Petition for Charter Renewal
Charter School Renewal Application
For Schools Seeking Renewal
from Both DeKalb County
School District and the State
Board of Education
to
Operate in SY25-26
DeKalb PATH Academy
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.
Application Package Checklist and Submission Sign Off Sheet
(Charter School Representative and DCSD Representative must sign 7
when application is submitted.)
CHARTER APPLICATION COVER PAGE AND APPLICATION CONTENTS
Proposed Charter School Information 9
Contact Information 9
Executive Summary 10
PAST PERFORMANCE
1. Complete and attach as Exhibit 5 the Accountability Report available on 14
the GaDOE’s Charter Schools Division website to show the school’s
performance during each year of your current charter term and include 104
with your charter school renewal application. This Accountability Report
will be presented to the State Board of Education with your charter
petition, so please ensure it is accurate.
2. Provide a narrative describing how the charter school performed in 15
meeting the academic and organizational goals set forth in its current
charter contract.
3. Describe the school’s current financial situation. 37
4. Provide a brief overview of the school’s current governance structure. 40
5. Describe how the school provides state- and federally-mandated 49
services to students with disabilities.
6. Describe how the charter school provides state- and federally- 58
mandated services for English Learners (ELs).
7. Provide the number and percentage of students receiving In-School 62
Suspensions, Out-of-School Suspensions, or Expulsions during the
current charter term (e.g., the past 5 years). How does this discipline
and dismissal data compare to the Office of Civil Rights data?
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DeKalb PATH Academy
8. Describe in detail how the charter school’s students, governing Board, 67
faculty, and staff reflect the sociodemographic diversity of the
community served by the charter school.
9. Describe in detail any difficulties faced during the charter term that were 71
not already addressed above, how the school dealt with such difficulties,
and if they remain an issue for the school. Also explain how the school
plans to avoid these difficulties during the upcoming charter renewal
term.
PROPOSED CHANGES
If the answers given above to questions 1 - 9 reflect a change to any of 74
10.
the following, please provide the rationale for the change.
LOOKING TO THE FUTURE
Briefly describe how the school has and will continue with its proposed 77
11.
changes to serve the needs of its students for the upcoming (renewed)
charter term.
EXHIBITS CHECKLIST
The following Exhibits are required to complete your Charter School Application
Package. Please tab the Exhibits to match the item numbers below. Exhibits should
be as limited in size as possible.
1. Attach an official copy of the certificate of incorporation for the required 81
Georgia nonprofit corporation from the Georgia Secretary of State.
Please note that all charter school contracts – including those of start-
up and renewal conversion charter schools – must be held by a Georgia
nonprofit corporation.
2. Attach a copy of the by-laws for the nonprofit corporation. 84
3. Attach a copy of the governing Board’s Conflict of Interest Policy. 99
4. Attach a copy of the governing Board’s Conflict of Interest Form. 103
5. Attach a completed Accountability Report. 104
6. Attach a copy of the governing Board’s Governance Training Plan using 107
the governance training memo available on GaDOE’s website.
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DeKalb PATH Academy
7. Attach a completed Locally-Approved Charter School Partners Roles 110
and Responsibilities chart. This chart shows the balance of authority
between the charter school’s Board and management, as well as the
autonomy of the charter school from the district.
8. Attach a copy of any admissions (pre-lottery) application the charter 115
school proposes to use. Pursuant to O.C.G.A. § 20-2-2066 and SBOE
Rule 160-4-9-.05, any admissions application must conform to the open
enrollment requirement. Therefore, admissions applications should be
limited to a student’s name,
contact information, home address for the purpose of verifying the
student’s residence within the school’s attendance zone, grade level,
and information required for any enrollment preference, such as
identifying a sibling already enrolled at the charter school. If the
charter school proposes to utilize a weighted lottery for educationally
disadvantaged students, the admissions application may also include
questions tailored to the subgroup(s) the school will offer an increased
chance of admission according to the weighted lottery guidance
available on GaDOE’s website.
9. Attach a copy of the policy setting annual enrollment, re-enrollment, 117
and lottery deadlines, including a description of the lottery procedures
detailing how enrollment priorities will be applied and an assurance of
complete transparency in its procedures.
Attach the charter school’s annual calendar and the charter school’s daily
10. 120
school schedule.
Attach a copy of a sample scope and sequence for a proposed
11. 124
course/grade
level.
12. Attach a copy of the charter school’s Student Code of Conduct. 287
13. Attach a copy of the charter school’s Student Discipline Policy and 379
Procedures, including any Positive Behavior and Intervention Supports
(PBIS).
14. Attach a copy of the rules and procedures concerning how the school 381
will address grievances and complaints from students, parents, and
teachers. Include the role the governing Board will play in resolving such
grievances and complaints. If this is included in another response,
please indicate that.
15. Attach a copy of the charter school’s Employee Policies and Procedures. 386
16. Attach proof of the school’s insurance coverage, including the terms, 414/415
conditions, and coverage amounts.
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DeKalb PATH Academy
17. Attach a copy of any intended education service provider contracts or 621
arrangements for the provision of education management or support
services, including with any EMO, CMO, ESO, etc. Such contracts shall
describe the specific services for which the contracting organization is
responsible. Such contracts should clearly delineate the respective roles
and responsibilities of the management organization and the governing
Board in the management and operation of the charter school. Such
contracts must also include the fee structure.
18. Attach a copy of any agreements with your local school district or Board 640
of Education. (Exhibit 18 – DCSD Assurances and Required
Statements)
19. Attach a copy of any Letters of Intent and/or agreements detailing any 651
proposed partnerships, including agreements with other local
schools/systems for the charter school students’ participation in
extracurricular activities such as interscholastic sports and clubs.
20. Attach a copy of any MOU/lease/proof of ownership for a proposed 652
facility.
21. Attach a copy of the school’s Certificate of Occupancy. 656
22. Attach a copy of the facility’s Emergency Safety Plan. 658
23. Complete and attach the budget template located on the Charter Schools 709/718
Division’s website: Please note that the budget template includes:
23a. A monthly cash flow projection detailing revenues and expenditures
for
the charter school’s first two (2) years of operation;
23b. A spreadsheet projecting cash flow, revenue estimates, budgets,
and expenditures on an annual basis for each of the five (5) years
of the initial charter term.
23c. Back-up documentation proving the legal reality of additional
sources of revenue included in the budget template, including any
funds other than state and local funding, including bank
statements and/or signed grant award letters.
24. Attach the résumé for the charter school’s Chief Financial Officer. 720
25. Attach the charter school’s signed GADOE Assurances Form. 723
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DeKalb PATH Academy
26. Attach the charter school’s signed and notarized. 726
27. Attach the charter school’s signed Local Board of Education Resolution 727
approving the charter school’s application.
28. Attach the charter school’s signed Governing Board Resolution 728
approving the charter school’s application. This will serve as the formal
petition to the SBOE.
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DeKalb PATH Academy
GADOE & DCSD CHARTER APPLICATION PACKAGE
CHECKLIST
The Charter Application Package must comply with the following submission
procedures.
☒ An Application Package includes original and 2 copies of the following items:
☒ APPLICATION COVER PAGE (Use the form on page 10 of this application; the form may not
be altered in any way.)
☒ CHARTER APPLICATION (Answers to the questions posed on pages 11-14 of this application.)
☒ The Application is limited to 75 double-spaced pages using an 11-point Times New
Roman font and one-inch margins with a header showing the school’s name and a
footer showing consecutive page numbers.
☒ The original must be signed in blue ink. Stamped signatures will not be accepted.
☒ ASSURANCES FORMS, SIGNATURE SHEETS, AND AFFIDAVIT (Use the Assurances Forms,
Signature Sheets, and Affidavit on pages 17-20 of this application; the forms and sheets may not
be altered in any way.)
☒ The original must be signed in blue ink; stamped signatures will not be
accepted. ☒ Electronic copy of assurances must be signed. Blank copies will
not be accepted.
DOCUMENTATION OF VOTE – FOR CONVERSIONS ONLY (Use the form on page
21/Exhibit 29) The original must be signed in blue ink; stamped signatures will
not be accepted.
☒ EXHIBITS (See list of required Exhibits on pages 15-16 of this
application.) ☒ Required Exhibits should be as limited in size
as possible.
☒ All Exhibits must be tabbed with a header showing the school’s name and a footer showing
consecutive page numbers.
☒ The Application Package must be submitted electronically to charterschools@dekalbschoolsga.org via
DropBox. ☒ The Application Package must include a:
☒ Microsoft Word version of the Application Cover Page (page 10)
☒ Microsoft Word versions of the Application and Exhibits
☒ 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.
☒ PDF version of the Locally-Approved Charter School Partners Roles and Responsibilities Chart
☒ Excel version of the completed Budget Templates
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DeKalb PATH Academy
☒ Faxed or emailed copies will not be accepted. Only complete applications that comply with these guidelines
will be evaluated.
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DeKalb PATH Academy
CHARTER SCHOOL RENEWAL APPLICATION COVER
PAGE
Check One: _X Start-up Renewal
When was the original charter term start date? July 1, 2002
How many charter terms has the school been in existence? 5
Name of Charter School: DeKalb PATH Charter Academy
Name of the Georgia nonprofit corporation that currently holds the charter:
DeKalb PATH Academy, Inc.
Local school system in which charter school is physically located:
DeKalb County School District
Contact Information for the Governing Board Chair
Contact Person (Name and Title): Bonnie L Birrell, Board Chair
Contact Address: 4572 Madison Place Ln., Atlanta, GA 30360
Telephone Number: 678-925-4206
Fax Number:
E-mail Address: bbirrell@pathacademy.org
Contact Information for the Person Filling out this Application
Contact Person: Morgan Felts Consultant
Name Title
Contact Address: 830 Glenwood Avenue SE, STE 510-263, Atlanta, GA 30316
Telephone Number: (229)-563-4558
Fax Number:
E-mail Address: morgan.felts@21cobalt.com
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DeKalb PATH Academy
CHARTER SCHOOL RENEWAL
APPLICATION
EXECUTIVE SUMMARY
Name of Charter School: DeKalb PATH Charter Academy
Proposed Charter Term Length: 5 Years
Current Grade Range: 5th-8th
Grade range at the end of the charter term: 5th-8th
Expected enrollment at the end of the charter term: 368
This application was approved by DeKalb County Local Board of Education on ,
2024
For each year of the NEW charter term, indicate the number of students the charter
school plans to serve.
K 1 2 3 4 5 6 7 8 9 10 11 12 Total
Year 1 87 94 94 93 368
Year 2 93 87 94 94 368
Year 3 94 93 87 94 368
Year 4 94 94 93 87 368
Year 5 87 94 94 93 368
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DeKalb PATH Academy
1. State the charter school’s mission and describe why this initiative is important to
the community it serves. Also provide a brief description of any defining features
of the school. Include how stakeholders were involved in the petition process and
how they will continue participating. (350 words or less)
PATH's mission is to provide a safe, nurturing, and challenging learning environment that supports
local immigrant and refugee families by equipping students with the tools they need to pursue a
life passion while enriching their community. Since its inception in 2002, Dekalb PATH Academy
(PATH) has offered a high-quality school option for middle school students in Dekalb County
which supports and enhances DCSD’s vision to inspire a community of learners to achieve
educational excellence. Upon graduating students at PATH will be able to:
● Reflect a high level of positive engagement in their school community
● Understand their unique talents, how to develop those talents into strengths and how to use
those strengths to be a good community steward
● Reflect a graduating class of which 40 to 50% of students are accepted to competitive
schools with a focus on students being able to choose which competitive school they attend
by obtaining more than one acceptance.
PATH’s vision is to create an engaging learning environment that fosters community stewardship
and success by:
● Employing and developing top talent
● Collaborating to develop creative, engaging, standards-based curricula and experiences
● Seeking out the natural talent in our people and developing those talents into strengths
To accomplish this mission, PATH implements a rigorous, standards-based, teacher-created
curriculum. Innovative features contributing to PATH’s success include: A longer school day;
tutoring; flexible grouping; Saturday school; and summer school.
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DeKalb PATH Academy
The charter renewal process included Board members, administrators, teachers, parents and
community members. Community is integral at PATH and our stakeholders will remain involved
through existing mechanisms.
2. Describe the charter school’s academic program, specifically focusing on why it is
innovative in your school district(s). Include mention of any waivers of state law
and SBOE rule that are needed to implement the academic program. Be sure to
describe any special characteristics of your charter school, such as a special
population or some other feature or features which enhance educational
opportunities. (350 words or less)
PATH’s academic program is distinct from current offerings in the district due to the focus on
flexible grouping, teacher-created curriculum and extended school day and year. One of PATH’s
greatest innovations is the teacher-created curriculum. PATH teachers create rigorous content
based on the Georgia Standards of Excellence. This allows each teacher to maximize their
strengths as an instructional leader in the classroom. When teachers plan, create, implement and
reflect on the curriculum in this way, it increases teacher buy-in, which positively impacts student
achievement.
Students at PATH are flexibly grouped to allow remediation, acceleration, and support. Groupings
are data-driven to ensure students are grouped appropriately. PATH uses a Professional Learning
Community (PLC) structure to analyze student performance and make on-going placement
decisions. Groupings are based on MAP scores and prior socio-academic history. A PLC team
may determine that the student is not keeping up with the work and change the placement to a
different pacing with more support. Conversely, students can be moved to more advanced pacing
as determined by the data and teacher input. This strategic grouping of students promotes
differentiation, not just at the classroom level, but also structurally at the school level.
Since the beginning, PATH’s mission has been to provide a superior educational experience for
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DeKalb PATH Academy
economically disadvantaged immigrant and refugee students. The school maintains a strong
contingent of immigrants as well as native-born second and third generation students. The program
caters to the needs of immigrants as well as native-born students in a manner that is unique within
the school system. Faculty and staff culturally affirm learning experiences that better prepare
students for high school performance and beyond. On average, forty-five percent of students enter
highly regarded private, college preparatory high schools in most cases with a full or partial
scholarship.
PATH utilizes waivers to extend and structure the school day and year, hire top talent, and waive
district policies on promotion and retention.
3. Describe the charter school’s organizational structure, specifically focusing on its
innovation and need for flexibility, its general partnership structure with an
educational service provider (ESP) if any, and the school’s community interest and
need. (350 words or less)
PATH’s organizational structure is streamlined and effective allowing for the maximum
investment in instruction. The leadership team collaborates on a range of strategic decisions and
is comprised of a Principal/Chief Executive Officer, Chief Financial Officer, Chief Operations
Officer, and Assistant Principal.
This level of efficiency at the administrative level allows PATH to remain competitive in terms of
staff salaries. Financial and organizational flexibility are needed to maintain this structure and have
the autonomy to allocate funds according to student needs. One of the benefits teachers enjoy is a
flexible teaching schedule for employees who are parents. Many school-based educators sacrifice
a significant amount of their own family time to care for the students they serve. This includes
flexible scheduling for new parents once they return to work after having a new child. At PATH,
faculty and staff are given the opportunity to strike a better work home balance, which makes them
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DeKalb PATH Academy
more effective in the classroom.
At every level of the organization, PATH employees receive the Gallup’s Strengths assessment,
which reveals their true talents and skills that can then be leveraged to increase student
achievement and organizational effectiveness.
PATH does not currently work with an education service provider and has no plans to do so in the
next charter term.
Demand continues to be high for the PATH educational experience. The average waitlist during
the last charter term was 500 students. Community engagement and parent support levels were
high during the charter term, further indicating demand. Parents at PATH, particularly those who
are in the immigrant community, have unique needs. PATH’s broad flexibility allows them to
provide support that would not otherwise be available to their community. Supports include regular
parent meetings to discuss expectations and provide strategies so that parents can support their
students throughout the learning process. Community partner engagement is also on the rise at
PATH.
PAST PERFORMANCE
1) Complete and attach as Exhibit 5 the Accountability Report available on the GaDOE’s
Charter Schools Division website to show the school’s performance during each year of
your current charter term and include with your charter school renewal application. This
Accountability Report will be presented to the State Board of Education with your charter
petition, so please ensure it is accurate.
The Accountability Report is attached as Exhibit 5.
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DeKalb PATH Academy
2) Provide a narrative describing how the charter school performed in meeting the academic
and organizational goals set forth in its current charter contract. In your narrative: Address
the school’s performance in each year of your current charter term.
a) You are urged to include any supporting charts, tables, or graphs that provide
quantitative data.
b) If your charter school did not meet all of the goals in its charter contract, explain
any mitigating factors to which this can be attributed, and explain how the school
plans to address them in the upcoming charter renewal term requested.
PATH exercises the autonomy and full flexibility provided by its broad waiver of Title 20 of the
Official Code of Georgia Annotated, as well as many rules and regulations of the State Board of
Education and DeKalb County School District. This flexibility allows PATH to deliver vital
academic programming not available elsewhere in the district including flexible grouping, teacher-
created curriculum, and an extended school day and year. PATH’s teacher-created curriculum
allows educators to develop rigorous content aligned with the Georgia Standards of Excellence
while meeting the unique needs of our student population. This approach empowers teachers to
utilize their strengths as instructional leaders.
Students at PATH are grouped flexibly to provide remediation, acceleration, and support, with
placements driven by data to ensure appropriate groupings. PATH employs a Professional
Learning Community (PLC) structure to analyze student performance and make ongoing
placement adjustments based on MAP scores and socio-academic history. PLC teams may adjust
a student’s pacing to offer more support or advance them to more challenging levels, promoting
differentiation not only at the classroom level but also across the school.
PATH is dedicated to providing a superior educational experience for economically disadvantaged
immigrant and refugee students. Faculty and staff offer culturally affirming learning experiences
that prepare students for high school and beyond, with approximately 45% of students advancing
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DeKalb PATH Academy
to prestigious private, college-preparatory high schools, often with scholarships and with several
offers to choose between. PATH also prides itself on its high percentage of students who receive
PATH’s school culture fosters a sense of community and extended family, reinforced by morning
meetings, the House System, Restorative Circles, Strengths Finder assessments, and the presence
of emotional support dogs.
Performance in Essential/Innovative Features
Goal 7: The Charter School shall implement all Essential and Innovative Features, as defined in
Section 5 of the charter in all material respects
Figure 1. PATH Essential or Innovative Features Implementation
Longer School Day
Our current school schedule runs from 8:10 AM to 4:10 PM. Extended school days deepen
students’ understanding of core subjects while critically remediating the learning loss incurred by
students during the COVID-19 pandemic. Extended school programming allows for individualized
and small-group instruction, which particularly allows for targeted interventions that address
specific learning gaps, enabling students to progress at their own pace and ultimately achieve better
academic outcomes.
Tutoring
PATH’s in-school tutoring enhances academic success by providing personalized, targeted support
during the school day. With this feature, teachers can reinforce classroom learning while
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DeKalb PATH Academy
addressing gaps in understanding. This tailored approach helps boost confidence, motivation, and
overall academic performance. In-school tutoring also ensures equitable access to extra help,
particularly for students who may not have resources or support at home.
Flexible Grouping
PATH’s approach to flexible grouping provides two-pronged benefits: opportunities for
accelerated learning and targeted support for students in need of remediation. Due to smaller class
sizes, smaller school environment, flexible grouping, and a data-driven practice, teachers and staff
members can accurately identify students who lag behind their peers in each subject area. Teachers
also work as a team to implement the Response to Interventions (RTI) process in their teaching.
Data is reviewed frequently and adjustments to flexible groups are made to provide additional
challenge and/or remediation as needed. ELL students particularly benefit from flexible grouping
as teachers can closely monitor their ELL and core subject progress, even after exit from the ESOL
program. Additionally, gifted and advanced students in middle grade environments can leverage
the flexible grouping structure to experience advanced course offerings.
Saturday School & Summer School
Our longer school year currently includes Saturday school, which runs from 10 AM to 2 PM on
every Saturday in the month of March, as well as PATH Summer Programs, which currently run
for the last 2 weeks of June, also from 10 AM to 2 PM. Like other interventions, this structure
creates more opportunities for targeted support while reducing learning loss over the summer.
Additionally, in spreading the curriculum over a longer period, students experience reduced
pressure and a more balanced pace, which enhances understanding and retention.
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DeKalb PATH Academy
Emotional Support Dog Program
Studies indicate that students in classes with emotional support dogs demonstrate an increased
interest in school and positive attitudes towards school. Classrooms with emotional support dogs
see a decrease in aggressive behavior, increase in calming or self-soothing behaviors, and better
attention to the teacher. One study with third graders showed an increase in reading fluency and
comprehension with consistent therapy dog access. These results show the unique benefits
emotional support dogs can provide. For PATH students, who are majority minority and low-
income, having emotional support dogs at schools allows them to experience consistency that they
may not get in their communities. Additionally, for struggling learners, emotional support dogs
allow them to build confidence with task completion and success related to caring for the dogs.
PATH currently has 7 therapy dog teams in training at the school, which make up the PATH
Emotional Support Dog Programs. The dogs currently function to soothe students who have
behavioral concerns, emotional needs, or just benefit positively from their interaction with them.
They act as an incentive for all students and are loved throughout the school by students and staff
alike. Students require parental permission to interact with the dogs and parents have the option of
granting permission for their child to schedule a playdate in our school dog run, located on the side
of the back field. The playdates are always supervised and during recess so that instructional time
is not compromised.
During playdates, students have the choice to play ball or participate in tethered dog walks around
the school. During tethered dog walks, the dog is double tethered with two leashes on their harness.
The human member of the therapy dog team holds the second leash to ensure the safety of both
the dog and student. The presence of our dogs has had a very positive effect on our entire
community, including students, staff and families.
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Academic Performance
Academic Goal 1 Overview
Academic Goal 1 contains 3 separate “Looks” at academic performance with each Look utilizing
its own unique measures.
First Look: The “First Look - School Performance Gap Closure” outlines the following measures:
First Look – School Performance Gap Closure. The primary academic outcome Georgia
seeks from its local charter schools is that they increase their College and Career
Readiness Performance Index (CCRPI) score each year until they reach 100. The
performance standards that measure CCRPI progress include growth in CCRPI itself and
in its two major academic components, Content Mastery and Progress Score. Our “First
Look” at annual charter school performance is to see if the school has met the standard for
any of the following three CCRPI gap-closing measures. Meeting any one of these
standards constitutes having achieved Goal 1 for a given year
Figures 2 and 3, below, show PATH’s performance on this measure and the disaggregated Content
Mastery data available for 2021.
Figure 2. First Look - PATH CCRPI Performance Gap Closure Outcomes
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DeKalb PATH Academy
Figure 3. PATH 2021 CCRPI Content Mastery by Subject
PATH did not “Meet” for either of the data reporting years in either Measure 2 or Measure 3 in
the current charter term; however, PATH demonstrated significant progress on Measure 2 and
met in Middle school for Measure 3.
Mitigating Factors & Response to Pandemic Impact
As noted, data for Measure 1 is not available. Given the impact of pandemic-related data
limitations on state accountability systems, the U.S. Department of Education approved Georgia’s
modifications to CCRPI which include no Summative Ratings (no overall 0-100 CCRPI or Single
Score reported). Additionally, we are unable to report on summative Content Mastery or Progress
scores data for the 2020 and 2021 school years due to COVID’s disruption of the Georgia
Milestones and CCRPI data reporting. The U.S. Department of Education approved a waiver for
the state regarding accountability, school identification, and related reporting requirements for the
2020-2021 school year, pursuant to the authority in section 8401 of the Elementary and Secondary
Education Act of 1965 (ESEA).
PATH Academy recognizes the great academic losses incurred during the COVID-19 Pandemic.
Research finds that EL students particularly lacked sufficient access to educational services during
school closures; the complex learning challenges of this service group meant that nearly 40% of
ELs nationwide did not receive adequate support and services. ELs thus experienced greater
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DeKalb PATH Academy
learning lags during this period. 1 Two of PATH’s greatest innovations and strengths experienced
the largest negative impacts from COVID-19: teacher-authored curriculum and an engaging school
culture. PATH has instituted a targeted focus on repairing and reinforcing these features with the
goal of returning student achievement to pre-pandemic levels.
Teacher-Authored Curriculum – Recovery Strategy
During two periods of teacher turnover, pre- and post-Pandemic, tenured teachers took with them
long-held PATH curriculum. Staff transitions disproportionately affect PATH’s programming. As
an organization, PATH has historically struggled to memorialize old curriculum while quickly and
effectively training new teachers to adapt and author their own curriculum maps. In its previous
petition, PATH outlined two planning years designed to provide greater curriculum development
training and support. Both years (SY19-20 and SY21-22) were engulfed by the Pandemic. PATH
has instituted the interventions detailed below, the groundwork from which will show in the next
charter term.
