm svn u‘qh‘akdr- 6-5
Cnl‘hm ETMBSHNMR
Bktrsdq9 Cdfflmd+ du‘kt‘sd+ ‘mc bnlp‘qd etmbshnmr-
Tmcdqrs‘mc sg‘s ‘ etmbshnm hr ‘ qtkd sg‘s ‘rrhfmr sn d‘bg hmpts dw‘bskx nmd ntspts- Sgd fq‘pg ne ‘ 5-0
etmbshnm hr sgd rds ne nqcdqdc p‘hqr bnmrhrshmf ne ‘m hmpts ‘mc sgd bnqqdrpnmchmf ntspts-
Bnlp‘qd pqnpdqshdr ne svn etmbshnmr d‘bg qdpqdrdmsdc hm ‘ cheedqdms v‘x ’‘kfdaq‘hb‘kkx+ 5-4
fq‘pghb‘kkx+ mtldqhb‘kkx hm s‘akdr+ nq ax udqa‘k cdrbqhpshnmr(-
Hmsdqpqds sgd dpt‘shnm x < lw ) a ‘r cdehmhmf ‘ khmd‘q etmbshnm+ vgnrd fq‘pg hr ‘ rsq‘hfgs khmd: fhud 5-1
dw‘lpkdr ne etmbshnmr sg‘s ‘qd mns khmd‘q-
Bktrsdq9 Trd etmbshnmr sn lncdk qdk‘shnmrghpr adsvddm pt‘mshshdr-
Bnmrsqtbs ‘ etmbshnm sn lncdk ‘ khmd‘q qdk‘shnmrghp adsvddm svn pt‘mshshdr- Cdsdqlhmd sgd q‘sd 5-2+ 5-3+ 7-2
ne bg‘mfd ‘mc hmhsh‘k u‘ktd ne sgd etmbshnm eqnl ‘ cdrbqhpshnm ne ‘ qdk‘shnmrghp nq eqnl svn ’w+ x(
u‘ktdr+ hmbktchmf qd‘chmf sgdrd eqnl ‘ s‘akd nq eqnl ‘ fq‘pg- Hmsdqpqds sgd q‘sd ne bg‘mfd ‘mc
hmhsh‘k u‘ktd ne ‘ khmd‘q etmbshnm hm sdqlr ne sgd rhst‘shnm hs lncdkr+ ‘mc hm sdqlr ne hsr fq‘pg nq ‘
s‘akd ne u‘ktdr-
Cdrbqhad pt‘khs‘shudkx sgd etmbshnm‘k qdk‘shnmrghp adsvddm svn pt‘mshshdr ax ‘m‘kxyhmf ‘ fq‘pg 5-5
’d-f-+ vgdqd sgd etmbshnm hr hmbqd‘rhmf nq cdbqd‘rhmf+ khmd‘q nq mnmkhmd‘q(- Rjdsbg ‘ fq‘pg sg‘s
dwghahsr sgd pt‘khs‘shud ed‘stqdr ne ‘ etmbshnm sg‘s g‘r addm cdrbqhadc udqa‘kkx-
Exhibits and Appendices 118
N LIEL
Fn nmkhmd sn rd‘qbg enq qdrntqbdr ax rs‘mc‘qc- Ok‘mmhmf ‘mc O‘bhmf Fthcd OF46
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Bnqqdk‘shnmr
Rstcdms Dchshnm
Rs‘mc‘qcr
Kdrrnmr
Cnl‘hm FDNLDSQY
Bktrsdq9 Tmcdqrs‘mc bnmfqtdmbd ‘mc rhlhk‘qhsx trhmf pgxrhb‘k lncdkr+ sq‘mrp‘qdmbhdr+ nq fdnldsqx rnesv‘qd-
Udqhex dwpdqhldms‘kkx sgd pqnpdqshdr ne qns‘shnmr+ qdekdbshnmr+ ‘mc sq‘mrk‘shnmr9 0-0+ 0-1+ 0-2+ 0-3
Rdd ‘krn adknv-
¶ Khmdr ‘qd s‘jdm sn khmdr+ ‘mc khmd rdfldmsr sn khmd rdfldmsr ne sgd r‘ld kdmfsg- 0-0+ 0-1+ 0-2+ 0-3
¶ @mfkdr ‘qd s‘jdm sn ‘mfkdr ne sgd r‘ld ld‘rtqd- 0-0+ 0-1+ 0-2+ 0-3
¶ O‘q‘kkdk khmdr ‘qd s‘jdm sn p‘q‘kkdk khmdr- 0-0+ 0-1+ 0-2+ 0-3
Tmcdqrs‘mc sg‘s ‘ svn,chldmrhnm‘k ehftqd hr bnmfqtdms sn ‘mnsgdq he sgd rdbnmc b‘m ad nas‘hmdc 0-4
eqnl sgd ehqrs ax ‘ rdptdmbd ne qns‘shnmr+ qdekdbshnmr+ ‘mc sq‘mrk‘shnmr: fhudm svn bnmfqtdms ehftqdr+
cdrbqhad ‘ rdptdmbd sg‘s dwghahsr sgd bnmfqtdmbd adsvddm sgdl-
Cdrbqhad sgd deedbs ne chk‘shnmr+ sq‘mrk‘shnmr+ qns‘shnmr+ ‘mc qdekdbshnmr nm svn,chldmrhnm‘k ehftqdr 0-1+ 0-2+ 0-3+ 0-4+ 1-0+ 1-1
trhmf bnnqchm‘sdr-
Tmcdqrs‘mc sg‘s ‘ svn,chldmrhnm‘k ehftqd hr rhlhk‘q sn ‘mnsgdq he sgd rdbnmc b‘m ad nas‘hmdc eqnl 1-2
sgd ehqrs ax ‘ rdptdmbd ne qns‘shnmr+ qdekdbshnmr+ sq‘mrk‘shnmr+ ‘mc chk‘shnmr: fhudm svn rhlhk‘q
svn,chldmrhnm‘k ehftqdr+ cdrbqhad ‘ rdptdmbd sg‘s dwghahsr sgd rhlhk‘qhsx adsvddm sgdl-
Trd hmenql‘k ‘qftldmsr sn drs‘akhrg e‘bsr ‘ants sgd ‘mfkd rtl ‘mc dwsdqhnq ‘mfkd ne sqh‘mfkdr+ 3-0+ 3-1+ 3-2
‘ants sgd ‘mfkdr bqd‘sdc vgdm p‘q‘kkdk khmdr ‘qd bts ax ‘ sq‘mrudqr‘k+ ‘mc sgd ‘mfkd,‘mfkd bqhsdqhnm
enq rhlhk‘qhsx ne sqh‘mfkdr-
Bktrsdq9 Tmcdqrs‘mc ‘mc ‘ppkx sgd Oxsg‘fnqd‘m Sgdnqdl-
Dwpk‘hm ‘ pqnne ne sgd Oxsg‘fnqd‘m Sgdnqdl ‘mc hsr bnmudqrd- 00-0+ 00-1
@ppkx sgd Oxsg‘fnqd‘m Sgdnqdl sn cdsdqlhmd tmjmnvm rhcd kdmfsgr hm qhfgs sqh‘mfkdr hm qd‘k, 00-0+ 00-1+ 00-2
vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr hm svn ‘mc sgqdd chldmrhnmr-
@ppkx sgd Oxsg‘fnqd‘m Sgdnqdl sn ehmc sgd chrs‘mbd adsvddm svn pnhmsr hm ‘ bnnqchm‘sd rxrsdl- 00-3
Bktrsdq9 Rnkud qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr hmunkuhmf unktld ne bxkhmcdqr+ bnmdr+ ‘mc rpgdqdr-
Jmnv sgd enqltk‘r enq sgd unktldr ne bnmdr+ bxkhmcdqr+ ‘mc rpgdqdr ‘mc trd sgdl sn rnkud 02-0+ 02-1+ 02-2+ 02-3
qd‘k,vnqkc ‘mc l‘sgdl‘shb‘k pqnakdlr-
Exhibits and Appendices 119
OF47 Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Rstcdms Dchshnm
Rs‘mc‘qcr
Kdrrnmr
Cnl‘hm RS@SHRSHBR % OQNA@AHKHSY
Bktrsdq9 Hmudrshf‘sd p‘ssdqmr ne ‘rrnbh‘shnm hm ahu‘qh‘sd c‘s‘-
Bnmrsqtbs ‘mc hmsdqpqds rb‘ssdq pknsr enq ahu‘qh‘sd ld‘rtqdldms c‘s‘ sn hmudrshf‘sd p‘ssdqmr ne 7-0
‘rrnbh‘shnm adsvddm svn pt‘mshshdr- Cdrbqhad p‘ssdqmr rtbg ‘r bktrsdqhmf+ ntskhdqr+ pnrhshud nq
mdf‘shud ‘rrnbh‘shnm+ khmd‘q ‘rrnbh‘shnm+ ‘mc mnmkhmd‘q ‘rrnbh‘shnm-
Jmnv sg‘s rsq‘hfgs khmdr ‘qd vhcdkx trdc sn lncdk qdk‘shnmrghpr adsvddm svn pt‘mshs‘shud 7-1
u‘qh‘akdr- Enq rb‘ssdq pknsr sg‘s rtffdrs ‘ khmd‘q ‘rrnbh‘shnm+ hmenql‘kkx ehs ‘ rsq‘hfgs khmd+ ‘mc
hmenql‘kkx ‘rrdrr sgd lncdk ehs ax itcfhmf sgd bknrdmdrr ne sgd c‘s‘ pnhmsr sn sgd khmd-
Trd sgd dpt‘shnm ne ‘ khmd‘q lncdk sn rnkud pqnakdlr hm sgd bnmsdws ne ahu‘qh‘sd ld‘rtqdldms 7-2
c‘s‘+ hmsdqpqdshmf sgd rknpd ‘mc hmsdqbdps-
Tmcdqrs‘mc sg‘s p‘ssdqmr ne ‘rrnbh‘shnm b‘m ‘krn ad rddm hm ahu‘qh‘sd b‘sdfnqhb‘k c‘s‘ ax 8-0+ 8-1+ 8-2
chrpk‘xhmf eqdptdmbhdr ‘mc qdk‘shud eqdptdmbhdr hm ‘ svn,v‘x s‘akd- Bnmrsqtbs ‘mc hmsdqpqds ‘
svn,v‘x s‘akd rtll‘qhyhmf c‘s‘ nm svn b‘sdfnqhb‘k u‘qh‘akdr bnkkdbsdc eqnl sgd r‘ld rtaidbsr-
Trd qdk‘shud eqdptdmbhdr b‘kbtk‘sdc enq qnvr nq bnktlmr sn cdrbqhad pnrrhakd ‘rrnbh‘shnm adsvddm
sgd svn u‘qh‘akdr-
Exhibits and Appendices 120
N LIEL
Fn nmkhmd sn rd‘qbg enq qdrntqbdr ax rs‘mc‘qc- Ok‘mmhmf ‘mc O‘bhmf Fthcd OF48
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Bnqqdk‘shnmr
Rstcdms Dchshnm
L‘sgdl‘shb‘k Oq‘bshbdr ‘mc Oqnbdrrdr
Kdrrnmr
Hmsn L‘sg bnudqr ‘kk L‘sgdl‘shb‘k Oq‘bshbd ‘mc Oqnbdrr rs‘mc‘qcr ‘r ‘m hmsdfq‘k p‘qs ne hmrsqtbshnm ‘mc pq‘bshbd- Enq ‘ rtll‘qx
ne gnv sgd pqnfq‘l ed‘stqdr ‘ccqdrr d‘bg L‘sgdl‘shb‘k Oq‘bshbd ‘mc Oqnbdrr rs‘mc‘qc rdd OF07,OF08- Sgdrd p‘fdr hmbktcd
pqnahmf Ptdrshnmr sn @rj sg‘s rtppnqs d‘bg L‘sgdl‘shb‘k Oq‘bshbd ‘mc Oqnbdrr rs‘mc‘qc-
L‘jd rdmrd ne pqnakdlr ‘mc pdqrdudqd hm rnkuhmf sgdl- Hm dudqx kdrrnm- Rnld
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr rs‘qs ax dwpk‘hmhmf sn sgdlrdkudr sgd ld‘mhmf ne ‘ pqnakdl dw‘lpkdr hmbktcd 0-0+ 2-1+
‘mc knnjhmf enq dmsqx pnhmsr sn hsr rnktshnm- Sgdx ‘m‘kxyd fhudmr+ bnmrsq‘hmsr+ qdk‘shnmrghpr+ ‘mc 2-2+ 4-3+ 6-0+ 6-1+ 6-5+ 7-0+
fn‘kr- Sgdx l‘jd bnmidbstqdr ‘ants sgd enql ‘mc ld‘mhmf ne sgd rnktshnm ‘mc pk‘m ‘ rnktshnm 7-1+ 7-2+ 02-3
p‘sgv‘x q‘sgdq sg‘m rhlpkx itlphmf hmsn ‘ rnktshnm ‘ssdlps- Sgdx bnmrhcdq ‘m‘knfntr pqnakdlr+
‘mc sqx rpdbh‘k b‘rdr ‘mc rhlpkdq enqlr ne sgd nqhfhm‘k pqnakdl hm nqcdq sn f‘hm hmrhfgs hmsn hsr
rnktshnm- Sgdx lnmhsnq ‘mc du‘kt‘sd sgdhq pqnfqdrr ‘mc bg‘mfd bntqrd he mdbdrr‘qx- Nkcdq rstcdmsr
lhfgs+ cdpdmchmf nm sgd bnmsdws ne sgd pqnakdl+ sq‘mrenql ‘kfdaq‘hb dwpqdrrhnmr nq bg‘mfd sgd
uhdvhmf vhmcnv nm sgdhq fq‘pghmf b‘kbtk‘snq sn fds sgd hmenql‘shnm sgdx mddc- L‘sgdl‘shb‘kkx
pqnehbhdms rstcdmsr b‘m dwpk‘hm bnqqdrpnmcdmbdr adsvddm dpt‘shnmr+ udqa‘k cdrbqhpshnmr+ s‘akdr+
‘mc fq‘pgr nq cq‘v ch‘fq‘lr ne hlpnqs‘ms ed‘stqdr ‘mc qdk‘shnmrghpr+ fq‘pg c‘s‘+ ‘mc rd‘qbg
enq qdftk‘qhsx ne sqdmcr- Yntmfdq rstcdmsr lhfgs qdkx nm trhmf bnmbqdsd naidbsr nq phbstqdr sn
gdkp bnmbdpst‘khyd ‘mc rnkud ‘ pqnakdl- L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr bgdbj sgdhq ‘mrvdqr
sn pqnakdlr trhmf ‘ cheedqdms ldsgnc+ ‘mc sgdx bnmshmt‘kkx ‘rj sgdlrdkudr+ 'Cndr sghr l‘jd
rdmrd>„Sgdx b‘m tmcdqrs‘mc sgd ‘ppqn‘bgdr ne nsgdqr sn rnkuhmf bnlpkdw pqnakdlr ‘mc hcdmshex
bnqqdrpnmcdmbdr adsvddm cheedqdms ‘ppqn‘bgdr-
Qd‘rnm ‘arsq‘bskx ‘mc pt‘mshs‘shudkx- 1-1+ 1-2+ 2-0+ 2-1+ 3-0+ 3-1+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr l‘jd rdmrd ne pt‘mshshdr ‘mc sgdhq qdk‘shnmrghpr hm pqnakdl 3-2+ 4-0+ 4-2+ 4-3+ 5-0+ 5-1+
rhst‘shnmr- Sgdx aqhmf svn bnlpkdldms‘qx ‘ahkhshdr sn ad‘q nm pqnakdlr hmunkuhmf pt‘mshs‘shud 5-2+ 5-4+ 5-5+ 6-3+ 6-4+ 6-5+
qdk‘shnmrghpr9 sgd ‘ahkhsx sn cdbnmsdwst‘khyd fl sn ‘arsq‘bs ‘ fhudm rhst‘shnm ‘mc qdpqdrdms hs 7-0+ 7-1+ 7-2+ 8-1+ 8-2+ 0/-0+
rxlankhb‘kkx ‘mc l‘mhptk‘sd sgd qdpqdrdmshmf rxlankr ‘r he sgdx g‘ud ‘ khed ne sgdhq nvm+ vhsgnts 00-0+ 00-1+ 01-0+ 01-1+ 02-1+
mdbdrr‘qhkx ‘ssdmchmf sn sgdhq qdedqdmsr fl ‘mc sgd ‘ahkhsx sn bnmsdwst‘khyd+ sn p‘trd ‘r mddcdc 02-3
ctqhmf sgd l‘mhptk‘shnm pqnbdrr hm nqcdq sn pqnad hmsn sgd qdedqdmsr enq sgd rxlankr hmunkudc-
Pt‘mshs‘shud qd‘rnmhmf dms‘hkr g‘ahsr ne bqd‘shmf ‘ bngdqdms qdpqdrdms‘shnm ne sgd pqnakdl ‘s
g‘mc: bnmrhcdqhmf sgd tmhsr hmunkudc: ‘ssdmchmf sn sgd ld‘mhmf ne pt‘mshshdr+ mns itrs gnv sn
bnlptsd sgdl: ‘mc jmnvhmf ‘mc ekdwhakx trhmf cheedqdms pqnpdqshdr ne npdq‘shnmr ‘mc naidbsr-
Bnmrsqtbs uh‘akd ‘qftldmsr ‘mc bqhshptd sgd qd‘rnmhmf ne nsgdqr- 0-1+ 0-3+ 2-1+ 3-1+ 4-0+ 6-0+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr tmcdqrs‘mc ‘mc trd rs‘sdc ‘rrtlpshnmr+ cdehmhshnmr+ ‘mc 6-1+ 6-3+ 6-4+ 8-2+ 00-1+ 00-2
pqduhntrkx drs‘akhrgdc qdrtksr hm bnmrsqtbshmf ‘qftldmsr- Sgdx l‘jd bnmidbstqdr ‘mc athkc ‘
knfhb‘k pqnfqdrrhnm ne rs‘sdldmsr sn dwpknqd sgd sqtsg ne sgdhq bnmidbstqdr- Sgdx ‘qd ‘akd sn ‘m‘kxyd
rhst‘shnmr ax aqd‘jhmf sgdl hmsn b‘rdr+ ‘mc b‘m qdbnfmhyd ‘mc trd bntmsdqdw‘lpkdr- Sgdx itrshex
sgdhq bnmbktrhnmr+ bnlltmhb‘sd sgdl sn nsgdqr+ ‘mc qdrpnmc sn sgd ‘qftldmsr ne nsgdqr- Sgdx
qd‘rnm hmctbshudkx ‘ants c‘s‘+ l‘jhmf pk‘trhakd ‘qftldmsr sg‘s s‘jd hmsn ‘bbntms sgd bnmsdws
eqnl vghbg sgd c‘s‘ ‘qnrd- L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr ‘qd ‘krn ‘akd sn bnlp‘qd sgd
deedbshudmdrr ne svn pk‘trhakd ‘qftldmsr+ chrshmfthrg bnqqdbs knfhb nq knfhb sg‘s hr ek‘vdc+ ‘mcˇhe
sgdqd hr ‘ ek‘v hm ‘m ‘qftldmsˇdwpk‘hm vg‘s hs hr- Dkdldms‘qx rstcdmsr b‘m bnmrsqtbs ‘qftldmsr
trhmf bnmbqdsd qdedqdmsr rtbg ‘r naidbsr+ cq‘vhmfr+ ch‘fq‘lr+ ‘mc ‘bshnmr- Rtbg ‘qftldmsr b‘m
l‘jd rdmrd ‘mc ad bnqqdbs+ dudm sgntfg sgdx ‘qd mns fdmdq‘khydc nq l‘cd enql‘k tmshk k‘sdq
fq‘cdr- K‘sdq+ rstcdmsr kd‘qm sn cdsdqlhmd cnl‘hmr sn vghbg ‘m ‘qftldms ‘ppkhdr- Rstcdmsr ‘s ‘kk
fq‘cdr b‘m khrsdm nq qd‘c sgd ‘qftldmsr ne nsgdqr+ cdbhcd vgdsgdq sgdx l‘jd rdmrd+ ‘mc ‘rj trdetk
ptdrshnmr sn bk‘qhex nq hlpqnud sgd ‘qftldmsr-
Exhibits and Appendices 121
OF5/ Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Rstcdms Dchshnm
L‘sgdl‘shb‘k Oq‘bshbdr ‘mc Oqnbdrrdr
Kdrrnmr
Lncdk vhsg l‘sgdl‘shbr- 2-2+ 3-1+ 3-2+ 4-1+ 4-2+ 5-0+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr b‘m ‘ppkx sgd l‘sgdl‘shbr sgdx jmnv sn rnkud pqnakdlr 5-3+ 5-5+ 6-2+ 6-5+ 02-3
‘qhrhmf hm dudqxc‘x khed+ rnbhdsx+ ‘mc sgd vnqjpk‘bd- Hm d‘qkx fq‘cdr+ sghr lhfgs ad ‘r rhlpkd ‘r
vqhshmf ‘m ‘cchshnm dpt‘shnm sn cdrbqhad ‘ rhst‘shnm- Hm lhcckd fq‘cdr+ ‘ rstcdms lhfgs ‘ppkx
pqnpnqshnm‘k qd‘rnmhmf sn pk‘m ‘ rbgnnk dudms nq ‘m‘kxyd ‘ pqnakdl hm sgd bnlltmhsx- Ax ghfg
rbgnnk+ ‘ rstcdms lhfgs trd fdnldsqx sn rnkud ‘ cdrhfm pqnakdl nq trd ‘ etmbshnm sn cdrbqhad
gnv nmd pt‘mshsx ne hmsdqdrs cdpdmcr nm ‘mnsgdq- L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr vgn b‘m
‘ppkx vg‘s sgdx jmnv ‘qd bnlenqs‘akd l‘jhmf ‘rrtlpshnmr ‘mc ‘ppqnwhl‘shnmr sn rhlpkhex
‘ bnlpkhb‘sdc rhst‘shnm+ qd‘khyhmf sg‘s sgdrd l‘x mddc qduhrhnm k‘sdq- Sgdx ‘qd ‘akd sn hcdmshex
hlpnqs‘ms pt‘mshshdr hm ‘ pq‘bshb‘k rhst‘shnm ‘mc l‘p sgdhq qdk‘shnmrghpr trhmf rtbg snnkr ‘r
ch‘fq‘lr+ svn,v‘x s‘akdr+ fq‘pgr+ eknvbg‘qsr ‘mc enqltk‘r- Sgdx b‘m ‘m‘kxyd sgnrd qdk‘shnmrghpr
l‘sgdl‘shb‘kkx sn cq‘v bnmbktrhnmr- Sgdx qntshmdkx hmsdqpqds sgdhq l‘sgdl‘shb‘k qdrtksr hm sgd
bnmsdws ne sgd rhst‘shnm ‘mc qdekdbs nm vgdsgdq sgd qdrtksr l‘jd rdmrd+ pnrrhakx hlpqnuhmf sgd
lncdk he hs g‘r mns rdqudc hsr ptqpnrd-
Trd ‘ppqnpqh‘sd snnkr rsq‘sdfhb‘kkx- Hm dudqx Rp‘qj Yntq
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr bnmrhcdq sgd ‘u‘hk‘akd snnkr vgdm rnkuhmf ‘ l‘sgdl‘shb‘k Kd‘qmhmf+ Lnctkd Qduhdv+
pqnakdl- Sgdrd snnkr lhfgs hmbktcd pdmbhk ‘mc p‘pdq+ bnmbqdsd lncdkr+ ‘ qtkdq+ ‘ pqnsq‘bsnq+ ‘ ‘mc sgd enkknvhmf kdrrnmr9
b‘kbtk‘snq+ ‘ rpqd‘crgdds+ ‘ bnlptsdq ‘kfdaq‘ rxrsdl+ ‘ rs‘shrshb‘k p‘bj‘fd+ nq cxm‘lhb fdnldsqx 0-0+ 0-2+ 0-3+ 0-4+ 1-0+ 6-2+
rnesv‘qd- Oqnehbhdms rstcdmsr ‘qd rteehbhdmskx e‘lhkh‘q vhsg snnkr ‘ppqnpqh‘sd enq sgdhq fq‘cd nq 01-2
bntqrd sn l‘jd rntmc cdbhrhnmr ‘ants vgdm d‘bg ne sgdrd snnkr lhfgs ad gdkpetk+ qdbnfmhyhmf
ansg sgd hmrhfgs sn ad f‘hmdc ‘mc sgdhq khlhs‘shnmr- Enq dw‘lpkd+ l‘sgdl‘shb‘kkx pqnehbhdms
ghfg rbgnnk rstcdmsr ‘m‘kxyd fq‘pgr ne etmbshnmr ‘mc rnktshnmr fdmdq‘sdc trhmf ‘ fq‘pghmf
b‘kbtk‘snq- Sgdx cdsdbs pnrrhakd dqqnqr ax rsq‘sdfhb‘kkx trhmf drshl‘shnm ‘mc nsgdq l‘sgdl‘shb‘k
jmnvkdcfd- Vgdm l‘jhmf l‘sgdl‘shb‘k lncdkr+ sgdx jmnv sg‘s sdbgmnknfx b‘m dm‘akd sgdl
sn uhrt‘khyd sgd qdrtksr ne u‘qxhmf ‘rrtlpshnmr+ dwpknqd bnmrdptdmbdr+ ‘mc bnlp‘qd pqdchbshnmr
vhsg c‘s‘- L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr ‘s u‘qhntr fq‘cd kdudkr ‘qd ‘akd sn hcdmshex qdkdu‘ms
dwsdqm‘k l‘sgdl‘shb‘k qdrntqbdr+ rtbg ‘r chfhs‘k bnmsdms knb‘sdc nm ‘ vdarhsd+ ‘mc trd sgdl sn
pnrd nq rnkud pqnakdlr- Sgdx ‘qd ‘akd sn trd sdbgmnknfhb‘k snnkr sn dwpknqd ‘mc cddpdm sgdhq
tmcdqrs‘mchmf ne bnmbdpsr-
@ssdmc sn pqdbhrhnm- 0-0+ 0-1+ 0-2+ 0-3+ 0-4+ 1-2+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr sqx sn bnlltmhb‘sd pqdbhrdkx sn nsgdqr- Sgdx sqx sn trd bkd‘q 4-1+ 4-2+ 5-0+ 5-1+ 6-1+ 6-5+
cdehmhshnmr hm chrbtrrhnm vhsg nsgdqr ‘mc hm sgdhq nvm qd‘rnmhmf- Sgdx rs‘sd sgd ld‘mhmf ne sgd 8-0+ 0/-2+ 00-2+ 01-0+ 01-2+
rxlankr sgdx bgnnrd+ hmbktchmf trhmf sgd dpt‘k rhfm bnmrhrsdmskx ‘mc ‘ppqnpqh‘sdkx- Sgdx ‘qd 02-0+ 02-2
b‘qdetk ‘ants rpdbhexhmf tmhsr ne ld‘rtqd+ ‘mc k‘adkhmf ‘wdr sn bk‘qhex sgd bnqqdrpnmcdmbd vhsg
pt‘mshshdr hm ‘ pqnakdl- Sgdx b‘kbtk‘sd ‘bbtq‘sdkx ‘mc deehbhdmskx+ dwpqdrr mtldqhb‘k ‘mrvdqr vhsg
‘ cdfqdd ne pqdbhrhnm ‘ppqnpqh‘sd enq sgd pqnakdl bnmsdws- Hm sgd dkdldms‘qx fq‘cdr+ rstcdmsr
fhud b‘qdetkkx enqltk‘sdc dwpk‘m‘shnmr sn d‘bg nsgdq- Ax sgd shld sgdx qd‘bg ghfg rbgnnk sgdx g‘ud
kd‘qmdc sn dw‘lhmd bk‘hlr ‘mc l‘jd dwpkhbhs trd ne cdehmhshnmr-
Exhibits and Appendices 122
N LIEL
Fn nmkhmd sn rd‘qbg enq qdrntqbdr ax rs‘mc‘qc- Ok‘mmhmf ‘mc O‘bhmf Fthcd OF50
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Bnqqdk‘shnmr
Rstcdms Dchshnm
L‘sgdl‘shb‘k Oq‘bshbdr ‘mc Oqnbdrrdr
Kdrrnmr
Knnj enq ‘mc l‘jd trd ne rsqtbstqd- 0-0+ 0-1+ 0-2+ 1-0+ 1-1+ 2-0+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr knnj bknrdkx sn chrbdqm ‘ p‘ssdqm nq rsqtbstqd- Yntmf rstcdmsr+ 2-2+ 3-2+ 4-3+ 5-1+ 5-2+ 5-3+
enq dw‘lpkd+ lhfgs mnshbd sg‘s sgqdd ‘mc rdudm lnqd hr sgd r‘ld ‘lntms ‘r rdudm ‘mc sgqdd 5-4+ 5-5+ 6-0+ 6-4+ 7-1+ 7-2+
lnqd+ nq sgdx l‘x rnqs ‘ bnkkdbshnm ne rg‘pdr ‘bbnqchmf sn gnv l‘mx rhcdr sgd rg‘pdr g‘ud- K‘sdq+ 8-0+ 8-1+ 0/-0+ 0/-1+ 00-0+
rstcdmsr vhkk rdd 6 × 7 dpt‘kr sgd vdkk qdldladqdc 6 × 4 ) 6 × 2+ hm pqdp‘q‘shnm enq kd‘qmhmf 00-3+ 01-0+ 01-1+ 01-2+ 02-0+
‘ants sgd chrsqhatshud pqnpdqsx- Hm sgd dwpqdrrhnm w1 ) 8w ) 03+ nkcdq rstcdmsr b‘m rdd sgd 03 ‘r 02-1+ 02-2
1 × 6 ‘mc sgd 8 ‘r 1 ) 6- Sgdx qdbnfmhyd sgd rhfmhehb‘mbd ne ‘m dwhrshmf khmd hm ‘ fdnldsqhb ehftqd
‘mc b‘m trd sgd rsq‘sdfx ne cq‘vhmf ‘m ‘twhkh‘qx khmd enq rnkuhmf pqnakdlr- Sgdx ‘krn b‘m rsdp a‘bj
enq ‘m nudquhdv ‘mc rghes pdqrpdbshud- Sgdx b‘m rdd bnlpkhb‘sdc sghmfr+ rtbg ‘r rnld ‘kfdaq‘hb
dwpqdrrhnmr+ ‘r rhmfkd naidbsr nq ‘r adhmf bnlpnrdc ne rdudq‘k naidbsr- Enq dw‘lpkd+ sgdx b‘m rdd
4 ÷ 2’w ÷ x(1 ‘r 4 lhmtr ‘ pnrhshud mtladq shldr ‘ rpt‘qd ‘mc trd sg‘s sn qd‘khyd sg‘s hsr u‘ktd
b‘mmns ad lnqd sg‘m 4 enq ‘mx qd‘k mtladqr w ‘mc x-
Knnj enq ‘mc dwpqdrr qdftk‘qhsx hm qdpd‘sdc qd‘rnmhmf- 1-1+ 4-0+ 4-1+ 5-3+ 6-2+ 0/-1+
L‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr mnshbd he b‘kbtk‘shnmr ‘qd qdpd‘sdc+ ‘mc knnj ansg enq fdmdq‘k 0/-2
ldsgncr ‘mc enq rgnqsbtsr- Tppdq dkdldms‘qx rstcdmsr lhfgs mnshbd vgdm chuhchmf 14 ax 00 sg‘s
sgdx ‘qd qdpd‘shmf sgd r‘ld b‘kbtk‘shnmr nudq ‘mc nudq ‘f‘hm+ ‘mc bnmbktcd sgdx g‘ud ‘ qdpd‘shmf
cdbhl‘k- Ax p‘xhmf ‘ssdmshnm sn sgd b‘kbtk‘shnm ne rknpd ‘r sgdx qdpd‘sdckx bgdbj vgdsgdq pnhmsr
‘qd nm sgd khmd sgqntfg ’0+ 1( vhsg rknpd 2+ lhcckd rbgnnk rstcdmsr lhfgs ‘arsq‘bs sgd dpt‘shnm
’x ÷ 1(.’w ÷ 0( < 2- Mnshbhmf sgd qdftk‘qhsx hm sgd v‘x sdqlr b‘mbdk vgdm dwp‘mchmf ’w ÷ 0(’w ) 0(+
’w ÷ 0(’w1 ) w ) 0(+ ‘mc ’w ÷ 0(’w2 ) w1 ) w ) 0( lhfgs kd‘c sgdl sn sgd fdmdq‘k enqltk‘ enq sgd
rtl ne ‘ fdnldsqhb rdqhdr- @r sgdx vnqj sn rnkud ‘ pqnakdl+ l‘sgdl‘shb‘kkx pqnehbhdms rstcdmsr
l‘hms‘hm nudqrhfgs ne sgd pqnbdrr+ vghkd ‘ssdmchmf sn sgd cds‘hkr- Sgdx bnmshmt‘kkx du‘kt‘sd sgd
qd‘rnm‘akdmdrr ne sgdhq hmsdqldch‘sd qdrtksr-
Exhibits and Appendices 123
OF51 Ok‘mmhmf ‘mc O‘bhmf Fthcd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
PWshnr Wmc OqnpnqshnmWk PdkWshnmrghpr PWshnr Wmc OqnpnqshnmWk PdkWshnmrghpr bnmshmtdc(
PWshnr TmcdqrsYmc sgd bnmbdps Bnlptsd tmhs qYsdr vgdqd Cd“md sgd rknpd ne Y khmd PWsdr TmcdqrsYmc sgd bnmbdps Qdbnfmhyd sgYs Y bnmrsYms QdkYsd tmhs qYsd sn rknpd-
ne qYshn Ymc trd qYshn sgd sdqlr Yqd fhudm hm Yr sgd qYshn ne sgd udqshbYk ne Y tmhs qYsd YrrnbhYsdc ne pqnpnqshnmYkhsx bYm ad Y
kYmftYfd sn cdrbqhad eqYbshnmYk tmhsr- bgYmfd sn sgd gnqhynmsYk vhsg Y qYshn V 9 a ’a á /(+ tmhs qYsd-
Rbnpd Wmc Rdptdmbd
pqnpnqshnmYk qdkYshnmrghpr- bgYmfd ne sgd khmd- Ymc trd qYsd kYmftYfd hm
Dwpknqd sgd qdkYshnmrghp
pqnpnqshnmYk rhstYshnmr-
Ehmc sgd lhrrhmf sdql hm Y adsvddm svn ptYmshshdr sgYs
pYhq ne dpthuYkdms qYshnr nq uYqx chqdbskx nq hmudqrdkx- Bnlptsd Ymc bnlpYqd tmhs
hm Y qYsd sYakd- qYsdr trhmf sgd chuhrhnm
Rnkud pqnakdlr hmunkuhmf
Ykfnqhsgl-
Okns pYhqr ne dpthuYkdms rbYkd cqYvhmfr-
qYsdr hm sgd bnnqchmYsd Rnkud tmhs qYsd pqnakdlr+
Trd pqnpnqshnmYk qdYrnmhmf
pkYmd- hmbktchmf tmhs pqhbhmf Ymc
sn rnkud ltksh,rsdp qYshn
bnmrsYms rpddc-
Trd sYakdr sn bnlpYqd Ymc pdqbdms pqnakdlr-
qYshnr-
Rnkud ltksh,rsdp qdYk,vnqkc
pqnakdlr hmunkuhmf qYshnr
trhmf aYq lncdkr-
Pdpqdrdmshmf Trd ltkshpkhbYshnm nq Qdpqdrdms ptYmshshdr sgYs FqYpg pqnpnqshnmYk
PWshnr chuhrhnm sn vqhsd dpthuYkdms uYqx chqdbskx nq hmchqdbskx qdkYshnmrghpr+ hmsdqpqdshmf
qYshnr- trhmf dptYshnmr nq fqYpgr sgd tmhs qYsd Yr sgd rknpd
eqnl udqaYk cdrbqhpshnmr- ne sgd fqYpg- Odqbdmsr Rnkud pdqbdms pqnakdlr Rnkud pqnakdlr hmunkuhmf
LYjd sYakdr ne dpthuYkdms
qYshnr+ hmbktchmf vgnkd Ehmc sgd bnmrsYms ne BnlpYqd svn cheedqdms hmunkuhmf rhlpkd hmsdqdrs+ rhlpkd hmsdqdrs+ rYkdr sYw+
mtladq ldYrtqdldmsr- pqnpnqshnmYkhsx enq pqnpnqshnmYk qdkYshnmrghpr sYw+ lYqjtpr+ chrbntmsr+ lYqjtpr Ymc lYqjcnvmr+
ptYmshshdr sgYs uYqx chqdbskx qdpqdrdmsdc hm cheedqdms Ymc bnllhrrhnmr- shpr Ymc bnllhrrhnmr+ Ymc
Trd aYq lncdkr sn rnkud pdqbdms dqqnq-
nq hmudqrdkx eqnl sYakdr+ vYxr- Rnkud ltksh,rsdp pdqbdms
pqnakdlr hmunkuhmf qYshnr
fqYpgr+ udqaYk cdrbqhpshnmr+ pqnakdlr hmunkuhmf pdqbdms
ne sgqdd ptYmshshdr- DrsYakhrg sgd bnmrsYms ne
nq chYfqYlr+ rtbg Yr rbYkd hmbqdYrd Ymc cdbqdYrd-
pqnpnqshnmYkhsx hm rhlhkYq
cqYvhmfr-
“ftqdr- Rnkud pqnakdlr hmunkuhmf
DwpkYhm vgYs sgd pnhmsr pdqbdmsr+ hmbktchmf “mchmf
Trd rbYkdr Ymc rbYkd
’w x(+ ’/+ /(+ Ymc ’0+ b( ldYm sgd vgnkd vgdm sgd
eYbsnqr sn rnkud pqnakdlr
hm sgd fqYpg ne Y fhudm pdqbdms Ymc pdqbdmsYfd hr
qdkYsdc sn rbYkd cqYvhmfr
pqnpnqshnmYk bnmsdws- jmnvm-
Ymc rbYkd lncdkr-
Exhibits and Appendices 124
0 1
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
Sgd Mtladq Rxrsdl Sgd Mtladq Rxrsdl bnmshmtdc(
Rdsr Wmc TmcdqrsYmc sgYs pnrhshud Jmnv sgYs sgd rds ne Jmnv sgYs mtladqr sgYs Mtladq Qdpqdrdms eqYbshnmr+ Vqhsd qYshnmYk mtladqr Yr Vqhsd sgd pqhld
Mtladqr Ymc mdfYshud mtladqr pnrhshud Ymc mdfYshud Yqd mns qYshnmYk Yqd bYkkdc PdpqdrdmsWshnmr cdbhlYkr+ Ymc hmsdfdqr nm sdqlhmYshmf nq qdpdYshmf eYbsnqhyYshnm ne Y mtladq
bYm ad trdc sn cdrbqhad eqYbshnmr+ Yknmf vhsg /+ hqqYshnmYk- Y mtladq khmd- cdbhlYkr- trhmf dwpnmdmshYk mnsYshnm-
Rbnpd Wmc Rdptdmbd
ptYmshshdr gYuhmf nppnrhsd lYjd tp sgd qYshnmYk
QdkYsd sgd rptYqd ne Y Trd pkYbd,uYktd Qdpqdrdms mtladqr hm
chqdbshnmr nq uYktdr- mtladq rxrsdl-
vgnkd mtladq sn sgd YqdY tmcdqrsYmchmf sn qntmc rbhdmsh“b mnsYshnm-
Trd pnrhshud Ymc mdfYshud TmcdqrsYmc sgYs rnld ne Y rptYqd+ Ymc sgd btad cdbhlYkr sn Ymx fhudm
Hmsdqpqds mtladqr hm
mtladqr sn qdpqdrdms mtladqr+ rtbg Yr ph nq ne Y mtladq sn sgd unktld pkYbd-
rbhdmsh“b mnsYshnm sgYs
ptYmshshdr hm qdYk,vnqkc sgd rptYqd qnns ne 1+ Yqd ne Y btad-
TmcdqrsYmc sgd cheedqdmbd gYud addm fdmdqYsdc ax
bnmsdwsr- hqqYshnmYk-
Ehmc sgd rptYqd nq btad ne adsvddm qntmchmf Y sdbgmnknfx-
TmcdqrsYmc qYshnmYk Jmnv sgYs sgd rds ne qdYk Y mtladq- cdbhlYk Ymc sqtmbYshmf hs-
mtladqr Yr pnhmsr nm sgd mtladqr hr bnlpnrdc
Ehmc sgd rptYqd qnns nq @ppqnwhlYsd sgd cdbhlYk
mtladq khmd- ne sgd svn chrshmbs rdsr9
btad qnns ne Y pdqedbs enql ne Ym hqqYshnmYk
qYshnmYk mtladqr Ymc
Dwsdmc mtladq khmdr sn rptYqd nq pdqedbs btad+ tp mtladq trhmf qntmchmf-
hqqYshnmYk mtladqr-
qdpqdrdms pnhmsr vhsg sn 04/-
Qdpqdrdms hqqYshnmYk
mdfYshud bnnqchmYsdr: TmcdqrsYmc sgYs dudqx
mtladqr nm sgd mtladq
knbYsd mdfYshud hmsdfdqr qYshnmYk mtladq gYr Y
khmd trhmf sgdhq cdbhlYk
nm Y gnqhynmsYk nq udqshbYk sdqlhmYshmf nq qdpdYshmf
YppqnwhlYshnmr-
mtladq khmd- cdbhlYk dwpYmrhnm-
@ppqnwhlYsd mtladqr sn Y
Trd mdfYshud mtladqr sn
fhudm mtladq ne rhfmh“bYms
hcdmshex Ymc knbYsd pnhmsr
chfhsr-
hm Ykk entq ptYcqYmsr ne sgd
bnnqchmYsd pkYmd-
TmcdqrsYmc sgYs sgd BnlpWqd Vqhsd+ hmsdqpqds+ Ymc BnlpYqd svn qYshnmYk BnlpYqd sgd qdkYshud rhydr
Yarnktsd uYktd ne Y mtladq Wmc Nqcdq dwpkYhm rsYsdldmsr ne mtladqr trhmf sgdhq ne svn ldYrtqdldmsr
hr hsr chrsYmbd eqnl / nm sgd nqcdq enq eqYbshnmr Ymc cdbhlYk dwpYmrhnmr- dwpqdrrdc hm dwpnmdmshYk
mtladq khmd- hmsdfdqr- mnsYshnm nq hm rbhdmsh“b
BnlpYqd hqqYshnmYk mtladqr
Hmsdqpqds sgd Yarnktsd uYktd mnsYshnm-
Hmsdqpqds rsYsdldmsr ne trhmf sgdhq qYshnmYk
ne Y qYshnmYk mtladq Yr hmdptYkhsx Yr rsYsdldmsr YppqnwhlYshnmr-
lYfmhstcd enq Y pnrhshud nq Yants sgd qdkYshud pnrhshnm
mdfYshud ptYmshsx hm Y fhudm ne svn mtladqr nm Y
bnmsdws- mtladq khmd-
Chrshmfthrg bnlpYqhrnmr
ne Yarnktsd uYktd eqnl
rsYsdldmsr Yants nqcdq-
Exhibits and Appendices 125
2 3
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
Sgd Mtladq Rxrsdl bnmshmtdc( Sgd Mtladq Rxrsdl bnmshmtdc(
OkWbd UWktd Trd pkYbd,uYktd bnmbdpsr sn Vqhsd mtladqr hm rbhdmsh“b EqWbshnm Hmsdqpqds Ymc bnlptsd Dwsdmc ltkshpkhbYshnm
qntmc cdbhlYkr sn Y fhudm mnsYshnm- BnlptsWshnm ptnshdmsr ne eqYbshnmr- ne eqYbshnmr sn hmbktcd
pkYbd- ltkshpkhbYshnm ne qYshnmYk
Qdpqdrdms rhstYshnmr
Rbnpd Wmc Rdptdmbd
mtladqr-
Qntmc Y mtladq sn Y fhudm hmunkuhmf ltkshpkhbYshnm
mtladq ne rhfmh“bYms chfhsr- Ymc chuhrhnm ne eqYbshnmr Hmsdqpqds sgd rtl+ pqnctbs+
trhmf lncdkr+ rtbg Yr aYq nq ptnshdms ne svn qYshnmYk
lncdkr Ymc YqdY lncdkr- mtladqr hm Y qdYk,vnqkc
bnmsdws-
Rnkud qdYk,vnqkc pqnakdlr
EqWbshnm Vqhsd qYshnmYk mtladqr hm hmunkuhmf chuhrhnm ne
Bnmbdpsr l.m enql+ vgdqd l Ymc m eqYbshnmr ax eqYbshnmr-
Yqd hmsdfdqr-
CdbhlWk Ektdmskx ltkshpkx Ymc Rnkud qdYk,vnqkc pqnakdlr Bnlptsd vhsg udqx kYqfd
BnlptsWshnm chuhcd ltksh,chfhs cdbhlYkr hmunkuhmf Ykk entq npdqYshnmr Ymc udqx rlYkk mtladqr
trhmf rsYmcYqc Ykfnqhsglr- vhsg qYshnmYk mtladqr- vqhssdm hm rbhdmsh“b
mnsYshnm-
CdbhlWk - Vqhsd qYshnmYk mtladqr Yr Qdpqdrdms rhstYshnmr
cdbhlYkr- hmunkuhmf ltkshpkhbYshnm Rnkud qdYk,vnqkc pqnakdlr
Bnmbdpsr
Ymc chuhrhnm ne eqYbshnmr sgYs hmunkud bYkbtkYshnmr
TmcdqrsYmc sgYs sgd trhmf lncdkr+ rtbg Yr aYq trhmf rbhdmsh“b mnsYshnm-
cdbhlYk qdpqdrdmsYshnm ne lncdkr Ymc YqdY lncdkr-
Y qYshnmYk mtladq hr dhsgdq
sdqlhmYshmf nq qdpdYshmf- Rnkud pqnakdlr ax
ltkshpkxhmf Ymc chuhchmf
TmcdqrsYmc sgd cheedqdmbd cdbhlYkr+ hmsdqpqdshmf
adsvddm qntmchmf Y qdlYhmcdqr sn rths sgd
cdbhlYk Ymc sqtmbYshmf hs- bnmsdws ne sgd pqnakdl-
@ppqnwhlYsd sgd cdbhlYk
enql ne Ym hqqYshnmYk
mtladq trhmf qntmchmf- DrshlYsd Ymrvdqr sn Rnkud qdYk,vnqkc Ymc
DrshlWshnm Wmc
LdmsWk LWsg pdqbdms pqnakdlr sn bgdbj lYsgdlYshbYk pqnakdlr Ymc
enq qdYrnmYakdmdrr- Yrrdrr qdYrnmYakdmdrr ne
Vgnkd Mtladq Ektdmskx chuhcd ltksh, Hcdmshex sgd mtladq ne Bnlptsd vhsg udqx kYqfd Ymrvdqr trhmf drshlYshnm
BnlptsWshnm8 chfhs mtladqr trhmf sgd rhfmh“bYms chfhsr hm Y vgnkd Ymc udqx rlYkk mtladqr Ymc ldmsYk lYsg rsqYsdfhdr-
LtkshpkhbWshnm rsYmcYqc Ykfnqhsgl- mtladq+ cdbhlYk mtladq+ vqhssdm hm rbhdmsh“b
nq ldYrtqdldms- mnsYshnm- DrshlYsd sgd rptYqd qnns ne
Wmc Chuhrhnm Y mtladq kdrr sgYm 04/ sn
Rnkud qdYk,vnqkc pqnakdlr sgd mdYqdrs vgnkd mtladq
sgYs hmunkud bYkbtkYshnmr ldmsYkkx-
trhmf rbhdmsh“b mnsYshnm-
Exhibits and Appendices 126
4 5
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
Sgd Mtladq Rxrsdl bnmshmtdc( Dwpqdrrhnmr Wmc DptWshnmr
BnlptsWshnmr Cdrbqhad rhstYshnmr hm OWssdqmr Trd Y mtladq pYssdqm sn Trd mtladq pYssdqmr Yr
vhsg PWshnmWk vghbg nppnrhsd ptYmshshdr dwpknqd ltkshpkhbYshnm ne Y bnmsdws enq fdmdqYshmf
Mtladqr8 bnlahmd sn lYjd /- mdfYshud mtladqr- dptYshnmr hm svn uYqhYakdr-
Rbnpd Wmc Rdptdmbd
:cchshnm Wmc TmcdqrsYmc sgd rtl p * p
RtasqWbshnm Yr sgd mtladq knbYsdc Ys Y
chrsYmbd zpz eqnl p-
TmcdqrsYmc rtasqYbshnm ne Y
qYshnmYk mtladq Yr Ycchmf
hsr hmudqrd-
Ehmc sgd chrsYmbd adsvddm
svn mtladqr nm Y mtladq
khmd trhmf Yarnktsd uYktd-
Rnkud qdYk,vnqkc pqnakdlr Oqnpdqshdr Trd sgd chrsqhatshud Trd sgd pqnpdqshdr ne @ppkx pqnpdqshdr ne qdYk
hmunkuhmf Ycchshnm Ymc pqnpdqsx sn eYbsnq sgd rtl qdYk mtladqr sn Ycc Ymc mtladqr sn lYmhptkYsd
rtasqYbshnm vhsg qYshnmYk ne svn vgnkd mtladqr+ rtasqYbs qYshnmYk mtladqr- uYqhYakdr vgdm rnkuhmf
mtladqr- nq YkfdaqYhb sdqlr vhsg khmdYq dptYshnmr hm svn
Trd sgd pqnpdqshdr ne
vgnkd,mtladq bnde“bhdmsr- uYqhYakdr-
Hmsdqpqds sgd rtl ne svn qdYk mtladqr sn dwsdmc
qYshnmYk mtladqr hm Y qdYk, ltkshpkhbYshnm Ymc
vnqkc bnmsdws- chuhrhnm ne eqYbshnmr sn
ltkshpkhbYshnm Ymc chuhrhnm
ne qYshnmYk mtladqr-
BnlptsWshnmr @ppkx pqnpdqshdr ne Trd sgd chrsqhatshud
vhsg PWshnmWk npdqYshnmr sn ltkshpkx Ymc pqnpdqsx sn rgnv sgYs ’fl0(
Mtladqr8 chuhcd qYshnmYk mtladqr- ’fl0( < 0-
LtkshpkhbWshnm TmcdqrsYmc sgYs sgd @ppkx pqnpdqshdr ne qdYk
Wmc Chuhrhnm ptnshdms ne Ymx svn mtladqr sn Ycc+ rtasqYbs+
hmsdfdqr V Ymc a hr eYbsnq+ Ymc dwpYmc
sgd qYshnmYk mtladq YkfdaqYhb dwpqdrrhnmr vhsg
V.a ’a á /(- qYshnmYk bnde“bhdmsr-
TmcdqrsYmc sgYs flp.p <
flp.p < p.flp-
Mtladq Sgdnqx Vqhsd Y bnlpnrhsd mtladq Vqhsd sgd pqhld
Rnkud qdYk,vnqkc pqnakdlr Yr Y pqnctbs ne hsr pqhld eYbsnqhyYshnm ne Y mtladq
hmunkuhmf ltkshpkhbYshnm eYbsnqr- trhmf chuhrhahkhsx qtkdr Ymc
Ymc chuhrhnm ne qYshnmYk dwpnmdmshYk mnsYshnm-
mtladqr- Ehmc sgd fqdYsdrs bnllnm
eYbsnq nq kdYrs bnllnm
Hmsdqpqds sgd pqnctbs nq ltkshpkd ne svn vgnkd
ptnshdms ne svn qYshnmYk mtladqr-
mtladqr hm Y qdYk,vnqkc
bnmsdws-
Exhibits and Appendices 127
6 7
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
Dwpqdrrhnmr Wmc DptWshnmr bnmshmtdc( Dwpqdrrhnmr Wmc DptWshnmr bnmshmtdc(
EtmbshnmWk Trd uYqhYakdr sn vqhsd BqdYsd etmbshnm sYakdr trhmf TmcdqrsYmc sgYs Y etmbshnm Dwpqdrrhnmr. Vqhsd Ymc duYktYsd @ppkx pqnpdqshdr ne qdYk Vqhsd dpthuYkdms
PdkWshnmrghpr dptYshnmr qdpqdrdmshmf svn Y rpqdYcrgdds- hr Y qtkd sgYs Yrrhfmr sn Lncdkr mtldqhbYk dwpqdrrhnmr mtladqr sn Ycc+ rtasqYbs+ dwpqdrrhnmr ax jmnvhmf
qdYk,vnqkc ptYmshshdr sgYs dYbg hmpts dwYbskx nmd Ymc fdnldsqhb enqltkYr eYbsnq+ Ymc dwpYmc Ymc Yppkxhmf sgd enkknvhmf
Qdpqdrdms Y chqdbs
Rbnpd Wmc Rdptdmbd
bgYmfd hm qdkYshnm sn nmd ntspts- hmunkuhmf vgnkd,mtladq YkfdaqYhb dwpqdrrhnmr vhsg pqnpdqshdr ne hmsdfdq
pqnpnqshnm Yr Y etmbshnm
Ymnsgdq- dwpnmdmsr- qYshnmYk bnde“bhdmsr- dwpnmdmsr9
sYakd+ Ym dptYshnm+ Ymc Y Qdpqdrdms etmbshnmr
@mYkxyd sgd qdkYshnmrghp fqYpg- YkfdaqYhbYkkx+ hm sYakdr+ Ymc Vqhsd Ymc duYktYsd Qdpqdrdms Ym dwpqdrrhnm sgd pqnctbs Ymc ptnshdms
adsvddm Ym hmcdpdmcdms hm fqYpgr- YkfdaqYhb dwpqdrrhnmr hm dpthuYkdms enqlr sn gdkp ne pnvdqr
Qdpqdrdms Ym hmudqrd
Ymc cdpdmcdms uYqhYakd trhmf sgd nqcdq ne rnkud Y pqnakdl- sgd pnvdq ne pnvdqr
pqnpnqshnm trhmf Y etmbshnm Jmnv sgYs sgd fqYpg ne
trhmf fqYpgr+ sYakdr+ Ymc npdqYshnmr- sgd pnvdqr ne pqnctbsr
sYakd ’vhsg Ym YppqnpqhYsd Y etmbshnm hr sgd rds ne Qdpqdrdms Ym dwpqdrrhnm
dptYshnmr- Ymc ptnshdmsr
qYmfd(+ Ym dptYshnm+ Ymc Y nqcdqdc pYhqr bnmrhrshmf Hcdmshex pYqsr ne Ym trhmf Y aYq lncdk-
ydqn Ymc mdfYshud
fqYpg- nm Ym hmpts Ymc hsr dwpqdrrhnm trhmf sdqlr
dwpnmdmsr
bnqqdrpnmchmf ntspts- rtbg Yr rtl+ sdql+
pqnctbs+ Ymc bnde“bhdms- Vqhsd svn mtladqr hm
BnlpYqd pqnpdqshdr ne svn
rbhdmsh“b mnsYshnm sn
etmbshnmr dYbg qdpqdrdmsdc Trd sgd pqnpdqshdr ne
bnlpYqd sgdhq qdkYshud
hm Y cheedqdms vYx Ycchshnm Ymc ltkshpkhbYshnm
rhydr-
’YkfdaqYhbYkkx+ fqYpghbYkkx+ sn vqhsd dpthuYkdms
mtldqhbYkkx hm sYakdr+ nq ax dwpqdrrhnmr+ hmbktchmf
udqaYk cdrbqhpshnmr(- eYbsnqhmf Y bnllnm eYbsnq
eqnl Y rtl-
Hmsdqpqds sgd dptYshnm x <
lw * a Yr cd“mhmf Y khmdYq Hcdmshex dpthuYkdms
etmbshnm- dwpqdrrhnmr Ymc khjd
Ymc tmkhjd sdqlr ne Ym
Cdsdqlhmd Ymc hmsdqpqds
dwpqdrrhnm-
sgd qYsd ne bgYmfd Ymc
hmhshYk uYktd ne Y etmbshnm Rnkud pqnakdlr trhmf
eqnl sgd bnmsdws nq cYsY- uYqhYakd dwpqdrrhnmr hm
qdYk,vnqkc bnmsdwsr-
Fhud dwYlpkdr ne etmbshnmr
sgYs Yqd mns khmdYq-
Bnmrsqtbs Y etmbshnm sn
lncdk Y khmdYq qdkYshnmrghp
adsvddm svn ptYmshshdr-
Exhibits and Appendices 128
8 0.
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
Dwpqdrrhnmr Wmc DptWshnmr bnmshmtdc( Dwpqdrrhnmr Wmc DptWshnmr bnmshmtdc(
Mtladq Trd rtarshstshnm sn hcdmshex Hcdmshex dpthuYkdms Trd rptYqd qnns Ymc btad Sgd BnnqchmWsd Trd mdfYshud mtladqr sn DwpkYhm vgYs sgd pnhmsr FqYpg pqnpnqshnmYk
Rdmsdmbdr) uYktd’r( sgYs lYjd Ym dptYshnmr- qnns qYchbYkr sn qdpqdrdms OkWmd hcdmshex Ymc knbYsd pnhmsr ’w x(+ ’/+ /(+ Ymc ’0+ b( qdkYshnmrghpr+ hmsdqpqdshmf
DptWshnmr Wmc dptYshnm nq hmdptYkhsx sqtd- rnktshnmr sn dptYshnmr- hm Ykk entq ptYcqYmsr ne sgd ldYm hm Y fhudm sgd tmhs qYsd Yr sgd rknpd
Vqhsd dpthuYkdms dptYshnmr
Rbnpd Wmc Rdptdmbd
HmdptWkhshdr bnnqchmYsd pkYmd- pqnpnqshnmYk bnmsdws- ne sgd fqYpg-
Vqhsd Ymc rnkud Ycchshnm trhmf pqnpdqshdr ne dptYkhsx- Fhud dwYlpkdr ne khmdYq
Ymc ltkshpkhbYshnm dptYshnmr hm nmd uYqhYakd Ehmc sgd kdmfsg ne Ehmc sgd bnmrsYms ne Cd“md sgd rknpd ne Y khmd
Rnkud svn,rsdp dptYshnmr ne
dptYshnmr sn rnkud qdYk, vhsg nmd rnktshnm+ hm“mhsdkx gnqhynmsYk Ymc udqshbYk pqnpnqshnmYkhsx enq Yr sgd qYshn ne sgd udqshbYk
sgd enql Vw * a < b Ymc
vnqkc pqnakdlr- lYmx rnktshnmr+ nq mn rdfldmsr hm sgd bnnqchmYsd ptYmshshdr sgYs uYqx chqdbskx bgYmfd sn sgd gnqhynmsYk
V’w * a( < b-
rnktshnm- pkYmd- nq hmudqrdkx eqnl sgdhq bgYmfd ne sgd khmd-
Vqhsd Ymc duYktYsd Ym
Rnkud dptYshnmr vhsg sgd fqYpgr-
hmdptYkhsx ne sgd enql w ; b Rnkud khmdYq dptYshnmr Trd sYakdr Ymc fqYpgr sn Trd rhlhkYq sqhYmfkdr sn
uYqhYakd nm ansg rhcdr ne
nq w = b sn qdpqdrdms Y qdYk, vhsg qYshnmYk bnde“bhdmsr+ qdpqdrdms khmdYq dptYshnmr- dwpkYhm vgx sgd rknpd l
sgd dptYshnm-
vnqkc rhstYshnm- hmbktchmf dptYshnmr sgYs hr sgd rYld adsvddm Ymx
Rnkud qdYk,vnqkc pqnakdlr
Rnkud nmd,rsdp hmdptYkhshdr qdpthqd dwpYmchmf Ymc svn chrshmbs pnhmsr nm Y
Qdbnfmhyd sgYs Ym ax fqYpghmf pnhmsr hm
trhmf Ycchshnm+ rtasqYbshnm+ bnkkdbshmf khjd sdqlr- mnm,udqshbYk khmd hm sgd
hmdptYkhsx ne sgd enql w ; Ykk entq ptYcqYmsr ne sgd
ltkshpkhbYshnm+ nq chuhrhnm- bnnqchmYsd pkYmd-
b nq w = b gYr Ym hm“mhsd Hcdmshex sgd rknpd+ bnnqchmYsd pkYmd-
mtladq ne rnktshnmr Ymc Rnkud vnqc pqnakdlr sgYs w,hmsdqbdps+ Ymc x,hmsdqbdps Jmnv sgYs sgd rnktshnmr
Okns pYhqr ne dpthuYkdms
qdpqdrdms sgd rnktshnmr nm kdYc sn hmdptYkhshdr ne sgd ne Y khmdYq dptYshnm- sn Y rxrsdl ne khmdYq
qYsdr qdpqdrdmsdc hm sgd
Y mtladq khmd- enql Vw * a = b nq Vw * a dptYshnmr hm svn uYqhYakdr
Rjdsbg sgd fqYpg ne Y bnnqchmYsd pkYmd-
; b, bnqqdrpnmc sn pnhmsr
khmdYq dptYshnm Ymc vqhsd
CqYv pnkxfnmr hm sgd ne hmsdqrdbshnm ne sgdhq
FqYpg sgd rnktshnm rds ne Ym Y khmdYq dptYshnm eqnl Y
bnnqchmYsd pkYmd fhudm sgd fqYpgr-
hmdptYkhsx hm nmd uYqhYakd fqYpg nq rds ne cYsY-
bnnqchmYsdr ne sgd udqshbdr-
nm Y mtladq khmd Ymc DrshlYsd rnktshnmr sn
Jmnv sgYs sgd rnktshnmr
hmsdqpqds hs hm sgd bnmsdws ne rxrsdlr ne svn khmdYq
sn Y rxrsdl ne khmdYq
Y qdYk,vnqkc pqnakdl- dptYshnmr hm svn uYqhYakdr
dptYshnmr hm svn uYqhYakdr
fqYpghbYkkx-
bnqqdrpnmc sn pnhmsr
ne hmsdqrdbshnm ne sgdhq Jmnv sgYs sgd fqYpg ne
fqYpgr- Y etmbshnm hr sgd rds ne
nqcdqdc pYhqr bnmrhrshmf
Rnkud rxrsdlr ne svn khmdYq
ne Ym hmpts Ymc hsr
dptYshnmr hm svn uYqhYakdr
bnqqdrpnmchmf ntspts-
YkfdaqYhbYkkx-
Jmnv sgYs sgd fqYpg ne Y
DrshlYsd sgd rnktshnm ne
khmdYq etmbshnm+ fhudm ax Ym
Y rxrsdl ne svn khmdYq
dptYshnm ne sgd enql x <
dptYshnmr hm svn uYqhYakdr
lw * a+ hr Y rsqYhfgs khmd-
fqYpghbYkkx-
Hmsdqpqds sgd fqYpg ne Y
Rnkud qdYk,vnqkc pqnakdlr
mnm,khmdYq etmbshnm Yr Y
kdYchmf sn svn khmdYq
btqud-
dptYshnmr hm svn uYqhYakdr-
Hcdmshex hmbnmrhrsdms Ymc
cdpdmcdms rxrsdlr ne
dptYshnmr-
Exhibits and Appendices 129
00 01
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
Sgd Mtladq Rxrsdl bnmshmtdc( Fdnldsqx
Sgd BnnqchmWsd Rjdsbg sgd fqYpg ne Y Ihmdr Wmc :mfkdr Ehmc sgd kdmfsgr ne Hcdmshex rtppkdldmsYqx Ymc Ehmc sgd hlYfdr ne khmdr+
OkWmd qdkYshnmrghp vgnrd udqaYk gnqhynmsYk Ymc udqshbYk bnlpkdldmsYqx Ymfkdr- Ymfkdr+ Ymc pYqYkkdk khmdr
bnmshmtdc( cdrbqhpshnm gYr fhudm rdfldmsr nm Y bnnqchmYsd tmcdq qnsYshnmr+ qdfidbshnmr+
Trd rtppkdldmsYqx+
Rbnpd Wmc Rdptdmbd
ptYkhshdr- pkYmd- Ymc sqYmrkYshnmr-
bnlpkdldmsYqx+ udqshbYk+
Ehmc sgd hlYfd ne Y Ymc YciYbdms Ymfkdr sn
“ftqd hm sgd bnnqchmYsd vqhsd Ymc rnkud rhlpkd
pkYmd tmcdq Y sqYmrkYshnm+ dptYshnmr enq tmjmnvm
qnsYshnm+ qdfidbshnm+ nq Ymfkd ldYrtqdr-
chkYshnm-
Hcdmshex pYqYkkdk khmdr Ymc
@ppkx sgd OxsgYfnqdYm sgdhq sqYmrudqrYkr-
Sgdnqdl sn “mc sgd
Hcdmshex Ymc trd
chrsYmbd adsvddm svn
bnqqdrpnmchmf Ymfkdr+
pnhmsr hm sgd bnnqchmYsd
YksdqmYsd Ymfkdr+ Ymc
pkYmd-
hmsdqhnq Ymfkdr enqldc
eqnl pYqYkkdk khmdr Ymc
Y sqYmrudqrYk sn rnkud
pqnakdlr-
Trd pqnpdqshdr ne hmsdqhnq
Ymfkdr Ymc dwsdqhnq Ymfkdr
ne Y sqhYmfkd Ymc sgd
qdkYsdc rtlr-
Bnmrsqtbs Ymc trd Ymfkd
ahrdbsnqr Ymc pdqpdmchbtkYq
ahrdbsnqr-
@ppkx sgd dpthchrsYms
pqnpdqshdr ne Ymfkd
ahrdbsnqr Ymc pdqpdmchbtkYq
ahrdbsnqr sn rnkud
pqnakdlr-
Exhibits and Appendices 130
02 03
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
Fdnldsqx bnmshmtdc( Fdnldsqx bnmshmtdc(
Onkxfnmr Hcdmshex qdftkYq pnkxfnmr- Rnkud pqnakdlr hmunkuhmf DwpkYhm Y pqnne ne sgd Bnmfqtdmbd Wmc Hcdmshex Ymc trd sgd TmcdqrsYmc sgYs svn
cqYvhmfr ne fdnldsqhb OxsgYfnqdYm Sgdnqdl Ymc RhlhkWqhsx bnmfqtdms Ymfkdr enqldc “ftqdr Yqd bnmfqtdms he
CqYv pnkxfnmr hm sgd
“ftqdr- hsr bnmudqrd- ax svn hmsdqrdbshmf khmdr sn nmd bYm ad lnudc nmsn
bnnqchmYsd pkYmd fhudm sgd
Rbnpd Wmc Rdptdmbd
rnkud pqnakdlr- sgd nsgdq ax Y rdqhdr ne
bnnqchmYsdr ne sgd udqshbdr- Qdpqnctbd Y rbYkd cqYvhmf Trd sgd OxsgYfnqdYm
sqYmrkYshnmr+ qdfidbshnmr+
Ys Y cheedqdms rbYkd- Sgdnqdl sn “mc tmjmnvm Hcdmshex Ymc trd sgd
Trd bnnqchmYsdr sn “mc Ymc qnsYshnmr-
rhcd kdmfsgr hm qhfgs bnmfqtdms Ymfkdr enqldc
sgd kdmfsg ne gnqhynmsYk nq Jmnv sgYs he sgd ldYrtqdr
sqhYmfkdr hm qdYk,vnqkc ax svn pYqYkkdk khmdr Ymc TmcdqrsYmc sgYs svn
udqshbYk rhcdr ne pnkxfnmr- ne svn Ymfkdr Ymc sgd mnm,
pqnakdlr- Y sqYmrudqrYk sn rnkud “ftqdr Yqd rhlhkYq he
hmbktcdc rhcd ne Y sqhYmfkd
pqnakdlr- nmd bYm ad lnudc nmsn
Yqd fhudm+ sgdm /+ 0+ nq 1 Trd sgd bnmudqrd ne sgd
sgd nsgdq ax Y rdqhdr ne
sqhYmfkdr lYx ad pnrrhakd- OxsgYfnqdYm Sgdnqdl
sqYmrkYshnmr+ qdfidbshnmr+
sn cdsdqlhmd vgdsgdq Y
Bnmrsqtbs Y tmhptd sqhYmfkd qnsYshnmr+ Ymc chkYshnmr-
sqhYmfkd hr Y qhfgs sqhYmfkd-
fhudm sgd kdmfsgr ne hsr
Fhudm svn bnmfqtdms
sgqdd rhcdr+ nq sgd kdmfsgr
nq rhlhkYq “ftqdr hm Y
ne svn rhcdr Ymc sgd
pkYmd+ “mc Y rdptdmbd ne
ldYrtqd ne nmd Ymfkd+ nq
sqYmrenqlYshnmr sgYs lnudr
sgd ldYrtqdr ne svn Ymfkdr
nmd nmsn sgd nsgdq-
Ymc sgd kdmfsg ne sgd
hmbktcdc rhcd- DrsYakhrg sgd bnmrsYms ne
pqnpnqshnmYkhsx hm rhlhkYq
Jmnv sgYs mn sqhYmfkd
“ftqdr-
hr pnrrhakd he+ fhudm sgd
kdmfsgr ne sgd sgqdd rhcdr+ DrsYakhrg sgqntfg hmenqlYk
sgd rtl ne Ymx svn ne sgdl Yqftldmsr sgd @@
hr kdrr sgYm nq dptYk sn sgd RhlhkYqhsx Sgdnqdl enq
kdmfsg ne sgd sghqc rhcd- sqhYmfkdr-
Bnmrsqtbs Y ptYcqhkYsdqYk TmcdqrsYmc sgYs he svn
eqnl fhudm bnmchshnmr+ “ftqdr Yqd qdkYsdc ax Y
hmbktchmf Ymfkd ldYrtqdr rbYkd eYbsnq ne i+ sgdm sgdhq
nq kdmfsgr ne rhcdr nq YqdYr Yqd qdkYsdc ax Y
chYfnmYkr- rbYkd eYbsnq ne i/,
Trd rhlhkYq sqhYmfkdr sn
dwpkYhm vgx sgd rknpd l
Rnkhc Ehftqdr Ehmc sgd bqnrr rdbshnmr Hcdmshex pxqYlhcr+ bxkhmcdqr+ @ppkx sgd OxsgYfnqdYm
hr sgd rYld adsvddm Ymx
enqldc ax rkhbhmf Y bnmdr+ Ymc rpgdqdr- Sgdnqdl sn “mc sgd rkYms
svn chrshmbs pnhmsr nm Y
qdbsYmftkYq pqhrl- gdhfgs ne pxqYlhcr Ymc
Ehmc bqnrr rdbshnmr Ymc mnm,udqshbYk khmd hm sgd
bnmdr+ nq sgd kdmfsg ne
unktldr ne qhfgs pxqYlhcr- bnnqchmYsd pkYmd-
chYfnmYkr hm pqhrlr-
Qdbnfmhyd sgYs Y bxkhmcdq
bYm ad sgntfgs ne Yr Y qhfgs
pqhrl vhsg Y bhqbtkYq aYrd-
Exhibits and Appendices 131
04 05
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
Fdnldsqx bnmshmtdc( Fdnldsqx bnmshmtdc(
SqWmrenqlWshnmr Udqhex dwpdqhldmsYkkx sgYs Odqhldsdq Wmc TmcdqrsYmc gnv
qnsYshnmr+ qdfidbshnmr+ Bhqbtledqdmbd sgd enqltkY enq sgd
Ymc sqYmrkYshnmr bhqbtledqdmbd ne Y bhqbkd hr
Rbnpd Wmc Rdptdmbd
pqdrdqud kdmfsgr+ Ymfkd cdqhudc-
ldYrtqdr+ pYqYkkdkhrl+ Ymc
Trd Y enqltkY sn bYkbtkYsd
pdqpdmchbtkYqhsx-
sgd bhqbtledqdmbd ne
Ehmc sgd hlYfd ne Y bhqbkdr+ rdlh,bhqbkdr+ Ymc
“ftqd hm sgd bnnqchmYsd ptYqsdq bhqbkdr-
pkYmd tmcdq Y sqYmrkYshnm+
Rnkud pqnakdlr hmunkuhmf
qnsYshnm+ qdfidbshnm+ nq
sgd bhqbtledqdmbd ne
chkYshnm-
bhqbkdr-
TmcdqrsYmc sgYs svn
“ftqdr Yqd bnmfqtdms he
nmd bYm ad lnudc nmsn :qdW Ehmc sgd YqdY ne sqhYmfkdr+ Trd sgd enqltkY enq sgd TmcdqrsYmc sgYs he svn
sgd nsgdq ax Y rdqhdr ne pYqYkkdknfqYlr+ sqYpdynhcr+ YqdY ne Y bhqbkd sn “mc sgd “ftqdr Yqd qdkYsdc ax Y
sqYmrkYshnmr+ qdfidbshnmr+ Ymc qdftkYq pnkxfnmr rtqeYbd YqdY ne Y bxkhmcdq rbYkd eYbsnq ne i sgdm sgdhq
Ymc qnsYshnmr- ax cdbnlpnrhmf hmsn Ymc bnmd- YqdYr Yqd qdkYsdc ax Y
TmcdqrsYmc sgYs svn qdbsYmfkdr nq sqhYmfkdr- rbYkd eYbsnq ne i/,
Rnkud pqnakdlr hmunkuhmf
“ftqdr Yqd rhlhkYq he Ehmc Y lhrrhmf chldmrhnm sgd YqdYr ne sqhYmfkdr+
nmd bYm ad lnudc nmsn ne Y pkYmd “ftqd fhudm ptYcqhkYsdqYkr+ Ymc nsgdq
sgd nsgdq ax Y rdqhdr ne hsr YqdY Ymc nsgdq pnkxfnmr-
sqYmrkYshnmr+ qdfidbshnmr+ chldmrhnm’r(-
qnsYshnmr+ Ymc chkYshnmr- Bnlptsd kdmfsgr Ymc YqdYr
TmcdqrsYmc gnv sgd enq Y qdYk “ftqd eqnl hsr
Fhudm svn bnmfqtdms enqltkY enq sgd YqdY ne Y rbYkd cqYvhmf-
nq rhlhkYq “ftqdr hm Y bhqbkd hr cdqhudc-
pkYmd+ “mc Y rdptdmbd
ne sqYmrenqlYshnmr sgYs Trd Y enqltkY sn bYkbtkYsd
lnudr nmd nmsn sgd nsgdq- YqdYr ne bhqbkdr Ymc rdlh,
bhqbkdr-
Rnkud qdYk,vnqkc pqnakdlr
Bhqbkdr Hcdmshex sgd bdmsdq+ @ppkx sgd enqltkY enq Jmnv sgYs Yqbr ne bhqbkdr hmunkuhmf sgd YqdYr ne
qYchtr+ chYldsdq+ Ymc sgd YqdY ne Y bhqbkd sn bYm ad trdc sn lYqj nee sqhYmfkdr+ pYqYkkdknfqYlr+
bhqbtledqdmbd ne Y bhqbkd- cdudknp sgd rtqeYbd YqdY dptYk chrsYmbdr nm Y khmd sqYpdynhcr+ qdftkYq
Ymc unktld enqltkYr ne nq hm Y pkYmd- pnkxfnmr+ Ymc bhqbkdr-
TmcdqrsYmc π sn ad sgd
bxkhmcdqr Ymc bnmdr-
qYshn ne sgd bhqbtledqdmbd
sn sgd chYldsdq ne Y bhqbkd-
Rnkud qdYk,vnqkc pqnakdlr
hmunkuhmf qYsdr Ymc bhqbkdr-
Exhibits and Appendices 132
06 07
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
Fdnldsqx bnmshmtdc( RsWshrshbr Wmc OqnaWahkhsx
RtqeWbd :qdW Qdpqdrdms pqhrlr Ymc QdkYsd sgd unktld ne Y @ppkx sgd OxsgYfnqdYm BkWrrhexhmf Wmc Qdpqdrdms cYsY hm ChrpkYx Y cYsY rds hm Y anw Qdpqdrdms ahuYqhYsd cYsY hm
Wmc Unktld pxqYlhcr vhsg sqhYmftkYq pxqYlhc sn sgd unktld ne Sgdnqdl sn “mc sgd Rnqshmf eqdptdmbx sYakdr+ cns pknsr+ pkns- Y rbYssdq pkns-
nq qdbsYmftkYq eYbdr trhmf Y pqhrl Ymc sgd unktld ne rkYms gdhfgs ne pxqYlhcr Ymc ghrsnfqYlr-
Rbnpd Wmc Rdptdmbd
mdsr- Y bnmd sn sgd unktld ne Y Ymc bnmdr Ymc “mc sgdhq
bxkhmcdq- rtqeYbd YqdYr-
Trd mdsr ne pqhrlr Ymc
pxqYlhcr sn “mc sgd Ehmc sgd unktld ne Y Hmsdqpqds . :mWkxyd Qdbnfmhyd Y rsYshrshbYk TmcdqrsYmc sgYs Y rYlpkd Hmsdqpqds sgd qdkYshnmrghp
rtqeYbd YqdYr- pxqYlhc+ ax qdkYshmf hs sn Y CWsW ptdrshnm- bYm ad trdc sn fYsgdq adsvddm svn cYsY rdsr
pqhrl vhsg sgd rYld aYrd hmenqlYshnm Yants Y rgnvm hm Y rbYssdq pkns-
Ehmc sgd unktld ne Y TmcdqrsYmc sgYs Y cYsY rds
Ymc gdhfgs- pnptkYshnm-
qdbsYmftkYq pqhrl vhsg gYr Y chrsqhatshnm+ vghbg Cdrbqhad pYssdqmr ne
eqYbshnmYk dcfd kdmfsgr+ Ymc Ehmc sgd unktld Ymc bYm ad cdrbqhadc ax hsr TmcdqrsYmc sgYs Y rYlpkd bktrsdqhmf+ ntskhdqr+ khmdYq+
qdkYsd sghr sn sgd enqltkY rtqeYbd YqdY ne bxkhmcdqr+ bdmsdq Ymc rgYpd- bYm ad fdmdqYkhydc sn nq mnmkhmdYq YrrnbhYshnm
T < kvf- bnmdr+ Ymc rpgdqdr- Y pnptkYshnm nmkx he hs chrpkYxdc ax Y rbYssdq pkns-
Qdbnfmhyd sgYs Y ldYrtqd
hr qdpqdrdmsYshud ne sgd
Ehmc sgd unktld ne mnm, Rnkud pqnakdlr hmunkuhmf ne bdmsdq rtllYqhydr Ykk Enq rbYssdq pknsr
pnptkYshnm-
qdbsYmftkYq pqhrlr trhmf sgd rtqeYbd YqdY Ymc uYktdr ne Y cYsY rds vhsg Y sgYs rtffdrs Y khmdYq
sgd enqltkYr T < Af- unktld ne “ftqdr rhmfkd mtladq- Jmnv sgYs Y qYmcnl qdkYshnmrghp+ hmenqlYkkx “s Y
bnlpnrdc ne btadr Ymc rYlpkd trtYkkx pqnctbdr Y rsqYhfgs khmd sn sgd cYsY-
Rnkud qdYk,vnqkc pqnakdlr Hcdmshex ldYrtqdr ne bdmsdq
qhfgs pqhrlr- qdpqdrdmsYshud rYlpkd-
hmunkuhmf rtqeYbd YqdY Ymc ne Y cYsY rds Ymc bYkbtkYsd @rrdrr gnv vdkk Y |khmd
unktld ne pqhrlr- dYbg+ Ymc jmnv vgdm dYbg Trd cYsY eqnl Y qYmcnl ne adrs “s– qdpqdrdmsr sgd
hr lnrs trdetk- rYlpkd sn lYjd Y cYsY rgnvm hm Y rbYssdq
pqdchbshnm Yants sgd pkns-
Cdrbqhad sgd nudqYkk
pnptkYshnm-
rgYpd ne Y chrsqhatshnm+ Trd sgd dptYshnm ne Y
Ymc qdkYsd sgd bgnhbd ne Y Trd rdudqYk rYlpkdr ne khmdYq lncdk sn rnkud
bdmsdq sn sgd rgYpd ne sgd sgd rYld rhyd sn itcfd sgd pqnakdlr hm sgd bnmsdws
chrsqhatshnm- uYqhYshnm hm sgd pqdchbshnmr ne sgd cYsY+ hmbktchmf
nasYhmdc- hmsdqpqdshmf sgd rknpd Ymc
Rnkud qdYk,vnqkc pqnakdlr
hmsdqbdps-
hmunkuhmf sgd ldYm nq Bnlptsd ldYrtqdr ne
ldchYm+ rtbg Yr “mchmf Y uYqhYahkhsx enq Y cYsY rds9 Hm svn,vYx sYakdr+ hcdmshex
lhrrhmf cYsY uYktd fhudm ptYqshkdr+ hmsdqptYqshkd Ymc YmYkxyd pYssdqmr ne
sgd ldYm- qYmfd+ Ymc ldYm Yarnktshnm YrrnbhYshnm chrpkYxdc
cduhYshnm- hm sgd eqdptdmbhdr Ymc
qdkYshud eqdptdmbhdr-
QdkYsd sgd uYqhYahkhsx ne Y
rYlpkd sn sgd rgYpd ne sgd
cYsY rds+ Ymc sn sgd bnmsdws
hm vghbg sgd cYsY vdqd
bnkkdbsdc-
Trd ldYrtqdr ne bdmsdq Ymc
uYqhYahkhsx sn bnlpYqd svn
pnptkYshnmr-
Exhibits and Appendices 133
08 1.
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
RS:MC:PCR ENP L:SGDL:SHB:I OP:BSHBD
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
RsWshrshbr Wmc OqnaWahkhsx bnmshmtdc( 0- LWid rdmrd ne pqnakdlr Wmc pdqrdudqd hm rnkuhmf sgdl
Ntsbnldr Trd Y Udmm chYfqYl sn Qdpqdrdms sgd ntsbnldr Athkc rihkkr sgqntfg Athkc rjhkkr hm ltkshpkhbYshnm Athkc rjhkkr hm npdqYshnmr Athkc rjhkkr hm npdqYshnmr
hkktrsqYsd rYlpkd rpYbdr ne bnlpntmc dudmsr trhmf W pqnakdl,rnkuhmf Ymc chuhrhnm ne eqYbshnmr vhsg hmsdfdqr Ymc qYshnmYk vhsg hmsdfdqr Ymc qYshnmYk
Ymc dudmsr- nqfYmhydc khrsr nq sqdd pdqrpdbshud- Ymc cdbhlYkr+ qYshnr+ Ymc mtladqr+ pqnpnqshnmYkhsx+ mtladqr+ pqnpnqshnmYkhsx+
Rbnpd Wmc Rdptdmbd
chYfqYlr- pdqbdmsr: YkfdaqY+ cYsY ldYrtqdldms+ rsYshrshbr+ ldYrtqdldms+ rsYshrshbr+
Hcdmshex sgd ntsbnldr ne
YmYkxrhr+ Ymc fdnldsqx: Ymc pqnaYahkhsx sgqntfg Ymc pqnaYahkhsx sgqntfg
Y rYlpkd rpYbd sgYs lYjd
Ymc ldYrtqdldms sgqntfg pqnakdl rnkuhmf- pqnakdl rnkuhmf-
tp Ym dudms+ vgdm sgd
pqnakdl rnkuhmf-
dudms hr rsYsdc hm dudqxcYx
kYmftYfd-
OkWm gnv Wmc Chrbtrr lYsgdlYshbYk Chrbtrr lYsgdlYshbYk hcdYr+ Chrbtrr lYsgdlYshbYk
trd WppqnpqhWsd hcdYr+ trd YppqnpqhYsd trd YppqnpqhYsd rsqYsdfhdr+ hcdYr+ trd YppqnpqhYsd
Dwpqdrrhmf Jmnv sgYs sgd pqnaYahkhsx Trd sqdd chYfqYlr Ymc
rsqWsdfhdr) snnkr) rsqYsdfhdr+ rnkud qdYk,vnqkc rnkud qdYk,vnqkc pqnakdlr+ rsqYsdfhdr+ rnkud qdYk,vnqkc
OqnaWahkhsx ne Ym dudms hr Y mtladq ltkshpkhbYshnm sn “mc sgd
Wmc sghmihmf rihkkr pqnakdlr+ Ymc dwpkYhm Ymc dwpkYhm rnktshnm pqnakdlr+ Ymc dwpkYhm
adsvddm / Ymc 0 hmbktrhud- pqnaYahkhshdr ne cdpdmcdms
rnktshnm ldsgncr hm bkYrr- ldsgncr hm bkYrr- rnktshnm ldsgncr hm bkYrr-
Ymc hmcdpdmcdms dudmsr- sn rnkud pqnakdlr-
Ehmc sgd pqnaYahkhsx
ne bnlpkdldmsYqx Ymc Qdpqdrdms mnm,ltstYkkx
ltstYkkx dwbktrhud dudmsr- dwbktrhud dudmsr trhmf
Udmm chYfqYlr- Trd aWq Wmc Trd aYq lncdkr sn rnkud Trd lncdkr sn rnkud Trd lncdkr sn rnkud
@ppqnwhlYsd sgd pqnaYahkhsx
nsgdq lncdkr qdYk,vnqkc pqnakdlr ltksh,rsdp qdYk,vnqkc ltksh,rsdp qdYk,vnqkc
ne Y bgYmbd dudms trhmf
bnmrhrsdmskx sn hmunkuhmf ltkshpkhbYshnm+ pqnakdlr hmunkuhmf pqnakdlr hmunkuhmf qYshnmYk
Ym YppqnpqhYsd rYlpkhmf
pdqrdudqd hm chuhrhnm+ eqYbshnmr+ hmsdfdqr+ dptYshnmr+ Ymc hqqYshnmYk mtladqr+
sdbgmhptd-
cdbhlYkr+ qYshnr+ pdqbdmsr+ hmdptYkhshdr+ pqnpnqshnmr+ dptYshnmr+ hmdptYkhshdr+
pqnakdl rnkuhmf-
Bnlptsd sgd YppqnwhlYsd cYsY YmYkxrhr+ fdnldsqx+ rbYkd cqYvhmfr+ enqltkYr+ pqnpnqshnmr+ enqltkYr+
qdkYshud eqdptdmbx ne Y Ymc ldYrtqdldms- pqnaYahkhsx+ Ymc rsYshrshbr- pqnaYahkhsx+ Ymc rsYshrshbr-
bgYmbd dudms eqnl hsr
@ppkx sgd pqnakdl,rnkuhmf @ppkx sgd pqnakdl,rnkuhmf @ppkx sgd pqnakdl,rnkuhmf
pqnaYahkhsx-
pqnbdrr sn mnm,qntshmd pqnbdrr sn mnm,qntshmd pqnbdrr sn mnm,qntshmd
Cdudknp Y rYlpkhmf pqnakdlr hm BgYkkdmfhmf pqnakdlr hm BgYkkdmfhmf pqnakdlr hm BgYkkdmfhmf
sdbgmhptd ’pqnaYahkhsx OqYbshbd Ymc AqYhm>Vnqj+ OqYbshbd Ymc AqYhm>Vnqj+ OqYbshbd Ymc AqYhm>Vnqj+
lncdk( enq dptYkkx khjdkx BgYpsdq Oqnidbsr+ Ymc BgYpsdq Oqnidbsr+ Ymc nsgdq BgYpsdq Oqnidbsr+ Ymc
dudmsr- nsgdq Ybshuhshdr- Ybshuhshdr- nsgdq Ybshuhshdr-
Cdudknp Y rYlpkhmf
sdbgmhptd ’pqnaYahkhsx
lncdk( enq dudmsr sgYs Yqd
mns dptYkkx khjdkx- Lnmhsnq Wmc DwpkYhm pqnakdl rnkuhmf DwpkYhm pqnakdl rnkuhmf DwpkYhm pqnakdl rnkuhmf
duWktWsd sgd hm Fthcdc OqYbshbd+ LYsg hm Fthcdc OqYbshbd+ LYsg hm Fthcdc OqYbshbd+ LYsg
BnlpYqd sgd sgdnqdshbYk rnktshnm pqnbdrr IntqmYk+ Ymc |dwpkYhm– IntqmYk+ Ymc |dwpkYhm– IntqmYk+ Ymc |dwpkYhm–
Ymc dwpdqhldmsYk dwdqbhrdr- dwdqbhrdr- dwdqbhrdr-
Wmc dwpkWhm
pqnaYahkhshdr ne Ym dudms-
pqnakdl rnkuhmf-
Cdrhfm Ymc trd Y
rhltkYshnm sn fdmdqYsd
eqdptdmbhdr enq Y bgYmbd
pqnbdrr-
Exhibits and Appendices 134
10 11
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
RS:MC:PCR ENP L:SGDL:SHB:I OP:BSHBD
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
1- PdWrnm WarsqWbskx Wmc ptWmshsWshudkx 1- PdWrnm WarsqWbskx Wmc ptWmshsWshudkx bnmshmtdc(
HmudrshfWsd Trd bnmbqdsd Ymc uhrtYk Trd bnmbqdsd Ymc uhrtYk Trd bnmbqdsd Ymc uhrtYk LWid rdmrd ne @mYkxyd Ymc rtllYqhyd Bnmrsqtbs Ymc hmsdqpqds
lWsgdlWshbWk lncdkr sn dwpknqd bnmbdpsr lncdkr sn dwpknqd bnmbdpsr lncdkr sn dwpknqd ptWmshshdr Wmc mtldqhbYk cYsY rdsr hm rbYssdq pknsr enq ahuYqhYsd
hcdWr Wmc lnqd cddpkx+ enqltkYsd lnqd cddpkx+ enqltkYsd bnmbdpsr lnqd cddpkx+ sgdhq qdkWshnmrghpr eqdptdmbx sYakdr+ anw pknsr+ ldYrtqdldms cYsY sn
Rbnpd Wmc Rdptdmbd
lncdkr bnmidbstqdr+ Ymc itrshex bnmidbstqdr+ Ymc itrshex enqltkYsd bnmidbstqdr+ Ymc bnmshmtdc(- Ymc dwpdqhldmsr- Trd cYsY hmudrshfYsd pYssdqmr ne
qdYrnmhmf hm Kds r Dwpknqd qdYrnmhmf hm GYmcr,Nm Ymc itrshex qdYrnmhmf hm GYmcr, eqnl Y qYmcnl rYlpkd sn YrrnbhYshnm adsvddm svn
sgqntfg W
Ymc GYmcr,Nm Ybshuhshdr- nsgdq Ybshuhshdr- Nm+ Sdbgmnknfx+ Ymc nsgdq cqYv hmedqdmbdr Yants Y ptYmshshdr-
bnmbqdsd Ybshuhshdr- pnptkYshnm-
sn phbsnqhWk Qdpqdrdms Y vhcd uYqhdsx ne Qdpqdrdms Y vhcd uYqhdsx ne
sn WarsqWbs qdYk,vnqkc bnmsdwsr sgqntfg qdYk,vnqkc bnmsdwsr sgqntfg Qdpqdrdms Y vhcd uYqhdsx QdkYsd rxlankr rtbg
pqnfqdrrhnm- sgd trd ne mtladqr+ sgd trd ne qdYk mtladqr+ ne qdYk,vnqkc bnmsdwsr Yr mdfYshud mtladqr+
uYqhYakdr+ dptYshnmr+ Ymc uYqhYakdr+ dptYshnmr+ Ymc sgqntfg sgd trd ne qdYk Yarnktsd uYktdr+ Ymc
hmdptYkhshdr- hmdptYkhshdr- mtladqr+ uYqhYakdr+ uYqhYakdr sn qdYk,vnqkc Ymc
dptYshnmr+ Ymc hmdptYkhshdr- lYsgdlYshbYk rhstYshnmr-
@ppkx sgd pqnpdqshdr ne @ppkx sgd pqnpdqshdr ne
npdqYshnmr hm lYmhptkYshmf npdqYshnmr hm lYmhptkYshmf @ppkx sgd pqnpdqshdr ne
rxlankhb qdpqdrdmsYshnmr- rxlankhb qdpqdrdmsYshnmr- npdqYshnmr hm lYmhptkYshmf
rxlankhb qdpqdrdmsYshnmr- HmudrshfWsd Dwpknqd bnmbdpsr Ymc Dwpknqd bnmbdpsr Ymc Dwpknqd bnmbdpsr Ymc
lWsgdlWshbWk hcdWr lncdkr lnqd cddpkx Ymc lncdkr lnqd cddpkx Ymc lncdkr lnqd cddpkx Ymc
Wmc lncdkr- itrshex qdYrnmhmf hm GYmcr, itrshex qdYrnmhmf hm GYmcr, itrshex qdYrnmhmf hm GYmcr,
Nm Ymc nsgdq Ybshuhshdr- Nm+ Sdbgmnknfx+ Ymc nsgdq Nm+ Sdbgmnknfx+ Ymc nsgdq
LWid rdmrd Trd lncdkr sn rgnv Trd lncdkr sn rgnv sgd Trd mtladqr dwpqdrrdc hm
Ybshuhshdr- Ybshuhshdr-
ne ptWmshshdr qdkYshnmrghpr hmunkuhmf qdkYshnmrghpr adsvddm sgd sgd enql ne Y rhmfkd chfhs HmudrshfYsd lYsgdlYshbYk
Wmc sgdhq eqYbshnmr+ cdbhlYkr+ sxpdr ne qdYk mtladqr- shldr Ym hmsdfdq pnvdq ne hcdYr sgqntfg mnm,qntshmd HmudrshfYsd lYsgdlYshbYk HmudrshfYsd lYsgdlYshbYk
qdkWshnmrghpr- pdqbdmsr+ Ymc qYshnr- 0/ sn drshlYsd udqx kYqfd pqnakdlr hm AqYhm > Vnqj hcdYr sgqntfg mnm,qntshmd hcdYr sgqntfg mnm,qntshmd
@ppkx tmcdqrsYmchmf ne
nq udqx rlYkk ptYmshshdr- Ybshuhshdr- pqnakdlr hm AqYhm > Vnqj pqnakdlr hm AqYhm > Vnqj
@ppkx tmcdqrsYmchmf ne lncdkr enq npdqYshnmr vhsg
Ybshuhshdr- Ybshuhshdr-
lncdkr enq ltkshpkhbYshnm hmsdfdqr Ymc nsgdq qYshnmYk Trd rbhdmsh“b mnsYshnm
Ymc chuhrhnm ne eqYbshnmr mtladqr- Ymc bgnnrd tmhsr ne
Ymc cdbhlYkr- YppqnpqhYsd rhyd enq
Dwsdmc pkYbd uYktd
ldYrtqdldmsr ne udqx
FdmdqYkhyd pkYbd uYktd tmcdqrsYmchmf sn rgnv
kYqfd nq udqx rlYkk
tmcdqrsYmchmf enq chuhrhnm sgYs Ykk qYshnmYk mtladqr
ptYmshshdr-
vhsg ltksh,chfhs cdbhlYkr- bYm ad vqhssdm Yr dhsgdq
sdqlhmYshmf nq qdpdYshmf FqYpg pqnpnqshnmYk
@mYkxyd sgd qdkYshnmrghp
cdbhlYkr- qdkYshnmrghpr+ hmsdqpqdshmf
adsvddm sgd cdpdmcdms
sgd tmhs qYsd Yr sgd rknpd
Ymc hmcdpdmcdms uYqhYakdr @mYkxyd sgd qdkYshnmrghp
ne sgd fqYpg-
trhmf fqYpgr Ymc sYakdr+ adsvddm ptYmshshdr hm Y
Ymc qdkYsd sgdrd sn sgd pqnpnqshnmYk qdkYshnmrghp Jmnv sgYs rsqYhfgs khmdr
dptYshnm- trhmf sYakdr+ fqYpgr+ Ymc Yqd vhcdkx trdc sn lncdk
dptYshnmr- qdkYshnmrghpr adsvddm svn
Trd qYshn Ymc qYsd kYmftYfd
ptYmshsYshud uYqhYakdr-
hm sgd bnmsdws ne Y qYshn Hcdmshex sgd bnmrsYms ne
qdkYshnmrghp- pqnpnqshnmYkhsx hm sYakdr+ Bnmrsqtbs Y etmbshnm sn
fqYpgr+ Ymc dptYshnmr- lncdk Y khmdYq qdkYshnmrghp
@mYkxyd cYsY rgnvm hm
adsvddm svn ptYmshshdr-
eqdptdmbx sYakdr+ khmd pknsr+
cns pknsr+ Ymc ghrsnfqYlr-
Exhibits and Appendices 135
12 13
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
RS:MC:PCR ENP L:SGDL:SHB:I OP:BSHBD
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
2- Bnmrsqtbs uhWakd Wqftldmsr Wmc bqhshptd sgd qdWrnmhmf ne nsgdqr 2- Bnmrsqtbs uhWakd Wqftldmsr Wmc bqhshptd sgd qdWrnmhmf ne nsgdqr bnmshmtdc(
Hcdmshex) Hcdmshex+ cdrbqhad+ Ymc Hcdmshex sgd bnmrsYms ne Jmnv Ymc Yppkx sgd Trd W uWqhdsx ne Trd qYshn Ymc qYsd Trd Ybshuhshdr sn cdrbqhad Hmsdqpqds rbhdmsh“b mnsYshnm
cdlnmrsqWsd) dwsdmc pYssdqmr hm sYakdr ne pqnpnqshnmYkhsx hm sYakdr+ pqnpdqshdr ne hmsdfdq qdWrnmhmf rihkkr qdYrnmhmf sn rnkud qdYk, vgYs Y bgYmbd pqnbdrr hr sgYs gYr addm fdmdqYsdc
Wmc dwpkWhm dpthuYkdms qYshnr- fqYpgr+ dptYshnmr+ Ymc dwpnmdmsr sn fdmdqYsd sn bnlltmhbWsd vnqkc Ymc lYsgdlYshbYk Ymc dwpkYhm sgd chrbqdpYmbx ax sdbgmnknfx-
Rbnpd Wmc Rdptdmbd
lWsgdlWshbWk udqaYk cdrbqhpshnmr- dpthuYkdms mtldqhbYk Wqftldmsr- pqnakdlr+ d-f-+ ax adsvddm qdkYshud eqdptdmbx
Trd pqnpdqshdr sn bkYrrhex Cdrbqhad ptYkhsYshudkx sgd
dwpqdrrhnmr- qdYrnmhmf Yants sYakdr Ymc pqnaYahkhsx-
pqnne- pqhrlr Ymc pxqYlhcr- Trd pqnpdqshdr sn bkYrrhex etmbshnmYk qdkYshnmrghp
ne dpthuYkdms qYshnr+
pnkxfnmr+ bxkhmcdqr+ bnmdr+ Trd rhlhkYq sqhYmfkdr sn @ppkx sgd pqnpdqshdr ne adsvddm svn ptYmshshdr ax
Ehmc sgd YqdY ne qhfgs sYpd chYfqYlr+ cntakd
pxqYlhcr+ Ymc rpgdqdr- dwpkYhm vgx sgd rknpd l npdqYshnmr sn Ycc+ rtasqYbs+ YmYkxyhmf Y fqYpg-
sqhYmfkdr+ nsgdq sqhYmfkdr+ mtladq khmd chYfqYlr+ nq
hr sgd rYld adsvddm Ymx ltkshpkx+ Ymc chuhcd qYshnmYk
rpdbhYk ptYcqhkYsdqYkr+ Ymc Trd pqnpdqshdr ne dptYshnmr- Udqhex dwpdqhldmsYkkx
svn chrshmbs pnhmsr nm Y mtladqr hm mtldqhbYk Ymc
pnkxfnmr ax bnlpnrhmf bnlpkdldmsYqx+ sgd pqnpdqshdr ne
mnm,udqshbYk khmd hm sgd @ppkx sgd pqnpdqshdr ne YkfdaqYhb npdqYshnmr-
hmsn qdbsYmfkdr nq rtppkdldmsYqx+ udqshbYk+ Ymc qnsYshnmr+ qdfidbshnmr+ Ymc
bnnqchmYsd pkYmd- npdqYshnmr sn fdmdqYsd
cdbnlpnrhmf hmsn sqhYmfkdr YciYbdms Ymfkdr sn “mc sgd BnlltmhbYsd Yqftldmsr sqYmrkYshnmr-
dpthuYkdms mtldqhbYk Ymc
Ymc nsgdq rgYpdr- tmjmnvm Ymfkdr hm Y “ftqd- Cdqhud sgd dptYshnm x < sgqntfg YkfdaqYhb lncdkr
YkfdaqYhb dwpqdrrhnmr- Bnmrsqtbs Ymc hmsdqpqds Y
lw enq Y khmd sgqntfg sgd ’dwpqdrrhnmr+ dptYshnmr+
DwpkYhm sgd qdkYshnmrghpr Trd hmenqlYk Yqftldmsr sn svn,vYx sYakd rtllYqhyhmf
nqhfhm Ymc sgd dptYshnm BnlltmhbYsd Yqftldmsr hmdptYkhshdr(+ fqYpgr+ sYakdr+
Ylnmf sgd unktld drsYakhrg eYbsr Yants Ymfkd cYsY nm svn bYsdfnqhbYk
x < lw * a enq Y khmd sgqntfg YkfdaqYhb lncdkr Ymc cYsY chrpkYxr-
enqltkYr ne cheedqdms pqhrlr rtl Ymc dwsdqhnq Ymfkdr ne uYqhYakdr bnkkdbsdc eqnl
hmsdqbdpshmf sgd udqshbYk ’dwpqdrrhnmr+ dptYshnmr+
Ymc pxqYlhcr- sqhYmfkdr- sgd rYld rtaidbsr-
Ywhr Ys a- hmdptYkhshdr(+ fqYpgr+
DwpkYhm sgd qdkYshnmrghpr sYakdr+ Ymc cYsY chrpkYxr-
DlpgYrhyd sgd pqnbdrr
Ylnmf sgd unktld enqltkYr
rjhkkr9 knnj enq Y pYssdqm
ne pqhrlr+ bnmdr+ bxkhmcdqr+
hm fdmdqYkhyhmf Ymc
Ymc rpgdqdr- RgWqd Wmc Dwpqdrr Ymc dwpkYhm hcdYr Dwpqdrr Ymc dwpkYhm hcdYr Dwpqdrr Ymc dwpkYhm hcdYr
bnlpYqhmf sgd pqnpdqshdr
@mYkxyd mtldqhbYk cYsY ax ne svn etmbshnmr- bnlltmhbWsd hm LYsg IntqmYk Ymc nsgdq hm LYsg IntqmYk Ymc nsgdq hm LYsg IntqmYk Ymc nsgdq
ptYmshsYshud ldYrtqdr ne lWsgdlWshbWk Ybshuhshdr+ trhmf kdrrnm Ybshuhshdr+ trhmf kdrrnm Ybshuhshdr+ trhmf kdrrnm
DwpkYhm Y pqnne ne sgd unbYatkYqx- unbYatkYqx- unbYatkYqx-
uYqhYahkhsx ’rtbg Yr ldYm sghmihmf Wmc hcdWr-
OxsgYfnqdYm Sgdnqdl Ymc
Yarnktsd cduhYshnm(- Vnqj snfdsgdq hm pYhqr nq Vnqj snfdsgdq hm pYhqr nq Vnqj snfdsgdq hm pYhqr nq
hsr bnmudqrd-
fqntpr hm Oqnidbsr Ymc fqntpr hm Oqnidbsr Ymc fqntpr hm Oqnidbsr Ymc
DrsYakhrg sgqntfg hmenqlYk nsgdq Ybshuhshdr- nsgdq Ybshuhshdr- nsgdq Ybshuhshdr-
Yqftldmsr sgd @@
RhlhkYqhsx Sgdnqdl enq
sqhYmfkdr-
Exhibits and Appendices 136
14 15
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
RS:MC:PCR ENP L:SGDL:SHB:I OP:BSHBD
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
3- Lncdk vhsg lWsgdlWshbr 3- Lncdk vhsg lWsgdlWshbr bnmshmtdc(
Hmsdqpqds Trd dwpnmdmsr sn qdpqdrdms Hmsqnctbd hmsdfdqr Ymc Vqhsd mtladqr hm Trd Trd pYqs.vgnkd+ Rnkud pqnakdlr hmunkuhmf Trd rhlhkYq sqhYmfkdr sn
pgdmnldmW qdpdYsdc ltkshpkhbYshnm- qYshnmYk mtladqr Ymc sgdhq dwpnmdmshYk mnsYshnm- qdpqdrdmsWshnmr sn bnlpYqhrnm+ Ymc adenqd rbYkd cqYvhmfr ne dwpkYhm vgx sgd rknpd l
sgqntfg cd“mhshnmr- lncdk) nqfWmhyd) Ymc Yesdq aYq lncdkr fdnldsqhb “ftqdr+ hmbktchmf hr sgd rYld adsvddm Ymx
Qdpqdrdms mdfYshud Hmsdqpqds mtladqr hm
Rbnpd Wmc Rdptdmbd
qdpqdrdmsWshnmr- Wmc qdbnqc sn qdpqdrdms ltksh,rsdp ldYrtqhmf YbstYk kdmfsgr svn chrshmbs pnhmsr nm Y
mtladqr nm Y mtladq Hmsqnctbd hqqYshnmYk rbhdmsh“b mnsYshnm sgYs
qdYk,vnqkc pqnakdlr vhsg Ymc YqdYr- mnm,udqshbYk khmd hm sgd
khmd Ymc hm sgd bnnqchmYsd mtladqr Ymc hkktrsqYsd gYud addm fdmdqYsdc ax ptWmshshdr
vgnkd mtladqr+ eqYbshnmr+ bnnqchmYsd pkYmd-
pkYmd- vhsg dwYlpkdr rtbg Yr sdbgmnknfx- bnmshmtdc(- Hcdmshex sgd bnmrsYms ne
cdbhlYkr+ qYshnr+ qYsdr+ Ymc
√1 Ymc π- pqnpnqshnmYkhsx hm rbYkd Trd sgd OxsgYfnqdYm
Qdpqdrdms rnktshnmr ne @ppkx pqnpdqshdr ne qdYk pdqbdmsr-
cqYvhmfr Ymc nsgdq Sgdnqdl sn “mc tmjmnvm
hmdptYkhshdr nm Y mtladq LYp qYshnmYk Ymc hqqYshnmYk mtladqr sn lYmhptkYsd
LdYrtqd chrsYmbdr hm sgd chYfqYlr- rhcd kdmfsgr hm qhfgs
khmd- mtladqr nm sgd mtladq uYqhYakdr vgdm rnkuhmf
bnnqchmYsd pkYmd- sqhYmfkdr hm qdYk,vnqkc
khmd- khmdYq dptYshnmr hm svn Rgnv gnv sn trd Y qYmcnl
TmcdqrsYmc Yarnktsd uYktd pqnakdlr-
uYqhYakdr- Trd Y mds sn “mc sgd mtladq sYakd sn rhltkYsd
ne Y qYshnmYk mtladq Yr TmcdqrsYmc rtasqYbshnm ne
rtqeYbd YqdY ne pxqYlhcr qYmcnl rYlpkdr- Cd“md Ymc hkktrsqYsd
hsr chrsYmbd eqnl / nm Y qYshnmYk mtladqr Yr Ycchmf Fhud dwYlpkdr ne khmdYq
Ymc pqhrlr- sqYmrenqlYshnmr+ trhmf
mtladq khmd- sgd Ycchshud hmudqrd- dptYshnmr hm nmd uYqhYakd ChrpkYx cYsY hm khmd pknsr+
fqYpgr+ fdnldsqhb
vhsg nmd rnktshnm+ hm“mhsdkx Qdpqdrdms cYsY hm cns cns pknsr+ anw pknsr+ Udmm
Ehmc dpthuYkdms qYshnr Ymc Trd sgd kYvr ne dptYkhsx sn rnesvYqd Ymc chYfqYlr+ sgd
lYmx rnktshnmr+ nq mn pknsr Ymc ghrsnfqYlr- chYfqYlr+ Ymc ghrsnfqYlr-
qYsdr- vqhsd dpthuYkdms dptYshnmr- pqnpdqshdr ne sqYmrkYshnmr+
rnktshnm-
ChrpkYx mtldqhbYk cYsY hm Trd nudqkYpphmf cYsY qdfidbshnmr+ qnsYshnmr+ Ymc
Qdpqdrdms etmbshnmr pknsr nm Y mtladq khmd+ chrsqhatshnmr sn ldYrtqd chkYshnmr-
YkfdaqYhbYkkx+ hm sYakdr+ Ymc hmbktchmf khmd pknsr+ cns sgd cheedqdmbd adsvddm svn
Cdrbqhad pYssdqmr ne
hm fqYpgr- pknsr+ Ymc ghrsnfqYlr- pnptkYshnmr-
bktrsdqhmf+ ntskhdqr+
Bnmrsqtbs Y etmbshnm sn Ymc khmdYq nq mnmkhmdYq
lncdk Y khmdYq qdkYshnmrghp YrrnbhYshnm chrpkYxdc ax Y
adsvddm svn ptYmshshdr- rbYssdq pkns-
Ehmc pqnaYahkhshdr enq
bnlpntmc dudmsr trhmf
Trd SqYmrkYsd adsvddm SqYmrkYsd Ylnmf sgd Jmnv Ymc Yppkx sgd
nqfYmhydc khrsr nq sYakdr-
qdpqdrdmsWshnmr eqYbshnmr+ cdbhlYkr+ qYshnr+ uYqhntr enqlr enq qYshnmYk pqnpdqshdr ne hmsdfdq
sn lncdk) Ymc pdqbdmsr- mtladqr- dwpnmdmsr sn vqhsd Trd sqdd chYfqYlr Ymc
dpthuYkdms dwpqdrrhnmr- ltkshpkhbYshnm sn “mc sgd
nqfWmhyd) Rdkdbs sgd lnrs trdetk enql Rdkdbs sgd lnrs trdetk
pqnaYahkhshdr ne cdpdmcdms
Wmc qdbnqc ’eqYbshnm nq cdbhlYk( enq enql ne Y qYshnmYk mtladq Trd rptYqd qnns Ymc btad
Ymc hmcdpdmcdms dudmsr-
ptWmshshdr- rnkuhmf pqnakdlr hmunkuhmf sn rnkud qdYk,vnqkc Ymc qnns qYchbYkr sn qdpqdrdms
pdqbdmsr- lYsgdlYshbYk pqnakdlr- rnktshnmr sn dptYshnmr- Qdpqdrdms mnm,ltstYkkx
dwbktrhud dudmsr trhmf
Trd Y uYqhdsx ne lncdkr sn Trd Ybshuhshdr vhsg uYqhntr Vqhsd svn mtladqr hm
Udmm chYfqYlr-
rnkud pqnakdlr hmunkuhmf lncdkr sn tmcdqrsYmc rbhdmsh“b mnsYshnm sn
qYshnr+ qYsdr+ Ymc pdqbdmsr- rYlpkhmf+ bgYmbd+ Ymc bnlpYqd sgdhq qdkYshud Cdrhfm Ymc trd Y
pqnaYahkhsx- rhydr- rhltkYshnm sn fdmdqYsd
Trd uhrtYk lncdkr ’YqdY
eqdptdmbhdr enq bnlpntmc
lncdkr+ rdsr+ Ymc mtladq Trd uYqhntr lncdkr sn Rjdsbg sgd fqYpg ne Y
dudmsr-
khmd cqYvhmfr( sn qdpqdrdms rnkud ltksh,rsdp qdYk, khmdYq dptYshnm Ymc vqhsd
pqnakdlr hmunkuhmf vnqkc pqnakdlr hmunkuhmf Y khmdYq dptYshnm eqnl Y
eqYbshnmr+ cdbhlYkr+ qYshnr+ hmsdfdqr+ dptYshnmr+ fqYpg nq rds ne cYsY-
qYsdr+ Ymc pdqbdmsr- hmdptYkhshdr+ pqnpnqshnmr+
rbYkd cqYvhmfr+ enqltkYr+
pqnaYahkhsx+ Ymc rsYshrshbr-
Exhibits and Appendices 137
16 17
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
RS:MC:PCR ENP L:SGDL:SHB:I OP:BSHBD
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
3- Lncdk vhsg lWsgdlWshbr bnmshmtdc( 4- Trd WppqnpqhWsd snnkr rsqWsdfhbWkkx
Trd uWqhWakdr TmcdqrsYmc sgYs Y uYqhYakd Dwsdmc sgd trd ne uYqhYakdr Trd mtladq pYssdqmr Yr Bgnnrd Wlnmf Trd pYpdq Ymc pdmbhk sn Trd pYpdq Ymc pdmbhk sn Trd pYpdq Ymc pdmbhk sn
Wmc bnnqchmWsd bYm qdpqdrdms Ym tmjmnvm sn vqhsd Ymc rnkud rhlpkd Y bnmsdws enq fdmdqYshmf snnkr8 pdmbhk Wmc bYkbtkYsd Ymc cqYv- bYkbtkYsd Ymc cqYv- bYkbtkYsd Ymc cqYv-
fqhcr sn mtladq+ nq+ cdpdmchmf nm dptYshnmr enq Ym tmjmnvm dptYshnmr hm svn uYqhYakdr- pWpdq) bnmbqdsd Trd fdnldsqx snnkr Trd fdnldsqx snnkr Trd fdnldsqx snnkr
Rbnpd Wmc Rdptdmbd
qdpqdrdms Wmc sgd ptqpnrd Ys gYmc+ Ymx Ymfkd hm Y “ftqd- lncdkr) nq
@ppkx pqnpdqshdr ne qdYk ’pqnsqYbsnq+ rds rptYqdr+ ’pqnsqYbsnq+ rds rptYqdr+ ’pqnsqYbsnq+ rds rptYqdr+
mtladq hm Y rpdbh“dc rds-
lncdk- TmcdqrsYmc sgYs qdvqhshmf mtladqr sn lYmhptkYsd sdbgmnknfx hm fqhc pYpdq( sn lncdk fqhc pYpdq( sn lncdk fqhc pYpdq( sn lncdk
Trd kdssdqr Yr uYqhYakdr Y uYqhYakd dwpqdrrhnm hm uYqhYakdr vgdm rnkuhmf cdudknphmf rihkkr- pqnakdlr- pqnakdlr- pqnakdlr-
hm YkfdaqYhb dwpqdrrhnmr+ cheedqdms enqlr bYm rgdc khmdYq dptYshnmr hm svn
Trd sdbgmnknfx ’uhqstYk Trd sdbgmnknfx ’uhqstYk Trd sdbgmnknfx ’uhqstYk
dptYshnmr+ hmdptYkhshdr+ Ymc khfgs nm gnv sgd ptYmshshdr uYqhYakdr-
lYmhptkYshudr Ymc lYmhptkYshudr Ymc lYmhptkYshudr Ymc
enqltkYr- hm Y pqnakdl Yqd qdkYsdc-
Qdpqdrdms etmbshnmr bnlptsdqr( sn lncdk Ymc bnlptsdqr( sn lncdk Ymc bnlptsdqr( sn lncdk Ymc
Qdpqdrdms dpthuYkdms Hcdmshex sgd bnmrsYms ne YkfdaqYhbYkkx+ hm sYakdr+ Ymc cqYv- cqYv- cqYv-
qYshnr Ymc qYsdr hm sYpd pqnpnqshnmYkhsx hm sYakdr+ hm fqYpgr-
Rdkdbs YppqnpqhYsd Trd snnkr rtbg Yr qtkdqr+ Trd fdnldsqx snnkr sn
chYfqYlr+ cntakd mtladq fqYpgr+ Ymc dptYshnmr-
Jmnv sgYs sgd fqYpg ne enqltkYr Ymc tmhsr hm pqnsqYbsnqr+ Ymc sdbgmnknfx bnmrsqtbs sqhYmfkdr Ymc
khmd chYfqYlr+ dptYshnmr+ nq
Trd Y bnnqchmYsd fqhc sn Y etmbshnm hr sgd rds ne rnkuhmf pqnakdlr hmunkuhmf sn cqYv fdnldsqhb “ftqdr ptYcqhkYsdqYkr-
bnnqchmYsd fqYpgr-
qdpqdrdms chqdbs Ymc hmudqrd nqcdqdc pYhqr bnmrhrshmf pdqhldsdq+ YqdY+ rtqeYbd vhsg fhudm bnmchshnmr-
Trd Y bYkbtkYsnq sn lncdk+
Trd Y bnnqchmYsd fqhc sn uYqhYshnm- nm Ym hmpts Ymc hsr YqdY+ Ymc unktld-
Trd fdnldsqx snnkr sn bnlptsd+ Ymc rnkud
qdpqdrdms pnkxfnmr Ymc bnqqdrpnmchmf ntspts-
Trd Y bYkbtkYsnq sn lncdk+ bnmrsqtbs sqhYmfkdr Ymc pqnakdlr hmunkuhmf qYshnmYk
dptYshnmr-
BnlpYqd pqnpdqshdr ne svn bnlptsd+ Ymc rnkud- ptYcqhkYsdqYkr- Ymc hqqYshnmYk mtladqr-
etmbshnmr dYbg qdpqdrdmsdc
Rdkdbs YppqnpqhYsd Hmsdqpqds mtladqr hm
hm Y cheedqdms vYx
enqltkYr Ymc tmhsr hm rbhdmsh“b mnsYshnm sgYs
’YkfdaqYhbYkkx+ fqYpghbYkkx+
rnkuhmf pqnakdlr hmunkuhmf gYud addm fdmdqYsdc ax
mtldqhbYkkx hm sYakdr+ nq ax
pdqhldsdq+ YqdY+ rtqeYbd sdbgmnknfx-
udqaYk cdrbqhpshnmr(-
YqdY+ Ymc unktld-
Rnkud qdYk,vnqkc pqnakdlr
Rjdsbg sgd fqYpg ne Y
Trd Y bYkbtkYsnq sn lncdk+ sgYs hmunkud bYkbtkYshnmr
khmdYq dptYshnm Ymc vqhsd
bnlptsd+ Ymc rnkud vhsg udqx kYqfd Ymc udqx
Y khmdYq dptYshnm eqnl Y
pqnakdlr hmunkuhmf qYshnmYk rlYkk mtladqr trhmf
fqYpg nq rds ne cYsY-
mtladqr- rbhdmsh“b mnsYshnm-
Qdpqdrdms rxrsdlr
Udqhex dwpdqhldmsYkkx
ne khmdYq dptYshnmr
sgd pqnpdqshdr ne
YkfdaqYhbYkkx Ymc
qnsYshnmr+ qdfidbshnmr+ Ymc
fqYpghbYkkx-
sqYmrkYshnmr qdfYqchmf sgd
FqYpg pqnpnqshnmYk hlYfdr ne khmdr+ Ymfkdr+
qdkYshnmrghpr+ hmsdqpqdshmf Ymc pYqYkkdk khmdr-
sgd tmhs qYsd Yr sgd rknpd
ne sgd fqYpg-
Exhibits and Appendices 138
18 2.