● Administrative Support of Faculty: The administration has provided support by
maintaining a focus on one-on-one coaching for staff and offering personalized
professional development. Bi-weekly departmental meetings allow departments
extended time for collaborative planning.
● Refining PLC Work at the Department Level: Content departments meet bi-
weekly to use data to refine and support teacher-authored curricula, aiming to
positively impact both the bottom and top quartiles of the student body. Teachers
utilize their professional learning time to collaboratively plan and share curriculum
that included critical interventions and scaffolds for students in the bottom quartile,
1 https://files.eric.ed.gov/fulltext/ED624614.pdf
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as well as rigorous projects that challenged top quartile students to explore and
engage with content at and above grade level.
● Curricular Review: During the current term, the administrative team has regularly
reviewed and provided feedback on teacher-authored curricula in real time.
Teachers share unit plans and assessments with administration and their respective
departments every five to seven weeks. The administration reviews the curriculum
and facilitates the departmental review and refinement of content.
● New Teacher Induction/Support: Along with a new Teacher Orientation Week,
PATH has invested in a new teacher coach to support teachers in their first five
years of teaching. This support helps new teachers acclimate to teaching, learning,
and the school culture at PATH. New teachers also receive targeted assistance with
writing and customizing curriculum to meet their students' needs and align with
their unique teaching styles on curriculum development.
PATH Culture – Recovery Strategy
A dynamic, highly interpersonal school culture is a bedrock of PATH’s academic program. Online
learning stripped community practices and the student-teacher interaction vital for fostering
student achievement. To retain and reinstate PATH culture during and following the Pandemic,
PATH introduced an After-School Program; this program has extended the school day by one
hour for five weeks in the first and second semesters of the school year. In the current school year,
after offering three years of this intensive programming, PATH has transitioned to one week of
extended school days for the first eight months of the school year.
During extended school hours, teachers have implemented Restorative Circles. This program
creates smaller learning environments, allowing students to have greater access to teachers and
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DeKalb PATH Academy
greater opportunity for teachers to promote student social emotional skills, identify areas of student
needs, and build the relationships necessary for effective remediation efforts. PATH consistently
implemented this program throughout COVID, and especially while classes were conducted
virtually. This regular community-building time kept the PATH community strong and facilitated
the transition to in-person instruction. Extended days also create additional opportunities for ELL
students to engage in Instructional Conversations.
Additionally, PATH began implementing a House System in the 2023-2024 school year, which
further groups students into smaller learning environments. PATH’s House Leaders, Principal, and
Vice Principal have been trained in this innovative programming at the Ron Clark Academy. Each
house is composed of every child, teacher, and staff member in the school, which allows students
to socialize with one another across grades and with positive adult role models beyond just the
classroom setting. Regular contact with House peers and faculty promotes individualized student
growth and sustained mentorship throughout a student’s time at PATH.
Academic Improvement & Gains
CCRPI Content Mastery
Figure 4 demonstrates PATH’s gains in CCRPI Content Mastery, which indicates whether students
are achieving at the level necessary to be prepared for the next grade. From 2022 to 2023, PATH’s
Elementary score increased by 5.3 points while our middle school score increased by 0.3 points.
These positive trends indicate that our recovery strategy and remediation efforts have positively
impacted student growth towards pre-pandemic achievement levels.
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DeKalb PATH Academy
Figure 4. PATH 2023 CCRPI Content Mastery Increase
Additionally, PATH saw Content Mastery gains in the majority of content areas across grade
bands. For example, Figure 5 shows a 7.97 point increase in Elementary English Language Arts
scores and a 4.9 point increase in the Mathematics Content Mastery scores from 2022-2023.
Middle grade Mathematics scores also saw the greatest improvement with a 3.74 point increase
from 2022 to 2023.
Figure 5. PATH 2023 CCRPI Content Mastery Scores by Content Area
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Grade Band Performance
PATH’s academic data also shows student growth between elementary and middle grade bands.
The gap in student performance between grade bands is largely attributable to student achievement
levels upon enrollment at PATH. Elementary students transferring from other elementary schools
have often experienced poor instructional quality. Through the new Bridge to PATH Program,
PATH works quickly to acclimate students to its rigorous learning environment and supportive
school culture. This one-week 5th grade summer orientation program begins two weeks before the
school year and introduces students to their teachers, PATH processes, and school expectations.
PATH’s smaller class sizes (on average, 24 students per class), departmentalized elementary
classes, and small-group paraprofessional student groupings also facilitate early student growth.
These interventions contribute to student gains seen longitudinally.
In the 2023-2024 school year, PATH boasted a 97.3% retention rate; this school year marked a
95% retention rate. Attendance is also one of our school’s strengths. In the 2021-2022 and 2022-
2023 school years, attendance was 95.5% and 96.21%, respectively. PATH’s high retention and
attendance rates facilitate student growth over time, which becomes most evident in our middle
grade band scores. PATH middle grade students outperformed elementary students on CCRPI
Content Mastery by 9.8 points in 2021-2022 and 4.8 points in the 2022-2023 school year. While
the performance gap between grade bands is closing as elementary programming makes strides,
this performance gap indicates that students who stay within PATH’s ecosystem show great
academic improvement.
Further, PATH’s middle school programming prepares students for high school achievement. Due
to flexible grouping throughout the middle school experience, gifted and advanced students take
Coordinate Algebra and Physical Science in Middle School. This is a huge advantage for PATH
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DeKalb PATH Academy
students, who come from very low performing elementary schools. For students, this means that
they are already entering high school with an advantage when many of their peers are over age and
behind credits by the end of their high school careers.
ELA Performance
PATH is increasing the number of Distinguished Learners and reducing Beginning Learners.
The tables below show PATH Elementary ELA Milestones performance scores available for the
current charter term. These data particularly demonstrate student growth among vital target
populations: the percentage of Economically Disadvantaged students in the “Beginning Learner”
has decreased by 13.42 points and the percentage of ELL students in the “Beginning Learner” has
decreased by 8.82 points.
Figure 6. PATH CCRPI Content Mastery by Subgroup - Elementary English 2022
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DeKalb PATH Academy
Figure 7. PATH CCRPI Content Mastery by Subgroup - Elementary English 2023
Among middle grade bands, students also made gains in the Proficient and Distinguished Learner
categories according to Milestones results.
Figure 8. PATH CCRPI Content Mastery by Subgroup - Middle School English 2022
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Figure 9. PATH CCRPI Content Mastery by Subgroup - Middle School English 2023
ELA Remediation Efforts
As a part of its Continuous School Improvement Plan (CSIP), PATH has implemented ELA
remediation efforts. As outlined in Priority Area 1, PATH has implemented interventions designed
to improve student literacy across all content areas through differentiated English instruction and
cross-curricular reading instruction and practice. Differentiation efforts have included the purchase
of new instructional resources for daily instruction, the use of paraprofessional one-on-one and
group support, a targeted extended instruction program, and the deployment of the IXL program
in language arts for individualized practice and regular formative assessment and data collection.
ELA teachers meet biweekly as a Professional Learning Community to discuss and revise
curricula, review and analyze student data, share research-based strategies for reading and writing,
and work towards an annual department goal that is set during preplanning.
To engage students and families in these literacy efforts, PATH has instituted clubs each Friday
that expose students to both academic skills and College and Career Readiness. Regular school
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DeKalb PATH Academy
engagement nights, including school-wide literacy and language night for parents and students and
four Fall curriculum nights, build vital connections between parents and teachers that inform ELA
curriculum development and implementation. PATH’s Bilingual Liaison and written, verbal and
technological communication with parents in multiple languages provide additional access to the
curriculum, ensure engagement from each family, and increase buy-in and alignment that
facilitates at-home student growth.
As a part of cross-curricular reading instruction and practice efforts, PATH has utilized Nearpod
and Flocabulary software to deliver reading instruction. Cross-departmental content collaboration
and school-wide affinity group events integrate literacy skills across the curriculum and increase
student exposure to reading skills. To achieve these aims, Science and Social Studies teachers
partner with the ELA and ESOL department twice a semester to train and collaborate on
incorporating literacy and language development strategies into their curriculum. In addition to
professional development training, the Principal and Assistant Principal conduct biweekly or
monthly one-on-one coaching sessions with every teacher in the school to provide guidance on
requested topics. Departments meet monthly to discuss classroom-level data and progress towards
literacy goals, which the Principal ultimately reports to the Board.
Math Performance
When examining whole school data, there is work to be done in Mathematics. In 2021-2022, 78.8%
of our students were Beginning or Developing Learners; in 2022-2023, 77% fell in that range.
MAP data for 2023-2024 shows the least growth in 5th and 7th grades. Students in these grade
levels were in the 24th percentile for growth, which was a 9-point drop from the prior year.
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Figure 10. PATH Math MAP Data 2023-2024
Despite these realities, Elementary Math scores have also shown great positive movement from
the Beginning Learner to Developing Learner categories. Across all students, Beginning Learner
designations dropped 19.14% from 2021-2022, the majority of which moved to the Developing
Learner category. The percentage of Economically Disadvantaged students in the Beginning
Learner category decreased by 22.67 points and the percentage of ELL students in the Beginning
Learner has decreased by 15.57 points.
Figure 11. PATH CCRPI Content Mastery by Subgroup - Elementary Math 2022
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Figure 12. PATH CCRPI Content Mastery by Subgroup - Elementary Math 2023
Middle grade band CCRPI Content Mastery scores also made gains in Math from 2022 to 2023.
Beginning Learner designations dropped while combined Proficient and Distinguished Learners
increased.
Figure 13. PATH CCRPI Content Mastery by Subgroup - Middle School Math 2022
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Figure 14. PATH CCRPI Content Mastery by Subgroup - Middle School Math 2023
Math Remediation Efforts
Teacher turnover/retention post-Pandemic is closely tied to these results. Our 5th grade team lead,
who was largely responsible for introducing students to PATH culture, retired in the current charter
term. Additional math teacher turnover in the 3rd and 4th years of the charter term meant little
curricular continuity. 7th grade math similarly only retained the same math teacher for two
consecutive years. Unlike 5th and 7th grades, 8th grade has benefited from retaining the same math
teacher for the past 10 years, who has continuously delivered a refined self-authored curriculum.
The recovery strategies discussed previously continue to be instrumental in our Math remediation
efforts.
Additionally, as a part of its Continuous School Improvement Plan (CSIP), PATH has
implemented several math remediation efforts. As outlined in Priority Area 2, these interventions
are designed to improve math performance across all grade levels through differentiated math
instruction and assessment standardization across grade levels. In addition to curricular and
professional development initiatives, as outlined below, PATH has developed community events,
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including a Math Bowl and Family Math Night, to galvanize student and family engagement and
alignment with our math initiatives.
As a part of differentiation efforts, PATH has allocated daily paraprofessional support to 6th grade
students in math programming. This additional support provides one-on-one and small group
instruction to students underperforming in the content area. The IXL program in math provides
further individualized support through instructional practice and progress tracking for each
student. Constant formative assessments quickly and effectively identify student growth areas as
students progress. Additionally, 8th grade accelerated students receive instruction in both 8th and
9th grade curriculum, nurturing individualized growth and preparing students for high school
instruction. To implement these interventions with fidelity, the math department plans to attend at
least 2 math training sessions (1 per semester) related to their grade level to learn, share and
implement new strategies. PATH administration will conduct data workshops in August 2024,
January 2025 and March 2025 to analyze fall and winter MAP data trends; from these results,
departments will determine how they will differentiate for each learner.
Efforts to standardize math assessments across grade levels include adjustments to exams and
homework assignments to more closely resemble the Milestones Assessment and additional
teacher training to maximize online resource utilization. Improved collaboration efforts at every
level involve monthly departmental meetings to discuss data and goal setting based on the goals
of the CSIP, weekly grade-level meetings, and Principal-Board meetings to discuss data and goal
progression. Taken together, these efforts represent greater vertical and horizontal alignment in
math curriculum development and implementation.
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Second Look: The “Second Look – School District Comparisons” outlines the following
measures:
Second Look – School-District Comparisons. If a charter school does not achieve at least
one of the “First Look” School Performance Gap Closure standards, it may still satisfy
Goal 1 Academic Performance Standard requirements in a given year by achieving one of
the “Second Look” School-District Comparison standards. The secondary academic
outcome Georgia seeks from its local charter schools is that they do better than the district
schools to which their students would otherwise attend. Performance standards include
whether they exceeded the CCRPI single score of their district or of the schools to which
the charter school’s students would otherwise be zoned, or whether they exceeded CCRPI,
Content Mastery, or Progress in all grade bands of their district or of the schools to which
the charter school’s students would otherwise be zoned. Meeting any one of the following
Second Look standards constitutes having achieved Goal 1 for a given year.
Data for Measures 1 through 4 is not available. Given the impact of pandemic-related data
limitations on state accountability systems, the U.S. Department of Education approved Georgia’s
modifications to CCRPI which include no Summative Ratings (no overall 0-100 CCRPI or Single
Score reported). Additionally, we are unable to report on Content Mastery scores data for the 2020
and 2021 school years or progress scores for the 2021-2022 or the 2022-2023 school years due to
COVID’s disruption of the Georgia Milestones and CCRPI data reporting.
The charts below capture PATH’s performance on GADOE’s Accountability Report for Measure
5 and Measure 8. The comparison schools shown represent the district schools to which the charter
school’s students would otherwise be zoned; schools that would capture less than 3% of PATH
students are not shown.
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Figure 15. Second Look - Measure 5 PATH CCRPI Content Mastery School Comparison
Figure 16. Second Look – Measure 8 PATH CCRPI Progress School Comparison
Figure 15 shows PATH outpacing the Content Mastery scores of two thirds of its elementary
comparison schools in each data year. PATH also exceeded one half of the Content Mastery scores
of its middle grade comparison schools. Of particular note, the schools that PATH outperformed
represent 61% and 85% of where PATH students would otherwise attend elementary and middle
school, respectively. For the majority of PATH students – and the vast majority of PATH’s middle
school students, who represent 70% of the student body – PATH provides a better educational
opportunity than students would otherwise receive at their traditional local public school.
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As Figure 16 shows, PATH’s middle grade performance outpaced comparison CCRPI Progress
scores in the data year available. Conversely, while we can only report one year of Progress scores
in the charter term, PATH’s Elementary Progress scores clearly lagged behind other district
schools. As discussed above, achievement is rarely measurable in a student’s first year at PATH.
The largest percentage of PATH elementary students are drawn from the lowest performing
comparison school on this measure, John R. Lewis Elementary School. John R. Lewis reports a
100% economically disadvantaged student body with 88.6% of its student body designated as
English Learners. Students pulled from disparate and underperforming school environments often
take time to show growth at PATH.
Figures 17 and 18 below show district comparison outcomes for Content Mastery and Progress as
tracked by Measure 6 and Measure 7. The same pattern emerges in these less granular outcomes:
growth evidenced by improved outcomes in middle grade levels.
Figure 17. Second Look – Measure 6 PATH CCRPI Content Mastery District Comparison
Figure 18. Second Look – Measure 7 PATH CCRPI Progress District Comparison
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3) Describe the school’s current financial situation. In your description: Include an
explanation of financial results.
a) Detail any financial successes or struggles the school experienced during the
current charter term. Include any instances of fraudulent behavior or accusations of
fraudulent behavior by school staff, governing Board members, or anyone else
associated with the school.
b) Explain how the school will address any struggles discussed above as well as any
outstanding debts. Explain how the school will allocate any surplus funds.
Financial Performance
DeKalb PATH had an unqualified audit every year of its charter term for which data is available.
Audits were conducted by McKelvey and Russell, LLC and Bambo Sonaike CPA, LLC. Figure
19 below shows that PATH has met each financial standard in the measures and years for which
data is available in the current charter term. All audits received an un-modified opinion with no
material weaknesses or significant deficiencies identified. Year 1, Year 2 and Year 3 audits were
completed and submitted to GaDOE in a timely manner by November 1st. Year 4 (FY24) is on
track for submission prior to November 1st.
The budget for PATH is prepared by the Chief Financial Officer (CFO) and subsequently approved
by the Board following two public hearings. The budget is developed based on fixed recurring
costs, with additional consideration given to any variable costs that may fluctuate from year to
year.
Annually, PATH spends about 68% of its budget on student education including teacher salaries.
PATH spends approximately 5% on facilities costs through its arrangement with Oglethorpe
University and allocates approximately 17% of its budget to transportation, a critical service for
the families it serves. Transportation costs have risen during the current charter term, and PATH
secures these services through a contract with a third-party vendor (see Exhibit 17 for the
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transportation agreement). PATH plans to pursue transportation at a reduced cost through a
different vendor during the next charter term.
PATH operates with a lean administrative team, consisting of a Principal and an Assistant
Principal, to ensure comprehensive student services, support, and high-quality instruction. The
school maintains substantial days of cash on hand annually (average 305 days) due to a robust fund
balance, enabling it to meet short-term financial obligations and plan for long-term priorities
effectively and efficiently. PATH accurately projects enrollment each year, allowing for proper
budgeting, and maintains a debt-to-asset ratio between 4% and 9%. Throughout the first four
years of the charter term, PATH has adhered to Generally Accepted Government Accounting
Standards (GAGAS) and, as of year four of operations, has met all reporting requirements to the
Department.
Figure 19. PATH Financial Performance Outcomes
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Figure 20. PATH’s Economic Sustainability Metrics
Ending Fund
EOY Operating Ending Fund
Fiscal Year Balance as % of Notes
Income Balance
Expenses
2020-2021 (FY21) $275,933 $3,325,492 76% -
PPP loan
forgiveness,
2021-2022 (FY22) $928,069 $4,127,838 92%
reduction of lease
liability
2020–2023 (FY23) $273,718 $4,267,496 83% -
2023-2024 (FY24) $436,352 $4,561,057 66% -
Financial Struggles and Successes
PATH has not faced financial difficulties during the current charter term. PATH has consistently
maintained positive financial measures since its inception, largely due to its lean administrative
team and organizational efficiencies. The school leases its facility from Oglethorpe University for
an average of $139.538.18 per year, or $11,628.18 per month: a cost that supports long-term
financial viability.
Fraudulent Behavior
To date, there have been no instances of fraud at PATH. The school has implemented several
safeguards to prevent fraud, including:
1. Maintaining petty cash under $100;
2. Ensuring all checks are made payable to PATH Academy and deposited weekly;
3. Requiring dual signatures (from the principal, Board treasurer, or CFO) for checks over
$10,000;
4. Having mail opened by the operations manager or assistant principal before it is given to
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the CFO.
Mitigating Challenges /Managing Outstanding Debts
During the current charter term, PATH encountered no financial challenges, aside from
transportation costs. The pricing from the current vendor exceeded PATH's budgeted estimates.
Nevertheless, understanding the significance of transportation for our families, PATH successfully
provided this service by utilizing additional funds from reserves. The school does not have any
outstanding debts and maintains a robust reserve.
Allocation of Surplus Funds
Surplus funds are allocated to a high yield investment account, which produces additional income
for the school. The school also maintains adequate reserves with and average 289 days of cash on
hand.
4) Provide a brief overview of the school’s current governance structure. In your description,
you must include: Specific examples of decisions the governing Board has made on behalf
of the school;
a) Specific examples of decisions the school leader has made on behalf of the school;
b) How the governing Board holds the school leader, any charter partners
(ESP/CMO/EMO), and any independent contractors accountable; and
c) The governing Board’s training program for the current and proposed charter term.
Attach as Exhibit 6 a copy of the Board’s Governance Training Plan.
Governance Overview
DeKalb PATH’s governing Board exercises substantive control over the school’s finances,
operations, and academic program. As outlined in the charter contract, the duties of the governing
Board are to: (a) uphold the Charter school’s mission and vision, (b) set policy for the school, (c)
work collaboratively with school officials to ensure the school complies with the performance
goals established in the charter contract (d) ensure effective organizational planning, and (e) ensure
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the financial stability of the school. To achieve these directives, PATH’s Governing Board
exercises strong policy-making and oversight functions; through a strong relationship with
PATH’s school leader, the Board ensures proper implementation of Board policies and the
effective management of the school.
Principal Decisions
The relationship between PATH’s Governing Board and the Principal is vital to the success of the
organization. The school’s leadership team handles daily operations and policy implementation
while ensuring school operations and instructional delivery models are consistent with the charter
goals. The Principal is empowered to recommend personnel actions, curricular materials,
adjustments to policies, school improvement plans, and financial plans. School administration also
designs professional development programs for staff, makes recommendations to the Board
regarding instructional program allocations, and analyzes school data and tracks student progress
for the Board. The Principal makes all employment recommendations for ratification by the Board.
The role of the Board is to govern the school and hold the Principal accountable for the effective
management of the school. The Board does this through regular, formal collaboration with the
Principal to examine data and strategies, problem-solve, and identify resources for the school
leader. In accordance with State Board Rule 160-5-1.37, PATH implements the Teacher Keys
Effectiveness System (TKES) and the Leader Keys Effectiveness System (LKES) to evaluate the
effectiveness of the school leader and school staff. To maintain a culture of continuous
improvement, the Board conducts an annual evaluation of the Principal and the CFO using the
LKES process. One member of our Board members is credentialed in using LKES at all times.
This process holds the Principal accountable for goals in the areas of operations, finance, and
organizational effectiveness. Additionally, this evaluation allows for regular and specific feedback
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to be delivered to the Principal.
Figure 21. PATH Example Decisions
Category Board Leader
Finance The Board oversees the audit process The leader works closely with the
and selects the auditor. The Board Board to develop and recommend a
approves the final operating budget budget that allows her to implement
each fiscal year and ensures that the the program with fidelity while
budget hearing law is adhered to. increasing organizational
effectiveness.
Resource Allocation A few examples of Board approvals: The leader identifies areas of need
● Construction of a new and presents resource allocation
student Playscape requests to the Board. For example,
● Allocation of funds for a the leader identified that the current
new accessibility lift Playscape was unsafe, gathered
● Adjustment of teacher quotes for new instruction, and
salaries in the budget to proposed the project be earmarked at
equal the Dekalb County the Board meeting.
pay scale. This has allowed
PATH to attract and retain The leader created the Afterschool
top teachers for its staff Program to generate additional
school funds.
Personnel Each year, the Board ratifies all Each year, the leader makes
hiring decisions. The Board recommendations to hire, renew, or
discusses or deliberates upon the non-renew teacher contracts.
appointment, employment,
compensation, hiring, disciplinary
action or dismissal, or periodic
evaluation or rating of each public
officer or employee.
Curriculum & Instruction The Board approved the The leader developed and
development of new student implemented a refined Extended
programming, ensuring that they Day program, Restorative Circles,
align with PATH’s mission, vision, and a House System designed to
and the school’s essential and build school community, mitigate
innovative features. learning loss, and meet students’
unique social emotional needs.
School Improvement The Board reviews and approves The leader acquired and cultivated
school changes. For example, the several partnerships with local
Board voted to approve the new Path organizations:
Sponsorship Program to assist ● Amigos de la Comunidad
students with uniforms/jersey’s, (acquired with help from
school sports fees, and choral music Board member)
program via donations from ● The Bridge Between
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community and small business ● Free Coalition for Charter
owners. ● Path Sponsorship Program
School Operation Board approved the hiring of a new Leader manages the daily operation
CFO who reports directly to the of the school and implementation of
Finance Committee and the Board as Board decisions. See above
a whole. examples.
In the current charter term, the Board and Principal have collaborated to meet community needs
throughout the pandemic and make significant improvements to PATH’s programming and
operations. As noted above, the governing Board has utilized its governance and oversight
capabilities to further school growth. For example, the Board dedicated greater resources to staff
salaries, attracting and retaining greater talent in the classroom, and directed funds for a new
accessibility lift and safer playground equipment for students. PATH’s school leader has led
improvement efforts at the school level, particularly creating greater student engagement
opportunities. For example, the Principal collaborated with Ms. Simpson, PATH’s CFO, to
kickstart the Path Sponsorship Program. With the help of community businesses and charitable
individuals, this program generates funds for student events and trips.
The administration team’s insight at the school level, combined with the Governing Board’s
oversight and resource allocation abilities, have propelled PATH improvement efforts. Alignment
under the common mission to serve PATH’s unique population has made these joint efforts
successful.
Governance Structure
The Board’s ability to exercise the broad flexibility granted in the charter contract is directly linked
to the quality of the Board’s oversight and decision-making processes. The Board meets at least 7
times per year to ensure that board members receive regular updates from the school leader and
administrative team and can make timely governance decisions. Each Board member is required
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to regularly attend board meetings; PATH’s Board retains the ability to remove those not actively
engaging in governance duties. Board work is currently led by the Board Chair and Board Vice
Chair and supported by a Secretary and a Treasurer. Officers are elected on a yearly basis. PATH
does not engage with a EMO/CMO or other major contractor at this point, nor does it plan to.
While PATH’s governing Board has historically operated successfully as a committee of the
whole, it is currently transitioning to a committee structure. The three committees include: the
Academic Committee, Finance Committee, and Governance Committee. The committee structure
will allow for stronger and more detailed oversight into areas of finance, resource allocation,
personnel, curriculum, school improvement, and school operations. PATH’s Principal and
administrative leadership, being regularly responsive to such committees, are held to the highest
standard against the Governing Board’s strategic objectives. Additionally, the committee structure,
in combination with adherence to Open Meetings directives, allows for more transparent and
effective Board meetings.
Academic Committee
The Academic Committee is responsible for oversight of PATH’s academic achievement and for
the evaluation of PATH leadership. At least one member of this committee will be trained and
credentialed by the Georgia Board of Education to use the Leader Key Effectiveness System to
evaluate the school leader(s). The committee will also assist the school leader(s) in identifying
educational resources and grants to support teaching and learning.
Finance Committee
This committee will focus on budgeting, school spending, opportunities for additional income like
fundraising and grants, and long-range financial planning. Committee members will work closely
with the CEO and CFO. The treasurer will be the chair of the Finance Committee, which includes
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two other selected members. The Finance Committee will be responsible for developing and
reviewing fiscal procedures, fundraising plans, and the annual budget with staff and other board
members. The Board must approve the budget, and all expenditures must be within budget. Any
major change in the budget must be approved by the Board or the Executive Committee. Annual
reports will be required to be submitted to the Board showing income, expenditures, and pending
income. The financial records of the organization are public information and will also be made
available to the membership, board members, and the public.
Governance Committee
The purpose of the Governance Committee is to ensure that the Board fulfills its legal, ethical, and
functional responsibilities through adequate governance policy development, recruitment
strategies, training programs, monitoring of board activities, and evaluation of board members'
performance. This committee will particularly focus on board compliance with Georgia laws,
particularly the Open Meetings Act and Open Records Act. The Governance Committee will
ensure that the Board of Directors is able to govern the organization effectively through: creation
of governance policies and procedures; recruiting and nominating suitable board members;
providing orientation and training programs for board members, and evaluating the performance
of individual members and the board as a whole. The Governance Committee will ensure that the
board does not fall below the number of directors required by the bylaws and that any directors
appointed to the board understand and agree with the mission of the organization and the code of
ethics for directors.
Board Composition
PATH’s Board of Directors is currently composed of seven members, not including the Principal
who is an ex-officio member. The Board always consists of two parent representatives and one
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DeKalb PATH Academy
faculty representative. Members represent various fields of expertise, including legal, finance,
accounting, business, and education.
In adherence with Goal 6 of Appendix A of PATH’s charter contract, which outlines the school’s
accountability requirements, PATH successfully maintains a Governing Board reflective of the
socioeconomic diversity of its student community. It is PATH’s mission to provide a learning
environment supportive of local immigrant and refugee families, which are prevalent in our
attendance zones of Clarkston, Stone Mountain, Brookhaven, and Chamblee. Culturally
responsive instruction begins with a governing board personally attuned to the lived experiences
of the student body. As such, PATH’s Board recruitment and selection process is designed to pull
members from a diverse range of personal and professional experiences and racial and ethnic
backgrounds. Currently, 37.5% of our Board members identify as Latina, 25% of our Board
members identify as Black, and 37.5% of our Board members identify as White.
Figure 22. PATH Academy Governing Board Composition
Name Role/Title Term Start Date Board Role Start Identifies
Date
Bonnie Birrell Chair March 2021 March 2021 Female, White
Michelle O’Neil Vice Chair February 2024 February 2024 Female, White
Marvia Bright Secretary March 2021 March 2021 Female, Black
Tim Kalbas Voting March 2021 March 2021 Male, White
Member
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David Morgan Voting January 2024 January 2024 Male, Black
Member
Celenia Perdomo Voting February 2024 February 2024 Female, Latina
Member
Aceli Zenil Voting October 2017 October 2017 Female, Latina
Member
Crystal Felix-Clarke Ex-Officio August 2016 August 2016 Female, Latina
PATH’s Governing Board is subject to the Open and Public Meetings Act, O.C.G.A. § 50-14-1 et
seq, which requires maximum transparency and proper communication with the public about
scheduled meetings and Board actions. PATH has maintained Board information on its public
website. PATH posts the time, place, dates, and agenda of board meetings one week in advance
and a Summary of Action within two days of the meeting. Meeting minutes are published within
10 business days of board approval. Through streamlined publication processes and governance
training with GCSA, the PATH Governing Board has made a concerted effort to improve its
transparency and timely public posting of its meeting materials. The Board Chair is responsible
for providing the Agenda for publication. Board Secretary, Marvia Bright, shares a draft of the
Summary of Action and Meeting Minutes with the Board Chair, who sends it to the webmaster for
publication to the website.
The Board is also subject to the Georgia Open Records Act, O.C.G.A. § 50-18-70 et seq., and any
subsequent amendment thereof. As such, in addition to meeting agendas and minutes, the
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DeKalb PATH Academy
Governing Board maintains its adopted policies and budgets on its website for public inspection.
In adherence with its charter contract, the PATH Board must also conduct regular meetings
consistent with principles of transparency and the avoidance of conflicts of interest. The Governing
Board follows a strict conflict of interest policy and requires board members to disclose all
affiliations and sign a conflict-of-interest agreement annually. Before members can be voted onto
the Board, they must sign a PATH Academy Policy, which is based on the State’s model policy.
Additionally, the Governing Board follows a strict Code of Ethics, which is also based on the
State’s model policy. Board members must sign this Code of Ethics before they can be voted onto
the Board.
Governing Board Training Program
O.C.G.A. § 20-2-2072 and SBOE Rule 160-4-9-.06 require members of locally-approved charter
school governing boards to participate in nine hours of annual training conducted by a State Board
of Education (SBOE) approved provider. New governing board members must complete an
additional six hours of training. Topics covered in training for new and existing Board members
must conform to those defined by the Georgia Department of Education.
PATH Academy had successfully engaged with the Georgia Charter Schools Association and
21Cobalt to fulfill its governance training requirements, which are both SBOE-approved providers.
The PATH Governing Board annually adopts a training program, and the Board Chair oversees
this requirement. The Board Chair supports board members in completing annual training through
the following:
● Frequent check-ins and reminders
● Providing online training options through GCSA
● Facilitating GCSA Conference admission for Board members
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● Scheduling whole-group training through an SBOE-approved provider
● Investigating training providers for Spanish-speaking board members
During the current charter term, the PATH governing Board has received training in the following
topic areas to build a strong, diverse Board poised for succession and growth:
● Required Financial Best Practices and Whole group training
● Board Chair Training
● Open Records training
● Induction, Orientation, and Mentoring New Board Members
● Varied topics at the GCSA Conference
A copy of the Governing Board training program is included as Exhibit 6.
5) Describe how the school provides state- and federally-mandated services to students with
disabilities. Reciting the requirements of law and rule is insufficient. Your description
must include the school’s practices and procedures to:
a) Evaluate and identify students with disabilities;
b) Develop, review, and revise Individualized Education Programs (IEPs);
c) Integrate special education into the general education program;
d) Ensure that the school facility meets the requirements of other related laws
including the Americans with Disabilities Act (ADA) and Section 504;
e) Address student discipline;
f) Handle programming disputes involving parents;
g) Ensure confidentiality of special education records;
h) Purchase services from special education vendors or to contract with your local
district to provide a continuum of special education services and how this
arrangement will work; and
i) Secure technical assistance and training.
Special Education Overview
PATH Academy is committed to providing an education that meets the unique educational and
developmental needs of each student. In alignment with our mission, our special education services
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DeKalb PATH Academy
(SPED) ensure that special education students receive the same tools as their peers for pursuing a
life passion and enriching their communities. Most of PATH’s SPED students receive services in
a General Education setting, which promotes inclusivity. Our program pays particular attention to
our SPED/ESOL population. Currently, 7.3% of PATH’s population receives special education
services. Of our 197 active ESOL students, 13% also qualify for SPED services. To promote strong
educator collaboration in service delivery, each SPED teacher is dual-certified in a content area
and each content area teacher is dual-certified in ESOL. Extended time and classrooms with
multiple teachers facilitate comprehensive service delivery for each student. PATH adheres to all
federal special education laws and regulations, including the Americans with Disabilities Act
(ADA), Section 504 of the Rehabilitation Act of 1973, and the Individuals with Disabilities
Education Act (IDEA). Efforts to comply with these laws and regulations are detailed in the
sections below.
PATH’s special education staff includes a Lead Teacher for Special Education (LTSE), one special
education case manager, three certified special education teachers providing direct services to
students according to their IEPs, and dual-certified teachers in each grade. As part of the DeKalb
County School District, PATH utilizes the SPED services provided by the district. As a start-up
charter school, these services include an LTSE, who oversees our special education program. The
LTSE provides technical assistance to the special education teachers, regular teachers, and the
chair of the Student Success Team (SST) on a weekly basis. Additionally, PATH receives funding
for four special education teachers, one of whom serves as a case manager for all PATH special
education students. The case manager is responsible for coordinating services, communicating
with parents, and holding special education meetings. The remaining three special education
teachers, along with dual-certified special education teachers in each grade, are responsible for
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executing and delivering special education services.
This special education staffing structure ensures that special education teachers receive the support
they need while adapting and delivering curriculum to meet students’ needs. This structure also
surrounds special education students with layers of support designed to provide regular
opportunities for IEP adjustments and progress monitoring. Oversight of this unit by the Principal
creates clear accountability for the implementation of services and student growth. Additionally,
smaller class sizes, a smaller school environment, flexible grouping, and a data-driven practice
allow teachers and staff members to accurately identify students who lag behind their peers in
different subject areas. Teachers also work as a team to implement the Response to Interventions
(RTI) process in their teaching.
Identification of Students for Special Education Services
Child Find mandates, as described in 34 C.F.R. § 300.111 and Georgia Rule 160-4-7-.03, require
LEAs to implement policies and procedures designed to identify, locate, and evaluate all students
within their jurisdiction suspected of having disabilities. Section 504 regulations require that LEAs
provide a “free appropriate education” (FAPE) to such students, regardless of the nature or severity
of the disability. PATH prioritizes the early identification of students with disabilities and
implements comprehensive procedures to identify student needs and develop IEPs tailored to
student needs.
PATH Academy does not discriminate against students with disabilities during the admission
process and/or other aspects of school operations. PATH follows GADOE’s “Response to
Intervention (RTI): Student Interventions” guidelines to identify and place students in the Special
Education Program. The following timeline is usually implemented:
Tier 1: Four to 6 weeks of Standards Based Instruction —GPS, differentiation, grouping,
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benchmarks.
Tier 2: Six weeks of Individual Needs Based Instruction—supplemental instruction with
evidence-based interventions, monthly/bimonthly progress monitoring in deficit area
Identify the Problem
a. Assess why the problem is occurring
b. Select an intervention
c. Select a desired goal
d. Document progress using RTI forms at least 1 time weekly
e. Conduct at least 2 parent conferences to discuss concerns and progress
f. Consult with SST chair to request SST
If a student fails to make academic progress after Tier 1 and 2 interventions, the student will be
referred to the SST chair as part of the Tier 3 interventions. The SST chair starts an SST process
for the student. When the student goes through the SST process in Tier 3 and fails to make adequate
academic progress, the student will be referred to special education evaluation (Tier 4).
During the special education evaluation, the student will be evaluated by a psychologist or
evaluator(s) from DCSD. In accordance with Section 504, the parents or guardians will be given
the general information containing a general description of the types of psychological evaluation.
The psychologist or evaluator(s) will choose specific tests that are thought to be best for the
student’s age, grade, and physical growth. Parents will be given specific information on the tests
used at the time the results are reviewed and at special education Individualized Education Program
(IEP)/Placement meetings. Before testing can begin, parents must sign a parental consent to
evaluation. Once this document is signed, the District has 60 days to evaluate the child for special
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education. The student is always assessed in all areas of suspected disability.
Development, Review, and Revision of IEPs
PATH adheres to the IDEA in ensuring that each student receives individualized special education
services and related services tailored to the unique needs of the child. Once the school district’s
psychologist conducts the special education evaluation, the school SST team along with the parent,
school psychologist, general education, and special education teacher conduct an IEP eligibility
meeting. At this meeting, the team determines whether the student qualifies for special education
services. A district level special education employee is always invited to these meetings.
If the student is placed in the special education program, the student will receive the services
according to his/her IEP, as developed by the IEP team. Incoming students with an IEP will receive
their service according to their IEP as well. In accordance with the IDEA, each student’s IEP will
be reviewed and updated annually (or more if necessary) so that the student will receive the most
appropriate and effective interventions and support he/she needs. At least once every three years a
re-evaluation meeting is held to determine if continuation of Special Education Services is
required.
Integration of Special Education into the General Education Program / Revisions to IEPs
In its SPED program delivery, PATH is committed to providing special education students the
Least Restrictive Environment (LRE). To achieve this, the Special Education Program at PATH
Academy emphasizes co-teaching and inclusion models that provide appropriate intervention and
support to the student in the content areas in the general education classroom. Special education
students also receive extra tutorial services during the after-school tutorial program and Saturday
School Program. Special education and regular education teachers monitor the students’ academic
progress closely through weekly and unit assessments. They meet weekly to discuss methods and
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materials that they can use to improve students’ academic progress.
On a quarterly basis, the teachers discuss the academic progress of each student to see whether the
student meets the goals set forth in his/her IEP. If the student does not meet his/her goals, a more
comprehensive plan of modification and intervention will be established. If the student meets or
exceeds his/her goals, new goals may be added. At the end of the school year, academic progress
of each student is evaluated and compared with that of his/her peers in a regular education program.
This helps the teachers to revisit the delivery of the materials and the curriculum. Teachers might
find that adjustments must be made to meet the needs of the students in the special education
program.
The following arrangements for special education services are also implemented by DCSD:
● Itinerant services for students with speech/language disorders, as identified in their IEP,
shall be provided by the DeKalb County Department of Support Services.
● Students whose IEP list services in the areas of vision impaired, legally blind, deaf/hard of
hearing (hearing impaired), or orthopedically impaired may receive services from an
itinerant teacher of Students with Visual Impairments (TVI)
PATH participates in special education training through the district. As additional training needs
are identified PATH works with the LTSE collaboratively to identify the correct training
opportunity through the district.
Facility Compliance with ADA and Section 504
PATH Academy’s facility complies with all federal regulations pertaining to Section 504 of the
Rehabilitation Act of 1973, as well as the Americans with Disabilities Act (ADA). According to
Section 504, the school facility cannot be a barrier to students with disabilities accessing
programming available at the school. All necessary adjustments and/or modifications have been
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made to meet all the needs as specified and required by Section 504 and ADA requirements. The
PATH facility has ADA compliant restrooms as well as accessibility at the main and side entrances
to the building.
Discipline for Special Education Students
PATH Academy is required to follow DeKalb County School District’s Student Code of Conduct.
This policy and the resulting procedures ensure that all students, regardless of disability status, are
afforded due process in discipline matters. As such, students with special needs are not exempt
from disciplinary actions should infractions arise that merit such consequences. School personnel
may remove (suspend) a student with a disability from school if he/she violates the Code of
Conduct. Should a suspension of more than 10 days or more be recommended by staff, the student
is entitled to a Manifestation Determination Hearing. This hearing must be held within 10 days of
the suspension. The 10 days of suspension are cumulative over the course of the school year.
During the hearing, the student’s IEP team reviews all relevant information, including the IEP. In
addition to determining the connection between the infraction and the disability, the hearing also
serves to determine whether or not the services provided for in the IEP are fully implemented. If
the behavior is determined to be a manifestation of the student’s disability, a functional behavioral
assessment must be conducted and a behavior intervention plan is either developed or revised
according to the student’s needs. In this case, the student immediately returns to school. In the
event that the infraction is not a manifestation of the student’s disability, the student will be
referred to a disciplinary tribunal in accordance with the code of conduct and the student’s due
process rights. In this case, the disciplinary tribunal may determine additional consequences
including expulsion from the school.
Resolving Disputes Involving Parents
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While PATH encourages a culture of partnership with parents throughout the special education
process, conflicts may arise between the school and parents. To resolve conflict, PATH Academy
complies with all provisions under the Individuals with Disabilities Education Act (IDEA). IDEA
procedures allow formal and informal methods for resolving issues that arise. PATH’s first course
of action, the informal approach, may involve conducting an IEP meeting to discuss and revise the
student’s IEP. Parents are entitled to receive a copy of the Parent's Rights Under the Individuals
with Disabilities Education Act before each meeting regarding their child’s IEP.
IDEA provides three more formal ways to help parents and school systems resolve disagreements:
mediation, formal complaints, and due process hearings.
Mediation
Parents have the right to ask for mediation if they disagree with the IEP and/or any related services.
GaDOE will select a neutral third-party mediator at random. Mediation is free to both the parent
and the school system. Either party can bring a lawyer or advisor to the table. All discussions
during mediation are private. If the parties reach an agreement during mediation, the parties must
sign a binding agreement in writing that can be enforced by a court of law.
Complaints
A parent or any citizen may file a formal complaint with the GaDOE if he or she believes the
school system violated the IDEA. The formal complaint must state how PATH violated the
requirements of the IDEA, with accompanying supporting documents and must be signed by the
complainant. The violation in question must have happened less than one year before the date the
complaint is filed. The school must provide a signed and written response to GADOE and the
complainant. The parties may also mutually agree to resolve formal complaints through mediation
instead. GADOE will provide a decision within 60 days and their decision is final and cannot be
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appealed.
Due Process Hearing
Either a parent, school, or school system may ask for a due process hearing related to the student’s
identification, evaluation, educational placement, or receiving a free appropriate public education
(FAPE). The school system must give parents a list of any free or low-cost legal services at the
start of a due-process hearing. There is a statute of limitations dating back to two years when the
parent knew (or should have known) about the complaint. However, the two-year time limit does
not apply if the school incorrectly informed the parent that the problem was resolved and/or the
school failed to properly inform the parent.
Confidentiality of Records
PATH Academy complies with all applicable federal and state privacy laws pertaining to students
with disabilities’ educational records, including FERPA and IDEA. Under IDEA provisions,
parents have the right to keep their SPED student’s records private. To achieve this aim, and to
meet FERPA requirements, PATH institutes the following procedures:
1. Housing all SPED scholar’s records in a locked, fireproof file cabinet, behind a locked
door, in the SPED wing of the library of the school. PATH keeps a record of each individual
who accesses these records. The school maintains a list of people who have access to
records with personally identifiable information.
2. Only school employees or contractors for school services currently involved with the child
receiving special education services may see the student’s records. Likewise,
confidentiality applies to discussions about students and student’s records.
3. Ensuring that any correspondence, electronic or otherwise, referencing a specific scholar
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includes the student’s first name, last initial, and/or student identification number required.
Electronic documents are also password-protected.
4. Staff who have reason to interact with student records receive annual training on
confidentiality requirements. PATH administrators have also completed required training
on student records management.
Service Providers
PATH special education staff members attend all required DCSD training regarding services and
procedures under IDEA and Section 504. The school commits to staffing special education
positions with fully certified teachers who are certified in special education. DCSD provides
technical assistance in their role as authorizer and LEA by providing guidance, support, and
oversight as needed.
6) Describe how the charter school provides state- and federally-mandated services for
English Learners (ELs). Reciting the requirements of law and rule is insufficient. Your
description must include the diagnostic methods or instruments that are used to identify
and assess those students, as well as the instructional program that is provided to ELs.
English Learner Overview
As part of PATH Academy’s target population, English Language Learners (ELLs) are at the heart
of our mission. In the current school year, 53.5% of students receive English to Speakers of Other
Languages (ESOL) services. As a result, ESOL plays a major role in our educational program.
PATH Academy adheres to State Board Rule 160-4-5-.02 when identifying, placing, instructing,
and assessing English Language Learners (ELLs).
Identification of English Learners
In identifying ELLs, PATH complies with Georgia Department of Education Guidelines,
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which require administration of the Home Language Survey and, if applicable, the
administration of the WIDA Screener. Upon enrollment to PATH Academy, students are
identified as eligible for ESOL instruction through their permanent record file from a Georgia
school system or through the Home Language Survey. All students whose parents have
indicated that a language other than English is spoken at home or by the student take an
English language proficiency test to determine eligibility for the English to Speakers of Other
Languages (ESOL) program. These scholars are assessed with the age-appropriate WIDA
Screener, which assesses language proficiency in four domains: listening, speaking, reading,
and writing.
Students qualifying for services are then placed in our ESOL program. PATH notifies parents
of student qualification for ESOL services via letter, provided in the parent or guardians’
home language. PATH follows DCSD protocol for families choosing to opt-out of direct
ESOL services, at which time parents are sent a Parental Waiver of Direct ESOL Services.
PATH administers the ACCESS for ELLs test annually to ESOL students within the district's
designated testing window to measure progress. Students who achieve the necessary passing
score on the ACCESS assessment, as determined yearly by DCSD, become listed as EL-
Monitored, ready to exit ESOL language program services. Following exit from the program,
students are monitored for at least two years to ensure they receive ongoing support as they
continue to work toward grade-level academic language performance and adapt academically,
socially, and psychologically in the regular classroom. ELL students continue to receive support
for their learning through flexible grouping that explicitly addresses their learning needs. They
are monitored by their core subject teachers and the ESOL team to ensure sustained growth.
Although PATH utilizes the DSCD yearly determined ACCESS score as the exit criteria for
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ESOL, there is also the opportunity for students to be re-classified as EL-Monitored using
DSCD's additional criteria for exit. This criteria involves considering all students who meet all
the following reclassification criteria: Overall Composite Proficiency Level of 4.3 to 4.9;
Literacy Score of 4.3 or above; and Comprehension Score of 4.3 or above.
The ESOL department chair and classroom teachers meet to determine whether students in this
category should be exited from the ESOL Program. This process includes examination
of ACCESS Scores, which measure English language proficiency, MAP scores, which assess
academic growth, and GMAS Scores, which evaluate academic achievement. Parents are also
included in this process to make sure that they understand the committee’s recommendation and
that they are comfortable with the decision
Services for English Learners
PATH’s ESOL program structure contains three primary components: one designated full-time
ESOL Coordinator, at least one ESOL teacher per grade, and content-area teachers trained in ELL
instruction. In accordance with State Board Rule 160-4-5-0.2, the ESOL Coordinator and grade-
level ESOL teachers hold the necessary ESOL certification from the Georgia
Professional Standards Commission. PATH provides regular training to content-area teachers
in methods and strategies for accommodation of lessons for ELLs. Over 70% of our teachers
have been trained in Instructional Conversations pedagogy through courses at UGA. PATH’s
administration also has vast related experience, which aids in the effective implementation and
oversight of our ESOL program.
PATH’s ESOL program employs a Sheltered Content instructional model supported by co-
teaching instruction; ESOL students receive academic language and content instruction in a
classroom composed only of ELLs. In each grade level, EL students are grouped by modality into
a single class accompanied by an ESOL teacher. Placement of EL students by modality provides
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meaningful access to ability-appropriate core content; ESOL students have equal access to
PATH’s rigorous academic program and are able to work towards grade-level standards while
attaining English language proficiency.
For core content classes, content area teachers trained in ESOL practices provide accommodation
through modified and scaffolded lessons. For example, teachers may pre-teach vocabulary,
provide background knowledge, use a high number of visual aids, review frequently, and employ
a host of other research-based strategies for making content comprehensible to EL students. The
curriculum for core content courses is based on the state-adopted WIDA and is aligned with the
Georgia State Standards of Excellence. Small-group instruction and pull-out groups for some ELA
classes facilitate close content delivery.
ESOL classes focus on building social and academic English language skills in the four domains
of reading, writing, listening, and speaking. Students’ progress is monitored throughout the year
to ensure that EL students have the tools they need to excel in PATH’s rigorous academic
curriculum. In addition to ACCESS, the MAP assessment data along with student work is regularly
reviewed to determine progress and appropriate flexible group placement.
7) Provide the number and percentage of students receiving In-School Suspensions, Out-of-
School Suspensions, or Expulsions during the current charter term (e.g., the past 5 years).
How does this discipline and dismissal data compare to the Office of Civil Rights data?