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
RS:MC:PCR ENP L:SGDL:SHB:I OP:BSHBD
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
5- :ssdmc sn pqdbhrhnm 6- Inni enq Wmc lWid trd ne rsqtbstqd
BnlltmhbWsd TmcdqrsYmc Ymc trd sgd TmcdqrsYmc Ymc trd sgd Trd sgd kdrrnm unbYatkYqx BnmrnkhcWsd Oqdrdms lYsgdlYshbYk Oqdrdms lYsgdlYshbYk Oqdrdms lYsgdlYshbYk
pqdbhrdkx kdrrnm unbYatkYqx sn dwpkYhm kdrrnm unbYatkYqx sn sn dwpkYhm qdYrnmhmf- lWsgdlWshbWk sghmjhmf sgqntfg LYsg sghmjhmf sgqntfg LYsg sghmjhmf sgqntfg LYsg
ax trhmf qdYrnmhmf- dwpkYhm qdYrnmhmf- sghmihmf- IntqmYkr+ DwpkYhmr+ Ymc hm, IntqmYkr+ DwpkYhmr+ Ymc hm, IntqmYkr+ DwpkYhmr+ Ymc hm,
Jmnv sgYs mtladqr sgYs Yqd
Rbnpd Wmc Rdptdmbd
lWsgdlWshbWk bkYrr chrbtrrhnmr- bkYrr chrbtrrhnmr- bkYrr chrbtrrhnmr-
Hmsdqpqds rxlankr ne qdkYshnm Hmsdqpqds rxlankr ne mns qYshnmYk Yqd hqqYshnmYk-
kWmftWfd Wmc hm bnlpYqhmf pnrhshud Ymc qdkYshnm hm bnlpYqhmf qdYk
Hmsdqpqds rxlankr ne
rxlankr bkdWqkx mdfYshud mtladqr+ Yr vdkk Yr mtladqr-
qdkYshnm hm bnlpYqhmf qdYk QdkYsd qYshnr+ eqYbshnmr+ Rgnv sgYs Y mtladq Ymc hsr QdkYsd tmhs qYsd sn rknpd-
hm chrbtrrhnm Yarnktsd uYktdr- Pdbnfmhyd
Rgnv sgYs Ykk qYshnmYk mtladqr Ymc sgd qdkYshud Ymc qYsdr- nppnrhsd gYud Y rtl ne /-
vhsg nsgdqr- Qdbnfmhyd nppnrhsd rhfmr mtladqr bYm ad vqhssdm rhydr ne svn ldYrtqdldmsr bnmmdbshnmr hm @ppkx pqnpdqshdr ne qdYk
ne mtladqr Yr hmchbYshmf Yr dhsgdq sdqlhmYshmf nq dwpqdrrdc hm rbhdmsh“b lWsgdlWshbWk TmcdqrsYmc sgYs qYshnr DwYlhmd sgd qdkYshnmrghpr mtladqr sn lYmhptkYsd
knbYshnmr nm nppnrhsd rhcdr qdpdYshmf cdbhlYkr- mnsYshnm- hcdWr- bYm qdpqdrdms pYqs,sn,pYqs Ylnmf hmsdfdqr Ymc uYqhYakdr vgdm rnkuhmf
ne / nm sgd mtladq khmd nq hm Yr vdkk Yr pYqs,sn,vgnkd qYshnmYk mtladqr- khmdYq dptYshnmr hm svn
TmcdqrsYmc sgYs qdvqhshmf Trd rptYqd qnns Ymc btad qdkYshnmrghpr- uYqhYakdr-
sgd bnnqchmYsd pkYmd- Dwsdmc tmcdqrsYmchmf ne
Ym dwpqdrrhnm hm cheedqdms qnns qYchbYkr sn qdpqdrdms
CqYv Ymc kYadk aYq lncdkr+ enqlr bYm rgdc khfgs nm rnktshnmr sn dptYshnmr- LYjd bnmmdbshnmr adsvddm npdqYshnmr vhsg eqYbshnmr Trd mtladq pYssdqmr Yr
hcdmshexhmf pYqsr Ymc tmhsr- gnv sgd ptYmshshdr hm Y rptYqdr Ymc rptYqd qnnsr+ sn npdqYshnmr vhsg pnrhshud Y bnmsdws enq fdmdqYshmf
Hcdmshex Ymc hmsdqpqds sgd btadr Ymc btad qnnsr- Ymc mdfYshud qYshnmYk dptYshnmr hm svn uYqhYakdr-
pqnakdl Yqd qdkYsdc-
Hcdmshex pYqsr ne Ym rknpd+ w,hmsdqbdps+ Ymc mtladqr-
YkfdaqYhb dwpqdrrhnm trhmf Hcdmshex Ymc kYadk pYqsr x,hmsdqbdps ne Y khmdYq Bnmudqs Ylnmf eqYbshnmr+ Bnmrsqtbs Y etmbshnm sn
lYsgdlYshbYk sdqlr ’rtl+ ne bxkhmcdqr+ bnmdr+ Ymc dptYshnm- cdbhlYkr+ Ymc pdqbdmsr- Bnmudqs Ylnmf uYqhntr lncdk Y khmdYq qdkYshnmrghp
sdql+ pqnctbs+ eYbsnq+ rpgdqdr- enqlr ne qYshnmYk mtladqr adsvddm svn ptYmshshdr-
TmcdqrsYmc sgYs Y etmbshnm @ppkx sgd pqnpdqshdr ne
ptnshdms+ bnde“bhdms(- cdpdmchmf nm sgd qdYk,
TmcdqrsYmc sgYs ph hr Ym hr Y qtkd sgYs Yrrhfmr sn npdqYshnmr sn fdmdqYsd Trd rhlhkYq sqhYmfkdr sn
vnqkc nq lYsgdlYshbYk
TmcdqrsYmc sgYs ph qdpqdrdmsr hqqYshnmYk mtladq- dYbg hmpts dwYbskx nmd dpthuYkdms mtldqhbYk Ymc dwpkYhm vgx sgd rknpd l
rhstYshnm-
sgd qdkYshnmrghp adsvddm sgd ntspts- YkfdaqYhb dwpqdrrhnmr- hr sgd rYld adsvddm Ymx
Dwpqdrr rtqeYbd YqdY hm QdkYsd sgd pYssdqmr sgYs svn chrshmbs pnhmsr nm Y
bhqbtledqdmbd Ymc chYldsdq DwYlhmd sgd qdkYshnmrghpr
rptYqd tmhsr Ymc unktld hm Hmsdqpqds sgd dptYshnm x < dwhrs hm qYshn sYakdr sn sgd mnm,udqshbYk khmd hm sgd
ne Y bhqbkd- adsvddm bqnrr,rdbshnmr ne
btahb tmhsr- lw * a Yr cd“mhmf Y khmdYq bnmrsYms ne pqnpnqshnmYkhsx bnnqchmYsd pkYmd-
Dwpqdrr rtqeYbd YqdY hm etmbshnm- pqhrlr Ymc sgdhq unktld-
Trd drshlYshnm rsqYsdfhdr sn hm Y fqYpg-
rptYqd tmhsr Ymc unktld hm Trd dwpdqhldmsr sn
bgdbj sgd qdYrnmYakdmdrr Hcdmshex hmbnmrhrsdms Ymc Cdrbqhad sgd svn, cdrbqhad sgd deedbsr
btahb tmhsr-
ne bnlptsYshnmr vhsg cdpdmcdms rxrsdlr ne chldmrhnmYk “ftqdr sgYs ne sqYmrenqlYshnmr nm
Trd drshlYshnm sn bgdbj sgd qYshnmYk Ymc hqqYshnmYk dptYshnmr- qdrtks eqnl rkhbhmf sgqdd, bnmfqtdms Ymc rhlhkYq
qdYrnmYakdmdrr ne ltksh,chfhs mtladqr- chldmrhnmYk “ftqdr- “ftqdr-
Cdrbqhad sgd deedbs ne
bnlptsYshnmr vhsg cdbhlYkr
Vqhsd mtladqr sn Y rpdbh“b chkYshnmr+ sqYmrkYshnmr+ Cdrbqhad sgd rYlpkd rpYbd Hmsdqpqds sgd qdkYshnmrghp
Ymc pdqbdmsr-
mtladq ne rhfmh“bYms chfhsr- qnsYshnmr+ Ymc qdfidbshnmr nm enq dudmsr trhmf sqdd adsvddm svn cYsY rdsr
svn,chldmrhnmYk “ftqdr hm chYfqYlr+ Udmm chYfqYlr+ rgnvm hm Y rbYssdq pkns-
sgd bnnqchmYsd pkYmd- Ymc nqfYmhydc khrsr-
Hm svn,vYx sYakdr+ hcdmshex
Fhudm svn bnmfqtdms Ymc YmYkxyd pYssdqmr ne
“ftqdr+ cdrbqhad Y rdptdmbd YrrnbhYshnm chrpkYxdc
ne sqYmrenqlYshnmr sgYs vhkk hm sgd eqdptdmbhdr Ymc
sqYmrenql nmd sn sgd nsgdq- qdkYshud eqdptdmbhdr-
Cdrbqhad pYssdqmr ne
bktrsdqhmf+ ntskhdqr+
Ymc khmdYq nq mnmkhmdYq
YrrnbhYshnm chrpkYxdc ax Y
rbYssdq pkns-
Exhibits and Appendices 139
20 21
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
FQ@CDR 0,4
Rbnpd Ymc Rdptdmbd ax Anllnm Anqd CnlYhm EP9CDR 5,7
RS:MC:PCR ENP L:SGDL:SHB:I OP:BSHBD
Antqrd / Antqrd 1 Antqrd 2 Antqrd / Antqrd 1 Antqrd 2
7- Inni enq Wmc dwpqdrr qdftkWqhsx hm qdpdWsdc qdWrnmhmf 7- Inni enq Wmc dwpqdrr qdftkWqhsx hm qdpdWsdc qdWrnmhmf bnmshmtdc(
Mnshbd Bnmshmtd sn trd aYq Bnmshmtd sn trd mtladq Bnmshmtd sn trd mtladq Mnshbd qdftkWqhsx Cdudknp Ymc Yppkx DwpkYhm Y pqnne ne sgd
qdftkWqhsx lncdkr sn rnkud qdYk, khmdr+ bnnqchmYsd fqhcr+ khmdr+ bnnqchmYsd fqhcr+ hm qdpdWsdc enqltkYr enq sgd rtqeYbd OxsgYfnqdYm Sgdnqdl Ymc
hm qdpdWsdc vnqkc pqnakdlr hmunkuhmf Ymc nsgdq uhrtYk lncdkr sn Ymc nsgdq uhrtYk lncdkr sn bWkbtkWshnmr YqdY ne pqhrlr Ymc hsr bnmudqrd-
Rbnpd Wmc Rdptdmbd
bWkbtkWshnmr ltkshpkhbYshnm: chuhrhnm: rnkud qdYk,vnqkc pqnakdlr rnkud qdYk,vnqkc pqnakdlr Wmc lnmhsnq sgd pxqYlhcr Ymc sgd unktld
Trd sgd OxsgYfnqdYm
eqYbshnmr+ cdbhlYkr+ hmunkuhmf qYshnmYk mtladqr+ hmunkuhmf qYshnmYk Ymc ne pqhrlr-
Wmc lnmhsnq pqnbdrr Sgdnqdl sn “mc tmjmnvm
qYshnr+ Ymc pdqbdmsr: cYsY pqnpnqshnmYkhsx+ fdnldsqx+ hqqYshnmYk mtladqr+
sgd pqnbdrr- bnmshmtdc(- Cdudknp Ymc Yppkx nsgdq rhcd kdmfsgr Ymc rkYms
YmYkxrhr: fdnldsqx: Ymc ldYrtqdldms+ pqnaYahkhsx+ etmbshnmr+ pqnpnqshnmYkhsx+
enqltkYr rtbg Yr sgd gdhfgsr hm qhfgs sqhYmfkdr+
ldYrtqdldms- Ymc rsYshrshbr- YkfdaqY+ fdnldsqx+
chrsYmbd enqltkY Ymc sgd pxqYlhcr+ Ymc bnmdr hm
ldYrtqdldms+ pqnaYahkhsx+
@ppkx sgd pqnpdqshdr ne @ppkx sgd pqnpdqshdr ne hmsdqdrs enqltkY- qdYk,vnqkc pqnakdlr-
Ymc rsYshrshbr-
npdqYshnmr sn fdmdqYsd npdqYshnmr sn fdmdqYsd
TmcdqrsYmc sgYs he svn
dpthuYkdms mtldqhbYk Ymc dpthuYkdms mtldqhbYk Ymc Bnlptsd vhsg udqx kYqfd
“ftqdr Yqd qdkYsdc ax Y
YkfdaqYhb dwpqdrrhnmr- YkfdaqYhb dwpqdrrhnmr- Ymc udqx rlYkk mtladqr
rbYkd eYbsnq ne i+ sgdm sgdhq
vqhssdm hm rbhdmsh“b
@ppkx rsYmcYqc Ykfnqhsglr Dwsdmc Ykfnqhsglr enq YqdYr Yqd qdkYsdc ax Y
mnsYshnm-
enq Ycchshnm+ rtasqYbshnm+ cdbhlYkr sn hmbktcd qYshnmYk rbYkd eYbsnq ne i/,
ltkshpkhbYshnm+ Ymc chuhrhnm mtladqr- Jmnv Ymc Yppkx sgd
ne vgnkd mtladqr Ymc pqnpdqshdr ne hmsdfdq
Dwsdmc Ykfnqhsglr enq
cdbhlYkr- dwpnmdmsr sn vqhsd
eqYbshnm npdqYshnmr sn
dpthuYkdms dwpqdrrhnmr-
@ppkx rsYmcYqc Ykfnqhsglr npdqYshnmr vhsg pnrhshud
enq ltkshpkhbYshnm Ymc Ymc mdfYshud qYshnmYk @ppkx pqnpdqshdr ne qdYk
chuhrhnm vhsg eqYbshnmr- eqYbshnmr- mtladqr sn lYmhptkYsd
uYqhYakdr vgdm rnkuhmf
@ppkx bnmbdpsr ne pqhld @ppkx pqnpdqshdr
khmdYq dptYshnmr hm svn
eYbsnqhyYshnmr sn “mchmf ne npdqYshnmr Ymc
uYqhYakdr-
rptYqd qnnsr Ymc btad eYbsnqhyYshnmr sn eYbsnq
qnnsr ne pdqedbs rptYqdr YkfdaqYhb dwpqdrrhnmr vhsg Cd“md sgd rknpd ne Y khmd
Ymc pdqedbs btadr- qYshnmYk bnde“bhdmsr- Yr sgd qYshn ne sgd udqshbYk
bgYmfd sn sgd gnqhynmsYk
Cdudknp Ymc Yppkx Cdudknp Ymc Yppkx enqltkYr
bgYmfd ne sgd khmd-
enqltkYr enq “mchmf enq sgd rtqeYbd YqdY Ymc
sgd YqdY ne sqhYmfkdr+ unktld ne pxqYlhcr+ bnmdr+ Hmsdqpqds sgd dptYshnm
pYqYkkdknfqYlr+ sqYpdynhcr+ bxkhmcdqr+ Ymc rpgdqdr- x < lw * a Yr cd“mhmf Y
Ymc qdftkYq pnkxfnmr- khmdYq etmbshnm- Hmsdqpqds
Cdudknp Y pqnaYahkhsx
sgd fqYpg ne Y mnm,khmdYq
Cdudknp Ymc Yppkx lncdk Ymc trd hs sn “mc
etmbshnm Yr Y btqud-
enqltkYr enq “mchmf sgd pqnaYahkhshdr ne dudmsr-
bhqbtledqdmbd Ymc YqdY ne DrsYakhrg sgd bnmrsYms ne
Y bhqbkd- pqnpnqshnmYkhsx hm rhlhkYq
“ftqdr-
Exhibits and Appendices 140
22 23
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Goals
The social studies curriculum is designed to:
• Increase students’ knowledge of the world and promote
greater awareness of its diverse ethnic and cultural elements
• Reinforces the understanding of how a highly-differentiated
U.S. society maintains cohesion through adherence to the
principles found in the Constitution and Bill of Rights
• Address concerns related to their social origins
• Acquire the skills, knowledge and perspectives necessary to
achieve success in this global age
Program Descriptions
The curriculum is comprised of the Georgia Standards of Excellence for Social Studies (GSE) and the Georgia
Standards of Excellence Literacy Standards for History/Social Studies.
Grade 6 - Physical and Cultural Geography of the Modern World
The emphasis in sixth grade is on the study of history, geography and culture of selected regions: Europe, Latin
America, Canada, and Australia. Each unit focuses on a geographic overview, historic development, people
and culture, political systems and economic systems.
Textbook: Georgia Experience 6th Grade Social Studies, Gallopade
Grade 7 - World Geography and History
The emphasis in seventh grade is on the study of history, geography and culture of selected regions: Africa, the
Middle East and Asia. Each unit focuses on a geographic overview, historic development, people and culture,
political systems and economic systems.
Textbook: Georgia Experience 7th Grade Social Studies, Gallopade
Grade 8 - Georgia Studies
Students trace the history of Georgia in the context of the development of the United States. A chronological
focus includes a geographic overview and early inhabitants, the foundation of Georgia in the 18th century
through the state’s development in the 20th century. Students also examine the characteristics of state
government, public issues, citizen rights and responsibilities, and contemporary and historical comparisons of
state and national political institutions.
Textbook: Georgia Experience 8th Grade Social Studies, Gallopade
Social Studies - Scope and Sequence
GRADE 6 GRADE 7 GRADE 8
World Studies World Studies Georgia Studies
Europe Africa Geography of Georgia
• Geographic overview • Geographic overview • Geographic overview
• Historic development • Historic development • Early inhabitants
• People and Culture • People and Culture • European exploration
• Political systems • Political systems
• Economic systems • Economic systems
Canada & Latin America Middle East Colonial - Modern Georgia
• Geographic overview • Geographic overview • Colonial Georgia
• Historic development • Historic development • Georgia and the Revolution
• People and Culture • People and Culture • Early statehood
• Political systems • Political systems • Georgia’s westward movement
• Economic systems • Economic systems • Civil War and Reconstruction
• Rise of modern Georgia
• Modern Georgia
Exhibits and Appendices 141
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 7 aligned to
Common Core State Standards for English Language Arts, Grade 7
Unit 1: Reality Check CCSS in Unit 1: RL.7.3, RL.7.6, RI.7.6, RI.7.1, RL.7.1, RL.7.5, RL.7.4, W.7.3, SL.7.1,
SL.7.3, W.7.1.b, SL.7.4, SL.7.5, W.7.9.b, W.7.7, SL.7.6, L.7.4.b, L.7.4.c, L.7.1.b, L.7.2.a,
Essential Question: What can blur the lines between what’s real and what’s not? W.7.3.a, W.7.3.b, W.7.3.d, W.7.9, SL.7.1.a–b, SL.7.2, RL.7.7, SL.7.3, SL.7.4, SL.7.6,
RL.7.10, RI.7.10, W.7.2.a–f,W.7.3.a-f
Unit 1 Academic Vocabulary: abnormal, feature, focus, perceive, task
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language!
Vocabulary Strategy (Grammar)
ANALYZE & APPLY
SHORT STORY Analyze Plot and Flashback Diary Entry • disquiet Punctuating Dialogue
Mirror Image RL.7.3 W.7.3 • prickly L.7.1.b
by Lena Coakley • mesmerize
Analyze Character Traits Turn a Mirror on Looks • adaptable
RL.7.6 SL.7.1 • grimace
News Report
SL.7.3 Suffixes -able and -ible
L.7.4.b
Mentor Text Determine Author’s Purpose Good or Bad Influence? • collaborate Correlative Conjunctions
ARTICLE RI.7.6 W.7.1.b • relevant L.7.1.b
Not Everything It Seems • skepticism
by Arnetta Carter Cite Evidence Informal Debate
RI.7.1 SL.7.4
Make Memes Reference Resources
SL.7.5 L.7.4.c
FOLKTALE Analyze Folktales Critique the Twists • scurry Commas
Two Legs or One? RL.7.3 W.7.9.b • procession L.7.2.a
retold by Josepha Sherman • dignified
Analyze Humor Trickster Tales • upright
RL.7.1 W.7.7
Retell the Tale Glossary
SL.7.6 L.7.4.c
1
Exhibits and Appendices 142
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 7 aligned to
Common Core State Standards for English Language Arts, Grade 7
COLLABORATE & COMPARE
Compare Moods
POEM Analyze Rhyme A Mystery Poem
The Song of Wandering Aengus RL.7.5 W.7.3.a, W.7.3.b, W.7.3.d
by W. B. Yeats
Analyze Rhyme Scheme and Illustrate Sketchy Moments
POEM Mood SL.7.5
Eldorado RL.7.4
Perform a Choral Reading
by Edgar Allan Poe
Analyze Sound Devices and SL.7.6
Mood
RL.7.5
Collaborate & Compare
Compare Moods RL.7.5, RL.7.4, SL.7.1, SL.7.4, SL.7.6, RL.7.1
COLLABORATE & COMPARE
Compare Versions
SCREENPLAY Analyze Narrator Write a Character Analysis • detention Complex Sentences:
from Monster RL.7.6 W.7.9 • voice-over Subordinating Conjunctions
by Walter Dean Myers • acknowledge L.7.1.b
Create a Storyboard • suppress
GRAPHIC NOVEL Analyze Graphic Novels SL.7.5
from Monster: A Graphic Novel RL.7.3
by Walter Dean Myers adapted Panel Discussion
SL.7.1, SL.7.4 Word Origins
by Guy A. Sims, illustrated by
Dawud Anyabwile L.7.4.b
Collaborate & Compare
Compare Versions SL.7.1.a–b, SL.7.2, RL.7.7, SL.7.3, SL.7.4, SL.7.6
Independent Reading
RL.7.10, RI.7.10
Unit 1 Tasks
Write an Informative Essay
W.7.2.a–f, SL.7.2
2
Exhibits and Appendices 143
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 7 aligned to
Common Core State Standards for English Language Arts, Grade 7
Reflect & Extend
• Create a Sketchnote SL.7.5, SL.7.1.a
• Write a Short Story W.7.3,W.7.3.a-f
3
Exhibits and Appendices 144
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 7 aligned to
Common Core State Standards for English Language Arts, Grade 7
Unit 2: Take Control CCSS in Unit 2: RL.7.3, RL.7.2, RL.7.5, RL.7.4, RL.7.1, RI.7.6, RI.7.1, RI.7.3,
RI.7.5, W.2.7, SL.7.6, W.7.2.b, W.7.4, SL.7.5, W.7.2, W.7.7, SL.7.2, W.7.3, W.7.3.d,
Essential Question: How do actions define us? W.7.3.a–e, SL.7.1.a–d, W.7.4, L.7.4.b, L.7.5.c, L.7.2, L.7.4.a, L.7.4.d, L.7.1.a, L.7.1.b,
L.7.3.a, RI.7.9, W.7.8, RL.7.10, RI.7.10, W.7.2.a–f, SL.7.4, W.7.6
Unit 2 Academic Vocabulary: aspect, cultural, evaluate, resource, text
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SHORT STORY Analyze Character Note of Apology • metabolism Types of Clauses
Heartbeat RL.7.3 W.2.7 • moot L.7.1.a
by David Yoo • futile
Analyze Conflict Father-Son Role-Play • delirious
RL.7.3 SL.7.6
Self-Help Infographic Greek Prefixes
W.7.2.b, W.7.4, SL.7.5 L.7.4.b
MYTH Analyze Myth Blog Post • moderate Commas and Coordinate
The Flight of Icarus RL.7.3 W.7.2 • prowess Adjectives
retold by Sally Benson • frantic L.7.2
Determine Themes Supporting a Grieving Person • anxiety
RL.7.2 W.7.7
Latin Suffixes
Virtual-Reality Proposal L.7.4.b
SL.7.2
POEM Analyze Form in Poetry Poem
Icarus’s Flight RL.7.5 W.7.3, W.7.3.d
by Stephen Dobyns
Analyze Word Choice Critique the Poem
RL.7.4 W.7.2, W.7.2.b
Wing Diagram
SL.7.5
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SHORT STORY Analyze Plot Disaster Film Proposal • swell Sentence Structure
Rogue Wave RL.7.3 W.7.3.a–e • deck L.7.1.b
by Theodore Taylor • navigation
Make Inferences Coping with Disasters • porthole
RL.7.1 SL.7.1.a–d
Rogue Waves Latin Roots
W.7.7 L.7.4.b
Mentor Text Determine Author’s Purpose Tribute to Women Aviators • inundate Precise Language
HISTORY WRITING RI.7.6 W.7.2.a–e • restrictive L.7.3.a
Women in Aviation • exhibition
by Patricia and Fredrick Cite Evidence and Evaluate Bessie Coleman Presentation • precaution
McKissack Details W.7.4
RI.7.1
Aviation Timeline Denotation and Connotation
W.7.2 L.7.5.c
COLLABORATE & COMPARE
Compare Characters and People
SHORT STORY Analyze Character Email Request • suede Capitalization
Thank You, M’am RL.7.3 W.7.1 • mistrust L.7.2
by Langston Hughes • embarrass
Analyze Setting and Conflict Making of a Mentor • latch
RL.7.3 W.7.1 a–e • barren
20th-Century Harlem
SL.7.1.a Possessive Nouns
L.7.2
ARTICLE Analyze Structure Objective Summary • burden More Than Enough Words
A Police Stop Changed This RI.7.3, RI.7.5 W.7.2.a–e • interaction L.7.3.a
Teenager’s Life • reliable
by Amy B Wang Sketchnote the Article • donate
SL.7.2 • token
Crowdfunding Context Clues
W.7 L.7.4.a, L.7.4.d
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Collaborate & Compare
Compare Characters and People RL.7.3, RI.7.9, SL.7.6, SL.7.1.a–d, W.7.8
Independent Reading
RL.7.10, RI.7.10
Unit 2 Tasks
Write an Informative Essay
W.7.2.a–f
Speaking & Listening
Present a Film Critique
SL.7.4, SL.7.5, W.7.6, SL.7.1.b-d, SL.7.6
Reflect & Extend
• Write a How-to Guide W.7.2, W.7.2.e
• Create a Vlog SL.7.4, SL.7.5,SL.7.1
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Unit 3: The Terror and Wonder of Space CCSS in Unit 3: RL.7.3, RI.7.2, RI.7.6, RI.7.8, L.7.3, RL.7.5, RL.7.2, W.7.1.a–e,
SL.7.1, SL.7.5, W.7.3, SL.7.4, SL.7.1.a–d, W.7.3.a, W.7.3.b, W.7.3.d, SL.7.2, L.7.4.b,
Essential Question: Is space exploration a daring adventure or a dangerous risk? L.7.5.c, L.7.1.c, L.7.2, RI.7.4, RI.7.9, W.7.8, RL.7.10, RI.7.10, W.7.1, W.7.6, W.7.10,
SL.7.6
Unit 3 Academic Vocabulary: complex, potential, rely, stress, valid
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SCIENCE FICTION Analyze Science Fiction Literary Analysis • convivial Dangling Modifiers
Dark They Were, and Golden- RL.7.3 W.7.1.a–e • idle L.7.1.c
Eyed • forlorn
by Ray Bradbury Analyze Mood Group Discussion • recede
RL.7.3 SL.7.1 • pendulum
• muse
Podcast
SL.7.5 Latin Roots
L.7.4.b
SCIENCE WRITING Analyze Central Ideas Fake Texts • radiation Capitalization
Martian Metropolis RI.7.2 W.7.3 • colonize L.7.2
by Meg Thatcher • geothermal
Analyze Structure Research Becoming an
RI.7.5 Astronaut
SL.7.1.a
Timeline Greek Roots
SL.7.4, SL.7.5 L.7.4.b
ARGUMENT Analyze Author’s Purpose Write a Poem • infinitely Commas After Introductory
Challenges for Space RI.7.6, RI.7.8 W.7.3 • entail Phrases
Exploration • crucial L.7.2
by Ann Leckie Analyze Repetition Chart the Risks • habitat
L.7.3 SL.7.4, SL.7.5
Examine Exploration Word Origins
SL.7.1,SL.7.1.a–d L.7.4.b
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POEM Analyze Form Write a Poem
What If We Were Alone? RL.7.5 W.7.3
by William Stafford
Analyze Theme Space-Related Memes
RL.7.2 SL.7.5
Astronomy
SL.7.1.a
VIDEO Analyze Video Close Encounters
Seven Minutes of Terror RI.7.5 W.7.3.a, W.7.3.b, W.7.3.d
by the National Aeronautics
and Space Administration Make Your Own Video
SL.7.4, SL.7.5
Group Discussion
SL.7.1, SL.7.2
COLLABORATE & COMPARE
Compare Arguments
Mentor Text Analyze Argument Write a Letter • administration Subordinating Conjunctions in
ARGUMENT RI.7.8 W.7.2 • prominent Complex Sentences
Humans Need to Explore Outer • beneficial L.7.4.b
Space Analyze Rhetorical Devices Explore the International Space
by Claudia Alarcón RI.7.8 Station
SL.7.4,W.7.7
Discuss Loaded Language Connotations and Denotations
SL.7.1 L.7.5.c
Mentor Text Write a Short Story • plague Subject-Verb Agreement
ARGUMENT W.7.3 • dubious L.7.4.b
Let Robots Take to the Stars • erupt
by Eiren Caffall Explore Health Demands
SL.7.1
Demonstration Use a Dictionary
SL.7.4, SL.7.5 L.7.5.c
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Collaborate & Compare
Compare Arguments RI.7.4, RI.7.8, RI.7.9,W.7.8, SL.7.1.a–d
Independent Reading
RL.7.10, RI.7.10
Unit 3 Tasks
Write an Argument
W.7.1,W.7.1a–e, W.7.6,W.7.10
Speaking & Listening
Create a Podcast
W.7.6, SL.7.5, SL.7.4, SL.7.6
Reflect & Extend
• Create an Infographic SL.7.5
• Write a Short Story W.7.3
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Unit 4: Inspired by Nature CCSS in Unit 4: RL.7.2, RL.7.4, RI.7.8, RI.7.4, RI.7.6, RI.7.3, RL.7.5, RI.7.1, SL.7.2,
RI.7.5, W.7.3, SL.7.1 , SL.7.4, SL.7.5, L.7.5, W.7.2, W.7.7, W.7.9, SL.7.2, L.7.5.b,
Essential Question: What does it mean to be in harmony with nature? L.7.5.a, L.7.1.b, L.7.1.a, L.7.3.a, RL.7.1, RL.7.3, RL.7.6, RI.7.7, W.7.1, SL.7.1.a–d,
RL.7.10, RI.7.10, W.7.1.a–e, W.7.6, W.7.10
Unit 4 Academic Vocabulary: affect, element, ensure, participate, specify
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SHORT STORY Analyze Theme DM Lucy • addiction Sentence Variety
Allied with Green RL.7.2 W.7.3 • remorseful L.7.1.b
by Naomi Shihab Nye • median
Analyze Style and Figurative Spill Lucy’s Tea • arboretum
Language SL.7.1
RL.7.4
Green Projects Brochure Analogies
SL.7.4, SL.7.5 L.7.5.b
MENTOR TEXT Analyze Argument Give Your Opinion • combustion Sentence Structure
ARGUMENT RI.7.8 W.7.1.b • scarcity L.7.1.a
Never Retreat from Eyes Wide • aquifer
Open Analyze Point of View and What’s Your Re-Purpose?
by Paul Fleischman Purpose SL.7.4
RI.7.4, RI.7.6
Energy Efficiency Infographic Synonyms and Antonyms
SL.7.5 L.7.5.b
MEMOIR Analyze Memoir Literary Analysis • avalanche Precise Language
from Mississippi Solo RI.7.3 L.7.5, W.7.2 • insulate L.7.3.a
by Eddy Harris • splinter
Analyze Figurative Language Be Your Own BFF • ethereal
RI.7.4 SL.7.1.c–d
Mississippi River Drawings
SL.7.5 Figures of Speech
L.7.5.a
POEM Analyze Sonnet Sonnet Experiment
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The Drought RL.7.5 W.7.3
by Amy Helfrich
Analyze Rhyme Scheme Disaster Recovery
RL.7.5 SL.7.1, W.7.7
Investigate Droughts
W.7.7
COLLABORATE & COMPARE
Compare Forms and Elements
POEM Analyze Ode Experience in Nature
Ode to enchanted light / Oda a RL.7.5 W.7.3, W.7.9
la luz encantada
by Pablo Neruda translated by Analyze Lyric Poetry Earth Day Plan
Ken Krabbenhoft RL.7.5 SL.7.4
POEM Hold a Poetry Reading
Sleeping in the Forest SL.7.1
by Mary Oliver
Lyric Poem
W.7.3
Nature’s Healing Impact
SL.7.4
Nature Web
W.7.9
Collaborate & Compare
Compare Forms and Elements RL.7.1, RL.7.2,RL.7.3,RL.7.5,RL.7.6, SL.7.4, SL.7.5
COLLABORATE & COMPARE
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Compare Persuasive Media
VIDEO Analyze Persuasive Media Email NOAA
from Trash Talk RI.7.1 W.7.1
by the National Oceanic and
Atmospheric Administration Analyze Video Poster Critique
SL.7.2 SL.7.2, SL.7.4
POSTER
You’re Part of the Solution Analyze a Poster Problem-Solution Chart
RI.7.5, SL.7.2 SL.7.4
Collaborate & Compare
Compare Persuasive Media RL.7.4, RL.7.10, RI.7.7, RI.7.8, W.7.1, SL.7.1.a–d, SL.7.4, SL.7.5
Independent Reading
RL.7.10, RI.7.10
Unit 4 Tasks
Write an Argument
W.7.1, W.7.1.a–e, W.7.6,W.7.10
Reflect & Extend
• Write a Research Paper W.7.2
• Create a Photo Collage SL.7.5
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Unit 5: Game On! CCSS in Unit 5: RL.7.3, RI.7.5, RI.7.6, RI.7.2, RL.7.5, RL.7.1, W.7.3, RL.7.2,
SL.7.1, W.7.1, W.7.7, SL.7.5, W.7.6, SL.7.4, W.7.2, L.7.4.b, L.7.4.a, L.7.4.c, L.7.2.b,
Essential Question: How do games impact our lives? L.7.1.c, L.7.1.a, RL.7.6, SL.7.6, RL.7.10, RI.7.10, W.7.4, W.7.10
Unit 5 Academic Vocabulary: attitude, consume, goal, purchase, style
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
MENTOR TEXT Analyze Point of View Epilogue • consecutive Commonly Confused Words
SHORT STORY RL.7.3 W.7.3 • mascot L.7.2.b
Ball Hawk • federal
by Joseph Bruchac Analyze Conflict Baseball Card
RL.7.3 RL.7.2 Greek Roots
L.7.4.b
Player’s Struggles
RL.7.1
INFORMATIONAL TEXT Predict Video-Game Storyline • absorb Misplaced Modifiers
Get in the Zone: The RI.7.5 W.7.3 • wholly L.7.1.c
Psychology of VideoGame • immerse
Design Analyze Purpose and Sketchnote • irrelevant
by Aaron Miller Perspective RI.7.2 • disoriented
RI.7.6
Group Discussion Verify Meaning
SL.7.1 L.7.4.a
INFORMATIONAL TEXT Determine Central Ideas Text Your Opinion • accomplishment Verbals
It’s Not Just a Game! RI.7.2 W.7.1 • negotiate L.7.1.a
by Lori Calabrese • mutual
Analyze Organizational Sports Songs Playlist • utilization
Structure W.7.7
RI.7.5
Present an Infographic Thesaurus
SL.7.5 L.7.4.c
COLLABORATE & COMPARE
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Compare Themes
NOVEL IN VERSE Analyze Novel in Verse Poem with Type Effects
from The Crossover RL.7.5 W.7.3
by Kwame Alexander
Analyze Figurative Language Podcast
RL.7.4 W.7.6, SL.7.5
Basketball Guide
SL.7.5
POEM Analyze Two-Voice Poetry Two-Voice Poem
Double Doubles RL.7.5 W.7.3
by J. Patrick Lewis
Make Inferences Biopic Pitch
RL.7.1 SL.7.4
Tennis Timeline
W.7.2
Collaborate & Compare
Compare Themes RL.7.6, RL.7.5, RL.7.3, RL.7.2, RL.7.1, SL.7.4, SL.7.6
Independent Reading
RL.7.10, RI.7.10
Unit 5 Tasks
Write a Short Story
W.7.3, W.7.4, W.7.10
Reflect & Extend
• Write an Argument W.7.1
• Create a Team Song W.7.6, SL.7.1
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Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 7 aligned to
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Unit 6: Change Agents CCSS in Unit 6: RL.7.1, RL.7.3, RI.7.2, RI.7.4, RL.7.2, RL.7.5, W.7.2, W.7.2.a,
W.7.2.b, W.7.2.f, W.7.7, SL.7.5, SL.7.1, SL.7.4, SL.7.2, W.7.3, W.7.4, W.7.9, L.7.6,
Essential Question: How can changing the world change you? L.7.4.b, L.7.5.b, L.7.2.a, L.7.1.c, L.7.1.a, RL.7.6, RI.7.1, RI.7.9, SL.7.1.a-d, W.7.8,
RL.7.10, RI.7.10, W.7.10, W.7.6
Unit 6 Academic Vocabulary: contrast, despite, error, inadequate, interact
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SHORT STORY Analyze Realistic Fiction Basketball Article • concession Colons, Ellipses, and Hyphens
Sometimes a Dream Needs a RL.7.1 W.7.2, W.7.2.a, W.7.2.b, W.7.2.f • collision L.7.2.a
Push • turnover
by Walter Dean Myers Analyze Character Dealing with Guilt • congestion
RL.7.3 W.7.7 • fundamental
Video Critique Domain-Specific Words
SL.7.5 L.7.6
PERSONAL ESSAY Question Mission Statement • possession Commas
Craig Kielburger Reflects on RI.7.2 W.7.2 • capacity L.7.1.c
Working Toward Peace • exploitation
by Craig Kielburger Analyze Point of View and Irony Taking on the World
RI.7.4 SL.7.1
Report on Activists Context
W.7.7, SL.7.4 L.7.4.b
DOCUMENTARY Analyze a Documentary Personal Essay
from It Takes a Child RI.7.2 W.7.2
by Judy Jackson
Talk Comparisons
SL.7.1
Produce a Podcast
SL.7.2, SL.7.4, SL.7.5
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POEM Analyze Themes Free-Verse Poem
A Poem for My Librarian, Mrs. RL.7.2 W.7.3
Long
by Nikki Giovanni Analyze Free-Verse Poetry Ordinary Heroes
RL.7.5 W.7.7, SL.7.1
Fake Social-Media Page
SL.7.5
COLLABORATE & COMPARE
Compare Authors’ Perspectives
Mentor Text Paraphrase History Writing Summary • lobby Combining Sentences with
HISTORY WRITING RL.7.2 W.7.2 • fatal Phrases
Frances Perkins and the Triangle • distinguish L.7.1.a
Factory Fire Determine Central Ideas Primary Sources • indifferent
by David Brooks RL.7.2 SL.7.1, SL.7.1.a, SL.7.1.c
Advocate for Workers Latin Roots
W.7.7, SL.7.1 L.7.4.b
NOVEL Historical Fiction Historical Fiction • trample Subject-Verb Agreement and
from Ashes of Roses RL.7.3 W.7.3 • sprawl Prepositional Phrases
by Mary Jane Auch • surge L.7.1.a
Setting and Motivation Calm Under Pressure • eerie
RL.7.3 SL.7.1
Mock Interview Analogies
W.7.4, W.7.9 L.7.5.b
Collaborate & Compare
Compare Authors’ Perspectives RL.7.6, RI.7.1, RI.7.9, RL.7.1, SL.7.1.a-d, W.7.8
Independent Reading
RL.7.10, RI.7.10
Unit 6 Tasks
Write a Research Report
W.7.2, W.7.4, W.7.10
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Speaking & Listening
Participate in a Panel Discussion
SL.7.1, SL.7.4, SL.7.1.b, SL.7.1.c, SL.7.1.d
Reflect & Extend
• Create a Documentary W.7.6, SL.7.1
• Write a Short Story W.7.3
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Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 8 aligned to
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Unit 1: Gadgets and Glitches CCSS in Unit 1: RL.8.3, RL.8.2, RI.8.2, RI.8.3, RI.8.5, RL.8.5, RL.8.6, L.8.5.a,
RI.8.6, RI.8.8, RI.8.7, RI.8.4, W.8.4, SL.8.1, W.8.3, W.8.2, SL.8.6, W.8.1, SL.8.4,
Essential Question: Does technology improve or control our lives? SL.8.1.c, W.8.7, W.8.8, W.8.9, L.8.4.a, L.8.5.b, L.8.4.c, L.8.4.d, L.8.4.b, L.8.1.a,
L.8.2.c, W.8.2.c, W.8.1.c, L.8.1.b, L.8.1.d, L.8.3.a, RI.8.1, RI.8.9, RL.8.10, RI.8.10,
Unit 1 Academic Vocabulary: commentary, network, occupation, option, speculate W.8.1.a–e, W.8.10, SL.8.3, SL.8.5, W.8.5
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language!
Vocabulary Strategy (Grammar)
ANALYZE & APPLY
SCIENCE FICTION Analyze Plot Summarize a Story • chafe Participles
The Brave Little Toaster RL.8.3 RL.8.2, W.8.4 • retract L.8.1.a
By Cory Doctorow • ample
Analyze Science Fiction Discuss with a Small Group • reintegrate
RL.8.2 SL.8.1
Create a Comic Context Clues
SL.8.1, W.8.3 L.8.4.a
INFORMATIONAL TEXT Identify Central Ideas and Informative Essay • implant Commonly Confused Words
Are Bionic Superhumans on Details W.8.2 • integrity L.8.2.c
the Horizon? RI.8.2 • enhancement
by Ramez Naam Discuss with a Small Group
Analyze Organization SL.8.1
RI.8.2, RI.8.3, RI.8.5
Create a Graphic Aid Synonyms and Antonyms
SL.8.1, W.8.4 L.8.4.a, L.8.5.b
POEM Analyze Structure Write a Sonnet
Interflora RL.8.5 W.8.4
by Susan Hamlyn
Analyze Irony Present a Sonnet
RL.8.6, L.8.5.a SL.8.6
Design a Virtual Bouquet
W.8.4
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COLLABORATE & COMPARE
Compare Arguments
Mentor Text Analyze Claim and Evidence Argue It • redistribute Transitional Words and Phrases
ARGUMENT RI.8.6, RI.8.8 W.8.1 • robustly W.8.2.c, W.8.1.c
The Automation Paradox • expansive
Analyze Graphic Features Prepare for the Future • predominantly
by James Bessen
RI.8.7 SL.8.1 • collaborate
Sketchnote Use a Dictionary
W.8.4 L.8.4.c, L.8.4.d
Mentor Text Evaluate Evidence Create a Public Service • sector Active and Passive Voice
ARGUMENT RI.8.6, RI.8.8 Announcement • exotic L.8.1.b, L.8.1.d, L.8.3.a
Heads Up, Humans W.8.4, SL.8.4 • renowned
Analyze Rhetoric
by Claudia Alarcón
RI.8.4, RI.8.8 Discuss with a Small Group
SL.8.1, SL.8.1.c
Use Greek Roots
My Future Job L.8.4.b
W.8.7, W.8.8, W.8.9
Collaborate & Compare
Compare Arguments RI.8.1, RI.8.6, RI.8.8, RI.8.9
Independent Reading
RL.8.10, RI.8.10
Unit 1 Tasks
Write an Argument
W.8.1, W.8.1.a–e, W.8.4, W.8.10
Speaking & Listening
Present an Argument
SL.8.1, SL.8.1.c, SL.8.3, SL.8.4, SL.8.5, SL.8.6, W.8.5
Reflect & Extend
• Write an Explanatory Essay W.8.2
• Create a Business Plan W.8.4, SL.8.5
Exhibits and Appendices
2
160
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State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 8 aligned to
Common Core State Standards for English Language Arts, Grade 8
Unit 2: The Thrill of Horror CCSS in Unit 2: RI.8.2, RL.8.6, RL.8.3, RL.8.2, RL.8.9, RL.8.7, RL.8.4, W.8.7,
W.8.8, SL.8.1, W.8.1, W.8.3.b, SL.8.6, W.8.4, SL.8.1.c, L.8.4.b, L.8.4.c, L.8.2.a,
Essential Question: Why do we sometimes like to feel frightened? L.8.3.a, RL.8.10, RI.8.10, W.8.2, W.8.2.a–f, W.8.6, W.8.10, W.8.3
Unit 2 Academic Vocabulary: predict, technique
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
MENTOR TEXT Analyze Literary Criticism Masters of Horror • intensify Commas
LITERARY CRITICISM RI.8.2 W.8.7, W.8.8 • justify L.8.2.a
What Is the Horror Genre? • parallel
Paraphrase and Summarize Tex Discuss with a Small Group
by Sharon A. Russell
RI.8.2 SL.8.1
Write a Letter Use Suffixes
W.8.1 L.8.4.b
SHORT STORY Analyze Point of View Rewrite a Scene • conceive Dashes
The Tell-Tale Heart RL.8.6 W.8.3.b • vex RL.8.3, RL.8.6
by Edgar Allan Poe • stifle
Analyze Suspense Dramatize a Scene • vehemently
RL.8.3, RL.8.6 SL.8.6 • derision
• hypocritical
Find the Tell-Tale Heart
W.8.4, SL.8.1 Use a Dictionary
L.8.4.c
Exhibits and Appendices
3
161
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Common Core State Standards for English Language Arts, Grade 8
COLLABORATE & COMPARE
Compare Versions
SHORT STORY Analyze Themes Personal Response • peril Subjunctive Mood
The Monkey’s Paw RL.8.2, RL.8.9 W.8.4 • condole L.8.1.c, L.8.3.a
by W. W. Jacobs • grimace
Analyze Foreshadowing Share and Discuss Ideas • credulity
RL.8.3 SL.8.1, SL.8.1.c • compensation
• resignation
Your Wish Is My Command
SL.8.1 Latin Roots
L.8.4.b
FILM CLIP Analyze Film Film Review
from The Monkey’s Paw RL.8.7 W.8.4
by Ricky Lewis Jr.
Create a Storyboard
W.8.4
Plan an Adaptation
SL.8.1
Collaborate & Compare
Compare Versions RL.8.7
COLLABORATE & COMPARE
Compare Versions
EPIC POEM Analyze Epic Poetry Video-Game Storyline
from The Aeneid of Virgil RL.8.4 W.8.4
translated by Allen Mandelbaum
Analyze an Adaptation Create a Character Profile
RL.8.9 W.8.7, W.8.8
GRAPHIC NOVEL
from Hades: Lord of the Dead Create a Virtual Tour
by George O’Connor W.8.4
Exhibits and Appendices
4
162
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Common Core State Standards for English Language Arts, Grade 8
Collaborate & Compare
Compare Versions RL.8.4, RL.8.9
Independent Reading
RL.8.10, RI.8.10
Unit 2 Tasks
Write a Literary Analysis
W.8.2, W.8.2.a–f, W.8.6, W.8.10
Reflect & Extend
• Write a Short Story W.8.3
• Create a Movie Trailer W.8.4
Exhibits and Appendices
5
163
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 8 aligned to
Common Core State Standards for English Language Arts, Grade 8
Unit 3: Places We Call Home CCSS in Unit 3: RL.8.3, RL.8.2, RL.8.9, RL.8.4, RI.8.6, RI.8.7, SL.8.2, RI.8.5, W.8.4,
SL.8.6, SL.8.1, W.8.9, W.8.7, W.8.8 , SL.8.1.c, L.8.2.a–b, L.8.1.c, L.8.2, L.8.4.a,
Essential Question: What are the places that shape who you are? L.8.4.c–d, RL.8.10, RI.8.10, W.8.3, W.8.3.a–e, W.8.10, W.8.2, W.8.2.a, W.8.2.f
Unit 3 Academic Vocabulary: contribute, immigrate, reaction, relocate, shifting
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
MENTOR TEXT Analyze Plot Get Inside a Character’s Head • reminisce Ellipses
NOVEL RL.8.3 W.8.3.b • assure L.8.2.a–b
from The Book of Unknown • ravage
Americans Analyze Theme Create a Collage • melodrama
by Cristina Henríquez RL.8.2 W.8.4, SL.8.6 • convene
Perform a Scene Use a Dictionary
SL.8.1 L.8.4.c
SHORT STORY Analyze Plot Summarize a Story • sponsor Imperative Mood
My Favorite Chaperone RL.8.3 RL.8.2, W.8.4 • stun L.8.1.c
by Jean Davies Okimoto • dispatcher
Analyze Character Discuss with a Small Group • scuffle
RL.8.3 SL.8.1 • whimper
Kazakh Culture
W.8.9, W.8.7, W.8.8 Context Clues
L.8.4.a, L.8.4.c–d
POEM Analyze Themes Poem
Spirit Walking in the Tundra RL.8.2, RL.8.9 W.8.4
by Joy Harjo
Analyze Imagery Hold a Debate
RL.8.4 SL.8.1
Alaska Natives
W.8.7, W.8.8, W.8.9
COLLABORATE & COMPARE
Exhibits and Appendices
6
164
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Common Core State Standards for English Language Arts, Grade 8
Compare Purposes
DOCUMENTARY Evaluate a Documentary Write a Letter • eligible Semicolons, Colons, and
New Immigrants Share Their RI.8.6, RI.8.7, SL.8.2 W.8.4 • assimilate Parentheses
Stories • capitalize L.8.2
Discuss with a Small Group • unrest
produced by The Working
Analyze Text Elements SL.8.1, SL.8.1.c
Group RI.8.5, RI.8.7
Create an Infographic Multiple-Meaning Words
INFORMATIONAL TEXT W.8.4 L.8.4.a
A Common Bond
by Brooke Hauser
Collaborate & Compare
Compare Purposes RI.8.5,RI.8.6 RI.8.7, SL.8.1,SL.8.1.c, SL.8.2,SL.8.6
Independent Reading
RL.8.10, RI.8.10
Unit 3 Tasks
Write a Short Story
W.8.3, W.8.3.a–e, W.8.10
Reflect & Extend
• Write an Article W.8.2, W.8.2.a, W.8.2.f
• Create a Photo Collection RI.8.7
Exhibits and Appendices
7
165
The Wright Community School
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State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 8 aligned to
Common Core State Standards for English Language Arts, Grade 8
Unit 4: The Fight for Freedom CCSS in Unit 4: RI.8.4, RI.8.6, RI.8.3, RI.8.5, RL.8.2, RL.8.4, W.8.4, SL.8.1, W.8.2,
W.8.7, W.8.8, W.8.9, SL.8.6, W.8.1, W.8.1.d, SL.8.4, SL.8.2, L.8.5.c, L.8.5.a, L.8.4.b,
Essential Question: What will people risk to be free? L.8.1.a, L.8.1.c, L.8.3.a, RL.8.5, RI.8.7, RI.8.9, SL.8.1.c, RL.8.10, RI.8.10, W.8.2.a–f,
W.8.6, W.8.10, W.8.3, RI.8.7
Unit 4 Academic Vocabulary: access, civil, demonstrate, document, symbolize
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
AUTOBIOGRAPHY Analyze Autobiography Literary Analysis • commence Infinitives and Infinitive Phrases
from Narrative of the Life of RI.8.4, RI.8.6 W.8.4 • apprehension L.8.1.a
Frederick Douglass, an • prudence
Analyze Structure Discuss with Small Group • unabated
American Slave
RI.8.3, RI.8.5, RI.8.6 SL.8.1 • denunciation
by Frederick Douglass
• vindication
Create a Graphic Adaptation
W.8.4 Connotation and Denotation
L.8.5.c
HISTORICAL FICTION Analyze Setting Report • solemn Indicative Mood
The Drummer Boy of Shiloh RL.8.2 W.8.2 • askew L.8.1.c
by Ray Bradbury • strewn
Analyze Literary Devices The Battle of Shiloh • legitimately
RL.8.4 W.8.7, W.8.8, W.8.9 • resolute
• muted
Dramatize a Scene
SL.8.1, SL.8.6 Interpret Figures of Speech
L.8.5.a
POEM Analyze Figurative Language Poem
O Captain! My Captain! RL.8.4 W.8.4
by Walt Whitman
Create a Memorial
Analyze Poetry
SL.8.1
RL.8.4
Give Choral Reading
SL.8.1, SL.8.6
Exhibits and Appendices 166
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Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 8 aligned to
Common Core State Standards for English Language Arts, Grade 8
BIOGRAPHY Analyze Biography Speech • disheveled Conditional Mood
from Harriet Tubman: RI.8.3 W.8.1, W.8.1.d • instill L.8.1.c, L.8.3.a
Conductor on the Underground Analyze Word Choice Create a Timeline • linger
RI.8.4 W.8.4, SL.8.1 • sullen
Railroad
by Ann Petry • eloquence
Tubman and Douglass • evoke
W.8.7, W.8.8, W.8.9
• cajole
Use Latin Roots
L.8.4.b
COLLABORATE & COMPARE
Compare Treatments
POEM Analyze Figurative Language Letter
Not My Bones RL.8.4 W.8.1,W.8.4
by Marilyn Nelson
Analyze Chronological Order Express Ideas Visually
RI.8.3, RI.8.5 SL.8.4, SL.8.6
MENTOR TEXT
HISTORY WRITING Recite a Poem
from Fortune’s Bones SL.8.1, SL.8.2
by Pamela Espeland
Collaborate & Compare
Compare Treatments RL.8.5, RI.8.7, RI.8.9, SL.8.1, SL.8.1.c
Independent Reading
RL.8.10, RI.8.10
Unit 4 Tasks
Write a Research Report
W.8.2, W.8.2.a–f, W.8.6, W.8.10
Speaking & Listening
Participate in a Collaborative Discussion
SL.8.4, SL.8.1, SL.8.6
Reflect & Extend
• Write a Short Story W.8.3
• Create an Infographic RI.8.7, W.8.4
Exhibits and Appendices
9
167
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 8 aligned to
Common Core State Standards for English Language Arts, Grade 8
Unit 5: Finding Your Path CCSS in Unit 5: RL.8.6, RL.8.3, RI.8.3, RI.8.5, RI.8.6, RL.8.5, RI.8.8, RI.8.4, W.8.4,
SL.8.6, SL.8.1, W.8.2, W.8.2.b, W.8.7, W.8.8, W.8.9, W.8.1, SL.8.1.c, L.8.4.a, L.8.4.c,
Essential Question: How do the challenges you face today help to shape your L.8.4.d, L.8.5.b, L.8.4.b, L.8.1.a, L.8.1.c, L.8.1.b, L.8.1.d, L.8.3.a, L.8.1, RI.8.9,
future? SL.8.4, RL.8.4, RL.8.2, SL.8.1.c, RL.8.10, RI.8.10, W.8.1.a-e, W.8.10, SL.8.5, SL.8.3,
W.8.3.a-e
Unit 5 Academic Vocabulary: debate, deduce, license, sufficient, trend
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
NOVEL Analyze Perspectives Write a Poem • tirade Gerunds
from Bronx Masquerade RL.8.6 W.8.4 • hunker L.8.1.a
by Nikki Grimes • snicker
Analyze Characterization Present a Poem • confide
RL.8.3 SL.8.6
Discuss as a Small Group Use Context Clues
SL.8.1 L.8.4.a, L.8.4.c, L.8.4.d
INFORMATIONAL TEXT Analyze Structure Explanatory Essay • adaptable Interrogative Mood
The Debt We Owe to the RI.8.3, RI.8.5 W.8.2, W.8.2.b, W.8.7, W.8.8, • insulate L.8.1.c
Adolescent Brain W.8.9 • deplete
by Jeanne Miller Analyze Author’s Purpose • lethal
RI.8.6 Discuss with a Small Group
SL.8.1
Use Reference Materials
Create an Infographic L.8.4.a, L.8.4.c, L.8.4.d
SL.8.1, W.8.4
Exhibits and Appendices
10
168
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 8 aligned to
Common Core State Standards for English Language Arts, Grade 8
COLLABORATE & COMPARE
Compare Poems
POEM Compare Poetic Structure Literary Analysis
Hanging Fire RL.8.5 W.8.4
by Audre Lorde
Give a Dramatic Reading
SL.8., SL.8.6
POEM
Summer of His Fourteenth Discuss with a Small Group
Year SL.8.1
by Gloria Amescua
Collaborate & Compare
Compare Poems RL.8.5, RL.8.4, RL.8.2, SL.8.1, SL.8.4, SL.8.1.c
COLLABORATE & COMPARE
Compare Arguments
MENTOR TEXT Analyze Claim and Evidence Opinion Piece • relish Shifts in Voice and Mood
ARGUMENT RI.8.8 W.8.1 • dynamic L.8.1.b, L.8.1.d, L.8.1.c, L.8.3.a
It’s Complicated: The Social • appease
Identify Counterclaims Media Messages • intimacy
Lives of Networked Teens
RI.8.6 SL.8.1, SL.8.1.c
by danah boyd
Social Media Context Clues
W.8.7, W.8.8, W.8.9 L.8.4.a, L.8.5.b
ARGUMENT Analyze Structure Email • perspective Parallel Structure
Outsmart Your Smartphone RI.8.3, RI.8.8 W.8.4 • stimulant L.8.1
by Catherine Steiner-Adair • deliberate
Analyze Rhetorical Devices Critique as a Class • inhibited
RI.8.4 SL.8.1
Technology Topics
W.8.7, W.8.8, W.8.9 Word Families
L.8.5.b, L.8.4.b
Collaborate & Compare
Compare Arguments RI.8.4, RI.8.6, RI.8.8, RI.8.9, SL.8.1, SL.8.4, SL.8.6
Exhibits and Appendices
11
169
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 8 aligned to
Common Core State Standards for English Language Arts, Grade 8
Independent Reading
RL.8.10, RI.8.10
Unit 5 Tasks
Write an Argument
W.8.1.a-e, W.8.10
Speaking & Listening
Present an Argument
SL.8.4, SL.8.5, SL.8.1, SL.8.1.c, SL.8.3, SL.8.6
Reflect & Extend
• Personal Narrative W.8.3.a-e, W.8.4
• Envision Your Future Self
Exhibits and Appendices
12
170
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 8 aligned to
Common Core State Standards for English Language Arts, Grade 8
Unit 6: The Legacy of Anne Frank CCSS in Unit 6: RL.8.3, RI.8.3, RI.8.1, RI.8.4, RI.8.6, RI.8.8, RL.8.4, W.8.7, W.8.8,
W.8.9, W.8.4, W.8.3, W.8.3.b, SL.8.1, SL.8.6, W.8.1, SL.8.1.c, L.8.4.b, L.8.5.c, L.8.2,
Essential Question: What can we learn from tragic events? W.8.2.c, W.8.3.c, RL.8.5, RL.8.2, RL.8.10, RI.8.10, W.8.3.a-e, W.8.6, W.8.10
Unit 6 Academic Vocabulary: draft, liberation, publish
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
DRAMA Analyze Drama (Act I) Create a Timeline • conspicuous Capitalization
The Diary of Anne Frank RL.8.3 W.8.7, W.8.8, W.8.9 • loathe L.8.2
by Frances Goodrich and • indignantly
Character Analysis • ostentatiously
Albert Hackett
W.8.4 • appalled
• inarticulate
(Act II) Start Some Drama
W.8.3, W.8.3.b, W.8.4
Make a Poster
W.8.4
Using Prefixes
Dramatize a Relationship L.8.4.b
SL.8.1, SL.8.6
MENTOR TEXT Analyze a Diary Diary Entry • implore Transitions
DIARY RI.8.3 W.8.4 • splendid W.8.2.c, W.8.3.c
from The Diary of a Young • conjecture
Girl Make Inferences Create a Graphic Novel
by Anne Frank RI.8.1 W.8.4
Discuss with a Partner Connotations and Denotations
SL.8.1 L.8.5.c
Exhibits and Appendices
13
171
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 8 aligned to
Common Core State Standards for English Language Arts, Grade 8
SPEECH Analyze Appeals Speech
After Auschwitz RI.8.4, RI.8.6, RI.8.8 W.8.1
by Elie Wiesel
Analyze Rhetorical Devices Make a Poster
RI.8.4, RI.8.6, RI.8.8 W.8.4
Discuss with a Group
SL.8.1, SL.8.1.c
COLLABORATE & COMPARE
Compare Poems
POEM Analyze Sound Devices Literary Analysis
There But for the Grace RL.8.4 W.8.4
by Wisława Szymborska
Analyze Figurative Language Recite a Poem
RL.8.4 SL.8.1, SL.8.6
POEM
Days Pick a Poet
by Billy Collins W.8.7, W.8.8, W.8.9
Collaborate & Compare
Compare Poems RL.8.5, RL.8.4, RL.8.2, SL.8.1
Independent Reading
RL.8.10, RI.8.10
Unit 6 Tasks
Write a Personal Narrative
W.8.3.a-e, W.8.6, W.8.10
Reflect & Extend
• Write a Persuasive Essay W.8.1
• Create a Theme Song W.8.4
Exhibits and Appendices
14
172
The Wright Community School
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Exhibit 10b
WCS Scope and Sequence for
9th-12th Grade
Exhibits and Appendices 173
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State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 9 aligned to
Common Core State Standards for English Language Arts, Grade 9
Unit 1: Against All Odds CCSS in Unit 1: RI.9.3, RI.9.4, RI.9.5, RI.9.6, RI.9.8, RL.9.5, RL.9.1, L.9.5.b,
L.9.5.a, RL.9.4, W.9.3, SL.9.1, W.9.2, W.9.7, W.9.6, SL.9.2, SL.9.5, W.9.8, W.9.1,
Essential Question: What does it take to survive a crisis? SL.9.4, L.9.4.b, L.9.5.b, L.9.4.d, L.9.4.c, L.9.4.a, L.9.3, L.9.2.b, L.9.2.a, L.9.2, L.9.1.b,
RI.9.7, RL.9.10, RI.9.10
Unit 1 Academic Vocabulary: dimension, external, statistic, sustain, utilize
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language!
Vocabulary Strategy (Grammar)
ANALYZE & APPLY
LITERARY NONFICTION Analyze Literary Nonfiction Personal Reflection • fathom Colons and Semicolons
from A Chance in the World RI.9.3,RI.9.4, RI.9.5 W.9.3 • thwart L.9.3, L.9.2.b, L.9.2.a
by Steve Pemberton • cacophony
Analyze Author’s Perspective Debate • sanctuary
RI.9.6 SL.9.1 • baffle
Tribute Patterns of Word Changes
W.9.3 L.9.4.b
MENTOR TEXT Analyze Arguments Selfish or Smart? • laud Commas
ARGUMENT RI.9.8, RI.9.5 W.9.2 • transfix L.9.2, L.9.1.b
Is Survival Selfish? • consume
by Lane Wallace Analyze Rhetorical Devices Group Discussion • berate
RI.9.8, RI.9.6 SL.9.1 • edict
Survivor Tales
W.9.7, W.9.6 Synonyms
L.9.5.b
SHORT STORY Analyze Flashback and Tension Retell the Story • encroach Relative Clauses
The Leap RL.9.5 W.9.3 • extricate L.9.3, L.9.1.b
by Louis Erdrich • constrict
Make Inferences Group Discussion • comply
RL.9.1 SL.9.1 • tentative
Build a Timeline Prefixes
SL.9.2 L.9.4.d, L.9.4.b
Exhibits and Appendices 1
174
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State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 9 aligned to
Common Core State Standards for English Language Arts, Grade 9
POEM Analyze Poetic Language Write a Dialogue
The End and the Beginning L.9.5.b, L.9.5.a, RL.9.4 W.9.3
by Wisława Szymborska
Analyze Poetic Structure Podcast
RL.9.5 SL.9.5
Blog
COLLABORATE & COMPARE
Compare Accounts
MEMOIR Analyze Memoirs Create a Flyer • reprieve Clauses
from Night RI.9.3,RI.9.6 W.9.2 • emaciated L.9.1.b
by Elie Wiesel • execute
Analyze Word Choice A Life in Art • decisive
L.9.5.b, RI.9.4 W.9.2 • din
Multimedia Presentation
SL.9.5, W.9.7, W.9.8
Multiple-Meaning Words
L.9.4.c, RI.9.4, L.9.4.a
GRAPHIC MEMOIR Analyze Graphic Memoirs Draft an Argument
from Maus RI.9.3, RI.9.5 W.9.1
by Art Spiegelman
Create a Comic Book
W.9.3, W.9.6
Produce an Oral History
SL.9.4, SL.9.1
Collaborate & Compare
Compare Accounts RI.9.7, SL.9.4, SL.9.5
Independent Reading
RL.9.10, RI.9.10
Unit 1 Tasks
Write an Argument
W.9.1
Exhibits and Appendices 2
175
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 9 aligned to
Common Core State Standards for English Language Arts, Grade 9
Speaking & Listening
Present and Respond to an Argument
SL.9.4, SL.9.5
Reflect & Extend
• Author Interview W.9.2
• Create a Documentary W.9.2, W.9.6
Exhibits and Appendices 3
176
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 9 aligned to
Common Core State Standards for English Language Arts, Grade 9
Unit 2: Breaking Through Barriers CCSS in Unit 2: RI.9.3, RI.9.2, RI.9.5, RI.9.1, RI.9.6, RL.9.1, RL.9.2, RL.9.6,
RL.9.5, RL.9.4, RI.9.4, RI.9.7, L.9.5, L.9.5.a, RL.9.7, RI.9.9, W.9.3, SL.9.1.a,
Essential Question: Are some differences too great to overcome? SL.9.1.d, W.9.10, SL.9.6, SL.9.1, W.9.7, SL.9.5, W.9.2, SL.9.4, W.9.6, W.9.1, W.9.8,
W.9.9, L.9.4.b, L.9.5.b, L.9.4.c, L.9.4.a, L.9.1.b, L.9.3, L.9.1, RL.9.10, RI.9.10, W.9.4
Unit 2 Academic Vocabulary: enforce, entity, internal, presume, resolve
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
EDITORIAL Analyze Central Idea and Journal • sibling Noun Clauses
The Power of a Dinner Table Details W.9.3 • anomalous L.9.1.b
by David Brooks RI.9.3 • charismatic
Research • intricate
SL.9.1.a, SL.9.1.d
Analyze Text Structure
RI.9.2, RI.9.5 Blog Posts Suffixes That Form Nouns
W.9.3 L.9.4.b
MENTOR TEXT Analyze Purpose and Message Film Review • rehabilitation Adverbial Clauses
PERSONAL NARRATIVE RI.9.1, RI.9.2, RI.9.6 RI.9.7 • counterparts L.9.1.b
Unusual Normality • stereotype
by Ishmael Beah Analyze Voice and Tone Social Media Profile • naïve
RI.9.6 W.9.10
Denotative and Connotative
Debate a Solution Meanings
RI.9.7, SL.9.6, SL.9.1, W.9.7 L.9.5.b, RI.9.4
SHORT STORY Analyze Setting and Theme Fairy Tale • distend Prepositional Phrases
Once Upon a Time RL.9.1, RL.9.2, RL.9.6 W.9.3 • intention L.9.3, L.9.1.b
by Nadine Gordimer • audacious
Analyze Text Structure Escape Room • intrusion
RL.9.5 SL.9.5 • serrated
Challenge Radio Interview Words from Latin
W.9.2 L.9.4.c
Exhibits and Appendices 4
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POEM Analyze Theme and Details Found Poetry
Theme for English B RL.9.2
by Langston Hughes Poem and Song Competition
Analyze Tone RL.9.2
RL.9.4
Image Board
SL.9.4
COLLABORATE & COMPARE
Compare Across Genres
POEM Analyze Figurative Language Obituary
The Vietnam Wall L.9.5, L.9.5.a, RL.9.4 W.9.2
by Alberto Ríos
Analyze Representations in Playlist
Different Mediums W.9.6
VISUAL ESSAY RL.9.7
Views of the Wall Brochure
W.9.1
Collaborate & Compare
Compare Across Genres RL.9.7
COLLABORATE & COMPARE
Compare Source and Interpretation
SPEECH Analyze Author’s Purpose and Short-Film Screenplay • conceive Parallel Structure
The Gettysburg Address Rhetoric W.9.3 • detract L.9.1
by Abraham Lincoln RI.9.6 • resolve
FILM CLIP Analyze Seminal U.S. Document First-Person Reports • perish
RI.9.9 W.9.7, W.9.8, W.9.9
from Saving Lincoln
Call to Action Multiple-Meaning Words
Analyze Media Techniques L.9.4.a
RI.9.3, RI.9.5
Analyze Media Representations
RI.9.3, RI.9.5
Letter to Lincoln
W.9.2
Exhibits and Appendices 5
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Film Analysis
W.9.2
Compare Interpretations
SL.9.4
Collaborate & Compare
Compare Source and Interpretation RI.9.9, RI.9.7, SL.9.1
Independent Reading
RL.9.10, RI.9.10
Unit 2 Tasks
Write a Personal Narrative
W.9.3, W.9.4
Reflect & Extend
• Research and Report W.9.2
• Create a Photo Essay W.9.4
Exhibits and Appendices 6
179
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Unit 3: Crime Scenes CCSS in Unit 3: RL.9.2, RL.9.3, RI.9.2, RI.9.7, RI.9.1, RI.9.3, RI.9.5, RL.9.1, W.9.2,
SL.9.1, W.9.3, W.9.1, W.9.7, W.9.6, SL.9.2, L.9.4.a, L.9.4.b, L.9.4.c, L.9.4.d, L.9.2.b,
Essential Question: Who suffers when a crime is committed? L.9.1.b, L.9.3, L.9.1, RL.9.10, RI.9.10, W.9.4, W.9.10, SL.9.4, SL.9.5, SL.9.6
Unit 3 Academic Vocabulary: capacity, confer, emerge, generate, trace
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SHORT STORY Analyze Universal Themes Advice Column • negligent Colons
Entwined RL.9.2 W.9.2 • condolence L.9.2.b
by Brian Tobin • empathy
Analyze Characterization Discussion: Good vs. Evil • irrevocably
RL.9.3 SL.9.1 • ineffably
• liability
Debate
SL.9.1 Context Clues
L.9.4.a
MENTOR TEXT Analyze Main Idea and Details Script a Scary Scene • emulate Adjective and Adverb Phrases
INFORMATIONAL TEXT RI.9.2 W.9.3 • reputable L.9.1.b
Why Are We Obsessed with • petition
True Crime? Summarize and Paraphrase Text Anatomy of a Crime Show • exonerate
by Laura Hensley RI.9.2 • visceral
True-Crime Bingeing: Thumbs • normalize
Up or Down?
W.9.1 Verify Word Meanings
L.9.4.a, L.9.4.b, L.9.4.c, L.9.4.d
LITERARY NONFICTION Make Inferences About Hate-Crime Fact Sheet • surreptitiously Sentence Variety
from The 57 Bus Characters W.9.2, W.9.7 • divert L.9.3
by Dashka Slater RI.9.1 • vantage point
Graphic Adaptation • transpire
Analyze Literary Techniques W.9.3 • callous
RI.9.3, RI.9.5
Small-Group Discussion Affixes
SL.9.1 L.9.4.b, L.9.4.c
Exhibits and Appendices 7
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POEM Make Inferences About Theme Future-Tense Letter
Gift-Wrapped Fathers RL.9.1, RL.9.2 W.9.3
by Eduardo (Echo) Martinez
Paraphrase Texts Create a Playlist
W.9.6
Prison Reform
W.9.2, W.9.6, W.9.7
COLLABORATE & COMPARE
Compare Accounts
PODCAST Analyze Media Messages Movie Treatment
Bully RI.9.2, RI.9.3, RI.9.5 W.9.2
by Radiotopia/PRX
Build Active Listening Skills Panel Discussion
SL.9.1
Breaking News
W.9.2
NEWS ARTICLE Make Inferences Support for Trauma Survivors • retribution Active and Passive Voice
Unsolved “Vigilante” Murder in RI.9.1 W.9.2, W.9.6, W.9.7 • taciturn L.9.1, L.9.3
the Heartland • ire
Emergency Council Meeting • macabre
by C.M. Frankie
SL.9.1, SL.9.2 • vigilante
Timeline of Events Words from Greek and Latin
W.9.6 L.9.4.c
Collaborate & Compare
Compare Accounts RI.9.7
Independent Reading
RL.9.10, RI.9.10
Unit 3 Tasks
Write an Informative Essay
W.9.2, W.9.4, W.9.10
Exhibits and Appendices 8
181
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Speaking & Listening
Create a Podcast
SL.9.4, SL.9.5, SL.9.1, SL.9.6
Reflect & Extend
• Create a Sketchnote
• Write an Argument W.9.1
Exhibits and Appendices 9
182
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Common Core State Standards for English Language Arts, Grade 9
Unit 4: Love and Loss CCSS in Unit 4: RL.9.3, RL.9.4, RL.9.5, L.9.5, L.9.5a, RL.9.9, RI.9.5, RI.9.8, RI.9.6,
RL.9.2,
Essential Question: How can love bring both joy and pain? W.9.3, SL.9.1, SL.9.6, W.9.2, RL.9.7, W.9.7, W.9.6, SL.9.4, W.9.10, RI.9.4, L.9.1,
L.9.1.a, L.9.1.b, RL.9.10, RI.9.10, W.9.1, W.9.4
Unit 4 Academic Vocabulary: attribute, commit, expose, initiate, underlie
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
DRAMA Analyze Literary Devices Act 1 Shakespeare’s Language Parallel Structure
The Tragedy of Romeo and RL.9.3, RL.9.4, RL.9.5, L.9.5, Text Message Exchange RL.9.4, W.9.10, L.9.5.a RL.9.4, L.9.1, L.9.1.a
Juliet L.9.5a W.9.3
by William Shakespeare
Analyze Parallel Plots Discussion
RL.9.5 SL.9.1
Act 2
Modern Retelling
W.9.3
Debate
SL.9.1
Act 3
Journal Entry
W.9.3
Graphic Novel
W.9.3
Act 4
Dear Juliet
W.9.3
Dramatic Reading
SL.9.6
Exhibits and Appendices 10
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Act 5
Write a Eulogy
W.9.2
Analyze Media Interpretations
RL.9.7, RL.9.9
Shakespeare’s Legacy
W.9.7
VIDEO AND POEM Analyze Source Material: Poetry
My Shakespeare Interpretations of Shakespeare W.9.3
by Kae Tempest RL.9.9
Kae Tempest—Live!
W.9.2, W.9.6
Small-Group Discussion
SL.9.1
COLLABORATE & COMPARE
Compare Arguments
MENTOR TEXT Compare Authors’ Claims Sketchnote • revere Verb Phrases
LITERARY ANALYSIS RI.9.5, RI.9.8 • constraint L.9.1.b
More than Reckless Teenagers Relationships • condescend
Analyze Rhetoric SL.9.1 • connive
by Caitlin Smith
RI.9.6, RI.9.8 • enmity
Argue the Points • sordid
LITERARY ANALYSIS SL.9.1 • amenable
Romeo Is a Dirtbag
• prevaricate
by Lois Leveen
Figurative Language
RI.9.4, L.9.5.a
Collaborate & Compare
Compare Arguments RI.9.8, SL.9.1
Exhibits and Appendices 11
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COLLABORATE & COMPARE
Compare Source and Adaptation
MYTH Analyze Source Material Sad Love Story
Pyramus and Thisbe from RL.9.2, RL.9.9 W.9.3
Metamorphoses
Analyze Structure Ovid’s Metamorphoses
by Ovid
RL.9.5 W.9.7
DRAMA Reader’s Theater
from Romeo and Juliet SL.9.4, SL.9.6
by William Shakespeare
Collaborate & Compare
Compare Source and Adaptation RL.9.2,RL.9.9, W.9.2
Independent Reading
RL.9.10, RI.9.10
Unit 4 Tasks
Write a Literary Analysis
W.9.1, W.9.4, W.9.10
Reflect & Extend
• Create a Comic Strip W.9.3
• Write a Short Story W.9.3
Exhibits and Appendices 12
185
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State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 9 aligned to
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Unit 5: Freedom at All Costs CCSS in Unit 5: L.9.5.a, L.9.5.b, L.9.5, RL.9.4, RI.9.2, RI.9.3, RI.9.8, RI.9.9, RI.9.5,
RI.9.6, RI.9.4, RL.9.2, RL.9.5, RI.9.7, W.9.3, W.9.9.a, W.9.10, W.9.1, SL.9.1, W.9.2,
Essential Question: Can each of us find freedom? W.9.9.b, W.9.7, W.9.8, SL.9.4, SL.9.5, W.9.6, L.9.4.a, L.9.4.c, L.9.4, L.9.1.b, L.9.3,
L.9.1.a, L.9.1, RL.9.10, RI.9.10, W.9.4, W.9.10
Unit 5 Academic Vocabulary: decline, enable, impose, integrate, reveal
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SHORT STORY Analyze Literary Devices: Irony Switching Perspectives • vigilance Participial Phrases
Harrison Bergeron L.9.5.a, RL.9.4 W.9.3, W.9.9.a, W.9.10 • wince L.9.1.b
by Kurt Vonnegut Jr. • consternation
Analyze Point of View: Satire Call to Resist • cower
RL.9.4 W.9.1, W.9.9.a, W.9.10 • synchronize
• neutralize
Small-Group Discussion
SL.9.1 Context Clues
L.9.4.a
SPEECH Analyze Arguments Current Events Blog Posts • default Repetition and Parallellism
I Have a Dream RI.9.2, RI.9.3, RI.9.8, RI.9.9, W.9.2, W.9.9.b, W.9.10 • desolate L.9.3, L.9.1.a, RI.9.6
by Martin Luther King Jr. RI.9.5, RI.9.6 • degenerate
Compare Accounts • inextricably
Analyze Rhetorical Devices • redemptive
RI.9.9, RI.9.4, L.9.5.a, RI.9.6 Perspective Poll
Antonyms
L.9.4.c, L.9.4
PODCAST Analyze a Podcast Postcards from the March
from Interview with John RI.9.6 W.9.3, W.9.9.a, W.9.10
Lewis
Analyze Author’s Purpose Research & Reflect
by National Public Radio
RI.9.6 W.9.7
Panel Discussion
W.9.7, W.9.8, SL.9.1
Exhibits and Appendices 13
186
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State Board of Education to Operate in SY25-26
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MENTOR TEXT Analyze Text Structure Film Analysis • simulate Pronoun-Antecedent Agreement
HISTORY WRITING RI.9.2, RI.9.3, RI.9.5 RI.9.7, W.9.2 • assess L.9.1
from Hidden Figures • maneuver
by Margot Lee Shetterly • analytical
Analyze Word Choice Social Media Profile
RI.9.4 W.9.7, W.9.8, W.9.9.b
Research and Report Reference Sources
W.9.7, W.9.8, W.9.9.b L.9.4.c
POEM Analyze Narrator Perspective Research Paper
Booker T. and W.E.B. RL.9.2, RL.9.5 W.9.7, W.9.8
by Dudley Randall
Analyze Poetic Language Image Board
L.9.5, L.9.5.b, L.9.5.a, RL.9.4 SL.9.4, SL.9.5
Group Debate
SL.9.1
COLLABORATE & COMPARE
Compare Treatments of a Topic
MEMOIR Analyze Rhetorical Devices Journal Entry • segregate Verb Tense
from Reading Lolita in Tehran RI.9.6 W.9.2, SL.9.1 • allocate L.9.1
by Azar Nafisi • convert
Analyze Setting and Purpose Timeline • irrelevant
RI.9.6 W.9.7, W.9.8
Denotative and Connotative
Podcast Meanings
SL.9.1, SL.9.5 L.9.5.b, RI.9.4
GRAPHIC MEMOIR Determine Author’s Point of Analysis
from Persepolis 2: The Story of a View W.9.2
Return RI.9.6
by Marjane Satrapi Graphic Short
Analyze Accounts in Different W.9.6
Mediums
RI.9.7 Small-Group Debate
SL.9.1
Exhibits and Appendices 14
187
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Collaborate & Compare
Compare Treatments of a Topic RI.9.2, RI.9.7, SL.9.1, W.9.3, W.9.6, SL.9.4, SL.9.5
Independent Reading
RL.9.10, RI.9.10
Unit 5 Tasks
Write a Research Report
W.9.2, W.9.4, W.9.10
Reflect & Extend
• Create a Protest Song W.9.3, W.9.6
• Write a Poem
Exhibits and Appendices 15
188
The Wright Community School
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State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 9 aligned to
Common Core State Standards for English Language Arts, Grade 9
Unit 6: Epic Journeys CCSS in Unit 6: RL.9.3, RL.9.6, L.9.5.a, RL.9.4, RL.9.5, RI.9.1, RI.9.2, RI.9.3, RI.
9.5, L.9.5, RL.9.10.a, W.9.3, W.9.6, SL.9.5, SL.9.6, W.9.7, W.9.8, SL.9.4, SL.9.1,
Essential Question: What drives us to take on a challenge? W.9.5, W.9.10, RL.9.2, L.9.4.d, L.9.4, L.9.4.c, RI.9.4, L.9.4.b, L.9.1.b, L.9.1, L.9.3,
RI.9.6, RL.9.1, RL.9.10, RI.9.10, W.9.2, W.9.4, SL.9.1.a–d
Unit 6 Academic Vocabulary: motivate, objective, pursuit, subsequent, undertake
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
EPIC POEM Analyze Character: Epic Hero Switching Perspectives Words from Latin Absolute Phrases
from The Odyssey RL.9.3,RL.9.6 W.9.3 L.9.4.d, L.9.4 L.9.1.b
by Homer, translated by Robert
Analyze Epic Poetry Graphic Adaptation
Fitzgerald
L.9.5.a, RL.9.4, RL.9.5, RL.9.6 W.9.3, W.9.6
Research and Record
SL.9.5, SL.9.6
MENTOR TEXT Make Predictions Research and Report • innovation Use Appositives Effectively
INFORMATIONAL TEXT RI.9.1 W.9.7, W.9.8 • GPS L.9.1
Archaeology’s Tech • artifact
Determine Central Idea Virtual Tour • forensic analysis
Revolution
RI.9.1, RI.9.2 W.9.6, W.9.7, W.9.8, SL.9.4,
by Jeremy Hsu SL.9.5
Use References
Small-Group Discussion L.9.4.c, RI.9.4
SL.9.1
COLLABORATE & COMPARE
Compare Messages Across Genres
TRAVEL WRITING Analyze Ideas and Events Blog Posts • circuitously Sentence Variety
from The Cruelest Journey: 600 RI.9.3, RI.9.5 W.9.3 • disingenuous L.9.3, W.9.10
Miles to Timbuktu • integrity
Evaluate Graphic Features Community Tour • embark
by Kira Salak
RI.9.5 SL.9.4 • stagnant
Maze Challenge Word Roots
W.9.5, W.9.10 L.9.4.c, L.9.4.b
Exhibits and Appendices 16
189
The Wright Community School
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State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 9 aligned to
Common Core State Standards for English Language Arts, Grade 9
POEM Interpret Figurative Language Music Connection
The Journey L.9.5, L.9.5.a, RL.9.4 RL.9.2, SL.9.4, SL.9.5
by Mary Oliver
Make Connections Image Board
RL.9.10.a SL.9.4, SL.9.5
Journal Entry
W.9.3
Collaborate & Compare
Compare Messages Across Genres RI.9.1, RI.9.2, RI.9.3, RL.9.2, RI.9.4, RL.9.4, RI.9.5, RL.9.5, RI.9.6, RL.9.1, SL.9.1
Independent Reading
RL.9.10, RI.9.10
Unit 6 Tasks
Write an Expository Essay
W.9.2, W.9.4, W.9.10
Speaking & Listening
Participate in a Collaborative Discussion
SL.9.1.a–d
Reflect & Extend
• Create a Movie Trailer W.9.3, W.9.6
• Write a Play W.9.3
Exhibits and Appendices 17
190
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 10 aligned to
Common Core State Standards for English Language Arts, Grade 10
Unit 1: Conflict and Connection CCSS in Unit 1: RL.10.2, RL.10.6, RI.10.1, RI.10.6, RL.10.1, RL.10.3, RI.10.9,
RI.10.8, RL.10.4, RI.10.4, W.10.9.a, W.10.2.f, SL.10.5, W.10.7, W.10.1, SL.10.1.a,
Essential Question: What differences can’t be bridged? W.10.5, W.10.10 , W.10.8, W.10.3.a–b, W.10.3.d–e, W.10.2, W.10.9.b, SL.10.1,
SL.10.6, W.10.1.a–e, SL.10.1.b, SL.10.1.c , SL.10.1.d, L.10.5.a, L.10.4, L.10.4.a,
Unit 1 Academic Vocabulary: discriminate, diverse, inhibit, intervene, rational L.10.4.b, L.10.5.b, L.10.1.b, L.10.1, RL.10.10, RI.10.10
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language!
Vocabulary Strategy (Grammar)
ANALYZE & APPLY
SHORT STORY Analyze Development of Theme Write a Letter • ironically Noun Phrases and Verb Phrases
The Book of the Dead RL.10.2 W.10.9.a • mesmerize L.10.1.b
by Edwidge Dantica • eradicate
Understand Cultural and Visual Art • contemplate
Historical Context W.10.2.f, SL.10.5 • spontaneously
RL.10.6
Haitian History Oxymoron
W.10.7 L.10.5.a
MEMOIR Analyze Historical Context Write an Argument • precarious Appropriate Verb Tense
By Any Other Name RI.10.1 W.10.1 • insular L.10.1
by Santha Rama Rau • sedately
Analyze Author’s Purpose Group Discussion • tepid
RI.10.6 SL.10.1.a
Name Changes in History Words from Other Languages in
W.10.7 English
L.10.4
POEM Analyze Setting Write a Poem
Without Title RL.10.1 W.10.5, W.10.10
by Diane Glancy
Make Inferences About Theme Cultural Change
RL.10.1, RL.10.2 W.10.8
Contrast Collage
SL.10.5
1
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SHORT STORY Analyze Character Motivations Media Montage • poignant Tone
What, of This Goldfish, Would RL.10.3 SL.10.5 • wizened RL.10.4
You Wish? • beleaguered
by Etgar Kere Analyze Cultural Background Write a Fable • fluent
RL.10.6 W.10.3.a–b, W.10.3.d–e
Context Clues
Compare Archetypes L.10.4.a
W.10.7
COLLABORATE & COMPARE
Compare Arguments
COURT OPINIONS Analyze Seminal Documents Write a Comparison • compulsion Noun Clauses
from Texas v. Johnson RI.10.9 RI.10.9, W.10.2,W.10.9.b • implicit L.10.1.b
by William J. Brennan and • reaffirmation
William Rehnquist Evaluate Evidence Discuss Rights • resilience
RI.10.6, RI.10.8 SL.10.1 • sovereignty
• summarily
Current Events
SL.10.5, SL.10.6 Words from Latin
L.10.4.b
MENTOR TEXT Evaluate an Argument Letter to the Editor • icon Diction and Tone
EDITORIAL RI.10.8 W.10.1, W.10.1.d–e • sanctity RI.10.4
American Flag Stands for • dogma
Tolerance Analyze Rhetoric Debate the Issue
by Ronald J. Alle RI.10.6 SL.10.1.b, SL.10.1.c
Connotations
Negotiate Conflict L.10.5.b
SL.10.1.d
Collaborate & Compare
Compare Arguments RI.10.6, RI.10.8
Independent Reading
RL.10.10, RI.10.10
Unit 1 Tasks
Write an Argument
W.10.1.a–e
Reflect & Extend
• Create a Vlog SL.10.5
• Write a Short Story W.10.3
2
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Unit 2: The Power of Perception CCSS in Unit 2: RL.10.1, RL.10.3, RI.10.2, RI.10.6, RL.10.4, RL.10.5, SL.10.2,
L.10.5.a, SL.10.5, W.10.2, W.10.7, W.10.10, SL.10.4, W.10.8, L.10.3.a, W.10.9.a,
Essential Question: How does our point of view shape our view of the world? SL.10.1.d, W.10.1, W.10.7, L.10.4.a, L.10.4.c, L.10.5.b, L.10.3, L.10.2.b, L.10.1.b,
RL.10.7, RI.10.7, RL.10.10, RI.10.10, W.10.2.a–f, SL.10.3
Unit 2 Academic Vocabulary: differentiate, incorporate, mode, orient, perspective
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SHORT STORY Make Inferences Public-Service Announcement • pensive Dialect and Dialogue
Super Human RL.10.1 SL.10.5 • simultaneously L.10.3
by Nicola Yoon • meticulous
Understand Character Compare Archetypes • frivolous
Motivations W.10.2 • devoid
RL.10.3 • dissipate
Current Events
W.10.7 Context Clues
L.10.4.a
MENTOR TEXT Identify Central Idea Selfie Handbook • visceral Colons
INFORMATIONAL TEXT RI.10.2 W.10.2.a, W.10.10 • intrinsic L.10.2.b
How Do You See Your • narcissism
Self(ie)? Understand Author’s Purpose Deliver an Argument • cathartic
by Sarah Mervosh and Point of View SL.10.4
RI.10.6
Selfie Time Lapse Reference Materials
SL.10.5 L.10.4.c
POEM Analyze Speaker Write a Poem
Mirror RL.10.1 W.10.10
by Sylvia Plath
Analyze Figurative Language Self-Awareness Vlog
RL.10.4 SL.10.5
Poetry Wall
W.10.8, L.10.3.a
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SHORT STORY Make Inferences Culture Report • solace Absolute Phrases
The Night Face Up RL.10.1 W.10.8, L.10.3.a • lucid L.10.1.b
by Julio Cortázar • beneficent
Analyze Plot Structure Write an Analysis • consecrate
RL.10.5 W.10.2.b,W.10.2.f,W.10.9.a • translucent
Discuss Opinions Denotation and Connotation
SL.10.1.d L.10.5.b
COLLABORATE & COMPARE
Compare Details
INFOGRAPHIC Interpret Graphics
The 100-Person Planet SL.10.2
Analyze Motives
RI.10.6
POEM Analyze Literary Devices Write an Advice Letter
A Contribution to Statistics RL.10.4, L.10.5.a W.10.1, W.10.10
by Wisława Szymborska
Analyze Structure Conduct a Poll
RL.10.5 W.10.7, SL.10.5
Create an Infographic
W.10.7, SL.10.5
Collaborate & Compare
Compare Details RL.10.7, RI.10.7
Independent Reading
RL.10.10, RI.10.10
Unit 2 Tasks
Write an Explanation
W.10.2.a–f
Speaking & Listening
Deliver a Multimedia Presentation
SL.10.3, SL.10.4, SL.10.5
Reflect & Extend
• Create a Perspective Map W.10.7
• Write a Narrative Poem W.10.10
4
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Unit 3: Hard-Won Liberty CCSS in Unit 3: SL.10.2, RI.10.8, RI.10.6, RL.10.3, RL.10.5, RI.10.4, RI.10.3,
RI.10.5, RI.10.2, RI.10.9, RI.10.1, RL.10.10.b, RL.10.2, W.10.9.b, W.10.8, SL.10.1.b,
Essential Question: How can we escape what oppresses us? W.10.3, SL.10.4, W.10.6, W.10.7, W.10.2.a, W.10.1, W.10.1d, SL.10.1.a, SL.10.1.d,
SL.10.5, W.10.2, SL.10.3, SL.10.1, L.10.2, L.10.4.a, L.10.4.d, L.10.5.b, L.10.1.a,
Unit 3 Academic Vocabulary: comprehensive, equivalent, incentive, innovate,
subordinate L.10.1.b, L.10.1, RI.10.7, RL.10.9, RL.10.10, RI.10.10, W.10.4, W.10.10, SL.10.6
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
ARGUMENT Analyze Argument Seminal Documents • cognizant Repetition and Parallelism
Letter from Birmingham Jail RI.10.8 RI.10.9, W.10.9.b • moratorium L.10.1.a
by Martin Luther King Jr. • retaliate
Analyze Rhetorical Devices Civil Rights Leaders • precipitate
RI.10.6 W.10.8 • complacency
• manifest
Current Events
• mores
SL.10.1.b
• provocation
Context Clues
L.10.4.a
SHORT STORY Analyze Character Development Epilogue • flog Adjectival Phrases
The American Embassy RL.10.3 W.10.3 • denunciation L.10.1.b
by Chimamanda Ngozi Adichie • flamboyant
Plot Structure: Flashback Propose a Solution • nondescript
RL.10.5 SL.10.4 • compile
Research Immigrant Accounts Verify Word Meanings
W.10.6, W.10.7 L.10.4.d
5
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MEMOIR Analyze Diction and Syntax Policy Analysis • irrefutable Purposeful Fragments
The Hawk Can Soar RI.10.4 W.10.2.a, W.10.6, W.10.7, • insidious L.10.1
by Randi Davenport W.10.8 • atrophy
Analyze Text Structure • contemptuous
RI.10.3, RI.10.5 Persuasive Letter • occult
W.10.1, W.10.1d
Group Discussion Allusions
SL.10.1.a, SL.10.1.d L.10.4.d
SPEECH Analyze Central Idea Argument
from The Four Freedoms RI.10.2, RI.10.9 W.10.1, W.10.1.d
by Franklin D. Roosevelt
Analyze Purpose Presidential Speeches
RI.10.6 W.10.7
History Timeline
SL.10.5
COLLABORATE & COMPARE
Compare Accounts
DOCUMENTARY FILM Analyze Purpose Film Critique
from Gandhi: The Rise to Fame RI.10.1, RI.10.6 W.10.2, SL.10.3
by BBC
Analyze Media Techniques Art
SL.10.2 W.10.7, SL.10.5
Small Group Discussion
W.10.7, SL.10.1, SL.10.3
MENTOR TEXT Analyze Argument Synthesizing Sources • unpalatable Adverbial Phrases and Clauses
ARGUMENT RI.10.8 W.10.8 • unadulterated L.10.1.b
from Letter to Viceroy, Lord Infographic • humility
Irwin Analyze Rhetoric SL.10.5, L.10.2 • iniquitous
by Mohandas K. Gandhi RI.10.6 • peremptory
Argument Rating
SL.10.1 Denotations and Connotations
L.10.5.b
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Collaborate & Compare
Compare Accounts RI.10.7
COLLABORATE & COMPARE
Compare Source and Adaptations
MYTH Analyze Elements of Myth Myth Adaptation
from Popol Vuh RL.10.10.b W.10.3
translated by Dennis Tedlock
Analyze Universal Themes Group Discussion
GRAPHIC NOVEL RL.10.2 SL.10.1, SL.10.1.a
The Hero Twins Against the
Lords of Death Problem-Solving Skills
SL.10.5
by Dan Jolley and David Witt
POEM
Myth-Interpretation
by Monica Moreno
Collaborate & Compare
Compare Source and Adaptations RL.10.9
Independent Reading
RL.10.10, RI.10.10
Unit 3 Tasks
Write an Argument
W.10.1, W.10.4, W.10.10
Speaking & Listening
Deliver an Argument
SL.10.3, SL.10.4, SL.10.6
Reflect & Extend
• Create a Protest Song SL.10.5
• Write a Biography W.10.2
7
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Unit 4: Reckless Ambition CCSS in Unit 4: RL.10.10.b, RL.10.2, RL.10.3, RL.10.4, L.10.5.a, RL.10.7, RI.10.8,
W.10.2, SL.10.1, W.10.3, W.10.1, SL.10.4, W.10.7, W.10.9.a, SL.10.5, W.10.2.b,
Essential Question: When is ambition dangerous? L.10.4.a, L.10.4.b, L.10.4.c, L.10.3, L.10.1.b, L.10.2, RI.10.6, W.10.9.b, SL.10.3,
RL.10.10, RI.10.10, W.10.9, W.10.6
Unit 4 Academic Vocabulary: comprise, incidence, predominant, priority, ultimate
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
DRAMA Analyze Drama Act I Archaic Language Inverted Sentence Structure
The Tragedy of Macbeth RL.10.10.b Character Contrast L.10.4.a, L.10.4.b, L.10.4.c L.10.3
by William Shakespeare W.10.2
Analyze Character and Theme
RL.10.2, RL.10.3 Discuss Plots
SL.10.1
Analyze Figurative Language
RL.10.4, L.10.5.a Act II
Character Chat
W.10.3
Argue Opinions
SL.10.1
Act III
Critical Evaluation
W.10.1
Irony Analysis
SL.10.1
Act IV
Job Description
W.10.2
Debate
SL.10.4
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Act V
Character Evaluation
W.10.2
Group Discussion
SL.10.1
Developing Questions
W.10.7
FILM Analyze Media Representations Movie Review
from Macbeth RL.10.7 W.10.9.a
by Rupert Goold
Plan a Short Film
Timeline of Trends
W.10.7, SL.10.5
COLLABORATE & COMPARE
Compare Across Genres
GRAPHIC NOVEL Analyze Visual Elements Comparison • sporadic Parentheses
from Manga Shakespeare: RL.10.7 W.10.9.a • enraptured L.10.1.b, L.10.2
Macbeth • daunting
by Robert Deas and Richard Analyze Evidence Deliver a Pitch
RI.10.8 SL.10.4
Appignanesi
Expert Review
MENTOR TEXT W.10.2, W.10.2.b
BOOK REVIEW
Shakespeare and Samurai (and
Word Roots
Robot Ninjas?) L.10.4.b
by Caitlin Perry
Collaborate & Compare
Compare Across Genres RL.10.7, RI.10.6,RI.10.8,W.10.9.b, SL.10.3, SL.10.4
Independent Reading
RL.10.10, RI.10.10
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Unit 4 Tasks
Write a Literary Analysis
W.10.9
Reflect & Extend
• Create a Photo Essay W.10.6
• Write a Drama W.10.3
10
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Unit 5: Forces of Change CCSS in Unit 5: RL.10.5, RL.10.1, RI.10.2, RI.10.3, RI.10.5, RI.10.4, RI.10.6,
RL.10.4, RL.10.2, SL.10.2, SL.10.3, W.10.3.a, SL.10.4, SL.10.6, SL.10.1, W.10.2,
Essential Question: How do changes, large and small, affect us? W.10.2.d, W.10.7, W.10.8, W.10.6, SL.10.1.c, SL.10.1.d, W.10.2.a, W.10.10, SL.10.2,
SL.10.3, SL.10.5, SL.10.1.b, L.10.5.b, L.10.4.c, L.10.4.b, W.10.3.c, L.10.1.b, L.10.1,
Unit 5 Academic Vocabulary: abstract, evolve, explicit, facilitate, infer RI.10.1, RL.10.10, RI.10.10, W.10.4
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SHORT STORY Analyze Plot and Setting Write a Story • expendable Transitions
A Sound of Thunder RL.10.5 W.10.3.a, W.10.3.a • subtle W.10.3.c
by Ray Bradbury • paradox
Make Inferences Deliver a Sales Pitch • undulate
RL.10.1 SL.10.4, SL.10.6 • subliminal
Decision Making Synonyms and Antonyms
SL.10.1 L.10.5.b
FEATURE ARTICLE Analyze Development of Ideas Research Report • opportune Participial Phrases
The Bombing of Black Wall RI.10.2, RI.10.3, RI.10.5 W.10.2, W.10.2.d, W.10.7, • scenario L.10.1.b
Street W.10.8 • complicity
by Allison Keyes Analyze Word Choice and Tone • atrocity
RI.10.4 Timeline of Events • fortitude
W.10.6
Reference Sources
L.10.4.c
Evaluate Press Coverage
SL.10.1.c, SL.10.1.d
MENTOR TEXT Analyze Text Structure Procedural Brochure • virulence Subject-Verb Agreement
SCIENCE WRITING RI.10.5 W.10.2.a, W.10.7, W.10.10 • malevolence L.10.1
from The Fever: Malaria and • anomalous
Humankind Analyze Purpose and Audience Reporting Analysis • vestige
by Sonia Shah RI.10.6 SL.10.2, SL.10.3
Malaria Flowchart Affixes
SL.10.4, SL.10.6 L.10.4.b
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POEM Analyze Figurative Language Group Chat
The War Works Hard RL.10.4 W.10.10
by Dunya Mikhail
Analyze Satire Documentary Film
RL.10.2 SL.10.5
Conflict Resolution Plan
SL.10.1.b, SL.10.1.d
COLLABORATE & COMPARE
Compare Themes Across Genres
DOCUMENTARY FILM Analyze Media Techniques Collaborative Essay
from Rivers and Tides SL.10.2 W.10.10
by Thomas Riedelsheimer
Analyze Purpose and Theme Change Presentation
POEM SL.10.3, RL.10.2 SL.10.5
Sonnets to Orpheus, Part Two,
XII Reflect on Emotions
W.10.10
by Rainer Maria Rilke
Collaborate & Compare
Compare Themes Across Genres RI.10.1, RL.10.1, RL.10.2, SL.10.4
Independent Reading
RL.10.10, RI.10.10
Unit 5 Tasks
Write a Research Report
W.10.2, W.10.4, W.10.10
Reflect & Extend
• Create an Infographic SL.10.5
• Write a Poem W.10.10
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Unit 6: Our Place in Nature CCSS in Unit 6: RL.10.3, RL.10.5, RL.10.4, RI.10.1,RI.10.4, RI.10.3, RI.10.5,
RL.10.2, SL.10.2, SL.10.3, W.10.3.a, W.10.7, SL.10.1.d, W.10.1.a, W.10.1.d, SL.10.5,
Essential Question: What effect do we have on nature, and how does nature affect SL.10.1, W.10.2.a, SL.10.1.c, W.10.6, SL.10.1.b, W.10.2, W.10.2.c, W.10.2.d, W.10.8,
us? SL.10.6, W.10.1, SL.10.2, L.10.4, L.10.4.d, L.10.4.c, L.10.1.a, L.10.1.b, L.10.2.b,
L.10.2.a, RL.10.1, SL.10.4, RL.10.10, RI.10.10, W.10.4, W.10.10, SL.10.4
Unit 6 Academic Vocabulary: advocate, discrete, domain, enhance, evoke
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SHORT STORY Analyze Point of View Short Story • attest Parallel Structure
The Great Silence RL.10.3 W.10.3.a • cacophony L.10.1.a
by Ted Chiang • eavesdrop
Analyze Narrative Structure Presentation • primal
RL.10.5 W.10.7 • reverberation
• malicious
Communication Strategies
SL.10.1.d Multiple-Meaning Words
L.10.4
PUBLIC SERVICE Analyze Media Techniques and Letter to the Editor
ADVERTISEMENT Purposes W.10.1.a, W.10.1.d
Find Your Park SL.10.2, SL.10.3
by National Park Service Advertisement
SL.10.5
Problem Solving
SL.10.1
MENTOR TEXT Analyze Pacing and Tension Literary Analysis • taut Relative Clauses
SHORT STORY RL.10.5 W.10.2.a • vigil L.10.1.b
Night Garden • arrogance
by Shruti Swamy Analyze Figurative Language Photo Essay
RL.10.4 SL.10.5
Group Discussion
SL.10.1.c, SL.10.1.d Verify Word Meanings
L.10.4.d
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ARGUMENT Monitor Comprehension Collaborative Blog • invasive Colons, Semicolons, and Dashes
Can Genetic Engineering Solve RI.10.1,RI.10.4 W.10.6 • prestigious L.10.2.b, L.10.2.a
the Problem We Created? • beset
by Sarah Zhang Analyze Pro-Con Organization Problem-Solution Graphic • synthetic
RI.10.3, RI.10.5 W.10.7
Debate Reference Resources
SL.10.1.b L.10.4.c
COLLABORATE & COMPARE
Compare Themes
SHORT STORY Analyze Symbol and Theme Research Report • frail Complex Sentences
The Seventh Man RL.10.2 W.10.2, W.10.2.c, W.10.2.d, • entranced L.10.1.b
by Haruki Murakami W.10.8 • delirium
Analyze Plot • sociable
RL.10.5 Video Scrapbook • premonition
SL.10.5 • permeate
• sentiment
Advice Podcast
• reconciliation
SL.10.5, SL.10.6
Figurative Language
RL.10.4
POEM Analyze Symbol and Theme Argument
Carry RL.10.2 W.10.1
by Linda Hogan
Analyze Figurative Language Photo Analysis
RL.10.4 SL.10.2
Discussion
SL.10.1.b, SL.10.1.d
Collaborate & Compare
Compare Themes RL.10.1, RL.10.2, SL.10.4, SL.10.5
Independent Reading
RL.10.10, RI.10.10
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Unit 6 Tasks
Write a Short Story
W.10.3, W.10.4, W.10.10
Speaking & Listening
Produce a Podcast
SL.10.5, SL.10.6, SL.10.4
Reflect & Extend
• Create a Public Service Advertisement SL.10.5
• Write an ArticleW.10.2
15
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Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 11 aligned to
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Unit 1: Foundations and Encounters: Early American Literature CCSS in Unit 1: RL.11.3 RL.11-12.1 W.11.3 SL.11.5 W.11.2, W.11.7 L.11.4.a,
L.11.4.c, L.11.4.d L.11.3 RL.11.2 RL.11.3 W.11.3 L.11.3.a RI.11.3 W.11.4 L.11.3
Essential Questions: What connects people to certain places?What values and RI.11.5 SL.11.5 SL.11.1 RL.11.2 RL.11.4 W.11.8, SL.11.2, SL.11.5, SL.11.6 RI.11.2
beliefs shape who we are? What does it mean to be a stranger in a strange land?
RI.11.6 W.11.8 W.11.2.a-e L.11.4.a RL 11.10, RI 11.10 W.11.2.a-b,W.11.2, W.11.4,
What happens when cultures collide?
W.11.10, W.11.5, L.11.3.a, W.11.2.c, W.11.2.f SL.11.5, SL.11.1.a-d W.11.3
Unit 1 Academic Vocabulary: adapt, coherent, device, displace, dynamic
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language!
Vocabulary Strategy (Grammar)
ANALYZE & APPLY
MYTH Analyze Myth Creation Myth Reflexive Pronouns
The World on the Turtle’s RL.11.3 W.11.3 L.11.3
• delicacies
Back • frantically
by Iroquois storytellers • vanquish
Book Cover
Make Inferences SL.11.5 • pliable
RL.11-12.1
Multiple-Meaning Words
Comparing Creation Myths L.11.4.a, L.11.4.c, L.11.4.d
W.11.2, W.11.7
SHORT STORY Analyze Theme Dramatic Monologue Verb Tenses
Balboa RL.11.2 W.11.3 • pristine L.11.3.a
by Sabina Murray • protrude
• provision
Analyze Plot Europeans in the Age of • discord
RL.11.3 Exploration • distinction
W.11.7 • cede
Context Clues
L.11.4.d, L.11.4.a
Advice Column
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MENTOR TEXT Analyze Development of Ideas News Article Infinitives and Infinitive Phrases
RI.11.3 W.11.4 • straits
NONFICTION NARRATIVE L.11.3
• conquistadors
A Desperate Trek Across • interminable
America • unimpeded
Analyze and Evaluate Structure Instagram Post
by Andrés Reséndez RI.11.5 • posse
SL.11.5
Foreign Words in English
L.11.4.d, L.11.4.c
Group Discussion
SL.11.1
POEM Determine Themes Literary Analysis
New Orleans RL.11.2 W.11.2
by Joy Harjo
Analyze Figurative Language Presentation
RL.11.4 W.11.8, SL.11.2, SL.11.5,
SL.11.6
Analyze Imagery
RL.11.4 Soundtrack
COLLABORATE & COMPARE
HISTORY WRITING Determine Central Idea Letter to the Author
W.11.2 • project Dependent Clauses
Coming of Age in the Dawnland RI.11.2
• settlement L.11.1, L.11.3.a
by Charles C. Mann • regimen
Analyze Language
RI.11.4 Historical Foods • defection
HISTORICAL NARRATIVE W.11.8 • stoically
from Of Plymouth Plantation Analyze Primary Sources
By William Bradford RI.11.6 Social Media Posts Specialized Vocabulary
L.11.4.a, L.11.4.c
Compare-and-Contrast Essay
Determine Central Idea W.11.2.a-e
RI.11.2
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Proposal Active and Passive Voice
W.11.4 • patent L.11.1.b
• clave
• calamity
Interview • sundry
SL.11.6 • divers
Archaic Vocabulary
L.11.4.d, L.11.4.a, L.11.4.c
COLLABORATE & COMPARE
POEM Paraphrase Poem
Here Follow Some Verses Upon RL.11.2 W.11.4
the Burning of Our House, July
10th, 1666
Analyze Theme Mixed Media Collage
by Anne Bradstreet RL.11.4 SL.11.5
Analyze Style Role-Play
POEM RL.11.6 SL.11.6
World, in hounding me…
by Sor Juana Inés de la Cruz
translated by Alan S. Trueblood
Collaborate & Compare
Compare Poems RL.11.4
Collaborate and Present SL.11.6, SL.11.1.a-d
Independent Reading
RL 11.10, RI 11.10
Unit 1 Tasks
Write an Informative Essay W.11.2.a-b,W.11.2, W.11.4, W.11.10, W.11.5, L.11.3.a, W.11.2.c, W.11.2.f
Present an Informative Essay SL.11.5, SL.11.1.a-d
Reflect & Extend
• Create a Sketchnote SL.11.5
• Write a Short Story W.11.3
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Unit 2: Building a Democracy: The Revolutionary Period CCSS in Unit 2: RI.11.9, RI.11.4, RI.11.2 RI.11.9, RI.11.6, RI.11.5 W.11.1 SL.11.6
SL.11.1 W.11.2.d, L.11.4 RI.11.5, L.11.3 RL.11.5 RL.11.6 RL.11.2 SL.11.5 W.11.4,
Essential Questions: What does oppression look like? How do we gain our SL.11.6 W.11.2.a-b, W.11.2.e, W.11.5, W.11.9.a, W.11.2 RI.11.7 W.11.7, W.11.8
freedom? How can we share power and build alliances? How do we reach our SL.11.4 L.11.4.c L.11.2.a RL.11.3 SL.11.1.a-d, SL.11.4 W.11.3.a-b L.11.4.b, L.11.4.c
goals? L.11.1 L.11.4.c, L.11.1.a, L.11.1.b W.11.2.a-c, W.11.2.f W.11.1 RL 11.10, RI 11.10
W.11.2.a-d, W.11.4 W.11.5, W.11.2.e-f, L.11.2 W.11.6, W.11.10
Unit 2 Academic Vocabulary: contrary, founder, ideological, publication,
revolution
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
PUBLIC DOCUMENT Determine Central Idea Evaluating Equality Parallel Structure
W.11.1 • establish RI.11.5, L.11.3
The Declaration of RI.11.9, RI.11.4, RI.11.2
• affect
Independence • invest
Recite the Text
by Thomas Jefferson • abdicate
SL.11.6
Analyze Argument
RI.11.9, RI.11.6, RI.11.5 Finding Freedom Domain-Specific Words
SL.11.1 W.11.2.d, L.11.4
POEM Analyze Structure
One Today RL.11.5 Compare Inaugural Poems
by Richard Blanco W.11.2.a-b, W.11.2.e, W.11.5,
Analyze Imagery W.11.9.a, W.11.2
RL.11.6
Illustrate “One Today”
Determine Themes SL.11.5
RL.11.2
Poetry Reading
W.11.4, SL.11.6
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VIDEO Determine Author’s Purpose Art Comparison
American Experience: RI.11.6 W.11.4
Alexander Hamilton
by PBS Evaluate Information in Media Summary of the Constitutional
RI.11.7 Convention
W.11.7, W.11.8
Multimedia Presentation
W.11.7, SL.11.4, SL.11.5
MENTOR TEXT Analyze Ideas and Events Social Media Profile Hyphenation
RI.11.3 W.11.4, W.11.6 • tepid L.11.2.a
HISTORY WRITING
• anomalous
Thomas Jefferson: The Best of
Analyze Structure Debate • copious
Enemies
by Ron Chernow RI.11.5 W.11.8, SL.11.1, SL.11.4 • façade
• rudiments
Cabinet Battles • cardinal
W.11.7
Use Reference Materials
L.11.4.c
SHORT STORY Analyze Point of View A Different Point of View Subject-Verb Agreement
RL.11.6 W.11.3.a-b • capacity L.11.1
A Soldier for the Crown
• belatedly
by Charles Johnson • unalienable
Analyze Plot Diary Entry
RL.11.5, RL.11.3 W.11.4 • elusive
Prefixes and Suffixes
L.11.4.b, L.11.4.c
Debate
SL.11.1.a-d, SL.11.4
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AUTOBIOGRAPHY Make Inferences Essay Standard English
RI.11.1 W.11.2.a-c, W.11.2.f • unremitting L.11.4.c, L.11.1.a, L.11.1.b
from The Autobiography
• felicity
By Benjamin Franklin • affluence
Analyze and Evaluate Structure Elevator Pitch
RI.11.5 SL.11.4 • eradicate
• trifling
Find Out About Franklin • incorrigible
W.11.7 • artifice
• contrive
Latin Roots
L.11.4.b, L.11.4.c
COLLABORATE & COMPARE
POEM Analyze Themes
On Being Brought from Africa RL.11.9, RL.11.2 Compare the Poems
to America W.11.9.a
Analyze Sound Devices
by Phillis Wheatley
RL.11.4 Connect to the Modern Day
SL.11.1
POEM Analyze Tone
Sympathy RI.11.6 Present a Poem About Freedom
by Paul Laurence Dunbar W.11.6 Formal English and Contested
Usage
Analyze Author’s Purpose Argument • demurred L.11.1.a-b
ESSAY • watershed
RI.11.6, RI.11.1 W.11.1
from Lean In • internalize
by Sheryl Sandberg Sketchnote • parity
SL.11.5 • deprive
LETTER • impunity
Letter to John Adams Social Media Message
by Abigail Adams SL.11.4 Analyze Meanings of Idioms
L.11.5
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Compare Texts
Independent Reading RL 11.10, RI 11.10
Unit 2 Tasks
Write a Research Report W.11.2.a-d, W.11.4 W.11.5, W.11.2.e-f, L.11.2 W.11.6, W.11.10
Present a Research Report SL.11.3, SL.11.4
Reflect & Extend
• Create an Edutainment Video SL.11.4, SL.11.5
• Write an Argument W.11.1
Exhibits and Appendices 7
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Unit 3: The Individual and Society: Literature of the American Renaissance CCSS in Unit 3: RL.11.5 RL.11.4, RL.11.2, L.11.5.a W.11.4 SL.11.5 RI.11.6,
RI.11.5 RI.11.3, RI.11.2 SL.11.1 W.11.2.a-c, W.11.2.f W.11.6, W.11.7, W.11.8,
Essential Questions: How can we be true to ourselves? How do we relate to the SL.11.4 SL.11.1 L.11.4.d, L.11.4.c L.11.1.a, L.11.3 RL.11.2 RI.11.4, RI.11.6, RI.11.9
world around us? What do we secretly fear? When should we stop and reflect on our W.11.6 W.11.7, W.11.8, W.11.9 W.11.7, W.11.8, W.11.9 SL.11.1.a-d L.11.5.b
lives? W.11.2.a-c, W.11.4, W.11.10 W.11.5, L.11.2 SL.11.5 RL 11.10, RI 11.10
Unit 3 Academic Vocabulary: analogy, denote, quote, topic, unique
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
POEM Analyze Free Verse What If Whitman Wrote Today?
from Song of Myself RL.11.5 W.11.4
by Walt Whitman
Analyze Themes A Short Film
RL.11.4, RL.11.2, L.11.5.a SL.11.5
Roundtable Discussion
SL.11.1
ESSAY Analyze Structure and Purpose Essay Informal Style
My Friend Walt Whitman RI.11.6, RI.11.5 W.11.2.a-c, W.11.2.f • delinquent L.11.1.a, L.11.3
by Mary Oliver • bravado
Analyze Development of Ideas My Friend Mary Oliver • metaphysical
RI.11.3, RI.11.2 W.11.6, W.11.7, W.11.8, • estrangement
SL.11.4 • inclination
Respond to a Quote Use Print and Digital Reference
SL.11.1 Materials
L.11.4.d, L.11.4.c
POEMS Analyze Theme Micro-story
by Emily Dickinson RL.11.2 W.11.3
Analyze Figurative Language Collage
RL.11.4 SL.11.5
Analyze Structure Video Presentation
RL.11.5 SL.11.1
Exhibits and Appendices 8
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POEM Analyze Sound Devices Poem
In the Season of Change RL.11.4 W.11.4
by Teresa Palomo Acosta
Analyze Imagery Role-play
RL.11.4, RL.11.2 SL.11.1
Analyze Structure Java Jive Playlist
RL.11.5
SPEECH Analyze Author’s Purpose Persuasive Speech
Funeral Speech of Pericles RI.11.6 SL.11.4, SL.11.5
from History of the
Evaluate Rhetoric Socratic Seminar
Peloponnesian War
RI.11.4, RI.11.6, RI.11.9 SL.11.4, SL.11.5
by Thucydides
translated by Benjamin Jowett Analyze Antithesis
RI.11.4, RI.11.6, RI.11.9 Classical Roots of American
Democracy
W.11.7, W.11.8, W.11.9
ARGUMENT Analyze Central Ideas An Apology
from the Apology from the RI.11.2
Dialogues Afterlife Poetry Podcast
Analyze Analogy W.11.6
by Plato
RI.11.4, RI.11.6, RI.11.9
translated by Benjamin Jowett Socrates’ Jeopardy
Paraphrase W.11.7, W.11.8, W.11.9
RL.11.2, RI.11.2
Exhibits and Appendices 9
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COLLABORATE & COMPARE
ESSAY Summarize A Nature Diary Sentence Structure
RI.11.2 W.11.4, SL.11.5 • remunerative L.11.4.a
from Last Child in the Woods
• superfluous
by Richard Louv • unfathomed
Analyze Style Answer Questions on
RL.11.4, RI.11.6 Transcendentalism • perturbation
ESSAY W.11.7 Appositives and Appositive
Context Clues
from Walden Analyze Symbols Phrases
L.11.4.d
by Henry David Thoreau RL.11.2, RL.11.3 Debate L.11.1
SL.11.1.a-d
SHORT STORY Analyze Setting • pathos
The Minister’s Black Veil RL.11.5, RL.11.3 Argument • obstinacy
W.11.1 • emblem
by Nathaniel Hawthorne
Analyze Mood • ostentatious
RI.11.3 Social Media Story • mitigate
SHORT STORY SL.11.5 • plausibility
The Fall of the House of Usher Analyze Allegory
by Edgar Allan Poe RI.11.4 Group Discussion Nuances in Word Meanings
SL.11.1 L.11.5.b
Retelling
W.11.3
Recommendations
W.11.4
Debate
SL.11.1.a-d
Compare Themes
Independent Reading RL 11.10, RI 11.10
Unit 3 Tasks
Write an Explanatory Essay W.11.2.a-c, W.11.4, W.11.10 W.11.5, L.11.2 SL.11.5
Reflect & Extend
• Create an Illustration SL.11.5
• Write an Argument W.11.1
Exhibits and Appendices 10
227
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Unit 4: The Quest for Freedom: The Civil War and its Aftermath CCSS in Unit 4: RI.11.9, RI.11.8, RI.11.5 W.11.2 SL.11.1.a-d W.11.8 L.11.4.c
L.11.3 RL.11.4, RI.11.6 RI.11.1 W.11.7 SL.11.1 W.11.2L.11.4.d, L.11.4.a, L.11.4.c
Essential Questions: When is self-determination possible? What causes divisions L.11.2 SL.11.5 RI.11.7 RL.11.6, RL.11.3 W.11.3.a-e, W.11.6 L.11.4.a RI.11.6
between people? How do we respond to defeat? What is the price of progress? L.11.3.a RL 11.10, RI 11.10 W.11.1 W.11.4 W.11.10 W.11.1.a-e W.11.5 L.11.1
Unit 4 Academic Vocabulary: confirm, definitely, deny, format, unify
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SPEECH Analyze Argument Explanatory Essay Balanced Sentences
RI.11.9, RI.11.8, RI.11.5 W.11.2 • engrossed L.11.3
Second Inaugural Address
• deprecate
by Abraham Lincoln • ventured
Analyze Persuasive Techniques Live Coverage of the Inaugural
RI.11.9, RI.11.8 Address • wring
SL.11.1.a-d Pronunciation
L.11.4.c
Lincoln’s Post-War Vision
W.11.8
LETTER Analyze Tone What the Constitution Means to Noun Clauses
RL.11.4, RI.11.6 Jourdon Anderson • disposed L.11.3
To My Old Master
W.11.7 • recompense
by Jourdon Anderson • reckoning
Make Inferences
RI.11.1 Group Discussion • virtuous
SL.11.1
Use Word Function to
Amending the Constitution Determine Meaning
W.11.2 L.11.4.d, L.11.4.a, L.11.4.c
DIARY, INFOGRAPHIC, Evaluate Sources Diary Entry Quotation Marks
RI.11.7 W.11.9.a • improvise L.11.2
AND PHOTOGRAPHY
• capitulate
Aftermath of the Civil War • remnants
Synthesize Information Report
RI.11.7 W.11.7 • penury
French Roots
Media Timeline L.11.4.c
SL.11.5
Exhibits and Appendices 11
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SHORT STORY Analyze Point of View OAOCB Reboot Commas
RL.11.6, RL.11.3 W.11.3.a-e, W.11.6 • summarily L.11.2
An Occurrence at Owl Creek
• poignant
Bridge • effaced
Analyze Plot Advice Podcast
by Ambrose Bierce • undulations
RL.11.5
• presaging
Do-over • interminable
SL.11.1 • malign
• ineffable
Etymology
L.11.4.c
HISTORY WRITING Analyze Ideas and Events Explanation Misplaced Modifiers
RI.11.5, RI.11.3 W.11.2 • formidable L.11.1
Building the Transcontinental
• expedience
Railroad • diligence
Analyze Tone The Golden Spike
by Iris Chang • systemize
RI.11.6 W.11.8, SL.11.5
Context Clues
Class Discussion L.11.4.a
SL.11.1
COLLABORATE & COMPARE
ARGUMENT Analyze Rhetoric Speech! Speech! • transient Vary Syntax
Declaration of Sentiments L.11.1 W.11.1.a-d, SL.11.4, SL.11.5 • supposition L.11.1, L.11.3.a
by Elizabeth Cady Stanton • delinquency
Evaluate Arguments Timeline • abject
RI.11.9, RI.11.8, RI.11.6, W.11.7 • consolation
ARGUMENT RI.11.5
Speech to the American Equal That’s a Reference to... Suffixes
Rights Association Analyze Speaker W.11.4 L.11.4.b
by Sojourner Truth RL.11.4, RL.11.5
Understanding the Large Hearts • proposition
Analyze Rhythm of Heroes • induced Dialect and Idioms
RL.11.5 SL.11.1 • provocation L.11.1.a
POEM
• tidings
Runagate Runagate Analyze Allusions Poetry Slam • compelled
by Robert Hayden RL.11.4 SL.11.5, SL.11.6 • reckless
Exhibits and Appendices 12
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AUTOBIOGRAPHY Analyze Character Character Sketch Synonyms
from Incidents in the Life of a RL.11.3 W.11.3.a-b L.11.4.d, L.11.5.b
Slave Girl
Analyze Plot Group Discussion
by Harriet Jacobs
RL.11.5 SL.11.1
Graphic Novel
SL.11.5, W.11.3
Compare Texts
Independent Reading RL 11.10, RI 11.10
Unit 4 Tasks
Write an Argument W.11.1, W.11.4, W.11.10 W.11.1.a-e W.11.5, L.11.1
Prepare a Debate SL.11.1.a-b SL.11.1.a-d SL.11.3 W.11.6
Reflect & Extend
• Create a Documentary SL.11.5
• Write an Informative Essay W.11.2.a-f
Exhibits and Appendices 13
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Unit 5: America Transformed: An Age of Realism CCSS in Unit 5:
RL.11.1, RL.11.3 W.11.9.a W.11.4 L.11.5.a, L.11.4.c L.11.3.a L.11.5.b W.11.7
Essential Questions: How much do we control our lives? Why do humans cause W.11.4 RL.11.6 RL.11.4 RI.11.5, RI.11.3 RI.11.5, RI.11.3 W.11.4, SL.11.6 L.11.4.d,
harm? What are the consequences of change? What makes a place unique? L.11.4.a, L.11.4.c RL.11.6, RL.11.3 L.11.4.b L.11.2.a RL 11.10, RI 11.10
W.11.1 W.11.3.a-e, W.11.4, W.11.10 W.11.5, W.11.3.d-e, W.11.6
Unit 5 Academic Vocabulary: ambiguous, clarify, implicit, revise, somewhat
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SHORT STORY Analyze Character Analyze the Themes Syntax
RL.11.1, RL.11.3 W.11.9.a • intangible L.11.3.a
To Build a Fire
• apprehension
by Jack London • panic
Analyze Setting How Do You Get Inspired?