At the time of DeKalb PATH’s charter renewal petition, data obtained from the Office of Civil
Rights reflected its most recent data year as 2020. While Figure 23 details this data, for comparison
purposes, we have also included relevant discipline data for every year of PATH’s current charter
term (excluding the current school year). This updated data was retrieved from the Governor’s
Office of Student Achievement K-12 Dashboard and it summarizes PATH’s discipline data over
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the current charter term in comparison to discipline data from the DeKalb County School District
as well as the state of Georgia.
Figure 23. 2020 OCR Discipline Data
Figure 24. 2020 State, District, School Discipline Data Comparison
Figure 25. 2021 State, District, School Discipline Data Comparison
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Figure 26. 2022 State, District, School Discipline Data Comparison
Figure 27. 2023 State, District, School Discipline Data Comparison
PATH Discipline Data
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PATH has demonstrated a history of low rates of disciplinary action. In the past four years of
PATH’s current charter contract, the school has had zero instances of expulsion and markedly
lower rates of out-of-school suspensions than the state and DeKalb County School district as a
whole. In three of the past four school years, PATH had a lower rate of out-of-school suspensions
than the state or DCSD; PATH had a lower rate of out-of-school suspensions than the state for all
four years. PATH is committed to keeping students within a continuous learning and support
environment, which begins by making every effort to keep students within school walls.
Additionally, PATH’s equitable disciplinary measures have ensured that no racial/ethnic group
receives disproportionate disciplinary action. Our discipline rates, as disaggregated by
racial/ethnic group, are not significantly different from our student demographics. In particular,
PATH out-performs state-level discipline disparities among the Black/African American student
population, which is known to experience disproportionate levels of teacher surveillance and
punishment in school environments.
DeKalb PATH Discipline Policies
Charter schools are bound by both state and federal due process requirements; DeKalb PATH is
committed to upholding the due process of student rights during the disciplinary process. As a
DCSD charter school, DeKalb PATH follows DeKalb County School District’s Student Code of
Conduct, which provides a framework for taking a nuanced approach to understanding student
behavior, methods for promoting positive student behavior, and implementing fair and discipline
consequences when needed. The DeKalb County Code of Conduct ensures that all discipline
processes equitably serve the best interests of PATH’s student body. Discipline processes are
standardized across the school and all staff are trained on best disciplinary practices.
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In addition to discipline policy and procedure, PATH creates a learning environment designed to
teach strong social-emotional learning and conflict resolution designed to prevent the need for
disciplinary action. In alignment with DCSD’s Character Education Initiative, DeKalb PATH
maintains a school environment designed to develop the whole child. This means promoting
character development through curriculum, engaging the whole community in the development of
the child’s moral character, and fostering a safe learning environment.
DeKalb PATH’s Approach to Discipline
PATH Academy adheres to General Education Multi-Tiered Systems of Support (MTSS), as
required by Georgia schools for the continuous school improvement process. This data-driven,
multi-level prevention system is designed to meet the needs of the whole child. With an emphasis
on the academic and behavioral needs of each student, teachers, administrators, and school
leadership can provide a continuum of support for a diverse student population. To support tiered
interventions, PATH conducts ongoing data monitoring to understand programmatic impacts and
inform disciplinary decision-making. Progressive discipline is designed to simultaneously
dissuade poor conduct, incentivize good conduct, and provide support services to students in a
proactive manner.
Additionally, DeKalb PATH implements the Positive Behavioral Interventions and Supports
(PBIS) framework, as outlined in the DeKalb County Code of Conduct. PATH’s approach focuses
on establishing and reinforcing clear behavioral expectations, providing consistent consequences,
and using data-driven decision-making to support students' social, emotional, and academic
success. PBIS’s collaborative efforts, combined with data-driven and culturally responsive
decision-making, allows for strong prevention of negative behaviors.
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Finally, PATH implements Restorative Practices as designed by the DeKalb County School
District. PATH contracts with Restore More for staff training in restorative practices, teacher
wellness, and social-emotional learning. The International Institute of Restorative Practices
defines restorative practices as “social science that studies how to build social capital and achieve
social decision making.” Rather than simply punishing the student in violation of proper school
conduct, restorative practices aim to leverage community-building and conflict management to
create stronger and more productively positive school communities.
As a part of these practices, students and teachers regularly engage in Restorative Circles. Teachers
meet regularly in this format to practice wellness and maintain consistent inter-staff
communication. Students meet in this format during Mindful Mondays, which feature the same
teacher for the entire year. Beyond regularly fostering social-emotional skills, PATH utilizes
Restorative Circles for mediation. This victim-sensitive tool emphasizes dialogue and allows
students to practice harm reduction and relationship repair. Restorative conferences vitally prepare
students for future moments of tension and create roadmaps to prevent further wrongdoing.
8) Describe in detail how the charter school’s students, governing Board, faculty, and staff
reflect the sociodemographic diversity of the community served by the charter school. If
the charter school does not reflect the community’s diversity in one or more areas of the
areas listed above, provide a comprehensive plan to address this need for diversity.
Included in such a plan could be, for example, the use of targeted recruitment or the use of
a weighted lottery to provide an increased chance of admission for educationally
disadvantaged students pursuant to O.C.G.A. § 20-2-2066(a)(1) and State Board Rule 160-
4-9-.05(2)(g).
PATH serves a very diverse student body. During our 2022-2023 school year, 9% of our students
were African American, 85% were Hispanic, and 5% were Asian or Pacific Islanders. 97% of our
students were economically disadvantaged, 51.4% qualified for ESOL, and 7.3% qualified for
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SPED. These numbers are consistent from year to year. Our diversity is representative of the
communities that we serve, which are Clarkston, Stone Mountain, Brookhaven, and Chamblee.
Clarkston is often described as the most diverse square mile in the U.S. thanks to decades of
welcoming refugees.
PATH is committed to making its educational program accessible to its attendance zone through
a random lottery process. Through community outreach efforts and a strong reputation among
community members, PATH has maintained a student population representative of its surrounding
communities.
Our diverse faculty, staff, leadership, and board team are necessary for understanding and meeting
the needs of our student population. Figure 28 shows the racial demographics of our student and
staff populations in the 2022-2023 school year. The majority (65.2%) of our staff, including
administration, teachers, and personnel support, are people of color. Our school leadership team is
entirely comprised of people of color. Our school leader is fluent in Spanish, which helps to ensure
that the student and family needs of our Hispanic and ESOL populations are properly met.
Similarly, 30% of our teacher population speak Spanish.
Figure 28. PATH Student and Staff Racial Demographics
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PATH’s Governing Board is similarly diverse and represents broad socio-economic and racial
backgrounds. It is vital that PATH’s governing body has a deep and nuanced understanding of the
school community’s cultural backgrounds based in personal experience. Our Board is deeply
rooted in our surrounding community and represents various professional backgrounds, including
community and school choice advocacy, education, and finance. In the current school year, 37.5%
of our Governing Board is Latino and 25% of our board is Black. Additionally, half of our Board
members speak Spanish fluently. In ensuring that 2 members of our Board are parents, PATH also
deliberately seeks to create a Board directly representative of the student population. The following
figure details the Board’s current gender and racial composition.
Figure 29. PATH Governing Board Composition
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PATH School Board Composition
Name Role/Title Gender Racial Title, Organization
Identification
Bonnie Birrell Chair Female White Teacher, Dunwoody Elementary
School
Michelle O’Neil Vice Chair Female White PATH Parent; Doraville Police
Officer
Marvia Bright Secretary Female Black Education Administrator
Tim Kalbas Voting Member Male White Chief Sales Officer, Domino Data
Lab; School Choice Advocate
David Morgan Voting Member Male Black Educator; Advocate with the
Freedom Coalition for Charter
Schools
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Celenia Perdomo Voting Member Female Latina PATH Parent; Facilities
Manager, Shallowford
Presbyterian Church
Aceli Zenil Voting Member Female Latina PATH Parent; Community
Advocate of 20 Years: Founder of
Friends of Buford Highway and
Amigos de la Comunidad
Georgia
Crystal Felix-Clarke Ex-Officio Female Latina PATH CEO
Finally, PATH boasts a high male teacher population with exceptional staying power: 28% of our
teachers are male. The Governor’s Office of Student Achievement reports that men make up only
roughly 30% of the teacher workforce statewide. 2 This creates a unique strength in our school
community as male students have consistent representation and mentorship among school staff.
PATH also benefits from former students serving as teachers and former PATH parents serving
on our Wellness Team. Direct representation from the community helps to drive our high student
engagement.
PATH will continue to prioritize diversity in its Board and staff recruitment, hiring, and
professional development practices. Staff breadth and depth of personal cultural and experiential
knowledge drives our ability to connect with every student and meet their unique educational and
socio-emotional needs.
2https://gosa.georgia.gov/document/document/2021-teacher-leader-workforce-reportfinal-
051222pdf/download
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9) Describe in detail any difficulties faced during the charter term that were not already
addressed above, how the school dealt with such difficulties, and if they remain an issue
for the school. Also explain how the school plans to avoid these difficulties during the
upcoming charter renewal term.
Academics
As described above, PATH experienced specific academic challenges during the charter term,
including learning loss following the COVID-19 Pandemic, curriculum continuity, and challenges
with student literacy and math achievement. Efforts to address these challenges are described in
Question 2.
In addition to these challenges, PATH has faced difficulties in successfully testing ELL students
out of the ESOL program. Significantly, PATH’s ESOL population increased from 28% in SY
2019-2020 to an average of 48% in the following 4 years. In tracking a group of 5th-grade students’
overall scores over three years, ACCESS data showed the majority of students remaining in the
“Developing” proficiency level. Few students grew beyond the “Expanding” proficiency level in
this period at PATH.
Figure 30. PATH ESOL Cohort Proficiency 2021-2024
PATH has set forth a goal to test at least 15% of its ESOL students out of the program in the
current 2024-2025 school year. To reach this goal, PATH has transitioned from grade-level to
composite EL groupings designed to better match student abilities. These groupings target student
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ESOL needs by proficiency level and small groupings by modality provide stronger emphasis on
the reading, writing, listening, and speaking skills necessary for individual EL advancement.
As a part of PATH’s literacy efforts, PATH has provided stronger ESOL professional development
for non-ESOL staff; teacher-developed strategies then assist students in reading, writing and
speaking about core content area curriculum. In training all teachers on common strategies to serve
English Learners, regardless of their classroom population, ELL students feel better supported and
more welcome in the school environment. Support and consistent curriculum delivery allows
students to take more risks in class and make academic gains. PATH has also instituted cross-
departmental collaboration efforts designed to incorporate literacy and language development
strategies into the Science and Social Studies curriculum.
PATH has recently implemented Instructional Conversations: an ELL Literacy pedagogy
developed by the Center for Latino Achievement and Success in Education at the University of
Georgia. Over 70% of PATH’s staff has been trained in Instructional Conversations at UGA.
Instructional Conversation is a collaborative learning model that meets the needs of linguistically-
diverse classrooms through conversation-based, small-group instruction. In learning through
conversations, students engage more closely and consistently with learning objectives.
A study conducted by UGA finds that ELL students that engaged with the Instructional
Conversation pedagogy improved reading standardized test scores 14% above ELL control group
peers. 3 Improvement in reading ability for ELL students is generally understood to positively affect
performance in other content areas. While this intervention has already shown promising anecdotal
outcomes, its full effect is likely to show in the next few school years because teacher training has
3 https://ugaclase-pd.com/our-research#ICs
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taken place over two years in cohort groupings. While ESOL data for the current term raises
concern, we expect future gains from long-term interventions.
Outside of the classroom, a Parent Liaison assists teachers in communicating with parents about
their children's literacy skills by scheduling parent conferences and providing translation in both
oral and written format to support literacy at home. Monthly “Cafecito” events conducted in both
English and Spanish allow parents to provide input and ask questions about school policy and
practice, which further facilitates literacy progress at home.
Lastly, these challenges were further compounded by an increase in teacher turnover. Beginning
in the SY 2020-2021, PATH faced significant turnover, particularly among teachers with ESOL
endorsements and training. In response, PATH took proactive measures to document and preserve
the curriculum, ensuring that key knowledge remained intact despite staff changes. Additionally,
PATH leadership revisited and refined hiring practices to better align with the school culture and
experience.
Governance
In the current charter term, the PATH governing Board struggled with board leadership retention
and continuity. In the recent past, PATH has experienced two periods of dramatic board turnover,
once during the 2019-2020 school year and another during the 2021-2022 school year. In both
cases, PATH welcomed new Board Chairs. The first Chair transition, which occurred due to
retirement, was eased with transition support by Elisa Falco at GCSA. The second transition, which
occurred due to unexpected health issues, suffered from a lack of transition planning and
infrastructure.
Leadership transitional issues were exacerbated by sudden board resignations, which reduced
board membership to three. While the inciting grievance issue that led to the resignations was
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properly handled and resolved, this board member shortage caused two primary problems: a
reduced capacity to serve and challenges managing board leadership succession and transition.
Efforts to address the latter are detailed in Question 10. PATH worked carefully to balance
recruitment and growth designed to increase capacity with deliberate alignment with PATH’s
mission and vision. Thanks to concerted recruitment efforts, the Board increased membership to
seven in January of 2024.
PROPOSED CHANGES
10) If the answers given above to questions 1 - 9 reflect a change to any of the following, please
provide the rationale for the change:
School Climate and Culture Changes
PATH has, and plans to continue to, improve its school climate and culture by providing students
with targeted social emotional support and utilizing intervention and prevention supports for
students designated as off-track as determined by grades, attendance and behavioral referrals.
Through these interventions, PATH can provide more robust wraparound services designed to
ensure both the academic and emotional wellbeing of its student body.
Targeted social emotional supports include Restorative Circles and Instructional Conversations,
as detailed previously, and participation in the Breathe for Change Program, which promotes
student mindfulness. These interventions and program partnerships center restorative practices;
these practices can successfully mitigate disruptive student behavior and identify underlying
emotional difficulties preventing student growth.
Additional intervention and prevention support will track student attendance, behavior, and
academic performance to identify students in need of additional support. PATH’s Principal,
Assistant Principal, and counselor will identify these students and collaborate with the MTSS
Coordinator to provide students with support in the continuation of services on the tiered level of
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support. PATH will also provide incentives on a monthly basis for all students who are meeting
goals for attendance, behavior performance, and academic performance. This system uses a
holistic approach to student success and wellbeing.
To engage the wider school community in this initiative, PATH will develop Parent/Guardian
Sessions/Workshops, professional development opportunities, and staff training focused on
supporting students with social and emotional needs aligned with navigating middle school
challenges. PATH will also continue to improve its Parent Center, which integrates translation
services and incorporates feedback and engagement from all student families.
Operational Changes
Strategic Planning
In its new charter term, PATH will develop a strategic plan designed to identify areas of academic,
operational, and financial improvement and to develop strategies and actions plans aligned with
PATH’s vision and mission. Through engagement of the PATH governing Board, school
administration, and PATH staff, this process will first involve robust data and stakeholder input
gathering to identify areas of growth and improvement. With this information, PATH leadership
will solidify a vision and mission for the future designed to cement organizational longevity.
Strategies and action plans created to achieve these goals will utilize PATH’s resources,
collaborative implementation methods, and tools and metrics for monitoring and evaluating
progress.
Beyond improving PATH’s performance in the coming term, the strategic plan will create a
common language and direction for PATH stakeholders. Engaging the PATH community in
developing and implementing our goals will encourage a culture of shared values and direction
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while ensuring alignment in implementation between board leadership, school leadership and
administration, and school staff.
Governance Changes
Board Succession Planning
PATH’s Governing Board is responsible for ensuring that the Board is prepared to guide the school
through times of planned and unplanned leadership transition. In the current charter term, PATH
experienced one instance of board member turnover, which resulted in leadership instability and
poor succession transition. To address this issue and ensure future board stability, efficiency, and
consistency, PATH plans to strengthen its governing Board succession planning policies in the
new charter term. Succession planning will include the following elements:
● The Board Chair will monitor term expirations of current board members. The
Personnel Committee will draft and the Governing Board will approve a plan to
recruit and onboard new board members in accordance with Governing Board
policies for Board Recruitment and Onboarding and Board Training and
Development.
● The Governing Board will aim to identify new board members at least 3 months
prior to any planned vacancy.
● The Governing Board will create regular “shadowing” opportunities for current
Board members to understand board leadership roles and responsibilities. In the
case of a board leadership vacancy, potential new leadership within the board may
already be familiar with leadership positions.
● The PATH Governing Board will create written “Standard Operating Procedures
(SOPs) designed to outline board member responsibilities. In the case of expected
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or unexpected vacancies, new board members or new board leadership may refer
to these SOPs to reduce onboarding time.
● Additionally, the Governing Board shall continually recruit additional members to
serve to better meet the needs of its students and to prepare for unexpected
transitions in Board membership.
Committee Structure
While PATH’s Governing Board has historically operated successfully as a committee of the
whole, it is currently transitioning to a committee structure. As described in Question 4, the three
committees include an Academic Committee, Finance Committee, and Governance Committee.
The committee structure will allow for more detailed oversight of school areas of operation, more
frequent interaction between board members and administrative staff, and a clearer delineation of
board member responsibility. During regular committee meetings, board members may advance
committee-specific oversight and policy-making directives before bringing proposed action to the
committee of the whole for approval. In this way, the committee structure is also designed to
improve efficiency during Board meetings.
LOOKING TO THE FUTURE
11) Briefly describe how the school has and will continue with its proposed changes to serve
the needs of its students for the upcoming (renewed) charter term.
As DeKalb PATH Academy looks to the future, we are steadfast in our mission to promote the
academic, social, and emotional well-being of our students. PATH’s history serving our local
immigrant and refugee families has created a strong infrastructure of safe, nurturing support
designed to uphold our rigorous academic programming. As a charter school, PATH Academy has
been able to exercise its broad flexibility to meet the needs of our unique students, including our
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majority ELL population, utilizing a rigorous, standards-based, teacher-created curriculum
supported by a longer school day, tutoring, flexible grouping, Saturday school, and summer school
programs.
PATH has been able to leverage these features and its community partnerships, deep connection
and collaboration with student families, and the dedication of its bright staff to mitigate learning
loss created by the COVID-19 Pandemic. PATH will continue to adjust its programming to meet
student social-emotional needs, promote student academic growth, and close performance gaps
seen in the current charter term. In particular, PATH is committed to implementing targeted math
curriculum alignment measures, strengthening ESOL programming, closing performance gaps
between elementary and middle grade bands, and expanding community-building initiatives.
PATH also looks forward to continuing to strengthen its governance capacity. Through intentional
Board re-structuring and comprehensive succession planning, PATH is dedicated to building a
Board capable of stronger and more detailed oversight of school academics and operations. The
Board’s strong relationship with the Leader and administrative team make Board initiatives
possible and PATH looks forward to furthering our mission and vision from the top down. To aid
this mission, PATH also looks forward to creating and implementing a Strategic Plan rich with
community input and deliberate data-based strategies and solutions. In its next charter term, we
are excited to deepen our shared vision, language, and drive.
PATH believes that these interventions will support students in continuing to make remarkable
gains, which will ultimately continue PATH’s 22-year legacy as an anchor in the community.
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EXHIBITS
The following Exhibits are required to complete your Charter School Renewal Application
Package. Please tab the Exhibits to match the item numbers below. Exhibits should be as limited
in size as possible.
1. Attach an official copy of the certificate of incorporation for the required Georgia nonprofit
corporation from the Georgia Secretary of State. Please Note: All charter school
contracts—including those of start-up and conversion charter schools—must be held by a
Georgia nonprofit corporation.
2. Attach a copy of the by-laws for the nonprofit corporation.
3. Attach a copy of the governing Board’s Conflict of Interest Policy.
4. Attach a copy of the governing Board’s Conflict of Interest Form.
5. Attach a completed Accountability Report.
6. Attach a copy of the governing Board’s Governance Training Plan using the governance
training memo available on GaDOE’s website.
7. Attach a completed Locally-Approved Charter School Partners Roles and Responsibilities
chart. This chart shows the balance of authority between the charter school’s Board and
management, as well as the autonomy of the charter school from the district.
8. Attach a copy of any admissions (pre-lottery) application the charter school proposes to
use. Pursuant to O.C.G.A. § 20-2-2066 and SBOE Rule 160-4-9-.05, any admissions
application must conform to the open enrollment requirement. Therefore, admissions
applications should be limited to a student’s name, contact information, home address for
the purpose of verifying the student’s residence within the school’s attendance zone, grade
level, and information required for any enrollment preference, such as identifying a sibling
already enrolled at the charter school. If the charter school proposes to utilize a weighted
lottery for educationally disadvantaged students, the admissions application may also
include questions tailored to the subgroup(s) the school will offer an increased chance of
admission according to the weighted lottery guidance available on GaDOE’s website.
9. Attach a copy of the policy setting annual enrollment, re-enrollment, and lottery deadlines,
including a description of the lottery procedures detailing how enrollment priorities will be
applied and an assurance of complete transparency in its procedures.
10. Attach the charter school’s annual calendar and the charter school’s daily school schedule.
11. Attach a copy of a sample scope and sequence for a proposed course/grade level
12. Attach a copy of the charter school’s Student Code of Conduct.
13. Attach a copy of the charter school’s Student Discipline Policy and Procedures, including
any Positive Behavior and Intervention Supports (PBIS).
14. Attach a copy of the rules and procedures concerning how the school will address
grievances and complaints from students, parents, and teachers. Include the role the
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governing Board will play in resolving such grievances and complaints. If this is included
in another response, please indicate that.
15. Attach a copy of the charter school’s Employee Policies and Procedures.
16. Attach proof of the school’s insurance coverage, including the terms, conditions, and
coverage amounts.
17. Attach a copy of any intended education service provider contracts or arrangements for the
provision of education management or support services, including with any EMO, CMO,
ESO, etc. Such contracts shall describe the specific services for which the contracting
organization is responsible. Such contracts should clearly delineate the respective roles and
responsibilities of the management organization and the governing Board in the
management and operation of the charter school. Such contracts must also include the fee
structure.
18. Attach a copy of any agreements with your local school district or Board of Education
(Exhibit 18 - DCSD Assurances and Required Statements). Exhibit 18 – DCSD Assurances
and Required Statements may not be altered in any way.
19. Attach a copy of any Letters of Intent and/or agreements detailing any proposed
partnerships, including agreements with other local schools/systems for the charter school
students’ participation in extracurricular activities such as interscholastic sports and clubs.
20. Attach a copy of any MOU/lease/proof of ownership for the school’s facility.
21. Attach a copy of the school’s Certificate of Occupancy.
22. Attach a copy of the facility’s Emergency Safety Plan.
23. Complete and attach the budget template located on the Charter Schools Division’s
website: Please note that the budget template includes: A monthly cash flow projection
detailing revenues and expenditures for the charter school’s first two (2) years of operation;
A spreadsheet projecting cash flow, revenue estimates, budgets, and expenditures on an
annual basis for the first five (5) years of the charter term. Back-up documentation proving
the legal reality of additional sources of revenue included in the budget template – i.e.,
funds other than state and local funding, including bank statements and/or signed grant
award letters
24. Attach the résumé for the charter school’s Chief Financial Officer.
25. Attach the charter school’s signed Assurances Form (see below).
26. Attach the charter school’s signed and notarized Affidavit (see below). 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. For conversion
schools only, attach the charter school’s Confirmation of Teacher and Parent Vote.
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DeKalb PATH Academy Exhibit 2
DEKALB PATH ACADEMY, INC.
BYLAWS
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TABLE OF CONTENTS
Page
ARTICLE I
STRUCTURE
Section 1.1. Structure 1
Section 1.2. Purposes 1
ARTICLE II
OFFICES
Section 2.1. Principal Place of Business
Section 2.2. Registered Office and Registered Agent
ARTICLE III
BOARD OF DIRECTORS.
Section 3.1. Authority and Responsibilities of the Board of directors………………………….2
Section 3.2 Number and Qualification…………………………………………………………3
Section 3.3. Election and Term of Office 3
Section 3.4. Removal 3
Section 3.5. Resignation 3
Section 3.6. Vacancies 3
Section 3.7. Meetings 3
Section 3.8. Notice of Meetings 4
Section 3.9. Quorum and Voting 4
Section 3.10. Action by the Board 4
Section 3.11. Committees 4
Section 3.12. Compensation 5
ARTICLE IV
OFFICERS
Section 4.1. Number 5
Section 4.2. Election and Term 5
Section 4.3. Other Agents ……………………………………………………………………
5
Section 4.4 Removal 5
Section 4.5 Vacancies 6
Section 4.6 Chairman 6
Section 4.7 Vice Chairmen 6
Section 4.8. Secretary 6
Section 4.9. Treasurer 6
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ARTICLE V
CHIEF EXECUTIVE OFFICER
Section 5.1 Chief Executive Officer/Principal 7
ARTICLE VI
COMMITTEES
Section 6.1 Committees 7
Section 6.2. Executive Committee 8
Section 6.3. Finance Committee …………………………………………………………… 8
Section 6.4 Academic Committee……………………………………… 8
ARTICLE VII
CONFLICT OF INTEREST
Section 7.1. Purpose 8
Section 7.2. Definitions 8
Section 7.3. Procedures 9
Section 7.4. Records of Proceedings 10
Section 7.5. Annual Statements 11
Section 7.6 Periodic Reviews 11
ARTICLE VIII
MISCELLANEOUS
Section 8.1. Checks, Notes and Contracts 11
Section 8.2. Indemnification 11
Section 8.3. Amendments 11
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DeKalb PATH Academy, INC.
BYLAWS
ARTICLE I
STRUCTURE
Section 1.1 Structure. DeKalb PATH Academy, INC. (the “Corporation”) is a
nonprofit corporation organized under the laws of the State of Georgia, that does not have
members within the meaning of the Georgia Nonprofit Corporation Code (the “Statute”).
The Articles of Incorporation of the Corporation (as amended from time to time, the
“Articles of Incorporation”) were filed in the office of the Secretary of State of the State
of Georgia on January 14, 2002.
Section 1.2 Purposes. The Corporation is organized and is to be operated
exclusively to carry out charitable and educational purposes, within the meaning of
Section 501(c)(3) of the Internal Revenue Code of 1986, as now in effect or as may
hereafter be amended (the "Code"), including, but without limitation thereon: (a) to
operate one or more public charter schools in the State of Georgia; (b) to exercise all
rights and powers conferred by the laws of the State of Georgia upon non-profit
corporations, including, but without limitation thereon, to raise funds, to receive gifts,
devises, bequests and contributions, in any form, and to use, apply, invest, and reinvest
the principal and/or income therefrom or distribute the same for the above purposes; and
(c) to engage in any other activity that is incidental to, connected with or in advancement
of the foregoing purposes and that is within the definition of charitable and educational
for purposes of section 501(c)(3) of the Code, provided, the powers of the Corporation
shall never be inconsistent with the purposes of the Corporation stated above or the
Constitution of the United State.
ARTICLE II
OFFICES
Section 2.1 Principal Place of Business. The principal place of business and
mailing address of the Corporation shall be located at 3007 Hermance Drive, Atlanta,
Georgia 30319, in the County of DeKalb. The Corporation may have such other offices,
either within or without the State of Georgia, as the Board of Directors may determine or
as the affairs of the Corporation may require from time to time.
Section 2.2 Registered Office and Registered Agent. The Corporation shall
have and continuously maintain in the State of Georgia a registered office and a
registered agent whose office is the Corporation's registered office, as required by the
Act. The registered office may but need not be identical with the principal office of the
Corporation in the State of Georgia, and the address of the registered office may be
changed from time to time by the Board of Directors in accordance with applicable law.
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The Corporation shall have and continuously maintain in the State of Georgia a registered
office and a registered agent whose office is the Corporation's registered office, as
required by the Act. The registered office may but need not be identical with the
principal office of the Corporation in the State of Georgia, and the address of the
registered office may be changed from time to time by the Board of Directors in
accordance with applicable law.
ARTICLE III
BOARD OF DIRECTORS
Section 3.1 Authority and Responsibility of the Board of Directors The
authority of the corporation and the government and management of the affairs of the
corporation shall be vested in the Board of Directors; and all the powers, duties, and
functions of the corporation conferred by the Articles of Incorporation, these Bylaws,
state statutes, common law, court decisions, or otherwise, shall be exercised, performed,
or controlled by or under the authority of the Board of Directors.
The governing body of the corporation shall be the Board of Directors. The
Board of Directors shall have supervision, control and direction of the management,
affairs and property of the corporation; shall determine its policies or changes therein;
and shall actively advance its purposes and objectives and supervise the disbursement of
its funds. The Board of Directors may adopt, by majority vote of all the voting members,
such rules and regulations for the conduct of its business and the business of the
corporation as shall be deemed advisable, and may, in the execution of the powers
granted, delegate certain of its authority and responsibility to an executive committee
and/or officers of the corporation. Under no circumstances, however, shall any actions be
taken which are inconsistent with the Articles of Incorporation and these Bylaws; and the
fundamental and basic purposes of the corporation, as expressed in the Articles of
Incorporation and these Bylaws, shall not be amended or changed.
The Board of Directors shall not permit any part of the net earnings or capital of
the corporation to insure to the benefit of any member, member of the Board of Directors,
trustee, officer, or other private person or individual.
The Board of Directors may, from time to time, appoint, as advisors, persons
whose advice, assistance and support may be deemed helpful in determining policies and
formulating programs for carrying out the purposes and functions of the corporation, and
may pay reasonable compensation for the services performed and expenses incurred by
any such person or persons.
The Board of Directors is authorized to employ such person or persons, including
a chief executive officer and such other officers, members of the Board of Directors,
attorneys, agents, and assistants, as in its judgment are necessary or desirable for the
administration and management of the corporation, and to pay reasonable compensation
for the services performed and expenses incurred by any such person or persons. The
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Board shall ratify in writing all personnel decisions, including compensation and benefits,
hiring, non-renewal, and termination, of each certificated staff. Certificated staff shall
include the Principal, Assistant Principal, CEO, CFO, COO, and Director of
Development.
Section 3.2 Number and Qualifications. There shall be nine (9) Directors. The
number of director may be increased or decreased from time to time by amendment of
these Bylaws in accordance with the provisions of Article VI, Section 6.4, provided that
no decrease in the number of Directors shall have the effect of shortening the term of any
incumbent Director and provided further that the number of Directors shall never be less
than one (1). Regular Board of Directors shall consist of:
(a) Nine (9) voting members, which shall consist of (i) two(2) members of the
Board of Directors being active student parents or guardians of one or more students
enrolled in classes at the academy, (ii) (ii) nine (9) Directors being local community
members, representatives from local business communities, attorneys, CPA’s, or financial
sector personnel.
(b) one (1) non-voting, ex-officio member, who shall be the chief executive
officer of the corporation, or if the chief executive officer of the corporation position is
vacant, the non-voting, ex-officio member shall be the then principal of DeKalb PATH
Academy, who shall have the duties, responsibilities and powers of the chief executive
officer during such vacancy (the “Ex-Officio Member”).
The Board of Directors may change the number and designation of the members
of the Board of Directors by resolution adopted from time to time by a majority of all the
voting members of the Board of Directors then in office.
Section 3.3 Election and Term of Office. The initial Directors shall serve
until the first annual meeting of the Board of Directors. Thereafter, Directors shall be
elected by a majority vote of the Directors then in office. Directors shall hold office for
terms of three years, but are eligible for re-election up to 3 consecutive terms, and/or
until their successors are elected and qualified, or until their earlier death, resignation or
removal.
Section 3.4 Removal. Any Director may be removed with or without cause by
a majority vote of the entire Board at any meeting of the Board called for that purpose,
with notice, and as placed on any agenda.
Section 3.5 Resignation. Any Director may resign at any time by delivering
written notice of his or her resignation to the Secretary or President of the Corporation.
Such resignation shall become effective upon receipt thereof by the Secretary or
President but the acceptance of such resignation shall not be necessary to make it
effective.
Section 3.6 Vacancies. Any newly created directorships and any vacancies of
the Board of Directors, arising at any time and from any cause, may be filled at any
meeting of the Board of Directors by a majority of the Directors regardless of their
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number. Directors so elected shall serve until the next annual meeting and until his or her
successor is elected and qualified.
Section 3.7 Meetings. The Board of Directors and the Corporation are subject
to Georgia’s open meeting laws, GA CODE ANN. § 50-14-1 (2001), and all meetings of the
Board of Directors shall be held at the time and place provided in the notice prepared in
compliance with the open meetings laws. The annual meeting of the Board shall be held
in the month of in each year, at a date, time and place fixed by the Board, for the election
of officers and Directors and for the transaction of such business as may properly come
before the meeting. Regular meetings of the Directors may be held at such time and
place as shall from time to time be determined by the Board. Special meetings may be
called at any time by the President or by the Secretary upon written request of one-third
of all of the voting Directors. The Board shall meet no less than six times per year.
Section 3.8 Notice of Meetings. In addition to any notice required under the
open meetings laws, notice of the time and place of each regular, special or annual
meeting of the Board, and, to the extent possible a written agenda stating all matters upon
which action is proposed to be taken shall be given to each Director by personal delivery,
facsimile, electronic mail (e-mail), or regular mail, postage prepaid, at least 48 hours
before the day on which the meeting is to be held; provided however, that notice of
special meetings to discuss matters requiring prompt action may be given to him or her
by telephone, confirmed in writing by facsimile, electronic mail, personal or overnight
delivery, no less than 24 hours before the time at which such meeting is to be held.
Notice of a meeting need not be given to any Director who submits a signed waiver of
notice whether before or after the meeting, or who attends the meeting without protesting
prior to it or at its commencement, the lack of notice to him or her. A majority of the
Directors present, whether or not a quorum is present, may adjourn any meeting to
another time and place.
Section 3.9 Quorum and Voting. Except as otherwise provided by law, a
majority of the entire Board, shall constitute a quorum for the transaction of business or
of any specified item of business. Except as otherwise provided by law or these Bylaws,
the vote of a majority of the Board of Directors present at the time of a vote, if a quorum
is present, at such time shall be the act of the Board.
Section 3.10 Action by the Board. To the extent permitted by law, any one or
more members of the Board or any committee thereof may participate in a meeting of the
Board or committee by means of a conference telephone, video conference equipment,
or other communication that allows all persons participating in the meeting to hear each
other at the same time, provided such meeting and notice of it comply with the state’s
open meetings laws. Participation by such meeting shall constitute presence in person at
such meeting.
Section 3.11 Committees. The Board of Directors, by written resolution
submitted for a voted, signed by the resolution author, and adopted by a majority of the
entire Board, may designate from among its members an executive committee and up to
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four standing committees, each consisting of one or more Directors. The Board may
designate one or more Directors as alternate members of any committee, who may
replace any absent or disqualified member at any meeting of the committee. The Board
Chair shall appoint the chairperson of each committee. To the extent permitted by law,
any one or more members of such committee may participate in a meeting of the
committee as stated above provided such meeting and notice thereof comply with the
open meetings laws. Participation in a meeting by such means shall constitute presence
in person at the meeting. Committee members shall maintain minutes of each meeting
and shall file copies of the minutes with the corporate records. Such committees shall
have all the powers delegated by the Board except that no committee shall have the
power (a) authorize distributions, (b) to elect, appoint or remove members from, or to fill
vacancies on, the Board or any committee of the Board, (c) to fix the compensation of
Directors for serving on the Board or any committee of the Board, (d) to amend or repeal
these Bylaws, or the Articles of Incorporation, or adopt any new Bylaws, (e) to adopt an
agreement of merger or consolidation, (f) to approve or recommend the sale, lease, or
exchange of all or substantially all of the Corporation’s assets and property to the
membership, or (g) to exercise other powers specifically denied the committee by
resolution of the Board of Directors or by law. Each committee and each member of each
committee shall serve at the pleasure of the Board of Directors. All Board members must
vote on annual goals for each committee at the annual meeting noted in Section 3.7.
Section 3.12 Compensation. Persons serving as Directors or members of a
committee shall not receive any salary or compensation for their services as Directors or
committee members..
ARTICLE IV
OFFICERS
Section 4.1 Number and Qualifications. The executive officers of the Board of
Directors may consist of a chairman, one vice chairman, a secretary, and a treasurer as
determined by the Board of Directors,. The Board of Directors may from time to time
create and establish the duties of such other officers or assistant officers as it deems
necessary for the efficient management of the corporation, but the corporation shall not
be required to have at any time any officers other than a chairman, a vice chairman, a
secretary and a treasurer. Any two (2) or more offices may be held by the same person.
Section 4.2 Election and Term of Office. The executive officers of the
corporation shall be elected by the Board of Directors and shall serve for terms of one (1)
year but are eligible for re-election up to 5 consecutive terms, and/or until their
successors have been elected, appointed or designated and have qualified, or until their
earlier death, resignation, removal, retirement, or disqualification.
Section 4.3 Other Agents. The Board of Directors may appoint from time to
time such agents as it may deem necessary or desirable, each of whom shall hold office
during the pleasure of the Board of Directors, and shall have such authority and perform
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such duties and shall receive such reasonable compensation, if any, as the Board of
Directors may from time to time determine.
Section 4.4 Removal. Any officer or agent elected, appointed or designated by
the Board of Directors may be removed by the Board of Directors whenever in its
judgment the best interests of the corporation will be served thereby. However, any such
removal shall be without prejudice to the contract rights, if any, of the officer or agent so
removed. Notice shall be provided in writing, and on any agenda, and noticed. The
officer shall have an opportunity to be head.
Section 4.5 Vacancies. A vacancy in any executive office arising at any time
and from any cause may be filled for the unexpired term at any meeting of the Board of
Directors. A vacancy in any other office arising at any time and from any cause may be
filled for the unexpired term at any meeting of the Board of Directors.
Section 4.6 Chairman. The chairman shall be an executive officer of the
corporation and shall preside at all meetings of the Board of Directors. The chairman
shall also serve as a member, with right to vote, of the executive committee of the Board
of Directors and as a voting member, ex officio, of any and all other committees of the
Board of Directors. He or she shall be authorized to sign checks, drafts, and other orders
for the payment of money, notes or other evidences of indebtedness issued in the name of
the corporation, and statements and reports required to be filed with government officials
or agencies; and he or she shall be authorized to enter into any contract or agreement and
to execute in the corporate name any instrument or other writing; and he or she shall see
that all orders and resolutions of the Board of Directors are carried into effect. He or she
shall perform such other duties and have such other authority and powers as the Board of
Directors may from time to time prescribe. The chairman shall not be a member of the
faculty of the corporation.
Section 4.7 Vice Chairmen. The vice chairman, in the order of their seniority,
unless otherwise determined by the chairman or by the Board of Directors, shall, in the
absence or disability of the chairman, perform the duties and have the authority and
exercise the powers of the chairman. They shall perform such other duties and have such
other authority and powers as the Board of Directors may from time to time prescribe or
as the chairman may from time to time delegate.
Section 4.8 Secretary. The Secretary shall be responsible for the maintenance
of an accurate record of all the minutes of all meetings of the Board of Directors and of
any committees of which a secretary shall not have been appointed by the Board in books
to be kept for that purpose; serve or cause to be served all notices of the Corporation; be
custodian of the records (other than financial); and perform all duties incident to the
office of Secretary and such other duties as from time to time may be assigned to him or
her by the Board. In the event of absence or disability of the Secretary, the Board of
Directors may appoint an Assistant Secretary to perform the duties of the Secretary
during such absence or disability.
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DeKalb PATH Academy Exhibit 2
Section 4.9 Treasurer. The Treasurer shall keep or cause to be kept complete
and accurate accounts of receipts and disbursements of the Corporation, and shall deposit
all moneys and other valuable effects of the Corporation in the name and to the credit of
the Corporation in such banks or depositories as the Board of Directors may designate.
The Treasurer shall keep proper books of accounts and other books showing at all times
the amount of the funds and other property of the Corporation, all of which books shall
be open at all times to the inspection of the Board of Directors. The Treasurer shall
submit a report of the accounts and financial condition of the Corporation at each annual
meeting. He or she shall perform all duties incident to the office of Treasurer, and such
other duties as shall form time to time be assigned by the Board. If required by the
Board, the Treasurer shall give such security for the faithful performance of his or duties
as the Board may require.
ARTICLE V
CHIEF EXECUTIVE OFFICER/PRINCIPAL
Section 5.1 Chief Executive Officer/Principal. In the absence of a chief
executive officer, the principal of DeKalb PATH Academy shall serve as chief executive
officer. The chief executive officer is hired by and is subject to the control of the Board
of Directors. He or she shall serve as the chief executive officer of the corporation. The
chief executive officer shall serve as an ex officio member, with no voting rights, on the
Board of Directors. He or she shall be authorized to sign checks, drafts, and other orders
for the payment of money, notes or other evidences of indebtedness issued in the name of
the corporation, and statements and reports required to be filed with government officials
or agencies; and he or she shall be authorized to enter into any contract or agreement and
to execute in the corporate name any instrument or other writing.
The chief executive officer shall have the right to supervise and direct the
management and operation of the corporation. The chief executive officer shall see that
all orders and resolutions of the Board of Directors are carried into effect. The chief
executive officer shall keep the Board of Directors and all officers and committees of the
corporation fully informed as to the business and affairs of the corporation and shall
consult freely with them concerning the business and affairs of the corporation.
Subject to Board ratification as noted in Section 3.1, the chief executive officer
shall employ, discharge, supervise and determine the compensation (the parameters of
which shall be agreed on between the chief executive officer and the chairman) of
employees of the corporation who are not employed by the Board of Directors itself or
whose employment is not otherwise provided for. The chief executive officer shall have
general charge of all operating functions and activities of the corporation, provided that
the Board must ratify in writing all personnel decisions as noted herein.
ARTICLE VI
COMMITTEES
DeKalb PATH Academy Inc.
Bylaws
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DeKalb PATH Academy Exhibit 2
Section 6.1 The Board may create committees as needed, such as finance,
academic, governance , etc. The board chair appoints all committee chairs.
Section 6.2 Executive Committee: The four officers serve as the members of
the Executive Committee. Except for the power to amend the Articles of Incorporation
and bylaws, the Executive Committee shall have all the powers and authority of the board
of directors in the intervals between meetings of the board of directors, and is subject to
the direction and control of the full board.
Section 6.3 Finance Committee: The treasurer is the chair of the Finance
Committee, which includes two other selected members. The Finance Committee is
responsible for developing and reviewing fiscal procedures, fundraising plans, and the
annual budget with staff and other board members. The board must approve the budget
and all expenditures must be within budget. Any major change in the budget must be
approved by the board or the Executive Committee. The fiscal year shall be from July 1st
to June 30th . Annual reports are required to be submitted to the board showing income,
expenditures, and pending income. The financial records of the organization are public
information and shall be made available to the membership, board members, and the
public.
Section 6.4 Governance Committee: The purpose of the Governance Committee
is to ensure that the board fulfills its legal, ethical, and functional responsibilities
through adequate governance policy development, recruitment strategies, training
programs, monitoring of board activities, and evaluation of board members'
performance. The Governance Committee will ensure that the board of directors is able
to govern the organization effectively through: creation of governance policies and
procedures; recruiting and nominating suitable board members; providing orientation
and training programs for board members, and evaluating the performance of individual
members and the board as a whole. Recruitment & Selection The Governance
Committee will ensure that: the board does not fall below the number of directors
required by the bylaws; directors appointed to the board understand and agree with the
mission of the organization and the code of ethics for directors;
Section 6.5 Academic Committee. At least a member of this committee must
be trained and credentialed by Georgia Board of Education to use Leader Key
Effectiveness System to evaluate the school leader(s). The committee will also assist the
school leader(s) in identifying educational resources and grants to support teaching and
learning..
ARTICLE VII
CONFLICT OF INTEREST
DeKalb PATH Academy Inc.
Bylaws
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DeKalb PATH Academy Exhibit 2
Section 7.1 Purpose. The purpose of the conflict of interest policy is to protect
the Corporation’s interest when it is contemplating entering into a transaction or
arrangement that might benefit the private interest of an officer or 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 corporations.
Section 7.2 Definitions.
(a) Interested Person. Any Director, principal officer, or member of a
committee with Board-delegated powers who has a direct or
indirect financial interest, as defined below, is an interested person.
(b) Financial Interest. A person has a financial interest if the person
has, directly or indirectly, through business, investment or family -
(1) an ownership or investment interest in any entity with
which the Corporation has a transaction or arrangement, or
(2) a compensation arrangement with the Corporation or with
any entity or individual with which the Corporation has a
transaction or arrangement, or
(3) a potential ownership or investment interest in, or
compensation arrangement with, any entity or individual
with which the Corporation is negotiating a transaction or
arrangement.
Compensation includes direct and indirect remuneration as well as gifts or favors
that are substantial in nature.
Section 7.3 Procedures
(a) Duty to Disclose. In connection with any actual or possible
conflicts of interest, an interested person must disclose the
existence of his or her financial interest and all material facts
relating thereto to the Board of Directors and members of
committees with Board-delegated powers considering the proposed
transaction or arrangement.
(b) Determining Whether a Conflict of Interest Exists. After
disclosure of the financial interest and all material facts relating
thereto, and after any discussion thereof, the interested person shall
leave the Board of Directors or committee meeting while the
financial interest is discussed and voted upon. The remaining
Board of Directors or committee members shall decide if a conflict
of interest exists.
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DeKalb PATH Academy Exhibit 2
(c) Procedures for Addressing the Conflict of Interest.
(1) An interested person may make a presentation at the Board
of Directors or committee meeting, but after such
presentation, he/she shall leave the meeting during the
discussion of, and the vote on, the transaction or
arrangement that results in the conflict of interest.
(2) The Chairman of the Board or chairman of the committee
shall, if appropriate, appoint a disinterested person or
committee to investigate alternatives to the proposed
transaction or arrangement.
(3) After exercising due diligence, the Board of Directors or
committee shall determine whether the Corporation can
obtain a more advantageous transaction or arrangement
with reasonable efforts from a person or entity that would
not give rise to a conflict of interest.
(4) If a more advantageous transaction or arrangement is not
reasonably attainable under circumstances that would not
give rise to a conflict of interest, the Board of Directors or
committee shall determine by a majority vote of the
disinterested Directors whether the transaction or
arrangement is in the Corporation’s best interest and for its
own benefit and whether the transaction is fair and
reasonable to the Corporation and shall make its decision as
to whether to enter into the transaction or arrangement in
conformity with such determination.
(d) Violations of the Conflicts of Interest Policy.
(1) If the Board of Directors or a committee has reasonable
cause to believe that a member has failed to disclose actual
or possible conflicts of interest, it shall inform the member
of the basis for such belief and afford the member an
opportunity to explain the alleged failure to disclose.
(2) If, after hearing the response of the member and making
such further investigation as may be warranted in the
circumstances, the Board of Directors or committee
determines that the member has in fact failed to disclose an
actual or possible conflict of interest, it shall take
appropriate disciplinary and corrective action.
Section 7.4 Records of Proceedings.
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DeKalb PATH Academy Exhibit 2
The minutes of the Board of Directors and all committees with Board-delegated powers
shall contain:
(a) Names of Persons with Financial Interest. The names of the
persons who disclosed or otherwise were found to have a financial
interest in connection with an actual or possible conflict of
interest, the nature of the financial interest, any action taken to
determine whether a conflict of interest was present, and the
Board of Directors' or committee’s decision as to whether a
conflict of interest in fact existed.
(b) Names of Persons Present. The names of the persons who were
present for discussions and votes relating to the transaction or
arrangement, the content of the discussion, including any
alternatives to the proposed transaction or arrangement, and a
record of any votes taken in connection therewith.
Section 7.5 Annual Statements
. Each Director, principal officer and member of a committee with Board-delegated
powers shall annually sign a statement which affirms that such person:
(a) Receipt. Has received a copy of the conflicts of interest policy.
(b) Read and Understands. Has read and understands the policy.
(b) Agrees to Comply. Has agreed to comply with the policy.
(c) Tax Exemption. Understands that the Corporation is a charitable
organization and that, in order to maintain its federal tax
exemption, it must engage primarily in activities which accomplish
one or more of its tax-exempt purposes.
Section 7.6 Periodic Reviews.
To ensure that the Corporation operates in a manner consistent with its charitable
purposes and that it does not engage in activities that could jeopardize its status as an
organization exempt from federal income tax, the Corporation may conduct periodic
reviews.
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DeKalb PATH Academy Exhibit 2
ARTICLE VIII
MISCELLANEOUS
Section 8.1(A) Checks, Notes and Contracts. The Board of Directors is authorized
to select such depositories as it shall deem proper for the funds of the Corporation. One
officer shall sign all bills, notes, receipts, acceptances, endorsements and checks of the
Corporation in an amount up to, and including, $8,000.00.
Section 8.1(B): Contracts: Two officers shall execute all contracts and documents
evidencing any indebtedness of more than $8,000, and all such contracts shall be first
submitted to the Finance Committee for review and recommendation. Approval or
rejection shall be sent to the Board Chair. The Board Chair shall have the ability to accept
or reject the recommendation of the Finance Committee.