RL.11.3 • imperative
Evaluate the Ending • extremity
W.11.4 Allusions and Word Origins
L.11.5.a, L.11.4.c
ESSAY Analyze Satire Satire Anaphora and Parallelism
The Lowest Animal RL.11.6 W.11.4 • disposition L.11.3.a
by Mark Twain • caliber
Analyze Tone The Mark Twain Prize • transition
RL.11.4 W.11.7 • atrocious
Nuances in Word Meaning
Evaluate the Effectiveness of L.11.4.c, L.11.5.b
Satire
SL.11.1, SL.11.4
ARTICLE Analyze Structure Personal Essay
The Fourth Industrial RI.11.5, RI.11.3 W.11.4 Capitalization
Revolution Is Here. Are You • augment L.11.2
Ready? Analyze Counterarguments Respond to the Article • regenerate
by Bernard Marr RI.11.5, RI.11.3 W.11.4, SL.11.6 • postulate
Reflect on Your Reading • automation
SL.11.1 Context Clues
L.11.4.a
Exhibits and Appendices 14
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MENTOR TEXT Analyze Point of View Diary Entry Effective Sentences
RL.11.6 W.11.4 • abandonment L.11.3.a
SHORT STORY
• vacant
The Story of an Hour
Analyze Irony Round Table • illumination
by Kate Chopin
RL.11.6, RL.11.3 SL.11.1 • composed
Multiple-Meaning Words
The Story of a Minute L.11.4.d, L.11.4.a, L.11.4.c
W.11.3, SL.11.5
POEM
Chicago Analyze Free Verse Tag-team Poetry
by Carl Sandburg RL.11.5 W.11.4
Analyze Imagery They Said That?
RL.11.6 W.11.7, W.11.8
Analyze Tone Share Impressions
RL.11.6 SL.11.1
COLLABORATE & COMPARE
NOVEL Prepositions and Prepositional
Determine Themes Taking a Stand • oblige Phrases
from The Jungle
RL.11.2 W.11.1 • ingenious L.11.1
by Upton Sinclair • ostensibly
Analyze Author’s Purpose Is Meat Made of Slime? • sceptical
RI.11.6, RI.11.3 W.11.7, W.11.8 Word Families
L.11.4.b, L.11.4.c
INVESTIGATIVE Determine Central Idea Who Is Responsible?
JOURNALISM RI.11.2 W.11.1
Food Product Design from Fast
Food Nation Evaluate the Text
Analyze Author’s Purpose W.11.1.a-e • stem Dashes
by Eric Schlosser • volatile
RI.11.6 L.11.2.a
Create an Infographic • infinitesimal
SL.11.5 • catalyst
• conjure
Debate
SL.11.1, SL.11.4 Patterns of Word Change
L.11.4.b
Exhibits and Appendices 15
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Compare Texts
Independent Reading RL 11.10, RI 11.10
Unit 5 Tasks
Write a Short Story W.11.3.a-e, W.11.4, W.11.10 W.11.5, W.11.3.d-e, W.11.6
Reflect & Extend
• Write a Literary Analysis W.11.1
• Create a Movie Trailer
Exhibits and Appendices 16
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Unit 6: Modern and Contemporary Voices: The Modern Period to the Present CCSS in Unit 6: RL.11.3 RL.11.1 W.11.10, SL.11.6 W.11.1 L.11.2 L.11.4.c
Day SL.11.1 RL.11.5 RL.11.4 RL.11.2 W.11.9 SL.11.1 W.11.1.a-b W.11.2.b SL.11.1
W.11.6, W.11.7 W.11.2 SL.11.4 L.11.4.d, L.11.4.c L.11.2 L.11.5.b L.11.3.a L.11.1
Essential Questions: How do we deal with rejection or isolation? Can anyone SL.11.6 W.11.4, W.11.5, W.11.6, L.11.5.b W.11.3.a-c W.11.3.a-e, W.11.5 RL 11.10,
achieve the American Dream? When should personal integrity come before civic RI 11.10
duty? What would we do if there were no limits?
Unit 6 Academic Vocabulary: contemporary, global, indefinite, simulated, virtual
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SHORT STORY
A Rose for Emily Analyze Setting Miss Emily Close Up Colons and Semicolons
RL.11.3 W.11.1 • archaic L.11.2
by William Faulkner • tableau
Make Inferences Re-create a Scene • vindicate
RL.11.1 W.11.10, SL.11.6 • noblesse oblige
• cabal
Group Discussion • circumvent
SL.11.1 • virulent
• acrid
Foreign Words and Phrases
L.11.4.c
POEM
Mending Wall Analyze Blank Verse Examine a Detail from the Poem
by Robert Frost RL.11.5 W.11.9
Analyze Language Get Visual
RL.11.4
Three Words About Life
Make Inferences SL.11.1
RL.11.1, RL.11.2
Exhibits and Appendices 17
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GRAPHIC MEMOIR Analyze Graphic Novel A Letter to the Past
from They Called Us Enemy RI.11.7, RI.11.5 W.11.1.a-b
by George Takei
Analyze Author’s Purpose What Made Star Trek Special
RI.11.6, RI.11.4 SL.11.1
Can We Make Wrongs Right?
W.11.10
DRAMA Analyze Plot Act I Determine the Meaning of Dialogue
The Crucible RL.11.3 Character Sketch Idioms L.11.2
by Arthur Miller W.11.2.b L.11.4.d, L.11.4.c
Analyze Characters
RL.11.3 Group Discussion
SL.11.1
Analyze Literary Devices
RL.11.4 Act II
Support an Opinion
W.11.1
Presentation
W.11.6, W.11.7
Act III
Literary Analysis
W.11.2
Class Poll
W.11.7
Act IV
Literary Analysis
W.11.2
Infographic
SL.11.4
Group Discussion
W.11.1
Exhibits and Appendices 18
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AUDIO EXCERPT AND
Analyze Text and Media Essay
PRODUCTION IMAGES
W.11.2
from The Crucible
Evaluate Interpretations of a Productions of The Crucible
Drama W.11.7, W.11.8, W.11.9
RL.11.3
Retelling
W.11.6
OPEN LETTER Determine Central Ideas An Open Letter Varied Sentence Structure
My Dungeon Shook: Letter to RI.11.4, RI.11.2 W.11.2 • truculent
L.11.3.a
My Nephew • strive
by James Baldwin Analyze Rhetoric Taking the Next Step • impertinent
L.11.5.a, RI.11.4 W.11.1 • unassailable
Analyze Denotation and
Role Model Behavior Connotation
SL.11.1 L.11.5.b
POEM Determine Themes Poem
The Latin Deli: An Ars Poetica RL.11.1, RL.11.2 W.11.4
by Judith Ortiz Coffer
Analyze Figurative Language Collage
RL.11.4
Group Discussion
Analyze Form SL.11.1
RL.11.5
SPEECH Analyze Reasoning Evaluate a Speech Imperative Mood
Speech on the Vietnam War, RI.11.8 W.11.9.b, W.11.4 • facile L.11.1
1967 • eviscerate
by Martin Luther King, Jr. Evaluate Evidence How Did People React? • indigenous
RI.11.5 W.11.7 • extortionist
• insurgency
Timeline • reparations
W.11.6, W.11.7, W.11.8 • recalcitrant
• adamant
Suffixes
L.11.4.b
Exhibits and Appendices 19
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SHORT STORY Analyze Character An Alternative Perspective Transitions
Ambush RL.11.3 W.11.3.b, W.11.3.d • platoon L.11.3
by Tim O’Brien • grope
Analyze Structure Create a Soundtrack • sliver
RL.11.5 • ponder
Seeking Help • peril
W.11.7 • gape
Connotation and Denotation
L.11.5.b
POEM Analyze Structure Breaking Up
The Universe as Primal Scream RL.11.5 W.11.2
by Tracy K. Smith
Analyze Literary Devices Postcards from the Edge
RL.11.4 W.11.10
Dramatic Reading
SL.11.6
COLLABORATE & COMPARE
ESSAY Sentence Variety
Analyze Development of Ideas Literary Criticism • extenuating
How It Feels to Be Colored Me RI.11.5, RI.11.2 L.11.3.a
W.11.2 • exclusive
by Zora Neale Hurston • specter
Analyze Perspective Vlog • narcotic
RI.11.6 W.11.10, SL.11.6 • miscellany
Group Discussion Synonyms and Antonyms
SL.11.1 L.11.5
HISTORY WRITING Spelling
Analyze Development of Ideas Blog Entries • subservience
from The Warmth of Other Suns RI.11.2 L.11.2.b
W.11.4, W.11.5, W.11.6, • sentiment
by Isabel Wilkerson W.11.10 • conceivable
Analyze Structure • conventional
RI.11.5
Sketchnote Patterns of Word Change
L.11.4.b
Infographic
W.11.6, W.11.7
Exhibits and Appendices 20
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Compare Texts
Independent Reading RL 11.10, RI 11.10
Unit 6 Tasks
Write a Personal Narrative W.11.3.a-c W.11.3.a-e, W.11.5
Reflect & Extend
• Create a Song
• Write an Argument W.11.1
Exhibits and Appendices 21
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Unit 1: Origin of a Nation: The Anglo-Saxon and Medieval Periods CCSS in Unit 1: RL.12.2 RL.12.4 RL.12.5 RL.12.3 RL.12.10b RL.12.3 RL.12.4
RL.12.10b RI.12.5, RI.12.6, SL.12.1.a, SL.12. 4 RI.12.6 RI.12.1 RI.12.6 RI.12.5
Essential Questions: What makes someone a hero?What is true chivalry? Can we RI.12.6, RI.12.5, SL.12.4, SL.12.1.aW.12.3, W.12.3.a-e, W.12.10, W.12.4, W.12.3.b,
control our fate? What happens when a society unravels?
W.12.5, W.12.6 W.12.10 SL.12.6 SL.12.2 W.12.3.b, W.12.3.e, W.12.7 SL.12.6.2
Unit 1 Academic Vocabulary: appropriate, authority, consequence, element, justify SL.12.1.a, SL.12.4 W.12.10 W.12.7 SL.12.1.a W.12.3.a, W.12.3.b W.12.7 SL.12.1
W.12.10 W.12.7 SL.12.2 W.12.3 W.12.7 SL.12.1.a W.12.2 W.12.7, SL.12.2, L.12.4,
L.12.1.a L.12.4.c, L.12.1.b L.12.4.a L.12.4.c, L.12.1.a L.12.1, L.12.2.b, L.12.4.a
RL.12.4 L.12.3.a L.6.1c L.12.3 L.12.1 L.12.3
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language!
Vocabulary Strategy (Grammar)
ANALYZE & APPLY
EPIC POEM Determine Themes Poem Mood
from Beowulf RL.12.2 W.12.10 RL.12.4
• aghast
by the Beowulf Poet • affliction
Analyze Old English Poetry Oral Reading
translated by Seamus Heaney • plight
RL.12.4 SL.12.6
• wail
Graphic Novel Panel • loathsome
SL.12.2
Homophones
L.12.1, L.12.2.b, L.12.4.a
NARRATIVE POEM Analyze Structure Short Story Inverted Sentences
The Wife of Bath’s Tale from RL.12.5 W.12.3.b, W.12.3.e, W.12.7 • preamble L.12.3.a
The Canterbury Tales • virtue
by Geoffrey Chaucer Analyze Narrator Presentation • sovereignty
translated by Neville Coghill RL.12.3 SL.12.6.2 • bequeath
• rebuke
Group Discussion
SL.12.1.a, SL.12.4 Usage
L.12.4.c, L.12.1.a
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ROMANCE Analyze Conflict Character Sketch Pronouns
RL.12.3 W.12.10 • dominion
from Le Morte d’Arthur L.6.1c
• incumbent
by Sir Thomas Mallory • redress
Make Predictions Historical Connection • usurp
RL.12.10b W.12.7 • guile
Multiple-Meaning Words
Group Discussion L.12.4.a
SL.12.1.a
MENTOR TEXT Analyze Characterization Fantasy Scene Appositives and Appositive
RL.12.3 W.12.3.a, W.12.3.b • flotsam
SHORT STORY Phrases
• appraise
Chivalry • forge L.12.3
by Neil Gaiman • ignoble
Analyze Fantasy Arthurian Legends
RL.12.3 W.12.7 • bereft
Group Discussion Context Clues
SL.12.1 L.12.4.a
COLLABORATE & COMPARE
Compare Poems
POEM Analyze Tone Letter
The Wanderer RL.12.4 W.12.10
by Anonymous
translated by Burton Raffel
Monitor Comprehension Anglo-Saxon Culture
RL.12.10b W.12.7
POEM Poster
Loneliness SL.12.2
By Fanny Howe
COLLABORATE & COMPARE
Compare Primary Sources RI.12.5, RI.12.6, SL.12.1.a, SL.12. 4
Exhibits and Appendices 2
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LETTERS Analyze Primary Sources Dramatic Scene Subject-Verb Agreement
RI.12.6 W.12.3 • commend L.12.1
from The Paston Letters
• quell
by The Paston Family • affairs
Make Inferences Historical Timeline • writ
RI.12.1 W.12.7
Consult a Dictionary
DIARY Evaluate Author’s Purpose L.12.4.c, L.12.1.b
from My Syrian Diary RI.12.6 Paired Discussion
by Marah SL.12.1.a Informal Language
Latin Roots L.12.3
Analyze a Diary Compare-and-Contrast Essay L.12.4
RI.12.5 W.12.2
Compare Primary Sources Multimedia Presentation
RI.12.6, RI.12.5, SL.12.4, W.12.7, SL.12.2
SL.12.1.a
Group Discussion
SL.12.1.a
Collaborate & Compare
Compare and Analyze Primary Sources RI.12.6, RI.12.5, SL.12.4, SL.12.1.a
Collaborate and Research W.12.7, W.12.2, W.12.7, SL.12.2, SL.12.1.a
Independent Reading
RL 12.10, RI 12.10
Unit 1 Tasks
Write a Short Story W.12.3, W.12.3.a-e, W.12.10, W.12.4, W.12.3.b, W.12.5, W.12.6
Create a Podcast SL.12.5, SL.12.6
Reflect & Extend
• Write a Personal Essay W.12.10
• Create a Movie Trailer SL.12.5
Exhibits and Appendices 3
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Unit 2: A Celebration of Human Achievement: The English Renaissance CCSS in Unit 2: RL.12.5, RL.12.3 RL.12.4 W.12.2 W.12.10 SL.12.1 L.12.5.a
SL.12.6 SL.12.5 SL.12.1.a W.12.4 W.12.7, W.12.8, W.12.9 W.12.2 SL.12.2 SL.12.1
Essential Questions: What can drive someone to seek revenge? How does time RL.12.4, RL.12.6, L.12.5.a L.12.4 L.12.3 RI.12.10b SL.12.6 W.12.3 RL 12.10, RI
affect our feelings? What’s the difference between love and passion? How do you 12.10
defy expectations?
Unit 2 Academic Vocabulary: ambiguous, anticipate, conceive, drama, integrity
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
DRAMA Analyze Dramatic Plot Act I Classical Allusions Paradox
The Tragedy of Hamlet RL.12.5, RL.12.3 Comparison RL.12.4 L.12.5.a
by William Shakespeare W.12.2
Analyze Conflict Set Design
RL.12.3
Act II
Diary Entry
W.12.10
Analyze Soliloquy
RL.12.4
Group Discussion
SL.12.1
Act III
Rules for Actors
W.12.10
Paired Discussion
SL.12.1
Act IV
Text Exchange
W.12.10
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Perform a Scene
SL.12.6
Act V
Eulogy
W.12.10
Video Trailer
SL.12.5
Script Evaluations
SL.12.1.a
FILM CLIPS Analyze Interpretations of Film Review
from Hamlet Drama W.12.4
by BBC Shakespeare RL.12.7
Casting Call
W.12.7, W.12.8, W.12.9
Poster
W.12.4
POEM Analyze Metaphysical Conceits A Reflective Essay
Valediction: Forbidding RL.12.4 W.12.2
Mourning Interpret Ideas in Poetry
by John Donne RL.12.4, RL.12.6, L.12.5.a What Makes Love Last?
SL.12.2
Roundtable
SL.12.1
Exhibits and Appendices 5
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MENTOR TEXT Analyze Arguments Short Story Combining Sentences
RI.12.5 W.12.3.a-c • genre
LITERARY CRITICISM L.12.3
Memetic Desire • double entendre
Hamlet’s Dull Revenge
W.12.7 • entail
by René Girard
Analyze Central Ideas Role-Play • emulation
RI.12.2 SL.12.6 • hierarchy
Domain-Specific Words and
Phrases
L.12.6
COLLABORATE & COMPARE
POEM Interpret Figurative Language
To His Coy Mistress RL.12.4 Text Exchange
Analyze Speaker W.12.10 • treachery Formal Language
by Andew Marvell • feeble
RL.12.4 Group Discussion L.12.3
SL.12.1 • scorn
POEM Politics and Poetry • realm
Twenty-One Love Poems (Poem Compare Themes W.12.7 • valor
III) RL.12.2, SL.12.1, SL.12.4
by Andrienne Rich Dashes and Hyphens
Write a Speech L.12.2.a
SPEECH W.12.10
from Speech Before the Spanish Multiple-Meaning Words
Analyze Rhetorical Devices L.12.4.a
Armada Invasion RI.12.6 Spanish Armada
by Queen Elizabeth I Analyze Historical Context W.12.7
RI.12.10b Deliver a Speech
ARTICLE SL.12.6 • infantry
For Army Infantry’s First Analyze Text Features • smart
Women, Heavy Packs and the RI.12.5 Interview Questions • esprit de corps
W.12.10 • rotation
Weight of History
Uncle Sam Wants You! • scrounge
by Dave Phillipps Summarize and Paraphrase Texts SL.12.2 • chafe
RI.12.2
Compare Across Genres
RI.12.1, SL.12.4, SL.12.2 Group Discussion Foreign Words and Phrases
SL.12.1 L.12.4
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Compare Texts
Independent Reading RL 12.10, RI 12.10
Unit 2 Tasks
Write a Literary Analysis W.12.10, W.12.4, W.12.9, W.12.1.a-e, W.12.5
Reflect & Extend
• Create a Playlist W.12.10
• Write a Short Narrative W.12.3
Exhibits and Appendices 7
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Unit 3: Tradition and Reason: The Restoration and the Eighteenth Century CCSS in Unit 3: RL.12.6, L.12.5.a RI.12.5 W.12.10 SL.12.1 W.12.7 L.12.4.d,
L.12.4.a L.12.3.a L.12.3 L.12.4.b RL.12.4 RL.12.2 SL.12.6 SL.12.5 L.12.4.a RI.12.1
Essential Questions: How can satire change people’s behavior? What is your most W.12.3 RI.12.6 RI.12.5 RI.12.10.b RL.12.3 RI.12.6 RI.12.3 SL.12.1.a, W.12.7 SL.12.1
surprising friendship? What keeps people from reaching their potential?
L.12.1 RL 12.10, RI 12.10 W.12.10 W.12.4 W.12.3.a-e W.12.5
Unit 3 Academic Vocabulary: encounter, exploit, persist, subordinate, widespread
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SATIRE Analyze Satire Satirical Essay
RL.12.6, L.12.5.a W.12.10 • sustenance Active and Passive Voice
A Modest Proposal
Group Discussion • prodigious L.12.3.a
by Jonathan Swift • rudiment
Understand Author’s Purpose SL.12.1
RI.12.6, RI.12.5 Timeline • collateral
W.12.7 • scrupulous
• encumbrance
• inducement
Context Clues
L.12.4.d, L.12.4.a
EDITORIAL Analyze Development of Ideas Satire Imperative Mood
Satire is Dying Because the RI.12.4, RI.12.3 W.12.10 • algorithm L.12.3
Internet is Killing It Analyze Tone • curate
by Arwa Mahdawi RI.12.6 Sketchnote • monetize
• finite
Clickbait Conversation
SL.12.1 Parts of Speech
L.12.4.b
POEM Analyze Elegy Epitaph
Elegy Written in a Country RL.12.4 W.12.10
Churchyard
by Thomas Gray Analyze Themes Recite a Poem
RL.12.2 SL.12.6
PSA Video
SL.12.5
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DIARY Analyze Social Context Diary Entry Reflexive and Intensive
An Encounter with King RI.12.3 W.12.3 • malady Pronouns
George III Storyboard • undaunted L.12.1
by Fanny Burney SL.12.5 • salutation
Make Inferences • expound
RI.12.1 • assent
Group Discussion • anecdote
SL.12.1 Synonyms
L.12.4.a
COLLABORATE & COMPARE
ARGUMENT Evaluate Rhetorical Devices Letter vindication Figurative Language
from A Vindication of the RI.12.6 W.12.10 abrogate RI.12.4, L.12.5.a
Rights of Woman Analyze Counterarguments 18th-Century History prerogative
by Mary Wolstonecraft RI.12.5 W.12.7 inculcate
Slide Presentation evanescent Direct and Indirect Quotations
ARTICLE SL.12.5 congenial L.12.2
Education Protects Women Make Predictions Speech
dissimulation
from Abuse RI.12.10.b W.12.10
Utopian
by Olga Khazan Essay
Patterns of Word Change
Integrate and Evaluate W.12.2 Participals and Participial
L.12.4.b
Information Phrases
NOVEL RI.12.7 Advertisement L.12.1
extremist
from A Journal of the Plague SL.12.2
Year Compare Across Genres mire
by Daniel Defoe RI.12.3, SL.12.1.a, W.12.7 Epilogue condone Subordinate Clauses
W.12.10 autonomy L.12.1
Analyze Historical Setting inoculate
MENTOR TEXT RL.12.3 Compare Responses to misogyny
MEMOIR Epidemics Greek Roots and Prefixes
from Inferno: A Doctor’s Ebola Analyze Narrator W.12.7 L.12.4
Story RL.12.3
by Steven Hatch, M.D. Analyze Author’s Point of View Talk Show Interview discourse
RI.12.6 SL.12.6 huddle
abate
Analyze Memoirs Letter promiscuously
RI.12.3 W.12.10 visitation
Denotation and Connotation
Compare Across Genres International Aid Organizations
RI.12.3, SL.12.1.a, W.12.7 W.12.7
Exhibits and Appendices 9
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abyss
Group Discussion veracity
SL.12.1 pyrrhic victory
vigilance
plateau
prognosis
The Latin Root ver
L.12.4
Compare Texts
Independent Reading RL 12.10, RI 12.10
Unit 3 Tasks
Write a Personal Narrative W.12.10 W.12.4 W.12.3.a-e W.12.5
Reflect & Extend
• Create a Sketchnote
• Write an Argument W.12.1
Exhibits and Appendices 10
248
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Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 12 aligned to
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Unit 4: Emotion and Experimentation: The Flowering of Romanticism CCSS in Unit 4: RL.12.10.b RL.12.4 W.12.10, W.12.2, W.12.7 SL.12.1 SL.12.5
RL.12.5 RL.12.4 SL.12.6 W.12.3 RL.12.4 L.12.4.b RI.12.10.b RI.12.1 W.12.7,
Essential Questions: What can nature offer us? How do you define beauty? How W.12.1 SL.12.4 SL.12.1 L.12.6 L.12.3.a SL.12.2 SL.12.4 RL 12.10, RI 12.10
can science go wrong? What stirs your imagination?
W.12.10, W.12.2.a-c, W.12.2.f W.12.4 W.12.9 W.12.5 W.12.6 RL 12.10, RI 12.10
Unit 4 Academic Vocabulary: appreciate, insight, intensity, invoke, radical
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
POEMS Analyze Romantic Poetry Write a Literary Analysis
by William Wordsworth RL.12.10.b W.12.10, W.12.2, W.12.7
Analyze Imagery
RL.12.4
Paired Discussion
SL.12.1
Create a Presentation
SL.12.5
POEM Analyze Stanza Structure Use Apostrophe in a Poem
Ode on a Grecian Urn RL.12.5 W.12.10
by John Keats
Analyze Rhyme Scheme Panel Discussion
RL.12.4 SL.12.6
Analyze Apostrophe Illustrate a Grecian Urn
RL.12.4
Exhibits and Appendices 11
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NOVEL Analyze Science Fiction Science Fiction Story inarticulate Sensory Language
from Frankenstein RL.12.10.b W.12.10 ardor RL.12.4
by Mary Shelley odious
Analyze Motivation Letter Exchange infused
RL.12.1 W.12.3 inanimate
misdeed
Illustration
precipice
tumult
Antonyms
L.12.4.b
MENTOR TEXT Evaluate an Essay Essay sentient Parallel Structure
ESSAY RI.12.10.b W.12.7, W.12.1 artifice L.12.3.a
Frankenstein: Giving Voice to recoil
the Monster Monitor Comprehension Policy Proposal ominous
by Langdon Winner RI.12.1 SL.12.4 domain
prescient
Artificial Intelligence Projects Technical Words
SL.12.1 L.12.6
COLLABORATE & COMPARE
POEM Analyze Ode Ode
Ode to the West Wind RL.12.5 W.12.10
by Percy Bysshe Shelley
Analyze Diction Paired Discussion
POEM RL.12.4 SL.12.1
Ode to My Mother’s Hair
by Joseph O. Legaspi Compare Themes Collage
RL.12.2, SL.12.1, SL.12.4 SL.12.2
POEMS
from Songs of Innocence Understand Historical Write a Reflective Essay
by William Blake Background W.12.2
SL.12.2
Share Your Symbols
POEMS SL.12.1
from Songs of Experience Analyze Symbols
by William Blake RL.12.4
Create a Podcast
SL.12.5
Compare Poems
RL.12.4, SL.12.4, SL.12.1,
RL.12.2
Exhibits and Appendices 12
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Compare Texts
Independent Reading RL 12.10, RI 12.10
Unit 4 Tasks
Write an Explanatory Essay W.12.10, W.12.2.a-c, W.12.2.f W.12.4 W.12.9 W.12.5 W.12.6
Reflect & Extend
• Create a Photo Essay SL.12.2
• Write an Argument W.12.1
Exhibits and Appendices 13
251
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Houghton Mifflin Harcourt Into Literature Scope and Sequence, Grade 12 aligned to
Common Core State Standards for English Language Arts, Grade 12
Unit 5: An Era of Rapid Change: The Victorians CCSS in Unit 5: RL.12.3 W.12.10 W.12.7 SL.12.1 L.12.4.a L.12.1 SL.12.2, RI.12.7
W.12.3 SL.12.5 RL.12.6 RL.12.4 SL.12.6 SL.12.1 L.12.4.a L.12.3 RI.12.7 RI.12.5
Essential Questions: What is a true benefactor? How do you view the world? What L.12.4.c L.12.3.a RL.12.4 RL.12.2, SL.12.1.a, SL.12.4 RL 12.10, RI 12.10
brings out cruelty in people? Which invention has had the greatest impact on your
life?
Unit 5 Academic Vocabulary: abandon, confine, conform, depress, reluctance
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
NOVEL Analyze First-Person Point of Diary Entry Gerunds and Gerund Phrases
View W.12.10 • indefatigable L.12.1
from Jane Eyre
RL.12.3 • ruddy
by Charlotte Brontë • morose
Education in Victorian England • commencing
Analyze Setting W.12.7 • vogue
RL.12.3 Context Clues
L.12.4.a
You’re in Charge
SL.12.1
DOCUMENTARY Evaluate Documentaries
Factory Reform SL.12.2, RI.12.7
by Timelines.tv
Short Story
W.12.3
Company Brochure
SL.12.5
Group Discussion
SL.12.1
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NARRATIVE POEM Analyze Allegory Diary Entry
The Lady of Shalott RL.12.6 W.12.10
by Alfred, Lord Tennyson
Analyze Mood Graphic Novel Panel
RL.12.4 SL.12.5
Poetry Recital
SL.12.6
NOVEL Analyze Plot Create Character Repetition
from Great Expectations RL.12.3 W.12.10 • self-possessed L.12.3
by Charles Dickens • gilded
• trinket
Analyze Characterization Investigate the Historical • dogged
RL.12.3 Context • aversion
W.12.7 • brooding
Heteronyms
L.12.4.a
Make Rules…or Break Them?
SL.12.1
MENTOR TEXT
ESSAY Integrate and Evaluate Group Discussion Sentence Structure
Information SL.12.1 • forebear
The Victorians Had the Same • underpin L.12.3.a
RI.12.7 Historical Timeline
Concerns About Technology • pervasive
Analyze Compare-and-Contrast
As We Do Essay Opinion Statement • cacophony
by Melissa Dickson RI.12.5 W.12.10 • sea change
• posit
• immersion
• Luddite
Use a Thesaurus
L.12.4.c
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COLLABORATE & COMPARE
POEM Analyze Extended Metaphors Poem
Dover Beach RL.12.4 W.12.10
by Matthew Arnold
POEM Analyze Sound Devices Poster
RL.12.4 SL.12.5
The Darkling Thrush
by Thomas Hardy Compare Themes
RL.12.2, SL.12.1.a, SL.12.4 Group Discussion
POEM SL.12.1
My Last Duchess Draw Conclusions About
by Robert Browning Speakers
RL.12.6, RL.12.1 Monologue
W.12.10
POEM
Playlist
Blood Analyze Imagery W.12.7
by Natasha Trethewey RL.12.4 Oral Presentation
SL.12.6
Compare Themes
RL.12.2, SL.12.1.a, SL.12.4
Compare Texts
Independent Reading RL 12.10, RI 12.10
Unit 5 Tasks
Write a Research Report W.12.10, W.12.7, W.12.8, W.12.9 W.12.2, W.12.4, W.12.5, W.12.6
Present Your Report SL.12.5
Reflect & Extend
• Write a Short Story W.12.3
• Create a Documentary SL.12.5
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Unit 6: New Ideas, New Voices: Modern and Contemporary Literature CCSS in Unit 6: RL.12.6, RL.12.3 RL.12.4 W.12.10 SL.12.5 SL.12.1.a, SL.12.1.b
L.12.4.b L.12.1 RL.12.10.b SL.12.1.12.4.d, L.12.4.a, L.12.1.b L.12.3 RI.12.10.b
Essential Questions: What makes people feel insecure? Why is it hard to resist RI.12.3 SL.12.1.a L.12.3.a L.12.4.c SL.12.1 SL.12.2 SL.12.4 RI.12.6 L.12.4.b L.12.1
social pressure? What is the power of symbols? How do you measure a person’s
L.12.3 L.12.2.a W.12.4, W.12.1.a-e, W.12.9, W.12.5, W.12.8, W.12.6 RL 12.10, RI
worth?
12.10 W.12.2
Unit 6 Academic Vocabulary: arbitrary, controversy, convince, denote, undergo
Selection / Feature Title Get Ready skills Choices Critical Vocabulary words / Watch Your Language
Vocabulary Strategy
ANALYZE & APPLY
SHORT STORY Evaluate an Unreliable Narrator Social Media Post Adjectives and Adverbs
A Village After Dark RL.12.6, RL.12.3 W.12.10 • disoriented L.12.1
• procrastinate
by Kazuo Ishiguro
Analyze Mood • impressionable
RL.12.4 Video Trailer • lethargy
SL.12.5 • incessantly
Mock Trial Prefixes
SL.12.1.a, SL.12.1.b L.12.4.b
SHORT STORY Analyze Third-Person-Point of Fictional Scene Precise Details
A Cup of Tea • presentable
View W.12.3 L.12.3
by Katherine Mansfield RL.12.3 • tactfully
• listless
Paired Discussion • vile
Evaluate Character SL.12.1 • engagement
RL.12.10.b Clarify Precise Meaning
L.12.4.d, L.12.4.a, L.12.1.b
Podcast
SL.12.5
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ESSAY Analyze Reflective Essay Explain an Injustice Prepositional Phrases
Shooting an Elephant RI.12.10.b W.12.2 • imperialism L.12.1
by George Orwell • cowed
Analyze Cause-and-Effect Words to Dwell On • supplant
Relationships SL.12.1.a • prostrate
RI.12.3 • despotic
Facing Peer Pressure • labyrinth
SL.12.1 • garish
Etymology
L.12.4.c
SHORT STORY Analyze Setting Letter Syntax
My Daughter the Racist RL.12.3 W.12.10 • balmy L.12.3.a
by Helen Oyeyemi • loftily
Make Predictions Group Discussion • brazen
RL.12.10.b SL.12.1.a • impeccably
Idioms
Difficult Choices L.12.4.c
W.12.2
POEM Understand Modernist Poetry Stream of Consciousness Poem
The Love Song of J. Alfred RL.12.10.b W.12.10
Prufrock
by T.S. Eliot Analyze Stream of Self-Esteem Advice
Consciousness SL.12.1
RL.12.5
Cartoon
Make Inferences SL.12.2
RL.12.1
COLLABORATE & COMPARE
POEM Understand Symbolism Literary Analysis
The Second Coming RL.12.4 W.12.2
by William Butler Yeats
Analyze Rhythmic Patterns Common Symbols
RL.12.5 W.12.7
Song Adaptation
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POEM Compare Themes
Symbols? I’m Sick of Symbols RL.12.2, RL.12.4, SL.12.1,
by Fernando Pessoa SL.12.4
MENTOR TEXT Evaluate Persuasive Techniques Speech Who vs. Whom
SPEECH RI.12.6 W.12.10 • disconnect L.12.1
• cohesiveness
The Threat of Inequality
Identify Repetition and Presentation on Inequality • volatile
by Sadiq Khan
Parallelism W.12.7 • succinctly
RI.12.6 • accommodations
Bumper Sticker
SL.12.7 Parts of Speech
L.12.4.b
MENTOR TEXT Analyze Deductive Reasoning Letter implication Rhetorical Questions
EDITORIAL RI.12.5 W.12.10 innate L.12.3
The Inequality Bogeyman intelligentsia
by Thomas Sowell Evaluate a Counterargument Wealthy Innovators zero-sum
RI.12.5 W.12.7 innumerable
Compare Arguments Paired Discussion Compound Adjectives
RI.12.1, RI.12.6 SL.12.1 L.12.2.a
Compare Texts
Independent Reading RL 12.10, RI 12.10
Unit 6 Tasks
Write an Argument W.12.10, W.12.4, W.12.1.a-e, W.12.9, W.12.5, W.12.8, W.12.6
Debate an Issue SL.12.4, SL.12.3
Reflect & Extend
• Create a Book Cover SL.12.2
• Write an Explanatory Essay W.12.2
Exhibits and Appendices 19
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HMH Social Studies
American History
Pacing Guide
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Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Course Introduction Module 1: American Lesson 1: Societies of the Lesson 2: West African Lesson 3: European
1 Beginnings Americas to 1492 Societies Around 1492 Societies Around 1492
Explore Online SE/TG pp. 4–13 SE/TG pp. 14–20 SE/TG pp. 21–28
SE pp. H2–H5 Essential Question
SE/TG p. 2 Lesson Opener Lesson Opener Lesson Opener
The Big Idea The Big Idea The Big Idea
Video In ancient times, migrating West Africa in the 1400s Political, economic, and
SE/TG p. 2 peoples settled the was home to a variety of intellectual developments in
Americas. Their peoples and cultures. western Europe in the
Timeline descendants developed 1400s led to the Age of
SE/TG p. 3 diverse Native American Exploration.
cultures in varied
landscapes.
Why It Matters Now Why It Matters Now Why It Matters Now
Ancient customs and Modern African Americans European settlement in the
patterns of immigration have strong ancestral ties to Americas led to the
have always shaped and the people of West Africa. founding of the United
continue to shape American States.
history. Lesson Enrichment
TG p. 13d Lesson Enrichment
Lesson Enrichment TG p. 20d
TG p. 3b Lesson Assessment
TG pp. 20–20a Lesson Assessment
Lesson Assessment TG pp. 28–28a
TG pp. 13–13b
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Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Lesson 4: Transatlantic Encounters Module 1 Close Module 2: The Lesson 1: The English Lesson 2: Colonial
2 SE/TG pp. 29–35 American Settle Virginia Settlement Continues
DBI, Parts 1 & 2 Colonies SE/TG pp. 48–55 SE/TG pp. 56–71
Lesson Opener
The Big Idea
Essential Question Essential Question Lesson Opener Lesson Opener
Columbus’s voyages set off a chain of events
that brought together the peoples of Europe, Essay SE/TG p. 46 The Big Idea The Big Idea
Africa, and the Americas. The first permanent English English Puritans came to
Module Video settlement in North North America, beginning
Why It Matters Now America was founded at
Assessment SE/TG p. 46 in 1620. The Dutch settled
The interactions among the people of these three Jamestown, Virginia, in
continents laid the foundations for modern TG pp. 44-45b New Netherland; English
1607. Quakers settled
multicultural America. Timeline
Pennsylvania.
Lesson Enrichment SE/TG p. 47
TG p. 28d
Lesson Assessment
TG pp. 35–35a
Lesson 5: Spain's Empire in the Americas Why It Matters Now Why It Matters Now
SE/TG pp. 36–43 English colonies in Virginia The United States continues
developed into the present to use a form of
Lesson Opener states of the southern representative government
The Big Idea United States. begun by Puritans.
Throughout the 1500s and 1600s, the Spanish Tolerance and equality
conquered Central and portions of North Lesson Enrichment promoted by Quakers
America. TG p. 47b remain fundamental
Why It Matters Now American values.
Spanish language, religion, and architecture Lesson Assessment
continue to influence the Americas. TG pp. 55–55a Lesson Enrichment
TG p. 55d
Lesson Enrichment
TG p. 35d
Lesson Assessment
Lesson Assessment TG pp. 69–69b
TG pp. 43–43b
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WEEK Lesson 3: Relations with England Lesson 5: Life in the Lesson 6: The French Module 2 Close Module 3: The American
3 SE/TG pp. 72–78 Colonies and Indian War Revolution
SE/TG pp. 87–95 SE/TG pp. 96–101 DBI, Parts 1 & 2
Lesson Opener
The Big Idea
Essential Question
England and its largely self-governing Lesson Opener Lesson Opener Essential Question SE/TG p. 104
colonies prospered under a mutually The Big Idea The Big Idea Essay
beneficial trade relationship. Both the northern and British victories helped Video
southern colonies spread the English Module Assessment SE/TG p. 104
Why It Matters Now
developed diverse language throughout North TG pp. 102–102b
The colonial system of self-governing
colonies was the forerunner of our societies. The South was America.
Timeline
modern system of self-governing states. mostly rural, and the North
SE/TG p. 105
was mostly urban.
Lesson Enrichment
TG p. 71b
Lesson Assessment
TG pp. 78-78b
Lesson 4: Colonial Economies Why It Matters Now Why It Matters Now
SE/TG pp. 79–86 The states that were once British victory over the
the northern colonies French in North America
Lesson Opener remain predominantly enlarged the British
The Big Idea urban today. Much of the Empire but led to new
In the southern colonies, a region that was once the conflicts with the
predominantly agricultural economy
southern colonies remains colonists.
developed. The northern colonies
developed an economy based on mostly rural today.
commerce and trade. Lesson Enrichment
Lesson Enrichment TG p. 95d
Why It Matters Now TG p. 86d
The modern South and North maintain Lesson Assessment
many of their economic traditions. Lesson Assessment TG pp. 101–101a
Lesson Enrichment TG pp. 95-95a
TG p. 78d
Lesson Assessment
TG pp. 86-86a
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WEEK Lesson 1: The Stirrings of Lesson 2: Ideas Help Start a Lesson 3: Struggling Toward Saratoga Module 3 Close Module 4: The U.S.
4 Rebellion Revolution SE/TG pp. 126–132 Constitution
SE/TG pp. 106–113 SE/TG pp. 114–120 DBI, Parts 1 & 2
Lesson Opener
Essential Question
The Big Idea
Lesson Opener Lesson Opener After a series of setbacks, American forces SE/TG p. 142
Essential Question
The Big Idea The Big Idea won at Saratoga and survived. Essay
Conflict between Great Tensions increased throughout Video
Britain and the American the colonies until the Why It Matters Now SE/TG p. 142
Determination, resilience, and unity have Module Assessment
colonies grew over issues Continental Congress declared become part of the American character.
of taxation, representation, independence on July 4, 1776. TG pp. 140–141b Timeline
and liberty. Lesson Enrichment
SE/TG p. 143
TG p. 125b
Lesson Assessment
TG pp. 132a–132b
Why It Matters Now Why It Matters Now Lesson 4: Winning the War
The events that shaped the The Declaration of Lesson Opener
American Revolution are a Independence continues to The Big Idea
turning point in humanity’s inspire and challenge people Strategic victories in the South and at
fight for freedom. everywhere. Yorktown enabled the Americans to defeat
the British.
Lesson Enrichment Lesson Enrichment
TG p. 105b TG p. 113d Why It Matters Now
The American defeat of the British
established the United States as an
Lesson Assessment Lesson Assessment independent nation.
TG pp. 113–113b TG pp. 120–120a
Lesson Enrichment
TG p. 132d
Lesson Assessment
TG pp. 139–139a
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WEEK Lesson 1: The Articles of Lesson 2: Drafting the Constitution Lesson 4: Feature: Module 4 Close Module 5: A New Nation
5 Confederation SE/TG pp. 154–159 The Constitution of 1788–1817
SE/TG pp. 144–151 the United States DBI, Parts 1 & 2
Lesson Opener
The Big Idea
SE/TG pp. 168–193 Essential Question
Tensions increased throughout the SE/TG p. 196
Lesson Opener Essential Question Essay
colonies until the Continental Congress
The Big Idea declared independence on July 4, 1776. Video
Conflict between Great Module Assessment SE/TG p. 196
Britain and the American Why It Matters Now TG pp. 194–195b
colonies grew over issues of The Constitution remains the Timeline
taxation, representation, and basis of our government. SE/TG p. 197
liberty.
Lesson Enrichment
TG p. 153b
Lesson Assessment
TG pp. 159–159a
Why It Matters Now Lesson 3: Ratifying the Constitution
The reaction to the weak SE/TG pp. 160–167
Articles of Confederation led
to a stronger central Lesson Opener
The Big Idea
government that has During the debate on the Constitution, the
continued to expand its Federalists promised to add a bill of rights
power. in order to get the Constitution ratified.
Lesson Enrichment Why It Matters Now
TG p. 143b The Bill of Rights continues to
protect ordinary citizens.
Lesson Assessment
TG pp. 151–151 Lesson Enrichment
TG p. 159d
Lesson Assessment
TG pp. 167–167b
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WEEK Lesson 1: Washington’s Lesson 2: Tackling Lesson 3: Jefferson Alters the Module 5 Close Module 6: Nationalism
6 Presidency Foreign Affairs Nation’s Course and Sectionalism
SE/TG pp. 214–219
SE/TG pp.198–205 SE/TG pp. 206–213 DBI, Parts 1 & 2
Lesson Opener Essential Question
Lesson Opener Lesson Opener The Big Idea SE/TG p. 230
The Big Idea The Big Idea The United States expanded its Essential Question Essay
borders during Thomas
President Washington Events in Europe sharply Jefferson’s administration. Video
transformed the ideas of the divided American public Module Assessment SE/TG p. 230
Constitution into a real opinion in the late 18th Why It Matters Now TG pp. 228–229b
government. century. Part or all of 15 states now Timeline
occupy the territory Jefferson SE/TG p. 231
acquired in the Louisiana
Purchase.
Lesson Enrichment
TG p. 213d
Lesson Assessment
TG pp. 219–219b
Why It Matters Now Why It Matters Now Lesson 4: The War of 1812
The cabinet, an institution Foreign policy remains a SE/TG pp. 220–227
Washington created, is still key element of every Lesson Opener
a key element of every presidential administration. The Big Idea
presidential administration. War broke out again between the
United States and Britain in 1812.
Why It Matters Now
Lesson Enrichment Lesson Enrichment The War of 1812 confirmed
TG p. 197b TG p. 205d American independence and
strengthened nationalism.
Lesson Assessment Lesson Assessment
TG pp. 205–205b TG pp. 213–213b Lesson Enrichment
TG p. 219d
Lesson Assessment
TG pp. 225–225b
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WEEK Lesson 1: Regional Lesson 2: The Rise of Nationalism Lesson 4: States’ Rights Lesson 5: The Market Module 6 Close
7 Economies SE/TG pp. 241–247 and the National Bank Revolution
SE/TG pp. 232–240 SE/TG pp. 256–262 SE/TG pp. 263–271 DBI, Parts 1 & 2
Lesson Opener
The Big Idea
Lesson Opener Nationalism exerted a strong influence in the Lesson Opener Lesson Opener Essential Question Essay
The Big Idea courts, foreign affairs, and westward expansion The Big Idea The Big Idea
The North and the South in the early 1800s. Andrew Jackson confronted Technological changes created
developed different two important issues during greater interaction and more Module Assessment
economic systems that Why It Matters Now his presidency—states’ economic diversity among the TG pp. 272–273d
led to political Nationalism continues to affect such decisions rights and a national bank. regions of the nation.
differences between the as whether we should involve the country in
regions. foreign conflicts and what limits can be placed
on business, communications, and trade.
Lesson Enrichment
TG p. 240d
Lesson Assessment
TG pp. 247–247a
Why It Matters Now Lesson 3: The Age of Jackson Why It Matters Now Why It Matters Now
Different regions of the SE/TG pp. 248–255 The conflict between states’ The linking of markets
country continue to have rights and federal continues today, as new
differing political and Lesson Opener government control technologies are opening the
economic interests today. The Big Idea continues to flare up in such United States to globalized
Andrew Jackson’s policies spoke for the arenas as education, trade.
common people but violated Native American commerce, and law
Lesson Enrichment rights. enforcement.
TG p. 231b Lesson Enrichment
Why It Matters Now Lesson Enrichment TG p. 262d
Lesson Assessment The effects of land losses and persecution faced TG p. 255d
TG pp. 240a–240b by Native Americans in the 1800s continue to Lesson Assessment
be reflected in their legal struggles today. Lesson Assessment TG pp. 271–272
Lesson Enrichment
TG pp. 262a–262b
TG p. 247d
Lesson Assessment
TG pp. 255–255a
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WEEK Benchmark 1 Module 7: A New Lesson 1: Manifest Lesson 2: Expansion in Texas Module 7 Close
8 Nation Destiny SE/TG pp. 286–291
SE/TG pp. 276–285 DBI, Parts 1 & 2
Lesson Opener
Essential Question The Big Idea
SE/TG p. 274 Lesson Opener Mexico offered land grants to American
settlers, but conflict developed over religion
Essential Question Essay
The Big Idea
Video Americans moved west, and other cultural differences and the issue of
SE/TG p. 274 slavery. Module Assessment
energized by their belief in
the rightful expansion of TG pp. 300–301a
Why It Matters Now
Timeline the United States from the Today, the state of Texas shares an important
SE/TG p. 275 Atlantic to the Pacific. trading partnership with Mexico.
Lesson Enrichment
TG p. 285b
Lesson Assessment
TG pp. 290–291a
Why It Matters Now Lesson 3: The War with Mexico
The South and Southwest SE/TG pp. 292–299
are now the fastest-
Lesson Opener
growing regions of the The Big Idea
United States. Tensions over the U.S. annexation of Texas led to
war with Mexico, resulting in huge territorial gains
Lesson Enrichment for the United States.
TG p. 275b
Why It Matters Now
The United States has achieved its goal of
Lesson Assessment expanding across the continent from east to west.
TG pp. 283–283b
Lesson Enrichment
TG p. 291d
Lesson Assessment
TG pp. 299–299a
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WEEK Module 8: A New Nation Lesson 1: Religion Sparks Lesson 2: Slavery and Lesson 3: Women and Lesson 4: The Changing
9 Reform Abolition Reform Workplace
SE/TG pp. 304–312 SE/TG pp. 313–321 SE/TG pp. 322–328 SE/TG pp. 329–337
Essential Question
SE/TG p. 302 Lesson Opener Lesson Opener Lesson Opener Lesson Opener
The Big Idea The Big Idea The Big Idea The Big Idea
Video A renewal of religious Slavery became an Women reformers A growing industrial work
SE/TG p. 302 sentiment—known as the explosive issue, as more expanded their efforts force faced problems arising
Second Great Awakening— Americans joined from movements from manufacturing under the
Timeline inspired a host of reform reformers working to such as abolition and factory system.
SE/TG p. 303 movements. end it. temperance to include
women’s rights.
Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
Many modern social and Questions of economic Women reformers The National Trades’ Union
political reform movements and social inequality expanded their efforts was the forerunner of
grew out of the reform continue to challenge the from movements America’s labor unions today.
movements of 19th-century people of the United such as abolition and
America. States. temperance to include Lesson Enrichment
women’s rights. TG p. 328d
Lesson Enrichment Lesson Enrichment
TG p. 303b TG p. 312d Lesson Enrichment Lesson Assessment
TG p. 321d TG pp. 337–337b
Lesson Assessment Lesson Assessment
TG pp. 312–312b TG pp. 321–321b Lesson Assessment
TG pp. 328–328a
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WEEK Module 8 Close Module 9: The Civil War Lesson 1: The Issue of Lesson 2: The Birth of the Lesson 3: Slavery and
10 Slavery Republican Party Secession
DBI, Parts 1 & 2 SE/TG pp. 342–355 SE/TG pp. 356–360 SE/TG pp. 361–370
Essential Question
SE/TG p. 340 Lesson Opener Lesson Opener Lesson Opener
Essential Question Essay The Big Idea The Big Idea The Big Idea
Video The issue of slavery In the mid-1850s the issue A series of controversial
Module Assessment SE/TG p. 340 dominated U.S. politics in of slavery and other factors events heightened the
TG pp. 338–339b the early 1850s. split political parties and sectional conflict that
Timeline led to the birth of new ones. brought the nation to the
SE/TG p. 341 brink of war.
Why It Matters Now Why It Matters Now Why It Matters Now
Issues of fairness, equality, The Republican and Secession created deep
race, and class continue to Democratic parties remain divisions in American
challenge U.S. society. the major political forces in society that persist
the United States today. to the present time.
Lesson Enrichment
TG p. 341b Lesson Enrichment Lesson Enrichment
TG p. 355d TG p. 360d
Lesson Assessment
TG pp. 355–355b Lesson Assessment Lesson Assessment
TG pp. 360–360a TG pp. 368a–368b
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WEEK Lesson 4: The Civil War Lesson 5: The Politics of Lesson 6: The North Lesson 7: Effects of War Module 9 Close
11 Begins War Takes Charge SE/TG pp. 401–411
SE/TG pp. 371–380 SE/TG pp. 381–388 SE/TG pp. 389–400 DBI, Parts 1 & 2
Lesson Opener Lesson Opener Lesson Opener Lesson Opener
The Big Idea The Big Idea The Big Idea The Big Idea Essential Question Essay
The secession of southern By issuing the Emancipation Key victories at Vicksburg The Civil War brought
states caused the North and Proclamation, President and Gettysburg helped the about dramatic social and Module Assessment
the South to take up arms. Lincoln made slavery the Union wear down the economic changes in TG pp. 412–413d
focus of the war. Confederacy. American society.
Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
The nation’s identity was The proclamation was a first These victories clinched The federal government
forged in part by the Civil step toward improving the the North’s win and led to established supreme
War. status of African Americans. the preservation of the authority, and no
Union. state has threatened
Lesson Enrichment Lesson Enrichment secession since.
TG p. 370b TG p. 380d Lesson Enrichment
TG p. 388d Lesson Enrichment
Lesson Assessment Lesson Assessment TG p. 400d
TG pp. 380–380a TG pp. 388–388a Lesson Assessment
TG pp. 400a–400b Lesson Assessment
TG pp. 411–411b
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WEEK Module 10: Reconstruction Lesson 1: The Politics of Lesson 2: Reconstructing Lesson 3: Life After Lesson 4: The Collapse of
12 1864–1878 Reconstruction the South Slavery Reconstruction
SE/TG pp. 416–424 SE/TG pp. 425–431 SE/TG pp. 432–440 SE/TG pp. 441–451
Essential Question Lesson Opener Lesson Opener Lesson Opener Lesson Opener
SE/TG p. 414 The Big Idea The Big Idea The Big Idea The Big Idea
Congress opposed Lincoln’s Various groups During Reconstruction, Southern opposition to
Video and Johnson’s plans for contributed to African Americans Radical Reconstruction, along
SE/TG p. 414 Reconstruction and instead the rebuilding of southern gained new political with economic problems in
implemented its own plan to society after the war. and social rights but still the North, ended
Timeline rebuild the South. faced discrimination in Reconstruction.
SE/TG p. 415 many areas.
Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
Reconstruction was an During Reconstruction, the Many African American The government’s failure to
important step in African South began to shift from institutions, including protect African Americans’
Americans’ struggle for civil an agricultural society into colleges and churches, rights during Reconstruction
rights. the economically and were established delayed blacks’ achievement
culturally diverse region it during Reconstruction. of full civil rights by over a
Lesson Enrichment is today. century.
TG p. 415b
Lesson Assessment Lesson Enrichment Lesson Enrichment Lesson Enrichment
TG pp. 424a–424b TG p. 424d TG p. 431d TG p. 440d
Lesson Assessment Lesson Assessment Lesson Assessment
TG pp. 431–431a TG pp. 440a–440b TG pp. 451–451b
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WEEK Module 10 Close Module 11: Westward Lesson 1: Cultures Clash Lesson 2: Mining and Lesson 3: Settling on the Great
13 Expansion on the Prairie Ranching Plains
SE/TG pp. 476–483
DBI, Parts 1 & 2 SE/TG pp. 456–464 SE/TG pp. 465–475
Lesson Opener
Essential Question Lesson Opener Lesson Opener The Big Idea
Essential Question Essay SE/TG p. 454 The Big Idea The Big Idea Settlers on the Great Plains
transformed the land despite great
The culture of the Plains Many people sought hardships.
Module Assessment Video Indians declined as the fortunes during the mining
TG pp. 452–453b SE/TG p. 454 government encouraged and cattle booms of the Why It Matters Now
white settlers to American West. The Great Plains region remains
Timeline move West. the breadbasket of the United
SE/TG p. 455 States.
Lesson Enrichment
TG p. 475b
Lesson Assessment
TG pp. 483–483b
Why It Matters Now Why It Matters Now Lesson 4: Farmers and the
Today, Plains Indians work The mining and cattle Populist Movement
SE/TG pp. 484–489
to preserve their cultural booms built cities that
traditions. continue to be important Lesson Opener
centers of commerce The Big Idea
Lesson Enrichment today. Farmers united to address their
economic problems, giving rise to
TG p. 455b the Populist movement.
Lesson Enrichment
Lesson Assessment TG p. 464d Why It Matters Now
TG pp. 464–464b Many of the Populist reform
Lesson Assessment issues, such as income tax and
legally protected rights of work-
TG pp. 473–475 ers, are now taken for granted.
Lesson Enrichment
TG p. 483d
Lesson Assessment
TG pp. 489–489a
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WEEK Module 11 Close Module 12: Lesson 1: The Expansion of Lesson 2: The Age of the Railroads Lesson 4: The Rise of the
14 Industrialization Industry SE/TG pp. 502–508 Labor Movement
DBI, Parts 1 & 2 1868–1901 SE/TG pp. 494–501 Lesson Opener SE/TG pp. 516–523
The Big Idea
Lesson Opener The growth and consolidation Lesson Opener
Essential Question Essential Question The Big Idea of railroads benefited the nation but also led The Big Idea
Essay to corruption and required government The expansion of industry
SE/TG p. 492 At the end of the 19th century, regulation.
natural resources, creative prompted laborers to form
unions to better their lives.
Module Assessment Video ideas, and growing markets Why It Matters Now
TG pp. 490–491b SE/TG p. 492 fueled an industrial boom. Railroads made possible the expansion of
industry across the United States.
Timeline
Lesson Enrichment
SE/TG p. 493 TG p. 501b
Lesson Assessment
TG pp. 508–508a
Why It Matters Now Lesson 3: Big Business Why It Matters Now
Technological developments SE/TG pp. 509–515 Many of the strategies used
of the late 19th century paved today in the labor movement,
Lesson Opener such as the strike, have their
the way for the continued The Big Idea origins in the late 19th century.
growth of American industry. The expansion of industry resulted in the
growth of big business.
Lesson Enrichment
Lesson Enrichment TG p. 515d
Why It Matters Now
TG p. 493b Many of the strategies used today in
industry, such as consolidation, have their Lesson Assessment
Lesson Assessment origins in the late 19th century.
TG pp. 523–523b
TG pp. 499–501
Lesson Enrichment
TG p. 508d
Lesson Assessment
TG pp. 515–515b
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WEEK Module 12 Close Module 13: Lesson 1: The New Lesson 2: The Challenges of Lesson 3: Politics in the Gilded Age
15 Immigration and Immigrants Urbanization SE/TG pp. 544–549
DBI, Parts 1 & 2 Urbanization 1876– SE/TG pp. 528–535 SE/TG pp. 536–543 Lesson Opener
1917 The Big Idea
Lesson Opener Lesson Opener Local and national political corruption in
Essential Question The Big Idea The Big Idea the 19th century led to calls for reform.
Essay Essential Question Immigration from Europe, The rapid growth of cities
Asia, the Caribbean, and Why It Matters Now
SE/TG p. 526 forced people to deal with Political reforms paved the way for a more
Mexico reached a new high in
Module Assessment the late 19th and early 20th problems of housing, honest and efficient government in the
TG pp. 524–525b Video centuries. transportation, water, 20th century and beyond.
SE/TG p. 526 and sanitation.
Lesson Enrichment
TG p. 543d
Timeline
SE/TG p. 527 Lesson Assessment
TG pp. 549a–549b
Why It Matters Now Why It Matters Now Lesson 4: New Technologies
This wave of immigration Consequently, residents of SE/TG pp. 550–555
helped make the United States U.S. cities today enjoy greatly
the diverse society it is today. Lesson Opener
improved living conditions. The Big Idea
Advances in science and technology
Lesson Enrichment helped solve urban problems, including
Lesson Enrichment
TG p. 527b overcrowding.
TG p. 535d
Lesson Assessment Why It Matters Now
Lesson Assessment American cities continue to depend on the
TG pp. 535–535a results of scientific and technological
TG pp. 543–543a
research.
Lesson Enrichment
TG p. 549d
Lesson Assessment
TG pp. 555–555a
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WEEK Lesson 5: The Dawn of Module 13 Close Benchmark 2 Module 14: Progressivism Lesson 1: The Origins of Progressivism
16 Mass Culture 1888–1921 SE/TG pp. 568–576
SE/TG pp. 425–431 DBI, Parts 1 & 2 Lesson Opener
Essential Question The Big Idea
Lesson Opener SE/TG p. 566 Political, economic, and social change in late
The Big Idea Essential Question Essay 19th-century America led to broad
Video progressive reforms.
As Americans had more
time for leisure activities, a Module Assessment SE/TG p. 566
Why It Matters Now
modern mass culture TG pp. 564–565b Progressive reforms in areas such as labor
emerged. Timeline and voting rights reinforced democratic
SE/TG p. 567 principles that continue to exist today.
Lesson Enrichment
TG p. 567b
Lesson Assessment
TG pp. 576a–576b
Why It Matters Now Lesson 2: Education Reform
Today the United States has SE/TG pp. 577–581
a worldwide impact on Lesson Opener
mass culture. The Big Idea
Reforms in public education led to a rise in
Lesson Enrichment national literacy and the promotion of public
education.
TG p. 555d
Why It Matters Now
Lesson Assessment The public education system is a foundation
TG pp. 563–563a of the democratic ideals of American
society.
Lesson Enrichment
TG p. 576d
Lesson Assessment
TG pp. 581–581b
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WEEK Lesson 3: Segregation and Lesson 4: Women in Lesson 5: Teddy Lesson 6: The Origins of Module 14 Close
17 Discrimination Public Life Roosevelt’s Square Progressivism
SE/TG pp. 604–608
SE/TG pp. 581–590 SE/TG pp. 591–595 Deal DBI, Parts 1 & 2
SE/TG pp. 596–603 Lesson Opener
Lesson Opener Lesson Opener The Big Idea
The Big Idea The Big Idea Taft’s ambivalent approach to Essential Question Essay
Lesson Opener progressive reform led to a split in the
African Americans led the As a result of social and The Big Idea Republican Party and the loss of the
fight against voting economic change, many As president, Theodore presidency to the Democrats. Module Assessment
restrictions and Jim Crow women entered public life Roosevelt worked to TG pp. 616–617d
laws. as workers and reformers. give citizens a Square Why It Matters Now
Deal through Third-party candidates continue
progressive reforms. to wrestle with how to become
viable candidates.
Lesson Enrichment
TG p. 603d
Lesson Assessment
TG pp. 608–608a
Why It Matters Now Why It Matters Now Why It Matters Now Lesson 7: The Origins of
Today, African Americans Women won new As part of his Square Progressivism
SE/TG pp. 609–615
have the legacy of a century- opportunities in labor and Deal, Roosevelt’s
long battle for civil rights. education that are enjoyed conservation efforts Lesson Opener
today. made a permanent The Big Idea
impact on Woodrow Wilson established a
strong reform agenda as a pro-gressive
Lesson Enrichment Lesson Enrichment environmental leader.
TG p. 581d TG p. 590b resources.
Why It Matters Now
Lesson Assessment Lesson Assessment Lesson Enrichment The passage of the Nineteenth
TG pp. 588–590 TG pp. 595–595a TG p. 595d Amendment during Wilson’s
administration granted women
the right to vote.
Lesson Assessment
TG pp. 603–603a Lesson Enrichment
TG p. 608d
Lesson Assessment
TG pp. 615–615a
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WEEK Module 15: U.S. Lesson 1: Imperialism and Lesson 3: Acquiring Lesson 4: America as a Module 15 Close
18 Imperialism 1892–1918 America New Lands World Power
SE/TG pp. 620–625
SE/TG pp. 633–640 SE/TG pp. 641–649 DBI, Parts 1 & 2
Essential Question Lesson Opener
SE/TG p. 618 The Big Idea Lesson Opener Lesson Opener
Beginning in 1867 and continu- Essential Question Essay
ing through the century, global
The Big Idea The Big Idea
Video In the early 1900s the The Russo-Japanese War,
competition caused the United
SE/TG p. 618 States to expand. United States engaged in the Panama Canal, and the Module Assessment
conflicts in Puerto Rico, Mexican Revolution added TG pp. 650–651b
Timeline Why It Matters Now Cuba, and the to America’s military and
SE/TG p. 619 During this time period, the Philippines. economic power.
United States acquired Hawaii
and Alaska, both of which
became states in 1959.
Lesson Enrichment
TG p. 619b
Lesson Assessment
TG pp. 625–625b
Lesson 2: The Spanish-American Why It Matters Now Why It Matters Now
War Today the United States American involvement in
SE/TG pp. 626–632
maintains a strong conflicts around 1900 led to
Lesson Opener military and political involvement in World War
The Big Idea presence in strategic I and later to a peacekeeper
In 1898 the United States went to worldwide locations. role in today’s world.
war to help Cuba win its inde-
pendence from Spain.
Lesson Enrichment Lesson Enrichment
Why It Matters Now TG p. 632d TG p. 640d
U.S. involvement in Latin America
and Asia increased greatly as a result Lesson Assessment Lesson Assessment
of the war and continues today. TG pp. 640a–640b TG pp. 647–649
Lesson Enrichment
TG p. 625d
Lesson Assessment
TG pp. 632a–632b
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WEEK Module 16: World War I Lesson 1: World War I Lesson 2: The United Lesson 3: The War at Lesson 4: Wilson Fights
19 1913–1920 Begins States Joins the War Home for Peace
SE/TG pp. 653–665 SE/TG pp. 666–675 SE/TG pp. 676–687 SE/TG pp. 688–695
Essential Question
SE/TG p. 652 Lesson Opener Lesson Opener Lesson Opener Lesson Opener
The Big Idea The Big Idea The Big Idea The Big Idea
Video As conflict in Europe The United States World War I spurred European leaders opposed
SE/TG p. 652 intensified, the United mobilized a large army and social, political, and most of Wilson’s peace
States was forced to navy to help the Allies economic change in the plan, and the U.S. Senate
Timeline abandon its neutrality. achieve victory. United States. failed to ratify the
SE/TG p. 653 peace treaty.
Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
The United States remains During World War I, the Such changes increased Many of the nationalist
involved in European and United States military government powers and issues left unresolved after
world affairs. evolved into the powerful expanded economic World War I continue to
fighting force that it opportunities. trouble the world
Lesson Enrichment remains today. today.
TG p. 653b Lesson Enrichment
Lesson Enrichment TG p. 675d Lesson Enrichment
Lesson Assessment TG p. 665d TG p. 687b
TG pp. 665–665b Lesson Assessment
Lesson Assessment TG pp. 685–687 Lesson Assessment
TG pp. 675–675b TG pp. 695–695b
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WEEK Module 16 Close Module 17: The Roaring Lesson 1: The Business of Lesson 2: Postwar Issues Lesson 3: Changing Ways of Life
20 Twenties 1919–1929 America SE/TG pp. 710–718 SE/TG pp. 719–725
DBI, Parts 1 & 2 SE/TG pp. 700–709
Essential Question Lesson Opener
Lesson Opener The Big Idea
SE/TG p. 698 Lesson Opener The Big Idea
Essential Question Americans experienced cultural
The Big Idea A desire for normality after conflicts as customs and values
Essay Video changed in the 1920s.
Although the U.S. the war and a fear of
SE/TG p. 698 government was rocked by communism and “foreigners”
Module Assessment scandal during the early led to postwar isolationism. Why It Matters Now
TG pp. 696–697d Timeline The way in which different
1920s, a business boom groups react to change contin-
SE/TG p. 699 fueled a rise in America’s ues to cause conflict today.
standard of living.
Lesson Enrichment
TG p. 718d
Lesson Assessment
TG pp. 725–725b
Why It Matters Now Why It Matters Now Lesson 4: The Twenties Woman
The government must Americans today continue to SE/TG pp. 726–730
guard against scandal and debate political isolationism
corruption to merit public and immigration policy. Lesson Opener
The Big Idea
trust. In addition, business, American women pursued new
technological, and social Lesson Enrichment lifestyles and assumed new jobs
developments of the 1920s TG p. 709d and different roles in society
launched the era of during the 1920s.
modern consumerism. Lesson Assessment
Why It Matters Now
TG pp. 718a–718b Workplace opportunities and
Lesson Enrichment trends in family life are still major
TG p. 699b issues for women today.
Lesson Enrichment
Lesson Assessment
TG p. 725d
TG pp. 709–709b
Lesson Assessment
TG pp. 730–730a
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WEEK Lesson 5: Education and Lesson 6: The Harlem Module 17 Close Module 18: The Great Lesson 1: The Nation’s
21 Popular Culture Renaissance Depression 1928–1934 Sick Economy
SE/TG pp. 731–739 SE/TG pp. 740–747 DBI, Parts 1 & 2 SE/TG pp. 752–760
Essential Question
Lesson Opener Lesson Opener SE/TG p. 750 Lesson Opener
Essential Question Essay
The Big Idea The Big Idea The Big Idea
The mass media, movies, African American ideas, Video As the prosperity of the
and spectator sports played politics, art, literature, and Module Assessment SE/TG p. 750 1920s ended, severe
important roles in creating music flourished in Harlem TG pp. 748–749d economic problems gripped
the popular culture of the and elsewhere in the United Timeline the nation.
1920s—a culture States. SE/TG p. 751
that many artists and
writers criticized.
Why It Matters Now Why It Matters Now Why It Matters Now
Much of today’s popular The Harlem Renaissance The Great Depression has
culture can trace its roots to provided a foundation of had lasting effects on how
the popular culture of the African American Americans view themselves
1920s. intellectualism to and their government.
which African American
Lesson Enrichment writers, artists, and Lesson Enrichment
TG p. 730d musicians contribute TG p. 751b
today.
Lesson Assessment Lesson Assessment
TG pp. 739–739b Lesson Enrichment TG pp. 760a–760b
TG p. 739d
Lesson Assessment
TG pp. 747–747a
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WEEK Lesson 2: Hardship and Suffering Module 18 Close Module 19: The New Lesson 1: A New Deal Lesson 2: The Second New
22 SE/TG pp. 761–768 Deal 1932–1941 Fights the Depression Deal
DBI, Parts 1 & 2 SE/TG pp. 780–788 SE/TG pp. 789–798
Lesson Opener
Essential Question
The Big Idea
During the Great Depression, SE/TG p. 778 Lesson Opener Lesson Opener
Americans did what they had to do to Essential Question
The Big Idea The Big Idea
survive. Essay Video After becoming president, The Second New Deal included
SE/TG p. 778 Franklin Delano Roosevelt new programs to extend federal
Why It Matters Now
Since the Great Depression, many
Module Assessment used government programs to aid and stimulate the nation’s
Americans have been more cautious TG pp. 776–777b Timeline combat the Depression. economy.
about saving, investing, and SE/TG p. 779
borrowing.
Lesson Enrichment
TG p. 760d
Lesson Assessment
TG pp. 768a–768b
Lesson 3: Hoover’s Failed Policies Why It Matters Now Why It Matters Now
SE/TG pp. 769–775 Americans still benefit from Second New Deal programs
New Deal programs, such as continue to assisthomebuyers,
Lesson Opener
The Big Idea bank and stock market farmers, workers, and the
President Hoover’s conserva- regulations and the elderly in the 2000s.
tive response to the Great Depression Tennessee Valley Authority.
drew criticism from many Americans. Lesson Enrichment
Lesson Enrichment TG p. 788d
Why It Matters Now
Worsening conditions in the
TG p. 779b
country caused the government to Lesson Assessment
become more involved in the health Lesson Assessment TG pp. 796a–796b
and economic security of the people. TG pp. 778–778b
Lesson Enrichment
TG p. 768d
Lesson Assessment
TG pp. 775–775a
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WEEK Lesson 3: New Deal, New Lesson 5: The Impact of Module 19 Close Module 20: World War Lesson 1: War Breaks Out
23 Opportunities the New Deal II 1930–1946 SE/TG pp. 824–836
SE/TG pp. 799–805 SE/TG pp. 812–819 DBI, Parts 1 & 2
Essential Question Lesson Opener
Lesson Opener
Lesson Opener SE/TG p. 822 The Big Idea
The Big Idea Essential Question Essay
New Deal policies and actions The Big Idea The rise of rulers with total
affected various social and The New Deal affected Video power in Europe and Asia
ethnic groups. Module Assessment SE/TG p. 822
American society not only led to World War II.
in the 1930s but also in the TG pp. 820–821b
Why It Matters Now Timeline
The New Deal made a lasting decades that followed.
impact on increasing the gov- SE/TG p. 823
ernment’s role in the struggle for
equal rights.
Lesson Enrichment
TG p. 798b
Lesson Assessment
TG pp. 805–805b
Lesson 4: Culture in the 1930s Why It Matters Now Why It Matters Now
SE/TG pp. 806–811 Americans still debate over Dictators of the 1930s and
how large a role 1940s changed the course of
Lesson Opener government should history when their actions
The Big Idea started World War II, serving as
Motion pictures, radio, art, and play in American life.
literature blossomed during the a warning to be vigilant about
New Deal. Lesson Enrichment totalitarian government.
TG p. 811d
Why It Matters Now
The films, music, art, and litera- Lesson Enrichment
ture of the 1930s still captivate Lesson Assessment
TG pp. 817–819 TG p. 823b
today’s public.
Lesson Enrichment Lesson Assessment
TG p. 805d TG pp. 836a–836b
Lesson Assessment
TG pp. 811–811b
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WEEK Lesson 2: The Holocaust Lesson 3: America Moves Lesson 4: The War Effort Lesson 4: The War Effort Lesson 5: The War for
24 SE/TG pp. 837–845 Toward War on the Home Front on the Home Front Europe and North Africa
SE/TG pp. 846–856 SE/TG pp. 857–875 SE/TG pp. 876–885 SE/TG pp. 886–894
Lesson Opener
The Big Idea Lesson Opener Lesson Opener Lesson Opener Lesson Opener
During the Holocaust, the The Big Idea The Big Idea The Big Idea The Big Idea
Nazis systematically The United States hesitated Following the attack on Following the attack on Allied forces, led by the
executed 6 million Jews to become involved Pearl Harbor, the United Pearl Harbor, the United United States and Great
and 5 million other in another global conflict. States mobilized for war. States mobilized for war. Britain, battled Axis powers
non-Aryans.” However, it did provide for control of Europe and
economic and military aid North Africa.
to help the Allies achieve
victory.
Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
After the atrocities of the U.S. military capability Changes on the home front Changes on the home front During World War II, the
Holocaust, agencies became a key factor in reshaped American society reshaped American society United States assumed
formed to publicize human World War II, and it has as well as the economy. as well as the economy. a leading role in world
rights. These agencies been a consideration in affairs that continues
continue to fight for social world affairs ever since. today.
justice in today’s world.
Lesson Enrichment Lesson Enrichment Lesson Enrichment Lesson Enrichment Lesson Enrichment
TG p. 836d TG p. 845d TG p. 856d TG p. 856d TG p. 875b
Lesson Assessment Lesson Assessment Lesson Assessment Lesson Assessment Lesson Assessment
TG pp. 845–845b TG pp. 856–856a TG pp. 873–873b TG pp. 873–873b TG pp. 885–885b
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WEEK Lesson 6: The War in the Lesson 7: The End of Module 20 Close Benchmark 3 Module 21: The Cold
25 Pacific World War II War 1944–1992
SE/TG pp. 886–894 SE/TG pp. 895–907 DBI, Parts 1 & 2
Essential Question
Lesson Opener Lesson Opener SE/TG p. 910
Essential Question Essay
The Big Idea The Big Idea
After early defeats in the While the Allies completed Video
Pacific, the United States the defeat of the Axis Module Assessment SE/TG p. 910
gained the upper hand and powers on the battlefield, TG pp. 908–909d
began to fight its way, Allied leaders were Timeline
island by island, to Japan. making plans for the SE/TG p. 911
postwar world.
Why It Matters Now Why It Matters Now
These battles in the Pacific Wartime decisions affected
convinced world leaders that global affairs for the next
a powerful weapon would be several decades.
required to win the war.
Lesson Enrichment
TG p. 894d
Lesson Enrichment
TG p. 885d Lesson Assessment
TG pp. 907–907b
Lesson Assessment
TG pp. 894–894a
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WEEK Lesson 1: The Origins of Lesson 2: The Cold War Lesson 3: The Cold War Lesson 4: Two Nations Lesson 5: Mounting
26 the Cold War Heats Up at Home Live on the Edge Tensions in the Sixties
SE/TG pp. 912–922 SE/TG pp. 923–931 SE/TG pp. 932–939 SE/TG pp. 940–949 SE/TG pp. 950–960
Lesson Opener Lesson Opener Lesson Opener Lesson Opener Lesson Opener
The Big Idea The Big Idea The Big Idea The Big Idea The Big Idea
The United States and the After World War II, China During the late 1940s and During the 1950s the The Kennedy
Soviet Union emerged became a Communist early 1950s, fear of United States and the administration faced some
from World War II as two nation and Korea was split communism led to reckless Soviet Union came to the of the most dangerous
“superpowers” with vastly into a Communist north charges against brink of nuclear war. Soviet confrontations in
different political and and a democratic south. innocent citizens. American history.
economic systems.
Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
After World War II, Ongoing tensions with Americans today remain The Cold War continued America’s response to
differences between the China and North Korea vigilant about unfounded into the following Soviet threats developed
United States and the continue to involve the accusations. decades, affecting U.S. the United States as a
Soviet Union led to United States. policies in Cuba, Central military superpower.
a Cold War that lasted Lesson Enrichment America, Southeast Asia,
almost to the 21st Lesson Enrichment TG p. 931d and the Middle East. Lesson Enrichment
century. TG p. 922d TG p. 949d
Lesson Assessment Lesson Enrichment
Lesson Enrichment Lesson Assessment TG pp. 939–939a TG p. 939d Lesson Assessment
TG p. 911b TG pp. 931–931b TG pp. 960a–960b
Lesson Assessment
Lesson Assessment TG pp. 949–949b
TG pp. 922–922b
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WEEK Lesson 6: The End of the Module 21 Close Module 22: The Postwar Lesson 1: Postwar America Lesson 2: The American
27 Cold War Boom 1945–1961 SE/TG pp. 976–983 Dream in the Fifties
SE/TG pp. 961–971 DBI, Parts 1 & 2 SE/TG pp. 984–997
Essential Question Lesson Opener
Lesson Opener SE/TG p. 974 The Big Idea Lesson Opener
Essential Question
The Big Idea The Truman and The Big Idea
Essay Video
Changes in foreign policy Eisenhoweradministrations led During the 1950s the
beginning with the Nixon SE/TG p. 974 the nation to make social, economy boomed, and
administration gradually led to Module Assessment economic, and political many Americans enjoyed
an easing of U.S.-Soviet TG pp. 972–973d Timeline adjustments following World material comfort.
tensions and an end to the SE/TG p. 975 War II.
Cold War.
Why It Matters Now Why It Matters Now Why It Matters Now
The end of the Cold War led In the years after World War The “American dream,” a
to more open political and II, the United States became notion that was largely
economic ties between the the economic and military shaped by the 1950s, is
United States and the Soviet power that it still is today. still pursued today.
Union, despite some
continued differences. Lesson Enrichment Lesson Enrichment
TG p. 975b TG p. 983d
Lesson Enrichment
TG p. 960d Lesson Assessment Lesson Assessment
TG pp. 983–983b TG pp. 994–997
Lesson Assessment
TG pp. 971–971b
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WEEK Lesson 3: Popular Culture Module 22 Close Module 23: An Era of Lesson 1: Kennedy and Lesson 2: Johnson and the
28 SE/TG pp. 998–1005 Social Change 1959– the New Frontier Great Society
1980 SE/TG pp. 1016–1025 SE/TG pp. 1026–1037
Lesson Opener DBI, Parts 1 & 2
The Big Idea
Mainstream Americans, as well as the Essential Question Lesson Opener Lesson Opener
nation’s subcultures, embraced new forms Essential Question SE/TG p. 1014 The Big Idea The Big Idea
of entertainment during the 1950s. Essay
John F. Kennedy brought The demand for reform
Video energy, initiative, and helped create a new
Why It Matters Now SE/TG p. 1014
Television and rock ‘n’ roll, integral parts
Module Assessment important new ideas to the awareness of social
of the nation’s culture today, emerged TG pp. 1012–1013b presidency. problems, especially on
during the postwar era. Timeline matters of civil rights and
SE/TG p. 1015 the effects of poverty.
Lesson Enrichment
TG p. 997b
Lesson Assessment
TG pp. 1005–1005b
Lesson 4: The Other America Why It Matters Now Why It Matters Now
SE/TG pp. 1006–1011 Kennedy’s programs and Reforms made in the 1960s
proposals addressed have had a lasting effect on
Lesson Opener
The Big Idea important social issues and the American justice
Amidst the prosperity of the 1950s, laid groundwork for system by increasing the
millions of Americans lived in poverty. reforms that would make rights of minorities.
America a more innovative
Why It Matters Now and progressive nation. Lesson Enrichment
America today continues to experience a
marked income gap between affluent and
TG p. 1025b
nonaffluent people. Lesson Enrichment
TG p. 105b Lesson Assessment
Lesson Enrichment TG pp. 1035–1035b
TG p. 1005d
Lesson Assessment
Lesson Assessment TG pp. 1023–1025
TG pp. 1011–1011b
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WEEK Lesson 3: Culture and Module 23 Close Module 24: Civil Rights Lesson 1: Taking on Lesson 2: The Triumphs
29 Counterculture 1953–2010 Segregation of a Crusade
SE/TG pp. 1038–1043
DBI, Parts 1 & 2 SE/TG pp. 1056–1067 SE/TG pp. 1068–1077
Essential Question
Lesson Opener
The Big Idea SE/TG p. Lesson Opener Lesson Opener
The ideals and lifestyle of the Essential Question
The Big Idea The Big Idea
counterculture challenged the Essay Video
traditional views of Americans.
Activism and a series of Civil rights activists broke
SE/TG p. Supreme Court decisions through racial barriers.
Module Assessment advanced equal rights for Their activism prompted
Why It Matters Now Timeline
The music, art, and politics of the
TG pp. 1052–1053b African Americans in the landmark legislation.
counterculture have left enduring SE/TG p. 1950s and 1960s.
marks on American society.
Lesson Enrichment
TG p. 1037b
Lesson Assessment
TG pp. 1043–1043a
Lesson 4: Environmental Activism Why It Matters Now Why It Matters Now
SE/TG pp. 1044–1051 Landmark Supreme Court Activism pushed the federal
decisions beginning in 1954 government to end
Lesson Opener
The Big Idea have guaranteed civil rights segregation and ensure
During the 1960s and 1970s, for Americans today. voting rights for
Americans strengthened their efforts African Americans.
to address the nation’s Lesson Enrichment
environmental problems.
TG p. 1055b Lesson Enrichment
Why It Matters Now TG p. 1067b
The nation today continues to Lesson Assessment
struggle to balance environmental TG pp. 1065–1065b Lesson Assessment
concerns with industrial growth. TG pp. 1077–1077b
Lesson Enrichment
TG p. 1043d
Lesson Assessment
TG pp. 1051–1051a
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WEEK Lesson 3: Challenges and Lesson 4: Hispanic and Lesson 5: Women Fight Lesson 6: The Struggle Module 24 Close
30 Changes in the Movement Native Americans Seek for Equality Continues
SE/TG pp. 1078–1085 Equality SE/TG pp. 1096–1102 SE/TG pp. 1103–1115 DBI, Parts 1 & 2
SE/TG pp. 1086–1095
Lesson Opener Lesson Opener Essential Question Essay
Lesson Opener Lesson Opener
The Big Idea The Big Idea The Big Idea The Big Idea
Disagreements among civil Hispanic Americans and Through protests and In the decades that followed Module Assessment
rights groups and the rise of Native Americans marches, women confronted the civil rights and equal TG pp. 1116–1117
black nationalism created a confronted injustices in the social and economic barriers rights movements, groups
violent period in the fight 1960s. in American society. and individuals continued
for civil rights. to pursue equal rights for
all Americans.
Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
From the fight for equality Campaigns for civil rights The rise of the women’s Issues involving equal
came a resurgence of racial and economic justice won movement during the rights and equal
pride for African better representation and 1960s advanced women’s opportunities continue to
Americans, a legacy opportunity for Hispanic place in the work force and challenge American
that influences today’s Americans and Native in society. society.
generations. Americans.
Lesson Enrichment
Lesson Enrichment Lesson Enrichment TG p. 1095d Lesson Enrichment
TG p. 1077d TG p. 1085d TG p. 1102d
Lesson Assessment
Lesson Assessment Lesson Assessment TG pp. 1102a–1102b Lesson Assessment
TG pp. 1085–1085a TG pp. 1093–1095 TG pp. 1115–115b
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WEEK Module 25: The Vietnam Lesson 1: Moving Toward Lesson 2: U.S. Lesson 3: A Nation Divided Lesson 5: The End of the
31 War 1959–1976 Conflict Involvement and SE/TG pp. 1135–1141 War and Its Legacy
SE/TG pp. 1120–1126 Escalation SE/TG pp. 1149–1161
Lesson Opener
Essential Question SE/TG pp. 1127–1134 The Big Idea
SE/TG p. 1118 Lesson Opener Opponents of the government’s Lesson Opener
The Big Idea Lesson Opener war policy were pitted against The Big Idea
Video those who supported it. President Nixon instituted
To stop the spread of The Big Idea
SE/TG p. 1118 communism in Southeast The United States sent his Vietnamization policy,
Why It Matters Now
Asia, the United States used troops to fight in Vietnam, The painful process of healing a
and the long war finally
Timeline its military to support South but the war quickly turned divided nation continues today. came to an end.
SE/TG p. 1119 Vietnam. into a stalemate.
Lesson Enrichment
TG p. 1134d
Lesson Assessment
TG pp. 1141–1141b
Why It Matters Now Why It Matters Now Lesson 4: 1968: A Tumultuous Why It Matters Now
The United States’ support Since Vietnam, Americans Year Since Vietnam, the United
SE/TG pp. 1142–1148
role in Vietnam began what are more aware of the States considers more
would become a long and positive and negative Lesson Opener carefully the risk to its own
controversial war. effects of using U.S. The Big Idea interests before intervening
troops in foreign conflicts. An enemy attack in Vietnam, two in foreign affairs.
Lesson Enrichment assassinations, and a chaotic
political convention made 1968
TG p. 1119b Lesson Enrichment an explosive year.
Lesson Enrichment
TG p. 1126d TG p. 1148d
Lesson Assessment Why It Matters Now
TG pp. 1126a–1126b Lesson Assessment Disturbing events in 1968 Lesson Assessment
TG pp. 1134a–1134b accentuated the nation’s divisions, TG pp. 1159–1159a
which are still healing in the 21st
century.
Lesson Enrichment
TG p. 1141d
Lesson Assessment
TG pp. 1148a–1148b
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WEEK Module 25 Close Module 26: Transitions Lesson 1: The Nixon Administration Lesson 3: The Ford and Lesson 4: A Conservative
32 and Conservatism SE/TG pp. 1164–1170 Carter Years Movement Emerges
1967–1992 SE/TG pp. 1171–1177 SE/TG pp. 1178–1190
DBI, Parts 1 & 2 Lesson Opener
The Big Idea
Essential Question Lesson Opener Lesson Opener
Essential Question President Richard M. Nixon tried to steer
SE/TG p. 1162 the country in a conservative direction and The Big Idea The Big Idea
Essay away from federal control. The Ford and Carter Conservatism reached a
Video administrations attempted high point with the election
Module Assessment SE/TG p. 1162 Why It Matters Now
American leaders of the early 1970s laid
to remedy the nation’s in 1980 of President Ronald
TG pp. 1160–1161b the foundations for the broad conservative worst economic crisis in Reagan and Vice-President
Timeline base that exists today. decades. George Bush.
SE/TG p. 1163
Lesson Enrichment
TG p. 1163b
Lesson Assessment
TG pp. 1170a–1170b
Lesson 2: Watergate: Nixon’s Downfall Why It Matters Now Why It Matters Now
SE/TG pp. 740–747 Maintaining a stable In the early 21st century,
national economy has conservative views strongly
Lesson Opener remained a top priority for influenced both major
The Big Idea
President Richard Nixon’s involvement in every president since Ford political parties.
the Watergate scandal forced him to resign and Carter.
from office.
Lesson Enrichment Lesson Enrichment
Why It Matters Now TG p. 1177d TG p. 1190b
The Watergate scandal raised questions of
public trust that still affect how the public
and media skeptically view politicians. Lesson Assessment Lesson Assessment
TG pp. 1188–1190 TG pp. 1196a–1196b
Lesson Enrichment
TG p. 1170d
Lesson Assessment
TG pp. 1177–1177a
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WEEK Lesson 5: Reagan and Lesson 6: Foreign Policy Module 26 Close Module 27: Into a New Lesson 1: The Clinton Years
33 Bush Confront Domestic Under Reagan and Bush Millennium 1991–2015 SE/TG pp. 1220–1229
Concerns SE/TG pp. 1207–1215 DBI, Parts 1 & 2
SE/TG pp. 1197–1206 Essential Question Lesson Opener
Lesson Opener SE/TG p. 1218 The Big Idea
Essential Question
Lesson Opener The Big Idea Bill Clinton led the Democratic
Essay Video
The Big Idea New pressures, including Party in a new direction, while
Presidents Reagan and the breakup of the Soviet SE/TG p. 1218 Republican influence increased
Bush pursued a Union in 1991 and the new Module Assessment and the economy changed.
conservative agenda. It role of the U.S. as the TG pp. 1216–1217c Timeline
included tax cuts, budget world’s only superpower, SE/TG p. 1219
cuts, and increased defense affected foreign policy
spending, during under Reagan and Bush.
an era of serious social
problems.
Why It Matters Now Why It Matters Now Why It Matters Now
The conservative views of The United States continues Democrats and Republicans need
Reagan and Bush to provide to find a way to work together
created policies and substantial economic, and unite a divided nation and
priorities that affect diplomatic, and military improve the economy.
government spending and support to nations around
budgeting today. the world. Lesson Enrichment
TG p. 1219b
Lesson Enrichment Lesson Enrichment
TG p. 1196d TG p. 1206b Lesson Assessment
TG pp. 1229–1229b
Lesson Assessment Lesson Assessment
TG pp. 1204–1206 TG pp. 1215–1215a
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WEEK Lesson 2: The Bush Lesson 3: Obama’s Lesson 4: Technology Lesson 5: The Changing Module 27 Close
34 Administration Presidency Shapes Life Face of America
SE/TG pp. 1230–1242 SE/TG pp. 1243–1251 SE/TG pp. 1252–1259 SE/TG pp. 1260–1267 DBI, Parts 1 & 2
Lesson Opener Lesson Opener Lesson Opener Lesson Opener
Essential Question Essay
The Big Idea The Big Idea The Big Idea The Big Idea
Acts of terrorism, a President Barack Obama Advances in technology As the 20th century ended
troubled war, and a changed domestic and have increased not only the and the 21st began, the Module Assessment
faltering economy foreign policies, but the pace but also the comfort demographics of the U.S. TG pp. 1268–1269d
dominated the Democratic Party lost power and health of many population changed.
millennium’s first decade. in Congress as U.S. politics Americans’ daily lives.
became increasingly
partisan.
Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
Both domestic issues and Increased tensions in the Providing access to the new Americans of all locations,
foreign conflicts that federal government hinder technology and regulating backgrounds, and stages in
began during the 2000s leaders’ efforts to solve its use are two challenges life share common goals:
still simmer and domestic and foreign facing 21st-century the desire for equal rights
require resolution. problems. America. and economic opportunity.
Lesson Enrichment Lesson Enrichment Lesson Enrichment Lesson Enrichment
TG p. 1229d TG p. 1242b TG p. 1251d TG p. 1259d
Lesson Assessment Lesson Assessment Lesson Assessment Lesson Assessment
TG pp. 1240–1240b TG pp. 1251–1251a TG pp. 1259–1259a TG pp. 1267–1267a
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WEEK Benchmark 4 Module 28: The United Lesson 1: National Security Lesson 2: Foreign Policy Lesson 3: Poverty and
35 States in the 21st Century and Public Safety SE/TG pp. 1282–1293 Social Concerns
1999–2016 SE/TG pp. 1272–1281 SE/TG pp. 1294–1301
Lesson Opener
Essential Question Lesson Opener The Big Idea Lesson Opener
SE/TG p. The Big Idea In order to keep the peace The Big Idea
The U.S. government strives whenever possible and Although the United States
Video to safeguard the public while safeguard U.S. interests, is often called the richest
SE/TG p.1270 preserving individual policymakers engage in a country in the world,
liberties. range of relationships with poverty grips millions of
Timeline other countries. Americans, and the middle
SE/TG p.1271 class is shrinking.
Why It Matters Now Why It Matters Now Why It Matters Now
As digital technology Relationships between our A thriving middle class is
becomes more pervasive and country and others can affect essential to continuing the
new threats arise, American us directly, so we need to stay American way of life.
citizens must share the vigilant in our efforts to keep
responsibility for protecting those relationships peaceful. Lesson Enrichment
themselves and the country. TG p. 1293d
Lesson Enrichment
Lesson Enrichment TG p. 1281d Lesson Assessment
TG p.1217b TG pp. 1301–1301b
Lesson Assessment
Lesson Assessment TG pp. 1293–1293b
TG pp. 1281–1281a
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36 and the Environment SE/TG pp. 1312–1318 and Cultural Diffusion
SE/TG pp. 1302–1311 SE/TG pp. 1319–1327 DBI, Parts 1 & 2
Lesson Opener
Lesson Opener The Big Idea Lesson Opener
Essential Question Essay
The Big Idea Because resources are The Big Idea
Although rich in natural limited and American Modern communication
resources, the American society is extremely and transportation Module Assessment
environment is being diverse, educational technologies have created TG pp. 1328–1329d
stressed by various factors. institutions struggle to an international economic
teach all of America’s and cultural community.
children and young people.
Why It Matters Now Why It Matters Now Why It Matters Now
If we fail to protect our A nation’s success depends To be good citizens of the
environment for the to a large extent on world, Americans
enjoyment, health, security, an educated populace. must learn to enhance the
and prosperity of later positive and reduce
generations, the country’s Lesson Enrichment the negative aspects of
future is bleak. TG p. 1311d globalization.