Section 8.2 Indemnification. The Corporation may, to the fullest extent now or
hereafter permitted by law, indemnify any person made, or threatened to be made, a party
to any action or proceeding by reason of the fact that he or she, his or her testator or
intestate was a Director, officer, employee or agent of the Corporation, against
judgments, fines, amounts paid in settlement and reasonable expenses, including
attorney’s fees.
Section 8.3 Amendments. These Bylaws may be amended at any meeting of
the Board of Director by a vote of the majority of the entire Board of Directors. The
amendment must be submitted in writing and discussed by a quorum of the members of
the Board of Directors prior to a vote on any such amendment.
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DeKalb PATH Academy Exhibit 3
CHARTER SCHOOL GOVERNING
BOARD CONFLICT OF INTEREST
PROVISIONS
The DeKalb PATH Academy Governing Board (the board) shall adhere to these Conflict of
Interest provisions.
Domain VII: Financial Governance
1. No board member shall use or attempt to use his or her official position to secure unwarranted
privileges, advantages, employment for himself or herself, any of his or her immediate family
members, or others.
2. No board member shall act in his or her official capacity in any matter in which he or she, any of
his or her immediate family members, or any business organization in which he or she has a
material financial interest, that would reasonably be expected to impair his or her objectivity or
independence of judgment.
3. No board member shall solicit or accept or knowingly allow any of his or her immediate family
members or any business organization in which he or she has an interest to solicit or accept any
gift, favor, loan, political contribution, service, promise of future employment, or other thing of
value based upon an understanding that the gift, favor, loan, contribution, service, promise, or
other thing of value was given or offered for the purpose of influencing that board member in the
discharge of his or her official duties. For purposes of this paragraph, a gift, favor, loan,
contribution, service, promise, or other thing of value shall not include the items contained in
subparagraphs (a)(2)(A) through (a)(2)(J) of Code Section 16-10-2.
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DeKalb PATH Academy Exhibit 3
4. No board member shall use, or knowingly allow to be used, his or her official position or any
information not generally available to the members of the public which he or she receives or
acquires in the course of and by reason of his or her official position for the purpose of securing
financial gain for himself or herself, any of his or her immediate family members, or any business
organization with which he or she is associated.
5. No board member or any of his or her immediate family members or any business organization in
which he or she has an interest shall represent any person or party other than the charter school
governing board in connection with any cause, proceeding, application, or other matter pending
before the charter school governing board on which he or she serves.
6. No board member shall be prohibited from making an inquiry for information on behalf of a
community member if no fee, reward, or other thing of value is promised to, given to, or
accepted by the board member or any of his or her immediate family members in return
therefor.
7. No board member shall be deemed in conflict with these provisions if, by reason of his or her
participation in any matter required to be voted upon by the charter school governing board, no
material or monetary gain accrues to him or her as a member of any profession, occupation, or
group to any greater extent than any gain could reasonably be expected to accrue to any other
member of that profession, occupation, or group.
8. No board member may also be an officer of any organization that sells goods or services to that
charter school unless the organization providing goods or services is a Nonprofit membership
organization or there are fewer than three sources for such supplies or equipment within the
county; provided, however, that any purchase of goods or services that is equal to or greater
than $10,000 shall be approved by a majority of the members of the board in an open public
meeting.
9. No board member shall be deemed in conflict with these provisions if, by reason of his or her
participation in any matter required to be voted upon by the charter school governing board, no
material or monetary gain accrues to him or her as a member of any profession, occupation, or
group to any greater extent than any gain could reasonably be expected to accrue to any other
member of that profession, occupation, or group
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DeKalb PATH Academy Exhibit 3
10. No charter school governing board may do business with a bank or financial institution where a
board member is an employee, stockholder, director or officer when such member owns 30% or
more stock in that institution.
11. No board member may have a financial interest in school buses, bus equipment or supplies,
provide services for buses owned by the board, or sell gasoline to the board from a corporation in
which the board member is a shareholder.
12. No board member shall accept a monetary fee or honorarium in excess of $101.00 for a speaking
engagement, participation in a seminar, discussion panel, or other activity which directly relates to
the official duties of that public officer or the office of that public officer. Actual and reasonable
expenses for food, beverages, travel, lodging, and registration for a meeting which are provided to
permit participation in a panel or speaking engagement at the meeting shall not be monetary fees
or honoraria.
Conduct As Board Member
1. No board member shall disclose or discuss any information which is subject to attorney- client
privilege belonging to the charter school governing board to or with any person other than other
board members, the board attorney, the school leader, or persons designated by the school leader
for such purposes unless such privilege has been waived by a majority vote
of the whole board.
2. No board member shall vote on the employment or promotion of any of his or her immediate
family members. No immediate family member of a board member may be employed or
promoted unless a public, recorded vote is taken separately from all other personnel matters.
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DeKalb PATH Academy Exhibit 3
3. No board member may be employed in any position in the charter school in which they serve.
4. No board member shall be employed by the State Department of Education or serve concurrently
as a member of the State Board of Education.
5. No member a charter school governing board shall serve simultaneously on the governing
body of a public local school district or of a private elementary or secondary educational
institution that actively seeks funding from any government entity or private entity from
which the charter school seeks funding.
Each member of this board understands and acknowledges that no person shall be eligible to serve on a
charter school governing board unless he or she:
(1) Has read and understands the code of ethics and the conflict of interest provisions applicable to
members of charter school governing boards and has agreed to abide by them; and
(2) Has agreed to annually disclose compliance with the State Board of Education's policy on training
for members of charter school governing boards, the code of ethics of charter school governing boards,
and the conflict of interest provisions applicable to members of charter school governing boards
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DeKalb PATH Academy Exhibit 4
Dekalb PATH Academy
Charter Board of Members
Conflict of Interest Disclosure Form
Pursuant to O.C.G.A. § 20-2-49 through 20-2-51, State Board of Education Rule 160-5-1-.36,
and Dekalb PATH Academy Board Policy on Disclosure of Conflicts.
I hereby disclose and certify as follows:
1. I have read and I am in compliance with the Dekalb PATH Academy Code of Ethics
policy,
2. I have read and I am in compliance with the Dekalb PATH Academy Conflict of Interest
policy.
3. I agree to annually disclose compliance with the State Board of Education’s policy on
training for members of charter boards.
4. I agree to provide notice to the secretary of the charter board and the school leader within
ten days of a move if my domicile changes and I am subsequently no longer qualified to
serve on the charter board.
5. If I qualify to run for the a charter board seat in the in the future, I will file the affidavit
required by O.C.G.A. § 20-2-51 affirming that I meet all of the qualifications of said code
section.
____________________________________ ___________________
Print Name Date
___________________________________
Signature
103
System Name: DeKalb PATH Academy Exhibit 5 Contract Period: July 1 2019 - June 30, 2024
Charter School Accountability Report
Please complete the Accountability Report below. Tab 2 contains a partial example of what your Accountability Report should look like.
School/System Name: DeKalb PATH Academy Charter Term: July 1, 2020 - June 30, 2025
Contract Terms and Performance Goals Assessment 2020-2021 (FY21) 2021-2022 (FY22) 2022-2023 (FY23) 2023-2024 (FY24) 2024-2025 (Current Year)
Essential or Innovative Features (Indicate whether each essential or innovative feature was implemented. Use the legend below to indicate the implementation of each feature.)
Longer School Day On Track
Tutoring On Track
Flexible Grouping On Track
Saturday School On Track
Summer School On Track
Target Actual Target Actual Target Actual Target Actual Target Actual
Achievement of Academic and Organizational Goals (Indicate the assessment used for each measure. Provide the target and actual performance for each measure. Use the legend below to color code each "Actual" performance cell. You may add
additional lines for each measure as needed)
Academic Goal 1: During each year of its charter contract term the charter school shall meet at least one of the following performance standards.
First Look – School Performance Gap Closure. The primary academic outcome Georgia seeks from its local charter schools is that they increase their College and Career Readiness Performance Index (CCRPI) score each year until they reach 100. The
performance standards that measure CCRPI progress include growth in CCRPI itself and in its two major academic components, Content Mastery and Progress Score. Our “First Look” at annual charter school performance is to see if the school has met the
standard for any of the following three CCRPI gap-closing measures. Meeting any one of these standards constitutes having achieved Goal 1 for a given year
Measure 1: Increase its CCRPI score by at least 4% of the gap between 100 and
the school’s previous year CCRPI score in each grade band served (elementary, Not Available Not Available Not Available Not Available Not Available
middle, and/or high school)
2019 score:
Elementary Not Available 64.6 39.2 45.28 44.5 50.05 TBD TBD
Measure 2: Increase its CCRPI Content Mastery score by at least 10% of the gap Target: 68.14
between 100 and its previous year CCRPI Content Mastery score in each grade
band served (elementary, middle, and/or high school) 2019 score:
Middle Not Available 67.8 49.0 54.1 49.3 54.37 TBD TBD
Target: 71.02
2019 score:
Elementary Not Available Not Available 94.5 63.3 66.97 TBD TBD
Measure 3: Increase its CCRPI Progress score by at least 10% of the gap Target: 95.05
between 100 and its previous year CCRPI Progress score in each grade band
served (elementary, middle, and/or high school) 2019 score:
Middle Not Available Not Available 91.9 94.2 94.78 TBD TBD
Target: 92.71
Second Look – School-District Comparisons. If a charter school does not achieve at least one of the “First Look” School Performance Gap Closure standards, it may still satisfy Goal 1 Academic Performance Standard requirements in a given year by
achieving one of the “Second Look” School-District Comparison standards. The secondary academic outcome Georgia seeks from its local charter schools is that they do better than the district schools to which their students would otherwise attend.
Performance standards include whether they exceeded the CCRPI single score of their district or of the schools to which the charter school’s students would otherwise be zoned, or whether they exceeded CCRPI, Content Mastery, or Progress in all grade
bands of their district or of the schools to which the charter school’s students would otherwise be zoned. Meeting any one of the following Second Look standards constitutes having achieved Goal 1 for a given year.
Measure 1: Exceed the CCRPI single score of its school district Not Available Not Available Not Available Not Available Not Available
Measure 2: Exceed the CCRPI single score of the district schools to which the
Not Available Not Available Not Available Not Available Not Available
charter school’s students would otherwise be zoned
Measure 3: Exceed the CCRPI scores of its school district in each grade band
Not Available Not Available Not Available TBD TBD
served (elementary, middle, and/or high school)
Measure 4: Exceed the CCRPI scores of the district schools to which the charter
school’s students would otherwise be zoned in each grade band served Not Available Not Available Not Available TBD TBD
(elementary, middle, and/or high school)
John R.Lewis Not Available 33.4 39.2 30.6 44.5 TBD TBD
Montclair Not Available 28.6 39.2 37.1 44.5 TBD TBD
Oakcliff Not Available 52.4 39.2 54.2 44.5 TBD TBD
Elementary
Woodward Not Available 40.0 39.2 47.4 44.5 TBD TBD
Measure 5: Exceed the CCRPI Content Mastery scores of the district schools to
which the charter school’s students would otherwise be zoned in each grade
band served (elementary, middle, and/or high school) TBD
Dresden Not Available 21.0 39.2 27.1 44.5 TBD
Doraville
Not Available 35.1 39.2 35.5 44.5 TBD TBD
United
Seqouyah Not Available 34.6 49.0 35.7 49.3 TBD TBD
Middle
Peachtree
Not Available 64.0 49.0 63.4 49.3 TBD TBD
MS
Elementary Not Available 49.9 39.2 55.3 44.5 TBD TBD
Measure 6: Exceed the CCRPI Content Mastery scores of its school district in
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System Name: DeKalb PATH Academy Exhibit 5 Contract Period: July 1 2019 - June 30, 2024
Charter School Accountability Report
y
each grade band served (elementary, middle, and/or high school)
Middle Not Available 46.6 49.0 49.2 49.3 TBD TBD
Elementary Not Available Not Available 90.4 63.3 TBD TBD
Measure 7: Exceed the CCRPI Progress scores of its school district in each grade
band served (elementary, middle, and/or high school)
Middle Not Available Not Available 81.7 94.2 TBD TBD
John R. Lewis Not Available Not Available 73.2 63.3 TBD TBD
Montclair Not Available Not Available 90.3 63.3 TBD TBD
Oakcliff Not Available Not Available 99.4 63.3 TBD TBD
Elementary
Woodward Not Available Not Available 96.3 63.3 TBD TBD
Measure 8: Exceed the CCRPI Progress scores of the district schools to which
the charter school’s students would otherwise be zoned in each grade band
served (elementary, middle, and/or high school)
Dresden Not Available Not Available 76.8 63.3 TBD TBD
Doraville
Not Available Not Available 92.9 63.3 TBD TBD
United
Seqouyah Not Available Not Available 75.8 94.2 TBD TBD
Middle
Peachtree
Not Available Not Available 63.4 94.2 TBD TBD
MS
Third Look – School-Statewide Comparisons. If a charter school does not achieve at least one of the “First Look” School Performance Gap Closure standards or the “Second Look” School-District Comparison standards, it may still satisfy Goal 1 Academic
Performance Standard requirements in a given year by achieving one of the “Third Look” School-Statewide Comparison standards. The tertiary academic outcome Georgia seeks from its local charter schools is that they do better than the similar schools
throughout the state. Meeting any one of the following Third Look standards constitutes having achieved Goal 1 for a given year.
Measure 1: Achieve a positive statistically significant Value-Added Impact Score
Not Available Not Available Not Available Not Available Not Available
in each grade band served (elementary, middle, and/or high school)
Measure 2: Beat the Odds Not Available Not Available Not Available Not Available Not Available
Academic Goal 2:
During each year of its charter contract term the school will perform at the level
required to stay off the list of Tier II (TSI/Targeted Support and Improvement)
Tier II (TSI/Targeted Support and Improvement)Tier II (TSI/Targeted Support and
TBD
Improvement) and Tier III (CSI/Comprehensive Support and Improvement)
schools published annually by GaDOE, and the Turnaround Eligible Schools List
published annually by the Governor’s Office of Student Achievement
https://www.gadoe.ohttps://wwhttps://www.gadoe.org/Curriculum-Instruction-and-Assessment/Accountability/Documents/CSI%20and%20TSI/2020-2021_TSI%20Schools_November_2020.pdf
School Climate Goal 1:
During the first year of its charter contract term, the Charter School shall achieve
Not Available Not Available Not Available TBD TBD
a School Climate Star Rating of 3 or more stars.
School Climate Goal 2:
During the second and each subsequent year of its charter contract term, the
Not Available Not Available Not Available TBD TBD
Charter School shall achieve a School Climate Star Rating of 4 or more stars
Financial Performance Goal 1: During each year of its charter contract term, the Charter School shall achieve all six of the following financial performance standards.
Measure 1: Not be in default of loan or bond covenant(s) and/or is not
TBD
delinquent with debtservices payments.
Measure 2: Achieve a Current Ratio (Working Capital Ratio) that is greater than
1.0+ 9.2 1.0+ 175.5 1.0+ 31.2 1.0+ 54.4 1.0+ TBD
1.0 or greater and one-year trend is positive.
Measure 3: Possess a Debt to Asset Ratio that is less than 95 percent. >95% 9% >95% 8% >95% 8% >95% 4% >95% TBD
Measure 4: Unrestricted Days Cash (Total Expenses/365) is greater than 45 days
45+ 279 45+ 336 45+ 301 45+ 239 45+ TBD
and the one-year trend is positive.
Measure 5: Financial Efficiency Rating is 4 Stars or above. Not Available Not Available Not Available Not Available Not Available
10/15/2024 2 of 3
105
System Name: DeKalb PATH Academy Exhibit 5 Contract Period: July 1 2019 - June 30, 2024
Charter School Accountability Report
Measure 6: The Charter School received and submitted to GaDOE by November
1 an annual independent audit with an opinion of the auditor as regards the
accuracy of the Charter School’s accounting records, financial position, change in
financial position, compliance with rules of various governing entities, including
GAGAS (Generally Accepted Government Auditing Standards (the "Yellow Book")
or, for those schools not yet converted to GAGAS, compliance with GAAP
(Generally Accepted Accounting Principles) that includes:
• An unmodified audit opinion; TBD
• An audit devoid of significant findings and conditions, material weaknesses, or
significant internal control weaknesses;
• An audit that does not include a going concern disclosure in the notes or an
explanatory paragraph; and
• No other adverse statement indicating noncompliance with applicable laws,
rules, regulations, and provisions of the charter contract relating to financial
management and oversight.
Governance Performance Goal 1: During each year of its charter contract term, the Charter School shall achieve all six of the following governance performance standards
Measure 1: All governing board members complied with all applicable open
governance requirements, including policies relating to the Georgia Open Progress Made Progress Made Progress Made Progress Made On Track
Meetings Act and open records requirements.
Measure 2: All governing board members attended all required training,
On Track TBD
including all training required for any new governing board members.
Measure 3: The Board met a minimum of seven (7) times. On Track
Measure 4: Successful implementation of the Teacher and Leader Keys
On Track
Effectiveness System as verified by GaDOE.
Measure 5: All governing board members acted in accordance with the
Standards for Effective Governance of a Georgia Non-Profit School Governing
Board as sworn to in the Legal Compliance Affidavit included in the Annual On Track
Report, and as evidenced by a lack of any evidence to the contrary received by
GaDOE and the authorizing district(s).
Measure 6: The Board reflects the sociodemographic diversity of the community
On Track
it serves.
Governance Performance Goal 2: The Charter School shall implement all Essential or Innovative Features as defined in Section 5 of the charter in all material respects.
See Data at Top of Sheet
Legal Compliance Goal 1:
During each year of its charter contract term, the Charter School shall implement
all legal requirements included in federal and state law, rules, and regulations, On Track
and in this charter contract in all material respects.
Legal Compliance Goal 2:
The Charter School shall not do anything which results in GaDOE and the
authorizing district(s) placing it on probation more than two times in a single On Track
school year (July 1 to June 30).
Legal Compliance Goal 3:
The Charter School shall not do anything which results in GaDOE and the
authorizing district(s) placing it on probation more than three times during its On Track
charter contract term.
10/15/2024 3 of 3
106
DeKalb PATH Academy Exhibit 6
FY2026 – FY2030 Governance Training Program – Locally Approved Schools ONLY
School Name: DEKALB PATH ACADEMY
Date: October 8, 2024
Existing Members
A minimum of nine (9) hours of training is required for every existing member to be compliant in FY26-30. The roster may change from year to year as existing board members complete their terms. A training
program will be approved each year prior to the start of the fiscal year.
Member Name # of hours Financial Governance Training (Domain VII, Standard B) (3 hours Whole Board Governance Team Training (3 hours required) Topics within the Standards for Effective Governance
required for required) of GA Nonprofit Charter School Governing Boards (3
FY26 hours required)
Topics # of Provider Topics # of Provider Topics # of Hours Provider
Hours Hours
1. Bonnie Birrell, Chair 9 Financial Oversight: Ensuring 3 21Cobalt Building a Strong Start: 3 21Cobalt Smart & Savvy 3 21Cobalt
Fiscal Responsibility Effective Strategies for the First Governance –
2. Marvia Bright, Secretary 9 3 21Cobalt 100 Days 3 21Cobalt Effectively 3 21Cobalt
3. Tim Kalbas, Voting Member 9 Budgeting for Success: 3 21Cobalt 3 21Cobalt Utilizing 3 21Cobalt
Strategies for Effective Legal and Ethical Committees
4. David Morgan, Voting Member 9
Financial Planning
3 21Cobalt
Considerations in Charter
3 21Cobalt 3 21Cobalt
5. Michelle O’Neil, Voting 9 3 21Cobalt School Governance 3 21Cobalt “Charter”ing the 3 21Cobalt
Member Funding and Resources: Course - Strategic
Maximizing Opportunities Data-Driven Decision Making: Planning for
6. Celenia Perdomo, Voting 9 3 21Cobalt
Utilizing Data for School
3 21Cobalt
Governing Board
3 21Cobalt
Member Improvement
Building Stronger
7. Aceli Zenil, Voting Member 9 3 21Cobalt 3 21Cobalt
Connections:
3 21Cobalt
8. Crystal Felix-Clarke, Ex-Officio 9 3 21Cobalt 3 21Cobalt Effective 3 21Cobalt
Community
Engagement
Strategies
107
DeKalb PATH Academy Exhibit 6
New Members
A minimum of (15) hours of training is required for every new member to be compliant in FY26-30. The roster may change from year to year as new board members are added to the board. A training program will be
approved each year prior to the start of the fiscal year.
Member Name # of Best practices on charter school governance; Charter School Finance & Budgeting Training Financial Governance Training (Domain Whole Board Governance Team Topics within the Standards for
(Note: At the time of this hours the constitutional and statutory requirements (Domain VII, Standard A) (3 hours required) VII, Standard B) Training (3 hours required) Effective Governance of GA Nonprofit
application, PATH does not have required relating to public records and open meetings; (3 hours required. Must be provided by Charter School Governing Boards (3
any Board members that will for FY26 and the requirements of applicable statutes GaDOE - FBO) hours required)
not have completed their first and rules and regulations (3 hours required)
year before FY26. The example Topics # of Provider Topics # of Provider Topics # of Provider Topics # of Provider Topics # of Provider
provided below is for Hours Hours Hours Hour Hours
illustrative purposes) s
1. Jane Doe 15 Legal Requirements of 3 21Cobalt Financial Oversight: 3 21Cobalt QBE Funding, 3 GaDOE - Building a 3 21Cobalt Smart & 3 21Cobalt
Charter Schools & Charter Ensuring Fiscal Financial FBO Strong Start: Savvy
Boards,
Responsibility Governance and Effective Governance
GA Open Meetings & Open Oversight Strategies for – Effectively
Records Budgeting for Success: the First 100 Utilizing
Strategies for Effective Days Committees
Effective Governance Financial Planning
Practices for Oversight
Legal and “Charter”ing
Funding and Ethical the Course -
Resources: Maximizing Considerations Strategic
Opportunities in Charter Planning for
School Governing
Governance Board
Data-Driven Building
Decision Stronger
Making: Connections:
Utilizing Data Effective
for School Community
Improvement Engagement
Strategies
Training Program approved by the governing board on October 8, 2024.
*According to Georgia law, board members will be deemed ineligible to serve if all requirements are not met.
108
DeKalb PATH Academy Exhibit 6
A B C D E F G H I J K L M N O P Q R S T
*ALL
MEMBERS* *NEW *NEW *NEW
Whole MEMBERS* MEMBERS* MEMBERS*
ELECTIVES ELECTIVES
Board Best Best *ALL Best
1 PATH Academy Team *EXISTING Practices in *NEW *NEW Practices in *ALL MEMBERS* MEMBERS* *EXISTING Practices in *NEW *NEW
ALIGNED TO ALIGNED TO
STANDARDS STANDARDS
Training MEMBERS* Charter MEMBERS* MEMBERS* Charter Other Topics Whole MEMBERS* Charter MEMBERS* MEMBERS*
(April 24, Financial School Financial Funding & School Aligned with Board Team Financial School Financial Funding &
2024) Governance Governance Governance Budgeting Governance SBOE Standards Training Governance Governance Governance Budgeting
2 HOURS 3 3 3 3 3 3 3 3 3 3 3 3 2 1
GCSA
3 TRAINING DATE CONFERENCE
# OF
4 HOURS # OF HOURS
BOARD MEMBERS: STATUS ROLE REQUIRED COMPLETED
Strategic
Board Chair
5 (2 Hours)
Planning (2
Hours)
Birrell, Bonnie Existing Chair 9 13 3 3 6 1
Effective Strategic
6 Committees Planning (2
(1 Hour) Hours)
Bright, Marvia Existing Voting Member 9 11 3 3 5
Financial
Oversight Strategic
7 and Planning (2
Accountability Hours)
Felix-Clarke, Crystal Existing Ex-Officio 9 9 3 3 2 1 (1 Hour)
Strategic
8 Planning (2
Kalbas, Tim Existing Voting Member 9 8 3 3 2 Hours)
Financial
Oversight Strategic
9 and Planning (2
Accountability Hours)
Morgan, David New Voting Member 15 9 3 2 4 (1 Hour)
Financial
Oversight Strategic
10 and Planning (2
Accountability Hours)
O'Neil, Michelle New Voting Member 15 9 3 2 4 (1 Hour)
Strategic
11 Planning (2
Hours)
Perdom, Celenia New Voting Member 15 9 3 4 2
Financial
Oversight Strategic
12 and Planning (2
Accountability Hours)
Zenil, Aceli Existing Voting Member 9 6 3 2 1 (1 Hour)
13
14
15
16
109
1/1
DeKalb PATH Academy Exhibit 7
Introduction: Locally-approved charter school non-profit governing boards must have decision-making authority in all areas, including personnel decisions, financial decisions and
resource allocation, curriculum and instruction, establishing and monitoring the achievement of school improvement goals, and school operations. The columns in the chart below
describe the authority that must be exercised by a charter school's governing board, management, and school district respectively. There are also columns provided for other common
charter school partners (if applicable).