Lesson Assessment Lesson Enrichment
Lesson Enrichment TG pp. 1318a–1318b TG p. 1318d
TG p. 1301d
Lesson Assessment
Lesson Assessment TG pp. 1327–1327a
TG pp. 1311–1311a
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OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR0-? Rrrsarsrd Tic Dsiarhni Rursdlr ne rkdbhTihxdc bdiir vhsghm nrfTmhrlr gdik sgdl kdrenrl sgd drrdmshTi etmbshnmr ne ihed,
?ii bdiir bnmsThm fdmdshb hmenrlTshnm hm sgd enrl ne CL? lnidbtidr, Admdr Trd rdfhnmr hm sgd CL? sgTs bnmsThm sgd hmrsrtbshnmr sgTs
bncd enr sgd enrlTshnm ne krnsdhmr,
Rahdiad Tic ifhiddrhif OrTarhad Bniqrrsarhif wmkTiTrhniq Tic Cdqhfihif Rnksrhniq Bnmrsrtbs Tm dwkiTmTshnm aTrdc nm qTihc Tmc rdihTaid dqhcdmbd nasThmdc
ernl T qTrhdsu ne rntrbdr ’hmbitchmf rstcdmsr& nvm hmqdrshfTshnmr+ lncdir+ sgdnrhdr+ rhltiTshnmr+ kddr rdqhdv( Tmc sgd Trrtlkshnm
sgTs sgdnrhdr Tmc iTvr sgTs cdrbrhad sgd mTstrTi vnric nkdrTsd sncTu Tr sgdu chc hm sgd kTrs Tmc vhii bnmshmtd sn cn rn hm sgd etstrd,
Brnqqasrrhif Bniadmr Rrrsarsrd Tic Dsiarhni FmqdrshfTshmf nr cdrhfmhmf mdv rursdlr nr rsrtbstrdr rdpthrdr T cdsThidc dwTlhmTshnm ne sgd krnkdrshdr
ne cheedrdms lTsdrhTir+ sgd rsrtbstrdr ne cheedrdms bnlknmdmsr+ Tmc sgd bnmmdbshnmr ne bnlknmdmsr sn rdqdTi hsr etmbshnm Tmc.nr
rniqd T krnaidl,
Anmmdbshnmr sn Dmfhmddphmfy Sdbgmninfvy Hirdrcdmdicdiad nb Rahdiad) ifhiddrhif) Tic Edaeinknfx Dmfhmddrhmf TcqTmbdr gTqd idc sn hlknrsTms chrbnqdrhdr hm qhrstTiiu
Tmc :ppihbTshnmr ne Rbhdmbd dqdru ehdic ne rbhdmbd+ Tmc rbhdmshehb chrbnqdrhdr gTqd idc sn sgd cdqdinkldms ne dmshrd hmctrsrhdr Tmc dmfhmddrdc rursdlr,
OdrbnrlTiad wmdarTrhni Smhs / Smhs /
GR,KR0,1 Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Cdudknm Tic sqd T lncdk rn cdqarh_d red ehdrTraehaTk Kdrrnm 2 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
nrfTihyTrhni nb hirdrTarhif qxqrdlq reTr mrnuhcd qmdahbha bsiarhniq Kdrrnm 3 Tmc GTicq,Ni KT_ Sihr OdrbnrlTiad ETqj
vhrehi lskrhadkkskTr nrfTihqlq- ?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Jhccid ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR0-? Rrrsarsrd Tic Dsiarhni JtishbdiitiTr nrfTmhrlr gTqd T ghdrTrbghbTi rsrtbstrTi nrfTmhxTshnm+ hm vghbg Tmu nmd rursdl hr
lTcd tk ne mtldrntr kTrsr Tmc hr hsrdie T bnlknmdms ne sgd mdws idqdi,
Rahdiad Tic ifhiddrhif OrTarhad Cdudknmhif Tic Sqhif Lncdkq Cdqdink Tmc trd T lncdi sn hiitrsrTsd rdiTshnmrghkr adsvddm rursdlr nr adsvddm bnlknmdmsr
ne T rursdl,
Brnqqasrrhif Bniadmr Rxqrdlq Tic Rxqrdl Lncdkq Jncdir ’d,f, kgurhbTi+ lTsgdlTshbTi+ bnlktsdr lncdir( bTm ad trdc sn rhltiTsd rursdlr Tmc
hmsdrTbshnmr » hmbitchmf dmdrfu+ lTssdr+ Tmc hmenrlTshnm einvr vhsghm Tmc adsvddm rursdlr Ts cheedrdms rbTidr,
Exhibits and Appendices 295
2 3 T MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
GR,KR0 Drnl Lnkdaskdq rn NrfTihqlq9 Orhir Tic ChfhrTk Qdqnsradq
Rrrsarsrdq Tic Ornadqqdq bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs / Smhs /
GR,KR0,2 Kdrrnm 2 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
OkTi Tic anicsar Ti hiudqrhfTrhni rn mrnuhcd duhcdiad reTr bddc_Taj Smhs Rniqd Fs ’chfhsTi nmiu(
ldaeTihqlq lThirThi enldnqrTqhq- Sihr OdrbnrlTiad ETqj
?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Jhccid ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR0-? Rrrsarsrd Tic Dsiarhni EddcaTbj ldbgTmhrlr lThmsThm T ihqhmf rursdl&r hmsdrmTi bnmchshnmr vhsghm bdrsThm ihlhsr Tmc
ldchTsd adgTqhnrr+ Tiinvhmf hs sn rdlThm Tihqd Tmc etmbshnmTi dqdm Tr dwsdrmTi bnmchshnmr bgTmfd vhsghm rnld rTmfd, EddcaTbj
ldbgTmhrlr bTm dmbntrTfd ’sgrntfg knrhshqd eddcaTbj( nr chrbntrTfd ’mdfTshqd eddcaTbj( vgTs hr fnhmf nm hmrhcd sgd ihqhmf
rursdl,
Rahdiad Tic ifhiddrhif OrTarhad OkTiihif Tic BTrrxhif Nsr HiudqrhfTrhniq MiTm Tmc bnmctbs Tm hmqdrshfTshnm hmchqhctTiiu Tmc bniiTanrTshqdiu sn krnctbd cTsT
sn rdrqd Tr sgd aTrhr enr dqhcdmbd+ Tmc hm sgd cdrhfm9 cdbhcd nm sukdr+ gnv ltbg+ Tmc TbbtrTbu ne cTsT mddcdc sn krnctbd rdihTaid
ldTrtrdldmsr Tmc bnmrhcdr ihlhsTshnmr nm sgd krdbhrhnm ne sgd cTsT ’d,f,+ mtladr ne srhTir+ bnrs+ rhrj shld(+ Tmc rdehmd sgd cdrhfm
Tbbnrchmfiu,
Brnqqasrrhif Bniadmr RrT_hkhrx Tic BeTifd EddcaTbj ’mdfTshqd nr knrhshqd( bTm rsTahihxd nr cdrsTahihxd T rursdl,
OdrbnrlTiad wmdarTrhni Smhs 4 Smhs 4
GR,KR0,3 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Sqd T lncdk rn hkksqrrTrd red rnkd nb adkkskTr chuhqhni ’lhrnqhq( Tic Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
chbbdrdirhTrhni hi mrncsahif Tic lThirThihif anlmkdw nrfTihqlq- Sihr OdrbnrlTiad ETqj
?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Jhccid ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR0-A Frnvre Tic Cdudknmldir nb NrfTihqlq Fm ltishbdiitiTr nrfTmhrlr hmchqhctTi bdiir frnv Tmc sgdm chqhcd qhT T krnbdrr
bTiidc lhsnrhr+ sgdrdau Tiinvhmf sgd nrfTmhrl sn frnv, Ogd nrfTmhrl adfhmr Tr T rhmfid bdii ’edrshihxdc dff( sgTs chqhcdr rtbbdrrhqdiu
sn krnctbd lTmu bdiir vhsg dTbg kTrdms bdii kTrrhmf hcdmshbTi fdmdshb lTsdrhTir ’svn qTrhTmsr ne dTbg bgrnlnrnld kThr( sn ansg
cTtfgsdr bdiir, BdiitiTr chqhrhnm Tmc cheedrdmshTshnm krnctbd Tmc lThmsThm T bnlkidw nrfTmhrl+ bnlknrdc ne rursdlr ne shrrtdr Tmc
nrfTmr sgTs vnrj snfdsgdr sn ldds sgd mddcr ne sgd vgnid nrfTmhrl,
Rahdiad Tic ifhiddrhif OrTarhad Cdudknmhif Tic Sqhif Lncdkq Srd T lncdi aTrdc nm dqhcdmbd sn hiitrsrTsd sgd rdiTshnmrghkr adsvddm rursdlr nr adsvddm
bnlknmdmsr ne T rursdl,
Brnqqasrrhif Bniadmr Rxqrdlq Tic Rxqrdl Lncdkq Jncdir ’d,f,+ kgurhbTi+ lTsgdlTshbTi+ bnlktsdr lncdir( bTm ad trdc sn rhltiTsd rursdlr Tmc
hmsdrTbshnmr'hmbitchmf dmdrfu+ lTssdr+ Tmc hmenrlTshnm einvr'vhsghm Tmc adsvddm rursdlr Ts cheedrdms rbTidr,
Exhibits and Appendices 296
MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw 2 4
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
Orhir Tic ChfhrTk Qdqnsradq
GR,KR0 Drnl Lnkdaskdq rn NrfTihqlq9
Rrrsarsrdq Tic Ornadqqdq bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 2 Smhs 2
GR,KR0,4 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Sqd T lncdk rn hkksqrrTrd env menrnqxiredqhq rrTiqbnrlq khfer didrfx hirn Smhs Rniqd Fs ’chfhsTi nmiu(
qrnrdc aedlhaTk didrfx- Sihr OdrbnrlTiad ETqj
?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Jhccid ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR0-B NrfTihyTrhni bnr LTrrdr Tic idrfx Dknv hi NrfTihqlq Ogd krnbdrr ne kgnsnrumsgdrhr bnmqdrsr ihfgs dmdrfu sn rsnrdc
bgdlhbTi dmdrfu au bnmqdrshmf bTranm chnwhcd kitr vTsdr hmsn rtfTrr kitr rdidTrdc nwufdm,
Rahdiad Tic ifhiddrhif OrTarhad Cdudknmhif Tic Sqhif Lncdkq Srd T lncdi aTrdc nm dqhcdmbd sn hiitrsrTsd sgd rdiTshnmrghkr adsvddm rursdlr nr adsvddm
bnlknmdmsr ne T rursdl,
Brnqqasrrhif Bniadmr idrfx Tic LTrrdr BgTmfdr ne dmdrfu Tmc lTssdr hm T rursdl bTm ad cdrbrhadc hm sdrlr ne dmdrfu Tmc lTssdr einvr hmsn+ nts ne+
Tmc vhsghm sgTs rursdl,
OdrbnrlTiad wmdarTrhni Smhs 1 Smhs 1
GR,KR0,5 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Bniqrrsar Tic rduhqd Ti dwmkTiTrhni _Tqdc ni duhcdiad bnr env aTr_ni) Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
excrnfdi) Tic nwxfdi brnl qsfTr lnkdaskdq lTx anl_hid vhre nredr Sihr OdrbnrlTiad ETqj
dkdldirq rn bnrl Tlhin Tahcq Tic.nr nredr kTrfd aTr_ni,_Tqdc lnkdaskdq- ?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Jhccid ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR0-B NrfTihyTrhni bnr LTrrdr Tic idrfx Dknv hi NrfTihqlq Ogd rtfTr lnidbtidr sgtr enrldc bnmsThm bTranm+ gucrnfdm+ Tmc
nwufdm9 sgdhr gucrnbTranm aTbjanmdr Trd trdc sn lTjd Tlhmn Tbhcr Tmc nsgdr bTranm aTrdc lnidbtidr sgTs bTm ad Trrdlaidc hmsn
iTrfdr lnidbtidr ’rtbg Tr krnsdhmr nr CL?(+ trdc enr dwTlkid sn enrl mdv bdiir,
KR0-B NrfTihyTrhni bnr LTrrdr Tic idrfx Dknv hi NrfTihqlq ?r lTssdr Tmc dmdrfu einv sgrntfg cheedrdms nrfTmhxTshnmTi
idqdir ne ihqhmf rursdlr+ bgdlhbTi didldmsr Trd rdbnlahmdc hm cheedrdms vTur sn enrl cheedrdms krnctbsr,
Rahdiad Tic ifhiddrhif OrTarhad Bniqrrsarhif wmkTiTrhniq Tic Cdqhfihif Rnksrhniq Bnmrsrtbs Tmc rdqhrd Tm dwkiTmTshnm aTrdc nm qTihc Tmc rdihTaid dqhcdmbd
nasThmdc ernl T qTrhdsu ne rntrbdr ’hmbitchmf rstcdmsr& nvm hmqdrshfTshnmr+ lncdir+ sgdnrhdr+ rhltiTshnmr+ kddr rdqhdv( Tmc sgd
Trrtlkshnm sgTs sgdnrhdr Tmc iTvr sgTs cdrbrhad sgd mTstrTi vnric nkdrTsd sncTu Tr sgdu chc hm sgd kTrs Tmc vhii bnmshmtd sn cn rn
hm sgd etstrd,
Brnqqasrrhif Bniadmr idrfx Tic LTrrdr BgTmfdr ne dmdrfu Tmc lTssdr hm T rursdl bTm ad cdrbrhadc hm sdrlr ne dmdrfu Tmc lTssdr einvr hmsn+ nts ne+
Tmc vhsghm sgTs rursdl,
Exhibits and Appendices 297
2 5 T MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
GR,KR0 Drnl Lnkdaskdq rn NrfTihqlq9 Orhir Tic ChfhrTk Qdqnsradq
Rrrsarsrdq Tic Ornadqqdq bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 2 Smhs 2
GR,KR0,6 Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Sqd T lncdk rn hkksqrrTrd reTr adkkskTr rdqmhrTrhni hq T aedlhaTk mrnadqq Smhs Rniqd Fs ’chfhsTi nmiu(
vedrd_x red _nicq nb bnnc lnkdaskdq Tic nwxfdi lnkdaskdq Trd _rnjdi Sihr OdrbnrlTiad ETqj
Tic red _nicq hi idv anlmnsicq Trd bnrldc rdqskrhif hi T idr rrTiqbdr ?rrdrrldms Athcd Tmc Nmihmd
nb didrfx- Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne Jnctid Odrs
ChqahmkhiTrx Bnrd HcdT KR0-B NrfTihyTrhni bnr LTrrdr Tic idrfx Dknv hi NrfTihqlq ?r lTssdr Tmc dmdrfu einv sgrntfg cheedrdms nrfTmhxTshnmTi
idqdir ne ihqhmf rursdlr+ bgdlhbTi didldmsr Trd rdbnlahmdc hm cheedrdms vTur sn enrl cheedrdms krnctbsr,
KR0-B NrfTihyTrhni bnr LTrrdr Tic idrfx Dknv hi NrfTihqlq ?r T rdrtis ne sgdrd bgdlhbTi rdTbshnmr+ dmdrfu hr srTmredrrdc
ernl nmd rursdl ne hmsdrTbshmf lnidbtidr sn Tmnsgdr Tmc rdidTrd dmdrfu sn sgd rtrrntmchmf dmqhrnmldms Tmc sn lThmsThm ancu
sdlkdrTstrd, BdiitiTr rdrkhrTshnm hr T bgdlhbTi krnbdrr vgdrdau sgd anmcr ne ennc lnidbtidr Tmc nwufdm lnidbtidr Trd arnjdm Tmc
mdv bnlkntmcr Trd enrldc sgTs bTm srTmrknrs dmdrfu sn ltrbidr,
Rahdiad Tic ifhiddrhif OrTarhad Cdudknmhif Tic Sqhif Lncdkq Srd T lncdi aTrdc nm dqhcdmbd sn hiitrsrTsd sgd rdiTshnmrghkr adsvddm rursdlr nr adsvddm
bnlknmdmsr ne T rursdl,
Brnqqasrrhif Bniadmr idrfx Tic LTrrdr Dmdrfu bTmmns ad brdTsdc nr cdrsrnudc » hs nmiu lnqdr adsvddm nmd kiTbd Tmc Tmnsgdr kiTbd+ adsvddm
na_dbsr Tmc.nr ehdicr+ nr adsvddm rursdlr,
Exhibits and Appendices 298
MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw 2 6
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
Orhir Tic ChfhrTk Qdqnsradq
GR,KR1 anqxqrdlq9 HirdrTarhniq)
idrfx) Tic CxiTlhaq Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 3 Smhs 3
GR,KR1,0 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Sqd lTredlTrhaTk Tic.nr anlmsrTrhniTk rdmrdqdirTrhniq rn qsmmnrr Smhs Rniqd Fs ’chfhsTi nmiu(
dwmkTiTrhniq nb bTarnrq reTr Tbbdar aTrrxhif aTmTahrx nb danqxqrdlq Tr Sihr OdrbnrlTiad ETqj
chbbdrdir qaTkdq- ?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthx
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Jhccid ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR1-? Hirdrcdmdicdir QdkTrhniqehmq hi anqxqrdlq Dbnrursdlr gTqd bTrruhmf bTkTbhshdr+ vghbg Trd ihlhsr sn sgd mtladrr
nr nrfTmhrlr Tmc knktiTshnmr sgdu bTm rtkknrs, Ogdrd ihlhsr rdrtis ernl rtbg eTbsnrr Tr sgd TqThiTahihsu ne ihqhmf Tmc mnmihqhmf
rdrntrbdr Tmc ernl rtbg bgTiidmfdr Tr krdcTshnm+ bnlkdshshnm+ Tmc chrdTrd, NrfTmhrlr vntic gTqd sgd bTkTbhsu sn krnctbd
knktiTshnmr ne frdTs rhxd vdrd hs mns enr sgd eTbs sgTs dmqhrnmldmsr Tmc rdrntrbdr Trd ehmhsd, Oghr etmcTldmsTi sdmrhnm Teedbsr sgd
TatmcTmbd ’mtladr ne hmchqhctTir( ne rkdbhdr hm Tmu fhqdm dbnrursdl,
Rahdiad Tic ifhiddrhif OrTarhad Sqhif LTredlTrhaq Tic BnlmsrTrhniTk Eehijhif Srd lTsgdlTshbTi Tmc.nr bnlktsTshnmTi rdkrdrdmsTshnmr ne kgdmnldmT nr
cdrhfm rnitshnmr sn rtkknrs dwkiTmTshnmr,
Brnqqasrrhif Bniadmr RaTkd) Ornmnrrhni) Tic PsTirhrx Ogd rhfmhehbTmbd ne T kgdmnldmnm hr cdkdmcdms nm sgd rbTid+ krnknrshnm+ Tmc ptTmshsu Ts vghbg
hs nbbtrr,
Exhibits and Appendices 299
2 7 T MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
GR,KR1 anqxqrdlq9 HirdrTarhniq) Orhir Tic ChfhrTk Qdqnsradq
idrfx) Tic CxiTlhaq bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 3 Smhs 3 Tmc Smhs /-
GR,KR1,1 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Sqd lTredlTrhaTk rdmrdqdirTrhniq rn qsmmnrr Tic rduhqd dwmkTiTrhniq Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
_Tqdc ni duhcdiad T_nsr bTarnrq Tbbdarhif _hnchudrqhrx Tic mnmskTrhniq hi Smhs /- Sihr OdrbnrlTiad ETqj
danqxqrdlq nb chbbdrdir qaTkdq- Kdrrnm / Tmc GTicq,Ni KT_ Smhs /-
Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Smhs Rniqd Fs ’chfhsTi nmiu(
Sihr OdrbnrlTiad ETqj
?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR1-? Hirdrcdmdicdir QdkTrhniqehmq hi anqxqrdlq Dbnrursdlr gTqd bTrruhmf bTkTbhshdr+ vghbg Trd ihlhsr sn sgd mtladrr
ne nrfTmhrlr Tmc knktiTshnmr sgdu bTm rtkknrs, Ogdrd ihlhsr rdrtis ernl rtbg eTbsnrr Tr sgd TqThiTahihsu ne ihqhmf Tmc mnmihqhmf
rdrntrbdr Tmc ernl rtbg bgTiidmfdr Tr krdcTshnm+ bnlkdshshnm+ Tmc chrdTrd, NrfTmhrlr vntic gTqd sgd bTkTbhsu sn krnctbd
knktiTshnmr ne frdTs rhxd vdrd hs mns enr sgd eTbs sgTs dmqhrnmldmsr Tmc rdrntrbdr Trd ehmhsd, Oghr etmcTldmsTi sdmrhnm Teedbsr sgd
TatmcTmbd ’mtladr ne hmchqhctTir( ne rkdbhdr hm Tmu fhqdm dbnrursdl,
KR1-B anqxqrdl CxiTlhaq) Dsiarhnihif) Tic Qdqhkhdiad ? bnlkidw rds ne hmsdrTbshnmr vhsghm Tm dbnrursdl bTm jddk hsr
mtladrr Tmc sukdr ne nrfTmhrlr rdiTshqdiu bnmrsTms nqdr inmf kdrhncr ne shld tmcdr rsTaid bnmchshnmr, Fe T lncdrs ahninfhbTi nr
kgurhbTi chrstraTmbd sn Tm dbnrursdl nbbtrr+ hs lTu rdstrm sn hsr lnrd nr idrr nrhfhmTi rsTstr ’h,d,+ sgd dbnrursdl hr rdrhihdms(+ Tr
nkknrdc sn adbnlhmf T qdru cheedrdms dbnrursdl, Dwsrdld eitbstTshnmr hm bnmchshnmr nr sgd rhxd ne Tmu knktiTshnm+ gnvdqdr+ bTm
bgTiidmfd sgd etmbshnmhmf ne dbnrursdlr hm sdrlr ne rdrntrbdr Tmc gTahsTs TqThiTahihsu
Rahdiad Tic ifhiddrhif OrTarhad Sqhif LTredlTrhaq Tic BnlmsrTrhniTk Eehijhif Srd lTsgdlTshbTi rdkrdrdmsTshnmr ne kgdmnldmT nr cdrhfm rnitshnmr sn
rtkknrs Tmc rdqhrd dwkiTmTshnmr,
Bniidarhniq rn MTrsrd nb Rahdiad Jnrs rbhdmshehb jmnvidcfd hr pthsd ctrTaid+ ats hr+ hm krhmbhkid+ rta_dbs sn bgTmfd aTrdc nm mdv
dqhcdmbd Tmc.nr rdhmsdrkrdsTshnm ne dwhrshmf dqhcdmbd,
Brnqqasrrhif Bniadmr RaTkd) Ornmnrrhni) Tic PsTirhrx Srhmf sgd bnmbdks ne nrcdrr ne lTfmhstcd Tiinvr nmd sn tmcdrrsTmc gnv T lncdi Ts nmd rbTid
rdiTsdr sn T lncdi Ts Tmnsgdr rbTid,
Exhibits and Appendices 300
MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw 2 8
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
Orhir Tic ChfhrTk Qdqnsradq
GR,KR1 anqxqrdlq9 HirdrTarhniq)
idrfx) Tic CxiTlhaq bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 2 Smhs 2
GR,KR1,2 Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Bniqrrsar Tic rduhqd Ti dwmkTiTrhni _Tqdc ni duhcdiad bnr red axakhif nb Kdrrnm 2 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
lTrrdr Tic bknv nb didrfx hi Tdrn_ha Tic TiTdrn_ha anichrhniq- Kdrrnm 3 Tmc GTicq,Ni KT_ Sihr OdrbnrlTiad ETqj
?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Jhccid ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR1-A Bxakdq nb LTrrdr Tic idrfx ErTiqbdr hi anqxqrdlq Mgnsnrumsgdrhr Tmc bdiitiTr rdrkhrTshnm ’hmbitchmf TmTdrnahb
krnbdrrdr( krnqhcd lnrs ne sgd dmdrfu enr ihed krnbdrrdr,
Rahdiad Tic ifhiddrhif OrTarhad Bniqrrsarhif wmkTiTrhniq Tic Cdqhfihif Rnksrhniq Bnmrsrtbs Tmc rdqhrd Tm dwkiTmTshnm aTrdc nm qTihc Tmc rdihTaid dqhcdmbd
nasThmdc ernl T qTrhdsu ne rntrbdr ’hmbitchmf rstcdmsr& nvm hmqdrshfTshnmr+ lncdir+ sgdnrhdr+ rhltiTshnmr+ kddr rdqhdv( Tmc sgd
Trrtlkshnm sgTs sgdnrhdr Tmc iTvr sgTs cdrbrhad sgd mTstrTi vnric nkdrTsd sncTu Tr sgdu chc hm sgd kTrs Tmc vhii bnmshmtd sn cn rn
hm sgd etstrd,
Bniidarhniq rn MTrsrd nb Rahdiad Jnrs rbhdmshehb jmnvidcfd hr pthsd ctrTaid+ ats hr+ hm krhmbhkid+ rta_dbs sn bgTmfd aTrdc nm mdv
dqhcdmbd Tmc.nr rdhmsdrkrdsTshnm ne dwhrshmf dqhcdmbd,
Brnqqasrrhif Bniadmr idrfx Tic LTrrdr Dmdrfu crhqdr sgd bubihmf ne lTssdr vhsghm Tmc adsvddm rursdlr,
Exhibits and Appendices 301
21. T MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
Orhir Tic ChfhrTk Qdqnsradq
GR,KR1 anqxqrdlq9 hirdrTarhniq)
idrfx) Tic CxiTlhaq bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 2 Smhs 2
GR,KR1,3 Kdrrnm 2 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Sqd lTredlTrhaTk rdmrdqdirTrhniq rn qsmmnrr akThlq bnr red axakhif nb Smhs Rniqd Fs ’chfhsTi nmiu(
lTrrdr Tic bknv nb didrfx Tlnif nrfTihqlq hi Ti danqxqrdl- Sihr OdrbnrlTiad ETqj
?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Jhccid ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR1-A Bxakdq nb LTrrdr Tic idrfx ErTiqbdr hi anqxqrdlq MiTmsr nr TifTd enrl sgd invdrs idqdi ne sgd ennc vda, ?s dTbg ihmj
tkvTrc hm T ennc vda+ nmiu T rlTii erTbshnm ne sgd lTssdr bnmrtldc Ts sgd invdr idqdi hr srTmredrrdc tkvTrc+ sn krnctbd frnvsg Tmc
rdidTrd dmdrfu hm bdiitiTr rdrkhrTshnm Ts sgd ghfgdr idqdi, Ahqdm sghr hmdeehbhdmbu+ sgdrd Trd fdmdrTiiu edvdr nrfTmhrlr Ts ghfgdr idqdir
ne T ennc vda, Rnld lTssdr rdTbsr sn rdidTrd dmdrfu enr ihed etmbshnmr+ rnld lTssdr hr rsnrdc hm mdviu lTcd rsrtbstrdr+ Tmc ltbg
hr chrbTrcdc, Ogd bgdlhbTi didldmsr sgTs lTjd tk sgd lnidbtidr ne nrfTmhrlr kTrr sgrntfg ennc vdar Tmc hmsn Tmc nts ne sgd
Tslnrkgdrd Tmc rnhi+ Tmc sgdu Trd bnlahmdc Tmc rdbnlahmdc hm cheedrdms vTur, ?s dTbg ihmj hm Tm dbnrursdl+ lTssdr Tmc dmdrfu Trd
bnmrdrqdc,
Rahdiad Tic ifhiddrhif OrTarhad Sqhif LTredlTrhaq Tic BnlmsrTrhniTk Eehijhif Srd lTsgdlTshbTi rdkrdrdmsTshnmr ne kgdmnldmT nr cdrhfm rnitshnmr sn
rtkknrs biThlr,
Brnqqasrrhif Bniadmr idrfx Tic LTrrdr Dmdrfu bTmmns ad brdTsdc nr cdrsrnudc hs nmiu lnqdr adsvddm nmd kiTbd Tmc Tmnsgdr kiTbd+ adsvddm na_dbsr
Tmc.nr ehdicr+ nr adsvddm rursdlr,
Exhibits and Appendices 302
MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw 210
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
GR,KR1 anqxqrdlq9 HirdrTarhniq) Orhir Tic ChfhrTk Qdqnsradq
idrfx) Tic CxiTlhaq bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 2 Smhs 2
GR,KR1,4 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Cdudknm T lncdk rn hkksqrrTrd red rnkd nb menrnqxiredqhq Tic adkkskTr Kdrrnm 3 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
rdqmhrTrhni hi red axakhif nb aTr_ni Tlnif red _hnqmedrd) Trlnqmedrd) Sihr OdrbnrlTiad ETqj
excrnqmedrd) Tic fdnqmedrd- ?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Jhccid ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR1-A Bxakdq nb LTrrdr Tic idrfx ErTiqbdr hi anqxqrdlq Mgnsnrumsgdrhr Tmc bdiitiTr rdrkhrTshnm Trd hlknrsTms bnlknmdmsr
ne sgd bTranm bubid+ hm vghbg bTranm hr dwbgTmfdc Tlnmf sgd ahnrkgdrd+ Tslnrkgdrd+ nbdTmr+ Tmc fdnrkgdrd sgrntfg bgdlhbTi+
kgurhbTi+ fdninfhbTi+ Tmc ahninfhbTi krnbdrrdr,
OR2-C idrfx hi BedlhaTk Ornadqqdq Ogd lThm vTu sgTs rniTr dmdrfu hr bTkstrdc Tmc rsnrdc nm DTrsg hr sgrntfg sgd bnlkidw
bgdlhbTi krnbdrr jmnvm Tr kgnsnrumsgdrhr,
Rahdiad Tic ifhiddrhif OrTarhad Cdudknmhif Tic Sqhif Lncdkq Cdqdink T lncdi aTrdc nm dqhcdmbd sn hiitrsrTsd sgd rdiTshnmrghkr adsvddm rursdlr nr
bnlknmdmsr ne T rursdl,
Brnqqasrrhif Bniadmr Rxqrdlq Tic Rxqrdl Lncdkq Jncdir ’d,f,+ kgurhbTi+ lTsgdlTshbTi+ bnlktsdr lncdir( bTm ad trdc sn rhltiTsd rursdlr Tmc
hmsdrTbshnmr»hmbitchmf dmdrfu+ lTssdr+ Tmc hmenrlTshnm einvr»vhsghm Tmc adsvddm rursdlr Ts cheedrdms rbTidr,
OdrbnrlTiad wmdarTrhni Smhs 3 Smhs 3
GR,KR1,5 Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
uTksTrd red akThlq) duhcdiad) Tic rdTqnihif reTr red anlmkdw Smhs Rniqd Fs ’chfhsTi nmiu(
hirdrTarhniq hi danqxqrdlq lThirThi rdkTrhudkx aniqhqrdir isl_drq Tic Sihr OdrbnrlTiad ETqj
rxmdq nb nrfTihqlq hi qrT_kd anichrhniq) _sr aeTifhif anichrhniq lTx ?rrdrrldms Athcd Tmc Nmihmd
rdqskr hi T idv danqxqrdl- Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Jhccid ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR1-B anqxqrdl CxiTlhaq) Dsiarhnihif) Tic Qdqhkhdiad ? bnlkidw rds ne hmsdrTbshnmr vhsghm Tm dbnrursdl bTm jddk hsr
mtladrr Tmc sukdr ne nrfTmhrlr rdiTshqdiu bnmrsTms nqdr inmf kdrhncr ne shld tmcdr rsTaid bnmchshnmr, Fe T lncdrs ahninfhbTi nr
kgurhbTi chrstraTmbd sn Tm dbnrursdl nbbtrr+ hs lTu rdstrm sn hsr lnrd nr idrr nrhfhmTi rsTstr ’h,d,+ sgd dbnrursdl hr rdrhihdms(+ Tr
nkknrdc sn adbnlhmf T qdru cheedrdms dbnrursdl, Dwsrdld eitbstTshnmr hm bnmchshnmr nr sgd rhxd ne Tmu knktiTshnm+ gnvdqdr+ bTm
bgTiidmfd sgd etmbshnmhmf ne dbnrursdlr hm sdrlr ne rdrntrbdr Tmc gTahsTs TqThiTahihsu
Rahdiad Tic ifhiddrhif OrTarhad ifTfhif hi ?rfsldir brnl uhcdiad DqTitTsd sgd biThlr+ dqhcdmbd+ Tmc rdTrnmhmf adghmc btrrdmsiu Tbbdksdc dwkiTmTshnmr nr
rnitshnmr sn cdsdrlhmd sgd ldrhsr ne Trftldmsr,
Bniidarhniq rn MTrsrd nb Rahdiad Rbhdmshehb TrftldmsTshnm hr T lncd ne infhbTi chrbntrrd trdc sn biTrheu sgd rsrdmfsg ne
rdiTshnmrghkr adsvddm hcdTr Tmc dqhcdmbd sgTs lTu rdrtis hm rdqhrhnm ne Tm dwkiTmTshnm,
Brnqqasrrhif Bniadmr RrT_hkhrx Tic BeTifd Jtbg ne rbhdmbd cdTir vhsg bnmrsrtbshmf dwkiTmTshnmr ne gnv sghmfr bgTmfd Tmc gnv sgdu rdlThm rsTaid,
Exhibits and Appendices 303
21 T MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
Orhir Tic ChfhrTk Qdqnsradq
GR,KR1 anqxqrdlq9 HirdrTarhniq)
idrfx) Tic CxiTlhaq bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs /- Smhs /-
GR,KR1,6 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Cdqhfi) duTksTrd) Tic rdbhid T qnksrhni bnr rdcsahif red hlmTarq nb eslTi Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
Tarhuhrhdq ni red diuhrnildir Tic _hnchudrqhrx- Sihr OdrbnrlTiad ETqj
?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR1-B anqxqrdl CxiTlhaq) Dsiarhnihif) Tic Qdqhkhdiad ?msgrnknfdmhb bgTmfdr ’hmctbdc au gtlTm Tbshqhsu( hm sgd
dmqhrnmldms»hmbitchmf gTahsTs cdrsrtbshnm+ kniitshnm+ hmsrnctbshnm ne hmqTrhqd rkdbhdr nqdrdwkinhsTshnm+ Tmc bihlTsd bgTmfd»bTm
chrrtks Tm dbnrursdl Tmc sgrdTsdm sgd rtrqhqTi ne rnld rkdbhdr,
KR3-C Ahnchudrqhrx Tic GslTiq GtlTmr cdkdmc nm sgd ihqhmf vnric enr sgd rdrntrbdr Tmc nsgdr admdehsr krnqhcdc au
ahnchqdrrhsu, =ts gtlTm Tbshqhsu hr Tirn gTqhmf Tcqdrrd hlkTbsr nm ahnchqdrrhsu sgrntfg nqdrknktiTshnm+ nqdrdwkinhsTshnm+ gTahsTs
cdrsrtbshnm+ kniitshnm+ hmsrnctbshnm ne hmqTrhqd rkdbhdr+ Tmc bihlTsd bgTmfd, Ogtr rtrsThmhmf ahnchqdrrhsu rn sgTs dbnrursdl
etmbshnmhmf Tmc krnctbshqhsu Trd lThmsThmdc hr drrdmshTi sn rtkknrshmf Tmc dmgTmbhmf ihed nm DTrsg, RtrsThmhmf ahnchqdrrhsu Tirn Thcr
gtlTmhsu au krdrdrqhmf iTmcrbTkdr ne rdbrdTshnmTi nr hmrkhrTshnmTi qTitd,
ER0-A Cdudknmhif Onqqh_kd Rnksrhniq Vgdm dqTitTshmf rnitshnmr hs hr hlknrsTms sn sTjd hmsn Tbbntms T rTmfd ne bnmrsrThmsr
hmbitchmf bnrs+ rTedsu+ rdihTahihsu+ Tmc Tdrsgdshbr Tmc sn bnmrhcdr rnbhTi+ btistrTi+ Tmc dmqhrnmldmsTi hlkTbsr,
Rahdiad Tic ifhiddrhif OrTarhad Bniqrrsarhif wmkTiTrhniq Tic Cdqhfihif Rnksrhniq Cdrhfm+ dqTitTsd+ Tmc rdehmd T rnitshnm sn T bnlkidw rdTi vnric krnaidl+
aTrdc nm rbhdmshehb jmnvidcfd+ rstcdms fdmdrTsdc rntrbdr ne dqhcdmbd+ krhnrhshxdc brhsdrhT+ Tmc srTcdnee bnmrhcdrTshnmr,
Brnqqasrrhif Bniadmr RrT_hkhrx Tic BeTifd Jtbg ne rbhdmbd cdTir vhsg bnmrsrtbshmf dwkiTmTshnmr ne gnv sghmfr bgTmfd Tmc gnv sgdu rdlThm rsTaid,
Exhibits and Appendices 304
MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw 211
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
GR,KR1 anqxqrdlq9 HirdrTarhniq) Orhir Tic ChfhrTk Qdqnsradq
idrfx) Tic CxiTlhaq bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 8 Smhs 8
GR,KR1,7 Kdrrnm 2 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
uTksTrd red duhcdiad bnr red rnkd nb frnsm _deTuhnr ni hichuhcsTk Tic Smhs Rniqd Fs ’chfhsTi nmiu(
qmdahdq& aeTiadq rn qsruhud Tic rdmrncsad- Sihr OdrbnrlTiad ETqj
?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR1-C RnahTk HirdrTarhniq Tic Frnsm AdeTuhnr Arntk adgTqhnr gTr dqniqdc adbTtrd ldladrrghk bTm hmbrdTrd sgd bgTmbdr ne
rtrqhqTi enr hmchqhctTir Tmc sgdhr fdmdshb rdiTshqdr,
Rahdiad Tic ifhiddrhif OrTarhad ifTfhif hi ?rfsldir brnl uhcdiad DqTitTsd sgd dqhcdmbd adghmc btrrdmsiu Tbbdksdc dwkiTmTshnmr sn cdsdrlhmd sgd ldrhsr ne
Trftldmsr,
Bniidarhniq rn MTrsrd nb Rahdiad Rbhdmshehb TrftldmsTshnm hr T lncd ne infhbTi chrbntrrd trdc sn biTrheu sgd rsrdmfsg ne
rdiTshnmrghkr adsvddm hcdTr Tmc dqhcdmbd sgTs lTu rdrtis hm rdqhrhnm ne Tm dwkiTmTshnm,
Brnqqasrrhif Bniadmr BTsqd Tic bbdar DlkhrhbTi dqhcdmbd hr rdpthrdc sn cheedrdmshTsd adsvddm bTtrd Tmc bnrrdiTshnm Tmc lTjd biThlr Tants rkdbhehb
bTtrdr Tmc deedbsr,
Exhibits and Appendices 305
213 T MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
GR,KR2 Gdrdchrx9 HiedrhrTiad Tic Orhir Tic ChfhrTk Qdqnsradq
UTrhTrhni nb ErThrq Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 6 Smhs 6
GR,KR2,0 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
?qj psdqrhniq rn akTrhbx rdkTrhniqehmq T_nsr red rnkd nb CM? Tic Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
aernlnqnldq hi anchif red hiqrrsarhniq bnr aeTrTardrhqrha rrThrq mTqqdc Kdrrnm 2 Tmc GTicq,Ni KT_ Sihr OdrbnrlTiad ETqj
brnl mTrdirq rn nbbqmrhif- Kdrrnm 4 Tmc GTicq,Ni KT_ ?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR0-? Rrrsarsrd Tic Dsiarhni ?ii bdiir bnmsThm fdmdshb hmenrlTshnm hm sgd enrl ne CL? lnidbtidr, Admdr Trd rdfhnmr hm sgd CL?
sgTs bnmsThm sgd hmrsrtbshnmr sgTs bncd enr sgd enrlTshnm ne krnsdhmr,
KR2-? HiedrhrTiad nb ErThrq DTbg bgrnlnrnld bnmrhrsr ne T rhmfid qdru inmf CL? lnidbtid+ Tmc dTbg fdmd nm sgd bgrnlnrnld
hr T kTrshbtiTr rdfldms ne sgTs CL?, Ogd hmrsrtbshnmr enr enrlhmf rkdbhdr& bgTrTbsdrhrshbr Trd bTrrhdc hm CL?, ?ii bdiir hm Tm nrfTmhrl
gTqd sgd rTld fdmdshb bnmsdms+ ats sgd fdmdr trdc ’dwkrdrrdc( au sgd bdii lTu ad rdftiTsdc hm cheedrdms vTur, Lns Tii CL? bncdr
enr T krnsdhm0 rnld rdfldmsr ne CL? Trd hmqniqdc hm rdftiTsnru nr rsrtbstrTi etmbshnmr+ Tmc rnld gTqd mn Tr uds jmnvm etmbshnm,
Rahdiad Tic ifhiddrhif OrTarhad ?qjhif Psdqrhniq Tic Cdbhihif Orn_kdlq ?rj ptdrshnmr sgTs Trhrd ernl dwTlhmhmf lncdir nr T sgdnru sn biTrheu rdiTshnmrghkr,
Brnqqasrrhif Bniadmr BTsqd Tic bbdar DlkhrhbTi dqhcdmbd hr rdpthrdc sn cheedrdmshTsd adsvddm bTtrd Tmc bnrrdiTshnm Tmc lTjd biThlr Tants rkdbhehb
bTtrdr Tmc deedbsr,
OdrbnrlTiad wmdarTrhni Smhs 6 Smhs 6
GR,KR2,1 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
LTjd Tic cdbdic T akThl _Tqdc ni duhcdiad reTr hiedrhrT_kd fdidrha Kdrrnm 3 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
uTrhTrhniq lTx rdqskr brnl ’0( idv fdidrha anl_hiTrhniq rernsfe ldhnqhq) Kdrrnm 4 Tmc GTicq,Ni KT_ Sihr OdrbnrlTiad ETqj
’1( uhT_kd drrnrq naasrrhif csrhif rdmkhaTrhni) Tic.nr ?rrdrrldms Athcd Tmc Nmihmd
’2( lsrTrhniq aTsqdc _x diuhrnildirTk bTarnrq- Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR2-A UTrhTrhni nb ErThrq Fm rdwtTi rdkrnctbshnm+ bgrnlnrnldr bTm rnldshldr rvTk rdbshnmr ctrhmf sgd krnbdrr ne ldhnrhr
’bdii chqhrhnm(+ sgdrdau brdTshmf mdv fdmdshb bnlahmTshnmr Tmc sgtr lnrd fdmdshb qTrhTshnm, ?isgntfg CL? rdkihbTshnm hr
shfgsiu rdftiTsdc Tmc rdlTrjTaiu TbbtrTsd+ drrnrr cn nbbtr Tmc rdrtis hm ltsTshnmr+ vghbg Trd Tirn T rntrbd ne fdmdshb qTrhTshnm,
DmqhrnmldmsTi eTbsnrr bTm Tirn bTtrd ltsTshnmr hm fdmdr+ Tmc qhTaid ltsTshnmr Trd hmgdrhsdc,
KR0-B UTrhTrhni nb ErThrq DmqhrnmldmsTi eTbsnrr Tirn Teedbs dwkrdrrhnm ne srThsr+ Tmc gdmbd Teedbs sgd krnaTahihsu ne nbbtrrdmbdr ne
srThsr hm T knktiTshnm, Ogtr sgd qTrhTshnm Tmc chrsrhatshnm ne srThsr nardrqdc cdkdmcr nm ansg fdmdshb Tmc dmqhrnmldmsTi eTbsnrr,
Rahdiad Tic ifhiddrhif OrTarhad ifTfhif hi ?rfsldir brnl uhcdiad JTjd Tmc cdedmc T biThl aTrdc nm dqhcdmbd Tants sgd mTstrTi vnric sgTs rdeidbsr
rbhdmshehb jmnvidcfd+ Tmc rstcdms fdmdrTsdc dqhcdmbd,
Brnqqasrrhif Bniadmr BTsqd Tic bbdar DlkhrhbTi dqhcdmbd hr rdpthrdc sn cheedrdmshTsd adsvddm bTtrd Tmc bnrrdiTshnm Tmc lTjd biThlr Tants rkdbhehb
bTtrdr Tmc deedbsr,
Exhibits and Appendices 306
MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw 214
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
Orhir Tic ChfhrTk Qdqnsradq
GR,KR2 Gdrdchrx9 HiedrhrTiad Tic
UTrhTrhni nb ErThrq bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 6 Smhs 6
GR,KR2,2 Kdrrnm 2 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
?mmkx aniadmrq nb qrTrhqrhaq Tic mrn_T_hkhrx rn dwmkThi red uTrhTrhni Tic Kdrrnm 4 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
chqrrh_srhni nb dwmrdqqdc rrThrq hi T mnmskTrhni- Sihr OdrbnrlTiad ETqj
?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR2-A UTrhTrhni nb ErThrq DmqhrnmldmsTi eTbsnrr Tirn Teedbs dwkrdrrhnm ne srThsr+ Tmc gdmbd Teedbs sgd krnaTahihsu ne nbbtrrdmbdr ne
srThsr hm T knktiTshnm, Ogtr sgd qTrhTshnm Tmc chrsrhatshnm ne srThsr nardrqdc cdkdmcr nm ansg fdmdshb Tmc dmqhrnmldmsTi eTbsnrr,
Rahdiad Tic ifhiddrhif OrTarhad ?iTkxyhif Tic Hirdrmrdrhif CTrT ?kkiu bnmbdksr ne rsTshrshbr Tmc krnaTahihsu ’hmbitchmf cdsdrlhmhmf etmbshnm ehsr sn cTsT+ rinkd+
hmsdrbdks+ Tmc bnrrdiTshnm bndeehbhdms enr ihmdTr ehsr( sn rbhdmshehb Tmc dmfhmddrhmf ptdrshnmr Tmc krnaidlr+ trhmf chfhsTi snnir vgdm
edTrhaid,
Brnqqasrrhif Bniadmr RaTkd) Ornmnrrhni) Tic PsTirhrx ?ifdarThb sghmjhmf hr trdc sn dwTlhmd rbhdmshehb cTsT Tmc krdchbs sgd deedbs ne T bgTmfd hm nmd
qTrhTaid nm Tmnsgdr ’d,f,+ ihmdTr frnvsg qr, dwknmdmshTi frnvsg(,
Bniidarhniq rn MTrsrd nb Rahdiad OdbgmninfhbTi TcqTmbdr gTqd hmeitdmbdc sgd krnfrdrr ne rbhdmbd Tmc rbhdmbd gTr hmeitdmbdc
TcqTmbdr hm sdbgmninfu, Rbhdmbd Tmc dmfhmddrhmf Trd hmeitdmbdc au rnbhdsu Tmc rnbhdsu hr hmeitdmbdc au rbhdmbd Tmc dmfhmddrhmf,
Exhibits and Appendices 307
215 T MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
GR,KR3 AhnknfhaTk unksrhni9 Sihrx Orhir Tic ChfhrTk Qdqnsradq
Tic Chudrqhrx Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 7 Smhs 7
GR,KR3,0 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
BnllsihaTrd qahdirhbha hibnrlTrhni reTr anllni Tiadqrrx Tic _hnknfhaTk Smhs Rniqd Fs ’chfhsTi nmiu(
dunksrhni Trd qsmmnrrdc _x lskrhmkd khidq nb dlmhrhaTk duhcdiad- Sihr OdrbnrlTiad ETqj
?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthx
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR3-? uhcdiad nb Bnllni ?iadqrrx Tic Chudrqhrx Admdshb hmenrlTshnm krnqhcdr dqhcdmbd ne dqnitshnm, CL? rdptdmbdr qTru
Tlnmf rkdbhdr+ ats sgdrd Trd lTmu nqdriTkr0 hm eTbs+ sgd nmfnhmf arTmbghmf sgTs krnctbdr ltishkid ihmdr ne cdrbdms bTm ad hmedrrdc
au bnlkTrhmf sgd CL? rdptdmbdr ne cheedrdms nrfTmhrlr, Rtbg hmenrlTshnm hr Tirn cdrhqTaid ernl sgd rhlhiTrhshdr Tmc cheedrdmbdr hm
Tlhmn Tbhc rdptdmbdr Tmc ernl TmTsnlhbTi Tmc dlaruninfhbTi dqhcdmbd,
Rahdiad Tic ifhiddrhif OrTarhad N_rThihif) uTksTrhif) Tic BnllsihaTrhif HibnrlTrhni BnlltmhbTsd rbhdmshehb hmenrlTshnm ’d,f,+ Tants kgdmnldmT
Tmc.nr sgd krnbdrr ne cdqdinkldms Tmc sgd cdrhfm Tmc kdrenrlTmbd ne T krnknrdc krnbdrr nr rursdl( hm ltishkid enrlTsr
’hmbitchmf nrTiiu+ frTkghbTiiu+ sdwstTiiu+ Tmc lTsgdlTshbTiiu(,
Brnqqasrrhif Bniadmr OTrrdriq Cheedrdms kTssdrmr lTu ad nardrqdc Ts dTbg ne sgd rbTidr Ts vghbg T rursdl hr rstchdc Tmc bTm krnqhcd dqhcdmbd enr
bTtrTihsu hm dwkiTmTshnmr ne kgdmnldmT,
Bniidarhniq rn MTrsrd nb Rahdiad Rbhdmshehb jmnvidcfd hr aTrdc nm sgd Trrtlkshnm sgTs mTstrTi iTvr nkdrTsd sncTu Tr sgdu chc hm
sgd kTrs Tmc sgdu vhii bnmshmtd sn cn rn hm sgd etstrd
Exhibits and Appendices 308
MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw 216
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
GR,KR3 AhnknfhaTk unksrhni9 Sihrx Orhir Tic ChfhrTk Qdqnsradq
Tic Chudrqhrx bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 7 Smhs 7
GR,KR3,1 Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Bniqrrsar Ti dwmkTiTrhni _Tqdc ni duhcdiad reTr red mrnadqq nb dunksrhni Smhs Rniqd Fs ’chfhsTi nmiu(
mrhlTrhkx rdqskrq brnl bnsr bTarnrq9 ’0( red mnrdirhTk bnr T qmdahdq rn Sihr OdrbnrlTiad ETqj
hiardTqd hi isl_dr) ’1( red edrhrT_kd fdidrha uTrhTrhni nb hichuhcsTkq hi ?rrdrrldms Athcd Tmc Nmihmd
T qmdahdq csd rn lsrTrhni Tic qdwsTk rdmrncsarhni) ’2( anlmdrhrhni bnr Kdrrnm Pthxxdr
khlhrdc rdqnsradq) Tic ’3( red mrnkhbdrTrhni nb renqd nrfTihqlq reTr Trd Smhs Odrs
_drrdr T_kd rn qsruhud Tic rdmrncsad hi red diuhrnildir- OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne Jnctid Odrs
ChqahmkhiTrx Bnrd HcdT KR3-A MTrsrTk Rdkdarhni LTstrTi rdidbshnm nbbtrr nmiu he sgdrd hr ansg ’/( qTrhTshnm hm sgd fdmdshb hmenrlTshnm adsvddm nrfTmhrlr
hm T knktiTshnm Tmc ’1( qTrhTshnm hm sgd dwkrdrrhnm ne sgTs fdmdshb hmenrlTshnm»sgTs hr+ srThs qTrhTshnm»sgTs idTcr sn cheedrdmbdr hm
kdrenrlTmbd Tlnmf hmchqhctTir,
KR3-B ?cTmrTrhni Dqnitshnm hr T bnmrdptdmbd ne sgd hmsdrTbshnm ne entr eTbsnrr9 ’/( sgd knsdmshTi enr T rkdbhdr sn hmbrdTrd hm
mtladr+ ’1( sgd fdmdshb qTrhTshnm ne hmchqhctTir hm T rkdbhdr ctd sn ltsTshnm Tmc rdwtTi rdkrnctbshnm+ ’2( bnlkdshshnm enr Tm
dmqhrnmldms&r ihlhsdc rtkkiu ne sgd rdrntrbdr sgTs hmchqhctTir mddc hm nrcdr sn rtrqhqd Tmc rdkrnctbd+ Tmc ’3( sgd dmrthmf
krnihedrTshnm ne sgnrd nrfTmhrlr sgTs Trd adssdr Taid sn rtrqhqd Tmc rdkrnctbd hm sgTs dmqhrnmldms,
Rahdiad Tic ifhiddrhif OrTarhad Cdudknmhif Tic Sqhif Lncdkq Srd T lncdi aTrdc nm dqhcdmbd sn hiitrsrTsd sgd rdiTshnmrghkr adsvddm rursdlr nr adsvddm
bnlknmdmsr ne T rursdl,
Brnqqasrrhif Bniadmr BTsqd Tic bbdar DlkhrhbTi dqhcdmbd hr rdpthrdc sn cheedrdmshTsd adsvddm bTtrd Tmc bnrrdiTshnm Tmc lTjd biThlr Tants rkdbhehb
bTtrdr Tmc deedbsr,
Exhibits and Appendices 309
217 T MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
GR,KR3 AhnknfhaTk unksrhni9 Sihrx Orhir Tic ChfhrTk Qdqnsradq
Tic Chudrqhrx bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 7 Smhs 7
GR,KR3,2 Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
?mmkx aniadmrq nb qrTrhqrhaq Tic mrn_T_hkhrx rn qsmmnrr dwmkTiTrhniq Smhs Rniqd Fs ’chfhsTi nmiu(
reTr nrfTihqlq vhre Ti TcuTirTfdnsq edrhrT_kd rrThr rdic rn hiardTqd hi Sihr OdrbnrlTiad ETqj
mrnmnrrhni rn nrfTihqlq kTajhif rehq rrThr- ?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthx
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR3-A MTrsrTk Rdkdarhni LTstrTi rdidbshnm nbbtrr nmiu he sgdrd hr ansg ’/( qTrhTshnm hm sgd fdmdshb hmenrlTshnm adsvddm nrfTmhrlr
hm T knktiTshnm Tmc ’1( qTrhTshnm hm sgd dwkrdrrhnm ne sgTs fdmdshb hmenrlTshnm»sgTs hr+ srThs qTrhTshnm»sgTs idTcr sn cheedrdmbdr hm
kdrenrlTmbd Tlnmf hmchqhctTir,
KR3-A MTrsrTk Rdkdarhni Ogd srThsr sgTs knrhshqdiu Teedbs rtrqhqTi Trd lnrd ihjdiu sn ad rdkrnctbdc+ Tmc sgtr Trd lnrd bnllnm hm
sgd knktiTshnm,
KR3-B ?cTmrTrhni LTstrTi rdidbshnm idTcr sn TcTksTshnm+ sgTs hr+ sn T knktiTshnm cnlhmTsdc au nrfTmhrlr sgTs Trd TmTsnlhbTiiu+
adgTqhnrTiiu+ Tmc kgurhninfhbTiiu vdii rthsdc sn rtrqhqd Tmc rdkrnctbd hm T rkdbhehb dmqhrnmldms, OgTs hr+ sgd cheedrdmshTi rtrqhqTi
Tmc rdkrnctbshnm ne nrfTmhrlr hm T knktiTshnm sgTs gTqd Tm TcqTmsTfdntr gdrhsTaid srThs idTcr sn Tm hmbrdTrd hm sgd krnknrshnm ne
hmchqhctTir hm etstrd fdmdrTshnmr sgTs gTqd sgd srThs Tmc sn T cdbrdTrd hm sgd krnknrshnm ne hmchqhctTir sgTs cn mns, ?cTksTshnm Tirn
ldTmr sgTs sgd chrsrhatshnm ne srThsr hm T knktiTshnm bTm bgTmfd vgdm bnmchshnmr bgTmfd,
Rahdiad Tic ifhiddrhif OrTarhad ?iTkxyhif Tic Hirdrmrdrhif CTrT ?kkiu bnmbdksr ne rsTshrshbr Tmc krnaTahihsu ’hmbitchmf cdsdrlhmhmf etmbshnm ehsr sn cTsT+ rinkd+
hmsdrbdks+ Tmc bnrrdiTshnm bndeehbhdms enr ihmdTr ehsr( sn rbhdmshehb Tmc dmfhmddrhmf ptdrshnmr Tmc krnaidlr+ trhmf chfhsTi snnir vgdm
edTrhaid,
Brnqqasrrhif Bniadmr OTrrdriq Cheedrdms kTssdrmr lTu ad nardrqdc Ts dTbg ne sgd rbTidr Ts vghbg T rursdl hr rstchdc Tmc bTm krnqhcd dqhcdmbd enr
bTtrTihsu hm dwkiTmTshnmr ne kgdmnldmT,
Exhibits and Appendices 310
MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw 218
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
Orhir Tic ChfhrTk Qdqnsradq
GR,KR3 AhnknfhaTk unksrhni9 Sihrx
Tic Chudrqhrx bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs 8 Smhs 8
GR,KR3,3 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Bniqrrsar Ti dwmkTiTrhni _Tqdc ni duhcdiad bnr env iTrsrTk qdkdarhni Smhs Rniqd Fs ’chfhsTi nmiu(
kdTcq rn TcTmrTrhni nb mnmskTrhniq- Sihr OdrbnrlTiad ETqj
?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthx
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR3-B ?cTmrTrhni LTstrTi rdidbshnm idTcr sn TcTksTshnm+ sgTs hr+ sn T knktiTshnm cnlhmTsdc au nrfTmhrlr sgTs Trd
TmTsnlhbTiiu+ adgTqhnrTiiu+ Tmc kgurhninfhbTiiu vdii rthsdc sn rtrqhqd Tmc rdkrnctbd hm T rkdbhehb dmqhrnmldms, OgTs hr+ sgd
cheedrdmshTi rtrqhqTi Tmc rdkrnctbshnm ne nrfTmhrlr hm T knktiTshnm sgTs gTqd Tm TcqTmsTfdntr gdrhsTaid srThs idTcr sn Tm hmbrdTrd hm
sgd krnknrshnm ne hmchqhctTir hm etstrd fdmdrTshnmr sgTs gTqd sgd srThs Tmc sn T cdbrdTrd hm sgd krnknrshnm ne hmchqhctTir sgTs cn mns,
Rahdiad Tic ifhiddrhif OrTarhad Bniqrrsarhif wmkTiTrhniq Tic Cdqhfihif Rnksrhniq Bnmrsrtbs Tm dwkiTmTshnm aTrdc nm qTihc Tmc rdihTaid dqhcdmbd nasThmdc
ernl T qTrhdsu ne rntrbdr ’hmbitchmf rstcdmsr& nvm hmqdrshfTshnmr+ lncdir+ sgdnrhdr+ rhltiTshnmr+ kddr rdqhdv( Tmc sgd Trrtlkshnm
sgTs sgdnrhdr Tmc iTvr sgTs cdrbrhad sgd mTstrTi vnric nkdrTsd sncTu Tr sgdu chc hm sgd kTrs Tmc vhii bnmshmtd sn cn rn hm sgd etstrd,
Brnqqasrrhif Bniadmr BTsqd Tic bbdar DlkhrhbTi dqhcdmbd hr rdpthrdc sn cheedrdmshTsd adsvddm bTtrd Tmc bnrrdiTshnm Tmc lTjd biThlr Tants rkdbhehb
bTtrdr Tmc deedbsr,
Bniidarhniq rn MTrsrd nb Rahdiad Rbhdmshehb jmnvidcfd hr aTrdc nm sgd Trrtlkshnm sgTs mTstrTi iTvr nkdrTsd sncTu Tr sgdu chc hm
sgd kTrs Tmc sgdu vhii bnmshmtd sn cn rn hm sgd etstrd
OdrbnrlTiad wmdarTrhni Smhs 8 Smhs 8
GR,KR3,4 Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
uTksTrd red duhcdiad qsmmnrrhif akThlq reTr aeTifdq hi diuhrnildirTk Smhs Rniqd Fs ’chfhsTi nmiu(
anichrhniq lTx rdqskr hi ’0( hiardTqdq hi red isl_dr nb hichuhcsTkq nb qnld Sihr OdrbnrlTiad ETqj
qmdahdq) ’1( red dldrfdiad nb idv qmdahdq nudr rhld) Tic ’2( red dwrhiarhni ?rrdrrldms Athcd Tmc Nmihmd
nb nredr qmdahdq- Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR3-B ?cTmrTrhni BgTmfdr hm sgd kgurhbTi dmqhrnmldms+ vgdsgdr mTstrTiiu nbbtrrhmf nr gtlTm hmctbdc+ gTqd sgtr bnmsrhatsdc
sn sgd dwkTmrhnm ne rnld rkdbhdr+ sgd dldrfdmbd ne mdv chrshmbs rkdbhdr Tr knktiTshnmr chqdrfd tmcdr cheedrdms bnmchshnmr+ Tmc sgd
cdbihmd»Tmc rnldshldr sgd dwshmbshnm»ne rnld rkdbhdr,
KR3-B ?cTmrTrhni Rkdbhdr adbnld dwshmbs adbTtrd sgdu bTm mn inmfdr rtrqhqd Tmc rdkrnctbd hm sgdhr Tisdrdc dmqhrnmldms, Fe
ldladrr bTmmns Tc_trs sn bgTmfd sgTs hr snn eTrs nr crTrshb+ sgd nkknrstmhsu enr sgd rkdbhdr& dqnitshnm hr inrs,
Rahdiad Tic ifhiddrhif OrTarhad ifTfhif hi ?rfsldir brnl uhcdiad DqTitTsd sgd dqhcdmbd adghmc btrrdmsiu Tbbdksdc dwkiTmTshnmr nr rnitshnmr sn cdsdrlhmd
sgd ldrhsr ne Trftldmsr,
Brnqqasrrhif Bniadmr BTsqd Tic bbdar DlkhrhbTi dqhcdmbd hr rdpthrdc sn cheedrdmshTsd adsvddm bTtrd Tmc bnrrdiTshnm Tmc lTjd biThlr Tants rkdbhehb
Exhibits and Appendices
bTtrdr Tmc deedbsr, 311
23. T MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
GR,KR3 AhnknfhaTk unksrhni9 Sihrx Orhir Tic ChfhrTk Qdqnsradq
Tic Chudrqhrx bnmshmtdc Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs /- Smhs /-
GR,KR3,5 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
BrdTrd nr rduhqd T qhlskTrhni rn rdqr T qnksrhni rn lhrhfTrd Tcudrqd hlmTarq Kdrrnm 1 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
nb eslTi Tarhuhrx ni _hnchudrqhrx- Sihr OdrbnrlTiad ETqj
?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT KR3-C Ahnchudrqhrx Tic GslTiq GtlTmr cdkdmc nm sgd ihqhmf vnric enr sgd rdrntrbdr Tmc nsgdr admdehsr krnqhcdc au
ahnchqdrrhsu, =ts gtlTm Tbshqhsu hr Tirn gTqhmf Tcqdrrd hlkTbsr nm ahnchqdrrhsu sgrntfg nqdrknktiTshnm+ nqdrdwkinhsTshnm+ gTahsTs
cdrsrtbshnm+ kniitshnm+ hmsrnctbshnm ne hmqTrhqd rkdbhdr+ Tmc bihlTsd bgTmfd, Ogtr rtrsThmhmf ahnchqdrrhsu rn sgTs dbnrursdl
etmbshnmhmf Tmc krnctbshqhsu Trd lThmsThmdc hr drrdmshTi sn rtkknrshmf Tmc dmgTmbhmf ihed nm DTrsg, RtrsThmhmf ahnchqdrrhsu Tirn Thcr
gtlTmhsu au krdrdrqhmf iTmcrbTkdr ne rdbrdTshnmTi nr hmrkhrTshnmTi qTitd,
ER0-A Cdudknmhif Onqqh_kd Rnksrhniq Vgdm dqTitTshmf rnitshnmr+ hs hr hlknrsTms sn sTjd hmsn Tbbntms T rTmfd ne bnmrsrThmsr+
hmbitchmf bnrs+ rTedsu+ rdihTahihsu+ Tmc Tdrsgdshbr+ Tmc sn bnmrhcdr rnbhTi+ btistrTi+ Tmc dmqhrnmldmsTi hlkTbsr,
ER0-A Cdudknmhif Onqqh_kd Rnksrhniq =nsg kgurhbTi lncdir Tmc bnlktsdrr bTm ad trdc hm qTrhntr vTur sn Thc hm sgd
dmfhmddrhmf cdrhfm krnbdrr, Bnlktsdrr Trd trdeti enr T qTrhdsu ne ktrknrdr+ rtbg Tr rtmmhmf rhltiTshnmr sn sdrs cheedrdms vTur ne
rniqhmf T krnaidl nr sn rdd vghbg nmd hr lnrs deehbhdms nr dbnmnlhbTi0 Tmc hm lTjhmf T kdrrtTrhqd krdrdmsTshnm sn T bihdms Tants
gnv T fhqdm cdrhfm vhii ldds ghr nr gdr mddcr,
Rahdiad Tic ifhiddrhif OrTarhad Sqhif LTredlTrhaq Tic BnlmsrTrhni Eehijhif BrdTsd nr rdqhrd T rhltiTshnm ne T kgdmnldmnm+ cdrhfmdc cdqhbd+ krnbdrr+ nr
rursdl,
Brnqqasrrhif Bniadmr BTsqd Tic bbdar DlkhrhbTi dqhcdmbd hr rdpthrdc sn cheedrdmshTsd adsvddm bTtrd Tmc bnrrdiTshnm Tmc lTjd biThlr Tants rkdbhehb
bTtrdr Tmc deedbsr,
Exhibits and Appendices 312
MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw 230
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
Orhir Tic ChfhrTk Qdqnsradq
GR, ER0 ifhiddrhif Cdqhfi
Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs /- Smhs 2
GR, ER0,0 Kdrrnm 2 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
?iTkxyd T lTgnr fkn_Tk aeTkkdifd rn qmdahbx psTkhrTrhud Tic psTirhrTrhud Smhs Rniqd Fs ’chfhsTi nmiu(
arhrdrhT Tic aniqrrThirq bnr qnksrhniq reTr Taansir bnr qnahdrTk iddcq Sihr OdrbnrlTiad ETqj
Tic vTirq- ?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT ER0-? Cdbhihif Tic Cdkhlhrhif ifhiddrhif Orn_kdlq BrhsdrhT Tmc bnmrsrThmsr Tirn hmbitcd rTshreuhmf Tmu rdpthrdldmsr rds au
rnbhdsu+ rtbg Tr sTjhmf hrrtdr ne rhrj lhshfTshnm hmsn Tbbntms+ Tmc sgdu rgntic ad ptTmshehdc sn sgd dwsdms knrrhaid Tmc rsTsdc hm rtbg
T vTu sgTs nmd bTm sdii he T fhqdm cdrhfm lddsr sgdl,
ER0-? Cdbhihif Tic Cdkhlhrhif ifhiddrhif Orn_kdlq GtlTmhsu eTbdr lT_nr finaTi bgTiidmfdr sncTu+ rtbg Tr sgd mddc enr
rtkkihdr ne bidTm vTsdr Tmc ennc nr enr dmdrfu rntrbdr sgTs lhmhlhxd kniitshnm+ vghbg bTm ad Tccrdrrdc sgrntfg dmfhmddrhmf, Ogdrd
finaTi bgTiidmfdr Tirn lTu gTqd lTmhedrsTshnmr hm inbTi bnlltmhshdr,
Rahdiad Tic ifhiddrhif OrTarhad ?qjhif Psdqrhniq Tic Cdbhihif Orn_kdlq ?mTiuxd bnlkidw rdTi vnric krnaidlr au rkdbheuhmf brhsdrhT Tmc bnmrsrThmsr enr
rtbbdrreti rnitshnmr,
Brnqqasrrhif Bniadmr Hibksdiad nb Rahdiad) ifhiddrhif) Tic Edaeinknfx ni Rnahdrx Tic red MTrsrTk Vnrkc Ldv sdbgmninfhdr bTm gTqd cddk
hlkTbsr nm rnbhdsu Tmc sgd dmqhrnmldms+ hmbitchmf rnld sgTs vdrd mns TmshbhkTsdc, ?mTiurhr ne bnrsr Tmc admdehsr hr T brhshbTi Trkdbs
ne cdbhrhnmr Tants sdbgmninfu,
OdrbnrlTiad wmdarTrhni Smhs / Smhs /-
GR, ER0,1 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Cdqhfi T qnksrhni rn T anlmkdw rdTk,vnrkc mrn_kdl _x _rdTjhif hr cnvi Kdrrnm 3 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
hirn qlTkkdr) lnrd lTiTfdT_kd mrn_kdlq reTr aTi _d qnkudc rernsfe Smhs /- Sihr OdrbnrlTiad ETqj
difhiddrhif- Kdrrnm 2 Tmc GTicq,Ni KT_ ?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthxxdr
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT ER0-B Nmrhlhyhif red Cdqhfi Rnksrhni BrhsdrhT lTu mddc sn ad arnjdm cnvm hmsn rhlkidr nmdr sgTs bTm ad TkkrnTbgdc
rursdlTshbTiiu+ Tmc cdbhrhnmr Tants sgd krhnrhsu ne bdrsThm brhsdrhT nqdr nsgdrr ’srTcd neer( lTu ad mddcdc,
Rahdiad Tic ifhiddrhif OrTarhad Bniqrrsarhif wmkTiTrhniq Tic Cdqhfihif Rnksrhniq Cdrhfm T rnitshnm sn T bnlkidw rdTi vnric krnaidl+ aTrdc nm rbhdmshehb
jmnvidcfd+ rstcdms fdmdrTsdc rntrbdr ne dqhcdmbd+ krhnrhshxdc brhsdrhT+ Tmc srTcdnee bnmrhcdrTshnmr,
Exhibits and Appendices 313
23 T MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
MFRR Tic DHD MSecmSc eicmsenms Aenknfx
Orhir Tic ChfhrTk Qdqnsradq
GR, ER0 ifhiddrhif Cdqhfi bnmshmtdc
Rsmmnrrhif KdTrihif wmdrhdiadq ?qqdqqldir Tic OdrbnrlTiad
OdrbnrlTiad wmdarTrhni Smhs / Smhs /-
GR, ER0,2 Kdrrnm / Tmc GTicq,Ni KT_ Smhs Mrn_dbs
uTksTrd T qnksrhni rn T anlmkdw rdTk,vnrkc mrn_kdl _Tqdc ni mrhnrhrhydc Kdrrnm 3 Tmc GTicq,Ni KT_ Smhs Rniqd Fs ’chfhsTi nmiu(
arhrdrhT Tic rrTcd,nbbq reTr Taansir bnr T rTifd nb aniqrrThirq) hiakschif Smhs 2 Sihr OdrbnrlTiad ETqj
anqr) qTbdrx) rdkhT_hkhrx) Tic Tdqredrhaq) Tq vdkk Tq mnqqh_kd qnahTk) askrsrTk) Kdrrnm 2 Tmc GTicq,Ni KT_ ?rrdrrldms Athcd Tmc Nmihmd
Tic diuhrnildirTk hlmTarq- Smhs /- Kdrrnm Pthxxdr
Kdrrnm 2 Tmc GTicq,Ni KT_ Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT ER0-A Cdudknmhif Onqqh_kd Rnksrhniq Vgdm dqTitTshmf rnitshnmr+ hs hr hlknrsTms sn sTjd hmsn Tbbntms T rTmfd ne bnmrsrThmsr+
hmbitchmf bnrs+ rTedsu+ rdihTahihsu+ Tmc Tdrsgdshbr+ Tmc sn bnmrhcdr rnbhTi+ btistrTi+ Tmc dmqhrnmldmsTi hlkTbsr,
Rahdiad Tic ifhiddrhif OrTarhad Bniqrrsarhif wmkTiTrhniq Tic Cdqhfihif Rnksrhniq DqTitTsd T rnitshnm sn T bnlkidw rdTi vnric krnaidl+ aTrdc nm rbhdmshehb
jmnvidcfd+ rstcdms fdmdrTsdc rntrbdr ne dqhcdmbd+ krhnrhshxdc brhsdrhT+ Tmc srTcdnee bnmrhcdrTshnmr,
Brnqqasrrhif Bniadmr Hibksdiad nb Rahdiad) ifhiddrhif) Tic Edaeinknfx ni Rnahdrx Tic red MTrsrTk Vnrkc Ldv sdbgmninfhdr bTm gTqd cddk
hlkTbsr nm rnbhdsu Tmc sgd dmqhrnmldms+ hmbitchmf rnld sgTs vdrd mns TmshbhkTsdc, ?mTiurhr ne bnrsr Tmc admdehsr hr T brhshbTi Trkdbs
ne cdbhrhnmr Tants sdbgmninfu,
OdrbnrlTiad wmdarTrhni Smhs /- Smhs /-
GR, ER0,3 Kdrrnm 2 Tmc GTicq,Ni KT_ Smhs Mrn_dbs
Sqd T anlmsrdr qhlskTrhni rn lncdk red hlmTar nb mrnmnqdc qnksrhniq rn Smhs Rniqd Fs ’chfhsTi nmiu(
T anlmkdw rdTk,vnrkc mrn_kdl vhre isldrnsq arhrdrhT Tic aniqrrThirq ni Sihr OdrbnrlTiad ETqj
hirdrTarhniq vhrehi Tic _drvddi qxqrdlq rdkduTir rn red mrn_kdl- ?rrdrrldms Athcd Tmc Nmihmd
Kdrrnm Pthx
Smhs Odrs
OdrbnrlTiad,ATqdc ?qqdqqldir
Dmc ne YdTr Odrs
ChqahmkhiTrx Bnrd HcdT ER0-A Cdudknmhif Onqqh_kd Rnksrhniq =nsg kgurhbTi lncdir Tmc bnlktsdrr bTm ad trdc hm qTrhntr vTur sn Thc hm sgd
dmfhmddrhmf cdrhfm krnbdrr, Bnlktsdrr Trd trdeti enr T qTrhdsu ne ktrknrdr+ rtbg Tr rtmmhmf rhltiTshnmr sn sdrs cheedrdms vTur ne
rniqhmf T krnaidl nr sn rdd vghbg nmd hr lnrs deehbhdms nr dbnmnlhbTi0 Tmc hm lTjhmf T kdrrtTrhqd krdrdmsTshnm sn T bihdms Tants
gnv T fhqdm cdrhfm vhii ldds ghr nr gdr mddcr,
Rahdiad Tic ifhiddrhif OrTarhad Sqhif LTredlTrhaq Tic BnlmsrTrhni Eehijhif Srd lTsgdlTshbTi lncdir Tmc.nr bnlktsdr rhltiTshnmr sn krdchbs sgd deedbsr ne
T cdrhfm rnitshnm nm rursdlr Tmc.nr sgd hmsdrTbshnmr adsvddm rursdlr,
Brnqqasrrhif Bniadmr Rxqrdlq Tic Rxqrdl Lncdkq Jncdir ’d,f,+ kgurhbTi+ lTsgdlTshbTi+ bnlktsdr lncdir( bTm ad trdc sn rhltiTsd rursdlr Tmc
hmsdrTbshnmr»hmbitchmf dmdrfu+ lTssdr+ Tmc hmenrlTshnm einvr»vhsghm Tmc adsvddm rursdlr Ts cheedrdms rbTidr,
Exhibits and Appendices 314
MFRR Umc FLF Nbhdmbd Chldmrhnmr .hninfw 231
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
D‘qsg %
Rp‘bd Rbhdmbd
Exhibits and Appendices 315
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 0
Hmsqnctbshnm sn
D‘qsg ‘mc Rp‘bd 1
0-0 Rstcxhmf D‘qsg 3
DWOKNQ?SHNM 0 Dwpknqhmf O‘ssdqmr ‘mc Rxrsdlr nm D‘qsg 4
DWOKNQ?SHNM 1 Duhcdmbd ne Bg‘mfdr hm Rxrsdlr 01
B?QDDQR HM RBHDMBD Nbd‘mnfq‘pgdq 05
DU?KT?SD 06
0-1 D‘qsg&r Rxrsdlr 1/
DWOKNQ?SHNM 0 Lncdkhmf D‘qsg&r Rxrsdlr 10
D‘qsg b‘m ad rstchdc ‘r ‘ DWOKNQ?SHNM 1 Uhrt‘khyhmf C‘s‘ 14
rhmftk‘q rxrsdl nq ‘ bnkkdbshnm DWOKNQ?SHNM 2 Uhdvhmf D‘qsg Eqnl @anud 17
ne rl‘kkdq rxrsdlr- FTHCDC QDRD?QBG L‘p Oqnidbshnmr 21
DU?KT?SD 22
RG@QDC RO@BD GNTRD 25
TMHS BNMMDBSHNMR 3/
TMHS QDUHDV 30
TMHS ODQENQL@MBD S@RJ 32
Hl‘fd Bqdchsr9 ©Dfxpsh‘m Rstchn.Rgtssdqrsnbj
Exhibits and Appendices 316
whh GLG Rbhdmbd Chldmrhnmr D‘qsg % Rp‘bd Rbhdmbd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 1
Rxrsdlr ne L‘ssdq
‘mc Dmdqfx 33
1-0 D‘qsg&r Dmdqfx 35
DWOKNQ?SHNM 0 Dmdqfx Rntqbdr ‘mc Eknvr 36
DWOKNQ?SHNM 1 D‘qsg&r Dwsdqm‘k Dmdqfx 38
DWOKNQ?SHNM 2 Chrsqhatshnm ne Rtmkhfgs 40
DWOKNQ?SHNM 3 D‘qsg&r Hmsdqm‘k Dmdqfx 43
DMFHMDDQHMF Tqa‘m Gd‘s Hrk‘mcr 45
DU?KT?SD 46
1-1 Lhmdq‘kr 5/ Sgd rsqtbstqd ‘mc
DWOKNQ?SHNM 0 Hmsqnctbhmf Lhmdq‘kr 50 bg‘q‘bsdqhrshbr ne lhmdq‘kr
DWOKNQ?SHNM 1 Oqnpdqshdr ne Lhmdq‘kr 53 ‘qd cdsdqlhmdc ax sgd l‘ssdq
G?MCRffNM K?A Lhmdq‘k Hcdmsh›b‘shnm 58 sg‘s l‘jdr sgdl tp-
DU?KT?SD 6/
1-2 Sgd Qnbj Bxbkd 61
DWOKNQ?SHNM 0 Qnbj ‘mc sgd Qnbj Bxbkd 62
DWOKNQ?SHNM 1 Rdchldms‘qx Qnbj 66
DWOKNQ?SHNM 2 Hfmdntr Qnbj 7/
DWOKNQ?SHNM 3 Lds‘lnqpghb Qnbj 72
FTHCDC QDRD?QBG Sgd Qnbj Bxbkd nm sgd Lnnm 75
DU?KT?SD 76
1-3 Bxbkdr ‘mc Bxbkd Lncdkr 8/
DWOKNQ?SHNM 0 B‘qanm hm D‘qsg&r Rxrsdlr 80
DWOKNQ?SHNM 1 Rxrsdl Lncdkr 84
DWOKNQ?SHNM 2 Nsgdq Bgdlhb‘k Bxbkdr nm D‘qsg 88
C?S? ?M?KYRHR Dkdldmsr ‘mc Ok‘msr 0/1
DU?KT?SD 0/2
TMHS BNMMDBSHNMR 0/5
TMHS QDUHDV 0/6
Hl‘fd Bqdchsr9 ©Rbdmhbr % Rbhdmbd.@k‘lx
TMHS ODQENQL@MBD S@RJ 0/8
Exhibits and Appendices 317
Bnmsdmsr whhh
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 2
M‘stq‘k Qdrntqbdr 00.
2-0 Cdrhfmhmf Rnktshnmr sn Qdrntqbd Oqnakdlr 001
DWOKNQ?SHNM 0 L‘m‘fhmf M‘stq‘k Qdrntqbdr 002
DWOKNQ?SHNM 1 Cd›md ‘ Oqnakdl 005
DWOKNQ?SHNM 2 Cdudknp Rnktshnmr 008
DWOKNQ?SHNM 3 Npshlhyd ‘ Rnktshnm 010
DWOKNQ?SHNM 4 Sgd Trd ne Hsdq‘shnm 012
G?MCRffNM K?A Aqhfgsmdrr ‘mc Bnknq 013
DU?KT?SD 014
2-1 Qnbj ‘mc Lhmdq‘k Qdrntqbdr 017
DWOKNQ?SHNM 0 Sgd Ghrsnqx ne Qnbj ‘mc Lhmdq‘k Dwsq‘bshnm 018
Bhshdr ‘qd bnlpkdw rxrsdlr
sg‘s ‘qd bqd‘sdc ‘mc DWOKNQ?SHNM 1 Lhmdq‘kr enq Mdv Sdbgmnknfhdr 021
rtrs‘hmdc sgqntfg sgd trd DWOKNQ?SHNM 2 Qnbj ‘mc Lhmdq‘k Dwsq‘bshnm 025
ne m‘stq‘k qdrntqbdr- DWOKNQ?SHNM 3 Hlp‘bsr ne Lhmdq‘k Trd 028
B?QDDQR HM RBHDMBD Qdbxbkhmf Sdbgmhbh‘m 031
DU?KT?SD 032
2-2 Dmdqfx Qdrntqbdr 035
DWOKNQ?SHNM 0 Odsqnkdtl ‘mc M‘stq‘k F‘r 036
DWOKNQ?SHNM 1 Bn‘k+ S‘q R‘mcr+ ‘mc Nhk Rg‘kd 04/
DWOKNQ?SHNM 2 Rnk‘q ‘mc Vhmc Dmdqfx 044
DWOKNQ?SHNM 3 Gxcqndkdbsqhb+ Shc‘k+ ‘mc Fdnsgdql‘k Dmdqfx 047
FTHCDC QDRD?QBG G‘qmdrrhmf sgd Onvdq ne sgd Rtm 051
DU?KT?SD 052
RSTEE HM SGD D@QSG VD B@M ATQM 055
TMHS BNMMDBSHNMR 06/
TMHS QDUHDV 060
TMHS ODQENQL@MBD S@RJ 062 Hl‘fd Bqdchsr9 ©dwynyhr.Ensnkh‘
Exhibits and Appendices 318
whu GLG Rbhdmbd Chldmrhnmr D‘qsg % Rp‘bd Rbhdmbd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 3
D‘qsg hm sgd
Rnk‘q Rxrsdl 063
3-0 Rnk‘q Rxrsdl Enql‘shnm 065
DWOKNQ?SHNM 0 Sgd Rnk‘q Rxrsdl 066
DWOKNQ?SHNM 1 Rnk‘q Rxrsdl Enql‘shnm 07/
DWOKNQ?SHNM 2 Duhcdmbd ne D‘qsg&r D‘qkx Ghrsnqx 074
FTHCDC QDRD?QBG S‘tqtr Lnkdbtk‘q Bkntc 077
DU?KT?SD 078
3-1 Fq‘uhsx ‘mc Nqahsr 081
DWOKNQ?SHNM 0 Ok‘mds‘qx Lnudldms 082 Vghkd D‘qsg b‘m ad rstchdc
DWOKNQ?SHNM 1 Ok‘mds‘qx Lnshnm 086 ‘r ‘ bnkkdbshnm ne rl‘kkdq
DWOKNQ?SHNM 2 Fq‘uhsx ‘mc sgd Lnshnm ne Ok‘mdsr 088 rxrsdlr+ hs hr ‘krn p‘qs ne ‘
FTHCDC QDRD?QBG Rp‘bd Itmj 1/1 k‘qfdq rnk‘q rxrsdl-
DU?KT?SD 1/2
3-2 D‘qsg ‘mc sgd Rtm 1/5
DWOKNQ?SHNM 0 Sgd D‘qsg,Rtm Rxrsdl 1/6
DWOKNQ?SHNM 1 Rnk‘q Dmdqfx hm D‘qsg&r Rxrsdlr 100
DWOKNQ?SHNM 2 D‘qsg,Rtm Rxrsdl ‘mc Bkhl‘sd Bg‘mfd 103
C?S? ?M?KYRHR Bxbkdr ne Fk‘bh‘shnm 107
DU?KT?SD 108
VNQKCR @QNTMC SGD RTM 111
TMHS BNMMDBSHNMR 115
TMHS QDUHDV 116
TMHS ODQENQL@MBD S@RJ 118
Hl‘fd Bqdchsr9 ©M@R@ Ingmrnm Rp‘bd Bdmsdq
Exhibits and Appendices 319
Bnmsdmsr wu
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 4
Rp‘bd 12.
4-0 Nardquhmf L‘ssdq hm Rp‘bd 121
DWOKNQ?SHNM 0 Sxpdr ne Nardqu‘shnmr 122
DWOKNQ?SHNM 1 Sgd Cnppkdq Deedbs 126
DWOKNQ?SHNM 2 Rpdbsq‘ 13/
DWOKNQ?SHNM 3 Rstcxhmf Naidbsr 133
C?S? ?M?KYRHR Rpdbsq‘k @m‘kxrhr 137
DU?KT?SD 138
4-1 Rs‘qr 141
DWOKNQ?SHNM 0 Dmdqfx ‘mc sgd Rtm 142
DWOKNQ?SHNM 1 Oqnpdqshdr ne Rs‘qr 146
Sgd rstcx ne l‘ssdq hm rp‘bd
DWOKNQ?SHNM 2 Rs‘q,Enqlhmf Qdfhnmr 15/
qdpthqdr ‘m tmcdqrs‘mchmf
ne gnv khfgs adg‘udr vgdm DWOKNQ?SHNM 3 L‘ssdq Sq‘mrenql‘shnmr hm Rs‘qr 152
hs hr ‘arnqadc nq dlhssdc G?MCRffNM K?A Sgdql‘k Rpdbsq‘ 155
ax dkdldmsr- DU?KT?SD 156
4-2 Sgd Tmhudqrd 16/
DWOKNQ?SHNM 0 Sgd Rb‘kd ne sgd Tmhudqrd 160
DWOKNQ?SHNM 1 O‘ssdqmr hm sgd Tmhudqrd 166
FTHCDC QDRD?QBG L‘pphmf sgd Lhkjx V‘x 17/
DU?KT?SD 170
4-3 Duhcdmbd enq sgd Ahf A‘mf 173
DWOKNQ?SHNM 0 Vg‘s Hr sgd Ahf A‘mf Sgdnqx> 174
DWOKNQ?SHNM 1 Duhcdmbd ne sgd Dwp‘mchmf Tmhudqrd 176
DWOKNQ?SHNM 2 Duhcdmbd eqnl sgd D‘qkx Tmhudqrd 18/
FTHCDC QDRD?QBG Bnmsqhatsnqr sn sgd Ahf A‘mf Sgdnqx 183
DU?KT?SD 184
NTQ RS@Q 187
TMHS BNMMDBSHNMR 2/1
TMHS QDUHDV 2/2
TMHS ODQENQL@MBD S@RJ 2/4
Hl‘fd Bqdchsr9 ©Rbhdmbd Rntqbd
Exhibits and Appendices 320
wuh GLG Rbhdmbd Chldmrhnmr D‘qsg % Rp‘bd Rbhdmbd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 5
Ok‘sd Sdbsnmhbr 2.5
5-0 D‘qsg&r Cxm‘lhb Hmsdqhnq 2/7
DWOKNQ?SHNM 0 Duhcdmbd ne Rsqtbstqd ‘mc Bnlpnrhshnm 2/8
DWOKNQ?SHNM 1 D‘qsg&r Cxm‘lhb Hmsdqhnq 206
FTHCDC QDRD?QBG Rdhrlhb Snlnfq‘pgx 21/
DU?KT?SD 210
5-1 Sdbsnmhb Ok‘sdr 213
DWOKNQ?SHNM 0 Lnshnm ne D‘qsg&r Rtqe‘bd 214
DWOKNQ?SHNM 1 D‘qsg&r Khsgnrpgdqhb Ok‘sdr 22/
C?S? ?M?KYRHR Qdk‘shud ‘mc @arnktsd Ok‘sd Lnshnm 223
DU?KT?SD 224
Unkb‘mhb dqtpshnmr
eqdptdmskx nbbtq ‘s sgd
5-2 Ok‘sd Hmsdq‘bshnmr 227
antmc‘qhdr adsvddm
DWOKNQ?SHNM 0 Chudqfdms Antmc‘qhdr 228 D‘qsg&r sdbsnmhb pk‘sdr-
DWOKNQ?SHNM 1 Bnmudqfdms Antmc‘qhdr 234
DWOKNQ?SHNM 2 Sq‘mrenql Antmc‘qhdr 240
DWOKNQ?SHNM 3 B‘trdr ne Ok‘sd Lnshnm 244
B?QDDQR HM RBHDMBD Fdnpgxrhbhrs 247
DU?KT?SD 248
5-3 M‘stq‘k G‘y‘qcr 251
DWOKNQ?SHNM 0 Lntms Rs- Gdkdmr 252
DWOKNQ?SHNM 1 G‘v‘hh‘m Hrk‘mcr ‘mc Gnsrpnsr 256
DWOKNQ?SHNM 2 07059 Sgd Yd‘q Vhsgnts ‘ Rtlldq 261
DWOKNQ?SHNM 3 D‘qsgpt‘jd G‘y‘qcr 264
B?QDDQR HM RBHDMBD Unkb‘mnknfhrs 268
DU?KT?SD 27/
AHF EK@S QNBJR VD KHUD NM 271
TMHS BNMMDBSHNMR 275
TMHS QDUHDV 276
Hl‘fd Bqdchsr9 ©Idee U‘mtf‘.Bnqahr.Fdssx Hl‘fdr
TMHS ODQENQL@MBD S@RJ 278
Exhibits and Appendices 321
Bnmsdmsr wuhh
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 6
D‘qsg&r Bg‘mfhmf
Rtqe‘bd 28.
6-0 Rtqe‘bd Oqnbdrrdr 281
DWOKNQ?SHNM 0 @fdmsr ne Bg‘mfd 282
DWOKNQ?SHNM 1 Vd‘sgdqhmf 285
DWOKNQ?SHNM 2 Sq‘mrpnqs ne L‘sdqh‘k 3//
DWOKNQ?SHNM 3 Rdchldms ‘mc Rnhk 3/1
B?QDDQR HM RBHDMBD B‘qsnfq‘pgdq 3/3
DU?KT?SD 3/4
Ed‘stqdr nm D‘qsg&r rtqe‘bd 6-1 D‘qsg&r Rtqe‘bd 3/7
‘qd rg‘pdc ax sgd fdnrpgdqd&r DWOKNQ?SHNM 0 Ed‘stqdr Rg‘pdc ax Eknvhmf V‘sdq 3/8
hmsdq‘bshnmr vhsg D‘qsg&r DWOKNQ?SHNM 1 Ed‘stqdr Rg‘pdc ax V‘udr 302
nsgdq rpgdqdr- DWOKNQ?SHNM 2 Ed‘stqdr Rg‘pdc ax Hbd 306
DWOKNQ?SHNM 3 Ed‘stqdr Rg‘pdc ax Vhmc 310
FTHCDC QDRD?QBG Sgd Bg‘mmdkdc Rb‘ak‘mcr 313
DU?KT?SD 314
6-2 Cdudknpldms ne Ed‘stqdr 317
DWOKNQ?SHNM 0 Bnmrsqtbshud ‘mc Cdrsqtbshud Oqnbdrrdr 318
DWOKNQ?SHNM 1 Tpkhes ‘mc Rtarhcdmbd 321
DWOKNQ?SHNM 2 Enkchmf ‘mc E‘tkshmf 323
DWOKNQ?SHNM 3 Bxbkdr ne Lntms‘hmr ‘mc Rdchldms 326
C?S? ?M?KYRHR Enqbdr hm Mdv Yd‘k‘mc 327
DU?KT?SD 328
D@QSG&R RTQE@BD 331
TMHS BNMMDBSHNMR 337
TMHS QDUHDV 338
TMHS ODQENQL@MBD S@RJ 340
Hl‘fd Bqdchsr9 ©J‘sqhm‘ Aqnvm.Ensnkh‘
Exhibits and Appendices 322
wuhhh GLG Rbhdmbd Chldmrhnmr D‘qsg % Rp‘bd Rbhdmbd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 7
D‘qsg&r V‘sdq 341
7-0 Oqnpdqshdr ne V‘sdq 343
DWOKNQ?SHNM 0 Sgd Rsqdmfsg ne V‘sdq 344
DWOKNQ?SHNM 1 Sgd Rsqdmfsg ne Hbd 348
DWOKNQ?SHNM 2 Tmhptd Oqnpdqshdr ne V‘sdq 351
FTHCDC QDRD?QBG Gxpdqr‘khmd Dmuhqnmldmsr 353
DU?KT?SD 354
7-1 V‘sdq Qdrntqbdr 357
DWOKNQ?SHNM 0 Sgd V‘sdq Rtppkx 358
DWOKNQ?SHNM 1 Eqdrgv‘sdq Qdrntqbdr 362
DWOKNQ?SHNM 2 V‘sdq Trd ‘mc L‘m‘fdldms 367
V‘sdq hr ‘m drrdmsh‘k qdrntqbd
FTHCDC QDRD?QBG Eqdrgv‘sdq Qdrdqunhqr 373
enq khuhmf sghmfr ‘r vdkk ‘r ‘m
DU?KT?SD 374 hlpnqs‘ms ‘fdms ne bg‘mfd enq
D‘qsg&r rtqe‘bd-
TMHS BNMMDBSHNMR 377
TMHS QDUHDV 378
TMHS ODQENQL@MBD S@RJ 380
Hl‘fd Bqdchsr9 ©inqhrun.Ensnkh‘
Exhibits and Appendices 323
Bnmsdmsr whw
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 8
Sgd @slnrpgdqd 381
8-0 Sgd @slnrpgdqd 383
DWOKNQ?SHNM 0 Sgd Rsqtbstqd ne sgd @slnrpgdqd 384
DWOKNQ?SHNM 1 Hmsdq‘bshnm vhsg D‘qsg&r Nsgdq Rpgdqdr 388
DWOKNQ?SHNM 2 Sgd @slnrpgdqd hm Lnshnm 4/1
FTHCDC QDRD?QBG Rstcxhmf sgd @slnrpgdqd eqnl Rp‘bd 4/7
DU?KT?SD 4/8
8-1 Vd‘sgdq Oqdchbshnm ‘mc Lncdkhmf 401
DWOKNQ?SHNM 0 Vd‘sgdq 402
DWOKNQ?SHNM 1 Vd‘sgdq hm Lnshnm 407
DWOKNQ?SHNM 2 Vd‘sgdq Enqdb‘rshmf ‘mc Sdbgmnknfx 410
Bnmchshnmr hm D‘qsg&r
G?MCRffNM K?A Enqdb‘rs Khlhs‘shnmr 415
‘slnrpgdqd ‘qd qdfidbsdc hm
bkhl‘sd ‘mc vd‘sgdq- DU?KT?SD 416
8-2 Bkhl‘sd ‘mc Bkhl‘sd Bg‘mfd 42/
DWOKNQ?SHNM 0 Bkhl‘sd 420
DWOKNQ?SHNM 1 D‘qsg&r Bg‘mfhmf Bkhl‘sd 424
DWOKNQ?SHNM 2 Ntq Qnkd hm Bkhl‘sd Bg‘mfd 428
FTHCDC QDRD?QBG Hqnm Rnktshnmr nq Hqnm Oqnakdlr> 433
DU?KT?SD 434
BKNTC L@OR 437
TMHS BNMMDBSHNMR 441
TMHS QDUHDV 442
TMHS ODQENQL@MBD S@RJ 444
Hl‘fd Bqdchsr9 ©jq‘rxtj.Ensnkh‘
Exhibits and Appendices 324
ww GLG Rbhdmbd Chldmrhnmr D‘qsg % Rp‘bd Rbhdmbd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 0.
Ghrsnqx ne D‘qsg 445
0/-0 Sgd Qnbj ‘mc Enrrhk Qdbnqc 447
DWOKNQ?SHNM 0 Enrrhk Enql‘shnm ‘mc Sxpdr ne Enrrhkr 448
DWOKNQ?SHNM 1 Duhcdmbd Oqnuhcdc ax Enrrhkr 452
DWOKNQ?SHNM 2 Sgd Qdk‘shud @fdr ne Qnbjr 457
DWOKNQ?SHNM 3 Sgd @arnktsd @fdr ne Qnbjr 460
G?MCRffNM ?BSHUHSY Lncdkhmf Lnkcr ‘mc B‘rsr 463
DU?KT?SD 464
0/-1 Fdnknfhb Shld 467
DWOKNQ?SHNM 0 D‘qkx D‘qsg 468
DWOKNQ?SHNM 1 D‘qsg Ctqhmf sgd O‘kdnynhb Dq‘ 472
Bg‘mfdr hm D‘qsg&r rpgdqdr
DWOKNQ?SHNM 2 D‘qsg Ctqhmf sgd Ldrnynhb Dq‘ 476 s‘jd pk‘bd nudq ‘ vhcd q‘mfd
DWOKNQ?SHNM 3 D‘qsg Ctqhmf sgd Bdmnynhb Dq‘ 480 ne shldrb‘kdr-
G?MCRffNM K?A Athkc Yntq Nvm Shldrb‘kd 484
DU?KT?SD 485
0/-2 D‘qsg9 O‘rs+ Oqdrdms+ ‘mc Etstqd 487
DWOKNQ?SHNM 0 Duhcdmbd ne D‘qsg&r Qdbdms O‘rs 488
DWOKNQ?SHNM 1 D‘qsg&r Qdbdms O‘rs 5/0
DWOKNQ?SHNM 2 Lncdkr ne sgd Etstqd 5/3
G?MCRffNM K?A Cdrhfm Yntq Nvm Shldkhmd 5/5
DU?KT?SD 5/6
D@QSG&R O@RS 50/
TMHS BNMMDBSHNMR 503
TMHS QDUHDV 504
TMHS ODQENQL@MBD S@RJ 506
Hl‘fd Bqdchsr9 ©Gdqldr Hl‘fdr.@FE Rqk.@k‘lx
Exhibits and Appendices 325
Bnmsdmsr wwh
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 00
Gtl‘m @bshuhsx
‘mc D‘qsg 507
00-0 Fdnfq‘pghb‘k Hmfitdmbdr nm Gtl‘m @bshuhshdr 51/
DWOKNQ?SHNM 0 Gtl‘m Cdpdmcdmbx nm D‘qsg&r Qdrntqbdr 510
DWOKNQ?SHNM 1 M‘stq‘k Qdrntqbdr ‘mc Gtl‘m @bshuhsx 513
DWOKNQ?SHNM 2 M‘stq‘k G‘y‘qcr ‘mc Gtl‘m @bshuhsx 516
DWOKNQ?SHNM 3 Qdctbhmf sgd Hlp‘bs ne M‘stq‘k G‘y‘qcr 52/
B?QDDQR HM DMFHMDDQHMF Bhuhk Dmfhmddq 522
DU?KT?SD 523
Gtl‘m ‘bshuhsx g‘r ‘ l‘inq 00-1 Rtrs‘hm‘ahkhsx ne Gtl‘m @bshuhshdr 525
deedbs nm D‘qsg rxrsdlr+ vghbg DWOKNQ?SHNM 0 Cd›mhmf Rtrs‘hm‘ahkhsx 526
hm stqm ‘eedbs gtl‘m ‘bshuhsx- DWOKNQ?SHNM 1 Gtl‘m Hlp‘bsr nm D‘qsg&r Rxrsdlr 530
DWOKNQ?SHNM 2 Rtrs‘hm‘ahkhsx Snc‘x ‘mc Snlnqqnv 537
DMFHMDDQHMF Cdrhfm ‘ V‘sdq Ehksq‘shnm Rxrsdl 541
DU?KT?SD 542
TMHS BNMMDBSHNMR 545
TMHS QDUHDV 546
TMHS ODQENQL@MBD S@RJ 548
Hl‘fd Bqdchsr9 ©q‘aahs64^ens.Ensnkh‘
Exhibits and Appendices 326
wwhh GLG Rbhdmbd Chldmrhnmr D‘qsg % Rp‘bd Rbhdmbd
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibits and Appendices 327
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board
TMHS 0 Ogxrhbr Operate in
of Education to ‘mc SY25-26
Dmfhmddqhmf
Hmsdfq‘shmf sgd MFRR) Sgqdd Chldmrhnmr ne
Kd‘qmhmf
Athkchmf sn sgd Odqenql‘mbd Dwpdbs‘shnmr
Sgd kd‘qmhmf dwpdqhdmbdr hm sghr tmhs pqdp‘qd rstcdmsr enq l‘rsdqx ne Kdrrnm 0
Lnshnm ‘mc Rs‘ahkhsx9 Enqbdr ‘mc Hmsdq‘bshnmr Dmfhmddqhmf Cdrhfm
OR1,0 @m‘kxyd c‘s‘ sn rtppnqs sgd bk‘hl sg‘s Mdvsnm&r rdbnmc k‘v ne Hm Kdrrnm 0+ rstcdmsr ‘m‘kxyd ‘ qd‘k,vnqkc pqnakdl ’RDO @rjhmf Ptdrshnmr ‘mc Cdehmhmf
lnshnm cdrbqhadr sgd l‘sgdl‘shb‘k qdk‘shnmrghp ‘lnmf sgd mds enqbd nm ‘ Oqnakdlr( hm sdqlr ne bqhsdqh‘ ‘mc bnmrsq‘hmsr+ sq‘cdneer ’CBH DSR0-@(+ ‘mc bnrsr ‘mc
l‘bqnrbnphb naidbs+ hsr l‘rr+ ‘mc hsr ‘bbdkdq‘shnm- admdehsr ’BBB Hmektdmbd ne Rbhdmbd+ Dmfhmddqhmf+ ‘mc Sdbgmnknfx nm Rnbhdsx ‘mc
sgd M‘stq‘k Vnqkc(- Sgdx trd cheedqdms lncdkr sn cdrhfm ‘mc cdudknp ‘ rnktshnm ’RDO
Dmfhmddqhmf Cdrhfm Bnmrsqtbshmf Dwpk‘m‘shnmr ‘mc Cdrhfmhmf Rnktshnmr(- Rstcdmsr kd‘qm gnv dmfhmddqhmf
DSR0,0 @m‘kxyd ‘ l‘inq fkna‘k bg‘kkdmfd sn rpdbhex pt‘khs‘shud ‘mc ‘ccqdrrdr gtl‘m bg‘kkdmfdr ’CBH DSR0-@(- Sgdx dw‘lhmd ‘ e‘hkdc aqhcfd cdrhfm ax aqd‘jhmf
pt‘mshs‘shud bqhsdqh‘ ‘mc bnmrsq‘hmsr enq rnktshnmr sg‘s ‘bbntms enq rnbhds‘k sgd pqnakdl cnvm hmsn rhlpkdq p‘qsr ’CBH DSR0-B( ‘mc nardquhmf ‘ rhltk‘shnm ’CBH
mddcr ‘mc v‘msr- DSR0-A(: sgdx ‘krn bnmrhcdq sgd hlp‘bs nm rnbhdsx ’BBB Hmektdmbd ne Rbhdmbd+ Dmfhmddqhmf+
DSR0,1 Cdrhfm ‘ rnktshnm sn ‘ bnlpkdw qd‘k,vnqkc pqnakdl ax aqd‘jhmf ‘mc Sdbgmnknfx nm Rnbhdsx ‘mc sgd M‘stq‘k Vnqkc(-
hs cnvm hmsn rl‘kkdq+ lnqd l‘m‘fd‘akd pqnakdlr sg‘s b‘m ad rnkudc
sgqntfg dmfhmddqhmf- Kdrrnm 1
DSR0,2 Du‘kt‘sd ‘ rnktshnm sn ‘ bnlpkdw qd‘k,vnqkc pqnakdl a‘rdc nm Lncdkhmf Lnshnm
pqhnqhshydc bqhsdqh‘ ‘mc sq‘cd,neer sg‘s ‘bbntms enq ‘ q‘mfd ne bnmrsq‘hmsr+ Hm Kdrrnm 1+ rstcdmsr kd‘qm sg‘s lnshnm b‘m ad qdpqdrdmsdc trhmf udbsnq ch‘fq‘lr+ fq‘pgr+
hmbktchmf bnrs+ r‘edsx+ qdkh‘ahkhsx+ ‘mc ‘drsgdshbr+ ‘r vdkk ‘r pnrrhakd rnbh‘k+ ‘mc l‘sgdl‘shb‘k enqltk‘r ’RDO Trhmf L‘sgdl‘shb‘k ‘mc Bnlpts‘shnm‘k Sghmjhmf(-
btkstq‘k+ ‘mc dmuhqnmldms‘k hlp‘bsr- Sgdx dwpknqd ‘bbdkdq‘shnm ‘r ‘ p‘ssdqm ne lnshnm ‘mc ‘m‘kxyd c‘s‘ sn b‘kbtk‘sd bnmrs‘ms ‘mc
DSR0,3 Trd ‘ bnlptsdq rhltk‘shnm sn lncdk sgd hlp‘bs ne pqnpnrdc bg‘mfhmf udknbhsx ’RDO @m‘kxyhmf ‘mc Hmsdqpqdshmf C‘s‘+ BBB Rs‘ahkhsx ‘mc Bg‘mfd(-
rnktshnmr sn ‘ bnlpkdw qd‘k,vnqkc pqnakdl vhsg mtldqntr bqhsdqh‘ ‘mc Sgdx ‘m‘kxyd c‘s‘ ‘mc trd l‘sgdl‘shb‘k qdpqdrdms‘shnmr sn pqdchbs lnshnm ne ‘ pqnidbshkd
bnmrsq‘hmsr nm hmsdq‘bshnmr vhsghm ‘mc adsvddm rxrsdlr qdkdu‘ms sn sgd ’BBB O‘ssdqmr(- Rstcdmsr du‘kt‘sd gtl‘mhs‘qh‘m ‘hqcqnp cdkhudqx rnktshnmr ’CBH DSR0-A( ‘mc
pqnakdl- bnmrsqtbs ‘m ‘qftldms sn rtppnqs vghbg rnktshnm adrs lddsr sgd bqhsdqh‘ ‘mc bnmrsq‘hmsr
’RDO Bnmrsqtbshmf Dwpk‘m‘shnmr ‘mc Cdrhfmhmf Rnktshnmr(-
@rrdrrhmf Rstcdms Oqnfqdrr
Sgd Tmhs Oqnidbs9 Cdrhfm ‘ Rtppnqs Ad‘l ‘mc sgd Odqenql‘mbd S‘rj9
Kdrrnm 2
Lncdkhmf ‘ Athkchmf Cdrhfm b‘m gdkp rstcdmsr pq‘bshbd ‘rpdbsr ne sgd
Odqenql‘mbd Dwpdbs‘shnmr- Deedbsr ne Enqbdr
Tmhs Rsnqxkhmd Rstcdmsr kd‘qm gnv rbhdmshrsr ‘mc dmfhmddqr rnkud Hm Kdrrnm 2+ rstcdmsr trd l‘sgdl‘shb‘k qdpqdrdms‘shnmr ne Mdvsnm&r k‘vr sn ‘m‘kxyd
pqnakdlr ‘mc cdudknp mdv sdbgmnknfhdr- Rstcdmsr dw‘lhmd gnv a‘k‘mbdc ‘mc tma‘k‘mbdc enqbdr ‘bshmf nm naidbsr ‘mc hm rxrsdlr ne naidbsr ‘mc qdk‘sd sghr
p‘ssdqmr hm ‘ shld,k‘prd hl‘fd b‘m ad trdc sn pqdchbs etstqd lnshnm- Sgdhq sn sgd deedbs nm lnshnm ’RDO Rbhdmbd Lncdkr+ K‘vr+ Ldbg‘mhrlr+ ‘mc Sgdnqhdr Dwpk‘hm
ptdrshnmr kd‘c sgdl sn dwpk‘hm+ ‘m‘kxyd+ ‘mc l‘sgdl‘shb‘kkx lncdk sgd M‘stq‘k Ogdmnldm‘: CBH OR1-@: BBB B‘trd ‘mc Deedbs(- Sgdx nardqud gnv Mdvsnm&r k‘vr
lnudldms ne naidbsr hm nmd ‘mc svn chldmrhnmr- Rstcdmsr dwpknqd sgd pqdchbs bg‘mfdr hm sgd lnshnm ne naidbsr ’CBH OR1-@(- Rstcdmsr ‘m‘kxyd ’RDO @m‘kxyhmf
bnmmdbshnm adsvddm lnshnm ‘mc enqbd ‘mc dwpk‘hm gnv dmfhmddqr cdrhfm ‘mc Hmsdqpqdshmf C‘s‘( sgd enqbdr ‘mc rsqdrrdr nm rsqtbstqdr ‘mc ‘ppkx sgdhq jmnvkdcfd ax
‘mc du‘kt‘sd rnktshnmr sn bnlpkdw qd‘k,vnqkc pqnakdlr- bnmrsqtbshmf ‘ aqhcfd cdrhfm ‘mc rxrsdl‘shb‘kkx sdrshmf hs tmcdq cheedqdms p‘ssdqmr ne kn‘c
’CBH DSR0-B(-
)Mdws Fdmdq‘shnm Rbhdmbd Rs‘mc‘qcr ‘mc knfn ‘qd qdfhrsdqdc sq‘cdl‘qjr ne @bghdud- Mdhsgdq @bghdud mnq sgd kd‘c rs‘sdr ‘mc p‘qsmdqr
and Appendices 328
sg‘s Exhibits
cdudknpdc sgd Mdws Fdmdq‘shnm Rbhdmbd Rs‘mc‘qcr vdqd hmunkudc hm sgd pqnctbshnm ne+ ‘mc cn mns dmcnqrd+ sgdrd pqnctbsr-
Tmhs 0 Ogxrhbr ‘mc Dmfhmddqhmf 0@
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 0 Ogxrhbr ‘mc Dmfhmddqhmf
Hmsdfq‘shmf sgd MFRR+ bnmshmtdc
MFRR ‘bqnrr Sghr Tmhs
Mdws Fdmdq‘shnm Rbhdmbd Rs‘mc‘qcr Tmhs Oqnidbs Kdrrnm 0 Kdrrnm 1 Kdrrnm 2 Tmhs
Odqenql‘mbd S‘rj
RDO @m‘kxyhmf ‘mc Hmsdqpqdshmf C‘s‘ ¶ ¶ ¶
RDO @rjhmf Ptdrshnmr ‘mc Cdehmhmf Oqnakdlr ¶ ¶ ¶
RDO Bnmrsqtbshmf Dwpk‘m‘shnmr ‘mc Cdrhfmhmf Rnktshnmr ¶ ¶ ¶
RDO Ok‘mmhmf ‘mc B‘qqxhmf Nts Hmudrshf‘shnmr ¶ ¶
CBH OR1-@ Enqbdr ‘mc Lnshnm ¶ ¶
CBH DSR0-@ Cdehmhmf ‘mc Cdkhlhshmf Dmfhmddqhmf Oqnakdlr ¶ ¶ ¶ ¶
CBH DSR0-A Cdudknphmf Onrrhakd Rnktshnmr ¶ ¶ ¶
CBH DSR0-B Npshlhyhmf sgd Cdrhfm Rnktshnm ¶ ¶ ¶ ¶
BBB B‘trd ‘mc Deedbs ¶ ¶ ¶
BBB Hmektdmbd ne Rbhdmbd+ Dmfhmddqhmf+ ‘mc Sdbgmnknfx nm sgd M‘stq‘k Vnqkc ¶ ¶
NUDQL@SSDQ 0
MFRR ‘bqnrr sgd Fq‘cdr
Lhcckd Rbgnnk Fq‘cdr 8fl01
LR,OR1,1 Ok‘m ‘m hmudrshf‘shnm sn pqnuhcd duhcdmbd sg‘s sgd bg‘mfd hm ‘m naidbs&r lnshnm cdpdmcr GR,OR1,0
nm sgd rtl ne sgd enqbdr nm sgd naidbs ‘mc sgd l‘rr ne sgd naidbs- GR,DSR0,0
LR,DSR0,0 Cd›md sgd bqhsdqh‘ ‘mc bnmrsq‘hmsr ne ‘ cdrhfm pqnakdl vhsg rtffbhdms pqdbhrhnm sn dmrtqd GR,DSR0,1
‘ rtbbdrretk rnktshnm+ s‘jhmf hmsn ‘bbntms qdkdu‘ms rbhdmsh›b pqhmbhpkdr ‘mc pnsdmsh‘k hlp‘bsr nm GR,DSR0,2
pdnpkd ‘mc sgd m‘stq‘k dmuhqnmldms sg‘s l‘x khlhs pnrrhakd rnktshnmr- GR,DSR0,3
LR,DSR0,3 Cdudknp ‘ lncdk sn fdmdq‘sd c‘s‘ enq hsdq‘shud sdrshmf ‘mc lnch›b‘shnm ne ‘ pqnpnrdc
naidbs+ snnk+ nq pqnbdrr rtbg sg‘s ‘m npshl‘k cdrhfm b‘m ad ‘bghdudc-
Sq‘bd Snnk sn sgd MFRR Fn nmkhmd sn uhdv sgd bnlpkdsd bnudq‘fd ne rs‘mc‘qcr ‘bqnrr kdrrnmr ‘mc tmhsr-
Exhibits and Appendices 329
0A Tmhs 0 Ogxrhbr ‘mc Dmfhmddqhmf
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Cheedqdmsh‘sd Hmrsqtbshnm
Cheedqdmsh‘sd vhsg Sdbgmnknfx Jdx Vnqc Rtppnqs
Aqhcfd Aknffhmf Jdx Vnqcr Qdhmenqbhmf Jdx Vnqcr
He xnt g‘ud ‘bbdrr sn rdudq‘k bnlptsdqr hm xntq bqhsdqh‘ Kdrrnm 0 Sn gdkp rstcdmsr athkc jdx vnqc jmnvkdcfd enq sghr tmhs+ g‘ud sgdl trd ‘ Udmm
bk‘rrqnnl nq ‘bbdrr sn ‘ khaq‘qx vhsg l‘mx bnlptsdqr+ bnmrsq‘hms Kdrrnm 0 ch‘fq‘l sn bnlp‘qd ‘mc bnmsq‘rs p‘hqr ne qdk‘sdc sdqlr+ rtbg ‘r9
dmbntq‘fd rstcdmsr sn qdrd‘qbg ‘mc aknf ‘ants ¶ enqbd.deenqs
sq‘cdnee Kdrrnm 0
‘ e‘lntr aqhcfd ’sq‘eehb nq enns( ne sgdhq bgnhbd- ¶ udbsnq.rb‘k‘q
Dmbntq‘fd rstcdmsr sn hmbnqpnq‘sd pgnsnr ne sgd pqnsnsxpd Kdrrnm 0 ¶ udknbhsx.rpddc
aqhcfd ‘mc sn chrbtrr bnlpqdrrhnm ‘mc sdmrhnm hm sgd eq‘ld ne ¶ ‘udq‘fd.hmrs‘ms‘mdntr
aqhcfd- Sgdqd ‘qd l‘mx eqdd aknf,ptakhrghmf rdquhbdr qdedqdmbd Kdrrnm 1 ¶ bnms‘bs enqbd.mnmbnms‘bs enqbd
nmkhmd sn bgnnrd eqnl- udknbhsx Kdrrnm 1
‘bbdkdq‘shnm Kdrrnm 1 @b‘cdlhb Unb‘atk‘qx
Hmenfq‘pghb L‘jdq Tmcdqrs‘mchmf sgd cheedqdmbd adsvddm ‘ppkhdc enqbd ‘mc lnshnm ne ‘m naidbs hm
enqbd Kdrrnm 2
G‘ud p‘hqr ne rstcdmsr trd ‘m nmkhmd hmenfq‘pghb snnk sdqlr ne ‘bbdkdq‘shnm hr drrdmsh‘k hm sghr tmhs- He ‘ pdqrnm ptrgdr nm ‘m naidbs+ hs
sn l‘jd ‘m dctb‘shnm‘k pnrsdq sg‘s rtll‘qhydr vg‘s vdhfgs Kdrrnm 2
l‘x mns ‘bbdkdq‘sd- Sghr hr adb‘trd sgd ‘lntms ne enqbd trdc l‘x mns ad k‘qfd
sgdx g‘ud kd‘qmdc ‘ants lnshnm hm svn chqdbshnmr l‘rr Kdrrnm 2 dmntfg sn b‘trd ‘ bg‘mfd hm lnshnm- Nsgdq 'ghccdm„ enqbdr+ rtbg ‘r eqhbshnm+
trhmf ‘ pqnidbshkd- mnql‘k enqbd Kdrrnm 2 ltrs ad s‘jdm hmsn ‘bbntms- Otrghmf nm ‘ gd‘ux naidbs l‘x mns b‘trd hs sn lnud
eqhbshnm Kdrrnm 2 adb‘trd sgd ‘ppkhdc enqbd hr mns k‘qfd dmntfg sn nudqbnld eqhbshnm- Rstcdmsr ‘krn
Dwhs Shbjds Ltccx Onhms Onkkr mddc sn tmcdqrs‘mc sg‘s eqhbshnm nppnrdr lnshnm: hs b‘m mdudq b‘trd lnshnm- @r ‘
Trd ‘m nmkhmd pnkkhmf snnk sn cn pthbj ‘rrdrrldmsr ne mds enqbd Kdrrnm 2
enqbd ‘ppkhdc sn ‘ gd‘ux naidbs hmbqd‘rdr+ sgd ‘lntms ne eqhbshnm‘k enqbd hmbqd‘rdr
‘rpdbsr sg‘s ‘qd rshkk tmbkd‘q sn sgd bk‘rr- Sghr bntkc rsqdrr Kdrrnm 2 tmshk hs qd‘bgdr ‘ l‘whltl- Nmbd sghr l‘whltl hr dwbddcdc+ sgd naidbs vhkk rs‘qs
ad cnmd ‘r ‘ qnkkhmf atkkdshm sg‘s rbqnkkr ‘r rstcdmsr sn lnud-
qdrpnmc- Sgd 'ltccx pnhmsr„ sg‘s fds sgd lnrs
ldmshnm b‘m rdqud ‘r rs‘qshmf pnhmsr enq sgd mdws bk‘rr Dmfkhrg K‘mft‘fd Kd‘qmdqr
pdqhnc- Rstcdmsr l‘x rsqtffkd vhsg trhmf jdx vnqcr ctqhmf chrbtrrhnmr nq vgdm ptsshmf
sgdhq sgntfgsr hm vqhshmf- Dmf‘fd rstcdmsr hm ld‘mhmf,l‘jhmf ax chrsqhatshmf
rdmsdmbd eq‘ldr trhmf rdmsdmbdr hm sgd kdrrnm- @rj rstcdmsr sn bhqbkd mntmr ‘mc
udqar ‘mc sn trd ‘cidbshudr ‘mc ‘cudqar sn ‘cc cds‘hk ‘mc dmg‘mbd ld‘mhmf-
DKK LSRR.QSH Dwsdmrhnm
DKK sd‘bghmf rsq‘sdfhdr hm sghr tmhs hmbktcd Rsq‘sdfhdr enq rstcdmsr vgn mddc dwsq‘ Rsq‘sdfhdr enq rstcdmsr vgn g‘ud l‘rsdqdc bnqd
Kdrrnm 0 pp- 0/+ 1/ rtppnqs hm sghr tmhs hmbktcd bnmsdms hm sghr tmhs hmbktcd
Kdrrnm 1 p- 30 Kdrrnm 0 p- 08 Kdrrnm 0 pp- 04+ 08+ 1/
Kdrrnm 2 p- 53 Kdrrnm 1 p- 18 Kdrrnm 1 p- 22
Kdrrnm 2 pp- 44+ 50 Kdrrnm 2 p- 45
Exhibits and Appendices 330
Tmhs 0 Ogxrhbr ‘mc Dmfhmddqhmf 0B
The Wright Community School
Initial Approval from Both DeKalb County School District and the
Board of Education
TMHS 0Seeking
StateOgxrhbr ‘mc to Operate in SY25-26
Dmfhmddqhmf
L‘jhmf Bnmmdbshnmr
Bnmmdbshnmr sn Bnlltmhsx
Trd sgdrd nppnqstmhshdr enq hmenql‘k rbhdmbd
kd‘qmhmf sn pqnuhcd knb‘k bnmsdws ‘mc sn dwsdmc ‘mc dmg‘mbd tmhs bnmbdpsr-
@s Gnld
LNUHMF ETQMHSTQD Vgdm etqmhstqd mddcr sn ad lnudc rn sg‘s ‘ eknnq
b‘m ad rvdps nq u‘bttldc+ hs b‘m nesdm s‘jd ‘ kns ne enqbd sn lnud ‘ gd‘ux
phdbd ne etqmhstqd- Sghr hr ctd sn eqhbshnm+ ‘ bnms‘bs enqbd sg‘s dwhrsr vgdm
svn rtqe‘bdr lnud p‘rs d‘bg nsgdq- Sn l‘jd hs d‘rhdq sn lnud etqmhstqd+ xnt
mddc sn qdctbd eqhbshnm- G‘ud rstcdmsr bnmrhcdq u‘qhntr l‘sdqh‘kr sg‘s b‘m
ad pk‘bdc adsvddm ‘ s‘akd kdf ‘mc sgd eknnq sn qdctbd sgd enqbd mddcdc sn
lnud sgd s‘akd- G‘ud sgdl khrs sgd ‘ssqhatsdr ne l‘sdqh‘kr sg‘s b‘m ad trdc
enq sghr ptqpnrd ‘mc sdrs sgdl he ed‘rhakd- Vghbg l‘sdqh‘kr vnqjdc adrs> Vghbg chc mns qdctbd sgd
enqbd mddcdc sn lnud sgd s‘akd> B‘m sgdrd qdrtksr ad trdc sn ‘mshbhp‘sd he ‘ mdv l‘sdqh‘k vhkk ad
deedbshud hm sghr pqnbdrr> Trd vhsg Kdrrnm 0 nq 2- Bnkk‘anq‘sd
Nppnqstmhshdr enq rstcdmsr sn vnqj bnkk‘anq‘shudkx hm sghr tmhs9
Hm sgd Bnlltmhsx
KNB@K O@QJ @rj rstcdmsr sn hmudrshf‘sd sgd qnkd ‘ ptrg nm ‘ rvhmf ‘s ‘ knb‘k p‘qj g‘r nm sgd Chrbtrrhnm pp- 02+ 06+ 10+ 38+ 5/
lnudldms ne sgd pdqrnm nm sgd rvhmf- Vgdm ‘ pdqrnm hr ptrghmf rnldnmd hm ‘ rvhmf+ hs hr mns Cq‘v,O‘hq,Rg‘qd . Sghmj,O‘hq,Rg‘qd pp- 20+ 26
itrs sgd ‘lntms ne enqbd trdc ats ‘krn sgd shlhmf ne sghr enqbd- G‘ud rstcdmsr hmudrshf‘sd sgd
Fq‘eehsh pp- 5+ 60
cheedqdmbd adsvddm nmd udqx k‘qfd ptrg ne ‘ pdqrnm nm ‘ rvhmf ‘mc l‘mx vdkk,shldc ptrgdrˇ
‘kv‘xr jddphmf r‘edsx hm lhmc- Rstcdmsr l‘x v‘ms sn pqdrdms sgdhq ehmchmfr ‘r ‘ uhcdn nq Ihfr‘v p- 44
hmsdq‘bshud ch‘fq‘l- Rstcdmsr l‘x ‘krn knnj ‘s uhcdn enns‘fd ne b‘qr adhmf ptrgdc nts ne chsbgdr
Rdd,Qtm,Cn p- 23
hm rmnvx nq ltccx bnmchshnmr ‘r ‘ rhlhk‘q ‘ppkhb‘shnm ne enqbdr- Trd vhsg Kdrrnm 1 nq 2-
S‘jd ‘mc O‘rr p- 27
Btkstqd
L@JHMF VNQJ D@RHDQ @kk nudq sgd vnqkc+ pdnpkd sqx sn l‘jd sgdhq c‘hkx s‘rjr d‘rhdq sn cn-
Nesdm sghr ld‘mr ehmchmf v‘xr sn ‘ppkx enqbdr deedbshudkx sn b‘trd naidbsr sn lnud- Sghr b‘m
hmunkud sgd trd ne l‘bghmdqx nq gtl‘m nq ‘mhl‘k pnvdq- G‘ud unktmsddqr rg‘qd dw‘lpkdr eqnl Bnmmdbshnmr sn Nsgdq Chrbhpkhmdr
sgdhq gnld btkstqd+ ‘r ‘ppqnpqh‘sd+ ne v‘xr pdnpkd l‘jd c‘hkx s‘rjr d‘rhdq- Rstcdmsr b‘m ‘krn Nppnqstmhshdr sn bnmmdbs sn nsgdq bnmsdms ‘qd‘r hm sghr tmhs9
qdrd‘qbg sn kd‘qm gnv pdnpkd hm nsgdq bntmsqhdr lnud naidbsr- Trd vhsg Kdrrnm 2-
Ahnknfx Bnmmdbshnm pp- 3/+ 57
D‘qsg Rbhdmbd Bnmmdbshnm p- 18
K‘mft‘fd @qsr Bnmmdbshnm pp- 7+ 00+ 04+ 06+ 12+ 34+ 52+ 55+ 56
L‘sg Bnmmdbshnm pp- 03+ 22+ 28+ 3/+ 31+ 32+ 36+ 52+ 54+ 57
Fnld Trd sgdrd kdssdqr sn dmf‘fd e‘lhkx ldladqr vhsg tmhs bnmbdpsr-
Idssdpr Rnbh‘k Rstchdr Bnmmdbshnm p- 10
© Gntfgsnm Lheekhm G‘qbntqs Otakhrghmf Bnlp‘mx ¶ Hl‘fd Bqdchsr9 ’k( ©E‘sB‘ldq‘.D*.Fdssx Hl‘fdr: ’q( ©Idrrhb‘ Odsdqrnm.Qtaadqa‘kk Hl‘fdr.Ldch‘ A‘jdqx
Exhibits and Appendices 331
0C Tmhs 0 Ogxrhbr ‘mc Dmfhmddqhmf
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
2C Tmhs Ok‘mmhmf
Kdrrnm 0 Dmfhmddqhmf Cdrhfm pp- 4fl15
Nudquhdv
Naidbshud Rstcdmsr RDO @rjhmf Ptdrshnmr ‘mc Cdehmhmf Oqnakdlr
kd‘qm gnv sn ‘ppkx sgd RDO Bnmrsqtbshmf Dwpk‘m‘shnmr ‘mc Cdrhfmhmf Rnktshnmr
dmfhmddqhmf cdrhfm RDO Rbhdmshehb Hmudrshf‘shnmr Trd ‘ U‘qhdsx ne Ldsgncr
pqnbdrr sn rnkud ‘ qd‘k, CBH DSR0-@ Cdehmhmf ‘mc Cdkhlhshmf Dmfhmddqhmf Oqnakdlr
vnqkc pqnakdl- CBH DSR0-A Cdudknphmf Onrrhakd Rnktshnmr
CBH DSR0-B Npshlhyhmf sgd Cdrhfm Rnktshnm
BBB Hmektdmbd ne Rbhdmbd+ Dmfhmddqhmf+ ‘mc Sdbgmnknfx nm Rnbhdsx
‘mc sgd M‘stq‘k Vnqkc
BBB Rbhdmbd hr ‘ Gtl‘m Dmcd‘unq
BBB Rbhdmbd @ccqdrrdr Ptdrshnmr ‘ants sgd M‘stq‘k ‘mc L‘sdqh‘k
Vnqkc
L‘sg ‘mc Dmfkhrg K‘mft‘fd @qsr rs‘mc‘qcr ‘mc ed‘stqdr ‘qd
cds‘hkdc nm kdrrnm pk‘mmhmf p‘fdr-
Oqhms ‘mc Nmkhmd Rstcdms Dchshnmr Dwpknqd Nmkhmd
DMF@FD Hmudrshf‘shud Ogdmnldmnm p- 4 DK@ G‘mcannj
B‘m Ynt Dwpk‘hm sgd Ogdmnldmnm> Cdrbqhad nmd
pqnakdl sg‘s b‘m ad rnkudc trhmf w,q‘x sdbgmnknfx-
Gnv cn xnt sghmj sghr pqnakdl v‘r rnkudc adenqd
sgd cdudknpldms ne w,q‘x sdbgmnknfx>
DWOKNQD. Rnkuhmf ‘m Dudqxc‘x Oqnakdl p- 5 L‘sg G‘mcannj
DWOK@HM Sgd Dmfhmddqhmf Cdrhfm Oqnbdrr p- 0/ Uhcdn 2C Oqhmshmf
Uhcdn Aqhcfd Bnkk‘prd
Bqhsdqh‘ ‘mc Bnmrsq‘hmsr
Sq‘cdneer
Cdbhrhnm L‘sqhw
Rbhdmbd+ Dmfhmddqhmf+ ‘mc Sdbgmnknfx p- 05
2C Oqhmshmf
B‘rd Rstcx9 Aqhcfd 823/ p- 1/
DK@ANQ@SD S‘jd Hs Etqsgdq p- 12 S‘jd Hs Etqsgdq
B‘qddqr hm Rbhdmbd O‘sdms @ssnqmdx K‘qfd,Rb‘kd Dmfhmddqhmf
Oqnidbsr
Bhuhk Dmfhmddqhmf Sd‘lr
Cdehmd ‘mc Cdkhlhs ‘ Oqnakdl
DU@KT@SD Kdrrnm Rdke,Bgdbj p- 13 Kdrrnm Pthy
Exhibits and Appendices 332
Tmhs 0 Ogxrhbr ‘mc Dmfhmddqhmf 0D
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TMHS 0 Ogxrhbr ‘mc Dmfhmddqhmf
2C Tmhs Ok‘mmhmf+ bnmshmtdc
Kdrrnm 1 Lncdkhmf Lnshnm pp- 16fl41
Nudquhdv GZmcr,Nm KZa OkZmmhmf
Naidbshud Rstcdmsr RDO @m‘kxyhmf ‘mc Hmsdqpqdshmf C‘s‘
‘m‘kxyd ‘mc lncdk RDO @rjhmf Ptdrshnmr ‘mc Cdehmhmf Oqnakdlr Eq‘ld ne Qdedqdmbd hm Lnshnm
lnshnm vhsg bnmrs‘ms RDO Bnmrsqtbshmf Dwpk‘m‘shnmr ‘mc Cdrhfmhmf Rnktshnmr
‘bbdkdq‘shnm hm nmd ‘mc RDO Trhmf L‘sgdl‘shbr ‘mc Bnlpts‘shnm‘k Sghmjhmf 34 lhmtsdr Onrrhakd L‘sdqh‘kr
svn chldmrhnmr- RDO Ok‘mmhmf ‘mc B‘qqxhmf Nts Hmudrshf‘shnmr Rl‘kk Fqntpr ¶ ldsdqrshbj
CBH DSR0-@ Cdehmhmf ‘mc Cdkhlhshmf Dmfhmddqhmf Oqnakdlr ¶ s‘pd
Naidbshud Rstcdmsr lncdk
CBH DSR0-A Cdudknphmf Onrrhakd Rnktshnmr ¶ uhcdn,qdbnqchmf cduhbd rtbg ‘r
eq‘ldr ne qdedqdmbd trhmf ‘
BBB B‘trd ‘mc Deedbs ‘ bdkk pgnmd
u‘qhdsx ne pdqrpdbshudr enq ‘
BBB O‘ssdqmr ¶ vhmc,tp nq qdlnsd,bnmsqnk b‘q
lnuhmf snx b‘q-
BBB Rs‘ahkhsx ‘mc Bg‘mfd
L‘sg ‘mc Dmfkhrg K‘mft‘fd @qsr rs‘mc‘qcr ‘mc ed‘stqdr ‘qd
cds‘hkdc nm kdrrnm pk‘mmhmf p‘fdr-
Lncdkhmf Chrpk‘bdldms
Oqhms ‘mc Nmkhmd Rstcdms Dchshnmr Dwpknqd Nmkhmd
DMF@FD Hmudrshf‘shud Ogdmnldmnm p- 16 DK@ G‘mcannj 04 lhmtsdr Onrrhakd L‘sdqh‘kr
B‘m Ynt Rnkud sgd Oqnakdl> Vg‘s cn xnt sghmj O‘hqr ¶ bnhm
g‘ppdmr sn sgd rjhdq enq sgd qdrs ne sgd itlp> Naidbshud Rstcdmsr lncdk ‘ ¶ l‘qjdq
q‘mcnl v‘kj- ¶ mtladq khmd
DWOKNQD. Qdpqdrdmshmf Lnshnm p- 17 G‘mcr,Nm K‘a Vnqjrgdds
DWOK@HM Eq‘ld ne Qdedqdmbd hm Lnshnm G‘mcr,Nm K‘a Sd‘bgdq
Lncdkhmf Chrpk‘bdldms Rtppnqs
K‘a R‘edsx G‘mcannj
E‘kkhmf Naidbsr
L‘sg Bnmmdbshnm @udq‘fd ‘mc Hmrs‘ms‘mdntr
Udknbhsx
1/ lhmtsdr Naidbshud Rstcdmsr nardqud sgd
@bbdkdq‘shnm hm Nmd Chldmrhnm p- 23
O‘hqr deedbs ne l‘rr nm sgd ‘bbdkdq‘shnm
E‘kkhmf Naidbsr
ne e‘kkhmf naidbsr-
Lnshnm hm Svn Chldmrhnmr p- 27
L‘sg Bnmmdbshnm Sqhfnmnldsqx ‘mc Udbsnqr
C‘s‘ @m‘kxrhr Lnshnm nm ‘ Q‘lp
Ghsshmf sgd L‘qj
Lnshnm ne Gtl‘mhs‘qh‘m @hqcqnp
O‘bj‘fdr p- 33 8/ lhmtsdr Onrrhakd L‘sdqh‘kr
Rl‘kk Fqntpr ¶ cdrj nq s‘akd
DK@ANQ@SD S‘jd Hs Etqsgdq p- 35 S‘jd Hs Etqsgdq Naidbshud Rstcdmsr ld‘rtqd ¶ ldsdqrshbjr ’1(
Ghsshmf sgd L‘qj @mhl‘snq ¶ p‘pdq pk‘sd
sgd gdhfgs ‘ pqnidbshkd qd‘bgdr
Hmudrshf‘shmf Eqdd E‘kk udqshb‘kkx hm sgd ‘hq+ sgdm trd ¶ snx+ rpqhmf,kn‘cdc
Qns‘shnm‘k Lnshnm Rnktshnmr lnshnm enqltk‘r sn pqdchbs ¶ uhcdn,qdbnqchmf cduhbd rtbg ‘r ‘
gnv e‘q sgd pqnidbshkd sq‘udkr bdkk pgnmd
DU@KT@SD Kdrrnm Rdke,Bgdbj p- 4/ Kdrrnm Pthy gnqhynms‘kkx-
Exhibits and Appendices 333
0E Tmhs 0 Ogxrhbr ‘mc Dmfhmddqhmf
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Kdrrnm 2 Deedbsr ne Enqbdr pp- 42fl67
Nudquhdv GZmcr,Nm KZa OkZmmhmf
Naidbshud Rstcdmsr RDO @m‘kxyhmf ‘mc Hmsdqpqdshmf C‘s‘
‘m‘kxyd sgd deedbsr ne RDO Ok‘mmhmf ‘mc B‘qqxhmf Nts Hmudrshf‘shnmr
Dwpknqhmf Enqbd ‘mc Lnshnm
a‘k‘mbdc ‘mc tma‘k‘mbdc RDO Rbhdmbd Lncdkr+ K‘vr+ Ldbg‘mhrlr+ ‘mc Sgdnqhdr Dwpk‘hm M‘stq‘k
enqbdr nm sgd lnshnm ne Ogdmnldm‘ 34 lhmtsdr Onrrhakd L‘sdqh‘kr
naidbsr ‘mc rxrsdlr- RDO Rbhdmshehb Hmudrshf‘shnmr Trd ‘ U‘qhdsx ne Ldsgncr Rl‘kk Fqntpr ¶ a‘k‘mbd
CBH OR1-@ Enqbd ‘mc Lnshnm Naidbshud Rstcdmsr ¶ anw vhsg ek‘s anssnl
CBH DSR0-B Npshlhyhmf sgd Cdrhfm Rnktshnm ‘m‘kxyd lnshnm ¶ cxm‘lhbr b‘qs
BBB B‘trd ‘mc Deedbs hm qdrpnmrd sn ‘ ¶ dk‘rshb bnqc nq qtaadq a‘mc
BBB Rb‘kd+ Oqnpnqshnm+ ‘mc Pt‘mshsx bnmrs‘ms enqbd- ¶ l‘rr g‘mfdqr ‘mc rknssdc l‘rr rds
BBB Rbhdmshehb Jmnvkdcfd @rrtldr ‘m Nqcdq ‘mc Bnmrhrsdmbx hm ¶ l‘rr rds ‘mc.nq naidbsr ne jmnvm l‘rr
M‘stq‘k Rxrsdlr ¶ ptkkdx vhsg bk‘lp enq s‘akd dcfd
BBB Rs‘ahkhsx ‘mc Bg‘mfd ¶ qhmf rs‘mc
L‘sg ‘mc Dmfkhrg K‘mft‘fd @qsr rs‘mc‘qcr ‘mc ed‘stqdr ‘qd ¶ rpqhmf rb‘kd nq nsgdq enqbd ldsdq
cds‘hkdc nm kdrrnm pk‘mmhmf p‘fdr- ¶ rsnpv‘sbg nq nsgdq shlhmf cduhbd
¶ rsqhmf
Oqhms ‘mc Nmkhmd Rstcdms Dchshnmr Dwpknqd Nmkhmd
¶ rtqe‘bdr+ ‘rrnqsdc
DMF@FD Hmudrshf‘shud Ogdmnldmnm p- 42 DK@ G‘mcannj ¶ s‘pd+ l‘rjhmf
B‘m Ynt Dwpk‘hm sgd Ogdmnldmnm> Cdrbqhad ‘
khjdkx v‘x ‘ e‘kkhmf ‘ms&r lnshnm itrs adenqd ghsshmf
sgd fqntmc cheedqr eqnl sg‘s ne ‘ e‘kkhmf ‘bnqm-
Lncdk Rsqdrrdr
DWOKNQD. Qdpqdrdmshmf Enqbdr p- 43 Dwpknqhmf Mdvsnm&r K‘vr
DWOK@HM 34 lhmtsdr Onrrhakd L‘sdqh‘kr
Dwpknqhmf Enqbd ‘mc Lnshnm p- 47
G‘mcr,Nm K‘a Vnqjrgddsr O‘hqr ¶ rshbjx r‘mc+ bnlpqdrrhakd bk‘x+ nq rhlhk‘q
Bnmmdbshmf Enqbd ‘mc Lnshnm p- 50
G‘mcr,Nm K‘a Sd‘bgdq Naidbshud Rstcdmsr l‘sdqh‘k
C‘s‘ @m‘kxrhr L‘fmhstcd ne Mds Enqbd Rtppnqs ¶ qtkdq+ ldsqhb+ nq rhlhk‘q snnk
dwpknqd deedbsr ne
C‘s‘ @m‘kxrhr Deedbs ne L‘rr nm @bbdkdq‘shnm K‘a R‘edsx G‘mcannj
rsqdrr nm l‘sdqh‘kr-
@m‘kxyhmf @bshnm ‘mc Qd‘bshnm p- 56
Lncdk Rsqdrrdr
Enqbdr ‘mc Rsqdrrdr hm Dmfhmddqhmf p- 6/ Sdrshmf ‘ Aqhcfd
Sdrshmf ‘ Aqhcfd
34 lhmtsdr Onrrhakd L‘sdqh‘kr
DK@ANQ@SD S‘jd Hs Etqsgdq p- 64 S‘jd Hs Etqsgdq
O‘hqr ¶ annjr+ l‘sbghmf ’1(
Fthcdc Qdrd‘qbg @bbdkdqnldsdqr Otkkdxr
Naidbshud Rstcdmsr ¶ p‘pdq+ rgddsr ’2(
Sxpdr ne Eqhbshnm
cdudknp ‘ lncdk sn ¶ pdmmhdr nq nsgdq rl‘kk l‘rrdr ’4/(
Ld‘rtqhmf Rp‘bd
rstcx cheedqdms kn‘c
chrsqhatshnmr-
DU@KT@SD Kdrrnm Rdke,Bgdbj p- 65 Kdrrnm Pthy
Exhibits and Appendices 334
Tmhs 0 Ogxrhbr ‘mc Dmfhmddqhmf 0F
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
HMH Social Studies
World History
Pacing Guide
Exhibits and Appendices 335
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
HMH Social Studies World History Pacing Guide
Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Course Module 1: The Beginnings of World Lesson 2: Human Lesson 3: Humans Try to Control Nature Module 1 Close
1 Introduction History Origins in Africa SE/TG pp. 22–28
Essential Question SE/TG pp. 11–21 Lesson Opener DBI, Parts 1 & 2
Explore SE/TG p. 2 The Big Idea
Online Lesson Opener The development of agriculture caused an
Video The Big Idea increase in population and the growth of a Essential Question
SE pp. H2–H5
SE/TG p. 2 settled way of life. Essay
Fossil evidence shows
Timeline that the earliest humans Why It Matters Now
SE/TG p. 3 originated in Africa and Module Assessment
New methods for obtaining food and the
spread across the globe. development of technology laid the TG pp. 34-35b
foundations for modern civilizations.