Instructions: Applicants must submit a proposed version of this chart that shows how roles and responsibilities are and/or will be shared for their particular charter school. If any
checkmarks are deleted or added, applicants must highlight in yellow those cells where a checkmark was deleted or added.
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Post-
Charter School Secondary Business Community
Charter School Local School
Personnel Decisions Nonprofit
Management District*
Education Partner(s) Partner(s)
Governing Board Partner(s) (if applicable) (if applicable)
(if applicable)
Select, retain, transfer, promote, demote, and/or terminate the principal or
school leader
Evaluate the principal or school leader (LKES)
Select, retain, transfer, promote, demote, and/or terminate faculty and all other
staff
Evaluate the teachers (TKES) and all other staff
Determine whether teacher certification will be required
Plan professional development for staff
Post-
Charter School Secondary Business Community
Charter School Local School
Financial Decisions and Resource Allocation Nonprofit
Management District*
Education Partner(s) Partner(s)
Governing Board Partner(s) (if applicable) (if applicable)
(if applicable)
Determine number and type of personnel positions budgeted, including
qualifications, roles, and job descriptions
Establish compensation model including salary ranges, bonus or performance-
based increases, supplements, and personal and professional leave, health,
dental, disability, and other benefit plans offered (other than TRS, which is
mandated) for all employees
Set budget priorities with funds received that are aligned with school
improvement plan, including personnel, curriculum, supply, equipment,
maintenance, operations, and all other costs
110
DeKalb PATH Academy Exhibit 7
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Ensure school receives all per-pupil and other funding to which it is entitled by
agreement with the local district (its fiscal agent)
Raise additional funds through fundraising efforts
Exercise discretion over expenditure for all state and local funds and, as
permissible, federal funds
Final school budget approval
Establish financial policies and standard operating procedures
Maintain a reserve fund
Determine facility uses
Ensure sound fiscal management and monitor budget implementation
Post-
Charter School Secondary Business Community
Charter School Local School
Curriculum and Instruction Nonprofit
Management District*
Education Partner(s) Partner(s)
Governing Board Partner(s) (if applicable) (if applicable)
(if applicable)
Recommend/Adopt instructional delivery model
Recommend/Adopt curriculum, including any changes in curriculum as needed to
improve student achievement
Recommend/Adopt courses and programs to offer
Recommend/Adopt textbooks, technology, and instructional materials
Recommend/Establish additional graduation requirements
Recommend/Adopt course and credit requirements, including technology and
physical education skill requirements
Recommend/Adopt seat time requirements
Recommend/Adopt opportunities for student acceleration/remediation
Create or modify Career Pathway curricula
Choose dual enrollment options
Choose credit recovery options
Utilize online learning platforms (e.g., Georgia Virtual School)
Establish additional mastery level requirements for performance
Select additional formative and/or summative assessments to determine student
levels of mastery and growth
111
DeKalb PATH Academy Exhibit 7
Exhibit 7
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Post-
Charter School Secondary Business Community
Charter School Local School
Curriculum and Instruction (continued) Nonprofit
Management District*
Education Partner(s) Partner(s)
Governing Board Partner(s) (if applicable) (if applicable)
(if applicable)
Establish delivery model, scheduling, staffing, and supplemental services for
English Learner (EL), special education (SPED), gifted, and remedial programs
Establish curriculum maps, pacing charts, and methods for monitoring the
curriculum
Establish lesson plan requirements for teachers
Establish placement and promotion criteria
Set grading and reporting policies, plans, process, schedules, and formats
Post-
Establishing and Monitoring the Achievement of Charter School
Nonprofit
Charter School Local School
Secondary
Education
Business
Partner(s)
Community
Partner(s)
School Improvement Goals Governing Board
Management District*
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
112
DeKalb PATH Academy Exhibit 7
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Post-
Charter School Secondary Business Community
Charter School Local School
School Operations Nonprofit
Management District*
Education Partner(s) Partner(s)
Governing Board Partner(s) (if applicable) (if applicable)
(if applicable)
Provide input into school operations that are consistent with school improvement
and charter goals, including establishing human resources policies, procedures,
and handbooks
Establish work schedules of faculty and staff (e.g., hours per day, days per year,
calendars)
Establish experience, training, and other matters related to substitute teachers
Recommend/Set school daily, weekly, and annual school calendar and class
schedules, including length of school year, holidays, early release days, etc.
Recommend/Approve professional development vendors and resources
Manage day-to-day human resources
HR processing, including employment contracts and benefits administration
Recommend/Select co-curricular and extracurricular activities
Establish after-school and Saturday programs as needed
Set enrichment and/or advisory periods as needed
Establish field trips, including locations and date
Set class size and student-teacher ratios
Set staff-to-student ratios for non-class times (e.g., lunch, recess, specials,
transitions)
Establish school partnerships for school growth
Develop communications strategies, including stakeholder surveys, parent
involvement, volunteer support
Select/Approve vendors aligned with school needs
Manage transportation decisions, including authority to contract for
transportation service
Select information systems (e.g., Student Information System, financial
information systems)
Manage the facility or facilities that are owned and operated by the school
system for use by the charter school
Approve/manage the food service agreement with a vendor or the school system
113
DeKalb PATH Academy Exhibit 7
Locally-Approved Charter School Partners Roles and Responsibilities Chart
Establish school size
Establish school grade span different from typical primary, elementary, middle,
and high public school models (e.g., 4-8, K-8, K-12)
Establish attendance policies
Establish student code of conduct and behavior policies, plans, processes, and
formats
Adopt and implement a marketing plan that is inclusive in its recruitment and
retention of all students
Ensure access to support to address the physical, social, financial, and emotional
needs of students in the school
*The LBOE retains its constitutional authority
114
DeKalb PATH Academy Exhibit 8
Application for 2024 - 2025 School Year
PATH Academy is a 5th through 8th grade public DeKalb County charter school. The
faculty has clearly defined and measurable high expectations for academic achievement
and conduct that make no excuses based on the background of students. The curriculum
is a rigorous college preparatory curriculum that challenges students to think critically
and analytically. Our school day runs from 8:15PM to 4:15 PM Monday through Friday
and two weeks or more of required summer school. This provides time for extracurricular
activities as well as extra help when students need it.
Today’s Date _________________________
(Month, Day, Year)
Student Name: ___________________________________________________________
(Last) (First) (MI)
Date of Birth: ________________________________________ Gender: ____________
(Month, Day, Year)
Parent/Guardian Name: ____________________________________________________
(Last) (First) (MI)
Current Grade: ____________
Home Address: ___________________________________________________________
City: ______________________________ State: GA Zip Code: ________________
Home Phone Number: ____________________ Work Phone Number: ______________
For the 2024 - 2025 school year applications will be accepted for uprising 5 th, 6th, 7th, and 8th
grade students. In accordance with O.C.G.A. § 20-2-2066(a) (1) (A), the Charter School elects to
give enrollment preference to the following categories of applicants and in the following priority:
115
DeKalb PATH Academy Exhibit 8
• Siblings of students enrolled in the start-up Charter School
• Students whose parent or guardian is a member of the governing board of the
Charter school or is a full-time teacher, paraprofessional, or other employee at the
charter school.
New students must plan to attend our summer school in July 2024.
Application Deadline:
5th grade:
Uprising 5th grade applications must be filled online at the school website (PATH Academy.org)
or sent to PATH (by mail, fax, or in person) by Friday, February 2, 2024 If there are more 5 th
grade applications than available spots, a lottery will be held on Wednesday, February 7, 2024 at
7:00 p.m. in the school cafeteria. Parents do not need to be present at the lottery. The results of
the lottery will be posted on the school website by Thursday, February 8, 2024. Parents with
winning numbers will be notified and invited, by mail, to a 5th grade orientation, starting Friday,
March 8, 2024. Parents who decline, fail to respond, or fail to attend orientation and sign a
consent form will lose their place by Monday, March 11, 2024. The first applicant on the waiting
list will take the available space.
6-8th grade:
Uprising 6th, 7th, and 8th grade applications will be accepted throughout the year. Applicants will
be contacted if and when a space becomes available for the respective grade. Applications are
contacted in the order in which they are received.
I understand the criteria and conditions for applying to DeKalb PATH Academy and wish to
apply for my child _________________________________.
______________________________________________________
Parent/Guardian Signature
116
DeKalb PATH Academy Exhibit 9
Admission/Enrollment Policy
Admission to PATH Academy will be a cooperative decision between students, parents, and teachers.
Students and parents must choose to enroll in PATH Academy instead of remaining at their zoned public
schools. The school encourages and motivates the students and their families to view an intense academic
commitment as their key to the future. Students, parents, and teachers will be expected to sign DeKalb
PATH Academy’s PATH to Excellence. This document addresses the areas of attendance, homework,
behavior, and academics. In accordance with all federal laws and the Georgia Charter Schools Act no
student will be denied admission to PATH Academy based on race, ethnicity, national origin, gender, or
disability.
Student Recruitment
PATH Academy will be a public, nonsectarian, nonreligious, nonprofit school organized and operated
under the laws of the state of Georgia. The following recruitment methods have been employed with
great success:
• post flyers and notices in local supermarkets, churches, community centers, and apartment
complexes
• visit local organizations in each neighborhood
• visit and explain to prospective students and their families the purpose of PATH Academy
• conduct parental information sessions to elaborate on the commitment involved with attending
PATH Academy
• canvass neighborhoods to further reach interested families
• ask current parents for help in talking to their neighbors
• advertise in the local newspapers and community association newsletter, and radio stations
Application Enrollment and Procedure
PATH Academy enrolls students in 5th to 8th grade. Due to its reputation as a high performing school,
PATH is one of the most sought after charter schools in Georgia. However, each year almost 95% of our
students rising 6th to 8th grade students re-enroll at PATH. Therefore, in 6th to 8th grade there are very
few spaces available for new enrollees.
In accordance with O.C.G.A. § 20-2-2066(a)(1)(A), the Charter School elects to give enrollment
preference to the following categories of applicants and in the following priority
• Siblings of students enrolled in the start-up Charter School
• Students whose parent or guardian is a member of the governing board of the Charter
school or is a full-time teacher, paraprofessional, or other employee at the charter school.
Applications are for 6th-8th grade are taken year round and are kept on file in the order in which they were
received. To enroll in 5th grade applications for the following school year will be accepted starting
second week of school and close on February 21st. Parents can download the application from the school
website, call the school for the application form to be faxed or mailed to them, or pick up the application
form at the school. The application form is in English and Spanish, and translation services in other
languages and assistance completing the application form are available through the school staff.
117
DeKalb PATH Academy Exhibit 9
Dekalb PATH Academy Admission/Enrollment Policy
Random Drawing/Lottery
If the number of applicants exceeds capacity of the grade level or building, PATH Academy will ensure
that such applicants have an equal chance of being admitted through a random lottery. If a lottery is
required, it will be held in an open forum in the school cafeteria at 7:00 p.m. on Wednesday of the week
that follows February 20th. Parents do not have to be present at the drawing. The process will be provided
to the parents in advance and explained again before the lottery begins. After the explanation parents will
be allowed time to ask questions to ensure that everyone understand the process. All written or verbal
information will be given in both English and Spanish.
Lottery Process
1. Each applicant will be assigned a number. The list of the names of students with assigned
numbers will be posted around the building. Parents will have a chance to see what number their
child is assigned to prior to the lottery. Index cards and pens/pencils will be available for the
parents to write down their child’s number if they choose.
2. Numbers will be written on ping pong balls representing each applicant. The number of the ping
pong balls will equate to the number of applicants.
3. The numbered balls will be placed in a container and will be randomly drawn one by one by a
community member who is not affiliated with the school.
4. There will be 3 more people involved in the lottery process, the first to announce the number, the
second to record the number, match the name to the number, and check off the number that is
called, and the third to video record the entire process.
5. As the numbers are called, students names will be posted on the projector.
6. When all spots are filled, the process will continue until every name has been drawn. That process
will determine the order of the waiting list should an opening arise.
7. Once the lottery has been completed, the names of the accepted students and the waiting list will
be posted on the school website.
Any applications received after February 21st will be added to the bottom of the waiting list. As openings
occur mid-year, families on the waiting list will be contacted regarding the vacancy. They have 48 hours
to accept the available opening. If they decline the offer, their name is removed from the waiting list and
the next person on the waiting will be contacted. New students must plan to attend our summer school in
June of the summer before the school year.
PATH Academy has complied and will continue to comply with the following guidelines:
• PATH Academy may not provide any enrollment preferences other than those set forth in the
state law O.C.G.A. §20-2-2066 (a) and (b).
• PATH Academy is a public school with open enrollment. As such, it may not use admissions
criteria or admissions applications that would not otherwise be used at a traditional public school.
• Students not residing in DeKalb County are not eligible to attend the charter school.
• Practices such as requiring parents or guardians to attend a meeting, be interviewed, tour the
facility or have students provide a written narrative as a condition for enrolling a student are not
permitted.
• PATH Academy may not use enrollment applications that require submission of letters of
recommendation, essays, resumes, or other narrative summaries of a student's school or
118
DeKalb PATH Academy Exhibit 9
Dekalb PATH Academy Admission/Enrollment Policy
community activities: i.e.: grades, academic programs, test scores, attendance record, or
disciplinary history.
• PATH Academy may use enrollment applications for the purpose of verifying the student's
residence within the school's attendance zone. Please remember that the school should only seek
information that is necessary for admitting the student, such as his or her name, date of birth,
address, grade, and contact information.
• In recognition of the need to plan and staff for incoming students, PATH Academy may ask for
additional information (including special education or English language learner status), however,
it is the school system's preference that such information be collected via post-admission
enrollment forms. The admission application must make it completely clear that providing the
additional information is voluntary, not necessary for submitting the application, and will have no
bearing on the student's potential admission to the school.
• As part of such applications, charter schools may require parents and students to agree to abide by
the school's stated expectations, including requirements for parent and/or student volunteer hours.
• PATH Academy is a free public school and may not charge tuition.
• Copies of the school's charter agreement must be offered to parents of enrolling students
electronically, and if requested, by paper copy.
• DCSD will provide the necessary software and training for the Student Information System
software, while the charter school shall provide hardware and the necessary Internet service
connection and technology support.
• DCSD's Student Information System software is to be used for the collection of all data and
information required by O.C.G.A. § 20-2-320 for mandatory reporting to the Georgia Department
of Education (GDOE) and Federal agencies (Example: Discipline).
• The charter school shall report daily attendance and discipline incidents to DCSD using the
standard, approved method of data collection. Master schedules and student schedules must exist
for all students, as well as final marks for each course after each semester.
• DCSD will provide the necessary software and training for the Student Information System
software, while the charter school shall provide hardware and the necessary Internet service
connection and technology support.
Withdrawal
PATH Academy will comply with the provisions of O.C.G.A. § 20-2-2066(d) for withdrawing students.
DeKalb County School System and PATH Academy agree that a student may withdraw without penalty
from PATH Academy at any point in time and return to his/her local zoned public school or any other
school to which he/she can gain admission.
119
Exhibit 10
24-25 YEARLY
EVENTS
AUGUST SEPTEMBER OCTOBER
Mon, Jul 29th - Fri, Aug 2nd: Pre-Planning Mon, Sept. 2nd: Labor Day Tues, Oct. 1st –Fri, Nov. 8th: Gifted Identification
Assessment (Renzulli)
Mon, Aug. 5th: 1st Day of School Tues, Sept. 3rd – Fri, Oct. 4th: Gifted
Thurs, Oct 3rd: Family Math Night
Wed, Aug. 14th: PATH Virtual Open House Identification Assessment Wed, Oct. 9th: 9 Week Grade Due
6:00 pm Tues, Sept 3rd: 5th Grade Culture Night Wed, Oct. 9th: Family ELA Night
Mon, Aug. 19th – Fri, Aug 30th: MAP Thurs, Sept 5th: 8th Grade Culture Night Thurs, Oct 10th: Picture Day
Assessment (Fall Universal Screener) Mon, Sept 9th: 4.5 Week Grades Due Fri, Oct. 11th: Hispanic Heritage Month Block
Mon, Aug 26th – Thurs, Aug 29th: Tues, Sept 10th: 6th Grade Culture Night Party 6:00 pm
Extended Day Week #1 Thurs, Sept. 12th: 7th Grade Culture Night Mon, Oct. 14th -Fri, Oct. 18th: Fall Break
Mon. Oct 21st: BETA Induction
Fri, Aug. 30th: Asynchronous Day #1 Mon, Sept 23rd – Thurs, Sept 26th: Extended
Mon, Oct. 21st – Fri, Oct. 25th: Fall Book Fair
Day Week #2 Wed, Oct. 23rd: PSAT 8
Thurs, Sept 26th: Family Science Content Mon, Oct 28th – Thurs, Oct 31st: Extended Day
Night Week #3
Fri, Sept. 27th: Asynchronous Day #2
NOVEMBER DECEMBER JANUARY
Tues, Nov. 5th: Independent Learner Day Fri, Dec 6th: Career Day Fri, Jan 3rd: Teacher Workday
(Dekalb) Mon, Dec 9th – Fri, Dec 13th: Paycheck Mon, Jan 6th: Post/Pre-Planning/1st
Sat, Nov. 9th: Fall Festival (11 am-3 pm) Challenge Semester Grades Due
Mon, Nov. 11th: 13.5 Week Grades due Mon, Dec 9th – Thurs, Dec 12th: Extended Mon, Jan 7th: First Day 2nd Semester/Honor
Mon, Nov. 11th – Fri, Nov. 15th: MAP Day Week #5 Roll Celebration
Assessment (Winter Universal Screener) Mon, Dec 16th – Fri, Dec 20th: Winter Spirit Mon, Jan 13th – Fri, Feb 13th:
Mon, Nov. 18th – Thurs, Nov 21st: Week ACCESS for English Language Learners
Extended Day Week #4 Fri, Dec. 20th: Paycheck Celebration/ Last Mon, Jan 17th: Connections Family Night
Mon, Nov. 25th – Fri, Nov 29th: Day 1st Semester Mon, Jan 20th: MLK Day
Thanksgiving Break Mon, Dec 23rd – Thurs, Jan. 2nd: Winter Mon, Jan 27th – Thurs, Jan 30th: Extended
Break Day Week #6
FEBRUARY MARCH APRIL
Wed, Feb 5th: 5th Grade Lottery Fri, Mar. 7th: Dekalb PD Day Wed, Apr. 2nd – Fri, Apr 4th: 6th Grade EOY
Mon, Feb 10th-Thurs, Feb 13th: Spring Fri, Mar. 14th: Academic Decathlon (Math Trip
Book Fair Bowl, Spelling Day, STEAM, SS Family Fued) Mon, Apr. 7th – Fri, Apr. 11th: Spring Break
Wed, Feb 12th: 4.5 Week Grades Due Mon, Mar. 17th – Fri, Mar. 21st: MAP Mon, Mar. 24th – Fri, Apr. 25th: Georgia
Fri, Feb 14th: Asynchronous Day #3 Assessment (Spring Universal Screener) Alternative Assessment (GAA)
Mon, Feb 17th - Fri, Feb 21st: February Mon, Mar. 24th: 9 Week Grades Due Wed, Apr. 23rd – Mon, May 5th: Georgia
Break Mon, Mar 24th – Fri, Mar 27th: Extended Day Milestone End-of-Grade (EOG)
Mon. Feb 24th – Thurs, Feb 27th: Extended Week #8 Mon, Apr. 28th – Tues, Apr. 29th: Georgia
Day Week #7 Thurs, Mar. 27th: Women’s History Month Milestone End-of-Course (EOC)
Fri, Feb 28th: Black History Month Celebration Tues, Apr. 29th: Day of the Arts
Fri, Mar. 28th: Asynchronous Day #4 Wed, Apr. 30th: 13.5 Week Grades Due
Wed, Apr. 30th: Grade Level supply lists
due
MAY JUNE JULY
Fri, May 2nd: Pan Asian Pacific Islander Month Tues, June 3rd: Final Grades Due Mon, July 21st -Thurs, July 25th: 5th Grade
Mon, May 5th – Fri, May 9th: Teacher Appreciation
Orientation
Week
Wed, May 14th: 6th and 7th Grade Award Day Mon, July 28th- Fri, Aug 1st: Pre-Planning
Thurs, May 15th – 18th: Universal Stars Trip
Sun, May 18th – Mon, May 19th: 7th Grade EOY Trip
Mon, May 19th – Wed, May 21st: Georgia Milestone
End-of-Grade (EOG) Retest
Tues, May 20th – Thurs, May 22nd: 8th Grade EOY Trip
Fri, May 23rd: Field Day
Mon, May 26th: Memorial Day
Tues, May 27th: Field Day Awards Celebration/PATH
House Cup
Tues, May 27th – Wed, May 28th: Senior Days
Thurs, May 29th: Last Day of School (Half Day) 120
Thurs, May 29th: 8th Grade Capstone 6:00pm
Fri, May 30th: Post Planning 10:00 am
DeKalb PATH Academy Exhibit 10
PATH Academy Daily Schedule
7:45 Teachers in their classroom/duty stations
7:55 Students dismissed to lockers and classrooms
8:00-9:05 Morning Tutorial and Announcements
9:05-9:10 / Class Change
9:10-10:10 Period 1
10:10-10:15 / Class
Change
10:15-11:15 Period 2
11:15-11:20 / Class
Change
11:20-1:15 11:20-12:20 / 7th & 8th grade Period 3
Lunch / Break 11:20-11:45 ……..5th Lunch / 6th Break
1:15-1:20 / Class Change 11:45-12:10………..6th Lunch / 5th Break
12:15-1:15 / 5th & 6th grade Period 3
12:25-12:50……..7th Lunch / 8th Break
12:50-1:15………..8th Lunch / 7th Break
1:20-2:20 Period 4
2:20-2:25 / Class Change
2:25-3:25 Period 5
3:25-3:30 / Class Change
3:30-4:05 Afternoon Tutorial & Snack
During House Meeting Weeks (2/3 weeks of month)
3:40-4:00 (Students will take their belongings and will
be dismissed from the cafeteria)
4:10 Dismissal
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Morning Circle Schedule
7:45……………………………..Teachers in their classroom/duty stations
7:55……………………………..Students dismissed to lockers and classrooms
8:00-8:40………………………..Morning Tutorial
8:10 Begin Mindful Monday
8:45-9:25……………………… Morning Circle
9:25-9:30 / Class Change
9:30-10:25………………………..Period 1
10:25-10:30 / Class Change
10:30-11:25………………………Period 2
11:25-11:30 / Class Change
11:30-11:55……………………..Lunch and Break
11:30-11:55……………..5th Lunch / 6th Break
11:55-12:20……………..6th Lunch /5th Break
12:25-1:20 / 5th & 6th Period 3
11:30-12:25 / 7th & 8th Period
12:25-12:55……………..7th Lunch / 8th Break
12:55-1:20……………..8th Lunch / 7th Break
1:20-1:25 / Class Change
1:25-2:20……………………......Period 4
2:20-2:25 / Class Change
2:25-3:20…………………………Period 5
3:20-3:25 / Class Change
3:25-4:10…………………………Afternoon Tutorial & Snack
4:10 Dismissal
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Club Bell Schedule 2024-25
Morning Group 8:25-9:05
Period 1 9:10- 10:05
Period 2 10:10-11:05
Period 3 (7th/8th Grade) 11:10– 12:05
5th/6th Break and Lunch
11:10-11:35/11:35-12:00
Period 3 (5th/6th) 12:05-1:00
7th/8th Break and Lunch
12:10-12:35/12:35-1:00
Period 4 1:05-2:00
Period 5 2:05-3:00
Clubs 3:05–3:45
Tutorial 3:50-4:10
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DeKalb PATH Academy Exhibit 11
PATH Academy Curriculum Map Template
5th Grade English Language Arts
Transfer Goals Standards Understandings Essential Questions Assessments Language
Unit
Students will independently use their ELAGSE5RF3 Students need to understand What habits can students Text
learning to: ELAGSE5RF4 how to set specific and develop to become a well Dependent
cultivate ongoing reading, ELAGGSE5L1 achievable goals for rounded reader? Questions
literacy, and language ELAGSE5L2 reading. Students also need
development. ELAGSE5L3 to understand how to take In what ways can students Writing
express themselves clearly in ELAGSE5L4 ownership for their learning. improve vocabulary, Prompts
speaking and in writing. ELAGSE5L5 grammar, and syntax to
Unit 1:
ELAGSE5L6 Students need to understand communicate more
Reading
what command and effectively in speaking and
Foundation &
conventions of language is, writing?