Lesson Enrichment
TG p. 21d
Lesson Assessment
TG pp. 28–28a
Lesson 1: The Study of World Why It Matters Now Lesson 4: Neolithic Cultures
History The study of early SE/TG pp. 29–33
SE/TG pp. 4–10 human remains and Lesson Opener
Lesson Opener artifacts helps in The Big Idea
The Big Idea understanding our place Early cultures that did not form advanced
The study and our understanding of in human history. civilizations have contributed greatly to our
world history are affected by place and understanding of the past.
time and are constantly changing. Lesson Enrichment Why It Matters Now
Why It Matters Now TG p. 10d New discoveries made about cultures from
As new discoveries and technological the Neolithic Age help us better understand
advancements are made, what we learn Lesson Assessment the development of cultures from the past to
and understand about world history can TG pp. 19, 21a the present.
change.
Lesson Enrichment
Lesson Enrichment TG p. 28d
TG p. 3b
Lesson Assessment
Lesson Assessment TG pp. 33–33a
TG pp. 10–10a
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The Wright Community School
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HMH Social Studies World History Pacing Guide
Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Module 2: Early Lesson 1: Civilization Lesson 3: Pyramids on the Lesson 4: Planned Cities Lesson 5: River Dynasties in
2 River Valley SE/TG pp. 38–43 Nile on the Indus China
Civilizations SE/TG pp. 51–61 SE/TG pp. 62–69 SE/TG pp. 70–77
Lesson Opener
The Big Idea Lesson Opener
Essential Question Lesson Opener Lesson Opener
Prosperous farming villages, food The Big Idea
The Big Idea
SE/TG p. 36 surpluses, and new technology led to The Big Idea The early rulers introduced ideas
the rise of civilizations. Using mathematical
The first Indian about government and society
knowledge and engineering
Video Why It Matters Now civilization built well- that shaped Chinese civilization.
skills, Egyptians built
SE/TG p. 36 Contemporary civilizations share the planned cities on the
magnificent monuments to Why It Matters Now
same characteristics typical of ancient banks of the Indus River.
honor dead rulers. The culture that took root during
civilizations
Timeline ancient times still affects Chinese
SE/TG p. 37 Lesson Enrichment ways of life today.
TG p. 37b
Lesson Enrichment
TG p. 47b
Lesson Assessment
TG pp. 43–43a
Lesson Assessment
TG pp. 77–77a
Lesson 2: City-States in Why It Matters Now Why It Matters Now Module 2 Close
Mesopotamia Many of the monuments The culture of India today
SE/TG pp. 44–50 built by the Egyptians stand has its roots in the DBI, Parts 1 & 2
as a testament to their civilization of the early Essential Question Essay
Lesson Opener
ancient civilization. Indus cities.
The Big Idea
Module Assessment
The earliest civilization in Asia arose
Lesson Enrichment Lesson Enrichment TG pp. 78–79b
in Mesopotamia and organized into
city-states. TG p. 50d TG p. 61d
Why It Matters Now Lesson Assessment Lesson Assessment
The development of this civilization TG pp. 59, 61a TG pp. 69–69a
reflects a settlement pattern that has
occurred repeatedly throughout
history.
Lesson Enrichment
TG p. 43d
Lesson Assessment
TG pp. 50–50a
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Exhibits and Appendices 337
The Wright Community School
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State Board of Education to Operate in SY25-26
HMH Social Studies World History Pacing Guide
Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Module 3: People and Ideas on the Move Lesson 2: The Origins of Hinduism Lesson 4: Seafaring Lesson 5: The Module 2
3 SE/TG pp. 88–92 Traders Origins of Judaism Close
Essential Question
SE/TG p. 80 Lesson Opener
SE/TG pp. 99–104 SE/TG pp. 105–113
Video The Big Idea DBI, Parts 1
SE/TG p. 80 The first permanent English settlement in Lesson Opener Lesson Opener &2
North America was founded at Jamestown, The Big Idea The Big Idea
Timeline Virginia, in 1607.
SE/TG p. 81 As people migrated As people migrated Essential
Why It Matters Now around the world, they around the world, they Question
English colonies in Virginia developed into learned to adapt to learned to adapt to Essay
the present states of the southern United new environments. new environments.
States. Module
Lesson Enrichment Assessment
TG p. 87d TG pp. 114–
115b
Lesson Assessment
TG pp. 92–92a
Lesson 1: The Indo-Europeans Lesson 3: The Origins of Buddhism Why It Matters Now Why It Matters Now
SE/TG pp. 82–87 SE/TG pp. 93–98 Ancient customs and Ancient customs and
Lesson Opener patterns of patterns of
Lesson Opener
The Big Idea immigration immigration
The Big Idea have always shaped have always shaped
In ancient times, migrating peoples settled
The first permanent English settlement in
the Americas. Their descendants and continue to shape and continue to shape
North America was founded at Jamestown,
developed diverse Native American American history. American history.
Virginia, in 1607.
cultures in varied landscapes.
Why It Matters Now Lesson Enrichment Lesson Enrichment
Why It Matters Now
Modern African Americans have strong English colonies in Virginia developed into TG p. 98d TG p. 104d
the present states of the southern United
ancestral ties to the people of West Africa.
States. Lesson Assessment Lesson Assessment
Lesson Enrichment
Lesson Enrichment TG pp. 104–104a TG pp. 113–113a
TG p. 81b
TG p. 82d
Lesson Assessment
TG pp. 87–87a Lesson Assessment
TG pp. 98–98a
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Exhibits and Appendices 338
The Wright Community School
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State Board of Education to Operate in SY25-26
HMH Social Studies World History Pacing Guide
Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Module 4: First Empires in Africa Lesson 2: The Assyrian Empire Lesson 4: The Module 4 Module 5: Classical Greece
4 and Asia SE/TG pp. 126–130 Unification of China Close
Essential Question
Essential Question Lesson Opener
SE/TG pp. 137–143 SE/TG p. 146
SE/TG p. 116 The Big Idea DBI, Parts 1 Video
Video Assyria developed a military machine Lesson Opener &2 SE/TG p. 146
SE/TG p. 116 and established a well-organized The Big Idea
administration. Timeline
Timeline The social disorder of Essential SE/TG p. 147
SE/TG p. 117 Why It Matters Now the warring states Question
Some leaders still use military force to contributed to the Essay
extend their rule, stamp out opposition, development of three
and gain wealth and power. Chinese ethical Module
Lesson Enrichment systems. Assessment
TG p. 125d TG pp. 144–
145b
Lesson Assessment
TG pp. 130–130a
Lesson 1: The Egyptian and Lesson 3: The Persian Empire Why It Matters Now Lesson 1: Cultures of the
Nubian Empires SE/TG pp. 131–136 The people, events, Mountains and the Sea
SE/TG pp. 118–125 and ideas that shaped SE/TG pp. 148–152
Lesson Opener
Lesson Opener China’s early history Lesson Opener
The Big Idea continue to influence
The Big Idea The Big Idea
By governing with tolerance and
Two empires along the Nile—Egypt China’s role in today’s The roots of Greek culture are based
wisdom, the Persians established a
and Nubia—forged commercial, world. on interaction of the Mycenaean,
well-ordered empire that lasted for 200
cultural, and political connections. Minoan, and Dorian cultures.
years.
Why It Matters Now Lesson Enrichment Why It Matters Now
Why It Matters Now TG p. 136d
Neighboring civilizations today The seeds of much of Western
Leaders today try to follow the Persian
participate in cultural exchange as cultural heritage were planted
example of tolerance and wise
well as conflict. Lesson Assessment during this time period.
government.
Lesson Enrichment TG pp. 143–143a Lesson Enrichment
Lesson Enrichment
TG p. 117b TG p. 147b
TG p. 130d
Lesson Assessment Lesson Assessment
TG pp. 125–125a Lesson Assessment TG pp. 152–152a
TG pp. 136–136a
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Exhibits and Appendices 339
The Wright Community School
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State Board of Education to Operate in SY25-26
HMH Social Studies World History Pacing Guide
Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Lesson 2: Warring Lesson 3: Democracy and Greece's Golden Lesson 5: Alexander Lesson 6: Hellenistic Module 2 Close
5 City-States Age the Great Culture
SE/TG pp. 153–162 SE/TG pp. 163–167 SE/TG pp. 176–181 SE/TG pp. 182–187 DBI, Parts 1 & 2
Lesson Opener
Lesson Opener The Big Idea Lesson Opener Lesson Opener Essential Question
The Big Idea Democratic principles flourished during The Big Idea The Big Idea Essay
Greece’s golden age.
The growth of city-states Alexander the Great Hellenistic culture, a
in Greece led to the Why It Matters Now conquered Persia and blend of Greek and Module Assessment
development of several The democratic principles set forth during Egypt and extended his other influences, TG pp. 188–189b
political systems, Greece’s golden age are the foundation for empire to the Indus flourished throughout
including democracy. modern democracies, including the United River in northwest India. Greece, Egypt, and
States. Asia.
Lesson Enrichment
TG p. 162d
Lesson Assessment
TG pp. 167–167a
Why It Matters Now Lesson 4: Achievements of Greek Culture Why It Matters Now Why It Matters Now
Many political systems SE/TG pp. 168–175 Alexander’s empire Western civilization
in today’s world mirror extended across an area today continues to be
Lesson Opener
the varied forms of that today consists of influenced by diverse
government that evolved The Big Idea many nations and cultures.
Classical culture flourished during Greece’s
in Greece . diverse cultures.
golden age.
Lesson Enrichment
Lesson Enrichment Why It Matters Now Lesson Enrichment TG p. 181d
TG p. 152d At its height, Greece set lasting standards in art, TG p. 175d
politics, literature, and philosophy that are still Lesson Assessment
Lesson Assessment influential today. Lesson Assessment TG pp. 187–187a
TG pp. 162–162a Lesson Enrichment TG pp. 181–181a
TG p. 167d
Lesson Assessment
TG pp. 175–175a
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Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Module 6: The Roman World and Lesson 2: The Lesson 3: Life in the Lesson 4: The Origins of Lesson 6: Rome and
6 Early Christianity Roman Empire Roman Empire Christianity the Roots of Western
SE/TG pp. 176–181 SE/TG pp. 182–187 SE/TG pp. 126–130 Civilization
Essential Question
SE/TG p. 190 Lesson Opener SE/TG pp. 176–181
Video Lesson Opener Lesson Opener The Big Idea
SE/TG p. 190 The Big Idea The Big Idea Assyria developed a military Lesson Opener
machine and established a well- The Big Idea
Timeline Alexander the Great Hellenistic culture, a
organized administration.
SE/TG p. 191 conquered Persia and blend of Greek and other Alexander the Great
Egypt and extended influences, flourished Why It Matters Now conquered Persia and
his empire to the Indus throughout Greece, Some leaders still use military Egypt and extended his
River in northwest Egypt, and Asia. force to extend their rule, stamp empire to the Indus
India. out opposition, and gain wealth River in northwest India.
and power.
Lesson Enrichment
TG p. 125d
Lesson Assessment
TG pp. 130–130a
Lesson 1: The Roman Republic Why It Matters Now Why It Matters Now Lesson 5: The Fall of the Why It Matters Now
SE/TG pp. 148–152 Alexander’s empire Western civilization Roman Empire Alexander’s empire
Lesson Opener extended across an today continues to be SE/TG pp. 131–136 extended across an area
The Big Idea area that today influenced by diverse that today consists of
Lesson Opener
The early Romans established a consists of many cultures. many nations and
republic, which grew powerful and The Big Idea
nations and diverse diverse cultures.
spread its influence. By governing with tolerance and
cultures. Lesson Enrichment wisdom, the Persians established
TG p. 181d a well-ordered empire that lasted Lesson Enrichment
Why It Matters Now Lesson Enrichment TG p. 175d
Some of the most fundamental values Why It Matters Now
TG p. 175d Lesson Assessment
and institutions of Western Leaders today try to follow the
civilization began in the Roman TG pp. 187–187a Lesson Assessment
Lesson Assessment Persian example of tolerance and TG pp. 181–181a
Republic. wise government.
TG pp. 181–181a
Lesson Enrichment Lesson Enrichment
TG p. 147bb TG p. 130d
Lesson Assessment Lesson Assessment
TG pp. 152–152a TG pp. 136–136a
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WEEK Module 6 Close Module 7: India and China Establish Empires Lesson 2: Trade Lesson 3: Han Module 7 Close
7 Spreads Indian Emperors in China
Essential Question
DBI, Parts 1 & 2 SE/TG p. 240 Religions and Culture SE/TG pp. 256–265 DBI, Parts 1 & 2
SE/TG pp. 248–255
Video
Essential Question SE/TG p. 240 Lesson Opener Essential Question
Essay Lesson Opener The Big Idea Essay
Timeline
SE/TG p. 241 The Big Idea The Han Dynasty
Module Assessment Indian religions, expanded China’s Module
TG pp. 188–189b culture, and science borders and developed a Assessment
evolved and spread to system of government TG pp. 266–267b
other regions through that lasted for centuries.
trade.
Lesson 1: India's First Empires Why It Matters Now Why It Matters Now Multimedia
SE/TG pp. 242–247 The influence of Indian The pattern of a strong Connections
Lesson Opener culture and religions is central government has
The Big Idea very evident throughout remained a permanent TG/SE pp.
The Mauryas and the Guptas established empires, South Asia today. part of Chinese life. 267MC1-267MC2
but neither unified India permanently.
Why It Matters Now Lesson Enrichment Lesson Enrichment
The diversity of peoples, cultures, beliefs, and TG p. 247d TG p. 255b
languages in India continues to pose challenges to
Indian unity today. Lesson Assessment Lesson Assessment
Lesson Enrichment TG pp. 253-254 TG pp. 265–265a
TG p. 241b
Lesson Assessment
TG pp. 247-247a
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WEEK Module 8: The Muslim World Lesson 2: Islam Lesson 3: Muslim Lesson 4: The Ottomans Build a Module 8 Close
8 Expands Culture Vast Empire
Essential Question
SE/TG pp. 278–283 SE/TG pp. 284–292 SE/TG pp. 293–300
SE/TG p. 2686 DBI, Parts 1 & 2
Video Lesson Opener
SE/TG p. 268 Lesson Opener Lesson Opener The Big Idea Essential Question
The Big Idea The Big Idea The Ottomans established a Essay
Timeline Muslim empire that combined
SE/TG p. 269 In spite of internal Muslims combined and
many cultures and lasted for more
conflicts, the Muslims preserved the traditions than 600 years. Module Assessment
created a huge empire of many peoples and TG pp. 306-307b
Why It Matters Now
that included lands on also advanced learning Many modern societies, from
three continents. in a variety of areas. Algeria to Turkey, had their origins
under Ottoman rule.
Lesson Enrichment
TG p. 292d
Lesson Assessment
TG pp. 300–300a
Lesson 1: The Rise of Islam Why It Matters Now Why It Matters Now Lesson 5: Cultural Blending:
SE/TG pp. 270–277 Muslims’ influence on Many of the ideas Case Study: The Safavid Empire
Lesson Opener three continents developed during this SE/TG pp. 301–305
The Big Idea produced cultural time became the basis
Lesson Opener
Muhammad unified the Arab people blending that has of today’s scientific and
both politically and through the The Big Idea
continued into the academic disciplines.
religion of Islam. The Safavid Empire produced a
modern world. rich and complex blended culture
Why It Matters Now Lesson Enrichment in Persia.
As the world’s fastest-growing major Lesson Enrichment TG p. 283d Why It Matters Now
religion, Islam has a strong impact on TG p. 277d Modern Iran, which plays a key
the lives of millions today. Lesson Assessment role in global politics, descended
Lesson Enrichment Lesson Assessment TG pp. 292–292a from the culturally diverse Safavid
TG p. 269b TG pp. 283–283a Empire.
Lesson Enrichment
Lesson Assessment TG p. 300d
TG pp. 277–277a
Lesson Assessment
TG pp. 305–305a
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WEEK BENCHMARK Module 9: Empires in East Asia Lesson 2: The Lesson 3: Korean Lesson 4: Feudal Powers in Japan
9 ASSESSMENT 1 Mongols Dynasties SE/TG pp. 334-339
Essential Question
SE/TG p. 308 SE/TG pp. 320-329 SE/TG pp. 330–333 Lesson Opener
The Big Idea
Video Lesson Opener Lesson Opener Japanese civilization was shaped by cultural
SE/TG p. 308 The Big Idea The Big Idea borrowing from China and the rise of feudalism
Timeline The Mongols, a The Koreans adapted and military rulers.
SE/TG p. 309 nomadic people from Chinese culture to fit Why It Matters Now
the steppe, conquered their own needs but An openness to adapting innovations from other
settled societies across maintained a distinct cultures is still a hallmark of Japanese society.
much of Asia and way of life. Lesson Enrichment
established the Yuan TG p. 333d
Dynasty to rule China.
Lesson Assessment
TG pp. 339-339a
Lesson 1: Tang and Song China Why It Matters Now Why It Matters Now Lesson 5: Kingdoms of Southeast Asia
SE/TG pp. 310–319 The Mongols built the Korea’s interactions SE/TG pp. 340-343
Lesson Opener largest unified land with China and Japan Lesson Opener
The Big Idea empire in world helped spread The Big Idea
During the Tang and Song history and helped Buddhism and Several smaller kingdoms prospered in Southeast
dynasties, China experienced an spread Chinese ideas Confucianism, which Asia, a region culturally influenced by China and
era of prosperity and to the West by remain important India.
technological innovation. encouraging trade. beliefs in East Asia Why It Matters Now
Why It Matters Now
The cultures of China and India still influence
Chinese inventions from this Lesson Enrichment Lesson Enrichment Southeast Asia today.
period, such as printing, TG p. 319b TG p. 329d
gunpowder, and the compass, Lesson Enrichment
changed history. TG p. 339d
Lesson Enrichment Lesson Assessment Lesson Assessment
TG p. 309b TG pp. 329-329b TG pp. 333-333a Lesson Assessment
TG pp. 343-343a
Lesson Assessment
TG pp. 317-317a
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WEEK Module 9 Close Module 10: The Early Middle Ages Lesson 2: Early Lesson 3: Lesson 4: Feudalism
10 Russia Charlemagne Unites amd Manorialism
Essential Question
DBI, Parts 1 & 2 SE/TG p. 346 SE/TG pp. 357-363 Germanic Kingdoms SE/TG pp. 374–380
SE/TG pp. 366–373
Video Lesson Opener Lesson Opener
Essential Question Essay SE/TG p. 346 The Big Idea Lesson Opener The Big Idea
Timeline Russia grew out of a The Big Idea Feudalism, a political
Module Assessment SE/TG p. 347 blending of Slavic and Many Germanic and economic system
TG pp. 344-345b Byzantine cultures and kingdoms that based on landholding
adopted Eastern succeeded the Roman and protective
Multimedia Connections Orthodox traditions. Empire were reunited alliances, emerges in
TG/SE pp. 345MC1- under Charlemagne’s Europe.
345MC2 empire.
Lesson 1: The Byzantine Empire Why It Matters Now Why It Matters Now Why It Matters Now
SE/TG pp. 348–356 Early Russia was Charlemagne spread The rights and duties of
Lesson Opener separated from the Christian civilization feudal relationships
The Big Idea West, leading to a through Northern helped shape today’s
After Rome split, the Eastern Empire, known difference in culture Europe, where it had a forms of representative
as Byzantium, flourished for a thousand that still exists today. permanent impact. government.
years.
Why It Matters Now Lesson Enrichment Lesson Enrichment Lesson Enrichment
Byzantine culture deeply influenced TG p. 356d TG p. 365b TG p. 373d
Orthodox Christianity, a major branch of
modern Christianity. Lesson Assessment Lesson Assessment Lesson Assessment
TG pp. 363-363a TG pp. 373-373a TG pp. 380-380a
Lesson Enrichment
TG p. 347b
Lesson Assessment
TG pp. 356-356a
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WEEK Lesson 5: Society in Module 10 Close Module 11: Church and Society in Western Lesson 2: Church Lesson 3: Changes in
11 the Feudal Era Europe Reform and the Medieval Society
SE/TG pp. 381–387 DBI, Parts 1 & 2 Essential Question Crusades SE/TG pp. 408–415
SE/TG p. 390 SE/TG pp. 397-407
Lesson Opener Lesson Opener
The Big Idea Essential Question Video Lesson Opener The Big Idea
Essay SE/TG p. 390
The code of chivalry The Big Idea The feudal system
for knights glorified Timeline The Catholic Church declined as agriculture,
both combat and Module Assessment SE/TG p. 391 underwent reform and trade, finance, towns,
romantic love. TG pp. 388-389b launched Crusades and universities
against Muslims. developed.
Why It Matters Now Lesson 1: The Power of the Church Why It Matters Now Why It Matters Now
The code of chivalry SE/TG pp. 392-397 The Crusades left a The changes in the
has shaped modern Lesson Opener legacy of distrust Middle Ages laid the
ideas of romance in The Big Idea between Christians and foundations for modern
Western cultures. Church leaders and political leaders competed for Muslims that continues Europe.
power and authority. to the present.
Lesson Enrichment Why It Matters Now Lesson Enrichment
TG p. 380d Today many religious leaders still voice their Lesson Enrichment TG p. 407d
opinions on political issues. TG p. 397d
Lesson Assessment Lesson Assessment
TG pp. 387-387a Lesson Enrichment Lesson Assessment TG pp. 415-415a
TG p. 391b
TG pp. 407-407a
Lesson Assessment
TG pp. 397-397a
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WEEK Lesson 4: England Lesson 5: Troubles of Module 11 Close Module 12: Societies and Empires of Lesson 2: Migration: Case Study:
12 and France Develop the 14th Century Africa Bantu-Speaking Peoples
SE/TG pp. 416–421 SE/TG pp. 422–429 SE/TG pp. 444–449
DBI, Parts 1 & 2 Essential Question
SE/TG p. 432 Lesson Opener
Lesson Opener Lesson Opener The Big Idea
The Big Idea The Big Idea Essential Question Video Relocation of large numbers of Bantu-
Essay SE/TG p. 432 speaking people brings cultural diffusion
As the kingdoms of In the 1300s, Europe
England and France was torn apart by Timeline and change to southern Africa.
began to develop into religious strife, Module Assessment SE/TG p. 433
Why It Matters Now
nations, certain famine, the bubonic TG pp. 430–431b Migration continues to shape the modern
democratic traditions plague, and the Multimedia world.
evolved. Hundred Years’ War. Connection Lesson Enrichment
TG p. 443d
SE/TG pp. 431MC1-
431MC2 Lesson Assessment
TG pp. 449-449a
Why It Matters Now Why It Matters Now Lesson 1: Diverse Societies in Africa Lesson 3: The Kingdom of Aksum
Modern concepts of Events of the 1300s SE/TG pp. 434–443 SE/TG pp. 450–455
jury trials, common led to a change in Lesson Opener Lesson Opener
law, and legal rights attitudes toward The Big Idea The Big Idea
developed during this religion and the state, African peoples developed diverse The kingdom of Aksum became an
period. a change reflected in societies as they adapted to varied international trading power and adopted
modern attitudes. environments. Christianity
Lesson Enrichment Why It Matters Now
TG p. 415d Lesson Enrichment Why It Matters Now
Ancient Aksum, which is in modern-day
TG p. 421d Differences among modern societies
Ethiopia, is still a center of the Ethiopian
Lesson Assessment are also based on people’s interactions
Orthodox Christian Church
with their environments.
TG pp. 421-421a Lesson Assessment
Lesson Enrichment
TG pp. 429-429a Lesson Enrichment
TG p. 449d
TG p. 433b
Lesson Assessment
Lesson Assessment
TG pp. 455-455a
TG pp. 443–443a
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WEEK Lesson 4: North and Lesson 4: North and Lesson 5: Eastern Module 12 Close Module 13: People and Empires in
13 West African West African City-States and the Americas
Civilizations Civilizations Southern Empires DBI, Parts 1 & 2 Essential Question
SE/TG pp. 456-469 SE/TG pp. 456-469 SE/TG pp. 472-479 SE/TG p. 482
Lesson Opener Lesson Opener Lesson Opener Essential Question Essay Video
SE/TG p. 482
The Big Idea The Big Idea The Big Idea
North and West Africa North and West Africa African city-states Module Assessment Timeline
contained several rich contained several rich and empires gained TG pp. 480-481b SE/TG p. 483
and powerful states, and powerful states, wealth through
including Muslim including Muslim developing and
states in the north and states in the north trading resources.
Ghana, Mali, and and Ghana, Mali, and
Songhai in the west. Songhai in the west.
Why It Matters Now Why It Matters Now Why It Matters Lesson 1: The Earliest Americans
These civilizations These civilizations Now SE/TG pp. 483–489
demonstrate the demonstrate the The country of Lesson Opener
richness of African richness of African Zimbabwe and cities The Big Idea
culture before culture before such as Mogadishu The cultures of the first Americans,
European European and Mombasa have including social organization,
colonization. colonization. their roots in this time developed in ways similar to other
period. early cultures.
Lesson Enrichment Lesson Enrichment Why It Matters Now
TG p. 455d TG p. 455d Lesson Enrichment The Americas’ first inhabitants
TG p. 471b developed the basis for later American
civilizations.
Lesson Assessment Lesson Assessment
TG pp. 469-469a TG pp. 469-469a Lesson Assessment Lesson Enrichment
TG pp. 479-479a TG p. 483b
Lesson Assessment
TG pp. 489–489a
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WEEK Lesson 2: Early Lesson 3: Early Civilizations of the Andes Lesson 5: Maya Kings Lesson 6: The Aztecs Lesson 7: The Inca
14 Mesoamerican SE/TG pp. 498–502 and Cities Control Central Create a Mountain
Civilizations Lesson Opener SE/TG pp. 509–515 Mexico Empire
SE/TG pp. 490-497 The Big Idea SE/TG pp. 516–524 SE/TG pp. 525–533
In the Andes Mountains, various groups created Lesson Opener
Lesson Opener flourishing civilizations. The Big Idea Lesson Opener Lesson Opener
The Big Idea Why It Matters Now The Maya developed a The Big Idea The Big Idea
The Olmec created the Like the early Andean civilizations, people today highly complex Through alliances and The Inca built a vast
Americas’ first must adapt to their environment in order to civilization based on conquest, the Aztecs empire supported by
civilization, which in survive. city-states and created a powerful taxes, governed by a
turn influenced later Lesson Enrichment elaborate religious empire in Mexico. bureaucracy, and
civilizations. TG p. 497d practices. linked by extensive
road systems.
Lesson Assessment
TG pp. 502-502a
Why It Matters Now Lesson 4: North American Societies Why It Matters Now Why It Matters Now Why It Matters Now
Later American SE/TG pp. 503–508 Descendants of the This time period saw The Incan system of
civilizations relied on Lesson Opener Maya still occupy the the origins of one of the government was
the technology and The Big Idea same territory. 20th century’s most similar to some
achievements of Complex North American societies were linked to populous cities, Mexico socialist governments
earlier cultures to each other through culture and economics. Lesson Enrichment City. in the 20th century.
make advances. Why It Matters Now TG p. 508d
Traditions and ideas from these cultures became Lesson Enrichment Lesson Enrichment
Lesson Enrichment part of the cultures of North America. Lesson Assessment TG p. 515b TG p. 524d
TG p. 489d Lesson Enrichment TG pp. 513-513a
TG p. 502d Lesson Assessment Lesson Assessment
Lesson Assessment TG pp. 524-524a TG pp. 531-531a
TG pp. 495-495b Lesson Assessment
TG pp. 508-508a
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WEEK Module 13 Close Module 14: The Renaissance Lesson 2: The Italian Lesson 3: The Lesson 4:
15 Renaissance Northern Renaissance
Essential Question
DBI, Parts 1 & 2 SE/TG p. 536 SE/TG pp. 546-551 Renaissance Achievements
SE/TG pp. 554–561 SE/TG pp. 562–565
Video Lesson Opener
Essential Question SE/TG p. 536 The Big Idea Lesson Opener Lesson Opener
Essay Timeline The Italian Renaissance The Big Idea The Big Idea
SE/TG p. 537 was a rediscovery of In the 1400s, the ideas The Renaissance was
Module Assessment learning that produced of the Italian a period of striking
TG pp. 534-535b many great works of art Renaissance began to achievements in many
and literature. spread to northern areas.
Multimedia Europe.
Connection
SE/TG pp. 535MC1-
535MC2
Lesson 1: Birth of the Renaissance Why It Matters Now Why It Matters Now Why It Matters Now
SE/TG pp. 538–545 Renaissance art and Renaissance ideas The achievements of
Lesson Opener literature still influence such as the importance Renaissance artists,
The Big Idea modern thought and of the individual are writers, scientists, and
The Renaissance was a rebirth of learning and art. modern art. an important part of thinkers continue to
modern thought. affect people around
Why It Matters Now
Lesson Enrichment the world today.
Renaissance art and ideas still influence thought
today. TG p. 545d Lesson Enrichment
TG p. 553b Lesson Enrichment
Lesson Enrichment Lesson Assessment TG p. 561b
TG p. 537b TG pp. 551-551a Lesson Assessment
TG pp. 559-559a Lesson Assessment
Lesson Assessment
TG pp. 545-545a TG pp. 565-565a
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WEEK Module 14 Close Module 15: Reformation and Upheaval Lesson 2: The Reformation Continues Lesson 4: Social Module 15 Close
16 SE/TG pp. 579–584 Unrest
Essential Question
DBI, Parts 1 & 2 SE/TG p. 568 Lesson Opener SE/TG pp. 590–593 DBI, Parts 1 & 2
The Big Idea
Video Protestant reformers were divided over Lesson Opener
Essential Question SE/TG p. 568 beliefs, and split into several new The Big Idea Essential Question
Essay Timeline Protestant groups. The Protestant and Essay
SE/TG p. 569 Why It Matters Now Catholic Reformations
Module Many Protestant churches began during caused tremendous Module
Assessment this period. political and social Assessment
TG pp. 566-567b unrest throughout TG pp. 594–595b
Lesson Enrichment
TG p. 578d Europe.
Lesson Assessment
TG pp. 584–584a
Lesson 1: Luther Leads the Reformation Lesson 3: The Catholic Reformation Why It Matters Now
SE/TG pp. 570–578 SE/TG pp.585–589 Nation-states that rose
Lesson Opener Lesson Opener as a result of the
The Big Idea The Big Idea Protestant
Martin Luther’s protest over abuses in the The Catholic Church made reforms in Reformation became
Catholic Church led to the founding of response to the Protestant Reformation. many of the leading
Protestant churches. Why It Matters Now countries in Europe
Why It Matters Now Many Catholic schools are the result of today.
Nearly one-fifth of the Christians in reforms in the Church.
today’s world are Protestants. Lesson Enrichment
Lesson Enrichment
Lesson Enrichment TG p. 584d TG p. 589d
TG p. 569b
Lesson Assessment Lesson Assessment
Lesson Assessment TG pp. 589–589a TG pp. 593-593a
TG pp. 578–578a
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WEEK Module 16: Expansion, Lesson 2: Europeans Lesson 3: China and Lesson 3: China and Lesson 4: Spain Builds an
17 Exploration, and Encounters Explore the East Japan Reject Expansion Japan Reject Expansion American Empire
Essential Question SE/TG pp. 608–616 SE/TG pp. 617–633 SE/TG pp. 617-633 SE/TG pp. 634–643
SE/TG p. 596
Lesson Opener Lesson Opener Lesson Opener Lesson Opener
Video The Big Idea The Big Idea The Big Idea The Big Idea
SE/TG p. 596
Advances in sailing China under the Ming and China under the Ming and The voyages of Columbus
Timeline technology enabled Qing dynasties and Japan Qing dynasties and Japan prompted the Spanish to
SE/TG p. 597 Europeans to explore other under the Tokugawa regime under the Tokugawa regime establish colonies in the
parts of the world. were uninterested in were uninterested in Americas
European contact. European contact.
Lesson 1: The Mughal Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
Empire in India European exploration was China and Japan’s China and Japan’s Throughout the Americas,
SE/TG pp.598–607 an important step toward economic independence economic independence Spanish culture, language,
Lesson Opener the global interaction from the West continues from the West continues and descendants are the
The Big Idea existing in the world today. today, though China is today, though China is legacy of this period.
The Mughal Empire brought pursuing new economic ties pursuing new economic ties
Turks, Persians, and Indians Lesson Enrichment with the outside world. with the outside world. Lesson Enrichment
together in a vast empire. TG p. 607b TG p. 633d
Why It Matters Now Lesson Enrichment Lesson Enrichment
The legacy of great art and Lesson Assessment TG p. 616d TG p. 616d Lesson Assessment
deep social division left by the TG pp. 616-616a TG pp. 643-643a
Mughal Empire still Lesson Assessment Lesson Assessment
influences southern Asia. TG pp. 633-633a TG pp. 633-633a
Lesson Enrichment
TG p. 597b
Lesson Assessment
TG pp. 605–605b
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WEEK Lesson 5: European Lesson 6: The Atlantic Lesson 7: The Columbian Module 16 Close BENCHMARK
18 Nations Settle North Slave Trade Exchange and Global ASSESSMENT 2
America SE/TG pp. 651–657 Trade DBI, Parts 1 & 2
SE/TG pp. 644-650 SE/TG pp. 658-663
Lesson Opener
Lesson Opener The Big Idea Lesson Opener Essential Question Essay
The Big Idea To meet their growing labor The Big Idea
Several European nations needs, Europeans enslaved The colonization of the Module Assessment
fought for control of North millions of Africans in the Americas introduced new TG pp. 664–665b
America, and England Americas. items into the Eastern and
emerged victorious. Western hemispheress. Multimedia Connection
SE/TG pp. 665MC1-
665MC2
Why It Matters Now Why It Matters Now Why It Matters Now
The English settlers in Descendants of enslaved This global exchange of
North America left a legacy Africans represent a goods permanently changed
of law and government that significant part of the Europe, Asia, Africa, and
guides the United States Americas’ population the Americas.
today. today.
Lesson Enrichment
Lesson Enrichment Lesson Enrichment TG p. 657d
TG p. 643d TG p. 650d
Lesson Assessment
Lesson Assessment Lesson Assessment TG pp. 663-663a
TG pp. 650-650a TG pp. 657-657a
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WEEK Module 17: Absolute Lesson 2: The Reign of Lesson 3: Central Lesson 4: Absolute Rulers Lesson 5: Parliament
19 Monarchs in Europe Louis XIV European Monarchs of Russia Limits the English
Essential Question SE/TG pp. 676–685 Clash SE/TG pp. 692–699 Monarchy
SE/TG p. 666 SE/TG pp. 686–691 SE/TG pp. 700–705
Lesson Opener Lesson Opener
Video The Big Idea Lesson Opener The Big Idea Lesson Opener
SE/TG p. 666
After a century of war and The Big Idea Peter the Great made many The Big Idea
Timeline riots, France was ruled by After a period of turmoil, changes in Russia to try to Absolute rulers in England
SE/TG p. 667 Louis XIV, the most absolute monarchs ruled make it more like western were overthrown, and
powerful monarch of his Austria and the Germanic Europe. Parliament gained power.
time. state of Prussia.
Lesson 1: Spain's Empire Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
and European Absolutism Louis’s abuse of power led Prussia built a strong Many Russians today Many of the government
SE/TG pp. 668–675 to a revolution that would military tradition in debate whether to model reforms of this period
Lesson Opener inspire the call for Germany that contributed themselves on the West or contributed to the
The Big Idea democratic government in part to world wars in the to focus on traditional democratic tradition of the
During a time of religious and throughout the world. 20th century. Russian culture. United States.
economic instability, Philip II
ruled Spain with a strong Lesson Enrichment Lesson Enrichment Lesson Enrichment Lesson Enrichment
hand. TG p. 675d TG p. 685d TG p. 691d TG p. 699b
Why It Matters Now
When faced with crises, many Lesson Assessment Lesson Assessment Lesson Assessment Lesson Assessment
heads of government take on TG pp. 685-685a TG pp. 691-691a TG pp. 697-697a TG pp. 705-705a
additional economic or
political powers.
Lesson Enrichment
TG p. 667b
Lesson Assessment
TG pp. 675–675a
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WEEK Module 17 Close Module 18: Enlightenment Lesson 2: Enlightenment Lesson 3: The Lesson 4: The American
20 and Revolution Thinkers Enlightenment Spreads Revolution
DBI, Parts 1 & 2 Essential Question SE/TG pp. 718–724 SE/TG pp. 725–733 SE/TG pp. 734–741
SE/TG p. 708
Lesson Opener Lesson Opener Lesson Opener
Essential Question Essay Video The Big Idea The Big Idea The Big Idea
SE/TG p. 708
A revolution in intellectual Enlightenment ideas spread Enlightenment ideas helped
Module Assessment Timeline activity changed through the Western world spur the American colonies
TG pp. 706–707b SE/TG p. 709 Europeans’ view of and profoundly influenced to shed British rule and
government and society the arts and government. create a new nation.
Lesson 1: The Scientific Why It Matters Now Why It Matters Now Why It Matters Now
Revolution The various freedoms An “enlightened” problem- The revolution created a
SE/TG pp. 710–717 enjoyed in many countries solving approach to republic, the United States
Lesson Opener today are a result of government and society of America, that became a
The Big Idea Enlightenment thinking. prevails in modern model for many nations of
In the mid-1500s, scientists civilization today. the world.
began to question accepted Lesson Enrichment
beliefs and make new theories TG p. 717d Lesson Enrichment Lesson Enrichment
based on experimentation. TG p. 724d TG p. 733d
Why It Matters Now Lesson Assessment
Such questioning led to the TG pp. 724-724a Lesson Assessment Lesson Assessment
development of the scientific TG pp. 733-733a TG pp. 741-741a
method still in use today.
Lesson Enrichment
TG p. 709b
Lesson Assessment
TG pp. 717-717a
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WEEK Module 18 Close Module 19: The French Lesson 2: Revolution Brings Lesson 3: Napoleon's Lesson 4: The Congress
21 Revolution and Napoleon Reform and Terror Empire of Vienna
DBI, Parts 1 & 2 Essential Question SE/TG pp. 753–760 SE/TG pp. 761–770 SE/TG pp. 771–775
SE/TG p. 744
Lesson Opener Lesson Opener Lesson Opener
Essential Question Video The Big Idea The Big Idea The Big Idea
Essay SE/TG p. 744
The revolutionary government Napoleon Bonaparte, a After exiling Napoleon,
Timeline of France made reforms but also military genius, seized European leaders at the
Module Assessment SE/TG p. 745 used terror and violence to power in France and Congress of Vienna tried
TG pp. 742-743b retain power. made himself emperor. to restore order and
His conquests aroused reestablish peace.
Multimedia nationalistic feelings
Connection across Europe and
SE/TG pp. 743MC1- contributed to his
743MC2 downfall.
Lesson 1: The French Revolution Why It Matters Now Why It Matters Now Why It Matters Now
Begins Some governments that lack the In times of political International bodies such
SE/TG pp. 746-752 support of a majority of their turmoil, military as the United Nations
Lesson Opener people still use fear to control dictators often seize play an active role in
The Big Idea their citizens. control of nations. trying to maintain world
Economic and social inequalities in peace and stability today.
the Old Regime helped cause the Lesson Enrichment Lesson Enrichment
French Revolution. TG p. 752d TG p. 760d Lesson Enrichment
Why It Matters Now TG p. 770d
Throughout history, economic and Lesson Assessment Lesson Assessment
social inequalities have at times led TG pp. 760-760a TG pp. 770-770a Lesson Assessment
peoples to revolt against their TG pp. 775-775a
governments.
Lesson Enrichment
TG p. 745b
Lesson Assessment
TG pp. 752-752a
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WEEK Module 19 Close Module 20: Revolutions Lesson 2: Europe Faces Lesson 3: Nationalism Lesson 4: Revolutions in
22 Sweep the West Revolutions SE/TG pp. 798–805 the Arts
DBI, Parts 1 & 2 Essential Question SE/TG pp. 789–797 SE/TG pp. 806-813
SE/TG p. 778 Lesson Opener
Lesson Opener The Big Idea Lesson Opener
Essential Question Essay Video The Big Idea Nationalism contributed to The Big Idea
SE/TG p. 778
Liberal and nationalist the formation of two new Artistic and intellectual
Module Assessment Timeline uprisings challenged the old nations and a new political movements both reflected
TG pp. 776-777b SE/TG p. 779 conservative order of order in Europe. and fueled changes in
Europe. Europe during the 1800s.
Lesson 1: Latin American Why It Matters Now Why It Matters Now Why It Matters Now
Peoples Win Independence The system of nation-states Nationalism is the basis of Romanticism and realism
SE/TG pp. 780–788 established in Europe world politics today and has are still found in novels,
Lesson Opener during this period continues often caused conflicts and dramas, and films produced
The Big Idea today. wars. today.
Spurred by discontent and
Enlightenment ideas, people in Lesson Enrichment Lesson Enrichment Lesson Enrichment
Latin America fought colonial TG p. 788d TG p. 797b TG p. 805d
rule.
Why It Matters Now Lesson Assessment Lesson Assessment Lesson Assessment
Sixteen of today’s Latin TG pp. 795-795b TG pp. 805-805a TG pp. 813-813a
American nations gained their
independence at this time.
Lesson Enrichment
TG p. 779b
Lesson Assessment
TG pp. 788-788a
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WEEK Module 20 Close Module 21: The Industrial Lesson 2: Industrialization: Lesson 3: Industrialization Lesson 4: Reforming
23 Revolution Case Study: Manchester Spreads the Industrial World
DBI, Parts 1 & 2 Essential Question SE/TG pp. 826–835 SE/TG pp. 836–843 SE/TG pp. 844-855
SE/TG p. 816
Lesson Opener Lesson Opener Lesson Opener
Essential Question Video The Big Idea The Big Idea The Big Idea
Essay SE/TG p. 816
The factory system changed The industrialization that The Industrial
Timeline the way people lived and began in Great Britain spread Revolution led to
Module Assessment SE/TG p. 817 worked, introducing a variety to other parts of the world. economic, social, and
TG pp. 814–815a of problems political reforms.
Lesson 1: The Beginnings of Why It Matters Now Why It Matters Now Why It Matters Now
Industrialization Many less-developed The Industrial Revolution set Many modern social
SE/TG pp. 818–825 countries are undergoing the the stage for the growth of welfare programs
Lesson Opener difficult process of modern cities and a global developed during this
The Big Idea industrialization today. economy. period of reform.
The Industrial Revolution started
in England and soon spread to Lesson Enrichment Lesson Enrichment Lesson Enrichment
other countries. TG p. 825d TG p. 835d TG p. 843d
Why It Matters Now
The changes that began in Britain Lesson Assessment Lesson Assessment Lesson Assessment
paved the way for modern TG pp. 835-835a TG pp. 843-843a TG pp. 855-855a
industrial societies.
Lesson Enrichment
TG p. 817b
Lesson Assessment
TG pp. 825–825a
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WEEK Module 21 Close Module 22: An Age of Lesson 2: Self-Rule for Lesson 3: War and Lesson 4: Nineteenth-
24 Democracy and Progress British Colonies Expansion in the United Century Progress
DBI, Parts 1 & 2 Essential Question SE/TG pp. 866–874 States SE/TG pp. 881-891
SE/TG p. 858 SE/TG pp. 875–880
Lesson Opener Lesson Opener
Essential Question Essay Video The Big Idea Lesson Opener The Big Idea
SE/TG p. 858
Britain allowed self-rule in The Big Idea Breakthroughs in science
Module Assessment Timeline Canada, Australia, and New The United States expanded and technology transformed
TG pp. 856-857b SE/TG p. 859 Zealand but delayed it for across North America and daily life and entertainment.
Ireland. fought a civil war.
Lesson 1: Democratic Why It Matters Now Why It Matters Now Why It Matters Now
Reform and Activism Canada, Australia, and New The 20th-century Electric lights, telephones,
SE/TG pp. 860-865 Zealand are strong movements to ensure civil cars, and many other
Lesson Opener democracies today, while rights for African conveniences of modern
The Big Idea Ireland is divided. Americans and others are a life were invented during
Spurred by the demands of the legacy of this period. this period.
people, Great Britain and Lesson Enrichment
France underwent democratic TG p. 865d Lesson Enrichment Lesson Enrichment
reforms. TG p. 874d TG p. 880d
Lesson Assessment
Why It Matters Now TG pp. 874-874a Lesson Assessment Lesson Assessment
During this period, Britain and TG pp. 880-880a TG pp. 891-891a
France were transformed into
the democracies they are
today.
Lesson Enrichment
TG p. 859b
Lesson Assessment
TG pp. 865-865a
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WEEK Module 22 Close Module 23: The Age of Imperialism Lesson 2: Lesson 3: Europeans Lesson 4: British Imperialism in
25 Imperialism in Claim Muslim Lands India
Essential Question SE/TG pp. 920–924
DBI, Parts 1 & 2 SE/TG p. 894 Africa: Case Study: SE/TG pp. 914–919
Nigeria Lesson Opener
Video SE/TG pp. 904–913 Lesson Opener The Big Idea
Essential SE/TG p. 894 The Big Idea As the Mughal Empire declined,
Question Essay Timeline Lesson Opener European nations Britain seized Indian territory and soon
SE/TG p. 895 The Big Idea expanded their controlled almost the whole
Module Europeans embarked empires by seizing subcontinent.
Assessment on a new phase of territories from
TG pp. 882–893b empire building that Muslim states. Why It Matters Now
India, the second most populated nation
affected both Africa
in the world, has its political roots in
Multimedia and the rest of the this colony.
Connection world.
SE/TG pp. Lesson Enrichment
893MC1-893MC2 TG p. 919d
Lesson Assessment
TG pp. 924–924a
Lesson 1: The Roots of Imperialism Why It Matters Now Why It Matters Now Lesson 5: European Claims in
SE/TG pp. 896-903 Many former colonies Political events in this Southeast Asia
have political vital resource area are SE/TG pp. 925–928
Lesson Opener
The Big Idea problems that are the still influenced by Lesson Opener
Ignoring the claims of African ethnic result of colonial rule. actions from the The Big Idea
groups, kingdoms, and city-states, imperialistic period. Demand for Asian products drove
Europeans established colonies. Lesson Enrichment Western imperialists to seek possession
TG p. 903d Lesson Enrichment of Southeast Asianlands.
Why It Matters Now
African nations continue to feel the effects TG p. 913d Why It Matters Now
of the colonial presence more than 100 Lesson Assessment Southeast Asian independence
years later. TG pp. 913-913a Lesson Assessment struggles in the 20th century have their
TG pp. 919-919a roots in this period of imperialism.
Lesson Enrichment
TG p. 895b Lesson Enrichment
TG p. 924d
Lesson Assessment
TG pp. 903–903a Lesson Assessment
TG pp. 928–928a
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WEEK Lesson 6: U.S. Module 23 Close Module 24: Transformations Around the Globe Lesson 2: Lesson 3: Turmoil
26 Economic Modernization in and Change in Mexico
Essential Question
Imperialism DBI, Parts 1 & 2 SE/TG p. 942 Japan SE/TG pp. 960–967
SE/TG pp. 929–939 SE/TG pp. 952–959
Video Lesson Opener
Lesson Opener Essential SE/TG p. 942 Lesson Opener The Big Idea
The Big Idea Question Essay Timeline The Big Idea Political, economic,
The United States SE/TG p. 943 Japan followed the and social inequalities
followed an imperialist Module model of Western in Mexico triggered a
policy in the Pacific Assessment powers by period of revolution
Islands and also put TG pp. 940-941a industrializing and and reform.
increasing economic expanding its foreign
and political pressure influence.
on Latin America
during the 19th century.
Why It Matters Now Lesson 1: China Resists Outside Influence Why It Matters Now Why It Matters Now
This policy set the SE/TG pp. 944–951 Japan’s continued Mexico has moved
stage for 20th-century Lesson Opener development of its own toward political
relations between Latin The Big Idea way of life has made it democracy and is a
America and the United Western economic pressure forced China to open to a leading world power. strong economic force
States and encouraged foreign trade and influence. in the Americas.
U.S. imperialism in the Lesson Enrichment
Why It Matters Now
Pacific Islands. China has become an increasingly important member TG p. 951d Lesson Enrichment
of the global community. TG p. 959b
Lesson Enrichment Lesson Assessment
TG p. 928d Lesson Enrichment TG pp. 957 Lesson Assessment
TG p. 943b
TG pp. 967-967a
Lesson Assessment Lesson Assessment
TG pp. 939-939a TG pp. 951–951a
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WEEK Module 24 Close BENCHMARK Module 25: World War I Lesson 2: Europe Plunges Lesson 3: A Global Conflict
27 ASSESSMENT 3 into War SE/TG pp. 986–992
Essential Question
DBI, Parts 1 & 2 SE/TG p. 970 SE/TG pp. 978–985
Lesson Opener
Video Lesson Opener The Big Idea
Essential Question SE/TG p. 970 The Big Idea World War I spread to several
Essay Timeline One European nation after continents and required the full
SE/TG p. 971 another was drawn into a resources of many governments.
Module Assessment large and industrialized war
TG pp. 968-969b that resulted in many
casualties.
Multimedia
Connection
SE/TG pp. 969MC1-
969MC2
Lesson 1: Marching Toward War Why It Matters Now
SE/TG pp. 972–977 Much of the technology of Why It Matters Now
Lesson Opener modern warfare, such as The war propelled the United
The Big Idea fighter planes and tanks, was States to a new position of
In Europe, nationalistic feelings, introduced in World War I. international power, which it holds
ethnic conflicts, territorial disputes, today.
and rival alliances helped set the Lesson Enrichment
stage for a continental war. TG p. 977d Lesson Enrichment
Why It Matters Now TG p. 985d
Ethnic conflict in the Balkan region, Lesson Assessment
which helped ignite the war, TG pp. 985-985a Lesson Assessment
continued to erupt in that area in the TG pp. 992-992a
1990s.
Lesson Enrichment
TG p. 971b
Lesson Assessment
TG pp. 977-977a
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WEEK Lesson 4: A Flawed Module 25 Close Module 26: Revolution and Lesson 2: Lesson 3: Imperial China Collapses
28 Peace Nationalism Totalitarianism: Case SE/TG pp. 1022–1027
SE/TG pp. 993–997 DBI, Parts 1 & 2 Essential Question Study: Stalinist
Lesson Opener
SE/TG p. 1000 Russia The Big Idea
SE/TG pp. 1012–1021 After the fall of the Qing dynasty, nationalist
Essential Question Video
Lesson Opener SE/TG p. 1000 and communist movements struggled for
Essay Lesson Opener power.
The Big Idea Timeline The Big Idea Why It Matters Now
Module SE/TG p. 1001 After Lenin died, Stalin The seeds of China’s late-20th-century
After winning the war,
the Allies dictated a Assessment seized power and political thought, communism, were planted
harsh peace settlement TG pp. 998–999b transformed the Soviet at this time.
that left many nations Union into a totalitarian
Multimedia state Lesson Enrichment
feeling betrayed.
Connections TG p. 1021d
SE/TG pp.
Lesson Assessment
999MC1-999MC2
TG pp. 1027-1027a
Why It Matters Now Lesson 1: Revolutions in Russia Why It Matters Now Lesson 4: Nationalism in Southwest Asia
Hard feelings left by SE/TG pp. 1002–1011 More recent dictators SE/TG pp. 1028–1033
the peace settlement Lesson Opener have used Stalin’s
helped cause World tactics for seizing total Lesson Opener
The Big Idea
War II. The Big Idea
Long-term social unrest in Russia control over individuals
Nationalism triggered independence
exploded in revolution and ushered and the state. movements to overthrow colonial powers.
Lesson Enrichment in the first communist government.
TG p. 992d Lesson Enrichment Why It Matters Now
Why It Matters Now
The Communist Party controlled TG p. 1011d These independent nations—Turkey, Iran,
Lesson Assessment the Soviet Union until the and Saudi Arabia—are key players on the
TG pp. 997-997a country’s breakup in 1991. Lesson Assessment world stage today.
TG pp. 1021-1021a
Lesson Enrichment Lesson Enrichment
TG p. 1001b TG p. 1027d
Lesson Assessment Lesson Assessment
TG pp. 1011–1011a TG pp. 1033-1033a
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WEEK Module 26 Close Module 27: Years of Crisis Lesson 2: A Worldwide Lesson 3: Fascism Lesson 4:
29 Depression Rises in Europe Aggressors Invade
Essential Question SE/TG pp. 1058–1065
DBI, Parts 1 & 2 SE/TG p. 1036 SE/TG pp. 1048–1057 Nations
SE/TG pp. 1066–
Video Lesson Opener Lesson Opener 1073
Essential Question SE/TG p. 1036 The Big Idea The Big Idea
Essay Timeline An economic depression In response to political Lesson Opener
SE/TG p. 1037 in the United States spread turmoil and economic The Big Idea
Module Assessment throughout the world and crises, Italy and As Germany, Italy,
TG pp. 1034-1035b lasted for a decade. Germany turned to and Japan conquered
totalitarian dictators. other countries, the
rest of the world did
nothing to stop
them.
Lesson 1: Postwar Uncertainty Why It Matters Now Why It Matters Now Why It Matters
SE/TG pp. 1038–1047 Many social and economic These dictators Now
Lesson Opener programs introduced changed the course of Many nations today
The Big Idea worldwide to combat the history, and the world take a more active
The postwar period was one of loss and Great Depression are still is still recovering from and collective role
uncertainty but also one of invention, creativity, operating. their abuse of power. in world affairs, as
and new ideas. in the United
Why It Matters Now Lesson Enrichment Lesson Enrichment Nations.
Postwar trends in physics, psychiatry, art, TG p. 1047b TG p. 1057d
literature, communication, music, and Lesson Enrichment
transportation still affect our lives. Lesson Assessment Lesson Assessment TG p. 1065d
TG pp. 1057-1057a TG pp. 1065-1065a
Lesson Enrichment
TG p. 1037b Lesson Assessment
TG pp. 1073-1073a
Lesson Assessment
TG pp. 1045–1047
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WEEK Module 27 Close Module 28: World War II Lesson 2: Japan's Lesson 3: The Lesson 4: The
30 Pacific Campaign Holocaust Allied Victory
Essential Question SE/TG pp. 1093–1099
DBI, Parts 1 & 2 SE/TG p. 1076 SE/TG pp. 1086–1092 SE/TG pp. 1100–
1109
Video Lesson Opener Lesson Opener
Essential Question SE/TG p. 1076 The Big Idea The Big Idea Lesson Opener
Essay Timeline Japan attacked Pearl During the Holocaust, The Big Idea
SE/TG p. 1077 Harbor in Hawaii and Hitler’s Nazis killed Led by the United
Module Assessment brought the United States six million Jews and States, Great Britain,
TG pp. 1074–1075b into World War II. five million other and the Soviet
“non-Aryans.” Union, the Allies
scored key victories
and won the war.
Lesson 1: Hitler's Lightning War Why It Matters Now Why It Matters Now Why It Matters
SE/TG pp. 1077–1085 World War II established The violence against Now
Lesson Opener the United States as a Jews during the The Allies’ victory
The Big Idea leading player in Holocaust led to the in World War II set
Using the sudden mass attack called the blitzkrieg, international affairs. founding of Israel up conditions for
Germany overran much of Europe and North after World War II. both the Cold War
Africa. Lesson Enrichment and today’s post-
Why It Matters Now TG p. 1085d Lesson Enrichment Cold War world.
Hitler’s actions set off World War II. The results of TG p. 1092d
the war still affect the politics and economics of Lesson Assessment Lesson Enrichment
today’s world. TG pp. 1092-1092a Lesson Assessment TG p. 1099d
TG pp. 1099-1099a
Lesson Enrichment
TG p. 1077b Lesson Assessment
TG pp. 1109-1109a
Lesson Assessment
TG pp. 1085–1085a
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WEEK Lesson 5: Europe Module 28 Close Module 29: Cold War Conflicts Lesson 2: Communists Lesson 3: Wars in
31 and Japan in Ruins Take Power in China Korea and
Essential Question
SE/TG pp. 1110–1115 DBI, Parts 1 & 2 SE/TG p. 1118 SE/TG pp. 1130–1135 Vietnam
SE/TG pp. 1136–
Lesson Opener Video Lesson Opener 1143
The Big Idea Essential Question SE/TG p. 1118 The Big Idea
World War II cost Essay Timeline After World War II, Lesson Opener
millions of human SE/TG p. 1119 Chinese Communists The Big Idea
lives and billions of Module Assessment defeated Nationalist In Asia, the Cold
dollars in damages. It TG pp. 1116–1117b forces and two separate War flared into
left Europe and Japan Chinas emerged. actual wars
in ruins. Multimedia supported mainly by
Connection the superpowers.
SE/TG 1117MC1-
1117MC2
Why It Matters Now Lesson 1: Cold War: Superpowers Face Off Why It Matters Now Why It Matters
The United States SE/TG pp. 1120–1129 China remains a Now
survived World War II Lesson Opener Communist country and a Today, Vietnam is a
undamaged, allowing The Big Idea major power in the world. Communist country,
it to become a world The opposing economic and political philosophies and Korea is split
leader. of the United States and the Soviet Union led to Lesson Enrichment into Communist and
global competition. TG p. 1129d non-Communist
Lesson Enrichment Why It Matters Now nations.
TG p. 1109d The conflicts between the United States and the Lesson Assessment
Soviet Union played a major role in reshaping the TG pp. 1135-1135a Lesson Enrichment
Lesson Assessment modern world. TG p. 1135d
TG pp. 1115-1115a
Lesson Enrichment
TG p. 1119b Lesson Assessment
TG pp. 1143-1143a
Lesson Assessment
TG pp. 1129–1129a
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WEEK Lesson 4: The Cold Lesson 5: The Cold Module 29 Close Module 30: The Colonies Become New Lesson 2: Southeast
32 War Divides the War Thaws Nations Asian Nations Gain
World SE/TG pp. 1151–1157 DBI, Parts 1 & 2 Essential Question Independence
SE/TG pp. 1144- SE/TG p. 1160 SE/TG pp. 1175–1185
1151 Lesson Opener
The Big Idea Essential Question Video Lesson Opener
Essay SE/TG p. 1160
Lesson Opener The Cold War began to The Big Idea
The Big Idea thaw as the Timeline Former colonies in
The superpowers superpowers entered an Module Assessment SE/TG p. 1161 Southeast Asia worked to
supported opposing era of uneasy TG pp. 1158–1519b build new governments
sides in Latin diplomacy and economies
American and Middle Multimedia
Eastern conflicts. Connection
SE/TG pp. 1159MC1-
1159MC2
Why It Matters Why It Matters Now Lesson 1: The Indian Subcontinent Achieves Why It Matters Now
Now The United States and Freedom The power and influence
Many of these areas the countries of the SE/TG pp. 1162–1174 of the Pacific Rim nations
today are troubled by former Soviet Union Lesson Opener are likely to expand
political, economic, continue to cooperate The Big Idea during the next century.
and military conflict and maintain a cautious New nations emerged from the British colony of
and crisis. peace. India. Lesson Enrichment
Why It Matters Now TG p. 1174d
Lesson Enrichment Lesson Enrichment India today is the largest democracy in the
TG p. 1143d TG p. 1151d world. Lesson Assessment
TG pp. 1185-1185a
Lesson Enrichment
Lesson Assessment Lesson Assessment
TG p. 1161b
TG pp. 1151-1151a TG pp. 1157-1157a
Lesson Assessment
TG pp. 1174-1174a
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WEEK Lesson 3: New Nations Lesson 4: Conflicts in Lesson 5: Central Asia Module 30 Close Module 31: Struggles for Democracy
33 in Africa the Middle East Struggles
Essential Question
SE/TG pp. 1186–1193 SE/TG pp. 1194–1203 SE/TG pp. 1204–1209 DBI, Parts 1 & 2 SE/TG p. 1212
Lesson Opener Lesson Opener Lesson Opener Video
The Big Idea The Big Idea The Big Idea Essential Question SE/TG p. 1212
After World War II, Division of the Palestine Lands controlled or Essay Timeline
African leaders threw off Mandate after World influenced by the Soviet SE/TG p. 1213
colonial rule and created War II made the Middle Union struggle with the Module Assessment
independent countries. East a hotbed of challenges of establishing TG pp. 1210–1211b
competing nationalist new nations.
movements.
Why It Matters Now Why It Matters Now Why It Matters Now Lesson 1: Democracy: Case Study: Latin
Today, many of those The Arab-Israeli conflict The security issues in American Democracies
independent countries are is one of several these nations pose a SE/TG pp. 1214–1226
engaged in building conflicts in the region threat to world peace and Lesson Opener
political and economic today. security. The Big Idea
stability. In Latin America, economic problems and
Lesson Enrichment Lesson Enrichment authoritarian rule delayed democracy.
Lesson Enrichment TG p. 1193d TG p. 1203d Why It Matters Now
TG p. 1185d By the mid-1990s, almost all Latin
Lesson Assessment Lesson Assessment American nations had democratic
Lesson Assessment TG pp. 1203-1203a TG pp. 1209-1209a governments
TG pp. 1193-1193a
Lesson Enrichment
TG p. 1213b
Lesson Assessment
TG pp. 1226–1226b
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WEEK Lesson 2: The Challenge Lesson 3: The Collapse of Lesson 4: Changes in Central Lesson 5: China: Reform Module 31 Close
34 of Democracy in Africa the Soviet Union and Eastern Europe and Reaction
SE/TG pp. 1227–1234 SE/TG pp. 1235–1242 SE/TG pp. 1243–1252 SE/TG pp. 1253–1261 DBI, Parts 1 & 2
Lesson Opener Lesson Opener Lesson Opener Lesson Opener
The Big Idea The Big Idea The Big Idea The Big Idea Essential Question Essay
As the recent histories of Democratic reforms brought Changes in the Soviet Union In response to contact with
Nigeria and South Africa important changes to the led to changes throughout the West, China’s Module Assessment
show, ethnic and racial Soviet Union. Central and Eastern Europe. government has TG pp. 1262–1263b
conflicts can hinder experimented with
democracy. capitalism but has rejected
calls for democracy.
Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
In 1996, as Nigeria Russia continues to struggle Many Eastern European After the 1997 death of
struggled with to establish democracy. nations that overthrew Chinese leader Deng
democracy, South Africa communist governments are Xiaoping, President Jiang
adopted a bill of rights Lesson Enrichment still struggling with reform. Zemin seemed to be
that promotes racial TG p. 1234d continuing Deng’s
equality. Lesson Enrichment policies.
Lesson Assessment TG p. 1242d
Lesson Enrichment TG pp. 1242-1242b Lesson Enrichment
TG p. 1226d Lesson Assessment TG p. 1252d
TG pp. 1252-1252a
Lesson Assessment Lesson Assessment
TG pp. 1234-1234b TG pp. 1259, 1261a
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WEEK Module 32: Global Interdependence Lesson 2: Global Lesson 3: Global Lesson 4: Lesson 5: Environmental
35 Economic Security Issues Terrorism: Case Challenges
Essential Question
SE/TG p. 1264 Development SE/TG pp. 1284–1294 Study: September SE/TG pp. 1305–1318
SE/TG pp. 1272– 11, 2001
Video 1283 Lesson Opener SE/TG pp. 1295– Lesson Opener
SE/TG p. 1264 The Big Idea 1304 The Big Idea
Timeline Lesson Opener Since 1945, nations Technology, population
SE/TG p. 1265 The Big Idea have used collective Lesson Opener growth, and
The economies of the security efforts to solve The Big Idea industrialization have
world’s nations are so problems. Terrorism threatens created environmental
tightly linked that the the safety of people challenges that affect the
actions of one nation all over the world. entire world.
affect others
Lesson 1: Science and Technology Transform Why It Matters Why It Matters Now Why It Matters Why It Matters Now
Life Now Personal security of the Now Failure to solve
SE/TG pp. 1266–1271 Every individual is people of the world is People and nations environmental problems
Lesson Opener affected by the global tied to security within must work together will threaten the health of
The Big Idea economy and the and between nations. against the dangers the planet.
Advances in technology after World War II led to environment posed by terrorism.
increased global interaction and improved quality Lesson Enrichment Lesson Enrichment
of life. Lesson Enrichment TG p. 1283d Lesson Enrichment TG p. 1304d
Why It Matters Now TG p. 1271d TG p. 1294d
Advances in science and technology affect the Lesson Assessment Lesson Assessment
lives of people around the world. Lesson Assessment TG pp. 1294-1294b Lesson Assessment TG pp. 1318-1318b
TG pp. 1283-1283b TG pp. 1304-1304b
Lesson Enrichment
TG p. 1265b
Lesson Assessment
TG pp. 1271-1271a
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WEEK Lesson 5: Environmental Lesson 6: Cultures Blend Module 32 Close BENCHMARK End of Year Assessment
36 Challenges in a Global Age ASSESSMENT 4
SE/TG pp. 1305–1318 SE/TG pp. 1319–1325 DBI, Parts 1 & 2
Lesson Opener Lesson Opener
The Big Idea The Big Idea Essential Question Essay
Technology, population Technology has increased
growth, and contact among the world’s Module Assessment
industrialization have people, changing their TG pp. 1326–1327b
created environmental cultures.
challenges that affect the World Religions and
entire world. Ethical System Print
Assessment
TG p. 1327c
Why It Matters Now Why It Matters Now
Failure to solve Globalization of culture has
environmental problems changed the ways people
will threaten the health of live, their perceptions, and
the planet. their interactions.
Lesson Enrichment Lesson Enrichment
TG p. 1304d TG p. 1318d
Lesson Assessment Lesson Assessment
TG pp. 1318-1318b TG pp. 1325-1325a
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World History
Pacing Guide
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WEEK Course Module 1: The Beginnings of World Lesson 2: Human Lesson 3: Humans Try to Control Nature Module 1 Close
1 Introduction History Origins in Africa SE/TG pp. 22–28
Essential Question SE/TG pp. 11–21 Lesson Opener DBI, Parts 1 & 2
Explore SE/TG p. 2 The Big Idea
Online Lesson Opener The development of agriculture caused an
Video The Big Idea increase in population and the growth of a Essential Question
SE pp. H2–H5
SE/TG p. 2 settled way of life. Essay
Fossil evidence shows
Timeline that the earliest humans Why It Matters Now
SE/TG p. 3 originated in Africa and Module Assessment
New methods for obtaining food and the
spread across the globe. development of technology laid the TG pp. 34-35b
foundations for modern civilizations.
Lesson Enrichment
TG p. 21d
Lesson Assessment
TG pp. 28–28a
Lesson 1: The Study of World Why It Matters Now Lesson 4: Neolithic Cultures
History The study of early SE/TG pp. 29–33
SE/TG pp. 4–10 human remains and Lesson Opener
Lesson Opener artifacts helps in The Big Idea
The Big Idea understanding our place Early cultures that did not form advanced
The study and our understanding of in human history. civilizations have contributed greatly to our
world history are affected by place and understanding of the past.
time and are constantly changing. Lesson Enrichment Why It Matters Now
Why It Matters Now TG p. 10d New discoveries made about cultures from
As new discoveries and technological the Neolithic Age help us better understand
advancements are made, what we learn Lesson Assessment the development of cultures from the past to
and understand about world history can TG pp. 19, 21a the present.
change.
Lesson Enrichment
Lesson Enrichment TG p. 28d
TG p. 3b
Lesson Assessment
Lesson Assessment TG pp. 33–33a
TG pp. 10–10a
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WEEK Module 2: Early Lesson 1: Civilization Lesson 3: Pyramids on the Lesson 4: Planned Cities Lesson 5: River Dynasties in
2 River Valley SE/TG pp. 38–43 Nile on the Indus China
Civilizations SE/TG pp. 51–61 SE/TG pp. 62–69 SE/TG pp. 70–77
Lesson Opener
The Big Idea Lesson Opener
Essential Question Lesson Opener Lesson Opener
Prosperous farming villages, food The Big Idea
The Big Idea
SE/TG p. 36 surpluses, and new technology led to The Big Idea The early rulers introduced ideas
the rise of civilizations. Using mathematical
The first Indian about government and society
knowledge and engineering
Video Why It Matters Now civilization built well- that shaped Chinese civilization.
skills, Egyptians built
SE/TG p. 36 Contemporary civilizations share the planned cities on the
magnificent monuments to Why It Matters Now
same characteristics typical of ancient banks of the Indus River.
honor dead rulers. The culture that took root during
civilizations
Timeline ancient times still affects Chinese
SE/TG p. 37 Lesson Enrichment ways of life today.
TG p. 37b
Lesson Enrichment
TG p. 47b
Lesson Assessment
TG pp. 43–43a
Lesson Assessment
TG pp. 77–77a
Lesson 2: City-States in Why It Matters Now Why It Matters Now Module 2 Close
Mesopotamia Many of the monuments The culture of India today
SE/TG pp. 44–50 built by the Egyptians stand has its roots in the DBI, Parts 1 & 2
as a testament to their civilization of the early Essential Question Essay
Lesson Opener
ancient civilization. Indus cities.
The Big Idea
Module Assessment
The earliest civilization in Asia arose
Lesson Enrichment Lesson Enrichment TG pp. 78–79b
in Mesopotamia and organized into
city-states. TG p. 50d TG p. 61d
Why It Matters Now Lesson Assessment Lesson Assessment
The development of this civilization TG pp. 59, 61a TG pp. 69–69a
reflects a settlement pattern that has
occurred repeatedly throughout
history.
Lesson Enrichment
TG p. 43d
Lesson Assessment
TG pp. 50–50a
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WEEK Module 3: People and Ideas on the Move Lesson 2: The Origins of Hinduism Lesson 4: Seafaring Lesson 5: The Module 2
3 SE/TG pp. 88–92 Traders Origins of Judaism Close
Essential Question
SE/TG p. 80 Lesson Opener
SE/TG pp. 99–104 SE/TG pp. 105–113
Video The Big Idea DBI, Parts 1
SE/TG p. 80 The first permanent English settlement in Lesson Opener Lesson Opener &2
North America was founded at Jamestown, The Big Idea The Big Idea
Timeline Virginia, in 1607.
SE/TG p. 81 As people migrated As people migrated Essential
Why It Matters Now around the world, they around the world, they Question
English colonies in Virginia developed into learned to adapt to learned to adapt to Essay
the present states of the southern United new environments. new environments.
States. Module
Lesson Enrichment Assessment
TG p. 87d TG pp. 114–
115b
Lesson Assessment
TG pp. 92–92a
Lesson 1: The Indo-Europeans Lesson 3: The Origins of Buddhism Why It Matters Now Why It Matters Now
SE/TG pp. 82–87 SE/TG pp. 93–98 Ancient customs and Ancient customs and
Lesson Opener patterns of patterns of
Lesson Opener
The Big Idea immigration immigration
The Big Idea have always shaped have always shaped
In ancient times, migrating peoples settled
The first permanent English settlement in
the Americas. Their descendants and continue to shape and continue to shape
North America was founded at Jamestown,
developed diverse Native American American history. American history.
Virginia, in 1607.
cultures in varied landscapes.
Why It Matters Now Lesson Enrichment Lesson Enrichment
Why It Matters Now
Modern African Americans have strong English colonies in Virginia developed into TG p. 98d TG p. 104d
the present states of the southern United
ancestral ties to the people of West Africa.
States. Lesson Assessment Lesson Assessment
Lesson Enrichment
Lesson Enrichment TG pp. 104–104a TG pp. 113–113a
TG p. 81b
TG p. 82d
Lesson Assessment
TG pp. 87–87a Lesson Assessment
TG pp. 98–98a
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WEEK Module 4: First Empires in Africa Lesson 2: The Assyrian Empire Lesson 4: The Module 4 Module 5: Classical Greece
4 and Asia SE/TG pp. 126–130 Unification of China Close
Essential Question
Essential Question Lesson Opener
SE/TG pp. 137–143 SE/TG p. 146
SE/TG p. 116 The Big Idea DBI, Parts 1 Video
Video Assyria developed a military machine Lesson Opener &2 SE/TG p. 146
SE/TG p. 116 and established a well-organized The Big Idea
administration. Timeline
Timeline The social disorder of Essential SE/TG p. 147
SE/TG p. 117 Why It Matters Now the warring states Question
Some leaders still use military force to contributed to the Essay
extend their rule, stamp out opposition, development of three
and gain wealth and power. Chinese ethical Module
Lesson Enrichment systems. Assessment
TG p. 125d TG pp. 144–
145b
Lesson Assessment
TG pp. 130–130a
Lesson 1: The Egyptian and Lesson 3: The Persian Empire Why It Matters Now Lesson 1: Cultures of the
Nubian Empires SE/TG pp. 131–136 The people, events, Mountains and the Sea
SE/TG pp. 118–125 and ideas that shaped SE/TG pp. 148–152
Lesson Opener
Lesson Opener China’s early history Lesson Opener
The Big Idea continue to influence
The Big Idea The Big Idea
By governing with tolerance and
Two empires along the Nile—Egypt China’s role in today’s The roots of Greek culture are based
wisdom, the Persians established a
and Nubia—forged commercial, world. on interaction of the Mycenaean,
well-ordered empire that lasted for 200
cultural, and political connections. Minoan, and Dorian cultures.
years.
Why It Matters Now Lesson Enrichment Why It Matters Now
Why It Matters Now TG p. 136d
Neighboring civilizations today The seeds of much of Western
Leaders today try to follow the Persian
participate in cultural exchange as cultural heritage were planted
example of tolerance and wise
well as conflict. Lesson Assessment during this time period.
government.
Lesson Enrichment TG pp. 143–143a Lesson Enrichment
Lesson Enrichment
TG p. 117b TG p. 147b
TG p. 130d
Lesson Assessment Lesson Assessment
TG pp. 125–125a Lesson Assessment TG pp. 152–152a
TG pp. 136–136a
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WEEK Lesson 2: Warring Lesson 3: Democracy and Greece's Golden Lesson 5: Alexander Lesson 6: Hellenistic Module 2 Close
5 City-States Age the Great Culture
SE/TG pp. 153–162 SE/TG pp. 163–167 SE/TG pp. 176–181 SE/TG pp. 182–187 DBI, Parts 1 & 2
Lesson Opener
Lesson Opener The Big Idea Lesson Opener Lesson Opener Essential Question
The Big Idea Democratic principles flourished during The Big Idea The Big Idea Essay
Greece’s golden age.
The growth of city-states Alexander the Great Hellenistic culture, a
in Greece led to the Why It Matters Now conquered Persia and blend of Greek and Module Assessment
development of several The democratic principles set forth during Egypt and extended his other influences, TG pp. 188–189b
political systems, Greece’s golden age are the foundation for empire to the Indus flourished throughout
including democracy. modern democracies, including the United River in northwest India. Greece, Egypt, and
States. Asia.
Lesson Enrichment
TG p. 162d
Lesson Assessment
TG pp. 167–167a
Why It Matters Now Lesson 4: Achievements of Greek Culture Why It Matters Now Why It Matters Now
Many political systems SE/TG pp. 168–175 Alexander’s empire Western civilization
in today’s world mirror extended across an area today continues to be
Lesson Opener
the varied forms of that today consists of influenced by diverse
government that evolved The Big Idea many nations and cultures.
Classical culture flourished during Greece’s
in Greece . diverse cultures.
golden age.
Lesson Enrichment
Lesson Enrichment Why It Matters Now Lesson Enrichment TG p. 181d
TG p. 152d At its height, Greece set lasting standards in art, TG p. 175d
politics, literature, and philosophy that are still Lesson Assessment
Lesson Assessment influential today. Lesson Assessment TG pp. 187–187a
TG pp. 162–162a Lesson Enrichment TG pp. 181–181a
TG p. 167d
Lesson Assessment
TG pp. 175–175a
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WEEK Module 6: The Roman World and Lesson 2: The Lesson 3: Life in the Lesson 4: The Origins of Lesson 6: Rome and
6 Early Christianity Roman Empire Roman Empire Christianity the Roots of Western
SE/TG pp. 176–181 SE/TG pp. 182–187 SE/TG pp. 126–130 Civilization
Essential Question
SE/TG p. 190 Lesson Opener SE/TG pp. 176–181
Video Lesson Opener Lesson Opener The Big Idea
SE/TG p. 190 The Big Idea The Big Idea Assyria developed a military Lesson Opener
machine and established a well- The Big Idea
Timeline Alexander the Great Hellenistic culture, a
organized administration.
SE/TG p. 191 conquered Persia and blend of Greek and other Alexander the Great
Egypt and extended influences, flourished Why It Matters Now conquered Persia and
his empire to the Indus throughout Greece, Some leaders still use military Egypt and extended his
River in northwest Egypt, and Asia. force to extend their rule, stamp empire to the Indus
India. out opposition, and gain wealth River in northwest India.
and power.
Lesson Enrichment
TG p. 125d
Lesson Assessment
TG pp. 130–130a
Lesson 1: The Roman Republic Why It Matters Now Why It Matters Now Lesson 5: The Fall of the Why It Matters Now
SE/TG pp. 148–152 Alexander’s empire Western civilization Roman Empire Alexander’s empire
Lesson Opener extended across an today continues to be SE/TG pp. 131–136 extended across an area
The Big Idea area that today influenced by diverse that today consists of
Lesson Opener
The early Romans established a consists of many cultures. many nations and
republic, which grew powerful and The Big Idea
nations and diverse diverse cultures.
spread its influence. By governing with tolerance and
cultures. Lesson Enrichment wisdom, the Persians established
TG p. 181d a well-ordered empire that lasted Lesson Enrichment
Why It Matters Now Lesson Enrichment TG p. 175d
Some of the most fundamental values Why It Matters Now
TG p. 175d Lesson Assessment
and institutions of Western Leaders today try to follow the
civilization began in the Roman TG pp. 187–187a Lesson Assessment
Lesson Assessment Persian example of tolerance and TG pp. 181–181a
Republic. wise government.
TG pp. 181–181a
Lesson Enrichment Lesson Enrichment
TG p. 147bb TG p. 130d
Lesson Assessment Lesson Assessment
TG pp. 152–152a TG pp. 136–136a
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WEEK Module 6 Close Module 7: India and China Establish Empires Lesson 2: Trade Lesson 3: Han Module 7 Close
7 Spreads Indian Emperors in China
Essential Question
DBI, Parts 1 & 2 SE/TG p. 240 Religions and Culture SE/TG pp. 256–265 DBI, Parts 1 & 2
SE/TG pp. 248–255
Video
Essential Question SE/TG p. 240 Lesson Opener Essential Question
Essay Lesson Opener The Big Idea Essay
Timeline
SE/TG p. 241 The Big Idea The Han Dynasty
Module Assessment Indian religions, expanded China’s Module
TG pp. 188–189b culture, and science borders and developed a Assessment
evolved and spread to system of government TG pp. 266–267b
other regions through that lasted for centuries.
trade.
Lesson 1: India's First Empires Why It Matters Now Why It Matters Now Multimedia
SE/TG pp. 242–247 The influence of Indian The pattern of a strong Connections
Lesson Opener culture and religions is central government has
The Big Idea very evident throughout remained a permanent TG/SE pp.
The Mauryas and the Guptas established empires, South Asia today. part of Chinese life. 267MC1-267MC2
but neither unified India permanently.
Why It Matters Now Lesson Enrichment Lesson Enrichment
The diversity of peoples, cultures, beliefs, and TG p. 247d TG p. 255b
languages in India continues to pose challenges to
Indian unity today. Lesson Assessment Lesson Assessment
Lesson Enrichment TG pp. 253-254 TG pp. 265–265a
TG p. 241b
Lesson Assessment
TG pp. 247-247a
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WEEK Module 8: The Muslim World Lesson 2: Islam Lesson 3: Muslim Lesson 4: The Ottomans Build a Module 8 Close
8 Expands Culture Vast Empire
Essential Question
SE/TG pp. 278–283 SE/TG pp. 284–292 SE/TG pp. 293–300
SE/TG p. 2686 DBI, Parts 1 & 2
Video Lesson Opener
SE/TG p. 268 Lesson Opener Lesson Opener The Big Idea Essential Question
The Big Idea The Big Idea The Ottomans established a Essay
Timeline Muslim empire that combined
SE/TG p. 269 In spite of internal Muslims combined and
many cultures and lasted for more
conflicts, the Muslims preserved the traditions than 600 years. Module Assessment
created a huge empire of many peoples and TG pp. 306-307b
Why It Matters Now
that included lands on also advanced learning Many modern societies, from
three continents. in a variety of areas. Algeria to Turkey, had their origins
under Ottoman rule.
Lesson Enrichment
TG p. 292d
Lesson Assessment
TG pp. 300–300a
Lesson 1: The Rise of Islam Why It Matters Now Why It Matters Now Lesson 5: Cultural Blending:
SE/TG pp. 270–277 Muslims’ influence on Many of the ideas Case Study: The Safavid Empire
Lesson Opener three continents developed during this SE/TG pp. 301–305
The Big Idea produced cultural time became the basis
Lesson Opener
Muhammad unified the Arab people blending that has of today’s scientific and
both politically and through the The Big Idea
continued into the academic disciplines.
religion of Islam. The Safavid Empire produced a
modern world. rich and complex blended culture
Why It Matters Now Lesson Enrichment in Persia.
As the world’s fastest-growing major Lesson Enrichment TG p. 283d Why It Matters Now
religion, Islam has a strong impact on TG p. 277d Modern Iran, which plays a key
the lives of millions today. Lesson Assessment role in global politics, descended
Lesson Enrichment Lesson Assessment TG pp. 292–292a from the culturally diverse Safavid
TG p. 269b TG pp. 283–283a Empire.
Lesson Enrichment
Lesson Assessment TG p. 300d
TG pp. 277–277a
Lesson Assessment
TG pp. 305–305a
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WEEK BENCHMARK Module 9: Empires in East Asia Lesson 2: The Lesson 3: Korean Lesson 4: Feudal Powers in Japan
9 ASSESSMENT 1 Mongols Dynasties SE/TG pp. 334-339
Essential Question
SE/TG p. 308 SE/TG pp. 320-329 SE/TG pp. 330–333 Lesson Opener
The Big Idea
Video Lesson Opener Lesson Opener Japanese civilization was shaped by cultural
SE/TG p. 308 The Big Idea The Big Idea borrowing from China and the rise of feudalism
Timeline The Mongols, a The Koreans adapted and military rulers.
SE/TG p. 309 nomadic people from Chinese culture to fit Why It Matters Now
the steppe, conquered their own needs but An openness to adapting innovations from other
settled societies across maintained a distinct cultures is still a hallmark of Japanese society.
much of Asia and way of life. Lesson Enrichment
established the Yuan TG p. 333d
Dynasty to rule China.
Lesson Assessment
TG pp. 339-339a
Lesson 1: Tang and Song China Why It Matters Now Why It Matters Now Lesson 5: Kingdoms of Southeast Asia
SE/TG pp. 310–319 The Mongols built the Korea’s interactions SE/TG pp. 340-343
Lesson Opener largest unified land with China and Japan Lesson Opener
The Big Idea empire in world helped spread The Big Idea
During the Tang and Song history and helped Buddhism and Several smaller kingdoms prospered in Southeast
dynasties, China experienced an spread Chinese ideas Confucianism, which Asia, a region culturally influenced by China and
era of prosperity and to the West by remain important India.
technological innovation. encouraging trade. beliefs in East Asia Why It Matters Now
Why It Matters Now
The cultures of China and India still influence
Chinese inventions from this Lesson Enrichment Lesson Enrichment Southeast Asia today.
period, such as printing, TG p. 319b TG p. 329d
gunpowder, and the compass, Lesson Enrichment
changed history. TG p. 339d
Lesson Enrichment Lesson Assessment Lesson Assessment
TG p. 309b TG pp. 329-329b TG pp. 333-333a Lesson Assessment
TG pp. 343-343a
Lesson Assessment
TG pp. 317-317a
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WEEK Module 9 Close Module 10: The Early Middle Ages Lesson 2: Early Lesson 3: Lesson 4: Feudalism
10 Russia Charlemagne Unites amd Manorialism
Essential Question
DBI, Parts 1 & 2 SE/TG p. 346 SE/TG pp. 357-363 Germanic Kingdoms SE/TG pp. 374–380
SE/TG pp. 366–373
Video Lesson Opener Lesson Opener
Essential Question Essay SE/TG p. 346 The Big Idea Lesson Opener The Big Idea
Timeline Russia grew out of a The Big Idea Feudalism, a political
Module Assessment SE/TG p. 347 blending of Slavic and Many Germanic and economic system
TG pp. 344-345b Byzantine cultures and kingdoms that based on landholding
adopted Eastern succeeded the Roman and protective
Multimedia Connections Orthodox traditions. Empire were reunited alliances, emerges in
TG/SE pp. 345MC1- under Charlemagne’s Europe.
345MC2 empire.
Lesson 1: The Byzantine Empire Why It Matters Now Why It Matters Now Why It Matters Now
SE/TG pp. 348–356 Early Russia was Charlemagne spread The rights and duties of
Lesson Opener separated from the Christian civilization feudal relationships
The Big Idea West, leading to a through Northern helped shape today’s
After Rome split, the Eastern Empire, known difference in culture Europe, where it had a forms of representative
as Byzantium, flourished for a thousand that still exists today. permanent impact. government.
years.
Why It Matters Now Lesson Enrichment Lesson Enrichment Lesson Enrichment
Byzantine culture deeply influenced TG p. 356d TG p. 365b TG p. 373d
Orthodox Christianity, a major branch of
modern Christianity. Lesson Assessment Lesson Assessment Lesson Assessment
TG pp. 363-363a TG pp. 373-373a TG pp. 380-380a
Lesson Enrichment
TG p. 347b
Lesson Assessment
TG pp. 356-356a
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WEEK Lesson 5: Society in Module 10 Close Module 11: Church and Society in Western Lesson 2: Church Lesson 3: Changes in
11 the Feudal Era Europe Reform and the Medieval Society
SE/TG pp. 381–387 DBI, Parts 1 & 2 Essential Question Crusades SE/TG pp. 408–415
SE/TG p. 390 SE/TG pp. 397-407
Lesson Opener Lesson Opener
The Big Idea Essential Question Video Lesson Opener The Big Idea
Essay SE/TG p. 390
The code of chivalry The Big Idea The feudal system
for knights glorified Timeline The Catholic Church declined as agriculture,
both combat and Module Assessment SE/TG p. 391 underwent reform and trade, finance, towns,
romantic love. TG pp. 388-389b launched Crusades and universities
against Muslims. developed.
Why It Matters Now Lesson 1: The Power of the Church Why It Matters Now Why It Matters Now
The code of chivalry SE/TG pp. 392-397 The Crusades left a The changes in the
has shaped modern Lesson Opener legacy of distrust Middle Ages laid the
ideas of romance in The Big Idea between Christians and foundations for modern
Western cultures. Church leaders and political leaders competed for Muslims that continues Europe.
power and authority. to the present.
Lesson Enrichment Why It Matters Now Lesson Enrichment
TG p. 380d Today many religious leaders still voice their Lesson Enrichment TG p. 407d
opinions on political issues. TG p. 397d
Lesson Assessment Lesson Assessment
TG pp. 387-387a Lesson Enrichment Lesson Assessment TG pp. 415-415a
TG p. 391b
TG pp. 407-407a
Lesson Assessment
TG pp. 397-397a
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WEEK Lesson 4: England Lesson 5: Troubles of Module 11 Close Module 12: Societies and Empires of Lesson 2: Migration: Case Study:
12 and France Develop the 14th Century Africa Bantu-Speaking Peoples
SE/TG pp. 416–421 SE/TG pp. 422–429 SE/TG pp. 444–449
DBI, Parts 1 & 2 Essential Question
SE/TG p. 432 Lesson Opener
Lesson Opener Lesson Opener The Big Idea
The Big Idea The Big Idea Essential Question Video Relocation of large numbers of Bantu-
Essay SE/TG p. 432 speaking people brings cultural diffusion
As the kingdoms of In the 1300s, Europe
England and France was torn apart by Timeline and change to southern Africa.
began to develop into religious strife, Module Assessment SE/TG p. 433
Why It Matters Now
nations, certain famine, the bubonic TG pp. 430–431b Migration continues to shape the modern
democratic traditions plague, and the Multimedia world.
evolved. Hundred Years’ War. Connection Lesson Enrichment
TG p. 443d
SE/TG pp. 431MC1-
431MC2 Lesson Assessment
TG pp. 449-449a
Why It Matters Now Why It Matters Now Lesson 1: Diverse Societies in Africa Lesson 3: The Kingdom of Aksum
Modern concepts of Events of the 1300s SE/TG pp. 434–443 SE/TG pp. 450–455
jury trials, common led to a change in Lesson Opener Lesson Opener
law, and legal rights attitudes toward The Big Idea The Big Idea
developed during this religion and the state, African peoples developed diverse The kingdom of Aksum became an
period. a change reflected in societies as they adapted to varied international trading power and adopted
modern attitudes. environments. Christianity
Lesson Enrichment Why It Matters Now
TG p. 415d Lesson Enrichment Why It Matters Now
Ancient Aksum, which is in modern-day
TG p. 421d Differences among modern societies
Ethiopia, is still a center of the Ethiopian
Lesson Assessment are also based on people’s interactions
Orthodox Christian Church
with their environments.
TG pp. 421-421a Lesson Assessment
Lesson Enrichment
TG pp. 429-429a Lesson Enrichment
TG p. 449d
TG p. 433b
Lesson Assessment
Lesson Assessment
TG pp. 455-455a
TG pp. 443–443a
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WEEK Lesson 4: North and Lesson 4: North and Lesson 5: Eastern Module 12 Close Module 13: People and Empires in
13 West African West African City-States and the Americas
Civilizations Civilizations Southern Empires DBI, Parts 1 & 2 Essential Question
SE/TG pp. 456-469 SE/TG pp. 456-469 SE/TG pp. 472-479 SE/TG p. 482
Lesson Opener Lesson Opener Lesson Opener Essential Question Essay Video
SE/TG p. 482
The Big Idea The Big Idea The Big Idea
North and West Africa North and West Africa African city-states Module Assessment Timeline
contained several rich contained several rich and empires gained TG pp. 480-481b SE/TG p. 483
and powerful states, and powerful states, wealth through
including Muslim including Muslim developing and
states in the north and states in the north trading resources.
Ghana, Mali, and and Ghana, Mali, and
Songhai in the west. Songhai in the west.
Why It Matters Now Why It Matters Now Why It Matters Lesson 1: The Earliest Americans
These civilizations These civilizations Now SE/TG pp. 483–489
demonstrate the demonstrate the The country of Lesson Opener
richness of African richness of African Zimbabwe and cities The Big Idea
culture before culture before such as Mogadishu The cultures of the first Americans,
European European and Mombasa have including social organization,
colonization. colonization. their roots in this time developed in ways similar to other
period. early cultures.
Lesson Enrichment Lesson Enrichment Why It Matters Now
TG p. 455d TG p. 455d Lesson Enrichment The Americas’ first inhabitants
TG p. 471b developed the basis for later American
civilizations.
Lesson Assessment Lesson Assessment
TG pp. 469-469a TG pp. 469-469a Lesson Assessment Lesson Enrichment
TG pp. 479-479a TG p. 483b
Lesson Assessment
TG pp. 489–489a
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WEEK Lesson 2: Early Lesson 3: Early Civilizations of the Andes Lesson 5: Maya Kings Lesson 6: The Aztecs Lesson 7: The Inca
14 Mesoamerican SE/TG pp. 498–502 and Cities Control Central Create a Mountain
Civilizations Lesson Opener SE/TG pp. 509–515 Mexico Empire
SE/TG pp. 490-497 The Big Idea SE/TG pp. 516–524 SE/TG pp. 525–533
In the Andes Mountains, various groups created Lesson Opener
Lesson Opener flourishing civilizations. The Big Idea Lesson Opener Lesson Opener
The Big Idea Why It Matters Now The Maya developed a The Big Idea The Big Idea
The Olmec created the Like the early Andean civilizations, people today highly complex Through alliances and The Inca built a vast
Americas’ first must adapt to their environment in order to civilization based on conquest, the Aztecs empire supported by
civilization, which in survive. city-states and created a powerful taxes, governed by a
turn influenced later Lesson Enrichment elaborate religious empire in Mexico. bureaucracy, and
civilizations. TG p. 497d practices. linked by extensive
road systems.
Lesson Assessment
TG pp. 502-502a
Why It Matters Now Lesson 4: North American Societies Why It Matters Now Why It Matters Now Why It Matters Now
Later American SE/TG pp. 503–508 Descendants of the This time period saw The Incan system of
civilizations relied on Lesson Opener Maya still occupy the the origins of one of the government was
the technology and The Big Idea same territory. 20th century’s most similar to some
achievements of Complex North American societies were linked to populous cities, Mexico socialist governments
earlier cultures to each other through culture and economics. Lesson Enrichment City. in the 20th century.
make advances. Why It Matters Now TG p. 508d
Traditions and ideas from these cultures became Lesson Enrichment Lesson Enrichment
Lesson Enrichment part of the cultures of North America. Lesson Assessment TG p. 515b TG p. 524d
TG p. 489d Lesson Enrichment TG pp. 513-513a
TG p. 502d Lesson Assessment Lesson Assessment
Lesson Assessment TG pp. 524-524a TG pp. 531-531a
TG pp. 495-495b Lesson Assessment
TG pp. 508-508a
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WEEK Module 13 Close Module 14: The Renaissance Lesson 2: The Italian Lesson 3: The Lesson 4:
15 Renaissance Northern Renaissance
Essential Question
DBI, Parts 1 & 2 SE/TG p. 536 SE/TG pp. 546-551 Renaissance Achievements
SE/TG pp. 554–561 SE/TG pp. 562–565
Video Lesson Opener
Essential Question SE/TG p. 536 The Big Idea Lesson Opener Lesson Opener
Essay Timeline The Italian Renaissance The Big Idea The Big Idea
SE/TG p. 537 was a rediscovery of In the 1400s, the ideas The Renaissance was
Module Assessment learning that produced of the Italian a period of striking
TG pp. 534-535b many great works of art Renaissance began to achievements in many
and literature. spread to northern areas.
Multimedia Europe.
Connection
SE/TG pp. 535MC1-
535MC2
Lesson 1: Birth of the Renaissance Why It Matters Now Why It Matters Now Why It Matters Now
SE/TG pp. 538–545 Renaissance art and Renaissance ideas The achievements of
Lesson Opener literature still influence such as the importance Renaissance artists,
The Big Idea modern thought and of the individual are writers, scientists, and
The Renaissance was a rebirth of learning and art. modern art. an important part of thinkers continue to
modern thought. affect people around
Why It Matters Now
Lesson Enrichment the world today.
Renaissance art and ideas still influence thought
today. TG p. 545d Lesson Enrichment
TG p. 553b Lesson Enrichment
Lesson Enrichment Lesson Assessment TG p. 561b
TG p. 537b TG pp. 551-551a Lesson Assessment
TG pp. 559-559a Lesson Assessment
Lesson Assessment
TG pp. 545-545a TG pp. 565-565a
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WEEK Module 14 Close Module 15: Reformation and Upheaval Lesson 2: The Reformation Continues Lesson 4: Social Module 15 Close
16 SE/TG pp. 579–584 Unrest
Essential Question
DBI, Parts 1 & 2 SE/TG p. 568 Lesson Opener SE/TG pp. 590–593 DBI, Parts 1 & 2
The Big Idea
Video Protestant reformers were divided over Lesson Opener
Essential Question SE/TG p. 568 beliefs, and split into several new The Big Idea Essential Question
Essay Timeline Protestant groups. The Protestant and Essay
SE/TG p. 569 Why It Matters Now Catholic Reformations
Module Many Protestant churches began during caused tremendous Module
Assessment this period. political and social Assessment
TG pp. 566-567b unrest throughout TG pp. 594–595b
Lesson Enrichment
TG p. 578d Europe.
Lesson Assessment
TG pp. 584–584a
Lesson 1: Luther Leads the Reformation Lesson 3: The Catholic Reformation Why It Matters Now
SE/TG pp. 570–578 SE/TG pp.585–589 Nation-states that rose
Lesson Opener Lesson Opener as a result of the
The Big Idea The Big Idea Protestant
Martin Luther’s protest over abuses in the The Catholic Church made reforms in Reformation became
Catholic Church led to the founding of response to the Protestant Reformation. many of the leading
Protestant churches. Why It Matters Now countries in Europe
Why It Matters Now Many Catholic schools are the result of today.
Nearly one-fifth of the Christians in reforms in the Church.
today’s world are Protestants. Lesson Enrichment
Lesson Enrichment
Lesson Enrichment TG p. 584d TG p. 589d
TG p. 569b
Lesson Assessment Lesson Assessment
Lesson Assessment TG pp. 589–589a TG pp. 593-593a
TG pp. 578–578a
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WEEK Module 16: Expansion, Lesson 2: Europeans Lesson 3: China and Lesson 3: China and Lesson 4: Spain Builds an
17 Exploration, and Encounters Explore the East Japan Reject Expansion Japan Reject Expansion American Empire
Essential Question SE/TG pp. 608–616 SE/TG pp. 617–633 SE/TG pp. 617-633 SE/TG pp. 634–643
SE/TG p. 596
Lesson Opener Lesson Opener Lesson Opener Lesson Opener
Video The Big Idea The Big Idea The Big Idea The Big Idea
SE/TG p. 596
Advances in sailing China under the Ming and China under the Ming and The voyages of Columbus
Timeline technology enabled Qing dynasties and Japan Qing dynasties and Japan prompted the Spanish to
SE/TG p. 597 Europeans to explore other under the Tokugawa regime under the Tokugawa regime establish colonies in the
parts of the world. were uninterested in were uninterested in Americas
European contact. European contact.
Lesson 1: The Mughal Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
Empire in India European exploration was China and Japan’s China and Japan’s Throughout the Americas,
SE/TG pp.598–607 an important step toward economic independence economic independence Spanish culture, language,
Lesson Opener the global interaction from the West continues from the West continues and descendants are the
The Big Idea existing in the world today. today, though China is today, though China is legacy of this period.
The Mughal Empire brought pursuing new economic ties pursuing new economic ties
Turks, Persians, and Indians Lesson Enrichment with the outside world. with the outside world. Lesson Enrichment
together in a vast empire. TG p. 607b TG p. 633d
Why It Matters Now Lesson Enrichment Lesson Enrichment
The legacy of great art and Lesson Assessment TG p. 616d TG p. 616d Lesson Assessment
deep social division left by the TG pp. 616-616a TG pp. 643-643a
Mughal Empire still Lesson Assessment Lesson Assessment
influences southern Asia. TG pp. 633-633a TG pp. 633-633a
Lesson Enrichment
TG p. 597b
Lesson Assessment
TG pp. 605–605b
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WEEK Lesson 5: European Lesson 6: The Atlantic Lesson 7: The Columbian Module 16 Close BENCHMARK
18 Nations Settle North Slave Trade Exchange and Global ASSESSMENT 2
America SE/TG pp. 651–657 Trade DBI, Parts 1 & 2
SE/TG pp. 644-650 SE/TG pp. 658-663
Lesson Opener
Lesson Opener The Big Idea Lesson Opener Essential Question Essay
The Big Idea To meet their growing labor The Big Idea
Several European nations needs, Europeans enslaved The colonization of the Module Assessment
fought for control of North millions of Africans in the Americas introduced new TG pp. 664–665b
America, and England Americas. items into the Eastern and
emerged victorious. Western hemispheress. Multimedia Connection
SE/TG pp. 665MC1-
665MC2
Why It Matters Now Why It Matters Now Why It Matters Now
The English settlers in Descendants of enslaved This global exchange of
North America left a legacy Africans represent a goods permanently changed
of law and government that significant part of the Europe, Asia, Africa, and
guides the United States Americas’ population the Americas.
today. today.
Lesson Enrichment
Lesson Enrichment Lesson Enrichment TG p. 657d
TG p. 643d TG p. 650d
Lesson Assessment
Lesson Assessment Lesson Assessment TG pp. 663-663a
TG pp. 650-650a TG pp. 657-657a
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WEEK Module 17: Absolute Lesson 2: The Reign of Lesson 3: Central Lesson 4: Absolute Rulers Lesson 5: Parliament
19 Monarchs in Europe Louis XIV European Monarchs of Russia Limits the English
Essential Question SE/TG pp. 676–685 Clash SE/TG pp. 692–699 Monarchy
SE/TG p. 666 SE/TG pp. 686–691 SE/TG pp. 700–705
Lesson Opener Lesson Opener
Video The Big Idea Lesson Opener The Big Idea Lesson Opener
SE/TG p. 666
After a century of war and The Big Idea Peter the Great made many The Big Idea
Timeline riots, France was ruled by After a period of turmoil, changes in Russia to try to Absolute rulers in England
SE/TG p. 667 Louis XIV, the most absolute monarchs ruled make it more like western were overthrown, and
powerful monarch of his Austria and the Germanic Europe. Parliament gained power.
time. state of Prussia.
Lesson 1: Spain's Empire Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
and European Absolutism Louis’s abuse of power led Prussia built a strong Many Russians today Many of the government
SE/TG pp. 668–675 to a revolution that would military tradition in debate whether to model reforms of this period
Lesson Opener inspire the call for Germany that contributed themselves on the West or contributed to the
The Big Idea democratic government in part to world wars in the to focus on traditional democratic tradition of the
During a time of religious and throughout the world. 20th century. Russian culture. United States.
economic instability, Philip II
ruled Spain with a strong Lesson Enrichment Lesson Enrichment Lesson Enrichment Lesson Enrichment
hand. TG p. 675d TG p. 685d TG p. 691d TG p. 699b
Why It Matters Now
When faced with crises, many Lesson Assessment Lesson Assessment Lesson Assessment Lesson Assessment
heads of government take on TG pp. 685-685a TG pp. 691-691a TG pp. 697-697a TG pp. 705-705a
additional economic or
political powers.
Lesson Enrichment
TG p. 667b
Lesson Assessment
TG pp. 675–675a
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WEEK Module 17 Close Module 18: Enlightenment Lesson 2: Enlightenment Lesson 3: The Lesson 4: The American
20 and Revolution Thinkers Enlightenment Spreads Revolution
DBI, Parts 1 & 2 Essential Question SE/TG pp. 718–724 SE/TG pp. 725–733 SE/TG pp. 734–741
SE/TG p. 708
Lesson Opener Lesson Opener Lesson Opener
Essential Question Essay Video The Big Idea The Big Idea The Big Idea
SE/TG p. 708
A revolution in intellectual Enlightenment ideas spread Enlightenment ideas helped
Module Assessment Timeline activity changed through the Western world spur the American colonies
TG pp. 706–707b SE/TG p. 709 Europeans’ view of and profoundly influenced to shed British rule and
government and society the arts and government. create a new nation.
Lesson 1: The Scientific Why It Matters Now Why It Matters Now Why It Matters Now
Revolution The various freedoms An “enlightened” problem- The revolution created a
SE/TG pp. 710–717 enjoyed in many countries solving approach to republic, the United States
Lesson Opener today are a result of government and society of America, that became a
The Big Idea Enlightenment thinking. prevails in modern model for many nations of
In the mid-1500s, scientists civilization today. the world.
began to question accepted Lesson Enrichment
beliefs and make new theories TG p. 717d Lesson Enrichment Lesson Enrichment
based on experimentation. TG p. 724d TG p. 733d
Why It Matters Now Lesson Assessment
Such questioning led to the TG pp. 724-724a Lesson Assessment Lesson Assessment
development of the scientific TG pp. 733-733a TG pp. 741-741a
method still in use today.
Lesson Enrichment
TG p. 709b
Lesson Assessment
TG pp. 717-717a
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WEEK Module 18 Close Module 19: The French Lesson 2: Revolution Brings Lesson 3: Napoleon's Lesson 4: The Congress
21 Revolution and Napoleon Reform and Terror Empire of Vienna
DBI, Parts 1 & 2 Essential Question SE/TG pp. 753–760 SE/TG pp. 761–770 SE/TG pp. 771–775
SE/TG p. 744
Lesson Opener Lesson Opener Lesson Opener
Essential Question Video The Big Idea The Big Idea The Big Idea
Essay SE/TG p. 744
The revolutionary government Napoleon Bonaparte, a After exiling Napoleon,
Timeline of France made reforms but also military genius, seized European leaders at the
Module Assessment SE/TG p. 745 used terror and violence to power in France and Congress of Vienna tried
TG pp. 742-743b retain power. made himself emperor. to restore order and
His conquests aroused reestablish peace.
Multimedia nationalistic feelings
Connection across Europe and
SE/TG pp. 743MC1- contributed to his
743MC2 downfall.
Lesson 1: The French Revolution Why It Matters Now Why It Matters Now Why It Matters Now
Begins Some governments that lack the In times of political International bodies such
SE/TG pp. 746-752 support of a majority of their turmoil, military as the United Nations
Lesson Opener people still use fear to control dictators often seize play an active role in
The Big Idea their citizens. control of nations. trying to maintain world
Economic and social inequalities in peace and stability today.
the Old Regime helped cause the Lesson Enrichment Lesson Enrichment
French Revolution. TG p. 752d TG p. 760d Lesson Enrichment
Why It Matters Now TG p. 770d
Throughout history, economic and Lesson Assessment Lesson Assessment
social inequalities have at times led TG pp. 760-760a TG pp. 770-770a Lesson Assessment
peoples to revolt against their TG pp. 775-775a
governments.
Lesson Enrichment
TG p. 745b
Lesson Assessment
TG pp. 752-752a
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HMH Social Studies World History Pacing Guide
Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Module 19 Close Module 20: Revolutions Lesson 2: Europe Faces Lesson 3: Nationalism Lesson 4: Revolutions in
22 Sweep the West Revolutions SE/TG pp. 798–805 the Arts
DBI, Parts 1 & 2 Essential Question SE/TG pp. 789–797 SE/TG pp. 806-813
SE/TG p. 778 Lesson Opener
Lesson Opener The Big Idea Lesson Opener
Essential Question Essay Video The Big Idea Nationalism contributed to The Big Idea
SE/TG p. 778
Liberal and nationalist the formation of two new Artistic and intellectual
Module Assessment Timeline uprisings challenged the old nations and a new political movements both reflected
TG pp. 776-777b SE/TG p. 779 conservative order of order in Europe. and fueled changes in
Europe. Europe during the 1800s.
Lesson 1: Latin American Why It Matters Now Why It Matters Now Why It Matters Now
Peoples Win Independence The system of nation-states Nationalism is the basis of Romanticism and realism
SE/TG pp. 780–788 established in Europe world politics today and has are still found in novels,
Lesson Opener during this period continues often caused conflicts and dramas, and films produced
The Big Idea today. wars. today.
Spurred by discontent and
Enlightenment ideas, people in Lesson Enrichment Lesson Enrichment Lesson Enrichment
Latin America fought colonial TG p. 788d TG p. 797b TG p. 805d
rule.
Why It Matters Now Lesson Assessment Lesson Assessment Lesson Assessment
Sixteen of today’s Latin TG pp. 795-795b TG pp. 805-805a TG pp. 813-813a
American nations gained their
independence at this time.
Lesson Enrichment
TG p. 779b
Lesson Assessment
TG pp. 788-788a
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Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Module 20 Close Module 21: The Industrial Lesson 2: Industrialization: Lesson 3: Industrialization Lesson 4: Reforming
23 Revolution Case Study: Manchester Spreads the Industrial World
DBI, Parts 1 & 2 Essential Question SE/TG pp. 826–835 SE/TG pp. 836–843 SE/TG pp. 844-855
SE/TG p. 816
Lesson Opener Lesson Opener Lesson Opener
Essential Question Video The Big Idea The Big Idea The Big Idea
Essay SE/TG p. 816
The factory system changed The industrialization that The Industrial
Timeline the way people lived and began in Great Britain spread Revolution led to
Module Assessment SE/TG p. 817 worked, introducing a variety to other parts of the world. economic, social, and
TG pp. 814–815a of problems political reforms.
Lesson 1: The Beginnings of Why It Matters Now Why It Matters Now Why It Matters Now
Industrialization Many less-developed The Industrial Revolution set Many modern social
SE/TG pp. 818–825 countries are undergoing the the stage for the growth of welfare programs
Lesson Opener difficult process of modern cities and a global developed during this
The Big Idea industrialization today. economy. period of reform.
The Industrial Revolution started
in England and soon spread to Lesson Enrichment Lesson Enrichment Lesson Enrichment
other countries. TG p. 825d TG p. 835d TG p. 843d
Why It Matters Now
The changes that began in Britain Lesson Assessment Lesson Assessment Lesson Assessment
paved the way for modern TG pp. 835-835a TG pp. 843-843a TG pp. 855-855a
industrial societies.
Lesson Enrichment
TG p. 817b
Lesson Assessment
TG pp. 825–825a
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WEEK Module 21 Close Module 22: An Age of Lesson 2: Self-Rule for Lesson 3: War and Lesson 4: Nineteenth-
24 Democracy and Progress British Colonies Expansion in the United Century Progress
DBI, Parts 1 & 2 Essential Question SE/TG pp. 866–874 States SE/TG pp. 881-891
SE/TG p. 858 SE/TG pp. 875–880
Lesson Opener Lesson Opener
Essential Question Essay Video The Big Idea Lesson Opener The Big Idea
SE/TG p. 858
Britain allowed self-rule in The Big Idea Breakthroughs in science
Module Assessment Timeline Canada, Australia, and New The United States expanded and technology transformed
TG pp. 856-857b SE/TG p. 859 Zealand but delayed it for across North America and daily life and entertainment.
Ireland. fought a civil war.
Lesson 1: Democratic Why It Matters Now Why It Matters Now Why It Matters Now
Reform and Activism Canada, Australia, and New The 20th-century Electric lights, telephones,
SE/TG pp. 860-865 Zealand are strong movements to ensure civil cars, and many other
Lesson Opener democracies today, while rights for African conveniences of modern
The Big Idea Ireland is divided. Americans and others are a life were invented during
Spurred by the demands of the legacy of this period. this period.
people, Great Britain and Lesson Enrichment
France underwent democratic TG p. 865d Lesson Enrichment Lesson Enrichment
reforms. TG p. 874d TG p. 880d
Lesson Assessment
Why It Matters Now TG pp. 874-874a Lesson Assessment Lesson Assessment
During this period, Britain and TG pp. 880-880a TG pp. 891-891a
France were transformed into
the democracies they are
today.
Lesson Enrichment
TG p. 859b
Lesson Assessment
TG pp. 865-865a
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HMH Social Studies World History Pacing Guide
Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Module 22 Close Module 23: The Age of Imperialism Lesson 2: Lesson 3: Europeans Lesson 4: British Imperialism in
25 Imperialism in Claim Muslim Lands India
Essential Question SE/TG pp. 920–924
DBI, Parts 1 & 2 SE/TG p. 894 Africa: Case Study: SE/TG pp. 914–919
Nigeria Lesson Opener
Video SE/TG pp. 904–913 Lesson Opener The Big Idea
Essential SE/TG p. 894 The Big Idea As the Mughal Empire declined,
Question Essay Timeline Lesson Opener European nations Britain seized Indian territory and soon
SE/TG p. 895 The Big Idea expanded their controlled almost the whole
Module Europeans embarked empires by seizing subcontinent.
Assessment on a new phase of territories from
TG pp. 882–893b empire building that Muslim states. Why It Matters Now
India, the second most populated nation
affected both Africa
in the world, has its political roots in
Multimedia and the rest of the this colony.
Connection world.
SE/TG pp. Lesson Enrichment
893MC1-893MC2 TG p. 919d
Lesson Assessment
TG pp. 924–924a
Lesson 1: The Roots of Imperialism Why It Matters Now Why It Matters Now Lesson 5: European Claims in
SE/TG pp. 896-903 Many former colonies Political events in this Southeast Asia
have political vital resource area are SE/TG pp. 925–928
Lesson Opener
The Big Idea problems that are the still influenced by Lesson Opener
Ignoring the claims of African ethnic result of colonial rule. actions from the The Big Idea
groups, kingdoms, and city-states, imperialistic period. Demand for Asian products drove
Europeans established colonies. Lesson Enrichment Western imperialists to seek possession
TG p. 903d Lesson Enrichment of Southeast Asianlands.
Why It Matters Now
African nations continue to feel the effects TG p. 913d Why It Matters Now
of the colonial presence more than 100 Lesson Assessment Southeast Asian independence
years later. TG pp. 913-913a Lesson Assessment struggles in the 20th century have their
TG pp. 919-919a roots in this period of imperialism.
Lesson Enrichment
TG p. 895b Lesson Enrichment
TG p. 924d
Lesson Assessment
TG pp. 903–903a Lesson Assessment
TG pp. 928–928a
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HMH Social Studies World History Pacing Guide
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WEEK Lesson 6: U.S. Module 23 Close Module 24: Transformations Around the Globe Lesson 2: Lesson 3: Turmoil
26 Economic Modernization in and Change in Mexico
Essential Question
Imperialism DBI, Parts 1 & 2 SE/TG p. 942 Japan SE/TG pp. 960–967
SE/TG pp. 929–939 SE/TG pp. 952–959
Video Lesson Opener
Lesson Opener Essential SE/TG p. 942 Lesson Opener The Big Idea
The Big Idea Question Essay Timeline The Big Idea Political, economic,
The United States SE/TG p. 943 Japan followed the and social inequalities
followed an imperialist Module model of Western in Mexico triggered a
policy in the Pacific Assessment powers by period of revolution
Islands and also put TG pp. 940-941a industrializing and and reform.
increasing economic expanding its foreign
and political pressure influence.
on Latin America
during the 19th century.
Why It Matters Now Lesson 1: China Resists Outside Influence Why It Matters Now Why It Matters Now
This policy set the SE/TG pp. 944–951 Japan’s continued Mexico has moved
stage for 20th-century Lesson Opener development of its own toward political
relations between Latin The Big Idea way of life has made it democracy and is a
America and the United Western economic pressure forced China to open to a leading world power. strong economic force
States and encouraged foreign trade and influence. in the Americas.
U.S. imperialism in the Lesson Enrichment
Why It Matters Now
Pacific Islands. China has become an increasingly important member TG p. 951d Lesson Enrichment
of the global community. TG p. 959b
Lesson Enrichment Lesson Assessment
TG p. 928d Lesson Enrichment TG pp. 957 Lesson Assessment
TG p. 943b
TG pp. 967-967a
Lesson Assessment Lesson Assessment
TG pp. 939-939a TG pp. 951–951a
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HMH Social Studies World History Pacing Guide
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WEEK Module 24 Close BENCHMARK Module 25: World War I Lesson 2: Europe Plunges Lesson 3: A Global Conflict
27 ASSESSMENT 3 into War SE/TG pp. 986–992
Essential Question
DBI, Parts 1 & 2 SE/TG p. 970 SE/TG pp. 978–985
Lesson Opener
Video Lesson Opener The Big Idea
Essential Question SE/TG p. 970 The Big Idea World War I spread to several
Essay Timeline One European nation after continents and required the full
SE/TG p. 971 another was drawn into a resources of many governments.
Module Assessment large and industrialized war
TG pp. 968-969b that resulted in many
casualties.
Multimedia
Connection
SE/TG pp. 969MC1-
969MC2
Lesson 1: Marching Toward War Why It Matters Now
SE/TG pp. 972–977 Much of the technology of Why It Matters Now
Lesson Opener modern warfare, such as The war propelled the United
The Big Idea fighter planes and tanks, was States to a new position of
In Europe, nationalistic feelings, introduced in World War I. international power, which it holds
ethnic conflicts, territorial disputes, today.
and rival alliances helped set the Lesson Enrichment
stage for a continental war. TG p. 977d Lesson Enrichment
Why It Matters Now TG p. 985d
Ethnic conflict in the Balkan region, Lesson Assessment
which helped ignite the war, TG pp. 985-985a Lesson Assessment
continued to erupt in that area in the TG pp. 992-992a
1990s.
Lesson Enrichment
TG p. 971b
Lesson Assessment
TG pp. 977-977a
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HMH Social Studies World History Pacing Guide
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WEEK Lesson 4: A Flawed Module 25 Close Module 26: Revolution and Lesson 2: Lesson 3: Imperial China Collapses
28 Peace Nationalism Totalitarianism: Case SE/TG pp. 1022–1027
SE/TG pp. 993–997 DBI, Parts 1 & 2 Essential Question Study: Stalinist
Lesson Opener
SE/TG p. 1000 Russia The Big Idea
SE/TG pp. 1012–1021 After the fall of the Qing dynasty, nationalist
Essential Question Video
Lesson Opener SE/TG p. 1000 and communist movements struggled for
Essay Lesson Opener power.
The Big Idea Timeline The Big Idea Why It Matters Now
Module SE/TG p. 1001 After Lenin died, Stalin The seeds of China’s late-20th-century
After winning the war,
the Allies dictated a Assessment seized power and political thought, communism, were planted
harsh peace settlement TG pp. 998–999b transformed the Soviet at this time.
that left many nations Union into a totalitarian
Multimedia state Lesson Enrichment
feeling betrayed.
Connections TG p. 1021d
SE/TG pp.
Lesson Assessment
999MC1-999MC2
TG pp. 1027-1027a
Why It Matters Now Lesson 1: Revolutions in Russia Why It Matters Now Lesson 4: Nationalism in Southwest Asia
Hard feelings left by SE/TG pp. 1002–1011 More recent dictators SE/TG pp. 1028–1033
the peace settlement Lesson Opener have used Stalin’s
helped cause World tactics for seizing total Lesson Opener
The Big Idea
War II. The Big Idea
Long-term social unrest in Russia control over individuals
Nationalism triggered independence
exploded in revolution and ushered and the state. movements to overthrow colonial powers.
Lesson Enrichment in the first communist government.
TG p. 992d Lesson Enrichment Why It Matters Now
Why It Matters Now
The Communist Party controlled TG p. 1011d These independent nations—Turkey, Iran,
Lesson Assessment the Soviet Union until the and Saudi Arabia—are key players on the
TG pp. 997-997a country’s breakup in 1991. Lesson Assessment world stage today.
TG pp. 1021-1021a
Lesson Enrichment Lesson Enrichment
TG p. 1001b TG p. 1027d
Lesson Assessment Lesson Assessment
TG pp. 1011–1011a TG pp. 1033-1033a
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WEEK Module 26 Close Module 27: Years of Crisis Lesson 2: A Worldwide Lesson 3: Fascism Lesson 4:
29 Depression Rises in Europe Aggressors Invade
Essential Question SE/TG pp. 1058–1065
DBI, Parts 1 & 2 SE/TG p. 1036 SE/TG pp. 1048–1057 Nations
SE/TG pp. 1066–
Video Lesson Opener Lesson Opener 1073
Essential Question SE/TG p. 1036 The Big Idea The Big Idea
Essay Timeline An economic depression In response to political Lesson Opener
SE/TG p. 1037 in the United States spread turmoil and economic The Big Idea
Module Assessment throughout the world and crises, Italy and As Germany, Italy,
TG pp. 1034-1035b lasted for a decade. Germany turned to and Japan conquered
totalitarian dictators. other countries, the
rest of the world did
nothing to stop
them.
Lesson 1: Postwar Uncertainty Why It Matters Now Why It Matters Now Why It Matters
SE/TG pp. 1038–1047 Many social and economic These dictators Now
Lesson Opener programs introduced changed the course of Many nations today
The Big Idea worldwide to combat the history, and the world take a more active
The postwar period was one of loss and Great Depression are still is still recovering from and collective role
uncertainty but also one of invention, creativity, operating. their abuse of power. in world affairs, as
and new ideas. in the United
Why It Matters Now Lesson Enrichment Lesson Enrichment Nations.
Postwar trends in physics, psychiatry, art, TG p. 1047b TG p. 1057d
literature, communication, music, and Lesson Enrichment
transportation still affect our lives. Lesson Assessment Lesson Assessment TG p. 1065d
TG pp. 1057-1057a TG pp. 1065-1065a
Lesson Enrichment
TG p. 1037b Lesson Assessment
TG pp. 1073-1073a
Lesson Assessment
TG pp. 1045–1047
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HMH Social Studies World History Pacing Guide
Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Module 27 Close Module 28: World War II Lesson 2: Japan's Lesson 3: The Lesson 4: The
30 Pacific Campaign Holocaust Allied Victory
Essential Question SE/TG pp. 1093–1099
DBI, Parts 1 & 2 SE/TG p. 1076 SE/TG pp. 1086–1092 SE/TG pp. 1100–
1109
Video Lesson Opener Lesson Opener
Essential Question SE/TG p. 1076 The Big Idea The Big Idea Lesson Opener
Essay Timeline Japan attacked Pearl During the Holocaust, The Big Idea
SE/TG p. 1077 Harbor in Hawaii and Hitler’s Nazis killed Led by the United
Module Assessment brought the United States six million Jews and States, Great Britain,
TG pp. 1074–1075b into World War II. five million other and the Soviet
“non-Aryans.” Union, the Allies
scored key victories
and won the war.
Lesson 1: Hitler's Lightning War Why It Matters Now Why It Matters Now Why It Matters
SE/TG pp. 1077–1085 World War II established The violence against Now
Lesson Opener the United States as a Jews during the The Allies’ victory
The Big Idea leading player in Holocaust led to the in World War II set
Using the sudden mass attack called the blitzkrieg, international affairs. founding of Israel up conditions for
Germany overran much of Europe and North after World War II. both the Cold War
Africa. Lesson Enrichment and today’s post-
Why It Matters Now TG p. 1085d Lesson Enrichment Cold War world.
Hitler’s actions set off World War II. The results of TG p. 1092d
the war still affect the politics and economics of Lesson Assessment Lesson Enrichment
today’s world. TG pp. 1092-1092a Lesson Assessment TG p. 1099d
TG pp. 1099-1099a
Lesson Enrichment
TG p. 1077b Lesson Assessment
TG pp. 1109-1109a
Lesson Assessment
TG pp. 1085–1085a
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WEEK Lesson 5: Europe Module 28 Close Module 29: Cold War Conflicts Lesson 2: Communists Lesson 3: Wars in
31 and Japan in Ruins Take Power in China Korea and
Essential Question
SE/TG pp. 1110–1115 DBI, Parts 1 & 2 SE/TG p. 1118 SE/TG pp. 1130–1135 Vietnam
SE/TG pp. 1136–
Lesson Opener Video Lesson Opener 1143
The Big Idea Essential Question SE/TG p. 1118 The Big Idea
World War II cost Essay Timeline After World War II, Lesson Opener
millions of human SE/TG p. 1119 Chinese Communists The Big Idea
lives and billions of Module Assessment defeated Nationalist In Asia, the Cold
dollars in damages. It TG pp. 1116–1117b forces and two separate War flared into
left Europe and Japan Chinas emerged. actual wars
in ruins. Multimedia supported mainly by
Connection the superpowers.
SE/TG 1117MC1-
1117MC2
Why It Matters Now Lesson 1: Cold War: Superpowers Face Off Why It Matters Now Why It Matters
The United States SE/TG pp. 1120–1129 China remains a Now
survived World War II Lesson Opener Communist country and a Today, Vietnam is a
undamaged, allowing The Big Idea major power in the world. Communist country,
it to become a world The opposing economic and political philosophies and Korea is split
leader. of the United States and the Soviet Union led to Lesson Enrichment into Communist and
global competition. TG p. 1129d non-Communist
Lesson Enrichment Why It Matters Now nations.
TG p. 1109d The conflicts between the United States and the Lesson Assessment
Soviet Union played a major role in reshaping the TG pp. 1135-1135a Lesson Enrichment
Lesson Assessment modern world. TG p. 1135d
TG pp. 1115-1115a
Lesson Enrichment
TG p. 1119b Lesson Assessment
TG pp. 1143-1143a
Lesson Assessment
TG pp. 1129–1129a
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HMH Social Studies World History Pacing Guide
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WEEK Lesson 4: The Cold Lesson 5: The Cold Module 29 Close Module 30: The Colonies Become New Lesson 2: Southeast
32 War Divides the War Thaws Nations Asian Nations Gain
World SE/TG pp. 1151–1157 DBI, Parts 1 & 2 Essential Question Independence
SE/TG pp. 1144- SE/TG p. 1160 SE/TG pp. 1175–1185
1151 Lesson Opener
The Big Idea Essential Question Video Lesson Opener
Essay SE/TG p. 1160
Lesson Opener The Cold War began to The Big Idea
The Big Idea thaw as the Timeline Former colonies in
The superpowers superpowers entered an Module Assessment SE/TG p. 1161 Southeast Asia worked to
supported opposing era of uneasy TG pp. 1158–1519b build new governments
sides in Latin diplomacy and economies
American and Middle Multimedia
Eastern conflicts. Connection
SE/TG pp. 1159MC1-
1159MC2
Why It Matters Why It Matters Now Lesson 1: The Indian Subcontinent Achieves Why It Matters Now
Now The United States and Freedom The power and influence
Many of these areas the countries of the SE/TG pp. 1162–1174 of the Pacific Rim nations
today are troubled by former Soviet Union Lesson Opener are likely to expand
political, economic, continue to cooperate The Big Idea during the next century.
and military conflict and maintain a cautious New nations emerged from the British colony of
and crisis. peace. India. Lesson Enrichment
Why It Matters Now TG p. 1174d
Lesson Enrichment Lesson Enrichment India today is the largest democracy in the
TG p. 1143d TG p. 1151d world. Lesson Assessment
TG pp. 1185-1185a
Lesson Enrichment
Lesson Assessment Lesson Assessment
TG p. 1161b
TG pp. 1151-1151a TG pp. 1157-1157a
Lesson Assessment
TG pp. 1174-1174a
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WEEK Lesson 3: New Nations Lesson 4: Conflicts in Lesson 5: Central Asia Module 30 Close Module 31: Struggles for Democracy
33 in Africa the Middle East Struggles
Essential Question
SE/TG pp. 1186–1193 SE/TG pp. 1194–1203 SE/TG pp. 1204–1209 DBI, Parts 1 & 2 SE/TG p. 1212
Lesson Opener Lesson Opener Lesson Opener Video
The Big Idea The Big Idea The Big Idea Essential Question SE/TG p. 1212
After World War II, Division of the Palestine Lands controlled or Essay Timeline
African leaders threw off Mandate after World influenced by the Soviet SE/TG p. 1213
colonial rule and created War II made the Middle Union struggle with the Module Assessment
independent countries. East a hotbed of challenges of establishing TG pp. 1210–1211b
competing nationalist new nations.
movements.
Why It Matters Now Why It Matters Now Why It Matters Now Lesson 1: Democracy: Case Study: Latin
Today, many of those The Arab-Israeli conflict The security issues in American Democracies
independent countries are is one of several these nations pose a SE/TG pp. 1214–1226
engaged in building conflicts in the region threat to world peace and Lesson Opener
political and economic today. security. The Big Idea
stability. In Latin America, economic problems and
Lesson Enrichment Lesson Enrichment authoritarian rule delayed democracy.
Lesson Enrichment TG p. 1193d TG p. 1203d Why It Matters Now
TG p. 1185d By the mid-1990s, almost all Latin
Lesson Assessment Lesson Assessment American nations had democratic
Lesson Assessment TG pp. 1203-1203a TG pp. 1209-1209a governments
TG pp. 1193-1193a
Lesson Enrichment
TG p. 1213b
Lesson Assessment
TG pp. 1226–1226b
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WEEK Lesson 2: The Challenge Lesson 3: The Collapse of Lesson 4: Changes in Central Lesson 5: China: Reform Module 31 Close
34 of Democracy in Africa the Soviet Union and Eastern Europe and Reaction
SE/TG pp. 1227–1234 SE/TG pp. 1235–1242 SE/TG pp. 1243–1252 SE/TG pp. 1253–1261 DBI, Parts 1 & 2
Lesson Opener Lesson Opener Lesson Opener Lesson Opener
The Big Idea The Big Idea The Big Idea The Big Idea Essential Question Essay
As the recent histories of Democratic reforms brought Changes in the Soviet Union In response to contact with
Nigeria and South Africa important changes to the led to changes throughout the West, China’s Module Assessment
show, ethnic and racial Soviet Union. Central and Eastern Europe. government has TG pp. 1262–1263b
conflicts can hinder experimented with
democracy. capitalism but has rejected
calls for democracy.
Why It Matters Now Why It Matters Now Why It Matters Now Why It Matters Now
In 1996, as Nigeria Russia continues to struggle Many Eastern European After the 1997 death of
struggled with to establish democracy. nations that overthrew Chinese leader Deng
democracy, South Africa communist governments are Xiaoping, President Jiang
adopted a bill of rights Lesson Enrichment still struggling with reform. Zemin seemed to be
that promotes racial TG p. 1234d continuing Deng’s
equality. Lesson Enrichment policies.
Lesson Assessment TG p. 1242d
Lesson Enrichment TG pp. 1242-1242b Lesson Enrichment
TG p. 1226d Lesson Assessment TG p. 1252d
TG pp. 1252-1252a
Lesson Assessment Lesson Assessment
TG pp. 1234-1234b TG pp. 1259, 1261a
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© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Exhibits and Appendices 406
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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
HMH Social Studies World History Pacing Guide
Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Module 32: Global Interdependence Lesson 2: Global Lesson 3: Global Lesson 4: Lesson 5: Environmental
35 Economic Security Issues Terrorism: Case Challenges
Essential Question
SE/TG p. 1264 Development SE/TG pp. 1284–1294 Study: September SE/TG pp. 1305–1318
SE/TG pp. 1272– 11, 2001
Video 1283 Lesson Opener SE/TG pp. 1295– Lesson Opener
SE/TG p. 1264 The Big Idea 1304 The Big Idea
Timeline Lesson Opener Since 1945, nations Technology, population
SE/TG p. 1265 The Big Idea have used collective Lesson Opener growth, and
The economies of the security efforts to solve The Big Idea industrialization have
world’s nations are so problems. Terrorism threatens created environmental
tightly linked that the the safety of people challenges that affect the
actions of one nation all over the world. entire world.
affect others
Lesson 1: Science and Technology Transform Why It Matters Why It Matters Now Why It Matters Why It Matters Now
Life Now Personal security of the Now Failure to solve
SE/TG pp. 1266–1271 Every individual is people of the world is People and nations environmental problems
Lesson Opener affected by the global tied to security within must work together will threaten the health of
The Big Idea economy and the and between nations. against the dangers the planet.
Advances in technology after World War II led to environment posed by terrorism.
increased global interaction and improved quality Lesson Enrichment Lesson Enrichment
of life. Lesson Enrichment TG p. 1283d Lesson Enrichment TG p. 1304d
Why It Matters Now TG p. 1271d TG p. 1294d
Advances in science and technology affect the Lesson Assessment Lesson Assessment
lives of people around the world. Lesson Assessment TG pp. 1294-1294b Lesson Assessment TG pp. 1318-1318b
TG pp. 1283-1283b TG pp. 1304-1304b
Lesson Enrichment
TG p. 1265b
Lesson Assessment
TG pp. 1271-1271a
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© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Exhibits and Appendices 407
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
HMH Social Studies World History Pacing Guide
Day 1 Day 2 Day 3 Day 4 Day 5
WEEK Lesson 5: Environmental Lesson 6: Cultures Blend Module 32 Close BENCHMARK End of Year Assessment
36 Challenges in a Global Age ASSESSMENT 4
SE/TG pp. 1305–1318 SE/TG pp. 1319–1325 DBI, Parts 1 & 2
Lesson Opener Lesson Opener
The Big Idea The Big Idea Essential Question Essay
Technology, population Technology has increased
growth, and contact among the world’s Module Assessment
industrialization have people, changing their TG pp. 1326–1327b
created environmental cultures.
challenges that affect the World Religions and
entire world. Ethical System Print
Assessment
TG p. 1327c
Why It Matters Now Why It Matters Now
Failure to solve Globalization of culture has
environmental problems changed the ways people
will threaten the health of live, their perceptions, and
the planet. their interactions.
Lesson Enrichment Lesson Enrichment
TG p. 1304d TG p. 1318d
Lesson Assessment Lesson Assessment
TG pp. 1318-1318b TG pp. 1325-1325a
Houghton Mifflin HarcourtTM is a trademark of Houghton Mifflin Harcourt. 37
© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Exhibits and Appendices 408
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 11
WCS Student Code of Conduct
Exhibits and Appendices 409
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
The Wright Community School Code
of Student Conduct*
2025-2026
*
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.
*Adapted from Dekalb County
School District Code of Conduct
Exhibits and Appendices 410
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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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Exhibits and Appendices 411
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
2025-2026 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 WCS/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 2025-2026 WCS/DCSD Code of Student Conduct during the 2025-2026 school year and all summer programs following the
2025-2026 school year. I further understand that I am immediately subject to the Levels of Consequences listed in the 2025-2026
WCS/ if I am found in violation of any infraction during the 2025-2026 school year and all 2025 DeKalb County School District
summer school/programs.
Consent for Student to Participate in Surveys
Each year the Georgia Department of Education conducts surveys of 3rd 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 WCS/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
Exhibits and Appendices 412
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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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Exhibits and Appendices 413
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
نجليزيةHF <لغةF JرسF دKسL M بإذ،DeKalb County School District ;<<تعليمية ترجمة <مدونة سلو> طاF DeKalb County School District وفر منطقة
<مدر` أو تتوفر نسخة ]<كترونية [لىF ية مترجمة ]<ى مديرL [لى نسخة ورa<حصوF ; طلK تقديM يمك.(English Learners Department)
.https://www.dekalbschoolsga.org/dese/student-relations/
Bengali
DeKalb County School District ইংেরিজ
িশ(াথ+ িবভােগর এর 0সৗজেন4 DeKalb County School District-এর িশ(াথ+র
আচরণিবিধর অনুবাদ <দান কের। ?ু েলর অধ4ে(র কােছ অনূিদত মুিEত সং?রেণর অনুেরাধ কFন অথবা এখােন
ইেলHিনক সং?রণ পান: https://www.dekalbschoolsga.org/dese/student-relations/।
Burmese
DeKalb ေကာင်တီ ခ/ိ1ငေ
် ကျာင်းသည် အဂ8လိပ်စာေလ့လာသ=များဌာန (English Learners Department) မN က=းယ=ေဖာ်ြပသည့် DeKalb ေကာင်တီ ခ/ိ1ငေ
် ကျာင်း
ေကျာင်းသားကျင့ဝ
် တ်ဆိ1ငရ
် ာကျင့ထ
် 1းံ (Code of Student Conduct) ကိ1 ဘာသာြပန်ေပးပါသည်။ ဘာသာြပန်ထားေသာ မိတa bကိ1 ေကျာင်းအ1ပc် ကီးထံ ေတာင်းဆိ1dင
ိ1 သ
် ည်
သိမဟ1
1 ့ တ် အီလက်ထရွ နး် နစ်ဗားhNငး် ကိ1 https://www.dekalbschoolsga.org/dese/student-relations/ တွင် ရdိင
1 ပ
် ါသည်။
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-./ 0 अं2ेज़ी िश6ाथ8 िवभाग के सौज? से DeKalb काउं टी (ूल िड-./ 0 के छाA आचार संिहता, का अनुवाद Jदान
करता है। अनुवािदत हाडL कॉपी के िलए (ूल िJंिसपल को अनुरोध िकया जा सकता है या https://www.dekalbschoolsga.org/dese/student-
relations/ पर इले0/ॉिनक सं(रण उपलU है।
Karen
DeKalb uD>&h.cD;xH.uFdvD>u0DR[h.vDRw>usd;xH DeKalb uD>&h.cD;xH.uFdvD>u0DRySRuFdzdw>od.w>oDw>bsX< w>oH.pl;qJ;vRvX ySRrRvd
tJuvH;usdm0JRusdR (English Learners Department) M.vDRI w>ChxD.w>usd;xHtuGJ;'dwz.qluFdcd. rhwrh> w>rRM>vXtH.vJ;}xDeH;tusdRtusJohzJ
https://www.dekalbschoolsga.org/dese/student-relations/.
Exhibits and Appendices 414
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Nepali
DeKalb County School District ले अङ् 2ेजी भाषा अYयन िवभागको सौज?मा DeKalb County School District को िव[ाथ8 आचार
संिहताको अनुवादन Jदान गछL । िव[ालयका JधानाYापकसँग अनुवाद ग]रएको कागजी Jितिलिप मा^ सिक_छ वा
https://www.dekalbschoolsga.org/dese/student-relations/ मा िवद् यूतीय सं(रण उपलU 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 fంh ij k lmnp o o ఇంr st లరw xy lzx o{ం| }జన€ ం•, DeKalb fంh ij k lmnp
o o ƒ„ ఆ† io‡ం| కండp o Šకj
అŒ•Ž•w అం•‘’ం• అŒవ•ంచబlన –x — ˜™ ƒసం ij k ›œ•y zk• అభ€ Ÿంచవ¡¢ £Ž ఎలm˜o•p ¥ర ¦§
https://www.dekalbschoolsga.org/dese/student-relations/ వద» ల¼‘’ం•.
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/.
Exhibits and Appendices 415
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
TABLE OF CONTENTS
2025-2026 Parent/Guardian Signature Page......................................................................................................................................................... i
Translation Availability Statement....................................................................................................................................................................... iii
POLICY STATEMENT....................................................................................................................................................................................... vi
PURPOSE OF THE CODE OF STUDENT CONDUCT .................................................................................................................................... vi
LEARNING AND COMPLIANCE ..................................................................................................................................................................... vi
EQUAL EDUCATIONAL OPPORTUNITIES ................................................................................................................................................... vi
DISCIPLINARY JURISDICTION OVER STUDENT CONDUCT+ INVESTIGATION OF MISCONDUCT .............................................. vii
WCS CULTURE ................................................................................................................................................................................................. 1
INDEX OF BEHAVIOR EXPECTATIONS AND CONSEQUENCES ............................................................................................................. 9
2025-2026 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
Exhibits and Appendices 416
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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 WCS/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 WCS/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 WCS/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 WCS/DCSD Code of Student Conduct is authorized pursuant to Board Policy JCD.
PURPOSE OF THE CODE OF STUDENT CONDUCT
The WCS/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 WCS/DCSD Code of Student Conduct. Individual schools
and classroom teachers may impose campus or classroom rules in addition to those found in this WCS/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 WCS/DCSD Code of Student
Conduct. The determination of whether a student has violated the WCS/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 WCS/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 WCS/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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WCS/DCSD Code of Student Conduct is distributed to all schools and centers. Prior to the distribution of the WCS/DCSD Code of
Student Conduct, it is reviewed with the faculty and staff before school begins and students arrive to ensure their understanding.
The WCS/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 WCS/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 WCS/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 WCS/DCSD Code of Student Conduct. As with
the initial teaching, teachers are required to conduct a more thorough review of the WCS/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 WCS/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 WCS/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 WCS/DCSD Code of Student Conduct applies at the following times and places:
! On school grounds at any Student time;
! Off school grounds at a school bus stop or at a school activity, function, or event;
! While the student is on a school bus or School District-sponsored transportation
! While the student is participating in virtual instruction;
! When either the alleged perpetrator or the alleged victim is en route from school, to home, en route from a school activity,=
function, or event.
! When utilizing district technology resources, including but not limited to equipment, networks, virtual platforms, and=software;
! Off school grounds while the student is participating in or attending school-sponsored or school-related activities, such as field=
trips, conferences, or athletic events, or is otherwise subject to the jurisdiction of school authorities;
! Off school grounds while attending a school-sponsored or school-related activity of another school system in Georgia;
! Off school grounds when the behavior of the student could result in the student being criminally charged with a felony and=
which makes the student's continued presence at school a potential danger to persons or property at the school or which disrupts=
the educational process (O.C.G.A. § 20-2-751.5(c)); or is in violation of state cyberbullying definition (O.C.G.A. § 20-2-751.4).
! Off school grounds when a student leaves school without permission of a school official (Absent Without Leave).
INVESTIGATION OF MISCONDUCT
Minor misconduct is often correctable with immediate feedback from the teacher or other personnel. When a more severe violation of
school rules is reported or suspected, the principal or designee will determine whether an investigation is warranted and, if so, will
instruct appropriate personnel to conduct an investigation. The investigation should be timely and include interviews with the alleged
perpetrator(s), victim(s), identified witnesses, teacher(s), staff members, and others who might have relevant information. Written
statements should be obtained from all individuals who are interviewed. Video surveillance, if available, should be reviewed and secured.
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If administrators believe a request for a due process hearing will be made, the administrator should attempt to preserve video surveillance
of any misconduct. Any other physical and documentary evidence should be collected and preserved. School counselors, school social
workers, school police, and other support staff should be utilized for their expertise as determined by the circumstances of the matter.
At an appropriate time during or after the investigation, the parent or guardian will be notified. However, if the incident involves an
injury or similar situation, appropriate medical attention should be provided, and the parent or guardian should be notified immediately.
Furthermore, if the incident involves a threat to safety or intervention of law enforcement is otherwise determined to be appropriate,
appropriate authorities shall be contacted and the school investigation will proceed to the extent possible while avoiding interference
with any law enforcement investigation or detention.
The determination of whether a student has violated the WCS/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 WCS/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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Overview of WCS Student Code of Conduct
The Wright Community School (WCS) Student Code of Conduct serves as a comprehensive guide outlining the rules of student
behavior, the disciplinary approach adopted, and the procedures for imposing discipline consequences on students who violate these
rules. Adapted from the Dekalb County School District (DCSD) Student Code of Conduct, WCS ensures a safe and positive learning
environment for all its stakeholders.
The purpose of the WCS Student Code of Conduct is to foster a safe and positive environment that promotes learning, with an
emphasis on community-centered and restorative justice initiatives. The code is designed to guide students in adhering to strict standards
of acceptable behavior, ensuring the best interests of all students within the school district.
Adapted from the DCSD Code of Student Conduct, the WCS code identifies rules of student behavior, the disciplinary approach
to promote positive behaviors, and procedures for imposing consequences on rule violations. The adaptation involves aligning the code
with the WCS community-centered approach and incorporating restorative justice principles.
In overview, the WCS Student Code of Conduct is a set of guidelines that outlines expected student behavior, disciplinary
approaches, and procedures for consequences. It emphasizes a positive, safe, and inclusive learning environment while incorporating
restorative justice principles. The code addresses behavioral expectations, rights, and responsibilities, focusing on promoting positive
behavior, correcting misconduct, and supporting students' social and emotional well-being.
The disciplinary actions outlined in the code are administered based on factors such as the severity of the behavior, its impact on the
school environment, the student's age, developmental disabilities, grade level, context, and previous discipline history. The approach
prioritizes reassignment of disruptive students to alternative educational settings over suspension or expulsion, following Georgia law.
The WCS/DCSD Code of Student Conduct recognizes that students' misconduct can be influenced by various factors, including trauma,
mental health, disabilities, discrimination, and chronic stress. Responses to misconduct address root causes and involve student support
services, consultations, evaluations, and the development of prevention and intervention strategies.
Parental notification and involvement are essential components, and the effectiveness of the code relies on collaboration between parents,
teachers, and school administrators. The code is authorized pursuant to Board Policy JCD, reinforcing the commitment to maintaining a
positive and safe learning environment at WCS.
In summary, the WCS Student Code of Conduct, adapted from the DCSD Code, is a set of guidelines designed to create a positive, safe,
and inclusive learning environment by promoting positive behavior, addressing misconduct, and supporting students' overall well-being.
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WCS Mission
At The Wright Community School, we empower our students to become the P.I.L.OT.S (Proactive, Innovative, Literate, Organized, &
Tenacious Scholars) of their own lives by fostering a strong sense of community and providing them with an individualized education
enriched with support and leadership.
WCS Vision
At The Wright Community School, we aim to break down barriers, provide equitable opportunities, and empower all students to grow
and make informed choices. We cultivate an environment that fosters personal development and self-determination, extending our
impact beyond the classroom and shaping a future where all can reach their potential and the community soars to new heights.
The WRIGHT Core Values
W - Wholeness: We value the holistic development of our students, acknowledging that success extends beyond academics.
Our commitment to wholeness emphasizes nurturing the physical, emotional, and social well-being of every
individual within our community.
R - Resilience: Resilience is a core value that guides our approach to challenges and setbacks. We instill in our students the
strength to bounce back from adversity, fostering the resilience needed for lifelong success.
I - Inclusivity: Inclusivity is at the core of our values. We strive to create an environment that embraces diversity, where
every student feels a sense of belonging. Our commitment to inclusivity extends beyond the classroom,
promoting a community that celebrates differences.
G - Growth: We believe in continuous growth, both academically and personally. Our focus on growth extends beyond
the classroom, empowering students to evolve into lifelong learners, adaptable individuals, and contributors
to society.
H - Hope: Hope is a driving force at WCS. We instill a sense of optimism and belief in the potential of every student.
Our community inspires hope for a brighter future, encouraging individuals to aspire, dream, and achieve.
T - Tenacity: Tenacity is a cornerstone of our values. We encourage students to be persistent in the pursuit of their goals,
instilling the determination needed to overcome obstacles and succeed in their educational journey and
beyond.
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Overview of WCS Restorative Justice Principles
Before discussing how WCS Restorative Justice principles within our Community Focus Culture can become more restorative in nature,
it is important to understand some of the overall principles and goals of restorative justice. There are numerous articles and books
devoted to describing the restorative justice model. Therefore, this will provide a brief synopsis of the concept and the processes at
WCS:
Background
Restorative justice outlines an alternative philosophy for addressing behavior. When viewed from a restorative lens, negative behavior
can harm people and relationships – the relationships between the the student responsible and his or her family, friends, affected persons,
and the community – as opposed to merely an act against the state. In essence, restorative justice focuses on repairing harm and
rebuilding relation-ships through a process that involves stakeholders in an active and respectful way, while emphasizing the
community’s role in problem solving. From a practical perspective, it requires the juvenile justice system to respond to behavior by
devoting attention to:
• Enabling students to understand the harm caused by their behavior and to make amends to their affected persons and
communities.
• Building on studentss’ strengths and increasing students’ competencies.
• Giving affected persons an opportunity to participate in justice processes.
• Building community through a process in which the individual affected persons, the community, and students are all active
stakeholders.
Stakeholders and Goals of Restorative Justice
There are three primary stakeholders and three primary goals of restorative justice. Primary stakeholders are the affected persons,
student responsible, and the community. Goals of restorative justice include accountability, competency development, and
community protection. The role that these stakeholders take within restorative justice framework and the manner in which these
goals are achieved differ slightly in practice among programs.
The emphasis on affected persons’ roles in restorative justice is about choice. Restorative justice cannot exist without giving
victims the opportunity to participate in the justice process and making every effort to respond to their needs and desire for
participation. The level of their participation may vary (e.g., providing written impact statements, providing oral statement,
participating in a mediation, giving their suggestions related to consequences, etc.).
In restorative justice, the emphasis for the student responsible is on change. The goal is to hold offenders accountable by providing
opportunities for them to understand the effect their actions have on others and to assist the responsible student in enhancing and
developing skills that will make them more productive and competent P.I.L.O.T.S. by identifying and building on their strengths.
Competency development is fundamentally about changing the role of the responsible student from passive recipient of services to
an active role that allows him or her to be a resource to others.
For the community, the emphasis in restorative justice is on bonding and building relationships. Communities are also affected by
behavior.
The WCS Community will offer opportunities for students to be held accountable for their actions (including educating on the
impact of their behavior), while at the same time giving them the chance to connect and contribute to their communities and
establish or rebuild broken relationships.
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Principles of Restorative Justice
It is important to understand that restorative justice is not a program. Essentially, restorative justice is a set of principles that guided our
response to discipline. Some key principles that serve:
Repair: Behavior results in harm to affected student, communities, and student responsible and creates an obligation to make
things right. Essentially, justice requires healing or repairing harm and rebuilding broken relationships.
Involvement: All parties, including the affected person (if he or she wishes), the community, and the student responsible should be
provided with opportunities for input and participation in the restorative justice process.
Justice System Facilitation: Repairing harm requires that the respective roles of WCS and community be rethought in terms of
how to respond to behavior. In other words, restorative justice-based practices change the role of the school from being an “expert”
in a case-driven response to behavior toward the restorative justice system acting in a facilitative role that focuses more on
problem-solving and community capacity-building.
TSC and TCC
Aligning The Transformative Student Coalition (TSC) and Transformative Community Coalition (TCC) with restorative justice-based
practices is an ongoing process. There is no single “right way” to implement the restorative justice concept. How the principles are
implemented will vary based on local resources, traditions, and cultures. Below is the descriptions and flow chart for TSC and TCC:
Transformative Student Coalition (TSC): TSC is a student-led initiative that empowers students to be active participants in the
restorative justice process. Comprising no fewer than five students, TSC is supervised by the Principal and includes student
representatives from various grades and backgrounds. Students selected for TSC undergo comprehensive training in Restorative
Justice principles. This training is part of an elective Restorative Justice class offered at WCS. To qualify for TSC, students must
pass all classes, receive recommendations from teachers and peers, and demonstrate a commitment to the values of restorative
justice. TSC members are actively involved in addressing Level 1-3 infractions through restorative justice processes. Their role is
to ensure that students engaging in harmful behaviors have an opportunity to understand the impact of their actions and work
towards positive resolutions. The outcomes of the process are provided on the same day of the review, fostering a quick and
effective resolution. TSC operates within a one-academic-year limit, providing opportunities for different students to engage in this
transformative experience.
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Seeking Initial Approval from Both DeKalb County School District and the
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Transformative Community Coalition (TCC): TCC is a cornerstone of our restorative justice approach to student discipline at
WCS. Comprising no fewer than five stakeholders, including administrators, teachers, and community members, TCC is
supervised by the Principal. TCC members are actively involved in addressing Level 4 or higher infractions through restorative
justice processes approved by the Principal. The diverse composition of TCC ensures a well-rounded and equitable perspective in
decision-making. Annual training in Restorative Justice principles is mandatory for TCC members, with monthly refresher
sessions to ensure ongoing proficiency. This training equips members with the skills and knowledge necessary to facilitate
restorative processes effectively. TCC members are required to complete a conflict of interest form, ensuring that their
participation in disciplinary processes is fair, unbiased, and centered on the best interests of the student. This commitment to
transparency and fairness is integral to the success of TCC. Similar to TCC, TSC operates on a voluntary basis. The outcomes of
the process are provided within 24 hours of the review, fostering a quick and effective resolution. Both TCC and TSC embody our
commitment to restorative justice practices, transforming disciplinary processes into opportunities for growth, learning, and
community building. Through these coalitions, WCS creates an environment where every student is supported, accountable, and
empowered to contribute positively to the school community.
Table 1: TSC/TCC Chart
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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 2025-2026 CHARACTER
TRAITS
“The function of education is to teach one to think intensively and to think critically. Intelligence plus character that is the goal of true
education.” –Martin Luther King, Jr.
Character Education is the deliberate effort to help people understand, care about, and act upon core ethical values. An intentional and
comprehensive character education initiative provides a lens through which every aspect of school becomes an opportunity for character
development.
Benefits of Character Education:
! Promotes character development through the exploration of ethical issues across the curriculum
! Develops a positive and moral climate by engaging the participation of students, teachers and staff, parents, and communities
! Teaches how to solve conflicts fairly, creating safer schools that are free of intimidation, fear, and violence, and are more
conducive to learning*
Character traits are essential for students to prepare for greatness! These traits should be modeled and maintained by adults and
students.
Respect, Responsibility & Caring
Modeling cornerstones of good character
Respect
Showing high regard for self, others and property
Responsibility
Being accountable for your own behavior
Honesty
Being truthful in word and action
Caring
Showing concern for the well-being of others
Justice and Fairness
Demonstrating impartial, unbiased and equitable treatment for all
Citizenship
Being an informed, responsible and caring participant in your community
Courage
Doing the right thing in the face of difficulty and following your conscience instead of the crowd
Perseverance
Staying on task and not giving up. Demonstrating commitment, pride and positive attitude in completing tasks
Hope
Believing you will be successful
*Character Education Informational Handbook & Guide, DPI
https://files.nc.gov/dpi/documents/charactereducation/handbook/content2.pdf
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Character Traits Found in the WCS/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.
Exhibits and Appendices 432
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Essential Components of the MTSS Framework
Identify Needs
Coherent
! SCREENING Instruction
! PROGRESS Effective Professional
MONITORING Leadership Capacity
! DATA-BASED WHOLE
Examine Progress Select Interventions
DECISION
MAKING CHILD
READY TO LEARN
READY TO LIVE
! MULTI-LEVEL READY TO LEAD
PREVENTION
SYSTEM Family & Supportive
Community Learning
! INFRASTRUCTURE Engagement Environment
Implement Plan Plan Implementation
SUPPORTING THE WHOLE CHILD
The key components in Georgia’s MTSS-RTI process include:
1. The three tiered delivery model gives learning support that is matched to the student’s need.
2. Evidence-based instruction is the core of a teacher’s classroom lesson plan.
3. Evidence-based interventions that increase or decrease in intensity if the results of the progress monitoring show a change is
needed.
4. The use of a variety of ongoing assessment (test) data determines which students need supports to meet academic and/or
behavior expectations.
5. Delivery of resources for learning interventions are based on student assessment data and classroom observation.
Parents: You can help with the MTSS-RTI process by actively participating in your child’s education and being a partner in the success
of the teaching and learning in school. You can also read the Georgia Standards of Excellence for your child’s grade or course by going
to the parent page of www.GeorgiaStandards.org., ask for ways you can help at home to improve your child’s school performance,
review and ask questions about your child’s progress on assessments during parent conferences, become knowledgeable about the
classroom intervention process in your school or district, and if your child is being supported with an intervention, request progress
updates so you know if the intervention is working.
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS)
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, data-driven framework proven to reduce disciplinary
incidents, increase a school’s sense of safety and support improved academic outcomes. DeKalb County Schools uses the framework to
guide the overall approach to discipline, however, the evidence-based application of the framework requires training teachers and staff
and developing specific implementation strategies. The implementation of PBIS in DeKalb County Schools is in progress. Currently,
more than 44 DeKalb County Schools, as well as 1,400 Georgia Schools and 27,000 schools nationwide are implementing PBIS and
saving countless instructional hours otherwise lost to discipline. The premise of PBIS is that continual teaching, combined with
acknowledgement or feedback of positive student behavior will reduce unnecessary discipline and promote a climate of greater
productivity, safety, and learning. PBIS schools apply a multi-tiered approach to prevention, using disciplinary data and principles of
behavior analysis to develop school-wide, targeted, and individualized interventions and supports to improve school climate for all
students. (OSEP Technical Assistance Center on Positive Behavior Interventions & Supports, 2009)
Behavioral support is provided for ALL students school wide. This system of support offers all students social skills instruction, positive
and proactive discipline, social behavior expectations, active supervision and monitoring, positive acknowledgement, fair and corrective
discipline, and parent training and collaboration. Parents report that their main school concern is the safety of their child (Neilsen Gatti,
Stansberry-Brusnahan, & Nelson, 2007). Challenging behaviors in schools that range from disruptive classroom behaviors to physical
violence are safety concerns and they represent barriers to teaching and learning. Educators and parents both share this concern. Rather
than relying on a mixed bag of short-term solutions for individual students and situations, schools should focus on proactive ways to
define, teach, and sustain appropriate student behaviors across all school settings including the classroom, lunchroom, restrooms, and
playground. The primary goal of PBIS is to help schools design effective environments that will increase teaching and learning for all
students. (Georgia Department of Education, GaPBIS)
Exhibits and Appendices 433
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/DCSD Code of Student Conduct called
Restorative Practices. The goal of restorative practices is to develop community and to manage conflict and tensions by repairing harm
and building relationships rather than simply punishing the wrongdoer.
The use of restorative practices helps to:
! reduce crime, violence and bullying,
! improve human behavior,
! strengthen civil society,
! provide effective leadership,
! restore relationships, and
! repair harm.
Figure 1. What Are Restorative Practices?
Build healthy
Address and discuss relationships
the needs of the between educators
school community and students
RESTORATIVE
Resolve conflict,
PRACTICES
Reduce, prevent,
hold individuals and and improve harmful
groups accountable behavior
Repair harm and
restore positive
relationships
Information sourced via The American Federation of Teachers.
http://www.aft.org/ae/winter2015-2016/resources
Restorative practice promotes dialogue between those who have been hurt and those who have inflicted the harm. This allows the victim
and wrongdoer to have an opportunity to discuss how they have been affected by the violation and to decide what should be done to
repair the harm and relationship. This is a victim-sensitive tool that encourages victims to take an active role in addressing the violation.
Wrongdoers are encouraged to take responsibility for their actions, to repair the harm they have done by apologizing, returning stolen
property, community service, or restitution. This may allow for the greatest victim contentment and wrongdoer accountability.
Restorative practice is not suitable for instances of bullying, harassment, hazing, or discrimination.
A restorative conference is carefully planned to ensure that those who have been victimized and those who have done wrong are properly
prepared and that any further harm from confrontation is prevented. During the restorative conference, the victims, wrongdoers, both
parties’ family and friends, staff, and other community members volunteer to participate in a structured, scripted meeting to address the
violation, consequences, and restitution. The conference facilitator arranges the meeting, reads a script, and keeps the conference
focused, but intentionally does not actively participate in structuring the outcome of the conference. The goal of the conference is for
the participants to arrive at a jointly acceptable agreement that addresses the harm caused by the wrongdoer and necessary reparations.
Wachtel, Ted. http://www.iirp.edu/what-is-restorative-practices.php. International Institute for Restorative Practices. Retrieved 11
July 2012.
Exhibits and Appendices 434
15
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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.
Exhibits and Appendices 435
16
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 436
17
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 437
18
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 438
19
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 439
20
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 440
21
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 441
22
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 442
23
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 443
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 444
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.);
Exhibits and Appendices 445
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
(d) Using or participating in using personal or school technology resources to distribute or display inappropriate material.
Inappropriate material does not serve an instructional or educational purpose and includes but is not limited to the following
(See Rule 7G for bullying using technology):
! Profane, vulgar, lewd, obscene, offensive, indecent, sexually explicit, pornographic or threatening
! information/material;
! Advocates illegal or dangerous acts;
! Causes disruption to DeKalb County School District, its employees or students;
! Advocates violence;
! Contains knowingly false, recklessly false, or defamatory information; or
! Is otherwise harmful to minors as defined by the Children’s Internet Protection Act. (The local school police officer
must be notified of such incidents.)
(e) Refusing to comply with reasonable directions or commands of school staff regarding responsible use of technology, and/or
use audio or visual recording devices without permission of a school administrator.
(f) Gaining or attempting to gain unauthorized access to the District's computer data, network, system, Internet connections,
e-mail accounts, or intranet or to any third party's computer system, data, or network, such as:
! Malicious tampering, phishing, or hacking activities;
! Intentionally seeking information about passwords belonging to other users;
! Disclosing a user's password to the District's computer network, system, Internet connections, e-mail accounts, or
intranet to other individuals. Students, however, may share their passwords with their parents.
! Modifying passwords belonging to others;
! Attempting to log in through another person's account;
! Attempting to gain access to material that is blocked or filtered by the District;
! Accessing, copying, or modifying another user's files without authorization;
! Disguising a user's identity;
! Using the password or identifier of an account that does not belong to the user; or
! Engaging in uses that jeopardize access into others' accounts or other computer networks or systems.
NOTE: No one is allowed to take pictures or video of other persons at school without the express permission of the
principal. At no time shall a student take any pictures, video or audio recordings of students or staff while on school
property or at any school sponsored event or post any pictures, videos or audio recordings of students or staff on social
media without their consent. Violation of this provision will result in the student losing the privilege of using an electronic
communication device while on school property. Visitors or volunteers may also not take pictures or video of students
other than their own child without the consent of the student’s parent or guardian. Visitors and volunteers should consult
with teachers about photo or video permissions that may have been obtained from the student’s parent or guardian.
Students must never send threatening/inappropriate messages and/or images via electronic communication devices or the
internet/intranet at any time, including during virtual instructional time. This could result in very serious school, personal and/or
criminal consequences. Go to http://www.dekalbschoolsga.org/bullying-harassment-hazing-awareness for further information
on cyberbullying.
Student must not wear headphones with or without electronic devices during instruction time unless used for approved
medical or instructional purposes only.
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
3. WEAPONS, EXPLOSIVES, HAZARDOUS OBJECTS AND OTHER DEVICES
NOTE: Weapons present an immediate and real danger to students, faculty and staff, and can also damage the learning
climate and reputation of a school. Federal law (Gun-Free School Zone Act;) states that school districts must have a
policy requiring the expulsion of a student from school for at least one calendar year for possession of or for bringing a
firearm or dangerous weapon to school, school-sponsored functions, on school property or school buses. (18 U.S.C. §
921(a)(25); O.C.G.A. § 16-11-127.1; O.C.G.A. §20-2-751.1) The possession of any dangerous weapon, hazardous object,
or firearm in violation of O.C.G.A. § 16-5-21; 16-5-24; 16-11-127; 16-11-127.1; or 16-11- 132 will trigger the reporting
requirements of O.C.G.A. § 20-2- 1184.
Exhibits and Appendices 446
27
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 447
28
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 448
29
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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.
Exhibits and Appendices 449
30
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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.
Exhibits and Appendices 450
31
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 452
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Seeking Initial Approval from Both DeKalb County School District and the
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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.
Exhibits and Appendices 453
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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
G. Bullying/harassment/hazing
Students will not threaten, intimidate, harass, make physical contact with or subject another student to any other form of
physical or emotional hurt, including hazing associated with membership in extracurricular organizations (sports teams,
band, etc.). School officials will address each act of bullying/harassment/hazing that is reported or of which they otherwise
become aware.
Bullying/Harassment/Hazing
Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power
imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who
bully others may have serious, lasting problems.
Bullying means an act that is:
(1) Any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present
ability to do so; in light of a real or perceived power imbalance;
(2) Any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm;
or
(3) Any intentional written, verbal, or physical act by a person with real or perceived power over another person
which a reasonable person would perceive as being intended to threaten, harass, or intimidate, that:
(A) Causes another person visible bodily harm;
(B) Has the effect of substantially interfering with a student's education;
(C) Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment;
or
(D) Has the effect of substantially disrupting the orderly operation of the school.
Bullying applies to acts which occur on school property, on school vehicles, at designated school bus stops, or at school
related functions or activities or by use of data or software that is accessed through a computer, computer system,
computer network, or other electronic technology of a local school system.
Examples of bullying include but are not limited to:
! Verbal assaults such as unwanted teasing or name-calling;
! Threats, taunts and intimidation through words and/or gestures;
! Direct physical contact such as hitting or shoving;
! Physical violence and/or attacks:
! Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language
by or using e-mail or electronic communication, directed at or about a specific person, causing substantial emotional
distress to the victim;
! Cyberbullying or the willful, hostile and repeated harassment and intimidation of a person using digital technologies,
including, but not limited to, email, blogs, social networking websites (e.g., Instagram, Twitter, Facebook, etc.), chat
rooms, texts, and instant messaging;
! Rumors or spreading of falsehoods;
! Stalking;
! Public humiliation;
! Social isolation;
! Extortion or manipulation, including incitement and/or coercion;
! Using cameras or camera phones to take embarrassing or unauthorized photographs of students or school employees
and distributing them to others or posting them online;
! Sending abusive or threatening text messages or instant messages; and
! Using websites to circulate gossip and rumors to other students.
Cyberbullying
Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can
occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in,
or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about
someone else. It can include sharing personal or private information about someone else causing embarrassment or
humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior. (www.stopbullying.gov)
Exhibits and Appendices 454
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The Wright Community School
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Examples of cyberbullying include but are not limited to:
! Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language
by using e-mail or electronic communication, directed at or about a specific person, causing substantial emotional
distress to the victim;
! Cyberbullying or the willful, hostile and repeated harassment and intimidation of a person using digital technologies,
including, but not limited to, email, blogs, social networking websites (e.g., Instagram, Twitter, Facebook, etc.), chat
rooms, gaming, texts, and instant messaging.
Please refer to Offense #17 for cyberbullying violations that occur away from school or after school hours.
Harassment
Students will not harass or subject another student to any other form of physical, verbal or nonverbal harassment.
Harassment may be defined as offensive behavior (physical, verbal, social, emotional, and/or relational) that targets a
specific person or persons. Harassment includes, but is not limited to, behavior that targets another based on race, religion,
gender, disability, or national origin. (The word “intentionally” was removed from both sentences.
Examples of harassment include but are not limited to:
! Harassment or intimidation motivated by any actual or perceived characteristic including race, color, ethnicity, religion,
gender, disability, age, gender identity, sexual orientation, ancestry, national origin, physical attributes, socioeconomic
status, physical or mental ability, or by any other distinguishing characteristic;
! Public humiliation;
! Social isolation.
Hazing
Students will not haze or subject another student to any other form of physical, verbal or nonverbal hazing
(O.C.G.A. § 16-5-61).
Hazing may be defined as the practice of rituals and other activities involving harassment, abuse or humiliation used as a
way of initiating or raising the rank of a person into a group. Hazing happens regardless of a person’s willingness to
participate.
Examples of hazing include but are not limited to:
! Physical or verbal harm/degradation/abuse;
! Theft/Destruction of personal property for the purpose of bullying, harassing, or intimidating;
! Public humiliation;
! Intimidation/domination.
School officials will address each act of bullying/harassment/discrimination/hazing that is reported or of which they
otherwise become aware.
Disciplinary action after the first incident of bullying may include, but is not limited to, the following:
! Counseling;
! Loss of a privilege;
! Reassignment of seats in the classroom, cafeteria, or school bus;
! Reassignment of classes;
! Detention;
! In-school suspension;
! Out-of-school suspension (through appropriate due process hearing);
! Expulsion (through appropriate due process hearing); and
! Assignment to an alternative school (through appropriate due process hearing).
A student who has engaged in bullying should be given an age-appropriate consequence which will include, at minimum
and without limitation, disciplinary action or counseling as appropriate under the circumstances.
Exhibits and Appendices 455
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
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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 WCS/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
Exhibits and Appendices 456
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military service and the National Guard; and other such absences as provided for by law or by the local Board of Education. Georgia
law also provides for special treatment of absences in the following circumstances:
! Georgia law provides up to 5 days of excused absences for students whose parents are in the armed forces and who are
called to duty or home on leave from overseas deployment in a combat zone.
! Students serving as Pages of the Georgia General Assembly will be counted as present for days missed from school for
such service.
! Students volunteering to work as poll officers in the Student Teen Election Program (STEP) will be counted present for
up to two (2) days of service in that program.
! Foster care students attending court proceedings related to their foster care shall be credited as present for any day(s) or
portion of a day missed from school for that purpose.
2025-2026 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.
Exhibits and Appendices 457
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Seeking Initial Approval from Both DeKalb County School District and the
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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.
Exhibits and Appendices 458
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Therefore, the DeKalb County School District strictly prohibits all activities related to gangs and other organizations that engage
in unlawful or delinquent behavior. The School District provides support for students affected by gang activity. A student will
not, by use of violence, force, coercion, threat of violence, or gang activity, cause disruption or obstruction to the educational
process. “Gang-related activities” are acts by a group of students or an individual student representing the group, which can or
may cause danger/disruption to the school environment and/or threaten the safety of students, faculty, or other employees of the
school district. Prohibited behavior includes, but is not limited to:
! Displaying gang signs and symbols on personal and school property
! Wearing clothing that symbolizes gang affiliation (shirts, hats, bandanas, belts, jewelry, etc.);
! Displaying gang hand-signs, tattoos / brands, and/or other adornments which symbolize gang affiliation;
! Defacing school property with gang graffiti (furniture, walls, buses, buildings, structures, etc.);
! Using electronic devices (computers, cellular phones, camera/video phones, video cameras, camcorders, MP3 players, etc.)
for the purpose of documenting, disseminating, or transmitting gang activity, threats, and/or planned violent behavior;
! Engaging in any criminal offense involving violence, possession of a weapon and/or use of weapon which includes, but is
not limited to, gang recruitment, intimidation, and premeditated/planned school disturbances that may place students, faculty
and staff in reasonable fear of receiving bodily injury.
A gang is a formal or informal organization, association, or group consisting of three or more persons who engage in activities
that threaten the safety of students, staff, volunteers, visitors, or others; that compromise the general school order or its activities;
and/or that interfere with the School District’s educational mission. Individuals associated with a gang may share a common name
or common identifying signs, symbols, tattoos, graffiti, or attire or other distinguishing characteristics.
Students who participate in gang-related activities, as defined in this section, will be charged with Offense #12 Gang Related
Activity. Upon being found in violation of this offense, the student will be referred to a District due process hearing, which may
result in suspension, referral to an alternative school or expulsion. In addition, the student will be referred to mandatory gang
prevention counseling. Parents, law enforcement and other appropriate persons will be notified any time a student is suspected of
being involved in gang-related activity. Students who participate in gang-related activities may be subject to consequences set
forth in state law (O.C.G.A. §§ 16-15-3, 16-15-4). Students who feel bullied, threatened or unsafe at school because of gang
activity should report their concerns to a teacher, counselor, principal, assistant principal, or the Georgia Department of
Education’s anonymous hotline number to report gang-related activity by calling 1-877-SAY-STOP (1-877-729-7867) or
the DeKalb County School District Alert Line at 1-888-475-0482. Students who want to leave a gang should contact a principal
or a staff member whom they trust for guidance and support services. The school or School District may provide students and
parents with information on community organizations that assist students in leaving gangs.
13. PROFANITY/OBSCENITY
Students will respect themselves and others and will not engage in conduct that includes, but is not limited to, cursing; profane,
vulgar, obscene, offensive words or gestures; possession of obscene material/pornography; and profane, vulgar, or obscene
comments or actions. Offensive language may include, but is not limited to, disparaging statements on the basis of national origin,
disability, race, ethnicity, gender, sex, gender identity, age, pregnancy status, and/or sexual orientation.
ELEMENTARY CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
Exhibits and Appendices 459
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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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)
Exhibits and Appendices 460
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 461
42
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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 WCS/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.
Exhibits and Appendices 462
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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.
Exhibits and Appendices 463
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 464
45
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 465
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 466
47
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 467
48
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
BUS AND BUS STOP RULES
Students are expected to observe the following rules for safety and courtesy on the bus and at the bus stop.
AT THE BUS STOP
! Arrive at the assigned stop ten (10) minutes before bus pickup
! Stand on the sidewalk or the edge of the street by the curb
! Stay off private property
! Do not stand on the part of the road reserved for vehicles
! Be respectful and watchful of traffic
! Wait in a quiet and orderly manner
WHEN THE BUS ARRIVES
! Allow the bus to come to a complete stop
! Board the bus in a quiet and orderly manner
ON THE BUS
! Remain seated at all times until time to get off bus
! Remain silent at railroad crossings
! Cooperate with the driver and practice orderly conduct
! Do not bully, harass or haze other students
! No profanity or obscene behavior
! No smoking
! No eating or drinking
! No vandalism
! No body parts outside bus
! No radio, tapes, or electronic audio/video devices without headphones
! No cell phone use at any time
! No live animals
! No unsafe objects or weapons
! No throwing of items from the bus or on the bus
LEAVING THE BUS
! Remain seated until the bus comes to a complete stop
! Leave the bus in an orderly manner
! Leave at your assigned bus stop
! Cross in front of the bus
! Leave the bus stop in an orderly manner
Violations that occur involving the school bus and/or incidents that occur while students are on the way to or returning from school,
whether at the bus stop or in the surrounding neighborhood may result in direct intervention by the school. (See Bus Matrix Page 50)
Exhibits and Appendices 468
49
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26 The Wright Community School Student Code of Conduct
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
Exhibits and Appendices 469
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
EXPLANATION OF BEHAVIORAL STRATEGIES, DISCIPLINARY OPTIONS, AND
CONSEQUENCES
SCHOOL- INITIATED CONSEQUENCES
Each school is responsible for following the WCS/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
Exhibits and Appendices 470
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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
Exhibits and Appendices 471
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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 WCS/DCSD Code of
Student Conduct if the student assists, plans, participates, advises, incites, counsels, and/or encourages other individuals to violate
the WCS/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 WCS/DCSD Code of Student Conduct apply to student behavior in school restrooms and locker rooms.
Students are expected to help keep restrooms clean and safe. Also, students are expected to report disruptive, unsafe, and/or unclean
conditions in restrooms to an administrator.
No cell phones, camcorders, video recorders, or cameras are allowed in locker rooms. It should be noted that no one is allowed to
take pictures or video of other persons in any area of the school without the express permission of the principal.
STUDENT DISCIPLINE PROCEDURES
Students are entitled to certain due process measures before being suspended/expelled from public school. The extent of the procedural
protections depends on how long the suspension/expulsion from school will last. For example, for suspensions of ten school days or
less, the United States Supreme Court has held that only minimal due process is required.
The DeKalb County School District has adopted a set of procedural safeguards that afford students greater due process than
the law requires. The procedures are described in the following sections.
SCHOOL ADMINISTRATIVE DUE PROCESS FOR SUSPENSION
School administrative due process for suspension is held before a student is given in-school suspension, out-of-school suspension, or
bus suspension up to ten (10) days or other appropriate consequences. If the violation warrants further suspension beyond the ten (10)
days, it must be referred by the school principal with a recommendation for long-term suspension or expulsion.
At the school administrative due process for suspension meeting, the student is informed verbally of the offense with which the student
is charged, who made the charge(s), who witnessed the offense, and what disciplinary action is proposed to be taken. The student is
provided with an opportunity to tell their side of the story. The student’s parent/guardian will be contacted if disciplinary action is
taken. Witnesses (when applicable) are asked to submit verbal and/or written accounts of the incident as soon as possible after the
incident.
DISCIPLINE TEAM MEETING (DTM)
When a Principal recommends a long-term out of school suspension/expulsion, and the disciplinary hearing may potentially be waived,
a Discipline Team Meeting (DTM), which consists of the principal/designee, the student behavioral specialist and/or another
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representative from the system office of student discipline, and the parent/guardian, will be offered to the parent/guardian within five
(5) school days of the first day of suspension. The student may be invited where practicable. The principal/designee will notify the office
of the Student Support Team Coordinator, or Superintendent’s designee, as soon as practicable after the investigation of the occurrence.
The principal/designee should furnish the following documents to the MTSS/RTI Coordinator or Superintendent’s designee, before or
at the time of the Discipline Team Meeting DTM: witness/student statements; a current copy of the student's permanent record; a copy
of the student's test record card; current status of the student's academic and conduct grades in all classes (progress reports); days present
and absent (excused and unexcused absences); number of tardies and class cuts; detention assignments with reasons; anecdotal report
citing discipline, attendance and academic records, and interventions offered at the local school including SST referral, counseling
sessions and parent/guardian conferences with dates, reasons, and results; copy of police report; special education, Section 504 or SST
status (active enrollment or referral for any of these programs); SST reports; copy of the currently approved suspension letter that
includes the school administrations’ recommendation for consequences, and any other information or evidence relevant to the incident.
The purpose of this meeting is for the team to discuss the investigation completed by the school, the discipline procedures afforded, and
any information provided by the student and/or the parent/guardian. As this is a parent conference, the student’s or parents’ legal counsel
may not attend. The MTSS/RTI Coordinator and/or another representative from the district office of student discipline may set a
reasonable time limit for the DTM, and may end the DTM if it is evident that resolution is not imminent. If the parent/guardian and
school are able to reach an agreement about the disciplinary outcome, the agreement is approved by the Director of Student Relations,
and the parent/ guardian waives the hearing in writing, then the hearing will be canceled. If the parent/ guardian disagrees with the
disciplinary outcome and the end result of the DTM, or the parent/guardian does not attend the DTM, then the hearing will proceed as
scheduled. Discipline Team Meetings can be conducted using various modes of communication. If the DTM does not occur or does not
occur as discussed in this Code, the hearing will proceed as scheduled.
DISTRICT DUE PROCESS HEARING
In-person and virtual District due process hearings are conducted by a Hearing Officer who hears evidence concerning violation of
student misconduct, which, if proven, may require discipline greater than a ten (10) school-day suspension. The Hearing Officers are
appointed by the Superintendent and should have no prior knowledge of the violation. If a Hearing Officer does have prior knowledge
of the violation prior to the hearing, it may proceed if Hearing Officer affirms that they can hear evidence and come to a decision without
bias.
When a school principal recommends a student to the District due process hearing, the recommendation is reviewed by the appropriate
Hearing Officer, who decides whether to hold a hearing. All hearings must be held no later than ten school days after the disciplinary
action or school-initiated arrest by a School Resource Officer (SRO) unless the School District and parents/guardians mutually agree to
an extension. If a hearing is to be held, the student and parent/guardian will be provided verbal and written notice of the date, time and
place of the hearing, violations and a list of possible witnesses.
District due process hearings are confidential and not open to the public. The student, his/her parent or guardian or a parent representative
with written parent permission, and their witnesses may attend the hearing, but other relatives or friends of the student will not be
allowed to attend. The proceedings are recorded electronically. The School District may summon witnesses to testify on its behalf at the
hearing. The student and parent/guardian may also bring witnesses. The Hearing Officer will make determinations regarding whether
witnesses have relevant testimony to the charges considered. If the student or parent/guardian wants School District personnel or other
students to testify at the hearing, they should contact school administration, which will arrange the issuance of summonses for these
persons. The parent/guardian must contact the school within 48 hours of the hearing so that parental consent can be requested for the
student asked to testify. Witnesses testifying in a District due process hearing will not be allowed to have an attorney present at the
hearing unless that witness is or may be charged in the incident.
The evidence presented at a District due process hearing may include physical evidence, such as drugs or weapons; witness testimony;
photographs; recordings; and relevant documents, such as witness statements, investigation reports, and the student’s current discipline
and academic record. The School District bears the burden of proving the violations against the student by a “preponderance of the
evidence.” The student has the right, at his/her own expense, to be represented by counsel at the District due process hearing. The
parent/guardian must give the Department of Student Relations notice at least 48 hours before the hearing that they will have legal
representation during the due process hearing and the attorney must provide an Entry of Appearance to the Department of Student
Relations at least 48 hours before the hearing. Failure to give notice may result in the hearing being postponed and reset for a later date
so that the school can make any necessary arrangements and/or schedule District attorney. The School District is not usually represented
by an attorney at District due process hearings, but in some cases an attorney is used.
The District due process hearing is not required to be identical to a courtroom trial, and the strict rules of the Georgia Evidence Code do
not apply. All parties may offer relevant information to assist the Hearing Officer with determining whether the student is in violation
of an offense and whether discipline must be imposed. The Hearing Officer is authorized to make the final decision regarding relevancy
of information provided. Based upon a preponderance of the evidence presented at the hearing, the Hearing Officer will determine
whether school rules have been violated and identify the discipline to be imposed.
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After the presentation of evidence by both sides, each side is given an opportunity to make a closing argument. The hearing then ends,
and the Hearing Officer will deliberate privately to decide whether a violation has occurred and an appropriate discipline if the student
is found in violation by a preponderance of evidence. If the student is found not in violation of school rules, the student shall be allowed
to return to school. If the student is found in violation, the Hearing Officer may impose discipline ranging from sending the accused
back to school on probation to expulsion from the School District. Parents/guardians may contact the office the next school day to
receive the decision. A letter will be sent to the student’s parent/guardian within ten days after the hearing is held. The student’s
parent/guardian may appeal the Hearing Officer’s decision to the Board of Education by submitting a written request to the
Superintendent of DeKalb County School District at 5823 Memorial Drive, Stone Mountain, Georgia, 30083. This request must be
made within twenty (20) calendar days from the date the decision is rendered.
APPEAL TO DEKALB BOARD OF EDUCATION
The student’s parent/guardian may appeal the Hearing Officer’s decision to the Board of Education by submitting a written request to
the Superintendent of DeKalb County School District at 5823 Memorial Drive, Stone Mountain, Georgia, 30083. This request must be
made within twenty (20) calendar days (including weekends, public and legal holidays) from the date the decision is rendered by the
Hearing Officer. The written notice of appeal should set forth the reasons, together with any supporting arguments, as to why the Hearing
Officer’s decision is alleged to be incorrect. The notice should further specify what portion or portions of the record support the
appellant’s contentions. No new evidence will be allowed.
The DeKalb Board of Education will review the record and shall render the decision in writing within ten (10) days excluding weekends
and public and legal holidays from the date the request for appeal is received. The decision of the DeKalb Board of Education will be
based solely on the record created during the District due process hearing. The DeKalb Board of Education will not consider any new
evidence or hear any oral arguments; however, written arguments concerning the merits of the appeal may be submitted. The DeKalb
Board of Education has the power to affirm, reverse, or modify the Hearing Officer’s decision. The DeKalb Board of Education’s
decision will be final, unless an appeal is made to the State Board of Education by filing a notice of appeal in writing with the DeKalb
County School District superintendent within thirty (30) calendar days of the DeKalb Board of Education’s decision. The appeal shall
set forth: the question in dispute; the decision of the local board; and a concise statement of the reasons why the decision is being
appealed. The contents of this notice of appeal and the procedure to be followed before the State Board of Education of Georgia are
specified in O.C.G.A. § 20-2-1160 and State Board Rule 160-1-3-.04.
A transcript of the District due process hearing will be made only if there is an appeal. The student’s parent/guardian or attorney may
request an audio copy of the hearing at the Department of Student Relations or may order a copy of a written transcript at their own
expense.
DISTRICT DUE PROCESS WAIVER
A parent/guardian and student may choose to waive their District due process hearing and accept the appropriate consequences for the
incident by completing and signing a District Due Process Hearing Waiver. By submitting this waiver, the parent/guardian and student
agree to the decision and waive any future challenges and appeals relative to that incident.
STUDENTS WITH DISABILITIES
The discipline procedures for students that receive special education services under IDEA and students with disabilities covered under
Section 504 are the same as above with the following additional steps:
Special circumstances for students with disabilities (weapons, drugs, & or serious bodily harm)
1. The local school administrative staff should determine if a student was in possession of a weapon, drugs, or inflicted serious bodily
harm to another individual. If yes, proceed to A & B.
A. The Exceptional Education Director/District 504 Coordinator should be notified immediately of the above triggers.
! The Exceptional Education/Section 504 District personnel will investigate the situation and provide guidance to the
local school.
! District personnel and local school personnel will collaborate to determine a plan of action.
B. Exceptional Education/504 Coordinator will contact the local school if an emergency change in education location is
needed.
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2. The Special Education teacher(s), the IEP case manager or the Section 504 chairperson is notified of the occurrence.
3. If a student with disabilities is referred to a District due process hearing, a school administrator contacts the school’s Lead
Teacher for Special Education/Section 504 Chair to schedule a Manifestation/Determination meeting.
4. If it is determined that the behavior is not a manifestation for the disability, a recommendation is made by the school principal
for a District due process hearing, subject to the education rights of the student under IDEA 2004. If the behavior is a
manifestation of the disability, any further placement decisions will be made by the IEP Review Committee or Section
504 Team.
STUDENT PLACEMENT PROTOCOL FOR STUDENTS RETURNING AFTER INCARCERATION,
DETENTION, OR OTHER SPECIAL CIRCUMSTANCES
Students who have been out of school due to incarceration or detention often need a period of transition before returning to their local
school. Moreover, there may be circumstances in which a current student’s presence at school may pose a serious and significant danger
to the persons and/or property at the school. A protocol has been established for determining whether a student returning from a period
of incarceration or detention due to alleged or adjudicated criminal conduct should be placed in an alternative school program or returned
to the student’s local school. The DeKalb County School District affords these students an opportunity to rebuild their academic and
social skills so that the transition to their local school will go smoothly. The primary considerations in making this determination are the
educational needs of the returning student and the safety of other students and staff.
In many cases, the conduct at issue is very serious, ranging from property offenses to serious sexual violations or weapon possession,
or other violent acts. Students adjudicated for these offenses may be placed on a safety plan by the Department of Juvenile Justice (DJJ)
or the Juvenile Court. These plans may impose certain restrictions on the returning student; for example, the student may not be allowed
around children of a certain age, around the victim or children with the victim’s profile, or may have to be supervised by an adult at all
times.
In some cases, students have been expelled or suspended from DeKalb or another school district or private school, and the term of
suspension or expulsion has not yet been completed. (O.C.G.A. § 20-2-751.2) In other cases, students may seek readmission or
enrollment that have been suspended or expelled for being convicted of, being adjudicated to have committed, being indicted for, or
having information filed for the commission of any felony or any delinquent act that would be a felony if committed by an adult.
(O.C.G.A. § 20-2-768) This brings other questions into play, such as whether the student should be excluded altogether for the remainder
of the expulsion or suspension or offered an alternative placement.
Before these students return to school, they will be referred to the Department of Student Relations. Department personnel will gather
and review all appropriate information, including any information that the student’s parents may wish to provide, and make a placement
determination. The parents and student may be present for this review and may provide input. Attorneys will not be allowed to attend.
Parents who disagree with the placement determination made by the Department of Student Relations will have three school days
following the determination to request a review by the Disciplinary Action Review Committee (DARC). The DARC operates under the
auspices of the Department of Student Relations and is authorized to consider and rule on special requests from parents/guardians and
school administrators pertaining to student discipline-related situations. The DARC will meet and make a placement determination
based upon a review of the information from the Department of Student Relations and any additional information provided by all other
parties. Parents who disagree with the placement determination made by the Disciplinary Action Review Committee will have three (3)
school days following the determination to request a District due process hearing, pursuant to O.C.G.A. § 20-2-754.
The protocol described above may be used in other types of student placement situations as deemed appropriate by Student Relations
administrators. All placement determinations will be made on a case-by-case basis. Various factors, including age, length of
incarceration, nature of charges, existing discipline order, potential safety concerns or disruption of the educational process, present/prior
discipline history, etc. may be used in making placement determinations at all levels. For example, the following general categories of
serious violent offense set forth below will result in the school administrator’s referral to the Department of Student Relations. By way
of example, these general categories include but are not limited to the following:
! Assault resulting in serious injury
! Assault involving use of a weapon
! Death by other than natural causes (homicide)
! Kidnapping
! Rape
! Robbery with a dangerous weapon (armed robbery)
! Robbery without a dangerous weapon
! Sexual assault (not involving rape or sexual offense)
! Sexual Offense
! Taking indecent liberties with a minor
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Additionally, an offense involving accusations of manufacturing, selling or trafficking large quantities of controlled substances is to be
included.
All principals will continue to follow the WCS/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 WCS/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 WCS/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 WCS/DCSD
Code of Student Conduct and may result in expulsion. (For a full and complete list of weapons, see pages 27=29.)
INFORMATION FOR STUDENTS: SO, WHAT CAN YOU DO?
Take pride in your school and show respect for yourself and your friends by participating in keeping your school and friends safe.
! Do not, for any reason, bring a weapon to school, or accept a weapon from another student, or allow another student
to place a weapon in your locker, desk, vehicle, or personal belongings.
! Tell your friends not to bring weapons to school for any reason, not to show off, not for protection, not for any
reason.
! If you hear about or see a weapon at school or on a school bus, inform a teacher or administrator immediately (you
may ask that your name not be used).
WHY GET INVOLVED IN MAKING SCHOOLS SAFER?
Students should get involved because the problems that weapons at school can cause are serious and will not completely go away without
student involvement. Students across the nation have said “enough is enough.” These students are taking a more active interest in keeping
their schools safe and free of weapons. These students let it be known that weapons will be reported, regardless of who brings them to
school.
A SPECIAL MESSAGE TO STUDENTS 17 YEARS OLD OR OLDER
If you are 17 years old or older and you are caught with a weapon at school or on the bus or in your vehicle at school, you may be
charged with a felony. A felony conviction gives you a record, one that may keep you from being accepted in colleges, technical
schools, and the armed services. It may also keep you from getting a job or voting.
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WCS/DCSD Code of Student Conduct
The WCS/DCSD Code of Student Conduct makes it very clear to all students that weapons cannot be brought to school. The WCS/
DCSD Code of Student Conduct also includes important information and advice to students about weapons and other dangerous items.
IT’S IMPORTANT TO REMEMBER
When the weapons laws of Georgia are violated, the student may be:
ARRESTED
PLACED IN A POLICE CAR
TAKEN TO JAIL OR A DETENTION CENTER
SENTENCED TO JAIL
PENALIZED WITH SUBSTANTIAL COURT FINES
PLACED ON PROBATION
EXPELLED FROM SCHOOL
PREVENTION AND INTERVENTION
What are school districts doing to keep weapons out of schools? Several strategies are being used, such as:
! Distributing the WCS/DCSD Code of Student Conduct to all students to let them know that weapons are against the law and
against school rules;
! Informing students that lockers, desks, tables, vehicles, and personal belongings are subject to being searched by school
officials;
! Informing parents that most weapons come to school from home;
! Randomly conducting firearm and drug searches using gunpowder and drug-sniffing dogs;
! Restricting or limiting the use of book bags at school;
! Expelling students who have brought weapons to school or on a school bus;
! Installing more surveillance cameras and increasing the use of metal detectors.
Responsibility is knowing what is expected of you.
Responsibility is having high expectations of yourself and others.
Responsibility is making responsible choices.
Responsibility is making the right decision when the wrong decision is easier.
Responsibility is the measure of maturity.
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STUDENT RIGHTS AND RESPONSIBILITIES
RESPONSIBILITIES
1. Parent(s)/Guardian Responsibilities
Through dissemination of the WCS/DCSD Code of Student Conduct each school will inform the parent of the following
expectations:
1. To assume legal responsibility for the behavior of the child as determined by law and community practice and to
ensure that the child is familiar with the discipline policy and regulations.
2. To teach the child self-discipline, respect for authority and for the rights of others.
3. To make sure that the child attends school regularly and that the school receives notification of the reason for absences
when the child cannot attend school.
4. To work to the best of their ability to provide the necessary materials and a positive home learning environment for
the child to succeed in school.
5. To maintain communication with the school and provide the school with a current telephone number through which
they may be reached during the school day.
6. To respond quickly to school to get the child when called upon.
7. To be available for conferences when requested.
8. To cooperate with the school staff to develop strategies to benefit the child.
2. Student Responsibilities
1. To be aware of and to abide by District-wide policies, regulations and school guidelines regarding acceptable behavior.
2. To be responsible for one’s own behavior.
3. To conduct oneself in a manner which is conducive to learning and does not interfere with the teacher’s right to teach
or the student’s right to learn.
4. To respect the personal, civil and property rights of all members of the school community.
5. To refrain from the use of physical force, verbal abuse or harassment, blackmail, stealing, vandalism, and other illegal
activities.
6. To seek clarification from school personnel concerning the appropriateness of any action or behavior.
7. To attend school and classes regularly, on-time and be prepared with the necessary learning materials.
8. To know and follow the policies and regulations for every event considered part of the school program regardless of
the time or place.
9. To comply immediately with any staff member’s reasonable request to carry out school rules.
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RELEASE OF STUDENT INFORMATION
Notification of Rights under the Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age (“eligible students”) certain
rights with respect to the student’s education records. These rights are:
(1) The right to inspect and review the student’s education records within 45 days of the day the DeKalb County School District
receives a request for access.
Parents or eligible students should submit to the school principal a written request that identifies the record(s) they wish to
inspect. The principal will make arrangements for access and notify the parent or eligible student of the time and place where
the records may be inspected.
(2) The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate,
misleading, or otherwise in violation of the student’s privacy rights under FERPA.
Parents or eligible students who wish to ask the District to amend a record should write the school principal, clearly identify
the part of the record they want changed, and specify why it should be changed. If the District decides not to amend the record
as requested by the parent or eligible student, the District will notify the parent or eligible student of the decision and advise
them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures
will be provided to the parent or eligible student when notified of the right to a hearing.
(3) The right to privacy of personally identifiable information in the student’s education records, except to the extent that FERPA
authorizes disclosure without consent.
One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests.
A school official is a person employed by the District as an administrator, supervisor, instructor, or support staff member
(including health or medical staff and law enforcement unit personnel); a person serving on the DeKalb County Board of
Education; a person or company with whom the District has outsourced services or functions it would otherwise use its own
employees to perform (such as an attorney, auditor, medical consultant, educational consultant, volunteer, or therapist); a parent
or student serving on an official committee, such as a disciplinary or grievance committee; or a parent, student, or other
volunteer assisting another school official in performing his or her tasks.
A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his
or her professional responsibility.
Upon request, the District discloses education records without consent to officials of another school district in which a student
seeks or intends to enroll or is already enrolled if the disclosure is for purposes of the student’s enrollment or transfer, or as
otherwise required by law.
(4) The right to file a complaint with the U.S. Department of Education concerning alleged failures by the District to comply with
the requirements of FERPA. The name and address of the Office that administers FERPA are:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-8520
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RELEASE OF DIRECTORY INFORMATION
FERPA requires that the District, with certain exceptions, obtain the written consent of a parent, guardian, or eligible student (i.e., a
student over 18 years of age) prior to the disclosure of personally identifiable information from a child’s education records. However,
the District may disclose appropriately designated “directory information” without written consent, unless the parent, guardian, or
eligible student has advised the District to the contrary in accordance with District procedures. The primary purpose of directory
information is to allow the District to include this type of information from a child’s education records in certain school publications.
Examples include:
! A playbill, showing a student’s role in a drama production;
! The annual yearbook;
! Honor roll or other recognition lists;
! Information posted on the school’s or the District’s website;
! Graduation programs; and
! Sports activity sheets, such as for wrestling, showing weight and height of team members.
Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be
disclosed to outside organizations without the prior written consent of a parent, guardian, or eligible student. Outside organizations
include, but are not limited to, companies that manufacture class rings or publish yearbooks. In addition, federal law requires the District
to provide military recruiters, upon request, with the following information—names, addresses and telephone listings—unless the parent,
guardian, or eligible student has advised the District that they do not want their student’s information disclosed without their prior
written consent.
A parent, guardian, or eligible student who does not want directory information to be disclosed from the student’s education records
without prior written consent must notify the District in writing annually within a reasonable time period after receiving this notice. The
District has designated the following information as directory information: student’s name, address, and telephone listing, date of birth,
electronic mail (e-mail) address, dates of attendance, grade level, major field of study, photograph, audio recordings, video recordings,
participation in officially recognized activities and sports, weight and height of members of athletic teams, degrees, honors, and awards
received, and the most recent educational institution previously attended. Such notification should be sent to the student’s principal
within ten (10) days of receipt of this handbook.
COMPLAINTS UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT
The Protection of Pupil Rights Amendment (PPRA) affords parents of elementary and secondary students certain rights regarding the
conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. Parents and eligible students
who need assistance or who wish to file a complaint under PPRA should do so in writing to the following address: Family Policy
Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington D.C., 20202-5920. Informal inquiries
may be sent to the Family Policy Compliance Office via the following email address: PPRA@ED.Gov. The Family Policy Compliance
Office website address is: www.ed.gov/fpco.
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STUDENT COMPLAINT PROCEDURES
COMPLAINTS OF BULLYING, HARASSMENT, HAZING, OR DISCRIMINATION
Pursuant to federal and state laws, students are entitled to a Complaint Procedure to address allegations of discrimination and harassment
(including bullying). Accordingly, the School District has established both informal and formal procedures for resolving any complaints
of discrimination, harassment, or bullying on the basis of race, color, religion, national origin, sex (including sexual harassment), sexual
orientation, gender identity, disability, or age. Allegations of discrimination should be reported immediately to any school employee,
administrator, or counselor at the school, center or any school event. A student may also make a direct report via mail or in person to
the attention of: Title IX Officer, 1701 Mountain Industrial Blvd., Stone Mountain, Georgia 30083 or by dialing 678-676-0310. The
school administrator or the Title IX Officer shall assist the student with formalizing and processing the complaint, which should include
a statement of facts, identification of witnesses and any other information necessary to fully describe the matter.
Formal complaints should be filed within 30 calendar days of the alleged incident. All policies and/or procedures mandated by any
agency of the State of Georgia, or the United States, will be followed. As per O.C.G.A. § 20-2-751.5 (17), it is unlawful for a student to
falsify, misrepresent, omit, or erroneously report information regarding instances of alleged inappropriate behavior by a teacher,
administrator or other school employee, including during off-school hours. Please refer to page 92 for the Bullying/harassment/hazing
flowchart and page 93 for the Bullying/harassment/hazing Report Form in the WCS/DCSD Code of Student Conduct.
REPORTING OF SEXUAL HARASSMENT UNDER TITLE IX
Sexual harassment under Title IX is defined as conduct on the basis of sex that satisfies one or more of the following:
1. An employee of the District conditioning the provision of a District aid, benefit, or service on an individual’s participation in
unwelcome sexual conduct; or
2. Any unwelcome conduct that a reasonable person would find so severe, pervasive, and objectively offensive that it denies a
person equal access to the District’s educational program or activity; or
3. “Sexual assault” - an offense classified as forcible or non-forcible sex offense under the uniform crime reporting system of
the Federal Bureau of Investigation; or
“Dating Violence”- sex-based violence committed by a person-
A. who is or has been in a social relationship of a romantic or intimate nature with the victim; and
B. where the existence of such a relationship shall be determined based on a consideration of the following factors:
i. The length of the relationship.
ii. The type of relationship.
iii. The frequency of interaction between the persons involved in the relationship; or
“Domestic Violence”- sex-based violence which includes felony or misdemeanor crimes of violence committed by a current
or former spouse or intimate partner of the victim, by a person with whom the victim shares a child in common, by a person
who is cohabitating with or has cohabitated with the victim as a spouse or intimate partner, by a person similarly situated to
a spouse of the victim under the domestic or family violence laws of the jurisdiction receiving grant monies, or by any other
person against an adult or youth victim who is protected from that person's acts under the domestic or family violence laws
of the jurisdiction; or “Sex-based Stalking” - engaging in a course of conduct directed at a specific person that would cause
a reasonable person to-
A. fear for his or her safety or the safety of others; or
B. suffer substantial emotional distress.
The District’s Policy regarding Title IX complaints is Policy JCAC. Additional information regarding DeKalb County School District
Title IX procedures is available at: https://www.dekalbschoolsga.org/hr/employee-relations/.
Student’s principal serves as the Title IX Site Coordinator and Title IX reports/complaints may be directed to them. The District’s Title
IX Coordinator is:
Marissa Key
Executive Director of Employee Relations; Title IX Coordinator
DeKalb County School District 1701 Mountain Industrial Blvd
Stone Mountain, Georgia 30083
678.676.0105
titleixcoordinator@dekalbschoolsga.org
Title IX complaints and/or reports will be addressed through the following grievance process.
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GRIEVANCE PROCESS:
Reports or complaints made to the District regarding alleged sexual harassment in violation of Title IX shall be processed in accordance
with the following process:
1. Reports or complaints may be verbal or written and may be made at any time (including during non-business hours) in person,
by mail, by telephone, or by electronic mail using the contact information posted on the school and/or District website.
2. Any student, applicant for admission, or other person wishing to report or file a complaint alleging a violation as described
above shall promptly notify either the principal at his/her school or the Title IX Coordinator designated and authorized by the
District. Any employee who receives information alleging sexual harassment of a student shall report it to the principal or Title
IX Coordinator. If the alleged offending individual is the principal, the report or complaint should be made by the complainant
to the Title IX Coordinator.
3. The Title IX Coordinator or designee shall promptly contact the complainant to discuss the availability of supportive
measures as defined in this policy, consider the complainant's wishes with respect to supportive measures, inform the
complainant of the availability of supportive measures with or without the filing of a formal complaint, and explain to the
complainant the process for filing a formal complaint. The District shall treat complainants and respondents equitably by
following this grievance process before punishing the respondent or providing remedies to the complainant. Remedies will be
designed to restore or preserve equal access to the District's education program or activity. Such remedies may include the
same individualized services described as “supportive measures.” However, remedies need not be non-disciplinary or non-
punitive and need not avoid burdening the respondent.
4. Formal Complaint - Upon receipt of a complaint, District will within 10 days send written notice to both parties to include:
a. District’s grievance process, and
b. Notice of the allegations potentially constituting sexual harassment, including sufficient details known at the time and
with sufficient time to prepare a response before any initial interview. Sufficient details include the identities of the
parties involved in the incident, if known, the conduct allegedly constituting sexual harassment, and the date and
location of the alleged incident, if known. The written notice shall include a statement that the respondent is presumed
not responsible for the alleged conduct and that a determination regarding responsibility is made at the conclusion of
the grievance process. The written notice shall inform the parties that they may have an advisor of their choice, who
may be, but is not required to be, an attorney, and may inspect and review evidence. The written notice shall inform
the parties of any provision in the student code of conduct that prohibits knowingly making false statements or
knowingly submitting false information during the grievance process. The notice shall describe the range of or list the
possible disciplinary sanctions and remedies that the District may implement following any determination of
responsibility.
c. If, during an investigation, the District decides to investigate allegations about the complainant or respondent that are
not included in the notice provided pursuant to paragraph (4)(B), the District shall provide notice of the additional
allegations to the parties whose identities are known.
5. Dismissal of a Formal Complaint
The District shall investigate all allegations in the formal complaint. The District will dismiss allegations of conduct that do
not meet the definition of sexual harassment or did not occur in a district education program or activity, or against a person in
the United States. This dismissal will only apply to Title IX allegations. Such dismissal does not prohibit the District from
addressing allegations under another provision of the District’s policies.
The District, may also dismiss a formal complaint if:
a. the complainant informs a Title IX Coordinator in writing of their wish to withdraw the formal complaint or any
allegations therein;
b. the respondent is no longer employed by the District; or
c. there are circumstances preventing the District from gathering sufficient evidence to reach a determination regarding
the allegations.
The District will simultaneously provide parties with a written notice of dismissal including the reasons for the dismissal.
6. Consolidation of Formal Complaints
The District may consolidate formal complaints as to allegations of sexual harassment against more than one respondent, or
by more than one complainant against one or more respondents, or by one party against the other party, where the allegations
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of sexual harassment arise out of the same facts or circumstances. Where a grievance process involves more than one
complainant or more than one respondent, references to the singular “party,” “complainant,” or “respondent” include the
plural, as applicable.
7. Investigation of a Formal Complaint
After providing written notice to the parties of the receipt of a formal complaint, the District shall have 30 days to investigate.
When investigating a formal complaint, and throughout the grievance process, the District shall
a. Assume the burden of proof and the burden of gathering evidence sufficient to reach a determination regarding
responsibility and not place such burdens on the parties provided that the District cannot access, consider, disclose,
or otherwise use a party's records that are made or maintained by a physician, psychiatrist, psychologist, or other
recognized professional or paraprofessional acting in the professional's or paraprofessional's capacity, or assisting in
that capacity, and which are made and maintained in connection with the provision of treatment to the party, unless
the District obtains that party's voluntary, written consent to do so;
b. Provide both parties with an equal opportunity to present fact and expert witnesses and other inculpatory and
exculpatory evidence, and an opportunity to fully review and respond to all evidence on the record;
c. Not restrict the ability of either party to discuss the allegations under investigation or to gather and present relevant
evidence;
d. Provide the parties with the same opportunities to have others present during any grievance proceeding, including
the opportunity to be accompanied to any related meeting or proceeding by the advisor of their choice, who may be,
but is not required to be, an attorney, and not limit the choice or presence of advisor for either the complainant or
respondent in any meeting or grievance proceeding; however, the District may establish restrictions regarding the
extent to which the advisor may participate in the proceedings, as long as the restrictions apply equally to both
parties;
e. Send written notice of investigative interviews, meetings or hearings to the parties when their participation is
expected including the date, time, location, participants, and the purpose of all investigative interviews or other
meetings, with sufficient time for the party to prepare to participate;
f. Provide parties, and their advisors, an opportunity to inspect and review any non-privileged evidence directly
relating to the allegations, including the evidence which the District does not intend to rely in reaching a
determination regarding responsibility and inculpatory or exculpatory evidence whether obtained from a party or
other source, so that each party can meaningfully respond to the evidence prior to the conclusion of the
investigation. Prior to completion of the investigative report, the District shall send to each party and the party's
advisor, if any, the evidence subject to inspection and review in an electronic format or a hard copy. The parties
should have at least 10 days to inspect, review, and submit a written response to evidence, which the investigator
will consider prior to completion of the investigative report.
g. District will send parties, and their advisors, an investigative report that fairly summarizes relevant evidence, in
electronic or hard format, with at least 10 business days for the parties to respond. The parties may elect to waive the
full 10 days. District may elect to respond in writing in the investigation report to the parties’ submitted responses
and/or to share the responses between the parties for additional responses. Relevant elements of the parties’ written
responses may be incorporated into the final investigation report, as well as any additional relevant evidence and
necessary revisions. Rationales for any changes made after the review and comment period will be documented.
h. Students shall cooperate with the investigation. Failure to do so may result in disciplinary action in accordance with
the Student Code of Conduct.
If at any point in the investigation of reported sexual harassment of a student, the investigator determines that the reported
harassment should more properly be termed abuse, the reported incident or situation shall be referred pursuant to the District
protocol for child abuse investigation. Reported sexual harassment determined not to be sexual harassment as defined under
Title IX may be investigated in accordance with Student Code of Conduct.
8. Questions
After the District has sent the investigative report to the parties and before reaching a determination regarding responsibility,
the decision-maker(s) shall afford a 10-day period for each party to have the opportunity to submit written, relevant questions
that a party wants asked of any party or witness, provide each party with the answers, and allow for additional, limited follow-
up questions from each party. Questions and evidence about the complainant's sexual predisposition or prior sexual behavior
are not relevant, unless such questions and evidence about the complainant's prior sexual behavior are offered to prove that
someone other than the respondent committed the conduct alleged by the complainant, or if the questions and evidence concern
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specific incidents of the complainant's prior sexual behavior with respect to the respondent and are offered to prove consent.
The District shall not require, allow, rely upon, or otherwise use questions or evidence that constitute, or seek disclosure of,
information protected under a legally recognized privilege, unless the person holding such privilege has waived the privilege.
The decision-maker(s) shall explain to the party proposing the questions any decision to exclude a question as not relevant.
9. Determination Regarding Responsibility –
The decision maker, who cannot be the same person(s) as the Title IX Coordinator or investigator(s), shall, issue a written
determination regarding responsibility within ten (10) days of the conclusion of the question and answer period. To reach this
determination, the District shall apply the preponderance of the evidence standard to formal complaints against students, to
formal complaints against employees and to all complaints of sexual harassment. The written determination shall include:
a. Identification of all allegations potentially constituting sexual harassment as defined in this regulation;
b. A description of the procedural steps taken from receipt of the formal complaint through the determination, including
any notifications to the parties, interviews with the parties and witnesses, site visits, and methods used to gather other
evidence;
c. Findings of fact and conclusions about whether the alleged sexual harassment occurred; and
d. The rationale for the result as to each allegation, any disciplinary sanctions imposed on the respondent and what, if
any, remedies will be provided to the complainant.
This information will be sent simultaneously to both parties along with the appeal process. The Title IX Coordinator is
responsible for the effective implementation of any remedies.
10. APPEALS PROCESS:
Appeals of the written determination or of a dismissal can be made by either party within 10 days after the decision on the
following bases:
1. A procedural issue that affected the outcome;
2. Newly discovered information or evidence that was not reasonably available at the time the determination regarding
responsibility or dismissal was made, that could affect the outcome, or
3. Title IX Coordinator(s), investigator(s), or decision-maker(s) had a conflict of interest or bias that affected the outcome.
As to all appeals, the District shall:
a. Notify the other party in writing when an appeal is filed and implement appeal procedures equally for both
parties;
b. Ensure that the decision-maker(s) for the appeal is not the same person as the decision-maker(s) that reached
the determination regarding responsibility or dismissal, the investigator(s), or the Title IX Coordinator;
c. Ensure that the decision-maker(s) for the appeal complies with the training standards set forth in this policy;
d. Give both parties a reasonable, equal opportunity to submit a written statement in support of, or challenging,
the outcome;
e. Issue a written decision describing the result of the appeal and the rationale for the result; and
f. Provide the written decision simultaneously to both parties within ten (10) days of the receipt of appeal.
INFORMAL RESOLUTION
The informal resolution process allows the District the discretion to offer and facilitate an informal resolution process such as mediation
or restorative justice so long as the parties provide voluntary, informed written consent to attempt informal resolution. Parties can only
engage in the informal resolution process when a formal complaint is filed. The District cannot require parties to engage in the informal
resolution process. Parties can withdraw the informal resolution process, and resume the investigation process regarding the formal
complaint, at any time prior to reaching a resolution. Informal resolution is unavailable for allegations of employee on student sexual
harassment.
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Prior to informal resolution, the District will:
1. Provide to the parties a written notice disclosing: The allegations, the requirements of the informal resolution process
including the circumstances under which it precludes the parties from resuming a formal complaint arising from the same
allegations, provided, however, that at any time prior to agreeing to a resolution, any party has the right to withdraw from the
informal resolution process and resume the grievance process with respect to the formal complaint, and any consequences
resulting from participating in the informal resolution process, including the records that will be maintained or could be shared;
2. Obtain the parties' voluntary, written consent to the informal resolution process.
REPORTING ACTS OF SEXUAL ABUSE OR SEXUAL MISCONDUCT OF STUDENT BY STAFF
Title IX also applies to acts of sexual harassment by staff towards students and is addressable under the previous grievance process.
Further, O.C.G.A. § 20-2-751.7.(a) provides that: “The Professional Standards Commission shall establish a state-mandated process
for students to follow in reporting instances of alleged inappropriate behavior by a teacher, administrator, or other school employee
toward a student which shall not prohibit the ability of a student to report the incident to law enforcement authorities. Each local school
system shall be required to implement and follow such state-mandated process and shall include the mandated process in student
handbooks and in employee handbooks or policies.” The following is the reporting process:
A. Any student (or parent or friend of a student) who has been the victim of an act of sexual abuse or sexual misconduct by a
teacher, administrator or other School District employee is urged to make an oral report of the act to any teacher, counselor or
administrator at his/her school.
B. Any teacher, counselor, volunteer or administrator receiving a report of sexual abuse or sexual misconduct of student by a
teacher, administrator, or other employee shall make an oral report of the incident immediately by telephone or otherwise to
the school principal or principal’s designee, and shall submit a written report of the incident to the school principal or principal’s
designee within 24 hours. If the principal is the person accused of the sexual abuse or sexual misconduct, the oral and written
reports should be made to the superintendent or the superintendent’s designee.
C. Any school principal or principal’s designee receiving a report of sexual abuse as defined in O.C.G.A. § 19-7-5 shall make an
oral report immediately to the school social worker, but in no case later than 24 hours from the time there is reasonable cause
to believe a child has been abused. The school social worker’s Child Protection Report may be submitted via telephone, fax,
or in written form (preferred method for the school district is written report) to a child welfare agency providing protective
services, as designated by the Department of Human Services, or, in the absence of such agency, to an appropriate police
authority or district attorney.
Reports of acts of sexual misconduct against a student by a teacher, administrator, or other employee not covered by O.C.G.A. § 19-7-
5 shall be investigated immediately by school or system personnel. To protect the integrity of the process and to limit repeated interviews
with the student, the designated system personnel is required to take a written statement from the student prior to any other person. If
the investigation of the allegation of sexual misconduct indicates a reasonable cause to believe that the report of sexual misconduct is
valid, the school principal or principal’s designee shall make an immediate written report to the designated Regional Superintendent,
Chief Officer of Public Safety, and Coordinator of School Social Work. The Superintendent and the Professional Standards Commission
Ethics Division must also be notified of any validated acts of sexual misconduct.
GENDER EQUITY IN SPORTS GRIEVANCE PROCEDURES
The DeKalb County School District prohibits discrimination in its elementary and secondary athletic programs, in accordance with the
Georgia Gender Equity in Sports Act. The following grievance procedures are provided to allow for prompt and equitable resolution of
written student complaints, including those brought by a parent or guardian on behalf of a student.
DEFINITIONS:
! “Days” means calendar days.
! A “grievance” is a complaint that alleges the DeKalb County School District has taken an action that is in violation of O.C.G.A.
§ 20-2-315 (Gender Equity in Sports Act).
! “Grievant” is the person initiating the complaint.
! “Student” means a person enrolled in a school or instructional program operated by the DeKalb County School District.
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PROCEDURES:
Grievances may be brought only by the affected student or by the affected student's parent or guardian and
shall proceed in the following manner:
! Within ten (10) days of the time that the grievant knows, or reasonably should know, about the grievance (or within ten
(10) days of the publication of this procedure, whichever is later), the grievant shall present the written grievance form to
the Superintendent who shall note the date received.
! The written grievance shall: (1) name the grievant and the affected student; (2) state the situation or conditions giving rise
to the grievance; (3) identify the specific provisions of the law or the implementing regulations alleged to have been
violated; and (4) indicate the specific relief sought.
! The Superintendent shall cause the grievance to be investigated. Within 30 days after the grievance is presented, the
Superintendent shall give a written response to the grievance, setting forth the essential facts and rationale for the decision.
! The grievant may appeal the Superintendent’s decision to the DeKalb County Board of Education. The appeal must be in
writing and submitted to the DeKalb County Board of Education within 35 days of the date of the response from the
Superintendent. The Board may review all materials related to the grievance and render a decision in writing no less than
45 days after receipt of the written grievance form.
! The grievant shall have the right to appeal any decision by the DeKalb County Board of Education to the State Board of
Education pursuant to O.C.G.A. § 20-2-1160.
Any student and/or parent or guardian of a minor child who feels that an action of the DeKalb County School District is in violation of
O.C.G.A. § 20-2-315 (Gender Equity in Sports Act) may file a complaint by completing a form and forwarding it to Employee Relations,
Division of Human Resources, 1701 Mountain Industrial Blvd., Stone Mountain, GA 30083. Forms may be obtained from the Office of
the Executive Director of Athletics, 5829 Memorial Drive, Stone Mountain, Georgia 30083 or at
www.dekalbschoolsga.org/athletics/downloads.
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INTERNET AND TECHNOLOGY USAGE
The DeKalb County School District provides technologies, networks, and internet access to support the educational mission of the
District and to enhance the curriculum and learning opportunities for students and employees in compliance with the Children’s Internet
Protection Act (CIPA) of 2000. All guidelines, regulations, policies, and rules are applicable to all telecommunication services and
equipment provided by the District including, but not limited to, the following:
! Computer workstations and notebook computers;
! Smart phones, tablets, e-readers, and other mobile devices;
! Internet services;
! Telephone services; and
! Cellular phone services
The DeKalb County School District believes that information and interaction available on the Internet provides valuable educational
information. It is not always possible for the District to control access to material that may be considered controversial or inappropriate;
therefore, the user may accidentally or purposefully encounter controversial material. It is the user’s responsibility to avoid initiating
access to such material.
Use of the Internet must be in support of educational research and consistent with the District’s educational goals and objectives. Use
of any other District’s network or educational resources must be in compliance with rules, policies, and guidelines for the network.
Users must abide by all rules and procedures specified and deemed necessary at the site from which access to the Internet is made.
Transmission of any material in violation of any United States, state law, or state regulation is prohibited which includes, but is not
limited to, (1) copyrighted material, (2) threatening, pornographic, or obscene material, or (3) material protected by trade secret. Use of
District resources including the network for (1) private financial gain, commercial advertising, or solicitation activities by or for-profit
institutions or (2) political lobbying is prohibited. All illegal activities are strictly prohibited.
The use of the Internet is a privilege, not a right. Any student user not complying with the District’s Internet Acceptable Use Agreement
shall lose Internet privileges for at least one week. Student infractions may result in appropriate disciplinary action in addition to
suspension or termination of access privileges.
Any user identified as being a security risk or as having a history of problems with other computer systems may be denied access to the
Internet. The District makes no warranties of any kind, whether expressed or implied, for the service it is providing. The District will
not be responsible for any damages suffered by any user including loss of data resulting from delays, non-deliveries, incorrect deliveries,
or service interruptions caused by its own negligence or user errors or omissions. Use of any information obtained via the Internet is at
the risk of the user. The District specifically denies any responsibility for the accuracy or quality of information obtained through its
services.
Use of the School District’s Internet and technology resources obligates students to observe the following terms:
! Students will observe the standard of courtesy and behavior consistent with the practices and policies of the DeKalb County
Board of Education when sending or publishing messages or transmitting data or other information on the Intranet.
! Students will use the internet system for instructional purposes only as it relates to classroom and co-curricular assignments
and activities.
! Students will exhibit appropriate online behavior, including interacting with other individuals on social networking websites
and chat rooms.
! Students will make every effort to safeguard any information from unauthorized users.
! Students will not initiate or participate in any form of cyberbullying.
! Students will not send or receive inappropriate or offensive messages or pictures from any source. For example, students will
not post, publish, or display any defamatory, inaccurate, abusive, obscene, profane, sexually oriented, threatening, racially or
religiously offensive, sexist, or illegal material.
! Students will not post messages and attribute them to another user.
! Students will not violate network security by entering the system under a User ID other than their own, share their user IDs,
passwords, or user accounts with others.
! Students will not disclose, use, or disseminate personal information of other minors/students.
! Students will not use the internet system for any purpose that violates federal or state law.
! Students will not transmit or download information or software in violation of copyright laws.
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! Students will not disconnect network components, alter programs or data, or purposely infect any computer with a virus.
! Students will not engage in unauthorized use of the network, intentionally delete or damage files and data belonging to other
users, or violate copyright law.
Students are strongly cautioned that sending inappropriate messages and/or images via electronic communication
devices or the internet/intranet at any time could result in very serious school, personal and/or criminal consequences.
Students will observe the standard of courtesy and behavior consistent with the practice and policies of the DeKalb
County Board of Education, including but not limited to Board Policy IFBGB entitled "Web Pages," when sending or
publishing messages or transmitting data or other information on the Intranet.
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SUPPLEMENTAL SAFETY AND DISCIPLINE INFORMATION
BULLYING, HARASSMENT, AND HAZING
DeKalb County School District has also implemented a District Alert Line (1-888-475-0482) to report weapons, violence, bullying,
harassment, and/or drugs.
Students cannot be expected to reach their full academic potential in an environment of fear and intimidation. All schools in the DeKalb
County School District have an obligation to provide a safe, healthy, and positive learning environment for their students and to promote
mutual respect and acceptance among students, staff and volunteers.
The District expressly prohibits the bullying, harassing, and hazing of any student, by any means or method, at school, on school
property, or at school-related activities; while traveling including to or from school on a school bus; off-campus when the behavior
results in a disruption to the school environment; or by use of data or software that is accessed through a District computer, computer
system, computer network, or other electronic technology of the District.
Pursuant to state law, this policy also applies to acts of cyberbullying which occur through the use of electronic communication,
whether such electronic act originated on school property or with school equipment, if the electronic communication:
1. Is directed specifically at students or school personnel;
2. Is maliciously intended for the purpose of threatening the safety of those specified or substantially disrupting the orderly operation
of the school and;
3. Creates a reasonable fear of harm to any student’s or school personnel’s person or property or has a high likelihood of succeeding
in that purpose.
For purposes of this policy, electronic communication includes but is not limited to any transfer of signs, signals, writings, images,
sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo
optical system.
All staff, students, and parents or guardians will receive a verbatim copy of this policy and accompanying administrative regulation
prohibiting bullying, harassment, discrimination, and hazing at the beginning of the school year as part of the Code of Student Conduct.
The District strictly prohibits retaliation against any person involved in a report of bullying, harassing, and hazing or participates in an
investigation of bullying, harassing, and hazing. Schools shall keep reports of bullying, harassing, and hazing confidential to the extent
consistent with a thorough investigation.
School officials are expected to intervene immediately when they see a bullying, harassing, and hazing incident occur or upon receipt
of any report of bullying, harassment, and hazing.
An employee who fails to comply with the requirements of this policy and accompanying administrative regulation may be subject to
disciplinary action, up to and including termination of employment.
At an appropriate time during or after the investigation of a report, the parent or guardian of both the accused and the victim must be
notified. If the incident involves an injury or similar situation, appropriate medical attention should be provided, and the parent or
guardian should be notified immediately.
Upon being found in violation, a student who has committed the offense of bullying, harassment, and hazing should be given an age-
appropriate consequence which shall include, at minimum and without limitation, disciplinary action or counseling as appropriate under
the circumstances.
Detailed guidelines and procedures for reporting and addressing student bullying, harassment, and hazing shall be implemented in
accordance with the accompanying administrative regulation.
Administrative Regulation: Bullying/Harassment/Hazing
Descriptor Code JCDAG-R(1)
The District expressly prohibits the bullying, harassment, and hazing of any student, by any means or method, at school, on school
property, or at school-related functions; while traveling to or from school on a school bus; off-campus when the behavior results in a
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disruption to the school environment; or by use of data or software that is accessed through a District computer, computer system,
computer network, or other electronic technology of the District.
A. Definitions
" Bullying – Unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance. The
behavior is repeated, or has the potential to be repeated, over time. Both students who are bullied and who bully others may have
serious, lasting problems.
" Harassment – Unwelcome conduct based on real or perceived race, color, national origin, sex, religion, disability, sexual
orientation, gender Identity or gender expression. It may take many forms, including verbal acts and name‐calling; graphic and
written statements, which may include use of cell phones or the Internet; or other conduct that may be physically threatening,
harmful, or humiliating. Harassment does not have to include intent to harm, be directed at a specific target, or involve repeated
incidents. Unlike bullying, harassment does not always involve a real or perceived power imbalance. Harassment creates a
hostile environment when the conduct is sufficiently severe, pervasive, or persistent to interfere with or limit a student’s ability
to participate in or benefit from the services, activities, or opportunities offered by a school.
" Hazing – Bullying and intimidation in association with rituals to join an extracurricular group/activity or to raise a student’s
rank/status within the organization.
B. Prohibited Behaviors
Examples of prohibited behaviors include, but are not limited to:
" Verbal assaults such as unwanted teasing or name-calling;
" Rumors or spreading of falsehoods;
" Threats, taunts and intimidation through words and/or gestures;
" Public humiliation;
" Social isolation;
" Harassment Stalking;
" Direct physical contact such as hitting or shoving;
" Physical violence and/or attacks;
" Theft of money and/or personal possessions for the purpose of bullying, harassing, or intimidating;
" Extortion or manipulation, including incitement and/or coercion;
" Destruction of school or personal property; Any form of electronic bullying or cyberbullying using school equipment, school
networks, or e-mail systems or committed at school;
" The use of cameras or camera phones to take embarrassing photographs of students or school employees and distributing them
to others or posting them online;
" Sending abusive or threatening text messages or instant messages; and using websites to circulate gossip and rumors to other
students;
" Cyberbullying or the willful, hostile and repeated harassment and intimidation of a person through the use of digital
technologies, including, but not limited to, email, blogs, social networking websites (e.g., TikTok, Snapchat, Twitter,
Instagram, Kik, Facebook, etc.), chat rooms, texts, and instant messaging;
" Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language by or
through the use of electronic mail or electronic communication, directed at or about a specific person, causing substantial
emotional distress to the victim;
All staff, students, and parents or guardians will receive a verbatim copy of this policy prohibiting bullying/harassment/hazing at the
beginning of the school year as part of the WCS/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 WCS/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 WCS/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 WCS/DCSD
Code of Student Conduct; ensure staff understanding of procedures to follow if a campus crisis occurs; and to conduct randomly
selected student surveys regarding whether the student feels safe at school.
The Safe School Audits goal is for students and staff to learn and work in a safe and orderly environment. Objectives for conducting the
audits are: (1) provide school-based data to local school administrators regarding supervision of staff during transitional periods of the
school day; (2) gather and report information on students’ feelings about safety at school; (3) provide information on staff awareness of
procedures to be followed during a crisis; and (4) building and environment checks.
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Trained Safe School Administrators will conduct random Safe School Audits throughout the year. Upon entering a school building, the
team leader will notify the principal of the team’s presence. Audit team members, equipped with a school map, bell schedule, and audit
checklist will proceed to designated areas on the school’s campus to observe and document information gathered during the audit. The
process generally takes about thirty-five (35) minutes to complete. The audit will be scored according to a prescribed procedure for
elementary and secondary schools. Results will be shared with the Superintendent, Deputy Superintendent, School Leadership and
Operational Support, Regional Superintendents, Principals, and Assistant Principals.
To ensure that Safe School Audits are conducted with fidelity, a Safe School Audit training module will be developed. Campus identified
personnel will be trained and tested in the use and understanding of the Safe School Audit process. Additionally, school administrators,
school personnel, and students will receive professional learning on the Safe School Audit process. It is expected that the use of the Safe
Schools Audit will result in a reduction of discipline referrals and suspensions.
STUDENT DRESS CODE
The atmosphere of a school must be conducive to learning. While the focus of the DeKalb Code of Student Conduct is behavior
expectations, students clothing can affect their safety and their appearance can positively or negatively impact the climate of a school.
Students must adhere to the school district’s dress code requirements. Students who fail to comply with the dress code requirements, as
enumerated below, may be charged with Rule #25 –Student Dress Code Violation, Rule #8B – Refusal to Follow Instructions of Faculty
or Staff Member/Insubordination and Rule #19 Repeated Violations and subject to the listed consequences.
DeKalb County School District Dress Code
The Dress Code is enforced at all school district sponsored events.
As a reasonable accommodation, exceptions for religious reasons, medical conditions, disabilities, or other extraordinary reasons
may be granted on a case-by-case basis. Exceptions must be approved by the principal. This is not an exhaustive list of dress wear.
All Students Must All Students Must Not
! Wear suitable clothing that maintains a safe and orderly ! Wear pajamas, pajama shirts, bottoms, or sleepwear of any kind.
environment promoting respect, care for self, and others. ! Wear house shoes, bedroom slippers of any kind, or footwear that
! Wear a shirt of opaque (non-see through) fabric that covers all interferes with freedom, movement, or safety.
undergarments including during any movement while sitting or ! Wear headgear of any kind (religious practices, medical conditions,
standing. disabilities, specific school activities are excluded).
! Wear bottoms of opaque (non-see through) fabric that covers all ! Wear clothing, jewelry, tattoos, piercings, or other body ornaments
undergarments including during any movement while sitting or that disrupt the educational process or endanger the health or safety
standing. of other students, staff or visitors.
! Wear clothing that corresponds with the demands and purpose of ! Wear clothing, insignia, symbols, tattoos, piercings, jewelry, or
the activity in which the student participates. adornments worn or carried on or about a student which promote
! Wear protective clothing, headgear, eyewear, etc. required for gangs or the use of controlled substances, drugs, alcohol, or tobacco.
specific programs, classes, or activities. ! Wear clothing, tattoos, or other adornments which show offensive
! Wear shoes at all times. Footwear that interferes with freedom, and/or vulgar words, pictures, diagrams, drawings, or includes words
movement, or safety are prohibited. or phrases of a violent nature, a disruptive nature, a sexual nature,
politically/socially controversial words or graphics or words or
phrases that are derogatory regarding a person’s ethnic background,
color, race, national origin, religious belief, sexual orientation, or
disability.
NOTE: Local schools that offer school choice options may add additional requirements such as school uniforms.
Students/Parents are urged to review individual local school handbooks for any additional requirements related to student dress.
Any local dress code requirements must align to the DCSD student dress code.
CODE OF SPORTSMANSHIP
Sportsmanship can be defined in one word: RESPECT. Respect for ourselves, our schools, and guests to our schools helps build a
positive image not only with the community, but also with all those who participate in competitive activities in our schools.
Responsibilities of Participants:
! Use appropriate language;
! Treat opponents with the respect due them as guests or hosts;
! Exercise self-control at all times;
! Respect the officials’ judgment and interpretation of the rules;
! Accept the responsibility of representing your school in a positive manner;
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! Act in a manner that will create a positive attitude in the audience;
! All players who are involved in a fight and any substitutes who leave the bench area during a fight and are ejected from the
current contest will be subject to the sit-out rule;
! Players are expected to exhibit good sportsmanship before and after a contest, even if the game officials do not have
jurisdiction. Behaviors such as taunting, fighting, etc. are forbidden.
SECLUSION AND RESTRAINT
Georgia Board of Education Rule 160-5-1.35 provides guidelines for use of restraint in Georgia schools. The DeKalb policy is provided
below.
BOARD POLICY SECLUSION AND RESTRAINT
DESCRIPTOR CODE: JGF (2)
The DeKalb County Board of Education establishes the following standards for the safe administration of physical restraint with regard
to enrolled students.
1. The use of chemical restraint, mechanical restraint, or prone restraint, as defined by Georgia Department of Education Rule 160-5-
1-.35, is prohibited within the DeKalb County School District.
2. The use of seclusion, as defined by Georgia Department of Education Rule 160-5-1-.35, is prohibited within the DeKalb County
School District.
a. Seclusion does not include situations in which a staff member trained in the use of de-escalation techniques or restraint is
physically present in the same unlocked room as the student.
b. Seclusion does not include “time-out,” defined as a behavioral intervention in which the student is temporarily removed
from the learning activity but in which the student is not confined.
c. Seclusion does not include in-school suspension, detention, or a student-requested break in a different location in the
classroom or in a separate unlocked room.
3. Physical restraint may be utilized only when the student is an immediate danger to themselves, or others and the student is not
responsive to less intensive behavioral interventions including verbal directives or other de-escalation techniques.
a. Physical restraint does not include: providing limited physical contact and/or redirection to promote student safety,
providing physical guidance or prompting when teaching a skill, redirecting attention, providing guidance to a location, or
providing comfort.
b. Physical restraint shall not be used:
i. as a form of discipline or punishment, or
ii. when the student cannot be safely restrained, or
iii. when the use of the intervention would be contraindicated due to the student’s psychiatric, medical, or physical
conditions as described in the student’s educational records.
c. All physical restraint must be immediately terminated when the student is no longer an immediate danger to themselves
or others or if the student is observed to be in severe distress or breathing appears impaired.
4. Before any staff member may implement physical restraint, he or she should have completed an approved training program.
a. Approved training programs will address a full continuum of positive behavioral intervention strategies as well as
prevention and de-escalation techniques and restraint.
b. Schools and programs shall maintain written or electronic documentation on training provided and the list of participants
in each training. Copies of such documentation will be made available to the Georgia Department of Education or any
member of the public upon request.
c. If a staff member who has not completed an approved training program has to physically restrain a student to prevent
injury to a student or others in an emergency situation when staff members trained in physical restraint are not available,
he or she should ask other students, if present, to request assistance immediately.
5. Whenever possible, the use of physical restraint on a student shall be monitored by another staff member or administrator. The use
of physical restraint shall be documented by staff or faculty participating in or supervising the restraint for each student in each
instance in which the student is restrained.
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6. Whenever physical restraint is used on a student, the school or program where the restraint is administered shall notify the student’s
parent or legal guardian within one school day after the use of restraint.
7. This policy does not prohibit a staff member from utilizing time-out, as defined in paragraph (2) above, or any other classroom
management technique or approach, including a student’s removal from the classroom that is not specifically addressed in this rule.
8. This policy does not prohibit a staff member from taking appropriate action to diffuse a student fight or altercation.
9. Deciding whether the use of physical restraint is necessary to protect students or others from imminent harm or bodily injury, and
taking the actions deemed necessary to protect students or others from imminent harm or bodily injury, are actions that involve the
performance of discretionary, not ministerial, duties.
10. In some instances, in which a student is an immediate danger to themselves or others, the school or program must determine when
it becomes necessary to seek assistance from law enforcement and/or emergency medical personnel. Nothing in this policy shall be
construed to interfere with the duties of law enforcement or emergency medical personnel.
11. School officials must notify a student’s parent or guardian immediately when emergency medical or law enforcement personnel
remove a student from a school or program setting.
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NOTICE OF RIGHTS OF STUDENTS AND PARENTS UNDER SECTION 504
Section 504 of the Rehabilitation Act of 1973, commonly referred to as “Section 504,” is a nondiscrimination statute enacted by the
United States Congress. The purpose of Section 504 is to prohibit discrimination and to assure that disabled students have educational
opportunities and benefits equal to those provided to non-disabled students.
For more information regarding Section 504, or if you have questions or need additional assistance, contact DeKalb County School
District’s Section 504 Office:
Watina F. April
Shadow Rock Center
1040 King Way Drive
Lithonia, GA 30058
(678) 676-1817
watina_f_april@dekalbschoolsga.org
The implementing regulations for Section 504 as set out in 34 CFR Part 104 provide parents and/or students with the following
rights:
1. Your child has the right to an appropriate education designed to meet his or her individual educational needs as adequately as the
needs of non-disabled students. 34 CFR 104.33
2. Your child has the right to free educational services except for those fees that are imposed on non-disabled students or their parents.
Insurers and similar third parties who provide services not operated by or provided by the recipient are not relieved from an otherwise
valid obligation to provide or pay for services provided to a disabled student. 34 CFR 104.33
3. Your child has a right to participate in an educational setting (academic and nonacademic) with non-disabled students to the
maximum extent appropriate to his or her needs. 34 CFR 104.34
4. Your child has a right to facilities, services, and activities that are comparable to those provided for non-disabled students. 34 CFR
104.34
5. Your child has a right to an evaluation prior to a Section 504 determination of eligibility. 34 CFR 104.35
6. You have the right to not consent to the school district’s request to evaluate your child. 34CFR 104.35
7. You have the right to ensure that evaluation procedures, which may include testing, conform to the requirements of 34 CFR 104.35.
8. You have the right to ensure that the school district will consider information from a variety of sources as appropriate, which may
include aptitude and achievement tests, grades, teacher recommendations and observations, physical conditions, social or cultural
backgrounds, medical records, and parental recommendations. 34 CFR 104.35
9. You have the right to ensure that placement decisions are made by a group of persons, including persons knowledgeable about your
child, the meaning of the evaluation data, the placement options, and the legal requirements for least environment and comparable
facilities. 34 CFR 104.35
10. If your child is eligible under Section 504, your child has a right to periodic reevaluations, including prior to any subsequent
significant change of placement. 34 CFR 104.35
11. You have the right to notice prior to any actions by the school district regarding the identification, evaluation, or placement of your
child. 34 CFR 104.36
12. You have the right to examine your child’s educational records. 34 CFR 104.36
13. You have the right to an impartial hearing with respect to the school district’s actions regarding your child's identification,
evaluation, or educational placement, with opportunity for parental participation in the hearing and representation by an attorney. 34
CFR 104.36
14. You have the right to receive a copy of this notice and a copy of the school district’s impartial hearing procedure upon request. 34
CFR 104.36
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15. If you disagree with the decision of the impartial hearing officer (school board members and other district employees are not
considered impartial hearing officers), you have a right to a review of that decision according to the school district’s impartial hearing
procedure. 34 CFR 104.36.
16. You have the right to, at any time, file a complaint with the United States Department of Education’s Office for Civil Rights.
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SECTION 504 PROCEDURAL SAFEGUARDS
OVERVIEW:
Any student or parent or guardian (“grievant”) may request an impartial hearing due to the District’s actions or inactions regarding a
child’s identification, evaluation, or educational placement under Section 504. Requests for an impartial hearing must be in writing to
the District’s Section 504 Coordinator; however, a grievant’s failure to request a hearing in writing does not alleviate the District’s
obligation to provide an impartial hearing if the grievant orally requests an impartial hearing through the Section 504 Coordinator. The
Section 504 Coordinator will assist the grievant in completing the written Request for Hearing.
HEARING REQUEST:
The Request for the Hearing must include the following:
A. The name of the student;
B. The address of the residence of the student;
C. The name of the school the student is attending;
D. The decision that is the subject of the hearing;
E. The requested reasons for review;
F. The proposed remedy sought by the grievant; and
G. The name and contact information of the grievant.
Within ten (10) business days from receiving the grievant’s Request for Hearing, the Section 504 Coordinator will acknowledge the
Request for Hearing in writing and schedule a time and place for a hearing. If the written Request for Hearing does not contain the
necessary information noted above, the Section 504 Coordinator will inform the grievant of the specific information needed to complete
the request. All timelines and processes will be stayed until the Request for Hearing contains the necessary information noted above.
MEDIATION:
The District may offer mediation to resolve the issues detailed by the grievant in this or her Request for Hearing. Mediation is voluntary
and both the grievant and District must agree to participate. A waiver form must be signed to toll time limits for the scheduling for a
formal hearing, if necessary. The grievant may terminate the mediation at any time. If the mediation is terminated without an agreement,
the District will follow the procedures for conducting an impartial hearing without an additional Request for Hearing.
HEARING PROCEDURES:
A. The Section 504 Coordinator will obtain an impartial review official who will conduct a hearing within 45 calendar days from
the receipt of the grievant’s Request for Hearing unless agreed to otherwise by the grievant or a continuance is granted by the
impartial review official.
B. Upon a showing of good cause by the grievant or the District, the impartial review official, at his or her discretion, may grant
a continuance and set a new hearing date. The request for a continuance must be in writing and copied to the other party.
C. The grievant will have an opportunity to examine the child’s educational records prior to the hearing.
D. The grievant will have the opportunity to be represented by legal counsel at his or her own expense at the hearing and
participate, speak, examine witnesses, and present information at the hearing. If the grievant is to be represented by legal
counsel at the hearing, he or she must inform the Section 504 Coordinator of that fact in writing at least ten (10) calendar days
prior to the hearing. Failure to notify the Section 504 Coordinator in writing of representation by legal counsel shall constitute
good cause for continuance of the hearing.
E. The grievant will have the burden of proving any claims he or she may assert. When warranted by circumstances or law, the
impartial Hearing Officer may require the District to defend its position/decision regarding the claims (i.e., a recipient shall
place a disabled student in the regular educational environment operated by the recipient unless it is demonstrated by the
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recipient that the education of the person in the regular environment with the use of supplementary aids and services cannot be
achieved satisfactorily. 34 C.F.R. §104.34). One or more representatives of the District, who may be an attorney, will attend
the hearing to present the evidence and witnesses, respond to the grievant testimony and answer questions posed by the review
official.
F. The impartial review official shall not have the power to subpoena witnesses, and the strict rules of evidence shall not apply to
hearings. The impartial review official shall have the authority to issue pre-hearing instructions, which may include requiring
the parties to exchange documents and names of witnesses to be present.
G. The impartial review official shall determine the weight to be given any evidence based on its reliability and probative value.
H. The hearing shall be closed to the public.
I. The issues of the hearing will be limited to those raised in the written or oral request for the hearing.
J. Witnesses will be questioned directly by the party who calls them. Cross-examination of witnesses will be allowed. The
impartial review official, at his or her discretion, may allow further examination of witnesses or ask questions of the witnesses.
K. Testimony shall be recorded by court reporting or audio recording at the expense of the District. All documentation related to
the hearing shall be retained by the District.
L. Unless otherwise required by law, the impartial review official shall uphold the action of the District unless the grievant can
prove that a preponderance of the evidence supports his or her claim.
M. Failure of the grievant to appear at a scheduled hearing unless prior notification of absence was provided and approved by the
impartial review official or just cause is shown shall constitute a waiver of the right to a personal appearance before the impartial
review official.
DECISION:
The impartial review official shall issue a written determination within twenty (20) calendar days of the date the hearing concluded. The
determination of the impartial review official shall not include any monetary damages or the award of any attorney’s fees.
REVIEW:
If not satisfied with the decision of the impartial review official, any party may pursue any right of review, appeal, cause of action or
claim available to them under the law or existing state or federal rules or regulations.
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Special Education: A Parent’s Guide to Understanding Rights and Responsibilities
This guide is designed to help you understand your rights and responsibilities regarding special education. It should not be used as a
substitute for the full version of the Parents’ Rights outlined in the Individuals with Disabilities Education Act (IDEA) and the Rules of the
Georgia State Board of Education (Ga. Bd. Of Educ. R.) pertaining to Special Education. (See Ga. Bd. Educ. R. 160-4-7-.09
PROCEDURAL SAFEGUARDS/PARENTS’ RIGHTS.) To view the full version of the Georgia Parents’ Rights please go to the Georgia
Department of Education web site at www.gadoe.org and select Offices & Divisions, then Curriculum & Instruction, then Special
Education Services and Supports. You will then look under Dispute Resolution or Family Engagement Information & Resources to find
Parent Rights. The full version of these rights is available in multiple languages and is also presented in video format. This table represents
a condensed guide to parental procedural safeguards. To view a complete listing of Parental Rights under IDEA, contact your student’s
case manager or visit: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-
Services/Documents/Parents%20Rights/Parents%20Rights%20Sample%201%20updated%20032420.pdf.
RECORDS: EVALUATION PROCEDURES:
" You have a right to look at your child’s education records. " Your child has the right to a full and complete evaluation to
determine if they have a disability and is in need of special
" You may also have the records interpreted or explained to education and/or related services.
you.
" You have the right to have your child assessed in all areas
" You may request to have something in the record changed of the suspected disability.
or removed if you feel it should not be in your child’s
record. " The school district must test your child according to
procedures outlined in the IDEA and Georgia Special
" You have the right to add information, comments, data or Education Rules.
any other relevant written material to your child’s record.
" Evaluations must consist of more than one test, and those
" You may ask for and receive copies of the Individualized tests must be given in the language that the child normally
Education Program (IEP) and/or any of your child’s records. uses, unless the parent and school agree otherwise, and at
The school district may charge a fee for the copies but may least once every three years.
not charge a fee for searching for and retrieving documents.
" Your will be involved in the decision about eligibility and
" With your written permission, you may have a person acting what programs and services your child needs during the re-
on your behalf inspect and review the records. evaluation.
CONFIDENTIALITY OF INFORMATION: LEAST RESTRICTIVE ENVIRONMENT:
" Your child’s educational records are private. " You have the right to have your child taught in classrooms
and participate in all school programs and activities with
" You can ask to have copies of only your child’s records. other children without disabilities, of the same age and
grade, to the greatest extent appropriate for your child.
" School employees involved with your child may see your
child’s records and do not require your permission. " School district personnel must make accommodations and
modifications so that your child can participate in all school
" No one else may see the results of your child’s records programs and activities to the greatest extent appropriate.
without your permission.
INDEPENDENT EVALUATION: SURROGATE PARENTS:
" If you disagree with the school’s evaluation, you may have " When the school cannot find the child’s parents of the child
your child tested by a professional evaluator not employed is a ward of the state, the school system will assign a
by the school district, at public or private expense. Contact surrogate (substitute) parent who will represent the child
the school system to find out the procedures for accessing regarding the child’s rights and interests for any evaluation,
this right. meeting, or educational decisions for special education
services.
" Upon request, the school district must provide you a list of
independent evaluators so that you may choose one to test " Surrogate parents will receive special training and will act
your child. as the parent by giving consent and participating in
IEP/other meetings.
" The school district must consider the results of an
independent evaluator.
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" The surrogate parent has the same rights and responsibilities
" The IEP team uses the results of the test to determine if your as a parent in special education in matters relating to a
child has a disability or needs special education. student.
NOTICE/PARENT PARTICIPATION: COMPLAINTS, MEDIATION, HEARINGS:
" You must be notified of your parental rights. " You have the right to ask for mediation or a due process
hearing if you disagree with what the school has planned for
" You must be invited to attend meetings about your child your child.
such as eligibility, reevaluation, or IEP meetings.
" The school system can also ask for mediation or a due
" You are to receive copies of all documents about your process hearing.
child’s education program and can have them explained to
you. " The parent and the school system must both agree to try
mediation before mediation will be scheduled.
" Copies can be in your native language, Braille, or explained
in sign language. If needed, the school district will provide a " When you request a due process hearing, you have the right
translator or interpreter. to participate in a resolution session that provides an
opportunity for parents and school systems to resolve any
" You must be given opportunities to participate in any issues in a due process complaint so that the parents and
decision-making meeting regarding your child’s special systems can avoid a due process hearing and provide
education. immediate benefit to the child.
" You must be invited to any meeting that is held to discuss " When you request a due process hearing, you have the right
your child’s disability, evaluations, re-evaluations, to an impartial due process hearing conducted by an
placement of your child, and his/her IEP and its contents. administrative law judge (ALJ)/ hearing officer.
" You are entitled to have IEP meetings held at a time and " You may file a formal written complaint with the Georgia
place mutually convenient to you and other members of the Department of Education to conduct an investigation about
IEP Team. any concerns, problems, or disagreements related to the
IDEA or Georgia Special Education Rules. The complaint
" You have the right to excuse or not to excuse a member of can be faxed to the Division for Special Education Services
your child’s IEP Team from attending and IEP meeting. The and Supports at 404-651-6457(fax) or mailed to the
school district cannot excuse a required member without Division for Special Education Services and Supports at
your permission. 1871 Twin Towers East, 205 Jesse Hill Jr. Drive SE,
Atlanta, GA 30334.
CONSENT: DISCIPLINE PROCEDURES AND RIGHTS:
" The school cannot test/evaluate or re-evaluate your child " The school system must follow certain procedures when
without your permission/consent. students with disabilities exhibit behaviors that cause the
IEP Team to find other settings and/or ways to educate the
" The school cannot place your child in special education or child.
change your child’s program placement without your
permission/consent. " Schools may remove students to alternative programs when
there is a potential danger to the child, students, or school
" The school district cannot release your child’s records personnel.
without your permission/consent except to certain
individuals identified in law. " Regardless of the setting, the school district must continue
to provide a free appropriate public education for your child.
" You have the right to not give your permission/consent.
" The setting must enable your child to continue to receive
" You have the right to take away your consent to special services that will allow them to meet the goals and
education and related services once you have given objectives in their IEP.
permission; you must do it in writing. Revoking consent
means your child will no longer receive any special " Disciplinary actions occur for violations involving drugs,
education services. alcohol, weapons, or other school rules violations.
" These rights protect you, your child, and the school system.
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PRIVATE SCHOOL PLACEMENT: CONTACTS:
" If you decide to place your child in a private school, you " When you have concerns about your child’s education, it is
must inform school officials at the last IEP meeting you important to tell the school principal or special education
attend of your intent and explain your concerns about the director.
public program.
" If you need further help, there are parent or advocacy
" The school system is not required to pay for the private groups from whom you may obtain help. Ask the school for
school if the school district offered a free appropriate public information or a list of names. You also can contact Parent
education to meet a child’s educational needs that have been to Parent of Georgia which keeps an active list for referrals
identified through the educational evaluation and are or other information. Call 1-800-229-2038 or go to
included in the IEP. www.p2pga.org.
" You may also contact the Division for Special Education
Services and Supports at 404-656-3963 or 1-800-311-3627
or go to the Georgia Department of Education website at
www.gadoe.org to help find other helpful resources.
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APPENDIX
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PARENTS’ RIGHT-TO-KNOW (ESSA)
In compliance with the requirements of the Every Students Succeeds Act (ESSA), parents may request information about
the professional qualifications of their child’s teacher(s) and/ or paraprofessional(s). The following information may be
requested:
1) Whether the student’s teacher -
o has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher
provides instruction;
o is teaching under emergency or other provisional status through which State qualification or licensing
criteria have been waived; and
o is teaching in the field of discipline of the certification of the teacher.
2) Whether the child is provided services by paraprofessionals and, if so, their qualifications.
If you wish to request information concerning your child’s teacher’s and/ or paraprofessional’s qualifications, please
contact the school principal.
NON-DISCRIMINATION STATEMENT
The DeKalb County School District does not discriminate on the basis of race, color, national origin, sex, disability, or age in its
programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person
has been designated to handle inquiries regarding the non-discrimination policies:
DeKalb County School District
Employee Relations
1701 Mountain Industrial Boulevard
Stone Mountain, GA 30083
678-676-0107
For further information on notice of non-discrimination, visit http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the
address and phone number of the office that serves your area, or call 1-800-421-3481.
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DISCIPLINE DUE PROCESS FLOWCHART
Student is alleged to have violated
school rules
Student meets with school administrator
(School Administrative Due Process for
Suspension)
Student is found not to be in Student is found to be in
violation of school rules and is violation of school rules
returned to class
Student to receive consequences up
to a 10-day suspension ONLY Student to receive a 10-day suspension and possible
referral to a District Due Process Hearing
Consequence given and parent notified.
Parent/guardian may petition the Parent is notified of 10-day suspension and referral to
Principal in writing in case the parent principal to consider recommendation for long-term
disagrees with decisions, and then to suspension or expulsion. Parent/guardian may petition the
the Regional Superintendent in writing Principal in writing in case the parent disagrees with
if the disagreement persists. decisions, and then to the Regional Superintendent in
writing if the disagreement persists.
Principal refers case to a District Due Process Hearing and contacts
Department of Student Relations within one (1) school day to discuss referral
and if warranted, schedule a District Due Process Hearing.
Yes If a Hearing is scheduled, is the student receiving
No
Special Education or Section 504 Services?
DTM
Student is immediately referred to a requested.
Manifestation Determination. Principal sends notification letter to Agreement on
parent/guardian. Parent may request a discipline
waiver and Discipline Team Meeting
(DTM) within five (5) days.
Is the conduct a manifestation
No No Yes
of a disability?
District Due Process Hearing is held
DTM Waiver-Agreement sent
to Student Relations. Parent
receives signed copy of DTM
Yes Waiver-Agreement.
Hearing decision rendered to parent/guardian verbally after 4:00 p.m.
Hearing is canceled by Principal and IEP/504 the following business day and in writing within ten (10) days of the
Team determines service modifications hearing. Parent/Guardian may appeal to Board of Education within
twenty (20) calendar days from the date the decision is rendered.
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2025-2026
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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Bullying/Harassment/Discrimination/Hazing Report Form
This form is available at www.dekalbschoolsga.org/bullying-harassment-hazing-awareness
PLEASE PRINT ALL INFORMATION LEGIBLY.
Today’s Date ______ /_____ / ________ School
Do you want to remain anonymous? " Yes " No (If yes, do not write in name)
Person Reporting Incident:
Circle one: Victim/Target Concerned Student Parent/Guardian Relative Concerned Person
Telephone _______-_______- ___________ E-mail
1. Name of alleged target student School Grade Race Gender
2. Name(s) of alleged offender(s) School Grade Race Gender
3. Has this student been bullied, harassed, discriminated against or hazed on previous occasions? Yes No Don’t Know
4. On what date(s) did the incident(s) happen?
____/ ___/ _____ Time: _______ AM/PM ____ / ____/ _____ Time: _______ AM/PM " Multiple Dates
Mo. Day Year Mo. Day Year
5. Where did the incident(s) happen? (Choose all that apply.)
# On school property (Please circle): Classroom Hallway Cafeteria Gym/Locker Room Other
# At a school-sponsored activity or event off school property
# On a school bus (Please circle): AM/PM
# On the way to/from school (Please circle): AM/PM
# Online
6. Place an X next to the statement(s) that best describes what happened (Choose all that apply.):
# Harassment (race/ethnicity, color, religion, national origin, gender, disability, sexual orientation, gender identity, etc.)
# Physical Violence (hitting, kicking, shoving, spitting, hair pulling, or throwing something)
# Persuading another person to hit or harm the student
# Verbal (teasing, name-calling, making critical remarks, or threatening, in person or by other means)
# Hazing
# Extortion
# Intimidating or making rude and/or threatening gestures
# Exclusion (excluding or rejecting the student)
# Spreading harmful rumors or gossip or Public Humiliation
# Cyberbullying/Cyberstalking (Circle one: During School/After School)
7. Motivation of the bullying/harassment/hazing. (Check one):
__ General __ Race/Color __ Religion __ Gender __ Gender Identity/Sexual Orientation __ Physical/Mental Disability
__ National Origin/Ethnicity __ Other
Briefly describe the incident as reported to you or attach a written statement and any materials provided:
This report has been submitted to (Circle): Principal Principal’s Designee Regional Superintendent (Name)
___/___/_____
Date Submitted Submitter’s Name Submitter’s Signature
Distribution: Original to Principal/Principal’s Designee; Copy for Student Records, Copy for Submitter Revised 6/22/23
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NOTES
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NOTES
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“As the significant adult in the child’s life while in school, teachers certainly have some degree of responsibility in maintaining
discipline. Effective teaching cannot take place without discipline. However, the foundation for discipline begins at home. When
teachers report a discipline problem, parents or guardians should talk to their children and to the teachers to work out a solution
together.
The purpose of discipline should be to guide children toward acceptable behavior and to teach them to make wise and responsible
decisions. Discipline helps children learn to think in an orderly fashion and to understand the logical consequences of their actions.”
-National PTA
___________________________________________
WRITTEN COMMENTS, SUGGESTIONS, OR RECOMMENDATIONS ABOUT THE CONTENTS OF THE CODE OF
STUDENT CONDUCT ARE WELCOME.
THEY MAY BE SENT TO:
DEPARTMENT OF STUDENT RELATIONS
5823 MEMORIAL DRIVE
STONE MOUNTAIN, GA 30083
(678) 676-1811
MR. DIIJON DACOSTA, SR., BOARD CHAIR
DR. DEVON Q. HORTON, SUPERINTENDENT
It is the policy of the DeKalb County Board of Education not to discriminate on the basis of race, color, religion, national origin, disability,
pregnancy status, age, sex, sexual orientation, or gender identity, in any of the District’s educational programs, activities, or practices.
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Exhibit 12
WCS Student Discipline Policy & Procedures
(Including PBIS)
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Seeking Initial Approval from Both DeKalb County School District and the
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The Wright Community School
Student Discipline Policy and Procedures*
2025-2026
*
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.
*Adapted from Dekalb County
School District Code of Conduct
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TABLE OF CONTENTS
WCS CULTURE ................................................................................................................................................................................................. 1
INDEX OF BEHAVIOR EXPECTATIONS AND CONSEQUENCES ............................................................................................................. 9
2025-2026 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
DISCIPLINE DUE PROCESS FLOWCHART ................................................................................................................................................. 61
BULLYING/HARASSMENT/HAZING REPORTING FLOWCHART ..................................................................................................... 62
SUPPLEMENTAL SAFETY AND DISCIPLINE INFORMATION ................................................................................................................ 64
BOARD POLICY SECLUSION AND RESTRAINT .......................................................................................................................................
NOTICE OF RIGHTS OF STUDENTS AND PARENTS UNDER SECTION 504 ......................................................................................... 73
SECTION 504 PROCEDURAL SAFEGUARDS.............................................................................................................................................. 75
Special Education: A Parent’s Guide to Understanding Rights and Responsibilities......................................................................................... 77
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Overview of WCS Student Code of Conduct
The Wright Community School (WCS) Student Code of Conduct serves as a comprehensive guide outlining the rules of student
behavior, the disciplinary approach adopted, and the procedures for imposing discipline consequences on students who violate these
rules. Adapted from the Dekalb County School District (DCSD) Student Code of Conduct, WCS ensures a safe and positive learning
environment for all its stakeholders.
The purpose of the WCS Student Code of Conduct is to foster a safe and positive environment that promotes learning, with an
emphasis on community-centered and restorative justice initiatives. The code is designed to guide students in adhering to strict standards
of acceptable behavior, ensuring the best interests of all students within the school district.
Adapted from the DCSD Code of Student Conduct, the WCS code identifies rules of student behavior, the disciplinary approach
to promote positive behaviors, and procedures for imposing consequences on rule violations. The adaptation involves aligning the code
with the WCS community-centered approach and incorporating restorative justice principles.
In overview, the WCS Student Code of Conduct is a set of guidelines that outlines expected student behavior, disciplinary
approaches, and procedures for consequences. It emphasizes a positive, safe, and inclusive learning environment while incorporating
restorative justice principles. The code addresses behavioral expectations, rights, and responsibilities, focusing on promoting positive
behavior, correcting misconduct, and supporting students' social and emotional well-being.
The disciplinary actions outlined in the code are administered based on factors such as the severity of the behavior, its impact on the
school environment, the student's age, developmental disabilities, grade level, context, and previous discipline history. The approach
prioritizes reassignment of disruptive students to alternative educational settings over suspension or expulsion, following Georgia law.
The WCS/DCSD Code of Student Conduct recognizes that students' misconduct can be influenced by various factors, including trauma,
mental health, disabilities, discrimination, and chronic stress. Responses to misconduct address root causes and involve student support
services, consultations, evaluations, and the development of prevention and intervention strategies.
Parental notification and involvement are essential components, and the effectiveness of the code relies on collaboration between parents,
teachers, and school administrators. The code is authorized pursuant to Board Policy JCD, reinforcing the commitment to maintaining a
positive and safe learning environment at WCS.
In summary, the WCS Student Code of Conduct, adapted from the DCSD Code, is a set of guidelines designed to create a positive, safe,
and inclusive learning environment by promoting positive behavior, addressing misconduct, and supporting students' overall well-being.
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WCS Mission
At The Wright Community School, we empower our students to become the P.I.L.OT.S (Proactive, Innovative, Literate, Organized, &
Tenacious Scholars) of their own lives by fostering a strong sense of community and providing them with an individualized education
enriched with support and leadership.
WCS Vision
At The Wright Community School, we aim to break down barriers, provide equitable opportunities, and empower all students to grow
and make informed choices. We cultivate an environment that fosters personal development and self-determination, extending our
impact beyond the classroom and shaping a future where all can reach their potential and the community soars to new heights.
The WRIGHT Core Values
W - Wholeness: We value the holistic development of our students, acknowledging that success extends beyond academics.
Our commitment to wholeness emphasizes nurturing the physical, emotional, and social well-being of every
individual within our community.
R - Resilience: Resilience is a core value that guides our approach to challenges and setbacks. We instill in our students the
strength to bounce back from adversity, fostering the resilience needed for lifelong success.
I - Inclusivity: Inclusivity is at the core of our values. We strive to create an environment that embraces diversity, where
every student feels a sense of belonging. Our commitment to inclusivity extends beyond the classroom,
promoting a community that celebrates differences.
G - Growth: We believe in continuous growth, both academically and personally. Our focus on growth extends beyond
the classroom, empowering students to evolve into lifelong learners, adaptable individuals, and contributors
to society.
H - Hope: Hope is a driving force at WCS. We instill a sense of optimism and belief in the potential of every student.
Our community inspires hope for a brighter future, encouraging individuals to aspire, dream, and achieve.
T - Tenacity: Tenacity is a cornerstone of our values. We encourage students to be persistent in the pursuit of their goals,
instilling the determination needed to overcome obstacles and succeed in their educational journey and
beyond.
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Overview of WCS Restorative Justice Principles
Before discussing how WCS Restorative Justice principles within our Community Focus Culture can become more restorative in nature,
it is important to understand some of the overall principles and goals of restorative justice. There are numerous articles and books
devoted to describing the restorative justice model. Therefore, this will provide a brief synopsis of the concept and the processes at
WCS:
Background
Restorative justice outlines an alternative philosophy for addressing behavior. When viewed from a restorative lens, negative behavior
can harm people and relationships – the relationships between the the student responsible and his or her family, friends, affected persons,
and the community – as opposed to merely an act against the state. In essence, restorative justice focuses on repairing harm and
rebuilding relation-ships through a process that involves stakeholders in an active and respectful way, while emphasizing the
community’s role in problem solving. From a practical perspective, it requires the juvenile justice system to respond to behavior by
devoting attention to:
• Enabling students to understand the harm caused by their behavior and to make amends to their affected persons and
communities.
• Building on studentss’ strengths and increasing students’ competencies.
• Giving affected persons an opportunity to participate in justice processes.
• Building community through a process in which the individual affected persons, the community, and students are all active
stakeholders.
Stakeholders and Goals of Restorative Justice
There are three primary stakeholders and three primary goals of restorative justice. Primary stakeholders are the affected persons,
student responsible, and the community. Goals of restorative justice include accountability, competency development, and
community protection. The role that these stakeholders take within restorative justice framework and the manner in which these
goals are achieved differ slightly in practice among programs.
The emphasis on affected persons’ roles in restorative justice is about choice. Restorative justice cannot exist without giving
victims the opportunity to participate in the justice process and making every effort to respond to their needs and desire for
participation. The level of their participation may vary (e.g., providing written impact statements, providing oral statement,
participating in a mediation, giving their suggestions related to consequences, etc.).
In restorative justice, the emphasis for the student responsible is on change. The goal is to hold offenders accountable by providing
opportunities for them to understand the effect their actions have on others and to assist the responsible student in enhancing and
developing skills that will make them more productive and competent P.I.L.O.T.S. by identifying and building on their strengths.
Competency development is fundamentally about changing the role of the responsible student from passive recipient of services to
an active role that allows him or her to be a resource to others.
For the community, the emphasis in restorative justice is on bonding and building relationships. Communities are also affected by
behavior.
The WCS Community will offer opportunities for students to be held accountable for their actions (including educating on the
impact of their behavior), while at the same time giving them the chance to connect and contribute to their communities and
establish or rebuild broken relationships.
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Principles of Restorative Justice
It is important to understand that restorative justice is not a program. Essentially, restorative justice is a set of principles that guided our
response to discipline. Some key principles that serve:
Repair: Behavior results in harm to affected student, communities, and student responsible and creates an obligation to make
things right. Essentially, justice requires healing or repairing harm and rebuilding broken relationships.
Involvement: All parties, including the affected person (if he or she wishes), the community, and the student responsible should be
provided with opportunities for input and participation in the restorative justice process.
Justice System Facilitation: Repairing harm requires that the respective roles of WCS and community be rethought in terms of
how to respond to behavior. In other words, restorative justice-based practices change the role of the school from being an “expert”
in a case-driven response to behavior toward the restorative justice system acting in a facilitative role that focuses more on
problem-solving and community capacity-building.
TSC and TCC
Aligning The Transformative Student Coalition (TSC) and Transformative Community Coalition (TCC) with restorative justice-based
practices is an ongoing process. There is no single “right way” to implement the restorative justice concept. How the principles are
implemented will vary based on local resources, traditions, and cultures. Below is the descriptions and flow chart for TSC and TCC:
Transformative Student Coalition (TSC): TSC is a student-led initiative that empowers students to be active participants in the
restorative justice process. Comprising no fewer than five students, TSC is supervised by the Principal and includes student
representatives from various grades and backgrounds. Students selected for TSC undergo comprehensive training in Restorative
Justice principles. This training is part of an elective Restorative Justice class offered at WCS. To qualify for TSC, students must
pass all classes, receive recommendations from teachers and peers, and demonstrate a commitment to the values of restorative
justice. TSC members are actively involved in addressing Level 1-3 infractions through restorative justice processes. Their role is
to ensure that students engaging in harmful behaviors have an opportunity to understand the impact of their actions and work
towards positive resolutions. The outcomes of the process are provided on the same day of the review, fostering a quick and
effective resolution. TSC operates within a one-academic-year limit, providing opportunities for different students to engage in this
transformative experience.
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Transformative Community Coalition (TCC): TCC is a cornerstone of our restorative justice approach to student discipline at
WCS. Comprising no fewer than five stakeholders, including administrators, teachers, and community members, TCC is
supervised by the Principal. TCC members are actively involved in addressing Level 4 or higher infractions through restorative
justice processes approved by the Principal. The diverse composition of TCC ensures a well-rounded and equitable perspective in
decision-making. Annual training in Restorative Justice principles is mandatory for TCC members, with monthly refresher
sessions to ensure ongoing proficiency. This training equips members with the skills and knowledge necessary to facilitate
restorative processes effectively. TCC members are required to complete a conflict of interest form, ensuring that their
participation in disciplinary processes is fair, unbiased, and centered on the best interests of the student. This commitment to
transparency and fairness is integral to the success of TCC. Similar to TCC, TSC operates on a voluntary basis. The outcomes of
the process are provided within 24 hours of the review, fostering a quick and effective resolution. Both TCC and TSC embody our
commitment to restorative justice practices, transforming disciplinary processes into opportunities for growth, learning, and
community building. Through these coalitions, WCS creates an environment where every student is supported, accountable, and
empowered to contribute positively to the school community.
Table 1: TSC/TCC Chart
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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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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
10
Exhibits and Appendices 530
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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
DEKALB COUNTY SCHOOL
DISTRICT 2025-2026 CHARACTER
TRAITS
“The function of education is to teach one to think intensively and to think critically. Intelligence plus character that is the goal of true
education.” –Martin Luther King, Jr.
Character Education is the deliberate effort to help people understand, care about, and act upon core ethical values. An intentional and
comprehensive character education initiative provides a lens through which every aspect of school becomes an opportunity for character
development.
Benefits of Character Education:
! Promotes character development through the exploration of ethical issues across the curriculum
! Develops a positive and moral climate by engaging the participation of students, teachers and staff, parents, and communities
! Teaches how to solve conflicts fairly, creating safer schools that are free of intimidation, fear, and violence, and are more
conducive to learning*
Character traits are essential for students to prepare for greatness! These traits should be modeled and maintained by adults and
students.
Respect, Responsibility & Caring
Modeling cornerstones of good character
Respect
Showing high regard for self, others and property
Responsibility
Being accountable for your own behavior
Honesty
Being truthful in word and action
Caring
Showing concern for the well-being of others
Justice and Fairness
Demonstrating impartial, unbiased and equitable treatment for all
Citizenship
Being an informed, responsible and caring participant in your community
Courage
Doing the right thing in the face of difficulty and following your conscience instead of the crowd
Perseverance
Staying on task and not giving up. Demonstrating commitment, pride and positive attitude in completing tasks
Hope
Believing you will be successful
*Character Education Informational Handbook & Guide, DPI
https://files.nc.gov/dpi/documents/charactereducation/handbook/content2.pdf
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Character Traits Found in the WCS/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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Exhibits and Appendices 532
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 533
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Essential Components of the MTSS Framework
Identify Needs
Coherent
! SCREENING Instruction
! PROGRESS Effective Professional
MONITORING Leadership Capacity
! DATA-BASED WHOLE
Examine Progress Select Interventions
DECISION
MAKING CHILD
READY TO LEARN
READY TO LIVE
! MULTI-LEVEL READY TO LEAD
PREVENTION
SYSTEM Family & Supportive
Community Learning
! INFRASTRUCTURE Engagement Environment
Implement Plan Plan Implementation
SUPPORTING THE WHOLE CHILD
The key components in Georgia’s MTSS-RTI process include:
1. The three tiered delivery model gives learning support that is matched to the student’s need.
2. Evidence-based instruction is the core of a teacher’s classroom lesson plan.
3. Evidence-based interventions that increase or decrease in intensity if the results of the progress monitoring show a change is
needed.
4. The use of a variety of ongoing assessment (test) data determines which students need supports to meet academic and/or
behavior expectations.
5. Delivery of resources for learning interventions are based on student assessment data and classroom observation.
Parents: You can help with the MTSS-RTI process by actively participating in your child’s education and being a partner in the success
of the teaching and learning in school. You can also read the Georgia Standards of Excellence for your child’s grade or course by going
to the parent page of www.GeorgiaStandards.org., ask for ways you can help at home to improve your child’s school performance,
review and ask questions about your child’s progress on assessments during parent conferences, become knowledgeable about the
classroom intervention process in your school or district, and if your child is being supported with an intervention, request progress
updates so you know if the intervention is working.
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS)
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, data-driven framework proven to reduce disciplinary
incidents, increase a school’s sense of safety and support improved academic outcomes. DeKalb County Schools uses the framework to
guide the overall approach to discipline, however, the evidence-based application of the framework requires training teachers and staff
and developing specific implementation strategies. The implementation of PBIS in DeKalb County Schools is in progress. Currently,
more than 44 DeKalb County Schools, as well as 1,400 Georgia Schools and 27,000 schools nationwide are implementing PBIS and
saving countless instructional hours otherwise lost to discipline. The premise of PBIS is that continual teaching, combined with
acknowledgement or feedback of positive student behavior will reduce unnecessary discipline and promote a climate of greater
productivity, safety, and learning. PBIS schools apply a multi-tiered approach to prevention, using disciplinary data and principles of
behavior analysis to develop school-wide, targeted, and individualized interventions and supports to improve school climate for all
students. (OSEP Technical Assistance Center on Positive Behavior Interventions & Supports, 2009)
Behavioral support is provided for ALL students school wide. This system of support offers all students social skills instruction, positive
and proactive discipline, social behavior expectations, active supervision and monitoring, positive acknowledgement, fair and corrective
discipline, and parent training and collaboration. Parents report that their main school concern is the safety of their child (Neilsen Gatti,
Stansberry-Brusnahan, & Nelson, 2007). Challenging behaviors in schools that range from disruptive classroom behaviors to physical
violence are safety concerns and they represent barriers to teaching and learning. Educators and parents both share this concern. Rather
than relying on a mixed bag of short-term solutions for individual students and situations, schools should focus on proactive ways to
define, teach, and sustain appropriate student behaviors across all school settings including the classroom, lunchroom, restrooms, and
playground. The primary goal of PBIS is to help schools design effective environments that will increase teaching and learning for all
students. (Georgia Department of Education, GaPBIS)
Exhibits and Appendices 534
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/DCSD Code of Student Conduct called
Restorative Practices. The goal of restorative practices is to develop community and to manage conflict and tensions by repairing harm
and building relationships rather than simply punishing the wrongdoer.
The use of restorative practices helps to:
! reduce crime, violence and bullying,
! improve human behavior,
! strengthen civil society,
! provide effective leadership,
! restore relationships, and
! repair harm.
Figure 1. What Are Restorative Practices?
Build healthy
Address and discuss relationships
the needs of the between educators
school community and students
RESTORATIVE
Resolve conflict,
PRACTICES
Reduce, prevent,
hold individuals and and improve harmful
groups accountable behavior
Repair harm and
restore positive
relationships
Information sourced via The American Federation of Teachers.
http://www.aft.org/ae/winter2015-2016/resources
Restorative practice promotes dialogue between those who have been hurt and those who have inflicted the harm. This allows the victim
and wrongdoer to have an opportunity to discuss how they have been affected by the violation and to decide what should be done to
repair the harm and relationship. This is a victim-sensitive tool that encourages victims to take an active role in addressing the violation.
Wrongdoers are encouraged to take responsibility for their actions, to repair the harm they have done by apologizing, returning stolen
property, community service, or restitution. This may allow for the greatest victim contentment and wrongdoer accountability.
Restorative practice is not suitable for instances of bullying, harassment, hazing, or discrimination.
A restorative conference is carefully planned to ensure that those who have been victimized and those who have done wrong are properly
prepared and that any further harm from confrontation is prevented. During the restorative conference, the victims, wrongdoers, both
parties’ family and friends, staff, and other community members volunteer to participate in a structured, scripted meeting to address the
violation, consequences, and restitution. The conference facilitator arranges the meeting, reads a script, and keeps the conference
focused, but intentionally does not actively participate in structuring the outcome of the conference. The goal of the conference is for
the participants to arrive at a jointly acceptable agreement that addresses the harm caused by the wrongdoer and necessary reparations.
Wachtel, Ted. http://www.iirp.edu/what-is-restorative-practices.php. International Institute for Restorative Practices. Retrieved 11
July 2012.
Exhibits and Appendices 535
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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.
Exhibits and Appendices 536
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 537
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 538
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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 539
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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 540
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 541
21
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 542
22
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 543
23
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 544
24
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 545
25
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.);
Exhibits and Appendices 546
26
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
(d) Using or participating in using personal or school technology resources to distribute or display inappropriate material.
Inappropriate material does not serve an instructional or educational purpose and includes but is not limited to the following
(See Rule 7G for bullying using technology):
! Profane, vulgar, lewd, obscene, offensive, indecent, sexually explicit, pornographic or threatening
! information/material;
! Advocates illegal or dangerous acts;
! Causes disruption to DeKalb County School District, its employees or students;
! Advocates violence;
! Contains knowingly false, recklessly false, or defamatory information; or
! Is otherwise harmful to minors as defined by the Children’s Internet Protection Act. (The local school police officer
must be notified of such incidents.)
(e) Refusing to comply with reasonable directions or commands of school staff regarding responsible use of technology, and/or
use audio or visual recording devices without permission of a school administrator.
(f) Gaining or attempting to gain unauthorized access to the District's computer data, network, system, Internet connections,
e-mail accounts, or intranet or to any third party's computer system, data, or network, such as:
! Malicious tampering, phishing, or hacking activities;
! Intentionally seeking information about passwords belonging to other users;
! Disclosing a user's password to the District's computer network, system, Internet connections, e-mail accounts, or
intranet to other individuals. Students, however, may share their passwords with their parents.
! Modifying passwords belonging to others;
! Attempting to log in through another person's account;
! Attempting to gain access to material that is blocked or filtered by the District;
! Accessing, copying, or modifying another user's files without authorization;
! Disguising a user's identity;
! Using the password or identifier of an account that does not belong to the user; or
! Engaging in uses that jeopardize access into others' accounts or other computer networks or systems.
NOTE: No one is allowed to take pictures or video of other persons at school without the express permission of the
principal. At no time shall a student take any pictures, video or audio recordings of students or staff while on school
property or at any school sponsored event or post any pictures, videos or audio recordings of students or staff on social
media without their consent. Violation of this provision will result in the student losing the privilege of using an electronic
communication device while on school property. Visitors or volunteers may also not take pictures or video of students
other than their own child without the consent of the student’s parent or guardian. Visitors and volunteers should consult
with teachers about photo or video permissions that may have been obtained from the student’s parent or guardian.
Students must never send threatening/inappropriate messages and/or images via electronic communication devices or the
internet/intranet at any time, including during virtual instructional time. This could result in very serious school, personal and/or
criminal consequences. Go to http://www.dekalbschoolsga.org/bullying-harassment-hazing-awareness for further information
on cyberbullying.
Student must not wear headphones with or without electronic devices during instruction time unless used for approved
medical or instructional purposes only.
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
3. WEAPONS, EXPLOSIVES, HAZARDOUS OBJECTS AND OTHER DEVICES
NOTE: Weapons present an immediate and real danger to students, faculty and staff, and can also damage the learning
climate and reputation of a school. Federal law (Gun-Free School Zone Act;) states that school districts must have a
policy requiring the expulsion of a student from school for at least one calendar year for possession of or for bringing a
firearm or dangerous weapon to school, school-sponsored functions, on school property or school buses. (18 U.S.C. §
921(a)(25); O.C.G.A. § 16-11-127.1; O.C.G.A. §20-2-751.1) The possession of any dangerous weapon, hazardous object,
or firearm in violation of O.C.G.A. § 16-5-21; 16-5-24; 16-11-127; 16-11-127.1; or 16-11- 132 will trigger the reporting
requirements of O.C.G.A. § 20-2- 1184.
Exhibits and Appendices 547
27
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 548
28
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 549
29
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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.
Exhibits and Appendices 550
30
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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.
Exhibits and Appendices 551
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 552
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State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 553
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 554
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
G. Bullying/harassment/hazing
Students will not threaten, intimidate, harass, make physical contact with or subject another student to any other form of
physical or emotional hurt, including hazing associated with membership in extracurricular organizations (sports teams,
band, etc.). School officials will address each act of bullying/harassment/hazing that is reported or of which they otherwise
become aware.
Bullying/Harassment/Hazing
Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power
imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who
bully others may have serious, lasting problems.
Bullying means an act that is:
(1) Any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present
ability to do so; in light of a real or perceived power imbalance;
(2) Any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm;
or
(3) Any intentional written, verbal, or physical act by a person with real or perceived power over another person
which a reasonable person would perceive as being intended to threaten, harass, or intimidate, that:
(A) Causes another person visible bodily harm;
(B) Has the effect of substantially interfering with a student's education;
(C) Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment;
or
(D) Has the effect of substantially disrupting the orderly operation of the school.
Bullying applies to acts which occur on school property, on school vehicles, at designated school bus stops, or at school
related functions or activities or by use of data or software that is accessed through a computer, computer system,
computer network, or other electronic technology of a local school system.
Examples of bullying include but are not limited to:
! Verbal assaults such as unwanted teasing or name-calling;
! Threats, taunts and intimidation through words and/or gestures;
! Direct physical contact such as hitting or shoving;
! Physical violence and/or attacks:
! Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language
by or using e-mail or electronic communication, directed at or about a specific person, causing substantial emotional
distress to the victim;
! Cyberbullying or the willful, hostile and repeated harassment and intimidation of a person using digital technologies,
including, but not limited to, email, blogs, social networking websites (e.g., Instagram, Twitter, Facebook, etc.), chat
rooms, texts, and instant messaging;
! Rumors or spreading of falsehoods;
! Stalking;
! Public humiliation;
! Social isolation;
! Extortion or manipulation, including incitement and/or coercion;
! Using cameras or camera phones to take embarrassing or unauthorized photographs of students or school employees
and distributing them to others or posting them online;
! Sending abusive or threatening text messages or instant messages; and
! Using websites to circulate gossip and rumors to other students.
Cyberbullying
Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can
occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in,
or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about
someone else. It can include sharing personal or private information about someone else causing embarrassment or
humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior. (www.stopbullying.gov)
Exhibits and Appendices 555
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Examples of cyberbullying include but are not limited to:
! Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language
by using e-mail or electronic communication, directed at or about a specific person, causing substantial emotional
distress to the victim;
! Cyberbullying or the willful, hostile and repeated harassment and intimidation of a person using digital technologies,
including, but not limited to, email, blogs, social networking websites (e.g., Instagram, Twitter, Facebook, etc.), chat
rooms, gaming, texts, and instant messaging.
Please refer to Offense #17 for cyberbullying violations that occur away from school or after school hours.
Harassment
Students will not harass or subject another student to any other form of physical, verbal or nonverbal harassment.
Harassment may be defined as offensive behavior (physical, verbal, social, emotional, and/or relational) that targets a
specific person or persons. Harassment includes, but is not limited to, behavior that targets another based on race, religion,
gender, disability, or national origin. (The word “intentionally” was removed from both sentences.
Examples of harassment include but are not limited to:
! Harassment or intimidation motivated by any actual or perceived characteristic including race, color, ethnicity, religion,
gender, disability, age, gender identity, sexual orientation, ancestry, national origin, physical attributes, socioeconomic
status, physical or mental ability, or by any other distinguishing characteristic;
! Public humiliation;
! Social isolation.
Hazing
Students will not haze or subject another student to any other form of physical, verbal or nonverbal hazing
(O.C.G.A. § 16-5-61).
Hazing may be defined as the practice of rituals and other activities involving harassment, abuse or humiliation used as a
way of initiating or raising the rank of a person into a group. Hazing happens regardless of a person’s willingness to
participate.
Examples of hazing include but are not limited to:
! Physical or verbal harm/degradation/abuse;
! Theft/Destruction of personal property for the purpose of bullying, harassing, or intimidating;
! Public humiliation;
! Intimidation/domination.
School officials will address each act of bullying/harassment/discrimination/hazing that is reported or of which they
otherwise become aware.
Disciplinary action after the first incident of bullying may include, but is not limited to, the following:
! Counseling;
! Loss of a privilege;
! Reassignment of seats in the classroom, cafeteria, or school bus;
! Reassignment of classes;
! Detention;
! In-school suspension;
! Out-of-school suspension (through appropriate due process hearing);
! Expulsion (through appropriate due process hearing); and
! Assignment to an alternative school (through appropriate due process hearing).
A student who has engaged in bullying should be given an age-appropriate consequence which will include, at minimum
and without limitation, disciplinary action or counseling as appropriate under the circumstances.
Exhibits and Appendices 556
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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
Exhibits and Appendices 557
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
military service and the National Guard; and other such absences as provided for by law or by the local Board of Education. Georgia
law also provides for special treatment of absences in the following circumstances:
! Georgia law provides up to 5 days of excused absences for students whose parents are in the armed forces and who are
called to duty or home on leave from overseas deployment in a combat zone.
! Students serving as Pages of the Georgia General Assembly will be counted as present for days missed from school for
such service.
! Students volunteering to work as poll officers in the Student Teen Election Program (STEP) will be counted present for
up to two (2) days of service in that program.
! Foster care students attending court proceedings related to their foster care shall be credited as present for any day(s) or
portion of a day missed from school for that purpose.
2025-2026 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.
Exhibits and Appendices 558
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 559
39
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Therefore, the DeKalb County School District strictly prohibits all activities related to gangs and other organizations that engage
in unlawful or delinquent behavior. The School District provides support for students affected by gang activity. A student will
not, by use of violence, force, coercion, threat of violence, or gang activity, cause disruption or obstruction to the educational
process. “Gang-related activities” are acts by a group of students or an individual student representing the group, which can or
may cause danger/disruption to the school environment and/or threaten the safety of students, faculty, or other employees of the
school district. Prohibited behavior includes, but is not limited to:
! Displaying gang signs and symbols on personal and school property
! Wearing clothing that symbolizes gang affiliation (shirts, hats, bandanas, belts, jewelry, etc.);
! Displaying gang hand-signs, tattoos / brands, and/or other adornments which symbolize gang affiliation;
! Defacing school property with gang graffiti (furniture, walls, buses, buildings, structures, etc.);
! Using electronic devices (computers, cellular phones, camera/video phones, video cameras, camcorders, MP3 players, etc.)
for the purpose of documenting, disseminating, or transmitting gang activity, threats, and/or planned violent behavior;
! Engaging in any criminal offense involving violence, possession of a weapon and/or use of weapon which includes, but is
not limited to, gang recruitment, intimidation, and premeditated/planned school disturbances that may place students, faculty
and staff in reasonable fear of receiving bodily injury.
A gang is a formal or informal organization, association, or group consisting of three or more persons who engage in activities
that threaten the safety of students, staff, volunteers, visitors, or others; that compromise the general school order or its activities;
and/or that interfere with the School District’s educational mission. Individuals associated with a gang may share a common name
or common identifying signs, symbols, tattoos, graffiti, or attire or other distinguishing characteristics.
Students who participate in gang-related activities, as defined in this section, will be charged with Offense #12 Gang Related
Activity. Upon being found in violation of this offense, the student will be referred to a District due process hearing, which may
result in suspension, referral to an alternative school or expulsion. In addition, the student will be referred to mandatory gang
prevention counseling. Parents, law enforcement and other appropriate persons will be notified any time a student is suspected of
being involved in gang-related activity. Students who participate in gang-related activities may be subject to consequences set
forth in state law (O.C.G.A. §§ 16-15-3, 16-15-4). Students who feel bullied, threatened or unsafe at school because of gang
activity should report their concerns to a teacher, counselor, principal, assistant principal, or the Georgia Department of
Education’s anonymous hotline number to report gang-related activity by calling 1-877-SAY-STOP (1-877-729-7867) or
the DeKalb County School District Alert Line at 1-888-475-0482. Students who want to leave a gang should contact a principal
or a staff member whom they trust for guidance and support services. The school or School District may provide students and
parents with information on community organizations that assist students in leaving gangs.
13. PROFANITY/OBSCENITY
Students will respect themselves and others and will not engage in conduct that includes, but is not limited to, cursing; profane,
vulgar, obscene, offensive words or gestures; possession of obscene material/pornography; and profane, vulgar, or obscene
comments or actions. Offensive language may include, but is not limited to, disparaging statements on the basis of national origin,
disability, race, ethnicity, gender, sex, gender identity, age, pregnancy status, and/or sexual orientation.
ELEMENTARY CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
Exhibits and Appendices 560
40
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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)
Exhibits and Appendices 561
41
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 562
42
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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 WCS/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.
Exhibits and Appendices 563
43
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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.
Exhibits and Appendices 564
44
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
Exhibits and Appendices 565
45
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 566
46
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 567
47
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 568
48
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
BUS AND BUS STOP RULES
Students are expected to observe the following rules for safety and courtesy on the bus and at the bus stop.
AT THE BUS STOP
! Arrive at the assigned stop ten (10) minutes before bus pickup
! Stand on the sidewalk or the edge of the street by the curb
! Stay off private property
! Do not stand on the part of the road reserved for vehicles
! Be respectful and watchful of traffic
! Wait in a quiet and orderly manner
WHEN THE BUS ARRIVES
! Allow the bus to come to a complete stop
! Board the bus in a quiet and orderly manner
ON THE BUS
! Remain seated at all times until time to get off bus
! Remain silent at railroad crossings
! Cooperate with the driver and practice orderly conduct
! Do not bully, harass or haze other students
! No profanity or obscene behavior
! No smoking
! No eating or drinking
! No vandalism
! No body parts outside bus
! No radio, tapes, or electronic audio/video devices without headphones
! No cell phone use at any time
! No live animals
! No unsafe objects or weapons
! No throwing of items from the bus or on the bus
LEAVING THE BUS
! Remain seated until the bus comes to a complete stop
! Leave the bus in an orderly manner
! Leave at your assigned bus stop
! Cross in front of the bus
! Leave the bus stop in an orderly manner
Violations that occur involving the school bus and/or incidents that occur while students are on the way to or returning from school,
whether at the bus stop or in the surrounding neighborhood may result in direct intervention by the school. (See Bus Matrix Page 50)
Exhibits and Appendices 569
49
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26 The Wright Community School Student Code of Conduct
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
Exhibits and Appendices 570
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
EXPLANATION OF BEHAVIORAL STRATEGIES, DISCIPLINARY OPTIONS, AND
CONSEQUENCES
SCHOOL- INITIATED CONSEQUENCES
Each school is responsible for following the WCS/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
Exhibits and Appendices 571
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
Exhibits and Appendices 572
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The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/DCSD Code of
Student Conduct if the student assists, plans, participates, advises, incites, counsels, and/or encourages other individuals to violate
the WCS/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 WCS/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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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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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Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
After the presentation of evidence by both sides, each side is given an opportunity to make a closing argument. The hearing then ends,
and the Hearing Officer will deliberate privately to decide whether a violation has occurred and an appropriate discipline if the student
is found in violation by a preponderance of evidence. If the student is found not in violation of school rules, the student shall be allowed
to return to school. If the student is found in violation, the Hearing Officer may impose discipline ranging from sending the accused
back to school on probation to expulsion from the School District. Parents/guardians may contact the office the next school day to
receive the decision. A letter will be sent to the student’s parent/guardian within ten days after the hearing is held. The student’s
parent/guardian may appeal the Hearing Officer’s decision to the Board of Education by submitting a written request to the
Superintendent of DeKalb County School District at 5823 Memorial Drive, Stone Mountain, Georgia, 30083. This request must be
made within twenty (20) calendar days from the date the decision is rendered.
APPEAL TO DEKALB BOARD OF EDUCATION
The student’s parent/guardian may appeal the Hearing Officer’s decision to the Board of Education by submitting a written request to
the Superintendent of DeKalb County School District at 5823 Memorial Drive, Stone Mountain, Georgia, 30083. This request must be
made within twenty (20) calendar days (including weekends, public and legal holidays) from the date the decision is rendered by the
Hearing Officer. The written notice of appeal should set forth the reasons, together with any supporting arguments, as to why the Hearing
Officer’s decision is alleged to be incorrect. The notice should further specify what portion or portions of the record support the
appellant’s contentions. No new evidence will be allowed.
The DeKalb Board of Education will review the record and shall render the decision in writing within ten (10) days excluding weekends
and public and legal holidays from the date the request for appeal is received. The decision of the DeKalb Board of Education will be
based solely on the record created during the District due process hearing. The DeKalb Board of Education will not consider any new
evidence or hear any oral arguments; however, written arguments concerning the merits of the appeal may be submitted. The DeKalb
Board of Education has the power to affirm, reverse, or modify the Hearing Officer’s decision. The DeKalb Board of Education’s
decision will be final, unless an appeal is made to the State Board of Education by filing a notice of appeal in writing with the DeKalb
County School District superintendent within thirty (30) calendar days of the DeKalb Board of Education’s decision. The appeal shall
set forth: the question in dispute; the decision of the local board; and a concise statement of the reasons why the decision is being
appealed. The contents of this notice of appeal and the procedure to be followed before the State Board of Education of Georgia are
specified in O.C.G.A. § 20-2-1160 and State Board Rule 160-1-3-.04.
A transcript of the District due process hearing will be made only if there is an appeal. The student’s parent/guardian or attorney may
request an audio copy of the hearing at the Department of Student Relations or may order a copy of a written transcript at their own
expense.
DISTRICT DUE PROCESS WAIVER
A parent/guardian and student may choose to waive their District due process hearing and accept the appropriate consequences for the
incident by completing and signing a District Due Process Hearing Waiver. By submitting this waiver, the parent/guardian and student
agree to the decision and waive any future challenges and appeals relative to that incident.
STUDENTS WITH DISABILITIES
The discipline procedures for students that receive special education services under IDEA and students with disabilities covered under
Section 504 are the same as above with the following additional steps:
Special circumstances for students with disabilities (weapons, drugs, & or serious bodily harm)
1. The local school administrative staff should determine if a student was in possession of a weapon, drugs, or inflicted serious bodily
harm to another individual. If yes, proceed to A & B.
A. The Exceptional Education Director/District 504 Coordinator should be notified immediately of the above triggers.
! The Exceptional Education/Section 504 District personnel will investigate the situation and provide guidance to the
local school.
! District personnel and local school personnel will collaborate to determine a plan of action.
B. Exceptional Education/504 Coordinator will contact the local school if an emergency change in education location is
needed.
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The Wright Community School
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State Board of Education to Operate in SY25-26
2. The Special Education teacher(s), the IEP case manager or the Section 504 chairperson is notified of the occurrence.
3. If a student with disabilities is referred to a District due process hearing, a school administrator contacts the school’s Lead
Teacher for Special Education/Section 504 Chair to schedule a Manifestation/Determination meeting.
4. If it is determined that the behavior is not a manifestation for the disability, a recommendation is made by the school principal
for a District due process hearing, subject to the education rights of the student under IDEA 2004. If the behavior is a
manifestation of the disability, any further placement decisions will be made by the IEP Review Committee or Section
504 Team.
STUDENT PLACEMENT PROTOCOL FOR STUDENTS RETURNING AFTER INCARCERATION,
DETENTION, OR OTHER SPECIAL CIRCUMSTANCES
Students who have been out of school due to incarceration or detention often need a period of transition before returning to their local
school. Moreover, there may be circumstances in which a current student’s presence at school may pose a serious and significant danger
to the persons and/or property at the school. A protocol has been established for determining whether a student returning from a period
of incarceration or detention due to alleged or adjudicated criminal conduct should be placed in an alternative school program or returned
to the student’s local school. The DeKalb County School District affords these students an opportunity to rebuild their academic and
social skills so that the transition to their local school will go smoothly. The primary considerations in making this determination are the
educational needs of the returning student and the safety of other students and staff.
In many cases, the conduct at issue is very serious, ranging from property offenses to serious sexual violations or weapon possession,
or other violent acts. Students adjudicated for these offenses may be placed on a safety plan by the Department of Juvenile Justice (DJJ)
or the Juvenile Court. These plans may impose certain restrictions on the returning student; for example, the student may not be allowed
around children of a certain age, around the victim or children with the victim’s profile, or may have to be supervised by an adult at all
times.
In some cases, students have been expelled or suspended from DeKalb or another school district or private school, and the term of
suspension or expulsion has not yet been completed. (O.C.G.A. § 20-2-751.2) In other cases, students may seek readmission or
enrollment that have been suspended or expelled for being convicted of, being adjudicated to have committed, being indicted for, or
having information filed for the commission of any felony or any delinquent act that would be a felony if committed by an adult.
(O.C.G.A. § 20-2-768) This brings other questions into play, such as whether the student should be excluded altogether for the remainder
of the expulsion or suspension or offered an alternative placement.
Before these students return to school, they will be referred to the Department of Student Relations. Department personnel will gather
and review all appropriate information, including any information that the student’s parents may wish to provide, and make a placement
determination. The parents and student may be present for this review and may provide input. Attorneys will not be allowed to attend.
Parents who disagree with the placement determination made by the Department of Student Relations will have three school days
following the determination to request a review by the Disciplinary Action Review Committee (DARC). The DARC operates under the
auspices of the Department of Student Relations and is authorized to consider and rule on special requests from parents/guardians and
school administrators pertaining to student discipline-related situations. The DARC will meet and make a placement determination
based upon a review of the information from the Department of Student Relations and any additional information provided by all other
parties. Parents who disagree with the placement determination made by the Disciplinary Action Review Committee will have three (3)
school days following the determination to request a District due process hearing, pursuant to O.C.G.A. § 20-2-754.
The protocol described above may be used in other types of student placement situations as deemed appropriate by Student Relations
administrators. All placement determinations will be made on a case-by-case basis. Various factors, including age, length of
incarceration, nature of charges, existing discipline order, potential safety concerns or disruption of the educational process, present/prior
discipline history, etc. may be used in making placement determinations at all levels. For example, the following general categories of
serious violent offense set forth below will result in the school administrator’s referral to the Department of Student Relations. By way
of example, these general categories include but are not limited to the following:
! Assault resulting in serious injury
! Assault involving use of a weapon
! Death by other than natural causes (homicide)
! Kidnapping
! Rape
! Robbery with a dangerous weapon (armed robbery)
! Robbery without a dangerous weapon
! Sexual assault (not involving rape or sexual offense)
! Sexual Offense
! Taking indecent liberties with a minor
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Additionally, an offense involving accusations of manufacturing, selling or trafficking large quantities of controlled substances is to be
included.
All principals will continue to follow the WCS/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 WCS/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 WCS/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 WCS/DCSD
Code of Student Conduct and may result in expulsion. (For a full and complete list of weapons, see pages 27=29.)
INFORMATION FOR STUDENTS: SO, WHAT CAN YOU DO?
Take pride in your school and show respect for yourself and your friends by participating in keeping your school and friends safe.
! Do not, for any reason, bring a weapon to school, or accept a weapon from another student, or allow another student
to place a weapon in your locker, desk, vehicle, or personal belongings.
! Tell your friends not to bring weapons to school for any reason, not to show off, not for protection, not for any
reason.
! If you hear about or see a weapon at school or on a school bus, inform a teacher or administrator immediately (you
may ask that your name not be used).
WHY GET INVOLVED IN MAKING SCHOOLS SAFER?
Students should get involved because the problems that weapons at school can cause are serious and will not completely go away without
student involvement. Students across the nation have said “enough is enough.” These students are taking a more active interest in keeping
their schools safe and free of weapons. These students let it be known that weapons will be reported, regardless of who brings them to
school.
A SPECIAL MESSAGE TO STUDENTS 17 YEARS OLD OR OLDER
If you are 17 years old or older and you are caught with a weapon at school or on the bus or in your vehicle at school, you may be
charged with a felony. A felony conviction gives you a record, one that may keep you from being accepted in colleges, technical
schools, and the armed services. It may also keep you from getting a job or voting.
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WCS/DCSD Code of Student Conduct
The WCS/DCSD Code of Student Conduct makes it very clear to all students that weapons cannot be brought to school. The WCS/
DCSD Code of Student Conduct also includes important information and advice to students about weapons and other dangerous items.
IT’S IMPORTANT TO REMEMBER
When the weapons laws of Georgia are violated, the student may be:
ARRESTED
PLACED IN A POLICE CAR
TAKEN TO JAIL OR A DETENTION CENTER
SENTENCED TO JAIL
PENALIZED WITH SUBSTANTIAL COURT FINES
PLACED ON PROBATION
EXPELLED FROM SCHOOL
PREVENTION AND INTERVENTION
What are school districts doing to keep weapons out of schools? Several strategies are being used, such as:
! Distributing the WCS/DCSD Code of Student Conduct to all students to let them know that weapons are against the law and
against school rules;
! Informing students that lockers, desks, tables, vehicles, and personal belongings are subject to being searched by school
officials;
! Informing parents that most weapons come to school from home;
! Randomly conducting firearm and drug searches using gunpowder and drug-sniffing dogs;
! Restricting or limiting the use of book bags at school;
! Expelling students who have brought weapons to school or on a school bus;
! Installing more surveillance cameras and increasing the use of metal detectors.
Responsibility is knowing what is expected of you.
Responsibility is having high expectations of yourself and others.
Responsibility is making responsible choices.
Responsibility is making the right decision when the wrong decision is easier.
Responsibility is the measure of maturity.
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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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2025-2026
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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SUPPLEMENTAL SAFETY AND DISCIPLINE INFORMATION
BULLYING, HARASSMENT, AND HAZING
DeKalb County School District has also implemented a District Alert Line (1-888-475-0482) to report weapons, violence, bullying,
harassment, and/or drugs.
Students cannot be expected to reach their full academic potential in an environment of fear and intimidation. All schools in the DeKalb
County School District have an obligation to provide a safe, healthy, and positive learning environment for their students and to promote
mutual respect and acceptance among students, staff and volunteers.
The District expressly prohibits the bullying, harassing, and hazing of any student, by any means or method, at school, on school
property, or at school-related activities; while traveling including to or from school on a school bus; off-campus when the behavior
results in a disruption to the school environment; or by use of data or software that is accessed through a District computer, computer
system, computer network, or other electronic technology of the District.
Pursuant to state law, this policy also applies to acts of cyberbullying which occur through the use of electronic communication,
whether such electronic act originated on school property or with school equipment, if the electronic communication:
1. Is directed specifically at students or school personnel;
2. Is maliciously intended for the purpose of threatening the safety of those specified or substantially disrupting the orderly operation
of the school and;
3. Creates a reasonable fear of harm to any student’s or school personnel’s person or property or has a high likelihood of succeeding
in that purpose.
For purposes of this policy, electronic communication includes but is not limited to any transfer of signs, signals, writings, images,
sounds, data or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo
optical system.
All staff, students, and parents or guardians will receive a verbatim copy of this policy and accompanying administrative regulation
prohibiting bullying, harassment, discrimination, and hazing at the beginning of the school year as part of the Code of Student Conduct.
The District strictly prohibits retaliation against any person involved in a report of bullying, harassing, and hazing or participates in an
investigation of bullying, harassing, and hazing. Schools shall keep reports of bullying, harassing, and hazing confidential to the extent
consistent with a thorough investigation.
School officials are expected to intervene immediately when they see a bullying, harassing, and hazing incident occur or upon receipt
of any report of bullying, harassment, and hazing.
An employee who fails to comply with the requirements of this policy and accompanying administrative regulation may be subject to
disciplinary action, up to and including termination of employment.
At an appropriate time during or after the investigation of a report, the parent or guardian of both the accused and the victim must be
notified. If the incident involves an injury or similar situation, appropriate medical attention should be provided, and the parent or
guardian should be notified immediately.
Upon being found in violation, a student who has committed the offense of bullying, harassment, and hazing should be given an age-
appropriate consequence which shall include, at minimum and without limitation, disciplinary action or counseling as appropriate under
the circumstances.
Detailed guidelines and procedures for reporting and addressing student bullying, harassment, and hazing shall be implemented in
accordance with the accompanying administrative regulation.
Administrative Regulation: Bullying/Harassment/Hazing
Descriptor Code JCDAG-R(1)
The District expressly prohibits the bullying, harassment, and hazing of any student, by any means or method, at school, on school
property, or at school-related functions; while traveling to or from school on a school bus; off-campus when the behavior results in a
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disruption to the school environment; or by use of data or software that is accessed through a District computer, computer system,
computer network, or other electronic technology of the District.
A. Definitions
" Bullying – Unwanted, aggressive behavior among school-aged children that involves a real or perceived power imbalance. The
behavior is repeated, or has the potential to be repeated, over time. Both students who are bullied and who bully others may have
serious, lasting problems.
" Harassment – Unwelcome conduct based on real or perceived race, color, national origin, sex, religion, disability, sexual
orientation, gender Identity or gender expression. It may take many forms, including verbal acts and name‐calling; graphic and
written statements, which may include use of cell phones or the Internet; or other conduct that may be physically threatening,
harmful, or humiliating. Harassment does not have to include intent to harm, be directed at a specific target, or involve repeated
incidents. Unlike bullying, harassment does not always involve a real or perceived power imbalance. Harassment creates a
hostile environment when the conduct is sufficiently severe, pervasive, or persistent to interfere with or limit a student’s ability
to participate in or benefit from the services, activities, or opportunities offered by a school.
" Hazing – Bullying and intimidation in association with rituals to join an extracurricular group/activity or to raise a student’s
rank/status within the organization.
B. Prohibited Behaviors
Examples of prohibited behaviors include, but are not limited to:
" Verbal assaults such as unwanted teasing or name-calling;
" Rumors or spreading of falsehoods;
" Threats, taunts and intimidation through words and/or gestures;
" Public humiliation;
" Social isolation;
" Harassment Stalking;
" Direct physical contact such as hitting or shoving;
" Physical violence and/or attacks;
" Theft of money and/or personal possessions for the purpose of bullying, harassing, or intimidating;
" Extortion or manipulation, including incitement and/or coercion;
" Destruction of school or personal property; Any form of electronic bullying or cyberbullying using school equipment, school
networks, or e-mail systems or committed at school;
" The use of cameras or camera phones to take embarrassing photographs of students or school employees and distributing them
to others or posting them online;
" Sending abusive or threatening text messages or instant messages; and using websites to circulate gossip and rumors to other
students;
" Cyberbullying or the willful, hostile and repeated harassment and intimidation of a person through the use of digital
technologies, including, but not limited to, email, blogs, social networking websites (e.g., TikTok, Snapchat, Twitter,
Instagram, Kik, Facebook, etc.), chat rooms, texts, and instant messaging;
" Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language by or
through the use of electronic mail or electronic communication, directed at or about a specific person, causing substantial
emotional distress to the victim;
All staff, students, and parents or guardians will receive a verbatim copy of this policy prohibiting bullying/harassment/hazing at the
beginning of the school year as part of the WCS/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 WCS/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 WCS/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 WCS/DCSD
Code of Student Conduct; ensure staff understanding of procedures to follow if a campus crisis occurs; and to conduct randomly
selected student surveys regarding whether the student feels safe at school.
The Safe School Audits goal is for students and staff to learn and work in a safe and orderly environment. Objectives for conducting the
audits are: (1) provide school-based data to local school administrators regarding supervision of staff during transitional periods of the
school day; (2) gather and report information on students’ feelings about safety at school; (3) provide information on staff awareness of
procedures to be followed during a crisis; and (4) building and environment checks.
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Trained Safe School Administrators will conduct random Safe School Audits throughout the year. Upon entering a school building, the
team leader will notify the principal of the team’s presence. Audit team members, equipped with a school map, bell schedule, and audit
checklist will proceed to designated areas on the school’s campus to observe and document information gathered during the audit. The
process generally takes about thirty-five (35) minutes to complete. The audit will be scored according to a prescribed procedure for
elementary and secondary schools. Results will be shared with the Superintendent, Deputy Superintendent, School Leadership and
Operational Support, Regional Superintendents, Principals, and Assistant Principals.
To ensure that Safe School Audits are conducted with fidelity, a Safe School Audit training module will be developed. Campus identified
personnel will be trained and tested in the use and understanding of the Safe School Audit process. Additionally, school administrators,
school personnel, and students will receive professional learning on the Safe School Audit process. It is expected that the use of the Safe
Schools Audit will result in a reduction of discipline referrals and suspensions.
STUDENT DRESS CODE
The atmosphere of a school must be conducive to learning. While the focus of the DeKalb Code of Student Conduct is behavior
expectations, students clothing can affect their safety and their appearance can positively or negatively impact the climate of a school.
Students must adhere to the school district’s dress code requirements. Students who fail to comply with the dress code requirements, as
enumerated below, may be charged with Rule #25 –Student Dress Code Violation, Rule #8B – Refusal to Follow Instructions of Faculty
or Staff Member/Insubordination and Rule #19 Repeated Violations and subject to the listed consequences.
DeKalb County School District Dress Code
The Dress Code is enforced at all school district sponsored events.
As a reasonable accommodation, exceptions for religious reasons, medical conditions, disabilities, or other extraordinary reasons
may be granted on a case-by-case basis. Exceptions must be approved by the principal. This is not an exhaustive list of dress wear.
All Students Must All Students Must Not
! Wear suitable clothing that maintains a safe and orderly ! Wear pajamas, pajama shirts, bottoms, or sleepwear of any kind.
environment promoting respect, care for self, and others. ! Wear house shoes, bedroom slippers of any kind, or footwear that
! Wear a shirt of opaque (non-see through) fabric that covers all interferes with freedom, movement, or safety.
undergarments including during any movement while sitting or ! Wear headgear of any kind (religious practices, medical conditions,
standing. disabilities, specific school activities are excluded).
! Wear bottoms of opaque (non-see through) fabric that covers all ! Wear clothing, jewelry, tattoos, piercings, or other body ornaments
undergarments including during any movement while sitting or that disrupt the educational process or endanger the health or safety
standing. of other students, staff or visitors.
! Wear clothing that corresponds with the demands and purpose of ! Wear clothing, insignia, symbols, tattoos, piercings, jewelry, or
the activity in which the student participates. adornments worn or carried on or about a student which promote
! Wear protective clothing, headgear, eyewear, etc. required for gangs or the use of controlled substances, drugs, alcohol, or tobacco.
specific programs, classes, or activities. ! Wear clothing, tattoos, or other adornments which show offensive
! Wear shoes at all times. Footwear that interferes with freedom, and/or vulgar words, pictures, diagrams, drawings, or includes words
movement, or safety are prohibited. or phrases of a violent nature, a disruptive nature, a sexual nature,
politically/socially controversial words or graphics or words or
phrases that are derogatory regarding a person’s ethnic background,
color, race, national origin, religious belief, sexual orientation, or
disability.
NOTE: Local schools that offer school choice options may add additional requirements such as school uniforms.
Students/Parents are urged to review individual local school handbooks for any additional requirements related to student dress.
Any local dress code requirements must align to the DCSD student dress code.
CODE OF SPORTSMANSHIP
Sportsmanship can be defined in one word: RESPECT. Respect for ourselves, our schools, and guests to our schools helps build a
positive image not only with the community, but also with all those who participate in competitive activities in our schools.
Responsibilities of Participants:
! Use appropriate language;
! Treat opponents with the respect due them as guests or hosts;
! Exercise self-control at all times;
! Respect the officials’ judgment and interpretation of the rules;
! Accept the responsibility of representing your school in a positive manner;
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! Act in a manner that will create a positive attitude in the audience;
! All players who are involved in a fight and any substitutes who leave the bench area during a fight and are ejected from the
current contest will be subject to the sit-out rule;
! Players are expected to exhibit good sportsmanship before and after a contest, even if the game officials do not have
jurisdiction. Behaviors such as taunting, fighting, etc. are forbidden.
SECLUSION AND RESTRAINT
Georgia Board of Education Rule 160-5-1.35 provides guidelines for use of restraint in Georgia schools. The DeKalb policy is provided
below.
BOARD POLICY SECLUSION AND RESTRAINT
DESCRIPTOR CODE: JGF (2)
The DeKalb County Board of Education establishes the following standards for the safe administration of physical restraint with regard
to enrolled students.
1. The use of chemical restraint, mechanical restraint, or prone restraint, as defined by Georgia Department of Education Rule 160-5-
1-.35, is prohibited within the DeKalb County School District.
2. The use of seclusion, as defined by Georgia Department of Education Rule 160-5-1-.35, is prohibited within the DeKalb County
School District.
a. Seclusion does not include situations in which a staff member trained in the use of de-escalation techniques or restraint is
physically present in the same unlocked room as the student.
b. Seclusion does not include “time-out,” defined as a behavioral intervention in which the student is temporarily removed
from the learning activity but in which the student is not confined.
c. Seclusion does not include in-school suspension, detention, or a student-requested break in a different location in the
classroom or in a separate unlocked room.
3. Physical restraint may be utilized only when the student is an immediate danger to themselves, or others and the student is not
responsive to less intensive behavioral interventions including verbal directives or other de-escalation techniques.
a. Physical restraint does not include: providing limited physical contact and/or redirection to promote student safety,
providing physical guidance or prompting when teaching a skill, redirecting attention, providing guidance to a location, or
providing comfort.
b. Physical restraint shall not be used:
i. as a form of discipline or punishment, or
ii. when the student cannot be safely restrained, or
iii. when the use of the intervention would be contraindicated due to the student’s psychiatric, medical, or physical
conditions as described in the student’s educational records.
c. All physical restraint must be immediately terminated when the student is no longer an immediate danger to themselves
or others or if the student is observed to be in severe distress or breathing appears impaired.
4. Before any staff member may implement physical restraint, he or she should have completed an approved training program.
a. Approved training programs will address a full continuum of positive behavioral intervention strategies as well as
prevention and de-escalation techniques and restraint.
b. Schools and programs shall maintain written or electronic documentation on training provided and the list of participants
in each training. Copies of such documentation will be made available to the Georgia Department of Education or any
member of the public upon request.
c. If a staff member who has not completed an approved training program has to physically restrain a student to prevent
injury to a student or others in an emergency situation when staff members trained in physical restraint are not available,
he or she should ask other students, if present, to request assistance immediately.
5. Whenever possible, the use of physical restraint on a student shall be monitored by another staff member or administrator. The use
of physical restraint shall be documented by staff or faculty participating in or supervising the restraint for each student in each
instance in which the student is restrained.
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6. Whenever physical restraint is used on a student, the school or program where the restraint is administered shall notify the student’s
parent or legal guardian within one school day after the use of restraint.
7. This policy does not prohibit a staff member from utilizing time-out, as defined in paragraph (2) above, or any other classroom
management technique or approach, including a student’s removal from the classroom that is not specifically addressed in this rule.
8. This policy does not prohibit a staff member from taking appropriate action to diffuse a student fight or altercation.
9. Deciding whether the use of physical restraint is necessary to protect students or others from imminent harm or bodily injury, and
taking the actions deemed necessary to protect students or others from imminent harm or bodily injury, are actions that involve the
performance of discretionary, not ministerial, duties.
10. In some instances, in which a student is an immediate danger to themselves or others, the school or program must determine when
it becomes necessary to seek assistance from law enforcement and/or emergency medical personnel. Nothing in this policy shall be
construed to interfere with the duties of law enforcement or emergency medical personnel.
11. School officials must notify a student’s parent or guardian immediately when emergency medical or law enforcement personnel
remove a student from a school or program setting.
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NOTICE OF RIGHTS OF STUDENTS AND PARENTS UNDER SECTION 504
Section 504 of the Rehabilitation Act of 1973, commonly referred to as “Section 504,” is a nondiscrimination statute enacted by the
United States Congress. The purpose of Section 504 is to prohibit discrimination and to assure that disabled students have educational
opportunities and benefits equal to those provided to non-disabled students.
For more information regarding Section 504, or if you have questions or need additional assistance, contact DeKalb County School
District’s Section 504 Office:
Watina F. April
Shadow Rock Center
1040 King Way Drive
Lithonia, GA 30058
(678) 676-1817
watina_f_april@dekalbschoolsga.org
The implementing regulations for Section 504 as set out in 34 CFR Part 104 provide parents and/or students with the following
rights:
1. Your child has the right to an appropriate education designed to meet his or her individual educational needs as adequately as the
needs of non-disabled students. 34 CFR 104.33
2. Your child has the right to free educational services except for those fees that are imposed on non-disabled students or their parents.
Insurers and similar third parties who provide services not operated by or provided by the recipient are not relieved from an otherwise
valid obligation to provide or pay for services provided to a disabled student. 34 CFR 104.33
3. Your child has a right to participate in an educational setting (academic and nonacademic) with non-disabled students to the
maximum extent appropriate to his or her needs. 34 CFR 104.34
4. Your child has a right to facilities, services, and activities that are comparable to those provided for non-disabled students. 34 CFR
104.34
5. Your child has a right to an evaluation prior to a Section 504 determination of eligibility. 34 CFR 104.35
6. You have the right to not consent to the school district’s request to evaluate your child. 34CFR 104.35
7. You have the right to ensure that evaluation procedures, which may include testing, conform to the requirements of 34 CFR 104.35.
8. You have the right to ensure that the school district will consider information from a variety of sources as appropriate, which may
include aptitude and achievement tests, grades, teacher recommendations and observations, physical conditions, social or cultural
backgrounds, medical records, and parental recommendations. 34 CFR 104.35
9. You have the right to ensure that placement decisions are made by a group of persons, including persons knowledgeable about your
child, the meaning of the evaluation data, the placement options, and the legal requirements for least environment and comparable
facilities. 34 CFR 104.35
10. If your child is eligible under Section 504, your child has a right to periodic reevaluations, including prior to any subsequent
significant change of placement. 34 CFR 104.35
11. You have the right to notice prior to any actions by the school district regarding the identification, evaluation, or placement of your
child. 34 CFR 104.36
12. You have the right to examine your child’s educational records. 34 CFR 104.36
13. You have the right to an impartial hearing with respect to the school district’s actions regarding your child's identification,
evaluation, or educational placement, with opportunity for parental participation in the hearing and representation by an attorney. 34
CFR 104.36
14. You have the right to receive a copy of this notice and a copy of the school district’s impartial hearing procedure upon request. 34
CFR 104.36
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15. If you disagree with the decision of the impartial hearing officer (school board members and other district employees are not
considered impartial hearing officers), you have a right to a review of that decision according to the school district’s impartial hearing
procedure. 34 CFR 104.36.
16. You have the right to, at any time, file a complaint with the United States Department of Education’s Office for Civil Rights.
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SECTION 504 PROCEDURAL SAFEGUARDS
OVERVIEW:
Any student or parent or guardian (“grievant”) may request an impartial hearing due to the District’s actions or inactions regarding a
child’s identification, evaluation, or educational placement under Section 504. Requests for an impartial hearing must be in writing to
the District’s Section 504 Coordinator; however, a grievant’s failure to request a hearing in writing does not alleviate the District’s
obligation to provide an impartial hearing if the grievant orally requests an impartial hearing through the Section 504 Coordinator. The
Section 504 Coordinator will assist the grievant in completing the written Request for Hearing.
HEARING REQUEST:
The Request for the Hearing must include the following:
A. The name of the student;
B. The address of the residence of the student;
C. The name of the school the student is attending;
D. The decision that is the subject of the hearing;
E. The requested reasons for review;
F. The proposed remedy sought by the grievant; and
G. The name and contact information of the grievant.
Within ten (10) business days from receiving the grievant’s Request for Hearing, the Section 504 Coordinator will acknowledge the
Request for Hearing in writing and schedule a time and place for a hearing. If the written Request for Hearing does not contain the
necessary information noted above, the Section 504 Coordinator will inform the grievant of the specific information needed to complete
the request. All timelines and processes will be stayed until the Request for Hearing contains the necessary information noted above.
MEDIATION:
The District may offer mediation to resolve the issues detailed by the grievant in this or her Request for Hearing. Mediation is voluntary
and both the grievant and District must agree to participate. A waiver form must be signed to toll time limits for the scheduling for a
formal hearing, if necessary. The grievant may terminate the mediation at any time. If the mediation is terminated without an agreement,
the District will follow the procedures for conducting an impartial hearing without an additional Request for Hearing.
HEARING PROCEDURES:
A. The Section 504 Coordinator will obtain an impartial review official who will conduct a hearing within 45 calendar days from
the receipt of the grievant’s Request for Hearing unless agreed to otherwise by the grievant or a continuance is granted by the
impartial review official.
B. Upon a showing of good cause by the grievant or the District, the impartial review official, at his or her discretion, may grant
a continuance and set a new hearing date. The request for a continuance must be in writing and copied to the other party.
C. The grievant will have an opportunity to examine the child’s educational records prior to the hearing.
D. The grievant will have the opportunity to be represented by legal counsel at his or her own expense at the hearing and
participate, speak, examine witnesses, and present information at the hearing. If the grievant is to be represented by legal
counsel at the hearing, he or she must inform the Section 504 Coordinator of that fact in writing at least ten (10) calendar days
prior to the hearing. Failure to notify the Section 504 Coordinator in writing of representation by legal counsel shall constitute
good cause for continuance of the hearing.
E.
The grievant will have the burden of proving any claims he or she may assert. When warranted by circumstances or law, the
impartial Hearing Officer may require the District to defend its position/decision regarding the claims (i.e., a recipient shall
place a disabled student in the regular educational environment operated by the recipient unless it is demonstrated by the
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recipient that the education of the person in the regular environment with the use of supplementary aids and services cannot be
achieved satisfactorily. 34 C.F.R. §104.34). One or more representatives of the District, who may be an attorney, will attend
the hearing to present the evidence and witnesses, respond to the grievant testimony and answer questions posed by the review
official.
F. The impartial review official shall not have the power to subpoena witnesses, and the strict rules of evidence shall not apply to
hearings. The impartial review official shall have the authority to issue pre-hearing instructions, which may include requiring
the parties to exchange documents and names of witnesses to be present.
G. The impartial review official shall determine the weight to be given any evidence based on its reliability and probative value.
H. The hearing shall be closed to the public.
I. The issues of the hearing will be limited to those raised in the written or oral request for the hearing.
J. Witnesses will be questioned directly by the party who calls them. Cross-examination of witnesses will be allowed. The
impartial review official, at his or her discretion, may allow further examination of witnesses or ask questions of the witnesses.
K. Testimony shall be recorded by court reporting or audio recording at the expense of the District. All documentation related to
the hearing shall be retained by the District.
L. Unless otherwise required by law, the impartial review official shall uphold the action of the District unless the grievant can
prove that a preponderance of the evidence supports his or her claim.
M. Failure of the grievant to appear at a scheduled hearing unless prior notification of absence was provided and approved by the
impartial review official or just cause is shown shall constitute a waiver of the right to a personal appearance before the impartial
review official.
DECISION:
The impartial review official shall issue a written determination within twenty (20) calendar days of the date the hearing concluded. The
determination of the impartial review official shall not include any monetary damages or the award of any attorney’s fees.
REVIEW:
If not satisfied with the decision of the impartial review official, any party may pursue any right of review, appeal, cause of action or
claim available to them under the law or existing state or federal rules or regulations.
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Special Education: A Parent’s Guide to Understanding Rights and Responsibilities
This guide is designed to help you understand your rights and responsibilities regarding special education. It should not be used as a
substitute for the full version of the Parents’ Rights outlined in the Individuals with Disabilities Education Act (IDEA) and the Rules of the
Georgia State Board of Education (Ga. Bd. Of Educ. R.) pertaining to Special Education. (See Ga. Bd. Educ. R. 160-4-7-.09
PROCEDURAL SAFEGUARDS/PARENTS’ RIGHTS.) To view the full version of the Georgia Parents’ Rights please go to the Georgia
Department of Education web site at www.gadoe.org and select Offices & Divisions, then Curriculum & Instruction, then Special
Education Services and Supports. You will then look under Dispute Resolution or Family Engagement Information & Resources to find
Parent Rights. The full version of these rights is available in multiple languages and is also presented in video format. This table represents
a condensed guide to parental procedural safeguards. To view a complete listing of Parental Rights under IDEA, contact your student’s
case manager or visit: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-
Services/Documents/Parents%20Rights/Parents%20Rights%20Sample%201%20updated%20032420.pdf.
RECORDS: EVALUATION PROCEDURES:
" You have a right to look at your child’s education records. " Your child has the right to a full and complete evaluation to
determine if they have a disability and is in need of special
" You may also have the records interpreted or explained to education and/or related services.
you.
" You have the right to have your child assessed in all areas
" You may request to have something in the record changed of the suspected disability.
or removed if you feel it should not be in your child’s
record. " The school district must test your child according to
procedures outlined in the IDEA and Georgia Special
" You have the right to add information, comments, data or Education Rules.
any other relevant written material to your child’s record.
" Evaluations must consist of more than one test, and those
" You may ask for and receive copies of the Individualized tests must be given in the language that the child normally
Education Program (IEP) and/or any of your child’s records. uses, unless the parent and school agree otherwise, and at
The school district may charge a fee for the copies but may least once every three years.
not charge a fee for searching for and retrieving documents.
" Your will be involved in the decision about eligibility and
" With your written permission, you may have a person acting what programs and services your child needs during the re-
on your behalf inspect and review the records. evaluation.
CONFIDENTIALITY OF INFORMATION: LEAST RESTRICTIVE ENVIRONMENT:
" Your child’s educational records are private. " You have the right to have your child taught in classrooms
and participate in all school programs and activities with
" You can ask to have copies of only your child’s records. other children without disabilities, of the same age and
grade, to the greatest extent appropriate for your child.
" School employees involved with your child may see your
child’s records and do not require your permission. " School district personnel must make accommodations and
modifications so that your child can participate in all school
" No one else may see the results of your child’s records programs and activities to the greatest extent appropriate.
without your permission.
INDEPENDENT EVALUATION: SURROGATE PARENTS:
" If you disagree with the school’s evaluation, you may have " When the school cannot find the child’s parents of the child
your child tested by a professional evaluator not employed is a ward of the state, the school system will assign a
by the school district, at public or private expense. Contact surrogate (substitute) parent who will represent the child
the school system to find out the procedures for accessing regarding the child’s rights and interests for any evaluation,
this right. meeting, or educational decisions for special education
services.
" Upon request, the school district must provide you a list of
independent evaluators so that you may choose one to test " Surrogate parents will receive special training and will act
your child. as the parent by giving consent and participating in
IEP/other meetings.
" The school district must consider the results of an
independent evaluator.
77
WCS
ExhibitsDISCIPLINE POLICY
and Appendices 597
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
" The surrogate parent has the same rights and responsibilities
" The IEP team uses the results of the test to determine if your as a parent in special education in matters relating to a
child has a disability or needs special education. student.
NOTICE/PARENT PARTICIPATION: COMPLAINTS, MEDIATION, HEARINGS:
" You must be notified of your parental rights. " You have the right to ask for mediation or a due process
hearing if you disagree with what the school has planned for
" You must be invited to attend meetings about your child your child.
such as eligibility, reevaluation, or IEP meetings.
" The school system can also ask for mediation or a due
" You are to receive copies of all documents about your process hearing.
child’s education program and can have them explained to
you. " The parent and the school system must both agree to try
mediation before mediation will be scheduled.
" Copies can be in your native language, Braille, or explained
in sign language. If needed, the school district will provide a " When you request a due process hearing, you have the right
translator or interpreter. to participate in a resolution session that provides an
opportunity for parents and school systems to resolve any
" You must be given opportunities to participate in any issues in a due process complaint so that the parents and
decision-making meeting regarding your child’s special systems can avoid a due process hearing and provide
education. immediate benefit to the child.
" You must be invited to any meeting that is held to discuss " When you request a due process hearing, you have the right
your child’s disability, evaluations, re-evaluations, to an impartial due process hearing conducted by an
placement of your child, and his/her IEP and its contents. administrative law judge (ALJ)/ hearing officer.
" You are entitled to have IEP meetings held at a time and " You may file a formal written complaint with the Georgia
place mutually convenient to you and other members of the Department of Education to conduct an investigation about
IEP Team. any concerns, problems, or disagreements related to the
IDEA or Georgia Special Education Rules. The complaint
" You have the right to excuse or not to excuse a member of can be faxed to the Division for Special Education Services
your child’s IEP Team from attending and IEP meeting. The and Supports at 404-651-6457(fax) or mailed to the
school district cannot excuse a required member without Division for Special Education Services and Supports at
your permission. 1871 Twin Towers East, 205 Jesse Hill Jr. Drive SE,
Atlanta, GA 30334.
CONSENT: DISCIPLINE PROCEDURES AND RIGHTS:
" The school cannot test/evaluate or re-evaluate your child " The school system must follow certain procedures when
without your permission/consent. students with disabilities exhibit behaviors that cause the
IEP Team to find other settings and/or ways to educate the
" The school cannot place your child in special education or child.
change your child’s program placement without your
permission/consent. " Schools may remove students to alternative programs when
there is a potential danger to the child, students, or school
" The school district cannot release your child’s records personnel.
without your permission/consent except to certain
individuals identified in law. " Regardless of the setting, the school district must continue
to provide a free appropriate public education for your child.
" You have the right to not give your permission/consent.
" The setting must enable your child to continue to receive
" You have the right to take away your consent to special services that will allow them to meet the goals and
education and related services once you have given objectives in their IEP.
permission; you must do it in writing. Revoking consent
means your child will no longer receive any special " Disciplinary actions occur for violations involving drugs,
education services. alcohol, weapons, or other school rules violations.
" These rights protect you, your child, and the school system.
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ExhibitsDISCIPLINE
WCS POLICY
and Appendices 598
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
PRIVATE SCHOOL PLACEMENT: CONTACTS:
" If you decide to place your child in a private school, you " When you have concerns about your child’s education, it is
must inform school officials at the last IEP meeting you important to tell the school principal or special education
attend of your intent and explain your concerns about the director.
public program.
" If you need further help, there are parent or advocacy
" The school system is not required to pay for the private groups from whom you may obtain help. Ask the school for
school if the school district offered a free appropriate public information or a list of names. You also can contact Parent
education to meet a child’s educational needs that have been to Parent of Georgia which keeps an active list for referrals
identified through the educational evaluation and are or other information. Call 1-800-229-2038 or go to
included in the IEP. www.p2pga.org.
" You may also contact the Division for Special Education
Services and Supports at 404-656-3963 or 1-800-311-3627
or go to the Georgia Department of Education website at
www.gadoe.org to help find other helpful resources.
79
ExhibitsDISCIPLINE
WCS POLICY
and Appendices 599
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 13
WCS Grievances and Complaints Procedures
Exhibits and Appendices 600
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
The Wright Community
Complaints and Grievances Policy
2025-2026
*
MIDDLE
HIGH
Wright Community School, as a district-approved charter school, is dedicated to upholding all district
policies pertaining to grievances and complaints. In alignment with federal and state laws, including
O.C.G.A. § 20-2-751.5 (17), O.C.G.A. § 20-2-1160, and Dekalb County School District Policy, our school
ensures students' entitlement to a comprehensive Complaint Procedure for addressing discrimination,
harassment, and bullying. This commitment extends to both informal and formal procedures, emphasizing
the importance of reporting allegations promptly and following a detailed process for resolution. We adhere
to mandated policies and procedures set forth by the State of Georgia and the United States, fostering a safe
and inclusive learning environment for all. Students, parents, or guardians seeking to file a formal
complaint are guided through a structured process, from initial reporting to potential appeals, with a focus
on transparency and fairness. The school is resolute in promoting a culture where grievances are addressed
with diligence and sensitivity, fostering a supportive community for every member.
*Adapted from Dekalb County
School District Code of Conduct
Exhibits and Appendices 601
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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Exhibits and Appendices 602
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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 WCS/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.
3
Exhibits and Appendices 603
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
4
Exhibits and Appendices 604
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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
5
Exhibits and Appendices 605
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
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.
6
Exhibits and Appendices 606
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Prior to informal resolution, the District will:
1. Provide to the parties a written notice disclosing: The allegations, the requirements of the informal resolution process
including the circumstances under which it precludes the parties from resuming a formal complaint arising from the same
allegations, provided, however, that at any time prior to agreeing to a resolution, any party has the right to withdraw from the
informal resolution process and resume the grievance process with respect to the formal complaint, and any consequences
resulting from participating in the informal resolution process, including the records that will be maintained or could be shared;
2. Obtain the parties' voluntary, written consent to the informal resolution process.
REPORTING ACTS OF SEXUAL ABUSE OR SEXUAL MISCONDUCT OF STUDENT BY STAFF
Title IX also applies to acts of sexual harassment by staff towards students and is addressable under the previous grievance process.
Further, O.C.G.A. § 20-2-751.7.(a) provides that: “The Professional Standards Commission shall establish a state-mandated process
for students to follow in reporting instances of alleged inappropriate behavior by a teacher, administrator, or other school employee
toward a student which shall not prohibit the ability of a student to report the incident to law enforcement authorities. Each local school
system shall be required to implement and follow such state-mandated process and shall include the mandated process in student
handbooks and in employee handbooks or policies.” The following is the reporting process:
A. Any student (or parent or friend of a student) who has been the victim of an act of sexual abuse or sexual misconduct by a
teacher, administrator or other School District employee is urged to make an oral report of the act to any teacher, counselor or
administrator at his/her school.
B. Any teacher, counselor, volunteer or administrator receiving a report of sexual abuse or sexual misconduct of student by a
teacher, administrator, or other employee shall make an oral report of the incident immediately by telephone or otherwise to
the school principal or principal’s designee, and shall submit a written report of the incident to the school principal or principal’s
designee within 24 hours. If the principal is the person accused of the sexual abuse or sexual misconduct, the oral and written
reports should be made to the superintendent or the superintendent’s designee.
C. Any school principal or principal’s designee receiving a report of sexual abuse as defined in O.C.G.A. § 19-7-5 shall make an
oral report immediately to the school social worker, but in no case later than 24 hours from the time there is reasonable cause
to believe a child has been abused. The school social worker’s Child Protection Report may be submitted via telephone, fax,
or in written form (preferred method for the school district is written report) to a child welfare agency providing protective
services, as designated by the Department of Human Services, or, in the absence of such agency, to an appropriate police
authority or district attorney.
Reports of acts of sexual misconduct against a student by a teacher, administrator, or other employee not covered by O.C.G.A. § 19-7-
5 shall be investigated immediately by school or system personnel. To protect the integrity of the process and to limit repeated interviews
with the student, the designated system personnel is required to take a written statement from the student prior to any other person. If
the investigation of the allegation of sexual misconduct indicates a reasonable cause to believe that the report of sexual misconduct is
valid, the school principal or principal’s designee shall make an immediate written report to the designated Regional Superintendent,
Chief Officer of Public Safety, and Coordinator of School Social Work. The Superintendent and the Professional Standards Commission
Ethics Division must also be notified of any validated acts of sexual misconduct.
GENDER EQUITY IN SPORTS GRIEVANCE PROCEDURES
The DeKalb County School District prohibits discrimination in its elementary and secondary athletic programs, in accordance with the
Georgia Gender Equity in Sports Act. The following grievance procedures are provided to allow for prompt and equitable resolution of
written student complaints, including those brought by a parent or guardian on behalf of a student.
DEFINITIONS:
! “Days” means calendar days.
! A “grievance” is a complaint that alleges the DeKalb County School District has taken an action that is in violation of O.C.G.A.
§ 20-2-315 (Gender Equity in Sports Act).
! “Grievant” is the person initiating the complaint.
! “Student” means a person enrolled in a school or instructional program operated by the DeKalb County School District.
7
Exhibits and Appendices 607
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
PROCEDURES:
Grievances may be brought only by the affected student or by the affected student's parent or guardian and
shall proceed in the following manner:
! Within ten (10) days of the time that the grievant knows, or reasonably should know, about the grievance (or within ten
(10) days of the publication of this procedure, whichever is later), the grievant shall present the written grievance form to
the Superintendent who shall note the date received.
! The written grievance shall: (1) name the grievant and the affected student; (2) state the situation or conditions giving rise
to the grievance; (3) identify the specific provisions of the law or the implementing regulations alleged to have been
violated; and (4) indicate the specific relief sought.
! The Superintendent shall cause the grievance to be investigated. Within 30 days after the grievance is presented, the
Superintendent shall give a written response to the grievance, setting forth the essential facts and rationale for the decision.
! The grievant may appeal the Superintendent’s decision to the DeKalb County Board of Education. The appeal must be in
writing and submitted to the DeKalb County Board of Education within 35 days of the date of the response from the
Superintendent. The Board may review all materials related to the grievance and render a decision in writing no less than
45 days after receipt of the written grievance form.
! The grievant shall have the right to appeal any decision by the DeKalb County Board of Education to the State Board of
Education pursuant to O.C.G.A. § 20-2-1160.
Any student and/or parent or guardian of a minor child who feels that an action of the DeKalb County School District is in violation of
O.C.G.A. § 20-2-315 (Gender Equity in Sports Act) may file a complaint by completing a form and forwarding it to Employee Relations,
Division of Human Resources, 1701 Mountain Industrial Blvd., Stone Mountain, GA 30083. Forms may be obtained from the Office of
the Executive Director of Athletics, 5829 Memorial Drive, Stone Mountain, Georgia 30083 or at
www.dekalbschoolsga.org/athletics/downloads.
8
Exhibits and Appendices 608
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Exhibit 14
WCS Employee Policies and Procedures
Exhibits and Appendices 609
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Appendix I
Community Surveys
Exhibits and Appendices 821
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
[Overall [College Prep [Career [Health & [Social & [Community & [Diversity & Equity for All [Excellent [Partnerships [Before [After School [Counseling & [School [Mentorships] [Internships ] What are
Health and Academics Readiness Wellness Emotional Enrichment Inclusion Students On a Teachers]On a with School Programming] Social Work Location & On a scale of On a scale of some key
Safety ( (program that Programs On ProgramsOn a Learning ProgramsOn a Programs On scale of 1-4 scale of 1-4 Parents]On a Programming] On a scale of Services]On a Building]On a 1-4 how 1-4 how components
"programs, prepares a scale of 1-4 scale of 1-4 ProgramsOn a scale of 1-4 a scale of 1-4 how important how important scale of 1-4 On a scale of 1-4 how scale of 1-4 scale of 1-4 important is important is of your In your What is the
guidelines and students for how important how important scale of 1-4 how important how important is each of is each of how important 1-4 how important is how important how important each of these each of these community? opinion, how ONE key
procedures their future is each of is each of how important is each of is each of these school these school is each of important is each of these is each of is each of school school (i.e. small can we component of
that protect college these school these school is each of these school these school elements in a elements in a these school each of these school these school these school elements in a elements in a businesses, improve the a great
First Name Last Name Email Phone I am a... the safety, coursework, elements in a elements in a these school elements in a elements in a high school? high school? elements in a school elements in a elements in a elements in a high school? high school? access to community? school?
cezannegrant1 1 (Not 1 (Not 1 (Not
289@gmail.co 4 (Very 2 (Somewhat 2 (Somewhat Important At Important At 2 (Somewhat Important At 2 (Somewhat Joy and
CeZanne Grant m 4049550515 Educator/School Based Staff Important) Important) 3 (Important) 3 (Important) 3 (Important) Important) All) 3 (Important) 3 (Important) 3 (Important) All) Important) 3 (Important) All) Important) 3 (Important) community
nina.drake00@ 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very
Nina Drake gmail.com Educator/School Based Staff Important) Important) Important) Important) Important) 3 (Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Communication
Diversity,
Available
Resources,
Solid
Jthornton4005 Transportation, Better Well Equipped
James Thornton @gmail.com 4043800188 Community Member 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) etc Resources Staff
Strong,
empathetic,
jstephens@kip community
pmetroatlanta.o 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 2 (Somewhat 2 (Somewhat 4 (Very 4 (Very 4 (Very 4 (Very minded
Josh Stephens rg 9102971546 Educator/School Based Staff Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) leadership
Parent
involvement as
well as affective
Micahiahdrake parent
Micahiah Drake @yahoo.com 4047597165 Educator/School Based Staff 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) communication.
Good
resources.
jojapeach32@g 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very Small Engaging with Parent
Teresa Drake mail.com 4044292663 Community Member 3 (Important) Important) Important) 3 (Important) Important) 3 (Important) Important) Important) Important) Important) 3 (Important) Important) Important) Important) Important) Important) businesses residents involvement
Connection and
response to
mgraves91@g 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very community
Matthew Graves mail.com 4042003123 Educator/School Based Staff Important) 3 (Important) Important) Important) Important) Important) Important) Important) Important) Important) 3 (Important) 3 (Important) Important) Important) Important) Important) needs
Effective
Shalaiwahneil7 leadership not
Shay Neil 3@gmail.com Educator/School Based Staff 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) micromanagers
Charlene@bail
eyandhunter.co 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very
Charlene Minor m 770.912.6496 Parent/Guardian Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important)
cezannegrant1 1 (Not 1 (Not 1 (Not
289@gmail.co 4 (Very 2 (Somewhat 2 (Somewhat Important At Important At 2 (Somewhat Important At 2 (Somewhat Joy and
CeZanne Grant m 4049550515 Educator/School Based Staff Important) Important) 3 (Important) 3 (Important) 3 (Important) Important) All) 3 (Important) 3 (Important) 3 (Important) All) Important) 3 (Important) All) Important) 3 (Important) community
nina.drake00@ 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very
Nina Drake gmail.com Educator/School Based Staff Important) Important) Important) Important) Important) 3 (Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Communication
tyrae.bell@gma 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 2 (Somewhat 2 (Somewhat 4 (Very 4 (Very Strong
Tyrae Tanner il.com 5109678529 Educator/School Based Staff Important) Important) Important) 3 (Important) Important) 3 (Important) Important) Important) 3 (Important) Important) Important) Important) Important) Important) 3 (Important) 3 (Important) Relationships
Entrepreneursh
ip,
Transportation
Assistance, Community
Community And Parental
Allqvizionz@g 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very Awareness w/ Mentorship Support(Engagi
QSHEBRA TAYLOR mail.com 478-569-6811 Community Member Important) 3 (Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Opportunities programs ng Activities)
n.kemp@outloo 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very
Nicolas Kemp k.com 4048050886 Educator/School Based Staff Important) Important) Important) Important) Important) Important) 3 (Important) Important) 3 (Important) Important) 3 (Important) 3 (Important) Important) Important) Important) Important) Strong Culture
taylor.k.garcia.1 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 2 (Somewhat 4 (Very 4 (Very 2 (Somewhat 2 (Somewhat 2 (Somewhat 4 (Very 4 (Very 4 (Very 4 (Very
Tyalor Garcia 5@gmail.com 5019443776 Parent/Guardian Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important)
small business,
access to Equal support
educational providing of
services, parent support parents/guardia
tracy@readyfor Community member/Parent 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very support of when parenting ns alongside
Tracy Lefebvre reboot.com 2034829972 Guardian/Coach and Trainer Important) 3 (Important) Important) 3 (Important) Important) Important) Important) Important) Important) Important) 3 (Important) 3 (Important) Important) 3 (Important) 3 (Important) 3 (Important) ADHD can be lonely children
Strong buy in
from key
stakeholders
(ie. families,
alexiscdrake@ 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 2 (Somewhat 4 (Very students, and
Alexis Drake gmail.com Educator/School Based Staff Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) 3 (Important) Important) Important) 3 (Important) 3 (Important) 3 (Important) staff)
Walterrawright 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very Community
Walter Wright @gmail.com 2022768648 Educator/School Based Staff Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Involvement
Nekastephens1
Reneka Stephens @gmail.com 4046682255 Parent/Guardian 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important)
analinda.aka@ 4 (Very 4 (Very
Ana Alvear gmail.com 404-2885-1786 Parent/Guardian 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) Important) Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important)
Dorns Shaysheppard0
Shanteria Sheppard 6@yahoo.com 4705993006 Parent/Guardian 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important)
I believe high
schools can be
the heart beat
of a community A great school
- and can be must have
the spark that teachers who
We are network lifts a are able to
of 11 public community up connect and
rachelcford@ya 4 (Very 4 (Very 4 (Very 2 (Somewhat 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very charter schools or that burns it reach students
Ra'Chel Ford hoo.com 4046307524 Community Member Important) Important) Important) Important) Important) 3 (Important) 3 (Important) Important) Important) Important) 3 (Important) 3 (Important) Important) Important) 3 (Important) 3 (Important) in metro Atlanta down. at all levels.
High academic
standards/emot
ional support
for
students/extrac
lsskinner01@g 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 2 (Somewhat 4 (Very 4 (Very urricular
Dr. Leah Skinner mail.com 678-584-3751 Educator/School Based Staff Important) Important) Important) Important) Important) 3 (Important) Important) Important) Important) Important) Important) Important) 3 (Important) Important) 3 (Important) 3 (Important) activities
destineevarner
1025@gmail.co
Destinee Coney m Parent/Guardian 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important)
clarnicole0811 2 (Somewhat
Devon White @gmail.com 4049889104 Parent/Guardian 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important) 3 (Important)
Elesiaherndon 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very 4 (Very
Elesia Herndon @yahoo.com 4047231056 Parent/Guardian Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important) Important)
Exhibits and Appendices 822
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
What are What are 2 -3
things you ________ a What are 2 -3 things you like
Question 8: believe all school that ________ a ________ a ________ a things you about your
Question 3: Question 7: My school has students ________ a has longer ________ a ________ a school that ________ a school that school that would change current school Where do you
Question 1 : I Question 2: I My school is Question 4: I Question 5: I Question 6: My school sports and should have school that class times ________ a school that I school that will help me school has ________ a cares about helps me Whats plans about your and would like see yourself
feel safe at my like going to preparing me learn everyday have fun at My school has cares about after-school in school to has (90 minutes or school that can work and will help set have a great less than 300 school that I my family and make a plan after current to see in other in next 5 years
I am in the ... school. school. for my future. at my school. school. trips. me. clubs. support them? internships. more) has mentors. go to school. goals. career. students. can walk to. I. for my life. graduation? school? schools? ?
I don't know if
8th Grade Yes Sometimes Yes Sometimes Yes Yes Sometimes Yes I want I do not want I want I want I want I do not want I want I want I want I want
I don't know if I don't know if I don't know if I don't know if I don't know if I don't know if I don't know if I don't know if I don't know if I don't know if
8th Grade I don't know I don't know I don't know I don't know I don't know Sometimes I don't know I don't know I want I want I want I want I want I want I want I want I want I want
I don't know if I don't know if
8th Grade Sometimes Yes Yes Sometimes Yes Yes I don't know Yes I want I do not want I want I want I want I want I do not want I want I want I want
8th Grade Yes Yes Yes Yes Yes Yes Yes Yes I want I do not want I want I want I want I want I do not want I want I want I want
I don't know if
8th Grade Sometimes No Yes Yes Sometimes Yes Yes Yes I want I do not want I want I want I want I want I want I do not want I want I want
I don't know if I don't know if
8th Grade Sometimes No Sometimes Yes Sometimes Yes No I don't know I want I do not want I want I want I want I want I want I want I want I do not want
I don't know if
8th Grade Sometimes Yes Sometimes Yes Sometimes Yes Yes Yes I want I want I want I want I want I want I want I do not want I want I want
8th Grade Sometimes No No Sometimes Sometimes Sometimes I don't know Yes I want I do not want I want I want I want I want I want I want I want I want
I don't know if
8th Grade Sometimes Sometimes Yes Sometimes Sometimes Sometimes Yes I don't know I want I do not want I want I want I want I want I want I want I want I want
I don't know if
8th Grade Yes Sometimes I don't know Sometimes Sometimes Sometimes I don't know Yes I want I do not want I want I want I want I want I want I want I want I want
8th Grade Yes No Sometimes Yes Yes Yes Yes Yes I want I want I want I want I want I want I do not want I want I want I want
8th Grade Yes Sometimes Yes Yes Yes Yes Yes Yes I want I do not want I want I want I want I want I want I want I want I want
I don't know if I don't know if
8th Grade Sometimes Sometimes I don't know Sometimes Yes Yes I don't know Yes I want I do not want I want I want I want I want I want I want I want I want
I don't know if I don't know if I don't know if
8th Grade Yes Sometimes I don't know Sometimes Yes Yes Sometimes Yes I want I do not want I want I want I want I want I want I want I want I want
Home School:
8th Grade in an Yes |
Alternative Alternative I don't know if I don't know if I don't know if I don't know if I don't know if
Program School: Yes Sometimes I don't know Sometimes Sometimes I don't know I don't know I don't know I want I want I want I want I want I want I want I want I want I want
Home School: I
don't know |
8th Grade in an Alternative
Alternative School: I don't I don't know if I don't know if
Program know No Yes Yes No No I don't know No I want I do not want I want I want I want I want I want I want I do not want I want
Home School:
8th Grade in an Yes |
Alternative Alternative I don't know if I don't know if I don't know if I don't know if
Program School: Yes No Yes Sometimes Sometimes Yes Yes No I want I do not want I want I want I want I want I want I want I want I want
Home School:
8th Grade in an Sometimes |
Alternative Alternative I don't know if
Program School: Yes Yes Yes Yes Yes No Yes Yes I want I do not want I want I want I want I want I want I want I want I want
Home School:
8th Grade in an Sometimes |
Alternative Alternative I don't know if I don't know if
Program School: Yes Yes Yes Yes Yes Yes Yes Yes I do not want I do not want I want I want I want I want I want I want I want I want
Home School:
Sometimes |
8th Grade in an Alternative
Alternative School: I don't I don't know if
Program know Sometimes Yes Yes Sometimes No I don't know Yes I want I do not want I want I want I want I want I do not want I want I want I want
Home School:
Yes |
8th Grade in an Alternative
Alternative School: I don't know if
Program Sometimes Sometimes Yes Yes Yes No Sometimes Yes I want I do not want I want I want I want I want I do not want I want I want I want
Home School:
8th Grade in an Sometimes |
Alternative Alternative I don't know if I don't know if
Program School: Yes Sometimes Yes Yes Yes Sometimes Yes Yes I want I do not want I want I want I want I want I do not want I want I want I want
Home School:
Yes |
8th Grade in an Alternative
Alternative School: I don't know if I don't know if I don't know if
Program Sometimes Sometimes Sometimes Sometimes Yes Yes Yes I want I do not want I want I want I want I want I want I want I want I want
Home School:
8th Grade in an Yes |
Alternative Alternative I don't know if
Program School: Yes Sometimes No Sometimes No No I don't know Yes I want I do not want I do not want I want I want I want I do not want I want I do not want I do not want
Home School: I
don't know |
8th Grade in an Alternative
Alternative School: I don't I don't know if I don't know if
Program know No Yes Yes No No I don't know No I want I do not want I want I want I want I want I want I want I do not want I want
Home School:
Sometimes |
8th Grade in an Alternative
Alternative School: I don't I don't know if
Program know Sometimes Yes Yes Sometimes No I don't know Yes I want I do not want I want I want I want I want I do not want I want I want I want
Home School:
Yes |
8th Grade in an Alternative
Alternative School: I don't know if
Program Sometimes Sometimes Yes Yes Yes No Sometimes Yes I want I do not want I want I want I want I want I do not want I want I want I want
Home School:
8th Grade in an Yes |
Alternative Alternative I don't know if
Program School: Yes Sometimes No Sometimes No No I don't know Yes I want I do not want I do not want I want I want I want I do not want I want I do not want I do not want
I don't know if I don't know if I don't know if I don't know if
8th Grade Yes Yes Sometimes I don't know Yes Yes Yes Yes I want I do not want I want I want I want I want I want I want I want I want
8th Grade Sometimes Sometimes Sometimes Yes Sometimes Yes Yes Yes I want I do not want I want I do not want I want I want I want I want I want I do not want
I don't know if I don't know if I don't know if
8th Grade I don't know Sometimes I don't know No No Sometimes No Yes I want I do not want I want I do not want I want I want I want I want I want I want
Exhibits and Appendices 823
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
What are What are 2 -3
things you ________ a What are 2 -3 things you like
Question 8: believe all school that ________ a ________ a ________ a things you about your
Question 3: Question 7: My school has students ________ a has longer ________ a ________ a school that ________ a school that school that would change current school Where do you
Question 1 : I Question 2: I My school is Question 4: I Question 5: I Question 6: My school sports and should have school that class times ________ a school that I school that will help me school has ________ a cares about helps me Whats plans about your and would like see yourself
feel safe at my like going to preparing me learn everyday have fun at My school has cares about after-school in school to has (90 minutes or school that can work and will help set have a great less than 300 school that I my family and make a plan after current to see in other in next 5 years
I am in the ... school. school. for my future. at my school. school. trips. me. clubs. support them? internships. more) has mentors. go to school. goals. career. students. can walk to. I. for my life. graduation? school? schools? ?
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
Career Fair,
College Fair,
5th Grade Sometimes Sometimes Yes Sometimes No Yes No Yes Mentors
I don't know if I don't know if I don't know if
8th Grade Yes No Yes Yes Yes Yes I don't know Yes I want I do not want I do not want I want I want I want I do not want I want I want I want
More Food
5th Grade Yes Sometimes Yes Yes Sometimes Yes Yes Yes Options
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
8th Grade Sometimes Sometimes Sometimes Sometimes Sometimes Yes I don't know Yes Mentors
Counselor/So
meone to talk
8th Grade Yes Sometimes I don't know Sometimes Sometimes Sometimes Sometimes No to
Laptops, After
School Clubs,
More Food
Options,
5th Grade Sometimes No Yes Yes Sometimes Yes Yes Sometimes Mentors
Laptops,
Sports, After
School Clubs,
Tutoring, More
Food Options,
5th Grade Yes Sometimes Yes Yes Sometimes Sometimes I don't know Yes Mentors
5th Grade No Sometimes I don't know Yes No Yes I don't know Yes Laptops
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs, More
Food Options,
Career Fair,
College Fair,
5th Grade Yes Sometimes Yes Yes Sometimes Yes Yes Yes Mentors
Laptops, More
Food Options,
5th Grade No No Yes Yes No Yes Yes I don't know Mentors
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring, More
Food Options,
Career Fair,
College Fair,
5th Grade Sometimes Yes Yes Yes Yes Yes Yes Yes Mentors
Counselor/So
meone to talk
to, Tutoring,
5th Grade Yes Sometimes Yes Yes Sometimes Yes Yes I don't know Mentors
After School
5th Grade Sometimes No I don't know Yes Sometimes Yes Yes Yes Clubs
After School
Clubs,
Tutoring, More
5th Grade Sometimes No I don't know Sometimes Sometimes Yes No No Food Options
Laptops,
Sports, After
School Clubs,
Tutoring, More
Food Options,
5th Grade Sometimes Sometimes Yes Yes Yes Yes Yes Yes Career Fair
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
5th Grade No Yes Yes Yes Yes Yes Yes Yes Mentors
Exhibits and Appendices 824
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
What are What are 2 -3
things you ________ a What are 2 -3 things you like
Question 8: believe all school that ________ a ________ a ________ a things you about your
Question 3: Question 7: My school has students ________ a has longer ________ a ________ a school that ________ a school that school that would change current school Where do you
Question 1 : I Question 2: I My school is Question 4: I Question 5: I Question 6: My school sports and should have school that class times ________ a school that I school that will help me school has ________ a cares about helps me Whats plans about your and would like see yourself
feel safe at my like going to preparing me learn everyday have fun at My school has cares about after-school in school to has (90 minutes or school that can work and will help set have a great less than 300 school that I my family and make a plan after current to see in other in next 5 years
I am in the ... school. school. for my future. at my school. school. trips. me. clubs. support them? internships. more) has mentors. go to school. goals. career. students. can walk to. I. for my life. graduation? school? schools? ?
Laptops,
Sports,
Healthy Food,
More Food
Options,
Career Fair,
5th Grade Sometimes Yes Yes Yes Sometimes Sometimes I don't know I don't know Mentors
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
Career Fair,
College Fair,
5th Grade Sometimes Sometimes Yes Yes Sometimes Yes Yes Yes Mentors
Counselor/So
meone to talk
to, Tutoring,
More Food
Options,
5th Grade Yes Sometimes Yes Yes Sometimes Yes I don't know I don't know Mentors
Counselor/So
meone to talk
to, After
School Clubs,
Tutoring,
5th Grade Yes Yes Yes Yes Yes Yes Yes No Mentors
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
Career Fair,
College Fair,
5th Grade Yes Yes Yes Yes Yes Yes Yes Yes Mentors
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs, More
5th Grade Sometimes Sometimes I don't know Yes Sometimes Yes Sometimes Yes Food Options
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
Career Fair,
College Fair,
5th Grade Sometimes Sometimes Yes Yes Sometimes Sometimes I don't know Yes Mentors
Laptops, After
School Clubs,
More Food
5th Grade Sometimes Sometimes Yes Yes Sometimes Sometimes I don't know Yes Options
Counselor/So
meone to talk
5th Grade Sometimes Sometimes Yes Yes I don't know Sometimes Yes Yes to
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
Career Fair,
College Fair,
5th Grade Yes No Sometimes Yes Sometimes Yes Yes Yes Mentors
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring, More
Food Options,
Career Fair,
College Fair,
5th Grade Yes Sometimes Yes Yes Yes Yes Yes Yes Mentors
Exhibits and Appendices 825
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
What are What are 2 -3
things you ________ a What are 2 -3 things you like
Question 8: believe all school that ________ a ________ a ________ a things you about your
Question 3: Question 7: My school has students ________ a has longer ________ a ________ a school that ________ a school that school that would change current school Where do you
Question 1 : I Question 2: I My school is Question 4: I Question 5: I Question 6: My school sports and should have school that class times ________ a school that I school that will help me school has ________ a cares about helps me Whats plans about your and would like see yourself
feel safe at my like going to preparing me learn everyday have fun at My school has cares about after-school in school to has (90 minutes or school that can work and will help set have a great less than 300 school that I my family and make a plan after current to see in other in next 5 years
I am in the ... school. school. for my future. at my school. school. trips. me. clubs. support them? internships. more) has mentors. go to school. goals. career. students. can walk to. I. for my life. graduation? school? schools? ?
Laptops,
Counselor/So
meone to talk
to, Sports,
Healthy Food,
More Food
Options,
College Fair,
5th Grade Yes Sometimes Yes Yes Sometimes Yes Yes Yes Mentors
Laptops,
Counselor/So
meone to talk
to, Healthy
5th Grade Sometimes Sometimes Yes Yes Sometimes Yes Yes I don't know Food
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
5th Grade No Sometimes Yes Yes Yes Yes Yes Yes Mentors
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
5th Grade No Sometimes Sometimes Yes Sometimes Yes Yes Yes Mentors
Laptops,
Sports, After
School Clubs,
Tutoring, More
Food Options,
5th Grade Yes Sometimes Yes Yes Yes Yes Yes Yes Mentors
Counselor/So
meone to talk
5th Grade Yes Sometimes Yes Yes Sometimes Sometimes I don't know Yes to
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
Career Fair,
College Fair,
5th Grade Yes Sometimes Yes Yes Yes Yes Yes Yes Mentors
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
Career Fair,
College Fair,
5th Grade Yes Yes Yes Yes Yes Yes Yes Yes Mentors
Counselor/So
meone to talk
5th Grade Sometimes Yes Yes Yes Sometimes Yes I don't know Yes to
Counselor/So
meone to talk
to, After
School Clubs,
Tutoring, More
Food Options,
Career Fair,
College Fair,
5th Grade Sometimes Yes Yes Yes Yes Yes Yes I don't know Mentors
Laptops,
Counselor/So
meone to talk
to, Sports,
More Food
5th Grade Sometimes Yes Yes Yes Yes Yes Yes Yes Options
Laptops,
Sports, After
School Clubs,
More Food
5th Grade Sometimes Sometimes Yes Yes Sometimes Yes Sometimes Yes Options
Exhibits and Appendices 826
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
What are What are 2 -3
things you ________ a What are 2 -3 things you like
Question 8: believe all school that ________ a ________ a ________ a things you about your
Question 3: Question 7: My school has students ________ a has longer ________ a ________ a school that ________ a school that school that would change current school Where do you
Question 1 : I Question 2: I My school is Question 4: I Question 5: I Question 6: My school sports and should have school that class times ________ a school that I school that will help me school has ________ a cares about helps me Whats plans about your and would like see yourself
feel safe at my like going to preparing me learn everyday have fun at My school has cares about after-school in school to has (90 minutes or school that can work and will help set have a great less than 300 school that I my family and make a plan after current to see in other in next 5 years
I am in the ... school. school. for my future. at my school. school. trips. me. clubs. support them? internships. more) has mentors. go to school. goals. career. students. can walk to. I. for my life. graduation? school? schools? ?
Laptops,
Sports, After
School Clubs,
Healthy Food,
More Food
Options,
5th Grade Sometimes Sometimes Yes Sometimes Sometimes Yes Sometimes Yes College Fair
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring, More
5th Grade Yes Yes I don't know Yes Sometimes Yes Yes Food Options
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
Career Fair,
College Fair,
5th Grade Sometimes No Yes Sometimes Sometimes Yes Sometimes Yes Mentors
Sports,
5th Grade Yes Sometimes Yes Yes Sometimes Sometimes Yes Yes Healthy Food
5th Grade Sometimes Sometimes Yes Yes Sometimes Yes Yes Yes Sports
After School
Clubs, More
5th Grade Yes Sometimes Yes Yes Sometimes Yes Sometimes No Food Options
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs, More
5th Grade Yes Yes Yes Yes Yes Yes Sometimes Yes Food Options
Counselor/So
meone to talk
to, More Food
Options,
5th Grade Sometimes Yes Yes Yes Sometimes Yes I don't know Yes Mentors
Counselor/So
meone to talk
to, Sports,
After School
Clubs, More
Food Options,
5th Grade Sometimes Yes Yes Yes Yes Yes Yes Yes Mentors
Sports, After
School Clubs,
College Fair,
5th Grade Yes Yes Yes Yes Yes Yes Yes Yes Mentors
Laptops,
Sports,
Healthy Food,
More Food
Options,
5th Grade Yes Yes Yes Yes Sometimes Yes I don't know Yes Mentors
Laptops,
Counselor/So
meone to talk
to, Sports,
More Food
Options,
5th Grade Yes Sometimes Yes Yes Yes Yes Yes Yes College Fair
Laptops,
Counselor/So
meone to talk
to, Sports,
Healthy Food,
More Food
Options,
Career Fair,
College Fair,
5th Grade Yes Yes Yes Yes Sometimes Sometimes Yes Yes Mentors
Counselor/So
meone to talk
5th Grade Sometimes Sometimes Yes Yes Yes Yes Yes Yes to
Laptops,
Sports, After
School Clubs,
Healthy Food,
5th Grade Sometimes Sometimes Yes Yes Yes Yes Yes Yes Mentors
Counselor/So
meone to talk
to, After
School Clubs,
Tutoring,
5th Grade Sometimes Sometimes Yes Yes Sometimes Yes Sometimes Yes Mentors
Exhibits and Appendices 827
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
What are What are 2 -3
things you ________ a What are 2 -3 things you like
Question 8: believe all school that ________ a ________ a ________ a things you about your
Question 3: Question 7: My school has students ________ a has longer ________ a ________ a school that ________ a school that school that would change current school Where do you
Question 1 : I Question 2: I My school is Question 4: I Question 5: I Question 6: My school sports and should have school that class times ________ a school that I school that will help me school has ________ a cares about helps me Whats plans about your and would like see yourself
feel safe at my like going to preparing me learn everyday have fun at My school has cares about after-school in school to has (90 minutes or school that can work and will help set have a great less than 300 school that I my family and make a plan after current to see in other in next 5 years
I am in the ... school. school. for my future. at my school. school. trips. me. clubs. support them? internships. more) has mentors. go to school. goals. career. students. can walk to. I. for my life. graduation? school? schools? ?
Counselor/So
meone to talk
to, Tutoring,
More Food
Options,
Career Fair,
5th Grade Sometimes Yes Yes Yes Sometimes Yes I don't know Yes Mentors
Laptops,
Sports, After
School Clubs,
Tutoring, More
Food Options,
5th Grade I don't know Yes Yes Yes Yes Yes Yes Yes College Fair
5th Grade Sometimes Sometimes Yes Yes Sometimes Yes Yes Yes College Fair
Laptops,
Sports, After
School Clubs,
Tutoring, More
Food Options,
Career Fair,
5th Grade Yes Sometimes Yes Yes Sometimes Yes Yes I don't know College Fair
Counselor/So
meone to talk
to, Sports,
After School
Clubs, More
Food Options,
Career Fair,
College Fair,
5th Grade Sometimes Yes Yes Yes Yes Yes Yes Yes Mentors
5th Grade No No Yes Sometimes Sometimes Yes No Yes Laptops
5th Grade Sometimes Sometimes Yes Yes Sometimes Yes Yes Yes College Fair
Laptops,
Sports, More
5th Grade Sometimes No Sometimes Sometimes Yes No I don't know Food Options
I will be
Home School: making more
11th Grade in Yes | money and
an Alternative Alternative more classes, fun friday and living a life of
Program School: Yes Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes No I am not sure more students pe a king.
Home School: teachers, the
11th Grade in Yes | norms and school store,
an Alternative Alternative College/Univer ranking classes and rich in the
Program School: Yes Sometimes Yes Yes Sometimes Sometimes I don't know No sity system building bahamas
I would like to
change so
things we
should be able
to do with our
freedom as a
FALCON at
PEAK
Academy. I
would like to
change our
privileges. I
would for it to
be a way for
us to leave
early and go
back to
regular school
Home School: if we act a
11th Grade in Yes | certain way &
an Alternative Alternative show a We follow a Healthy &
Program School: Yes Sometimes Yes Yes Sometimes Sometimes Yes No I am not sure change. set of norms wealthy
have fun every at peace and
Home School: friday if done having
Yes | what is need , enough
11th Grade in Alternative the work we 5 mins before money to do
an Alternative School: College/Univer do, different and after class whatever i
Program Sometimes No Yes No No Sometimes No No sity teachers starts want
wearing
Home School: uniforms and
12th Grade in Yes | how we
an Alternative Alternative seperated and how many
Program School: Yes Sometimes I don't know Yes Sometimes Sometimes I don't know No I am not sure the food classes idk
Home School: The work they Wealthy,
12th Grade in Yes | Trade or teach. making 1
an Alternative Alternative Technical Individual Million or
Program School: Yes No No Sometimes No No I don't know No Program attitudes. Nothing more a year
Home School:
11th Grade in Yes | snack store,
an Alternative Alternative College/Univer the ac, the game room,
Program School: Yes No Yes Yes Sometimes Yes Yes No sity food, the staff water fountain halfway rich
Home School:
Yes |
11th Grade in Alternative Privileges and
an Alternative School: I don't Extracurricula sports and
Program know No Sometimes Sometimes Sometimes No Yes No Military r clubs navy
Home School: Graduated
11th Grade in Yes | from College ,
an Alternative Alternative College/Univer Dress Code , Free Time , with a high
Program School: Yes No No No Sometimes No I don't know No sity Lunch Dismissal paying job.
Exhibits and Appendices 828
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
What are What are 2 -3
things you ________ a What are 2 -3 things you like
Question 8: believe all school that ________ a ________ a ________ a things you about your
Question 3: Question 7: My school has students ________ a has longer ________ a ________ a school that ________ a school that school that would change current school Where do you
Question 1 : I Question 2: I My school is Question 4: I Question 5: I Question 6: My school sports and should have school that class times ________ a school that I school that will help me school has ________ a cares about helps me Whats plans about your and would like see yourself
feel safe at my like going to preparing me learn everyday have fun at My school has cares about after-school in school to has (90 minutes or school that can work and will help set have a great less than 300 school that I my family and make a plan after current to see in other in next 5 years
I am in the ... school. school. for my future. at my school. school. trips. me. clubs. support them? internships. more) has mentors. go to school. goals. career. students. can walk to. I. for my life. graduation? school? schools? ?
Home School: I
don't know | My group of
11th Grade in Alternative friends & My grades are
an Alternative School: learning good & its A house and
Program Sometimes Sometimes I don't know Yes No Sometimes I don't know No Military envirmeant easy in the milltary
Home School:
11th Grade in Yes |
an Alternative Alternative College/Univer
Program School: Yes No Yes Yes Sometimes Yes I don't know Yes sity nothing nothing a millionare.
Laptops,
Home School: Sports,
7th Grade in an Yes | Healthy Food,
Alternative Alternative More Food
Program School: Yes Yes Yes Yes Sometimes Sometimes I don't know No Options
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Home School: Options,
6th Grade in an Sometimes | Career Fair,
Alternative Alternative College Fair,
Program School: Yes Yes Yes Sometimes Yes Yes I don't know I don't know Mentors
Home School: I
10th Grade in don't know |
an Alternative Alternative College/Univer better staff making
Program School: Yes Sometimes Sometimes Sometimes No No I don't know No sity better rules the work money.
Home School:
9th Grade in an Yes |
Alternative Alternative College/Univer Phones, and
Program School: Yes Sometimes I don't know Sometimes Yes Yes Yes No sity clothes Nothing At home
It's less
9th Grade in an Home School: How small it is distracting, A veterinarian
Alternative No | Alternative College/Univer & how the and the work with my own
Program School: Yes Sometimes Yes Yes Sometimes No Yes No sity kids act. is easy. apartment
Wish their was
Home School: more
9th Grade in an Yes | interactive
Alternative Alternative College/Univer time and not On the forbes
Program School: Yes No Yes Yes No Sometimes Yes No sity wear uniform. list
Home School: phones,go i see myself
10th Grade in Yes | outside easywork,popt being a army
an Alternative Alternative College/Univer everyday,go art, my luh athlete
Program School: Yes Sometimes Yes Yes Sometimes I don't know I don't know No sity outside longer vibe millionaire
Home School:
10th Grade in Yes |
an Alternative Alternative College/Univer
Program School: No No No No No No No No sity uniform i dont like it college
i mean I don't
know where i
would see
myself
because
freedom,fun college
Home School: I i wouldn't friday,and nice usually takes
9th Grade in an don't know | change and 4 years and
Alternative Alternative College/Univer anything here understanding i'm just gonna
Program School: Yes Sometimes Sometimes Yes Sometimes No I don't know Yes sity but the food. teachers be getting out.
Home School:
9th Grade in an Yes |
Alternative Alternative College/Univer
Program School: Yes Yes Yes Yes Yes Yes Yes No sity nothing more filed tris in college
Home School: Harder Work No talking in
Sometimes | and not class and
10th Grade in Alternative spending too timed
an Alternative School: College/Univer much time on bathroom In Medical
Program Sometimes No Yes Sometimes Sometimes Yes Yes No sity simple things. breaks. School
Home School:
10th Grade in Yes | that we can't
an Alternative Alternative College/Univer brings snacks
Program School: Yes Sometimes Sometimes No No No I don't know No sity or chapstick nun rich
Home School: some of the
10th Grade in Yes | teachers and vending
an Alternative Alternative the grade machines and
Program School: Yes Sometimes Yes Sometimes Sometimes No Yes Yes I am not sure policy no uniforms a rapper
Fun Friday,
How we talk
about our
future I can see
preparing us myself in the
The food, 5 and how they military or in
Home School: minute timers give us notes Harvard
10th Grade in Yes | and the for preparing University
an Alternative Alternative learning us for our studying law
Program School: Yes Sometimes Yes Yes Sometimes Sometimes Yes No Military structure tests school
Home School:
9th Grade in an Yes | Trade or work on
Alternative Alternative Technical Uniform,Differ fun friday, having my
Program School: Yes Sometimes Yes Yes Yes Yes I don't know No Program ent lunches field trips own business.
Exhibits and Appendices 829
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
What are What are 2 -3
things you ________ a What are 2 -3 things you like
Question 8: believe all school that ________ a ________ a ________ a things you about your
Question 3: Question 7: My school has students ________ a has longer ________ a ________ a school that ________ a school that school that would change current school Where do you
Question 1 : I Question 2: I My school is Question 4: I Question 5: I Question 6: My school sports and should have school that class times ________ a school that I school that will help me school has ________ a cares about helps me Whats plans about your and would like see yourself
feel safe at my like going to preparing me learn everyday have fun at My school has cares about after-school in school to has (90 minutes or school that can work and will help set have a great less than 300 school that I my family and make a plan after current to see in other in next 5 years
I am in the ... school. school. for my future. at my school. school. trips. me. clubs. support them? internships. more) has mentors. go to school. goals. career. students. can walk to. I. for my life. graduation? school? schools? ?
Home School:
Yes |
11th Grade in Alternative
an Alternative School: College/Univer
Program Sometimes Yes Sometimes Sometimes No I don't know I don't know No sity idk idk rich
Home School:
9th Grade in an Yes |
Alternative Alternative successful in
Program School: No Sometimes Sometimes Sometimes No Sometimes No No Military nothing nothing what i do
it is a good
Home School: school in i
9th Grade in an Yes | make people wuold like to
Alternative Alternative happy by my beaver my learn more
Program School: Yes Yes No Yes Sometimes Yes Yes I don't know helping them grade about money happy
Home School: The way the
10th Grade in Yes | classes are
an Alternative Alternative setup and the Behavior and
Program School: Yes Sometimes Yes Sometimes Sometimes Yes Yes Rap transition learning Rich
i dont like my
Home School: current school
10th Grade in Sometimes | how they think at all they find
an Alternative Alternative of me and little thing and
Program School: Yes Yes Yes No No Sometimes I don't know I don't know Military they football kick me out gradschool
Home School:
11th Grade in Yes |
an Alternative Alternative College/Univer programs,acti
Program School: Yes Sometimes I don't know Sometimes Sometimes No Yes No sity vites, not sure sucessful
Home School:
11th Grade in Yes |
an Alternative Alternative
Program School: Yes Yes Yes Yes Yes Yes Yes Yes money nothing notthing rich
Home School:
Sometimes | working hard
10th Grade in Alternative dress code in the field of
an Alternative School: I don't College/Univer ruling and the mechanical
Program know Yes Yes Yes Sometimes Sometimes Yes Yes sity vibe overall none engineering
nothing peak
is amazing.
Actually I it's ah good
would give enviroment
Home School: Ms.fugerson a and
11th Grade in Yes | raise she is everybody in college
an Alternative Alternative College/Univer the best cool with playing
Program School: Yes Yes Yes Yes Yes Yes Yes Yes sity teacher by far. everybody. football.
Home School: I
don't know | have phones,
10th Grade in Alternative not wear we have fun in college
an Alternative School: I don't College/Univer uniform, and Friday and we football or the
Program know Sometimes Yes Yes Sometimes No Yes I don't know sity wear jewelry go outside NFL
Home School:
10th Grade in Yes |
an Alternative Alternative ima be a rich in a big
Program School: Yes Sometimes Yes Yes Yes Sometimes Yes No gamer nothing nothing house
Home School:
10th Grade in Yes |
an Alternative Alternative College/Univer grades , anger activies & college n
Program School: Yes Yes Yes Yes Yes I don't know Yes Yes sity & attention credits being a nurse
Teachers
caring about
the students
How loud and pushing
people are students to do
and for them better in life
Home School: to have a not letting doing good
10th Grade in Yes | class teaching them go on with my
an Alternative Alternative College/Univer how to own the wrong clothing brand
Program School: Yes Sometimes Sometimes Yes Sometimes No Sometimes Yes sity businesses track in life business
Home School:
10th Grade in Yes |
an Alternative Alternative
Program School: Yes Yes Yes Sometimes Yes Sometimes Yes Sometimes Military money money rich
Home School:
9th Grade in an Yes | award care about
Alternative Alternative College/Univer ceremony and education and in college
Program School: Yes Yes Yes Yes Sometimes I don't know Yes No sity group work care about us living life
I would want
other schools
to be similar
to Peak
Academy in
I wouldn't every way. I
change believe
nothing schools
Home School: because this should be as
12th Grade in Yes | school fun as Peak. i
an Alternative Alternative College/Univer exceeded my love the Being
Program School: Yes Yes Yes Yes Yes Yes Yes I don't know sity expectations. environment. successful
Home School:
11th Grade in Yes |
an Alternative Alternative College/Univer
Program School: Yes No Sometimes Yes No I don't know I don't know I don't know sity nothing nothing Being a nurse
Home School:
12th Grade in Yes |
an Alternative Alternative More sport/
Program School: Yes No Yes Yes Sometimes Yes Yes No I am not sure clubs Game room Rich
Exhibits and Appendices 830
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
What are What are 2 -3
things you ________ a What are 2 -3 things you like
Question 8: believe all school that ________ a ________ a ________ a things you about your
Question 3: Question 7: My school has students ________ a has longer ________ a ________ a school that ________ a school that school that would change current school Where do you
Question 1 : I Question 2: I My school is Question 4: I Question 5: I Question 6: My school sports and should have school that class times ________ a school that I school that will help me school has ________ a cares about helps me Whats plans about your and would like see yourself
feel safe at my like going to preparing me learn everyday have fun at My school has cares about after-school in school to has (90 minutes or school that can work and will help set have a great less than 300 school that I my family and make a plan after current to see in other in next 5 years
I am in the ... school. school. for my future. at my school. school. trips. me. clubs. support them? internships. more) has mentors. go to school. goals. career. students. can walk to. I. for my life. graduation? school? schools? ?
maybe getting
ready to finsh
Home School: college,
11th Grade in Yes | hopefully im
an Alternative Alternative College/Univer moved out of
Program School: Yes Yes Yes Yes Sometimes I don't know Yes I don't know sity n/a n/a ga +
Laptops,
Counselor/So
Home School: meone to talk
Sometimes | to, After
7th Grade in an Alternative School Clubs,
Alternative School: More Food
Program Sometimes Sometimes Sometimes No Sometimes I don't know I don't know Yes Options
Counselor/So
Home School: meone to talk
Sometimes | to, Sports,
7th Grade in an Alternative Healthy Food,
Alternative School: Career Fair,
Program Sometimes Sometimes I don't know Sometimes Yes Yes Yes No College Fair
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring, More
Home School: Food Options,
7th Grade in an No | Alternative Career Fair,
Alternative School: College Fair,
Program Sometimes Sometimes Yes I don't know Sometimes Yes Sometimes Yes Mentors
Laptops,
Sports,
7th Grade in an Home School: Tutoring, More
Alternative No | Alternative Food Options,
Program School: No No No No Sometimes Sometimes I don't know Yes Mentors
I would add There's
more course nothing about
difficulty my current
Home School: options for school that I
10th Grade in Yes | students that would like to
an Alternative Alternative College/Univer are more see in other Studying in a
Program School: Yes Sometimes No No Yes Sometimes Yes No sity advanced. schools. university.
Home School:
10th Grade in Sometimes |
an Alternative Alternative College/Univer the food the
Program School: Yes Yes Yes Yes Yes I don't know Sometimes Yes sity dresscode fun friday in college
Home School:
10th Grade in Yes |
an Alternative Alternative The uniform It helps me Being
Program School: Yes Sometimes Yes Yes Yes Yes Yes No I am not sure rules more successful
Home School:
9th Grade in an Sometimes |
Alternative Alternative College/Univer
Program School: Yes Sometimes Yes Yes Yes I don't know Yes Yes sity dress code irdk successful
Home School:
Sometimes | the football
9th Grade in an Alternative games and
Alternative School: I don't College/Univer the lunch,the basketball
Program know Sometimes Yes Yes Sometimes I don't know No Yes sity dresscode. games successful
Home School:
9th Grade in an Yes |
Alternative Alternative Better than
Program School: Yes Yes Yes Yes Yes I don't know Yes Yes I am not sure Nothing I dont know now
i would make
the upper
school staff
(principal, vice
principal,
counselors)
treat people
nicely and
9th Grade in an Home School: handle the healthcare working in a
Alternative No | Alternative situations training national park
Program School: Yes Sometimes Sometimes No Sometimes Sometimes No No I am not sure properly classes as a ranger
Make
everyone have
Home School: I phones, dress Not so much
10th Grade in don't know | Trade or code change, homework
an Alternative Alternative Technical and that's and simple
Program School: Yes Sometimes Yes Sometimes Sometimes Yes Yes Yes Program pretty much it classwork Making money
Home School:
10th Grade in Yes | getting to
an Alternative Alternative nothing the dress up at home
Program School: Yes Sometimes Yes Yes Yes Sometimes Yes I don't know I am not sure school is fine every day chilling
Home School:
10th Grade in Yes |
an Alternative Alternative
Program School: Yes No Yes Sometimes Sometimes No I don't know I don't know I am not sure everything nothing my house
Home School:
Sometimes |
9th Grade in an Alternative all the
Alternative School: I don't cameras and
Program know No Yes Sometimes Yes I don't know No Yes I am not sure the food nothing im not sure
Home School:
9th Grade in an Yes | i get to enter
Alternative Alternative school a lil
Program School: Yes Sometimes Yes Yes Yes Yes Yes Yes I am not sure how strict it is later working
Exhibits and Appendices 831
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
What are What are 2 -3
things you ________ a What are 2 -3 things you like
Question 8: believe all school that ________ a ________ a ________ a things you about your
Question 3: Question 7: My school has students ________ a has longer ________ a ________ a school that ________ a school that school that would change current school Where do you
Question 1 : I Question 2: I My school is Question 4: I Question 5: I Question 6: My school sports and should have school that class times ________ a school that I school that will help me school has ________ a cares about helps me Whats plans about your and would like see yourself
feel safe at my like going to preparing me learn everyday have fun at My school has cares about after-school in school to has (90 minutes or school that can work and will help set have a great less than 300 school that I my family and make a plan after current to see in other in next 5 years
I am in the ... school. school. for my future. at my school. school. trips. me. clubs. support them? internships. more) has mentors. go to school. goals. career. students. can walk to. I. for my life. graduation? school? schools? ?
Home School:
10th Grade in Yes |
an Alternative Alternative
Program School: Yes Yes Yes Yes Yes No Yes No I am not sure na na na
Home School:
10th Grade in Yes |
an Alternative Alternative rich
Program School: Yes Sometimes I don't know Sometimes Sometimes Yes I don't know No I am not sure i dont know i dont know
Home School:
9th Grade in an Yes |
Alternative Alternative nothing this
Program School: Yes No Yes Yes Yes No Yes No Military school is ok. discipline i do not know
Home School:
10th Grade in Yes |
an Alternative Alternative
Program School: Yes No Yes Yes Yes Yes I don't know I don't know I am not sure i dont know i dont know i dont know
Home School:
9th Grade in an Yes | Trade or
Alternative Alternative Technical
Program School: Yes No Yes I don't know Sometimes No Sometimes No Program admin fun stuff idk
More Food
5th Grade Sometimes Sometimes I don't know Yes Sometimes Yes Yes Yes Options
Laptops, After
School Clubs,
Healthy Food,
More Food
Options,
Career Fair,
5th Grade Sometimes No Yes Yes No I don't know I don't know Yes College Fair
Laptops, After
School Clubs,
More Food
Options,
Career Fair,
5th Grade Sometimes No Yes No No I don't know I don't know Yes College Fair
I would want
other schools
to be similar
to Peak
Academy in
I wouldn't every way. I
change believe
nothing schools
Home School: because this should be as
12th Grade in Yes | school fun as Peak. i
an Alternative Alternative College/Univer exceeded my love the Being
Program School: Yes Yes Yes Yes Yes Yes Yes I don't know sity expectations. environment. successful
Home School:
11th Grade in Yes |
an Alternative Alternative College/Univer
Program School: Yes No Sometimes Yes No I don't know I don't know I don't know sity nothing nothing Being a nurse
Sports, More
Food Options,
5th Grade Sometimes Yes I don't know Yes Sometimes Yes Yes Yes Career Fair
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring,
Healthy Food,
More Food
Options,
Career Fair,
College Fair,
5th Grade Sometimes Sometimes Yes Yes Sometimes Yes Yes Yes Mentors
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring, More
Food Options,
8th Grade Sometimes Sometimes Yes Yes Sometimes Sometimes Sometimes Yes Mentors
Laptops,
Counselor/So
meone to talk
to, Sports,
After School
Clubs,
Tutoring, More
Food Options,
5th Grade Sometimes No Yes Sometimes No Yes Yes Yes Mentors
Exhibits and Appendices 832
The Wright Community School
Seeking Initial Approval from Both DeKalb County School District and the
State Board of Education to Operate in SY25-26
Appendix J
Petition Signatures
Exhibits and Appendices 900
4185 Panola Road, Stonecrest, GA 30038
mtchr415@gmail.com
443-985-1323
Education: Columbia College: Bachelor of Arts, Elementary Education
Notre Dame University of Maryland: Masters of Arts, Leadership in Teaching with Administration and
Supervision Certification
Work Experiences:
July 2020 - Present KIPP Woodson Park Academy, 1605 Donald Lee Hollowell Pkwy, NW Atlanta, GA- Math Foundations
Teacher
July 2017-May 2020 KIPP STRIVE Academy, 1444 Lucille Ave, SW Atlanta, GA-Grade 6 Mathematics
August 2013- June 2017 Woodholme Elementary, 300 Mt. Wilson Lane, Pikesville, MD —Grade 5 Gifted Math/Science
Teacher-Grade Level Chair
July 2012- June 2013 Harlem Village Academies Elementary, 35 W 124th Street, NY —Director of Student and Family Affairs
> Student Discipline
> Assist teachers with classroom culture
> Observe teachers and give feedback
> Work/Assist parents as needed
June 2011- May 2012 KIPP: WAYS Academy, 80 Joseph E. Lowery Blvd, NW, Atlanta —Grades 5, 6, & 7 Mathematics Support/Dept.
Chair
> Assist Math instructors with the implementation of their mathematics standards
> Check Lesson Plans/Give Lesson Plan Feedback
> Conduct One on One Meetings with Math department teachers
> Conduct weekly classroom observations and debrief meetings
> Model lessons/ team teach when necessary
> Teach a math intervention classes to 5th, 6th, and 7th graders five days a week
> Address any concerns teachers may have with the Math Intervention Program
> Update teachers of students’ weekly progress
June 2009- June 2011 KIPP: WAYS Academy, 80 Joseph E. Lowery Blvd, NW, Atlanta —Dean of Culture
> Assistant to the School leader
> Handled all culture and discipline issues
> Organized field lessons for grade levels
> Handled transportation
> Planned events for parents, teachers and students
> Planned professional development for teachers
> Managed grade level chairs and fine arts department
> Held weekly meetings and one-on-ones with teachers/chairs
> Led Saturday school
> Managed the Saturday School budget
> Taught a 6th grade math intervention class
June 2007- June 2009 KIPP: WAYS Academy, 80 Joseph E. Lowery Blvd, NW, Atlanta, GA —Grade 5 Math Teacher
> Grade level chair for the 5th grade team
> Implemented the 5th grade math curriculum
> Held tutorials 3 days a week
> Facilitated a math club during Saturday School
> Held grade level meetings 3 times/week
> Held student grade level meetings twice/month
August 1999- June 2007 Owings Mills Elementary School, 10824 Reisterstown Road, Maryland —Grades 2, 4& 5 Teacher
> Grade level chair for the 4th and 2nd grade teams
> Taught reading, writing, mathematics, science and social studies
> Taught a reading intervention program, Fluency Formula
> Taught an after school math tutorial 2 days/week
> Held weekly grade level meetings
August 1996- June 1999 South Kilbourne Elementary School, 1400 S. Kilbourne Road, South Carolina —Grade, 4 Teacher
> Grade level chair for the 4th grade team
> Held weekly grade level meetings
> Runner up-Teacher of the Year, 1998
> Taught reading, writing, mathematics, science and social studies
> Taught a reading intervention program, Dibels
> Ran and organized after school homework club
References: Dwight Ho-Sang, Former Principal, (404) 775- 1183
Kimberly Karacalidis, Former Principal, (404) 964-1220
Suzanne DeWese, Former Assistant Principal/Manager, (410) 598- 8396
Dr. Jason D. Andrews
Smyrna, Georgia 30082 · 678-770-3327
jdandrewsassoc@gmail.com
Executive Summary
Experienced executive financial professional, strategist, entrepreneur, educator, and change management
enthusiast with a passion for building business and redesigning processes for Fortune 500 companies, small
business, and non-profit organizations. A proven record of generating and building relationships, champion of
continual process improvements from conception to completion, designing education strategies and coaching
individuals to success. Adept at building cross-functional teams, demonstrating exceptional communication skills
and making critical decisions during challenges.
Expertise includes:
● Executive Leadership ● Grant Administration
● Process Improvement ● Contract Management Experience
● Project/Change Management ● Strategic Planning/Implementation
● Financial/Budget Analysis ● Client Management
● Clinical Operations ● Diversity Recruitment
● Central Administration Management ● Employee Relations Management
Professional Experience
Morehouse School of Medicine, Atlanta, Georgia 08/2017 – Present
Known for its graduation of medical professionals, Morehouse School of Medicine through its vision of
Translating Discovery into Health Equity, Building Bridges Between Healthcare and Health and Preparing Future
Learners and Leaders is among the nation’s leading educators of primary care physicians.
Senior Director of Finance and Operations II, Department of Academic Financial Services
Reporting to the Executive Vice President and Dean and Associate Vice President; served as senior
administrative leader supporting and advising the dean and VP on key decisions involving the planning and
direction of the financial, budgeting, administrative, process improvement, and operational activities of the
medical practice and school. Responsible for providing high-level advice/counsel to the dean, associate deans,
departmental heads, and administrative and financial officers, regarding budget, finance, space planning,
contracts, and business-related policy matters; overseeing day-to-day financial operations of the Dean’s Office
and monitoring spend rates of all funds; directing and managing the annual budget planning process; managing
budget allocations and overseeing the preparation and submission of school general budgets and fund volume
requests; preparing staffing, finance, and space analysis studies; establishing metrics to measure and manage
key performance indicators; driving process improvement teams and initiatives and drafting written policies;
senior advisor on medical school practice contract; representing the dean in deliberations and negotiations
associated with contract management, staffing allocations, and faculty compensation plan school-wide initiative;
and other project and duties as directed. Responsible for safeguarding the assets of the unit by maintaining an
effective system of internal controls that is compliant with the standardization and policies and procedures.
Responsible for maintaining alignment of financial and operational practices across MSM. Manage department
P&L (when created), run proformas, reconciliations, manage budget to actuals and ultimately accountable for
coming in on budget.
Senior Director of Administration and Finance II, Department of Academic Financial Services
Reporting to the Executive Vice President and Dean and Associate Vice President; served as senior
administrative leader supporting and advising the dean and VP on key decisions involving the planning and
direction of the financial, budgeting, administrative, process improvement, and operational activities of the
medical practice and school. Responsible for providing high-level advice/counsel to the dean, associate deans,
departmental heads, and administrative and financial officers, regarding budget, finance, space planning,
contracts, and business-related policy matters; overseeing day-to-day financial operations of the Dean’s Office
and monitoring spend rates of all funds; directing and managing the annual budget planning process; managing
COVER TO BE DESIGNED
BY COMMUNICATIONS
X
1
PURPOSE
During an emergency, schools face unusual demands while having to maintain day-to-day
operations. They must adapt to unexpected and unpredictable circumstances. By Georgia law,
each public school in the state is required to develop a School Safety Plan “to help curb the
growing incidence of violence in schools, to respond effectively to such incidents, and 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 materials
or radiological accidents, acts of violence, and acts of terrorism” (Official Code of Georgia
Annotated (O.C.G.A.) § 20-2-1185). This guide provides recommendations to schools in the
development of their School Safety Plan.
This template is designed to be used as a resource tool to help schools develop their School
Safety Plan. Each school is encouraged to use the recommendations provided in conjunction
with local resources and policies to develop its own School Safety Plan. The Georgia
Department of Education and the Georgia Emergency Management and Homeland Security
Agency staff are available to review School Safety Plans and provide site risk assessments,
along with other technical assistance regarding school safety and security procedures.
Please contact the Georgia Emergency Management and Homeland Security Agency at
gema-schoolsafety@gema.ga.gov for additional information.
GEORGIA CODE O.C.G.A. § 20-2-1185 https://law.justia.com/codes/georgia/2010/title-
20/chapter-2/article-27/20-2-1185
“This project was supported by Grant No. 2019-YS-BX-0087 awarded by the Bureau of Justice Assistance. The Bureau of
Justice Assistance is a component of the Department of Justice's Office of Justice Programs, which also includes the Bureau
of Justice Statistics, the National Institute of Justice, the Office of Juvenile Justice and Delinquency Prevention, the Office for
Victims of Crime, and the SMART Office. Points of view or opinions in this document are those of the author and do not
necessarily represent the official position or policies of the U.S. Department of Justice.”
2
CONTENTS
Note: In the electronic version of this document, each section title below is a hyperlink.
Clicking on a section will redirect you to that section of the document.
YOUR SCHOOL SAFETY PLAN ..................................................................................................5
SCHOOL SAFETY PLAN DEVELOPMENT TEAM ......................................................................6
SCHOOL CRISIS PLAN ROLES, RESPONSIBILITIES, AND DESIGNATED LOCATIONS........7
EMERGENCY EVACUATION PROTOCOL ...............................................................................11
EMERGENCY KITS AND DEVICES ..........................................................................................13
FAMILY ASSISTANCE PROTOCOL ..........................................................................................14
ACCIDENT OR ILLNESS ...........................................................................................................14
BOMB THREAT/BOMB ..............................................................................................................17
SUSPICIOUS PACKAGE ...........................................................................................................20
SHELTER-IN-PLACE..................................................................................................................21
OUTAGE/UTILITY FAILURE ......................................................................................................23
DEATH AT SCHOOL ..................................................................................................................24
THREAT OR OCCURRENCE OF SUICIDE AT SCHOOL .........................................................25
FIRE............................................................................................................................................27
HAZARDOUS MATERIAL THREAT/ACCIDENT........................................................................29
INTRUDER/SUSPICIOUS PERSON ..........................................................................................32
HOSTAGE/BARRICADE ............................................................................................................33
STUDENT DISRUPTION/CIVIL DISTURBANCE .......................................................................35
STUDENT RUNAWAY/ABDUCTION/MISSING STUDENT .......................................................37
REPORT OF A WEAPON ON CAMPUS ....................................................................................39
ACTIVE ATTACK........................................................................................................................41
TORNADO ..................................................................................................................................43
3
FLOODING .................................................................................................................................46
EARTHQUAKE ...........................................................................................................................47
HURRICANE/TROPICAL STORM/DEPRESSION .....................................................................48
PANDEMIC AND EPIDEMIC ......................................................................................................49
CYBERSECURITY AND OTHER COMPUTER INTRUSIONS...................................................50
PREPAREDNESS AND RESPONSE PROTOCOLS FOR OTHER SITUATIONS.....................52
ATTACHMENT A ........................................................................................................................53
4
YOUR SCHOOL SAFETY PLAN
The School Safety Plan is a document that will be used to create a culture of emergency
preparedness and disaster response when emergencies occur at a school. Local emergency
management agencies (EMAs), community stakeholders, school administrators, staff, and
students should be aware of the document’s contents and the roles they play in the plan.
Consistent training and awareness are strongly encouraged to create and sustain a high level of
emergency preparedness and the ability to respond.
This template has been designed as a tool to help schools document and share their emergency
preparedness plan. Schools are not required to use this template, but it does detail safety
features/challenges unique to the school in an effort to prevent and mitigate safety issues. After
the template has been completed, the final document will be your school’s safety plan.
PREPARING TO COMPLETE THE SCHOOL SAFETY PLAN TEMPLATE
The following preliminary steps will help you successfully and efficiently complete the
template.
1. School personnel involved in the planning process of the School Safety Plan should
review the template.
2. When developing your School Safety Plan, it is recommended that you collaborate with
stakeholders (e.g., local EMA, public safety, law enforcement, community partners, etc.).
Schools should maintain a current list of stakeholders and their contact information
within the plan. (See the School Safety Plan Development Team within this template.)
3. To facilitate the planning process, stakeholders should gather relevant documents and
information, such as blueprints of your school, emergency checkout procedures, and
maps of evacuation routes.
COMPLETING THE SCHOOL SAFETY PLAN TEMPLATE
Planning stakeholders should be prepared to dedicate time to completing the School Safety Plan
Template. An effective plan will contain and reference many details. It is suggested that
planning stakeholders are thorough in their preparation and completion of the template.
The information provided within this template corresponds with the accompanying guide and
is intended to provide context and descriptions to aid planning stakeholders in the
development of the School Safety Plan.
5
SCHOOL SAFETY PLAN DEVELOPMENT TEAM
Name of School System ____________________________________________________________
School Address ___________________________________________________________________
Principal’s Name _________________________________________________________________
The following persons participated in the development of this School Safety Plan:
NAME ORGANIZATION CONTACT
INFORMATION
(Phone & Email Address)
6
SCHOOL CRISIS PLAN ROLES, RESPONSIBILITIES,
AND DESIGNATED LOCATIONS
SCHOOL PERSONNEL ROLES AND RESPONSIBILITIES
1. School Site Safety Coordinator (Name & Title): _________________________________
Dates of Training: _________________________________________________________
Responsibilities: __________________________________________________________
! Overall day-to-day monitoring of safety and security of the school, along with the
coordination of response activities in the event of an emergency such as
designating central command location and other safety response tasks.
2. Alternate School Site Safety Coordinator: ______________________________________
3. School Personnel to Conduct the following Emergency Response Tasks:
! Dial 911 (anyone recognizing the emergency)
! Call Central/Superintendent’s Office: ________________________
o Number: (____)____-________
! Call Adjacent School Emergency Team: ________________________________
o Number: (____)____-________
! Manage Incoming Phone Calls:
_________________________________________________________________
! Coordinate Staff Members Training in First Aid and/or CPR:
_________________________________________________________________
! Get Emergency Evacuation Kits:
_________________________________________________________________
! Get First Aid Kits: __________________________________________________
! Meet Emergency Vehicles and Personnel:
_________________________________________________________________
! Accompany Emergency First Responders and Other Emergency Personnel:
_________________________________________________________________
! Coordination of Students with Disabilities.
(include a description of required medications, equipment, assistive devices, etc.).
_________________________________________________________________
_________________________________________________________________
7
! Evaluate Crisis Scene/Situation: _______________________________________
! Manage Student Rosters: _____________________________________________
! Signal to Staff and Students (lockdown or evacuation): _____________________
_________________________________________________________________
! Retrieve Communication Devices (radios, cellphones, etc.) :
_________________________________________________________________
4. School Personnel Responsible for the following Safety Activities:
! Update Media: _____________________________________________________
! Update Parents/Guardians: ___________________________________________
! Releasing Students to Parents/Guardians: ________________________________
! Utilities Shut Off (if necessary): _______________________________________
! Directing Traffic: ___________________________________________________
! Serving as Runners to Support the Crisis Response Team: __________________
_________________________________________________________________
! Accompanying Students to the Hospital: ________________________________
! Retrieve a Copy of the School Safety Plan: _______________________________
DESIGNATED LOCATIONS
1. Have multiple locations available for the Central Command Post – Location options to
be determined by working with local EMA and law enforcement agencies.
______________________________________________________________________
2. Location for Media Personnel – Location options to be determined by Unified Command
and School Site Safety Coordinator based on circumstances.
_____________________________________________________________________
3. Location of Reception Area for Parents/Guardians and the General Public:
________________________________________________________________________
4. If students need to be Moved Off Campus, they will be transported to the following
locations:
(1) First Choice Site: _______________________________________________
(2) Second Choice Site: _______________________________________________
8
CRISIS RESPONSE TEAM
School has established a Crisis Response Team that includes the following individuals:
NAME POSITION CONTACT INFORMATION
(Phone & Email)
EMERGENCY KIT MAINTENANCE
List school personnel responsible for maintaining contents and revising documents within all emergency kits.
(Kit maintenance includes making sure equipment is working, charged, and operational.)
NAME POSITION LOCATION
OTHER EMERGENCY RELATED KITS
List school personnel responsible for maintaining contents and revising documents within all other emergency related kits.
(Kit maintenance includes making sure equipment is working, charged, and operational.)
NAME POSITION LOCATION
9
TRAINING, PRACTICE, AND DRILL RECORD
TRAINING
*Instruction received from an authorized individual or training program, CPR, First Aid, Stop the Bleed, etc. List below.
PERSON TRAINED TRAINING TYPE DATES OF TRAINING
PRACTICE
*Teachers and students have practiced safety tasks throughout the school year. List below.
PRACTICE TYPE DATES OF PRACTICE
DRILL
*School personnel, teachers, students, and community partners have participated in scheduled severe weather, fire, and other
emergency preparedness drills such as table-top exercises throughout the school year. List below.
DRILL TYPE DATES OF DRILL
10
EMERGENCY EVACUATION PROTOCOL
This section is referenced on pages 13–14 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your emergency evacuation protocol. In the event
of an emergency, access the protocol. Use the checklist to develop the protocol.
Check the boxes to indicate items included in your emergency evacuation protocol.
" Identify an assembly area and alternative assembly area communicated with school
personnel. The location should be at least 1,000 feet away from the school in the event it
becomes necessary to evacuate the school (e.g., baseball field).
" Direct students and school personnel back into the school from athletic fields/playground
areas.
" An evacuation plan that includes evacuation routes to the assembly area(s) has been
developed and distributed with alternative evacuation routes also available.
" An evacuation transportation plan for persons with disabilities has been developed and
distributed to school personnel.
" Physical copies of the current evacuation plan, along with a plan for persons with
disabilities, are available for all school personnel and emergency response officials.
" Initiate monitoring of school premises to determine if a return to normal operations is
feasible.
" Periodically test the public address system as the primary means of notifying building
occupants and other methods of communicating with school personnel.
" Post maps and evacuation routes within eye level of students that indicates primary and
secondary evacuation routes in all classrooms and common areas.
" Teachers are instructed to bring their “Go Kit” with them to the assembly area(s).
" Teachers are instructed to verify that students are out of the classrooms, restrooms, and
workrooms.
" Instruct teachers to guide students to the designated assembly area(s).
11
" Teachers are instructed to verify the presence of all students at the assembly area(s) and
immediately report students who are not present to school administrators.
" Teachers should remain with their students until administrators sound the all-clear
signal.
" School personnel should collect critical information to manage and monitor students at
the assembly area(s).
" Designate school personnel to take the emergency kit(s) to the assembly area(s).
" School personnel assigned to collect lists of unaccounted for students from teachers,
compare with the daily attendance absentee lists, and share it with emergency response
personnel. (If possible, include photos of students).
" Communicate and confirm that the building has been cleared.
" Maintain contact with police/fire department(s) to stay informed about the conditions at
the school site.
" Reverse Evacuation Procedures: Remove all students/personnel from assembly area(s)
and back into the school, if applicable. Evacuation routes are identified and are posted at
student eye level.
" Inform the local fire department, law enforcement agencies, and first responders of the
number of students and school personnel in the school and provide a copy of the school
floor plan with additional copies available.
Please add your emergency evaluation protocol here. Either insert PDF documents, paste
your information, or print the template and add printed information.
Insert Emergency Evaluation Protocol Here
12
EMERGENCY KITS AND DEVICES
This section is referenced on pages 15–18 of the School Safety Plan Guide.
Check the boxes below to indicate which kits and devices are in place.
" Emergency Evacuation Kit
" First Aid Kit
" Go Kit
" Stop the Bleed Kit
" Automated External Defibrillator (AED)
" Other Devices:
Please use this space to describe other devices.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Please include any additional information regarding your emergency kits and devices here.
Either insert PDF documents, paste your information, or print the template and add printed
information.
Insert Emergency Kits and Devices Information Here
13
FAMILY ASSISTANCE PROTOCOL
This section is referenced on page 19 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your family assistance protocol. In the
event of an emergency, access the protocol. Use this checklist in the development of the protocol.
Check the boxes below to indicate which plans and procedures are included in your family
assistance protocol.
" Direct parents/guardians to the assembly area(s) to pick up students and to verify their
guardianship, along with signing for the release of the students.
" Instruct parents/guardians on leaving the site to make room for others once they have
signed their student out.
" Notify school transportation to begin routing school buses to assembly area(s).
" Notify local law enforcement/emergency agencies of the incident and inform them of
traffic-routing procedures for school buses.
" Identify a news media area and provide detailed instructions to be read to the public in
order to direct concerned relatives to the assembly area(s).
" Maintain a manifest for each school bus to account for all students riding buses.
" Check the school bus manifest to account for every student.
" Assemble school personnel and students in designated assembly area(s).
" Monitor students who are being picked up by authorized individuals.
" Inform the local fire department, law enforcement agencies, and first responders of the
number of students and school personnel in the school and provide a copy of the school
floor plan with additional copies available.
Please include any additional information regarding your family assistance protocols here.
Either insert PDF documents, paste your information, or print the template and add printed
information.
Insert Family Assistance Protocol Here
14
ACCIDENT OR ILLNESS
This section is referenced on pages 20-21 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your accident or illness procedures. In the event
of an emergency, access the procedures. Use this checklist in the development of these procedures.
Check the boxes below to indicate items included in your accident or illness procedures.
" The names and location of staff members certified or currently trained in First Aid, CPR,
Stop the Bleed, AED, and any other accident- or illness-related trainings should be made
available to every school employee in the building. Schools should consider adding signage to
classroom doors indicating if school personnel are trained in First Aid, CPR, AED, and other
emergency response training. Specific school personnel names should not be included on signage.
" List school personnel below with training and their location in the building.
NAME POSITION TRAINING CONTACT LOCATION
TYPE INFORMATION
(PHONE & EMAIL
ADDRESS)
Lucy Weil Media CPR (555) 555-5555 Media Room
Specialist LW@123SSS.org
RESPONSE
" Immediately call 911 and appropriate emergency personnel.
" Maintain readily available AED and fully stocked First Aid, Go, and Stop the Bleed kits in
different areas of the school building.
15
" Contact staff trained in First Aid and CPR.
Schools should consider adding signage to classroom doors indicating if school personnel are trained
in First Aid, CPR, AED, and other emergency response training. Specific school personnel names
should not be included on signage.
" The school nurse should identify the nature of the student’s illness to determine if isolation
and/or contacting the local public health department is necessary.
" Control access to the area where the impacted student(s) is receiving assistance.
" Contact the parents/guardians or other family members of the impacted student.
" Initiate emergency check-out procedures for parents/guardians to check students out of
school during the emergency or crisis.
" Prepare a written statement by school administrative staff to be sent home with students or
through social media to inform parents of the incident, when appropriate.
" The school nurse should provide documentation regarding any illness and/or injury of
students or school personnel.
Please include any additional information regarding your accident or illness protocols here.
Either insert PDF documents, paste your information, or print the template and add printed
information.
Insert Accident or Illness Protocol Here
16
BOMB THREAT/BOMB
This section is referenced on pages 22-23 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your bomb threat/bomb procedure. In the event of
an emergency, access the procedure. Use this checklist in the development of the procedure.
Check the boxes below to indicate items included in your bomb threat/bomb procedure.
DAILY PRECAUTIONS
" Routinely check school areas for any suspicious items.
" Provide training to school personnel on what to do if a suspicious item is found. (School
personnel should be informed that the suspicious item should never be moved or touched.)
" Establish notification procedures for school administrators to contact law enforcement
when a suspicious item is found on the premises.
" Isolate the suspicious item until law enforcement personnel have assessed it.
" Implement the lockdown of classrooms and other rooms when not in use.
" Implement lockdown of all doors after cleaning classrooms and other areas.
" Provide detailed procedures on how school personnel should respond to a bomb threat.
" Implement a special evacuation plan that accounts for the needs of persons with
disabilities.
" Initiate emergency check-out procedures for parents/guardians to check students out of
school during the emergency or crisis.
" Call and update the district central office.
" Administrative staff and/or the public information officer should prepare a written
statement to be sent home with students or through social media to inform parents of
the incident, when appropriate.
17
THREAT RESPONSE
" Call 911 immediately.
" Activate the emergency evacuation protocol.
" Move students and school personnel to predetermined locations and/or barriers.
" Redirect students to alternative locations, if the predetermined routes pass near the
location of the bomb or device.
" Ensure school personnel and students have left the building, including checks of
hallways, restrooms, lounges, cafeterias, auditoriums, and gymnasiums to confirm that
the building has been cleared.
" Take the emergency evacuation kit to the predetermined locations.
" Account for all students by checking with teachers in the predetermined locations.
" School personnel and students should remain in the designated predetermined locations
until the all-clear signal is sent or unless the area is deemed unsafe.
" Contact local public safety/law enforcement personnel for bomb threats. Have a copy of
the Bomb Threat Assessment Questionnaire–Call Checklist (located on the following
page) next to each school phone.
Please include any additional information regarding your bomb threat/bomb protocols here.
Either insert PDF documents, paste your information, or print the template and add printed
information.
Insert Threat Response Protocol Here
18
19
SUSPICIOUS PACKAGE
This section is referenced on page 24 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your suspicious package procedure. In the event
of an emergency, access the procedure. Use this checklist in the development of the procedure.
Check the boxes below to indicate items included in your suspicious package procedure.
" Immediately call 911. School personnel should be aware of how to handle mail and
packages and how to recognize suspicious letters or packages. Training should
emphasize that the suspicious package should never be touched.
" Conduct a credibility assessment together with local public safety personnel, followed
by a threat assessment.
" Perform routine checks of school areas for any suspicious packages.
" Conduct all steps for handling suspicious packages if a suspicious item is found. (The
suspicious item should never be moved or touched.)
" When a suspicious item has been located on school premises, school administrators
should immediately informed and they should call 911 to notify law enforcement.
" Isolate the area until law enforcement personnel have assessed the suspicious
package(s).
Please add your suspicious package procedure here. Either insert PDF documents, paste your
information, or print the template and add printed information.
Insert Suspicious Package Protocol Here
20
SHELTER-IN-PLACE
This section is referenced on pages 25-26 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your shelter-in-place procedures. In the event of
an emergency, access the procedures. Use this checklist in the development of these procedures.
Check the boxes below to indicate items included in your shelter-in-place procedures.
PRECAUTIONS BEFORE THE SCHOOL DAY
" Instruct school personnel on where to find school closure information (e.g., social media,
TV station, radio) and tell them to look for text messages with information about school
closures.
" Notify parents/guardians of school closures.
CLOSURE DURING THE SCHOOL DAY
" Check on the condition of buildings and surrounding neighborhoods.
" Notify the central office about building, neighborhood, and weather conditions.
" Keep students and staff away from possible hazardous conditions (e.g., iced, slippery,
blocked sidewalks, steps, walkways, etc.).
" Inform parents/guardian of early school closures.
" Contact school bus drivers regarding the pickup of students during the school day.
" Ensure all students and school personnel have left the building.
" Secure the building and grounds.
SHELTER-IN-PLACE (STUDENTS REMAIN IN THE BUILDING OVERNIGHT)
" Monitor and provide updates on weather conditions that may create the necessity for
overnight housing.
" Secure the building and limit student movement during overnight housing.
" Prepare for implementing shelter-in-place procedures.
21
" Ensure access to food, water, medical supplies, sleeping areas, communications, utilities,
and First Aid kits.
" Notify your local emergency management agency and public safety personnel.
" Contact the central office and the news media. School personnel should refer to the local
school system media protocols regarding predetermined news media access to
information.
" Contact HVAC and other system control points that are centralized by contacting the
Service Center to ensure the school’s climate control system is not turned off. Make
additional accommodations regarding power outages (e.g., identify supplies needed for
overnight housing such as generators, cots, and food).
" Initiate contact with parent/guardian family members.
" Secure designated areas of the building to house students and school personnel during
the shelter-in-place timeframe.
" Set up an indoor security perimeter and designate areas of the building that are off
limits for students to ensure safety. Assign school personnel supervision duties and
shifts during the night to account for and supervise all students.
Please add your shelter-in-place procedures here. Either insert PDF documents, paste your
information, or print the template and add printed information.
Insert Shelter-In-Place Protocol Here
22
OUTAGE/UTILITY FAILURE
This section is referenced on page 27 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your outage/utility failure procedures. In the
event of an emergency, access the procedures. Use this checklist in the development of these procedures.
Check the boxes below to indicate the items included in your outage/utility failure
procedures.
" Contact appropriate school administration and appropriate utility companies
immediately upon learning of the outage.
" Ensure school personnel are aware of how to find the power shut off and turn it off
when an emergency occurs.
" Secure the affected area and keep students away.
" Contact designated emergency officials and/or law enforcement.
Please add your outage/utility failure procedures here. Either insert PDF documents, paste
your information, or print the template and add printed information.
Insert Outage/Utility Failure Protocol Here
23
DEATH AT SCHOOL
This section is referenced on page 28 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your death at school procedures. In the event of
an emergency, access the procedures. Use this checklist in the development of these procedures.
Check the boxes below to indicate the plans and items included in your death at school
procedures.
" Contact appropriate school administration, law enforcement, and other first responders
immediately upon learning of the death of a staff member or student.
" Maintain a current list of names and location of school personnel trained in suicide
awareness. Ensure the list is available to all school employees in the building.
" Contact emergency responders and/or law enforcement personnel.
" Secure the area and keep all students away.
" Implement lockdown procedures by school personnel (refer to Attachment A: Lockdown
Recommendation or
https://riskmanagementservices.gsba.com/wp-content/uploads/2018/11/Lockdown-Procedures.pdf)
" Include notification protocol in procedures.
" Notify school personnel and immediately contact the central office.
" Manage internal and external communications, including the news media. The school
should follow the local system’s procedures for media contact.
" Communicate, respond to, and monitor student/staff reactions and coordinate with
counseling staff for grief and fear resources.
Please add your death at school procedures here. Either insert PDF documents, paste your
information, or print the template and add printed information.
Insert Death at School Protocol Here
24
THREAT OR OCCURRENCE OF SUICIDE AT SCHOOL
This section is referenced on pages 29–30 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your threat or occurrence of suicide at school
procedures. In the event of an emergency, access the procedures. Use this checklist in the development of
these procedures.
Check the boxes below to indicate the plans and items included in your threat or occurrence
of suicide at school procedures.
" Implement the coordination of response activities to a threat of suicide or occurrence at
school and lockdown procedures.
" Contact appropriate school administration, law enforcement, and other first responders
immediately upon learning of the suicide or threat of suicide.
" School personnel with Suicide Awareness training should be on standby.
It is recommended that each school access the After a Suicide Toolkit for Schools, which can be
found at https://sprc.org/sites/default/files/resource-
program/AfteraSuicideToolkitforSchools.pdf.
" Document the names and location of school personnel currently trained in Suicide
Awareness, and make the list available to every school employee in the building.
" Contact emergency responders and law enforcement personnel.
" Secure the area and keep all students away.
" Ensure contact with parents/guardians or other family members to inform them of the
student/staff suicide or threat of suicide.
" Notify appropriate school personnel and immediately contact the central office.
" Communicate, respond to, and monitor student and staff reactions to the threat of
suicide or occurrence of suicide in order to coordinate with counseling staff.
" Implement emergency check-out procedures, which includes requiring identification
and using student attendance logs.
25
" Collect appropriate resources necessary to respond to students/staff grief and fear. It is
recommended that each school access the After a Suicide Toolkit for Schools, which can be found
at https://sprc.org/sites/default/files/resource-program/AfteraSuicideToolkitforSchools.pdf)
Please add your threat or occurrence of suicide at school procedures here. Either insert PDF
documents, paste your information, or print the template and add printed information.
Insert Threat or Occurrence of Suicide at School Procedures Here
26
FIRE
This section is referenced on pages 31-32 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your fire protocol. In the event of an emergency,
access the protocol. Use this checklist in the development of the protocol.
Check the boxes below to indicate procedures included in your fire protocol:
PREPAREDNESS
" Ensure all school personnel and students have practiced fire drills and evacuation
procedures at least once a month. Include the use of alternative evacuation routes as a
part of preparedness best practices.
" Ensure the fire alarm system is inspected and operational.
" Make sure school personnel have received training on how to use a fire extinguisher.
" Monitor all fire extinguisher locations and ensure these locations are clearly marked and
regularly inspected.
" Account for all students by checking with teachers in the assembly area(s).
" Survey students at the assembly area(s) to check for injuries or trauma.
" All school personnel and students should remain in the assembly area(s) until the all-
clear signal/message is sent.
" Initiate emergency check-outs of students, which includes requiring identification and
using student attendance logs.
RESPONSE
" Call 911 immediately.
" Initiate the emergency evacuation protocol.
" Initiate the emergency evacuation of persons with disabilities through the designated
evacuation routes and plans.
" Conduct building checks by monitoring hallways, restrooms, lounges, cafeterias,
auditoriums, gymnasiums, and all other applicable facilities.
" Take the Emergency Evacuation Kit, First Aid Kit, AED, and all other appropriate
emergency kits/devices to the assembly area(s).
27
Please add your fire protocol here. Either insert PDF documents, paste your information, or
print the template and add printed information.
Insert Fire Protocol Here
28
HAZARDOUS MATERIAL THREAT/ACCIDENT
This section is referenced on pages 33-35 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your hazardous material threat/accident
procedures. In the event of an emergency, access the procedures. Use this checklist in the development of
these procedures.
Check the boxes below to indicate the response recommendations included in your
hazardous material threat/accident procedures:
PREPARATION – INSIDE AND OUTSIDE THE BUILDING
" Identify potential hazardous material sites and share this information with local
emergency management (e.g., above-ground industrial storage containers, railroad
tracks, etc.).
" Determine evacuation routes for building occupants during an emergency evacuation
due to hazardous materials.
" Assemble school buses for an emergency evacuation.
" Establish safe routes and assembly areas for staff and students inside and outside of the
building.
" Assist persons with a disability through the evacuation.
" Identify all chemicals located within the building and ensure they are properly stored
with details included in each school’s Safety Data Sheets.
" Initiate emergency check-out procedures that include an orderly process requiring
identification and using student attendance logs.
" Prepare a written statement to be sent home with students or through social media to
inform parents/guardians of the incident when appropriate.
PREPARATION – INSIDE THE BUILDING
" Immediately call 911.
" Immediately remove students and school personnel from the area.
" Initiate an emergency evacuation following the designated emergency evacuation routes
and plans.
29
" Assist persons with a disability through the evacuation.
" Seal off the area(s) around and near the accident.
" Avoid any contact with the hazardous material.
" Immediately shut down air-conditioning and ventilation units.
" Provide emergency responders with a list of chemicals in the building including the
schools Safety Data Sheets.
" Decontaminate students and school personnel, if necessary.
PREPARATION – OUTSIDE THE BUILDING
" Remove all students and school personnel from athletic fields and playground areas and
back into the school.
" Implement dismissal procedures to minimize staff and student exposure due to
hazardous conditions.
" Have school personnel account for all students.
" Contact transportation to keep school buses out of the hazardous material
accident/threat area.
" Inform school personnel that precautionary measures are being taken due to a report of
an incident near the school.
" Close all windows and outside doors.
" Shut down air-conditioning and ventilation units or contact the facilities director to do
so. Prepare to move students away from windows and doors.
" Quickly evacuate the facility, based on the directions of emergency personnel.
" Have school personnel trained in First Aid on alert.
" Remain in lockdown mode until the all-clear signal/message is received from emergency
personnel.
" Inspect the building after the incident for any contamination.
30
PREPARATION – BIOLOGICAL THREAT
" Immediately recognize unusual packages or letters, as the school may be the recipient of
or threat to receive a bacteria- or micro-organism-laced letter, box, container, or
envelope. (For example, look for excess postage on a small package or letter, which
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”; or leaks, stains, or
sharp points).
" Students and volunteers are NOT allowed to open or handle school mail.
" Call 911 to report a suspicious package.
" Isolate the letter or package and leave the area.
" Evacuate and seal off the area of building (refer to Emergency Evacuation Protocol).
" School personnel should actively prevent others from entering the area.
" Isolate and identify victims (name, address, and telephone numbers) who have come in
contact with the letter or package for first responders, health officials, and local EMA.
" Determine if the school is safe to return to normal operations in coordination with local
EMA.
" Notify school personnel and parents/guardians about the status of the school in
consultation with local law enforcement personnel.
Please add your hazardous material threat/accident procedures here. Either insert PDF
documents, paste your information, or print the template and add printed information.
Insert Hazardous Material Threat/Accident Protocol Here
31
INTRUDER/SUSPICIOUS PERSON
This section is referenced on page 36 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your intruder/suspicious person procedures. In
the event of an emergency, access the procedures. Use this checklist in the development of these
procedures.
Check to indicate which of the following are included in your intruder/suspicious person
procedures:
" Call 911, if deemed necessary.
" Immediately order a lockdown, if necessary, upon notice of intruder/suspicious persons.
" Lock exterior doors and have signs that provide directions to visitors advising them to
use the main entrance.
" Designated school personnel are required to periodically check all exterior doors to
ensure they are secured. (Note: Schools may NOT use chains to secure exterior doors; they
must be accessible as emergency exits).
" Conduct measures to prevent unauthorized direct access to school facilities. Procedures
should include measures for visitors to provide identification and having visitations
only permissible by scheduled appointments to prevent intruders and suspicious person
from the campus at all times.
" Implement a visitor identification name-tag system. Visitor tags should be disposable.
" Monitor the location of the intruder/suspicious person using surveillance cameras,
monitors, and walkie-talkies in communicating with law enforcement.
Please add your intruder/suspicious person procedures here. Either insert PDF documents,
paste your information, or print the template and add printed information.
Insert Intruder/Suspicious Person Procedures Here
32
HOSTAGE/BARRICADE
This section is referenced on page 37 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your hostage/barricade procedures. In the event of
an emergency, access the procedures. Use this checklist in the development of these procedures.
Check to indicate the items included in your hostage/barricade procedures:
" Call 911.
" Do not open locked doors for persons trying to enter the building from outside.
" Immediately order a lockdown.
" Notify school personnel on playgrounds/athletic fields of the lockdown and provide
them with instructions.
" Notify school bus drivers to remain away from the school.
" Notify school personnel and students to remain in classrooms until the all-clear signal is
given.
" School personnel and students should remain calm and quiet.
" If not in a classroom, seek protection in a nearby classroom when lockdown procedures
are initiated (refer to Attachment A: Lockdown Recommendation or
https://riskmanagementservices.gsba.com/wp-content/uploads/2018/11/Lockdown-
Procedures.pdf).
" Monitor the location of the hostage taker using surveillance cameras, monitors, and
walkie-talkies in communicating with law enforcement.
" Remain in lockdown mode until the all-clear signal/message is received.
" Initiate emergency check-out procedures that include an orderly check-out process
requiring identification and using student attendance logs.
" Ensure consistent communication with parents/guardians.
33
Please add your hostage/barricade procedures here. Either insert PDF documents, paste your
information, or print the template and add printed information.
Insert Hostage/Barricade Protocol Here
34
STUDENT DISRUPTION/CIVIL DISTURBANCE
This section is referenced on pages 38-39 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your student disruption/civil disturbance
procedures. In the event of an emergency, access the procedures. Use this checklist in the development of
these procedures.
Check to indicate the items included in your student disruption/civil disturbance procedures:
" Provide training to school personnel on the three levels of disturbance.
" Instruct school personnel to call 911 for Level 2 or 3 disturbances.
" Provide training to school personnel on how to report disturbances.
" Instruct school personnel on how to isolate the disruption.
" Provide training to school personnel on how to clear the immediate area, including
restrooms and hallways.
" Immediately order a lockdown for Level 2 or 3 disturbances.
" Assemble staff members trained in CPR and First Aid, if needed.
" Provide training to school personnel on how to de-escalate angry students or a crowd of
students without endangering their safety.
" Provide training to school personnel on how to prevent students from going to their
lockers during or after a disturbance.
" Closely supervise students during dismissal and boarding of buses after a disturbance.
" Coordinate with police to ensure adequate protection of students and school personnel
following a Level 2 or 3 disturbance until everyone has left the premises.
" Initiate emergency check-out procedures that include an orderly check-out process
requiring identification and using student attendance logs.
" Prepare a written statement by school administration to be sent home with students or
through social media to inform parents of the incident when appropriate.
35
Please add your student disruption/civil disturbance procedures here. Either insert PDF
documents, paste your information, or print the template and add printed information.
Insert Student Disruption/Civil Disturbance Protocol Here
36
STUDENT RUNAWAY/ABDUCTION/MISSING STUDENT
This section is referenced on pages 40-41 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your student runaway/abduction/missing
student procedures. In the event of an emergency, access the procedures. Use this checklist in the
development of these procedures.
Check to indicate the items included in your student runaway, abduction, or missing student
procedures:
PREPARATION
" Account for every student during the school day.
" Ensure attendance tracking is conducted by school personnel for daily attendance and
notification of parents when students are absent.
" Maintain field-trip student rosters on each bus and a copy at the school.
" Account for all students at the field-trip destination upon arrival and prior to departure.
" Report any suspicious persons loitering on or near the school campus.
" Limit access to the building and require identification and accountability procedures for
adults who enter the school.
" Initiate emergency check-out procedures for releasing students to parents or guardians.
RESPONSE
" Call 911.
" Implement procedures by school personnel on how to handle a missing child or
abduction.
" Provide a description or picture of the missing student immediately to law enforcement.
" Notify the parents/guardians of the situation.
" Notify transportation if the student normally rides the bus.
" Conduct a room-by-room search for the student and other potential hiding areas.
37
" Survey students from the missing student’s class for information.
" Closely monitor siblings of the missing student.
" Notify other schools if siblings of the missing student attend a different school.
" Secure the perimeter of the building.
" Curtail outside activities until the situation has stabilized.
" Initiate emergency check-out procedures that include an orderly check-out process
requiring identification and using student attendance logs.
" Prepare a written statement to be sent home with students or through social media to
inform parents of the incident when appropriate.
Please add your student runaway/abduction/missing student procedures here. Either insert
PDF documents, paste your information, or print the template and add printed information.
Insert Student Runaway/Abduction/Missing Student Protocol Here
38
REPORT OF A WEAPON ON CAMPUS
This section is referenced on pages 42-43 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your report of a weapon on campus procedures.
In the event of an emergency, access the procedures. Use this checklist in the development of these
procedures.
Check to indicate the items included in your report of a weapon on campus procedures:
" Immediately inform the school resource officer or call 911 if a weapon is suspected on a
student.
" Contact the school resource officer or other law enforcement officer with information
about the student, location of the student, and the possible weapon.
" Immediately contact the school resource officer or other law enforcement officer, along
with an administrator, to escort the suspected student.
" School personnel will carry all of the student’s belongings at a safe distance.
" The student always walks in front of the escort; never allow the student to walk behind
any member of the escort.
" Ensure 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.
" School personnel are instructed to allow the school resource officer or other law
enforcement officers to follow their procedures for search and seizure.
" School personnel should never attempt to unload a firearm or handle a firearm.
" School personnel should show the school resource officer or other law enforcement
officer the student’s locker or vehicle and never open a student’s locker or vehicle who is
suspected of possessing a weapon.
" 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.
39
" Initiate emergency check-out procedures that include an orderly check-out process
requiring identification and using student attendance logs.
" Prepare a written statement to be sent home with students or through social media to
inform parents of the incident when appropriate.
Please add your report of a weapon on campus procedures here. Either insert PDF
documents, paste your information, or print the template and add printed information.
Insert Report of a Weapon on Campus Protocol Here
40
ACTIVE ATTACK
This section is referenced on page 44 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your active attack protocol. In the event of an
emergency, access the protocol. Use this checklist in the development of the protocol.
Check to indicate the items included in your active attack protocol:
" Refer to preferred protocols and expectations of your local law enforcement agency. It is
important to maintain the protocols of the local law enforcement agency.
" All trained school personnel should immediately implement active attack protocols.
" Immediately order a lockdown and initiate lockdown procedures.
" Personnel who have received active shooter response training should immediately
implement the active attack protocol.
" Lock exterior doors and display signage providing directions to visitors and advising
them to use the main entrance.
" 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).
" Prevent unauthorized access to school facilities. To prevent intruders and unauthorized
access, school visitations are only permissible by scheduled appointments and all
visitors must provide proper identification.
" Ensure lockdown is announced.
" Follow lockdown procedures.
" Building occupants should be prepared to remain in lockdown for an extended period.
" Make active shooter trainings available to school personnel and provide opportunities to
practice active shooter response. Options-based response training is available to schools.
Training options available include Civilian Response to Active Shooter Events (CRASE),
provided by GEMA/HS Homeland Area Security Coordinators.
41
Please add your active attack protocol here. Either insert PDF documents, paste your
information, or print the template and add printed information.
Insert Active Attack Protocol Here
42
TORNADO
This section is referenced on pages 45-47 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your tornado procedures. In the event of an
emergency, access the procedures. Use this checklist in the development of these procedures.
Check to indicate the items included in your tornado procedures:
PREPAREDNESS
" At least twice a year, school personnel and students should practice mandatory severe
weather drills (see the National Weather Service Severe Weather Preparedness Guide for
Schools: www.weather.gov/grb/schools).
" Have weather monitoring devices available in multiple locations that alert staff to
tornado watches and warnings.
" Secure weather radios, maintain batteries, and conduct monthly testing of each radio.
" Ensure school personnel understand the difference between a watch and a warning.
" Designate the best areas to serve as shelters and share the area locations with school
personnel (e.g., interior rooms, hallways, lowest floors, enclosed smaller areas away
from glass).
" Develop and update diagrams of the building with marked safe areas provided to
school personnel. The diagrams should include the quickest routes to access the safest
areas.
" During a tornado watch or warning, avoid areas identified as being potentially
dangerous, such as the gym and other areas with wide roof spans and glass.
" 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).
RESPONSE TO WATCH
" Move students to predesignated safe areas.
" Communicate weather conditions to all areas.
" Communicate to bus drivers and personnel outside the building to notify them of the
tornado watch.
43
" Begin securing the building by closing windows and doors.
" School personnel and students should seek cover in the predesignated safe areas and
should take a protective seated position with hands/arms covering the head, neck, and
face.
" When possible, secure or store articles that may become missiles indoors.
" School personnel trained in CPR and First Aid are assigned to the predesignated safe
areas.
" Prohibit school personnel and students from leaving the building during a watch.
" Instruct teachers 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.
" Decide if and when students can be released from school.
" School personnel and students should remain in the safe areas until the all-clear is given.
" Inspect the building after the tornado and before students return to the school.
" Determine the implementation of early dismissal procedures.
" Initiate emergency check-outs of students requiring identification and the use of student
attendance logs.
" Make a determination as to whether the school is safe to return to normal operations.
" Notify school personnel and parents/guardians about the status of the school.
RESPONSE TO WARNING
" Move students to predesignated safe areas.
" Communicate weather conditions to all areas.
" Communicate to bus drivers and personnel outside the building to notify them of the
tornado warning.
" Begin securing the building by closing windows and doors.
44
" School personnel and students should seek cover in the predesignated safe areas and
should take a protective seated position with hands/arms covering the head, neck, and
face.
" When possible, secure or store articles that may become missiles indoors.
" School personnel trained in CPR and First Aid are assigned to the predesignated safe
areas.
" Prohibit school personnel and students from leaving the building during a warning.
" Instruct teachers 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.
" Decide if and when students can be released from school. (Students should not be released
during an active tornado warning).
" School personnel and students should remain in the safe areas until the all-clear is given.
" Inspect the building after the tornado and before students return to the school.
" Determine the implementation of early dismissal procedures.
" Initiate emergency check-outs of students requiring identification and the use of student
attendance logs.
" Make a determination as to whether the school is safe to return to normal operations.
" Notify school personnel and parents/guardians about the status of the school.
Please add your tornado procedures here. Either insert PDF documents, paste your
information, or print the template and add printed information.
Insert Tornado Protocol Here
45
FLOODING
This section is referenced on page 48 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your flooding procedures. In the event of an
emergency, access the procedures. Use this checklist in the development of these procedures.
Check to indicate the items included in your flooding procedures:
" Coordinate with the local EMA regarding local flood plains.
" Monitor weather conditions in the affected areas via radio, internet, or television
broadcasts.
" Shut off the water at mains to prevent contaminated water from backing up into the
school water supply system.
" Determine alternative transportation routes to avoid flood-prone areas.
" Closely monitor the implementation of dismissal procedures to keep students away
from flooded areas, flooding, or possible flood areas.
" Immediately evacuate students in accordance with emergency early dismissal
procedures when there is a risk of flooding. If students cannot be evacuated, implement
shelter-in-place procedures.
" Immediately and appropriately respond to a flash flood.
" Detail how and where to relocate students from low-lying levels/areas during a flooding
event.
" Determine if the school is safe to return to normal operations.
" Notify school personnel and parents/guardians about the status of the school.
Please add your flooding procedures here. Either insert PDF documents, paste your
information, or print the template and add printed information.
Insert Active Flooding Procedures Here
46
EARTHQUAKE
This section is referenced on page 49 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your earthquake procedures. In the event of an
emergency, access the procedures. Use this checklist in the development of these procedures.
Check to indicate the items included in your earthquake procedures:
" Coordinate with the local EMA.
" School personnel and students should take cover under desks, when possible, and cover
their heads and necks.
" Stay away from glass, heavy objects that could tilt over, outside windows and doors,
shelves, and any objects that could fall.
" Move students away from windows and relocate to the hallways or stairwells.
" Immediately evacuate students if the earthquake begins to cause damage to the inside
school building structure using emergency evacuation protocols, including accounting
for all students and school personnel.
" Move away from buildings, trees, fences, vehicles, poles, utility lines, and any other
objects that could fall.
" Stay away from the building and do not re-enter the building after an earthquake.
" Conduct a building inspection prior to school personnel and students being allowed to
re-enter the building.
" Determine if the school is safe to return to normal operations.
" Notify school personnel and parents/guardians about the status of the school.
Please add your earthquake procedures here. Either insert PDF documents, paste your
information, or print the template and add printed information.
Insert Earthquake Procedures Here
47
HURRICANE/TROPICAL STORM/DEPRESSION
This section is referenced on page 50 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your hurricane/tropical storm/depression
procedures. In the event of an emergency, access the procedures. Use this checklist in the development of
these procedures.
Check to indicate the items included in your hurricane/tropical storm/depression procedures:
" Secure the grounds and facilities prior to landfall.
" Monitor weather reports and coordinate with local EMA continuously.
" Work with GEMA/HS to develop a plan regarding provisions for temporary shelters
and for check-in/check-out procedures for evacuees.
" Coordinate with local EMA to carefully survey the building after the hurricane has
passed to assess danger post event.
" School personnel should be trained to not enter the building until an assessment has
been completed by local emergency management.
" Determine if the school is safe to return to normal operations.
" Notify school personnel and parents/guardians about the status of the school.
Please add your hurricane/tropical storm/depression procedures here. Either insert PDF
documents, paste your information, or print the template and add printed information.
Insert Hurricane/Tropical Storm/Depression Protocols Here
48
PANDEMIC AND EPIDEMIC
This section is referenced on pages 51-56 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your pandemic and epidemic protocols. In the
event of an emergency, access the protocols. Use this checklist in the development of the protocols.
Check to indicate your pandemic and epidemic protocols include response items involved in
the levels of preparedness:
" Level 0: Prevention and preparations
" Level 1: Suspected human-to-human outbreak
" Level 2: Confirmed human-to-human outbreak
" Level 3: Widespread human outbreak
" Level 4: Expanded human outbreak
" Level 5: Expanded (local) outbreak
" Level 6: Health emergency
" Level 7: Recovery – Taking steps to reopen schools
Please add your pandemic and epidemic protocols here. Either insert PDF documents, paste
your information, or print the template and add printed information.
Insert Pandemic and Epidemic Protocol Here
49
CYBERSECURITY AND OTHER COMPUTER INTRUSIONS
This section is referenced on pages 57-58 of the School Safety Plan Guide.
Use the space after the checklist to type in or copy/paste your cybersecurity and other computer
intrusions protocols. In the event of an emergency, access the protocols. Use this checklist in the
development of these protocols.
Check to indicate the items included in your cybersecurity and other computer intrusions
protocols:
" Define access to private information.
" Develop strategies and describe the concept of appropriate access to private information
such as student demographics and grade data.
" Establish a concept for access control and how to limit access to school data to only
authorized users.
" Determine equipment needed to access servers and network connections.
" Identify specific network components and the roles of these connected network
components.
" Create a plan for school personnel to utilize appropriate networks.
" Develop a plan for school personnel to store and share information using cloud
computing.
" Demonstrate safe cloud computing practices among school personnel.
" Develop a plan to compare and contrast the concepts surrounding access control.
" Establish the difference between online and local use of computing devices within the
school.
" Determine a plan for network communication.
" Develop a procedure to differentiate between a network device’s MAC and IP addresses.
" Create a plan to compare and contrast network topologies.
" Establish layers within the OSI networking model most appropriate for your school.
50
Please add your cybersecurity and other computer intrusions protocols here. Either insert
PDF documents, paste your information, or print the template and add printed information.
Insert Cybersecurity and Other Computer Intrusions Protocol Here
51
PREPAREDNESS AND RESPONSE PROTOCOLS FOR
OTHER SITUATIONS
This section is referenced on page 59 of the School Safety Plan Guide.
The following space is provided for schools to detail their specific situations and the
preparedness and response protocols associated with these unique situations. Either insert
PDF documents or paste your information. In the event of an emergency, access the protocols
for immediate emergency response activities.
Insert Preparedness and Response Protocols for Other Situations Here
52
ATTACHMENT A
53
54
budget allocations and overseeing the preparation and submission of school general budgets and fund volume
requests; preparing staffing, finance, and space analysis studies; establishing metrics to measure and manage
key performance indicators; driving process improvement teams and initiatives and drafting written policies;
senior advisor on medical school practice contract; representing the dean in deliberations and negotiations
associated with contract management, staffing allocations, and faculty compensation plan school-wide initiative;
and other project and duties as directed.
Achievements:
● Faculty compensation plan dashboard creation and modeling initiative
● Senior leader, liaison, director, and team supervisor on invoicing process of $48M annual Grady
Contract Revenue budget resulting in reconciliations and accurate billing for payment of faculty and staff
labor and non-labor resources.
● Designed policy and procedure for Treasury to Grady Health Care monthly revenue and accounting
● Interviewed and hired 33 (Faculty and Staff) personnel ensuring skills alignment to MSM mission goals.
Director of Administration and Finance I, Department of Academic Financial Services
Reporting to the Senior Vice President and Chief Financial Officer; served as business advisor tasked with
co-sharing of responsibilities for business operations, projects, and financial administration, developed and
managed annual operating budget and ensured adherence to operational guidelines for Academic Financial
Services, provided high level administrative support, broad leadership and discretion as a liaison between the
institutional leaders, developed administrative objectives and strategies for resolution of operating problems by
identifying ways to improve the efficiency and effectiveness of administrative procedures with contractual
vendors, co-facilitated faculty compensation plan data capture and data analytics and other survey related data,
serves as key business and finance liaison to Grady Health System Scope of Service, productivity, and lean
management strategies. Managed and developed administrative strategies and objectives focused on
operational concerns led to process improvement initiatives in areas that lack efficiency, managed and created
annual operating, financial reporting, budget hearing presentations, contractual review, and ensured adherence
to policy and guidelines for the Office of the Chief of Finance Officer, Office of the Controller, Office of Auxiliary
Services, Officer of Information Technology, Department of Shared Services, Department of Public Safety,
Department of Human Resources, and Department of Facilities, Work with Treasury, Accounting, and Business
Office to manage departmental revenue, expenses and reimbursements.
Achievements:
● Faculty compensation plan project design and “Go Live” initiative.
● Mission Based Budgeting project oversight and direction
● Oversight of hiring and budgetary actions of Director of Administration and Finance
● Managed institutional budget and financial activities resulting in expense savings and appropriate
human capital mission allocations in terms of Grady Health System contract.
● Leading liaison and director on invoicing process of $48M annual Grady Contract Revenue budget
resulting in reconciliations and accurate billing for payment of faculty and staff labor and non-labor
resources.
● Designed policy and procedure for Treasury to Grady Health Care monthly revenue and accounting
● Managed FEMA application and submission process and orchestrated expense move to Care’s Act
● Compensation re-evaluation analysis project for departments under management
● Managed department budget and financial activities resulting in expense savings and appropriate
human capital mission allocations.
● Managed and supervised staff personnel ensuring MSM policy and procedural compliance.
● Interviewed and hired 33 (Faculty and Staff) personnel ensuring skills alignment to MSM mission goals.
Financial Analyst II, Department of Academic Financial Services
Reporting to the Assistant Vice President of Academic Financial Services; provided financial planning, reporting
and analysis related to companies’ operations, assisted with the month end closing to ensure accuracy,
participated with the development of annual budgets and regular forecast efforts for both internal department
and vendor contract revenues, identified and recommended opportunities for creating or enhancing financial
processes and procedures which would standardize workflow, increase efficiency, improve the controls and
security of company assets and/or generate value added cost reductions.
Achievements:
● Managed and created Institutional-wide Mission Based Budgeting Tool redesign and roll out process
resulting in financial alignment of human capital to mission resources.
● Managed invoicing process of $48M annual Grady Contract Revenue budget resulting in accurate billing
for payment of faculty and staff labor and non-labor resources.
● Compiles institutional audit data and performs analysis of Grady revenue resulting in appropriate
expense to budget allocations.
● Performed strategic and tactical financial analysis for institutional and departmental planning initiatives
resulting in process improvement protocols and cost savings directives.
● Worked on Institutional Faculty Compensation Strategic Planning Team as a subject matter expert
resulting in the web-design of plan tool, process design, and information technology automation.
Interim Director of Administration and Finance, Department of OBGYN
Reporting to the Assistant Vice President of Academic Financial Services; developed and managed annual
operating budget and ensured adherence to operational guidelines for the Department of Obstetrics and
Gynecology, provided high level administrative support, broad leadership and discretion as a liaison between the
department leadership and other institutional areas, developed administrative objectives and strategies for
resolution of operating problems by identifying ways to improve the efficiency and effectiveness of administrative
procedures, evaluated reviews and prepared the required justification for capital equipment expenditures,
ensured compliance with policies and practices regarding vendor selection, acquisition and payment of supplies
and/or services and promotes fiscal stewardship and collaborated with the Business Office and Accounting
Department to oversee department reimbursements.
Achievements:
● Managed department budget and financial activities resulting in expense savings and appropriate
human capital mission allocations.
● Managed and supervised staff personnel ensuring MSM policy and procedural compliance.
● Interviewed and hired six personnel ensuring skills alignment to MSM mission goals.
Assistant Department Administrator, Department of Family Medicine
Reporting to the Senior Clinical Department Administrator; developed and directed short and long-term strategic
business and administrative initiatives for the Department in alignment with the overall institutional goals while
actively serving the Budget Analyst of $7M operating budget and Co-Administration Manager for 33 Faculty and
10 Staff employees. Directing strategic business, programmatic, policy development and operational planning in
concert with the Department Administrator, AVP of Financial Services, Chair, Chief Operating Officer, and Chief
Financial Officer. Planning and managing all financial areas including all aspects of budgeting, revenue, and
expense management. Support and address the needs of Family Medicine Residency and Medical Student
Education students, where appropriate. Meet with the Program Managers/Coordinators to assess and identify
student needs. Work with the Residency Program Manager to ensure staffing and budget needs are appropriate
in meeting the requirements for ACGME and other accrediting bodies and make recommendations accordingly.
Collaborate with Clerkship Managers and Coordinators to ensure proper documentation of student
achievements. Work with Residency and Clerkship Directors to orient activities for MD students. Prepares
department business data analysis, budget funding plans and development of proposal plans for innovative
programs and executing changes of existing programs within the MSM infrastructure while analyzing trends,
making recommendations and monitoring success. Provides administrative support to organizational leadership
while interpreting and executing new policy, procedure, and directives of the institution.
Achievements:
● Co-Led and co-authored Request for Account Number initiative in efforts to reduce lag time and create a
timelier process through redesigning documents and fostering consistency.
● Created Research Proforma and living budget for H.E.A.L Clinic, Telehealth and HRSA Grant initiatives
resulting in successful implementation and pending grant approval.
● Managed department budget resulting in expense saving of 18.5% under plan.
● Conducted budget preparation and hiring Proforma to ensure proper faculty are in place according to
ACGME requirements which led to removal from probation.
● Create presentations and provide recommendations to senior management regarding financial targets.
Ohio Christian University, Atlanta, Georgia 09/2018 – 01/2019
Known for preparing students to serve effectively in society and church by providing education that is holistic,
Christ-centered, and biblically integrated setting that fosters world-impacting Christian servant leaders.
Adjunct Professor, Adult Graduate Education
Reporting to the Dean of Adult Graduate Education, taught undergraduate and graduate students in Leadership.
Developed and maintained the class syllabus and ensuring that the syllabus meets both the department and
college standards. Coordinated planning and creation of lectures, online discussions, and assignments.
Conducted grading of assigned exams, quizzes, and papers. Performed assessment of grades for student
participation, performance online, assignments and examinations. Responsible for reporting student learning
outcomes, online reviews and analyzing student data. Collaborated with colleagues relative to current and future
course curriculum. Advised students on how to leverage materials and be successful in an online learning
environment.
Achievements:
● Led successful online classroom with no major technology concerns and implemented evaluation
modalities while mentoring students in a learning environment.
● Creating an inviting environment where students were able to complete the course with no less than a
high “B” average.
● Provided feedback to the university as to ways to enhance the student learning experience through
process improvement methodologies.
JD Andrews and Associates, Inc., Atlanta, Georgia 10/2013 – 12/2016
JD Andrews and Associates operated as a full-service consulting firm with leaders and consultant’s adept at
financial performance management, branding, marketing, consulting, process improvement, human resources,
labor practices and investment management.
Business Consultant
CEO responsible for advising on financial performance and positioning the company’s commercial brand to
complement and leverage renowned reputation in the industry through strategic media, customer experience
and potential investors. Functioned as Brand Ambassador for clients in terms of events, conferences, legislation,
and presentations. Designed and enhanced client online platforms through website design and redesign,
user-centric upgrades, brand targeted social media.
Achievements:
● Successfully managed seven plus client financial portfolios with gross sales for clients over $6 million
● Redesigned several websites that increased client brand and revenue.
● Designed “Quick Hit” opportunity platform resulting in immediate metric success and process
implemented within a 30, 60 or 90 period.
● Reviews costs and performs a cost benefit analysis.
Bank of America, Atlanta, Georgia 01/2007 – 08/2013
Bank of America, as of 2017 is the second largest bank with total assets under management of $2.28 trillion. A
multinational financial services company headquartered in Charlotte, NC, serves over forty-seven million small
business and consumer relationships. Currently operating 4600 plus financial service centers, 000 ATMs and a
leader of digital banking with over thirty-five million active users with twenty-four million online banking.
Senior Financial Analyst/Image Operations
Reporting to the VP of Operations responsible for executing all aspects of Process Improvement (Kaizan) and
Six Sigma Lean Methodology, including but not limited to: subject matter expert relative to designing,
documenting, implementing, monitoring, and identifying qualitative improvement opportunities, identifying gaps
in the process via DMAIC and creating stop gap or action plans to eliminate out of control conditions.
Achievements:
● Managed and supervised 165 employees in India and Philippines
● Directed, managed, and supervised Image Operations account reconciliation and financial banking
transactions to ensure financial deadlines met, Finance approval authority/override $300M.
● Conducted financial trend analysis, forecasting, and performed audits to redirect funding to meet KPIs.
● Established internal controls for information management.
● Six Sigma Greenbelt Project resulting in an annual savings of $250K, equipment elimination and service
agreements equating to $415k, total savings $665k annually. Established daily metrics used to measure
productivity of the department.
Education
● D.E.L. – Executive Leadership, University ● Six Sigma Introduction 3-hour course
of Charleston WV, GPA 4.00 ● Axion Budget and Forecasting Software
● D.B.A. – Marketing, Argosy University, ● BANNER Financial System
Atlanta, GA, GPA 4.00 – ABD – School ● Diversity Instructor Certified
Closed, 2019 ● Project Management Course Certification
● Balanced Scorecard Professional – ● B.S. – Criminal Justice, Georgia State,
Certified, 2023 University, GPA 3.49
● Project Management Professional – ● A.S. – Administration, Community College
Certification Pending, 2023 of the Air Force, GPA 3.75
● Substitute Teaching Certification, Fulton ● A.S. – Criminal Justice, Georgia Military
County Schools, 2015 College, Honor Graduate, GPA 3.75
● M.B.A. – Business Administration, Shorter ● Total Quality Management Certified
University, GPA 3.90 ● Microsoft Excel – Advance
● Honor Society Inductee, Sigma Beta Delta ● Microsoft Power Point – Advance
● Six Sigma Certified (LEAN) ● Microsoft Office – Advance
● Six Sigma Workshop 80-hour course ● PeopleSoft Systems
● JMP Statistical Software Advanced Level ● KRONOS Timekeeping
● Business Process Management (BPM) ● Med Mart Purchasing System
Leadership Education ● Concur
● Six Sigma Fundamentals Workshop ● Enterprise Resources Platform
80-hour course ● Social Media Marketing Platforms
● MS Visio and Minitab ● QGenda Provider Scheduling
● Six Sigma Fundamentals E Learning ● Engage Analytics Tool Platforms
14-hour course
Professional Affiliations and Rewards
Strategy Execution Professional (Certified) | Balanced Scorecard (Certified) | Six Sigma Lean Blackbelt
(Certified) | Six Sigma LEAN Greenbelt (Certified) | Banneker High School Business Advisory – Chairperson
three consecutive years | Junior Achievement Financial Instructor, United States Air Force (Honorable), Security
Clearance | Community Volunteer – Habitats for Humanity
Dr. Kimberly Gore
Atlanta, GA 404.661.3095
dr.kimberlygore@yahoo.com
Transformational Leader Thought Partner Strategist
A distinguished visionary and inspiring instructional leader with over twenty years of educational leadership experience and a rich history of career
success. Demonstrated ability to effectively influence change, adapt within various complex environments, and work collaboratively
and cross-functionally to achieve goals. Broad- based expertise spans academia, strategic and education equity, DEI, evidence-based research,
philanthropy, operations, team leadership, board engagement, external affairs, and more. Instructional leader with resource mobilization experience
and ability to navigate change, execute in crises, and mobilize effectively. Participatory, transformative, and visionary leader, developing
prospective teachers, providing strategies to facilitate a positive climate and culture across the learning environment. I possess the
drive to assess needs, listen to concerns, collaborate, and provide expertise and support for the improvement of instruction, while
developing and facilitating professional learning for all learners.
Education 2004 - 2008 Clark Atlanta University Atlanta, GA
Educational Leadership and Administration
§ Doctorate in Educational Leadership, March 2008
Dissertation: “A Qualitative Study of Factors that Influence the Retention of Highly Qualified Special
Education Teachers”
1998-2000 Clark Atlanta University Atlanta, GA
Education, Special Education (Mild Intellectual Disorders)
§ Master of Arts in Education, May 2000
December 2018 Saint Joseph’s University Philadelphia, PA
Applied Behavior Analysis
Post Masters Certification, December 2018
1990-1994 Southern University and A & M College Baton Rouge, LA
Psychology
§ Bachelor of Science in Psychology, December 1994
Morehouse School of Medicine Atlanta, GA
Director, Office of Educational Affairs
Professional Supports the President, Dean, and the Board of Trustees for the purposes of achieving MSM
Experience and goals outlined in the strategic plan, actively engaging in the leadership and direction of the
Contributions organization, and ensuring collaboration across the Office of Educational Affairs
Serve as liaison between Board of Trustees, Dean and President for Academic Affairs
Facilitate and coordinate curriculum reviews for course content compliance and rigidity.
Develop surveys and instruments to obtain feedback from students, faculty, alumni, and other
stakeholders, as needed for accreditation and continuous improvement efforts.
Oversee the collection, analysis, and interpretation of assessment data, providing meaningful
insights to inform curriculum development, enrollment strategies, and program enhancements.
Manage the preparation of LCME accreditation materials and documentation, coordinating
with relevant stakeholders to ensure compliance with accrediting bodies' standards and
requirements.
Serve as the primary point of contact for accreditation agencies, facilitate site visits, respond
to inquiries, and address accreditation-related matters.
Lead faculty and staff in accreditation self-studies, ensuring accurate and comprehensive
reporting on program strengths, challenges, and improvement initiatives.
Foster a culture of continuous improvement by facilitating discussions on assessment results,
engaging faculty in data-driven decision-making, and promoting best practices in teaching and
learning.
Collaborate with internal divisions for curriculum and learning effectiveness cross-planning.
Manage NIH era Commons and electronic progress reports, prepare annual and quarterly
program progress reports.
Search for federal funding opportunities, prepare outlines, and write portions of grant funding
for specific RFAs.
Contribute to the organizing, writing, and submission of abstracts, manuscripts, and
publications.
Prepare written materials, charts and graphs, formatting and referencing, and other content for
manuscripts, presentations, key deliverables, and grant proposals.
Develop, plan, coordinate and implement activities including, but not limited to, conferences,
workshops, webinars, public events, and other related programs; develop and coordinate new
ideas and concepts for brochures, social media content, materials, and resources.
Provide administrative support and technical assistance to the research project and core teams,
as deemed necessary.
Maintains liaison with other programs, offices, and departments at MSM to coordinate
program business and to accomplish program objectives; interfaces with external
organizations as appropriate to ensure cooperative efforts are enhanced and available
resources are utilized.
Monitor and evaluate program effectiveness through the administration of evaluations/surveys
via REDCap.
2017- 2023 Georgia Public Broadcasting Atlanta, GA
Education Manager, Early Learning/ Community Engagement
Coordinating grant proposals to government agencies, foundations and corporations and
developing policies and procedures for grant development and administration
Coordinated activities to meet the requirement of grants totaling more than 3.1 million in grant
funding.
Coordinate monthly meetings with internal staff and external partners to identify funding
opportunities.
Manage the search for grants to support a wide array of projects – such as unrestricted operating
expenses to family engagement, teacher training, and community engagement projects.
Prepares reports to track potential and submitted grant applications.
Develops criteria and standards to evaluate and implement potential projects proposed for grant
funding.
Develops and prepares operational, statistical, and budget analysis reports for management and
regulatory agencies for oversight and documentation of financial impact of grant programs
totaling more than 2.5 million in grant funding.
Accurately and enthusiastically represent GPB as a community service and PBS/PBS KIDS
resources as key tools for advancing in-school and out-of-school learning, engagement, and fun
Cultivate and maintain partnerships with educators, libraries, afterschool programs, community
partners, school districts, childcare centers, and other educational organizations to facilitate
learning through a variety of media-rich, interactive learning experiences.
Serve as subject matter expert in education, staying current in requisite skills and sharing new
knowledge and practices with relevant team members.
Develop and facilitate professional learning to statewide stakeholders for all learning education
needs.
Lead the development and continuous improvement of the comprehensive education learning
goals across the agency and programs ensuring strategic alignment of training and development.
Disaggregate data to validate/quantify meaningful outcomes and make informed decisions
regarding relevant professional learning needs.
Elevate GPB and PBS KIDS content and the family and community engagement models by
seeking out, submitting proposals, and speaking and facilitating at statewide conferences,
workshops, and training.
Partner with PBS, CPB, and other public media system colleagues to ensure projects are
developed and managed using best practices that align with goals and priorities.
Manage GPB’s existing learning initiatives and staff; provide expertise on how best to engage
and support children, families, caregivers, and educators in both formal and informal settings,
especially those in Georgia’s high-needs communities engaging with more than 21,000
community members over a two-year period.
Develop and ensure implementation, iteration, and scaling of PBS KIDS family and community
learning workshops, kid’s camps, engagement models, professional development, and outreach
resources.
Project manage all aspects of existing programs including the development of project
documents, timelines, reports, and deliverables.
Serve as a guide and promoter of PBS Learning Media, the digital portal to the PBS platform
for formal and informal educators. Assist with GPB Education strategic initiatives as needed.
2015-2016 Fulton County School District Atlanta, GA
Curriculum Assistant Principal
Instituted research based best practice strategies to drive instructional excellence.
Administered the guidelines governing the Student Code of Conduct
Developed policies and programs to address campus safety, student conduct and discipline,
academic integrity, civility, diversity and inclusion and decreased discipline infractions by
65%.
Managed and maintain master schedule for school.
Managed and oversee curriculum and all course selections for school.
Implemented the appropriate evaluation tool for 8th grade general education teachers.
Supported assigned Administrative Assistant with 8th grade discipline.
Developed and manage school wide data plan.
Conducted needs assessment and develop improvement plan for monitoring and
implementation of school-wide culture improvement to increase teacher retention by 79%
Instituted PBIS School initiative and served as facilitator and leader.
Managed and provided direct supervision for disproportionality projects.
Managed the alternative suspension programming.
Developed and monitored internal leadership development program.
Conducted needs assessment and developed School Improvement Plan using GaDOE tools
engaging all stakeholders.
Mentored grade level and content chair leads for leadership development
Facilitated the Professional Learning Community effectiveness monitor.
Managed, supervised, and evaluated the evaluation tool for the professional and classified
personnel.
Managed school financial, physical and personnel resources to support optimal instruction.
Served as school's advocate and regularly communicates with all stakeholders.
Managed diverse opinions, ideologies, and expertise to achieve school vision and objectives.
Conducted routine administrative duties as assigned by the principal.
2012-2015 Department of Juvenile Justice Decatur, GA
Chief Academic Officer
Designed and implemented program evaluation procedures for curriculum.
Served as the key contact for all SACS accreditation processes for the district.
Retained, engaged, and grew membership including leadership for proposal processes, as
appropriate.
Provided quality assurance supervision and oversight of legal documentation from other
school districts, schools, education agencies, and education organizations for compliant
transition to DJJ.
Utilize educational knowledge combined with expertise for strategic, customized, and
technical understanding of Georgia Department of Education’s Continuous Improvement
System to successfully provide guidance, and solution recommendations.
Provided ongoing advice to statewide and school level leaders on comprehensive program
planning and program review regarding federal and state guidelines.
Designed and facilitated professional learning for district leaders on Elementary and
Secondary Education Act
Designed, developed, conducted, and evaluated professional development for twenty facilities
and over five hundred employees.
Designed, developed, and conducted appropriate Professional Learning for teachers and staff
of students with disabilities.
Designed and managed the Transition Center for increased academic achievement for youth
successful reentry to community with a 82% completion rate
Managed GED curriculum and testing administration for all facilities and increased the
graduation rate by 72% within three years.
Evaluated and disaggregated school and district data.
Promoted team building for regional principals, school level principals and central office staff.
Ensured state and federal compliance for all students with disabilities.
Supervised CTAE Program Director and managed the CTAE Pathway implementation for
District with a 68% success rate.
Managed implementation of the district's assessment programs.
Managed interpretation of assessment data.
Supervised assigned personnel, aid, conduct performance appraisals.
Facilitated and implemented the district's Positive Behavior Support Intervention process to
improve school infraction by 69%.
Provided leadership for the ongoing analysis and interpretation of student performance data.
Director of Special Education
Designed and implemented program evaluation procedures for curriculum for all students with
disabilities.
Provided ongoing advice to district and school level leaders on comprehensive program
planning and program review regarding Federal (IDEA) and State guidelines.
Designed, developed, conducted, and evaluated professional development training to promote
best practice instructional strategies for over 200 special educators.
Designed, developed, and conducted appropriate professional learning to ensure compliance
for all special education programs.
Allocated funds for Federal Title VI-B Program managing a budget of more than 1.1 million
in combined funding.
Managed special education curriculum specialist as assigned to all DJJ Facilities.
2008-2012 Georgia Department of Education Atlanta, Georgia
Education Program Specialist Special Education Services and Supports
Designs and implements program evaluation procedures for students with disabilities across
the state of Georgia.
Plans, conducts, and serves as Team Leader for on-site focus monitoring reviews.
Provided direct supervision for over twenty-two identified disproportionality districts for
discipline and SWD populations.
Reviewed and evaluated disproportionality corrective action plans for identified districts.
Provided ongoing advice to local school systems in comprehensive program planning and
program review regarding Federal and State guidelines.
Designed, developed, conducted, and evaluated professional development training to promote
school/district leadership and best practice strategies for over 1,000 educators yearly.
Provided technical assistance for districts identified as disproportionate across 181 school
districts in Georgia.
Promoted team building for school districts within lowest quartile of achievement.
Served as liaison between other departmental teams and in-state and out of state agencies.
Served as liaison for Department of Juvenile Justice for twenty-seven facilities and over 500
educators.
Served as liaison for Department of Corrections of over 200 educators statewide.
Served as liaison for State’s District 10 with ten school districts.
Served as liaison for Charter Schools.
Served as GAPSS Team Review member.
Served on team to evaluate and develop new rules for state governance.
Developed and revised State Performance Plan and Annual Performance Review Indicators
for Exceptional Children.
Additional Experience
Education Compliance Administrator Atlanta Public Schools
Special Education Program Administrator Clayton County Public Schools
HIGHER EDUCATION EXPERIENCE
University of West Georgia, 2021-Present
Saint Leo University, 2010-2016
University of Phoenix, 2008-2010
Adjunct Faculty, Exceptional Children Education Online Facilitator
● Conduct course checks and managerial oversight of all courses taught by adjuncts on my
teams.
● Manage timelines related to grading, student issues, compliance, and training.
● Utilize online communication tools for virtual engagement with faculty including Join me,
WebEx, Zoom and Virtual Tutorials.
● Using CourseDen, BannerWeb, Blackboard/Canvas, prepares and delivers competency-based
online education and delivers online class instruction, providing theory and practice
education; instructs and facilitates a meaningful learning experience of the course
competencies in the curriculum.
● Effectively encourage and communicate with students and support staff regarding student
academic progress and academic success.
● Support student learning through multiple delivery systems including phone calls and emails.
● Participate on various committees in service to the University.
Courses Facilitated: EDU 222-Teaching Diverse Populations
EDU 304-Human Exceptionalities in the Classroom
EDU 427- Educational Assessment
EDU 465-Methods of Teaching Exceptional Learners
SPED 6761-Classroom Management
SPED 3715-Inclusion and Differentiated Instruction
SPED 3713- Introduction to Special Education and Mild Disabilities
● Diversity, Equity, and Inclusion Faciltator
Professional Training ● TKES/LKES Credentialed Evaluator
● Positive Behavior Intervention and Supports Implementation Facilitator
● Curriculum Compacting
● Personalized Learning
● Why Try Facilitator
● Restorative Practices Circles Facilitator
● CCRPI-School Improvement Planning (GSU)
● Professional Learning Communities Facilitator
● Teacher Leader: Curriculum Support & Instructional Coaching
● Cross Career Learning Communities
● Gurian Institute-Single Gender Education Strategies
● Nonviolent Crisis Prevention Institute (CRISIS)
● Influencer Training-Certified Mediator
● First Aid/CPR Certification
Skills
● Climate/Culture Facilitator
● CourseDen, and BannerWeb
● Blackboard/Canvas
● Microsoft OFFICE
● Council for Exceptional Children
Professional ● Georgia Council of Administrators for Special Education (GCASE)
Memberships ● Georgia Association of Educational Leader (GAEL)
● Georgia Association for the Education of Young Children (GAEYC)
● National Association for the Education of Young Children (NAEYC)
● Gore, Kimberly C. (2023), “Building Positive School Culture/Climate” Presented at KIPP
Presentations Woodson Park Academy, Atlanta, GA
● Gore, Kimberly C. (2023), “Behavior Management vs. Classroom Management” Presented at
KIPP Woodson Park Academy, Atlanta, GA
● Gore, Kimberly C. (2021), “Family and Community Engagement” Presented at the PBS
Annual Conference. Virtual, Zoom.
● Gore, Kimberly C. (2021), “Exploring Emotions in a Health Crisis” Presented at the Sesame
Street In Communities Community Summit. Virtual, Zoom.
● Gore, Kimberly C. (2020), “Positive Climate and Culture to Increase Teacher Retention.”
Presented at the NETA annual conference. Virtual, Zoom.
● Gore, Kimberly C. (2020), “Family Engagement in Virtual Spaces” Presented at the National
Head Start annual conference. Virtual, Zoom.
● Gore, Kimberly C. (2019), “School Collaboration: Increasing Parent Engagement.” Presented
at the Adoptive and Foster Parent Association of Georgia annual conference. Jekyll Island,
GA.
● Gore, Kimberly C. (2019), “Engaging Parents to Bridge the Gap Between School and
Community.” Presented at the Georgia Association of Head Start annual conference. Jekyll
Island, GA.
● Gore, Kimberly C. (2019), “Integrating Digital Media into Everyday Learning.” Presented at
the Georgia Educational Technology Conference.
● Gore, Kimberly C. (2019), “Summer Changes Everything Learning.” Presented at the
National Summer Learning Association Conference.
● Gore, Kimberly C. (2019), “It Take Two to Make a Thing Go Right.” Presented at the Fulton
County Schools Digital Learning annual conference, Atlanta, GA.
● Gore, Kimberly C. (2018), “Presented at the Richmond County Schools Secondary School
Principals and Assistant Principals annual conference, Augusta, GA.
● Gore, Kimberly C. (2017), “Creating Effective Schools,” seminar at KIPP WAYS Academy,
Atlanta, GA.
3/10/24, 9:51 PM Resume3.png
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Tiana Stephenson
Atlanta, GA 30344/ (404) 309-5452 / tiana.stephenson@gmail.com
Experienced Instructional Leader with over nine years of in-depth, experience in the K-16, Teacher Residency, Special
Education, and Specialized Service setting seeking a coaching or leadership position.
EDUCATION CAREER HIGHLIGHTS
+ DOCTOR OF EDUCATION IN SESI SCHOOLS-FULLBLOOM
EDUCATIONAL LEADERSHIP from SPECIAL EDUCATION COORDINATOR RTI COORDINATOR
Gwynedd Mercy University
Specialization: Leadership in
Hapeville, Roswell and Union City, GA ▪ 2021 to Present
Special Education Manage and coach Special Education teachers and case managers at three campuses while
+ Certification in Leadership from supervising meetings, reviewing plans, and supporting documents for every student with a
Harvard Business School Online: disability or suspected of having a disability which is 47% of the total student population.
Leading Change: A CSML Course Foster productive partnerships with district partners, families, and students that support the
completion. organization’s mission and values
+ CERTIFICATION IN SPECIAL Develop and maintain compliance systems to ensure students receive the appropriate
EDUCATION from University of
programming while effectively conducting monthly Professional Development sessions.
Pennsylvania, Philadelphia, PA
Specializations: Special Support and indirectly coach school directors to meet specific and strategic outcomes.
Education/7-12 English & Language KIPP WOODSON PARK
Arts TEACHER LEADER SPECIAL EDUCATION TEACHER LEADER
+ MASTERS OF MULTICULTURAL Atlanta, GA ▪ 2019 to 2021
EDUCATION from Eastern + Supervised and coached 1st and 2nd year Special Education teachers with lesson
University, St. David’s, PA
planning and implementing academic/behavioral supports, resulting in more than 60%
Specialization: 7-12 English &
Language Arts & English as a Second of students meeting or exceeding their MAP goals for the school year.
Language + Developed, organized, and facilitated grade-level initiatives and programming that
+ BACHELOR OF ARTS from Norfolk promoted inclusion, investment, and student growth.
State University, Norfolk, VA + Created and modified student schedules to ensure compliance and inclusion.
Specialization: Journalism
KEY STRENGTHS SIMON GRATZ MASTERY CHARTER
• Five years as an Effective Leader and CONTENT TEAM LEADER FOR 11TH AND 12TH GRADE SPECIAL EDUCATION TEACHER
Instructional Coach Philadelphia, PA ▪ 2013 to 2019
• Strong educational values coupled
+ Responsible for all reading programming for students with disabilities below a 600
with a deep belief that all students Lexile level in the 11th and 12th grades.
can achieve. + Created the data collection tool that identified grade level trends for 232 students
• Exceptionally well organized weekly.
• Nine years as a highly qualified + Developed a virtual classroom and reading curriculum for students in Approved
teacher working in an urban setting. Alternative placements.
CERTIFICATION TEACH FOR AMERICA
• Professional Teaching Certification CONTENT FACILITATOR TEACHER ADVISOR RESOURCE ROOM SPECIALIST
from the Georgia Professional Philadelphia, PA ▪ 2017 to 2019
Standards Commission + Produced a comprehensive 6-week curriculum for new teachers focused on educating
Specializations: ESOL Endorsement, students in Special Education, IEPs, and legal requirements for Special Educators.
Gifted In-Field, English 6-12, Special + Responsible for preparing and supporting 14 teachers placed in various schools in 4
Education Adapted Curriculum different states.
Consultative, Sp. Ed. General + Facilitated Professional Developments for 50-75 new teachers on the following topics:
Curriculum Consultative, Sp. Ed. “The Power of the Do Now”, “How to Engage Learners”, “Differentiation in the
Physical and Health Disabilities Classroom”, “How to Be a Data-Driven Teacher”
Consultative, and Sp. Ed. Language COMMUNITY INTEGRATED SERVICES
Arts (P-12) ASSESSMENT DEVELOPER EMPLOYMENT TRAINING SPECIALIST
• Instructional I Professional Certificate Philadelphia, PA ▪ 2010 – 2018
from the Commonwealth of + Developed and maintained strategic relationships with community partners which
Pennsylvania in English 7-12 and resulted in an increase of approximately 50 volunteer and job sites.
Special Education 7-12, Effective + Responsible for providing high school students with permanent and temporary
3/01/2019 volunteer sites
+ Managed a caseload of 4 to 15 of employed and unemployed individuals within the
Mental Health and Intellectual Disabilities’ community.