Language Use
including vocabulary,
(8 weeks) grammar, and syntax,
alongside critical thinking
skills for analyzing
information and forming
coherent sentences/writing.
Students will independently use their ELAGSE5RL1 Students need to understand What events/challenges Text dependent
learning to ELAGSE5RL2 how characters are cause characters to grow questions.
Compare and contrast ELAGSE5RL3 developed through actions, and change?
characters, setting, or events ELAGSE5RL7 thoughts, etc. in a story. Written theme
Unit 2: in a story ELAGSE5RL9 How does the setting affect analysis
Reading Identify elements of a story ELAGSE5SL Students need to recognize the overall plot of the story?
Identify elements of plot and ELAGSE5W1 recurring themes present in Character
Literary:
analyze plot elements in the ELAGSE5W2 the story and analyze how Does the environment play development
Esperanza
Rising
story they are developed an important part of how poster
Analyze the themes present in throughout the story. our lives are shaped? (Compare &
(8 weeks) the nove; Contrast)
Engage in collaborative Students need to understand What are the themes present
discussions with peers on that the sequence of events in this story? How do the
topics surrounding the story contribute to the overall plot events/challenges contribute
to deepen understanding. structure of the story. to the theme?
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DeKalb PATH Academy Exhibit 11
Students will independently ELAGSE5RI1 Understanding how to use What is the main message Text
Distinguish between central ELAGSE5RI2 context clues helps students or central theme of the text, Dependent
ideas and minor details in a ELAGSE5RI3 infer the meaning of and how do I distinguish it Questions
range of texts surrounding ELAGSE5RI4 unfamiliar words and from supporting details?
Civil Rights and Civil Rights ELAGSE5RI5 phrases, which is essential Constructed
Leaders ELAGSE5RI6 for comprehending central How do I identify the most Responses
Examine Author’s Purpose in ideas and supporting details. important information in the
text text and differentiate it from Summarization
Summarize text orally and in Students need to understand less significant details? tasks
writing the key points and the difference between topic
supporting details of sentences and central ideas. What are the different types
informational texts. of author’s purpose and Author’s
Students need to understand what strategies can I use to Purpose short
Unit 3: the different types of texts, help me identify them? passage sort
Reading and the reasons why the activity.
Informational author wrote the text.
Civil Rights Students should be familiar
(6 weeks) with the different text
structures to help develop
this skill.
Students need to understand
how to identify details that
support the main idea and
be able to summarize orally
and in written form.
Students need to understand
that there can be multiple
central ideas in an
informational text.
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DeKalb PATH Academy Exhibit 11
Students will independently use their ELAGSE5RL4 Students need to understand What clues in the story help Project Based
learning to ELAGSE5RL6 the different types of us differentiate between Activities:
Differentiate and analyze ELAGSE5W1 figurative language and how literal and figurative Character
literal and figurative ELAGSE5W2 each type functions in language, and how do they Analysis
language. communication. contribute to the overall
Unit 4 Analyze Point of View Students will understand meaning presented in the Theme
Historical analyze theme development how to analyze characters’ text? Analysis
Fiction explain through writing the reactions to plot events and
The Watson’s historical background of the determine a theme from the What strategies can we use Point of View
Go to American South in 1963 to chapter to identify and analyze the Assessment
Birmingham illustrate how one family point of view in the story,
(6 weeks) navigates and responds to the and how does it affect our
tragic consequences of racism interpretation?
and hatred.
How do people respond to
and recover from challenges
and tragedy
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DeKalb PATH Academy Exhibit 11
PATH Academy Curriculum Map
6th Grade/Language Arts
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
*see bottom of the document
Students will be able to ELAGSE6RL1 Students will understand Students will keep Narrative Essay Imagery
independently use their learning to ELAGSE6RL2 that…characters' considering… Cereal Box Book Genre
analyze and interpret coming-of-age ELAGSE6RL3 transformative journeys Report Sensory
narratives in literature, evaluate ELAGSE6RL4 contribute to themes of What are the key Character Profile Detail
Characterization
characters' growth and development, ELAGSE6RL9 self-discovery and growth elements of self- Creation Figurative Language
express their ideas effectively ELAGSE6RI9 in coming-of-age discovery and growth Explicit
through various writing forms, ELAGSE6W3 b narratives, and they will in coming-of-age Characterization
engage in meaningful discussions ELAGSE6W3 independently analyze, narratives? Setting
that explore themes of identity and a,c,d,e interpret, and effectively How do authors use Plot
maturity, and collaborate with peers ELAGSE6SL1 a,c communicate their literary techniques to Inferred
to deepen their understanding of the ELAGSE6SL6 understanding through depict characters' Textual Evidence
human experience. ELAGSE6L4 a,d polished writing and transformations? Point of View
Unit 1: ELAGSE6L5 a,c speaking while applying What challenges and Dialogue
Conflict
Coming of ELAGSE6L3 a language conventions to decisions contribute to Static/Dynamic
Age ELAGSE6L1 create engaging literary characters' emotional Character
(9 Weeks) analyses and texts. and intellectual Antagonist/Protagonist
maturation? Diction
How can readers apply Rhyme scheme
their understanding of Verse
self-discovery themes Stanza
to analyze and Symbol
interpret other literary Analogy
Concrete
works? Compare/Contrast
Theme
Narrative
Sequence
Brainstorm
Created by: Jabria Parker
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DeKalb PATH Academy Exhibit 11
Students will be able to ELAGSE6RL9 Students will understand Students will keep Mythical Creatures Compare/Contrast
independently use their learning to ELAGSE6RI9 that… the significance of considering… Creation Project Point of view
analyze, interpret, and appreciate ELAGSE6W2 d,e the coming-of-age theme What defines a Cultural Narrative Informative
cultural narratives including ELAGSE6RL5 in literature, the structure coming-of-age theme Showcase Expository
Explanatory
folktales, heritage stories, and ELAGSE6RL6 of narrative and in literature, and why Comparison Essay Connotation/Denotation
mythologies, demonstrate their ELAGSE6RI3 informative/explanatory is it significant? Book Report Topic
understanding through various ELAGSE6RI4 texts, and how to skillfully How can structured Annotation
writing forms and presentations, ELAGSE6W2 integrate character writing approaches Podcast
collaborate effectively to deepen a,b,c,f development and enhance the Digital
Unit 2: their insights, and engage in ELAGSE6SL1 transformative journeys conveyance of Introduction/Conclusion
Cultural respectful discussions that honor ELAGSE6SL4 into their writing to character Topic/Topic Sentence
diverse perspectives and traditions. ELAGSE6L1 a,b convey adept transformations in Body
Narratives: Root
ELAGSE6L4 b understanding and engage narratives?
Folktales, ELAGSE6L5 the audience. What strategies and
Suffix
Heritage Affix
ELAGSE6L6 techniques can writers Transition
Stories, and use to integrate Brainstorm
Mythologies relevant details and
(9 Weeks) organized sequences
into their narratives?
How does language
choice impact the
clarity and
engagement of
informative/explanator
y texts about
transformative
journeys?
Created by: Jabria Parker
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DeKalb PATH Academy Exhibit 11
Students will be able to ELAGSE6RL7 Students will understand What critical thinking Courageous Script
Visual
independently use their learning to ELAGSE6RI7 that… developing strategies are effective Character Claim
analyze characters' actions, ELAGSE6RI8 advanced reading in analyzing and Monologue Reasoning
motivations, and development in ELAGSE6W1 d comprehension skills, evaluating the actions Argumentative Valid
literature and informational texts, ELAGSE6RI1 critical thinking abilities, and motivations of Essay Claim
Counterclaim
effectively communicate their ELAGSE6RI2 and effective bold and brave Character Analysis
Argument
understanding through writing and ELAGSE6RI5 communication strategies characters? Book Report Informative/Expository
speaking, and collaborate with peers ELAGSE6RI6 are fundamental for How can effective Annotation
to deepen their comprehension and ELAGSE6W1 engaging meaningfully communication Fact
Non-Fiction
appreciation of courageous and bold a,b,c,e with a variety of literary strategies be utilized Strategy
characters. ELAGSE6W5 works, including those to articulate Analysis
ELAGSE6W8 featuring courageous interpretations and Summary
ELAGSE6SL2 characters in action. construct persuasive Explicit
Implicit
ELAGSE6SL3 arguments about
Unit 3: ELAGSE6L1 d characters' courage?
Journal
Primary/Secondary Source
Bold and ELAGSE6L3 a,b Why is it important to Central idea
Brave: ELAGSE6L4 c consistently apply Opinion
Topic sentence
Characters correct language Evidence
conventions in written
in Action and spoken forms
Support
Introduction/Conclusion
(9 Weeks) when discussing Body Paragraph
Cause/Effect
courageous characters Compare/Contrast
and their actions? Quote
Clause
Subordinate Clause
Independent Clause
Logical/ Chronological
Order
Audience
Organization
Peer
Planning
Revising
Editing
Drafting
Author’s purpose
Persuasion
Created by: Jabria Parker
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DeKalb PATH Academy Exhibit 11
Students will be able to ELAGSE6RL7 Students will understand In what ways can Family Tree and Abridge
independently use their learning to ELAGSE6RI7 that developing advanced exploring ancestral Oral History Paraphrase
explore and honor the rich cultural ELAGSE6RI8 reading comprehension heritage and diverse Project Tone
heritage and ancestral traditions ELAGSE6W9 skills, critical thinking perspectives enrich Ancestral Recipe Prewriting
through critical analysis of literature ELAGSE6W4 abilities, and effective our understanding of Cookbook Drafting
and informational texts, effective ELAGSE6W6 communication strategies cultural traditions and Book Report Editing
communication of their insights ELAGSE6W7 are crucial for engaging personal identity? Publishing
through various writing forms, and ELAGSE6SL5 deeply with diverse How does exploring Co-writing
Unit 4: meaningful engagement in ELAGSE6L1 c,e literary genres and non- diverse perspectives Transition
Honoring collaborative activities that celebrate fiction texts. They will contribute to Format
Ancestry and preserve ancestral knowledge also recognize the understanding and Purpose
(9 Weeks) and values. importance of honoring honoring ancestral Genre
ancestral heritage by heritage? Research
exploring diverse What role do cultural Inquiry
perspectives, cultural traditions play in Reliable
traditions, and identity, shaping individual and Inquiry
and honoring their collective identity Citation
ancestors' experiences. within a community? Source
* Language (Expanded): Daily Sentence Starters
Daily Sentence Starters: Mentor Sentence
Conversation/ Discussion Starters
Monday Tuesday Wednesday Thursday
(Making Observations) (Analyze & Label the Parts of Speech) (Revise/Edit) (New Sentence, Same Structure)
I noticed that the sentence has ___ The _____ in the sentence is ___________ The revisions I made to my sentence were My new sentence is ____.
I agree with ___. (part of speech) (the labeled word) ____. The changes I made to my sentence were ____.
I disagree with ___. I know this because___. I changed the ____ to ____.
I wonder why the sentence includes ___. I agree with _____ because _____.
I noticed that ___. I disagree with _____ because _____.
Created by: Jabria Parker
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Responding to a Question To Clarify
1. The answer is _____. I know this because____. 1. Could you please repeat that for me?
2. I like what _____ said because ____. 2. Could you explain a bit more, please?
3. I agree with ____, but on the other hand, ___. 3. Can you give me some more time to respond? I’m still thinking about the answer.
4. I disagree with ____ because ___. 4. I’m not sure I understood you when you said____. Could you say more about that?
5. I agree with ___ because ___.
Featured Text/Films
Unit 1: Coming of Age (Reading Literature) Unit 2: Cultural Narratives: Folktales, Heritage Stories, and Mythologies
The Scholarship Jacket by Marta Salinas (Reading Literature)
Us, in Progress: Short Stories About Young Latinos Jaha and Jamil Went Down the Hill: An African Mother Goose by Virginia
Seventh Grade by Gary Soto Kroll and Katherine Roundtree
Holes (The Movie) Sundiata Keita of Mali: The Lion King
Holes by Louis Schafer Black is King (Musical Film) by Beyonce Knowles Carter
Dissect Podcast (Black is King)
The Monkey and the Crocodile: A Jataka Tale from India
The Fire on the Mountain (An Ethiopian Folktale)
Unit 3: Bold and Brave: Characters in Action (Reading Informational) Unit 4: Honoring Ancestry (Reading Informational)
I Am Malala: How One Girl Stood Up for Education and Changed the Hairs/Pelitos by Sandra Cisneros
World Brown Girl Dreaming by Jacqueline Woodson
They Called Us Enemy by George Takei The Storyteller's Candle/La velita de los cuentos by Lucia Gonzalez
Henry's Freedom Box: A True Story from the Underground Railroad by Ellen
Levine
Created by: Jabria Parker
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PATH Academy Curriculum Map Template
7th Grade | Language Arts
Transfer Goals Understandings
Essential
Unit Students will independently Standards Students will understand Assessments Language
Questions
use their learning to… that…
Students will independently ELAGSE7RL3 Understand the How do elements of Text- Analyze
use their learning to ELAGSE7RL6 elements of plot: a story shape or Dependent Summarize
recognize the importance ELAGSE7RI3 exposition, rising action, develop the plot or Questions Sequencing
of setting, seeking to ELAGSE7W3 climax, falling action, characters? Justify
understand how the setting ELAGSE7RL1 resolution Cite
can impact the action of How do characters’ Elements of a Evidence
ELAGSE7RL2 Story Quiz
characters in a story. Understand the concept differing Explain
ELAGSE7RL4
of narrative voice (point perspectives help Organize
ELAGSE7RI1
Students will independently of view, first, second, or develop a text? Narrative Essay Write
use their learning to third person/omniscient, Compose
identify the elements of subjectivity, How might an List
characterization reliable/unreliable individual’s Conclude
narrator, etc.) perspective be Write
Students will independently shaped by events Develop
Unit 1:
use their learning to Understand the and ideas? Research
Exploring
identify and analyze importance of setting, Close Read
Narrative
elements of plot seeking to understand What techniques Annotate
Reading and
how the setting can help develop an Point of View /
Writing
Students will independently dynamically affect the effective narrative? Perspective
(9 weeks)
use their learning to action or the characters Dialogue
examine plot structure, in a story. Figurative Language
understand the way in Devices
which conflict drives the Understand that conflict Oral Presentation
action in a story is a driver of plot action; Brainstorm
characters (along with Draft
Students will independently events, settings, and Revise
use their learning to other elements) Edit
understand the concept of experience conflicts that Publish
narrative voice. propel a story (e.g.,
characters love or hate Story elements:
one another, experience -plot (exposition -
an obstacle or rising action - climax
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DeKalb PATH Academy Exhibit 11
hindrance, are torn apart -falling action -
by circumstance, etc.) resolution)
-setting
-theme
Conflict:
-internal - man vs self
-external - man vs
nature, man vs
society, man vs man,
man vs technology
Character Types:
-round/flat
-dynamic/static
-
developed/undevelop
ed
Characterization
Methods:
-direct
-indirect
Students will independently ELAGSE7RL7 Read closely to How can readers Text- Compare/contrast
use their learning to ELAGSE7RI7 understand how evaluate the Dependent Point of view
perceive the similarities ELAGSE7RI9 individuals’ events and interpretation of Questions Perspective
Unit 2: and differences between ELAGSE7SL2 historical events? Analyze
ideas are connected in a
Comparing original text and audio, Evaluate
visual, or live version of the text How does the visual Utopian Create
and Community
Contrasting text and defend representation of a Apply
preferences. Use organizers to show theme differ from its Project Tone
Written and
Visual the importance of and textual counterpart? Articulation
Literacy Students will independently relationships between World Changers Research
(9 weeks) use their learning to people, events, and Research Paper Compare/contrast
examine the kinds of ideas in the Point of view
choices that go into
informational text read
bringing a story from a
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DeKalb PATH Academy Exhibit 11
textual format to a visual
format.
Students will independently
use their learning to read a
wide variety of texts across
genres, historical periods,
styles, and points of view,
but also read a wide
variety of texts on single
topics or current topics of
debate in our country and
in the world in order to
make a considered
assessment of alternative
points of view.
Students will independently ELAGSE7SL2 Read closely to How can readers Text- Problem / Issue
use their learning to read ELAGSE7RL9 understand how distinguish facts Dependent Solution / Resolution
closely to understand how ELAGSE7RI8 individuals’ events and from opinions in Questions Hero (heroic)
ELAGSE7W7 ideas are connected in a fictional and Activist
individuals’ events and
text. nonfictional texts? Community
ideas are connected in a Argumentative
Organizer
text. Essay
Use organizers to show Why do readers Community
the importance of and evaluate different Stakeholders
My Museum
Students will independently relationships between sources on global Campaign
Unit 3: Project
use their learning to use people, events, and issues? Awareness
Changing the
organizers to show the ideas in the Global Issue
World
informational text read. Why is it important Cause(s)
(9 weeks) importance of and
for readers to form Effect(s)
relationships between Recognize and trace the their own opinions Fact(s)
people, events, and ideas development of an concerning world Opinion(s)
in the informational text author’s argument, point issues? Print & Digital
read of view, or perspective in Sources
text. Identify
Discuss
Employ knowledge of Research
appropriate Annotate
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DeKalb PATH Academy Exhibit 11
organizational structures Close read
for argument writing Summarize
include a focus for Infer
audience and purpose Trace
Evaluate
Cite Evidence
Peer Feedback
Present
Graphic Organizer
Students will independently ELAGSE7RL1 Evaluate and analyze Why is it important Text- Implicit /Implied
use their learning to ELAGSE7RL9 the effect of sound in to improve our Dependent Explicit /Stated
identify and understand the ELAGSE7RI1 poetry and in narrative, writing, and how do Questions Literary Nonfiction
especially with regard to strong writing skills Informational Texts
major types of figurative ELAGSE7RI9
how sound itself can support self- Poetry (Poetic)
language as they are used ELAGSE7W1 contribute to meaning, expression? Figurative
in the text. ELAGSE7W2 tone, or mood. language Quiz Figurative
ELAGSE7W9 Why do we need Language Devices:
Students will independently ELAGSE7L1 Identify and understand alternative forms of Video Script -Simile
use their learning to the major types of self-expression Activity/ -Metaphor
evaluate and analyze the figurative language as beyond text? Presentation -Personification
they are used in the text. -Hyperbole
effect of sound in poetry
Unit 4: -Imagery
Soundtracks and in narrative, especially -Alliteration
of My Life with regard to how sound -Onomatopoeia
(9 weeks) itself can contribute to Poem
meaning, tone, or mood. Line
Stanza
Speaker
Rhyme Scheme
Rhythm
Sonnet
Audience
Theme
Author’s
Word Choice:
-Tone
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DeKalb PATH Academy Exhibit 11
-Mood
-Denotative Meaning
-Connotative
Meaning
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DeKalb PATH Academy Exhibit 11
Featured Text:
Unit 1: Exploring Narrative Reading and Writing Unit 2: Comparing and Contrasting Written and Visual Literacy
● Extended Literary Text: ● Extended Information Text
○ Other Words for Home by Jasmine Wagna (Class Novel) ○ The Giver by Lois Lowry (Class Novel)
● Thematically connected short texts (Forgiveness / Kindness /
● Thematically Connected Short Texts
Empathy):
○ Thank you, Ma’am by Langston Hughes ○ Ghost Moon Part 1-4 (CommonLit)
○ Marigolds by Eugenia W. Collier ○ All Day in a Summer by Ray Bradbury
○ The Satchel By Lynette Samuel
○ The Roller Coaster By Shelby Ostergaard
Unit 3: Changing the World Unit 4: Soundtracks of My Life
● Extended Information Text: ● Extended Information Text:
○ Enrique’s Journey by Sonia Nazario ○ House on Mango Street
● Thematically Connected Short Texts (Difference / Survival)
○ “Immigration to the United States” by Michael A. Signal ● Thematically Connected Short Texts
(2018) ○ “Dreams” by Langston Hughes (1941)
○ Elena by Pat Mora ○ “I Have a Dream” by Dr. Martin Luther King, Jr. (1963)
○ Identity by Julio Noboa
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PATH Academy Curriculum Map Template
8th Grade/ELA
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
Students will be ● ELAGSE Define what an 1. How do 1. 1st and 2nd publishing
able to 8W3 autobiography is authors engage Drafts: point of
independently ● ELAGSEW4 and explain its their readers Formative
● ELAGSEW5
view
write clear and purpose when writing narrative
● ELAGSERL5
coherent essays, Identify and narratives? 2. Final Personal
● ELAGSERL7 dialogue
reports, and describe the key 2. How do writers Narrative Essay:
narratives for elements of an focus and Summative
transitions
various purposes autobiography, organize sentence
and audiences, including writing to structure
demonstrating structure and clearly personal
Unit 1: narrative
the ability to content effectively
Autobiography:
revise and edit Organize communicate
their work to personal ideas to the
How do we tell
improve clarity experiences that reader?
the story of
and coherence. they want to
who we are?
Students will be include in their
able to analyze autobiography
and evaluate the Write a draft of
credibility and their
validity of autobiography
sources, that includes and
synthesize introduction, a
information from series of
multiple sources, chronological
and present well- events, personal
reasoned reflections and a
arguments and conclusion.
explanations
based on their
research.
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DeKalb PATH Academy Exhibit 11
Students will be
able to
effectively use
technology and
digital tools to
produce and
publish writing,
collaborate with
others on writing
projects, and
adapt their
writing style and
format to suit
different media
and purposes.
Students will be
able to write for a
range of tasks,
purposes, and
audiences,
adapting their
writing style and
tone to
communicate
effectively in
different genres
and formats, such
as persuasive
essays,
informative
reports, creative
narratives, and
more.
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DeKalb PATH Academy Exhibit 11
Students will be ELAGSE 8RL7 Develop How do stories 1. Introduction central idea
able to identify ELAGSE 8RL9 writing skills of Greek to unit to analyze
and explain the ELAGSE 8W through short mythology determine prior textual
central idea of a ELAGSE 8SL4 responses or connect to our knowledge via evidence
text, and analyze human KWL chart
journal entries theme
how it evolves experiences? Formative
and is supported
about How does Assessment
plot
throughout the mythological understanding structure
text. They will themes these myths 2. Research a figurative
apply this skill to Connect Greek enhance our god/goddess and language
various texts, myths to their appreciation of demonstrate theme
including both cultural culture, values research through research
fiction and non- backgrounds and the oral characteriza
fiction, to deepen Use visual aids, universal presentations. tion
their hands-on themes that Formative
Unit 2:
understanding of activities, and resonate assessment
Mythology
complex ideas. (present) across
The Hero's context to grasp
Students will diverse 3. Text related
Journey
develop the
the meaning of societies? study guide
What makes a unfamiliar
ability to identify questions and
hero? terms.
an author's Choice Board
perspective and Express and activities
intended purpose demonstration Summative
in a text. They understanding Assessment
will also analyze through
how authors discussions,
address opposing presentations
evidence or and creative
viewpoints.
projects.
Students will
apply this skill to
critically
evaluate the
credibility of
sources and
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DeKalb PATH Academy Exhibit 11
recognize bias in
various forms of
writing.
Students will be
able to
effectively write
informative and
explanatory texts
that delve into a
topic, present
clear ideas and
information, and
use relevant
content. They
will organize
their writing
logically, analyze
information
critically, and
communicate
complex
concepts in a
clear and
engaging
manner. This
skill will serve
them in various
academic and
real-world
writing tasks.
Students will
develop strong
presentation
skills. They will
learn to present
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DeKalb PATH Academy Exhibit 11
their claims and
findings in a
focused, coherent
manner, with
supporting
evidence, valid
reasoning, and
well-chosen
details. They will
practice effective
communication
techniques,
including
maintaining eye
contact, using an
appropriate
volume, and
clear
pronunciation.
These skills will
be valuable in
academic
presentations and
future
professional
settings.
Students will be ELAGSE8R Understand How does the 1. Introduction
able to analyze L8 how conflicts friendship Bruno and to unit to
Unit 3: the central ideas ELAGSE8 have shaped Schmuel teach us determine prior
Exploring or themes of a W1 different about empathy and knowledge of
Humanity in text and their
cultures and the impact of events in Nazi
Times of development Germany via
over the course
societies. prejudice during KWL chart
Conflict historical events?
of the text. Formative
Assessment
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DeKalb PATH Academy Exhibit 11
● Analyze the Incorporate
structure of a different How does Elie Students
text, including perspectives to Wiesel’s personal maintain a
how specific promote journey through the journal where
sentences, Holocaust, reflect the they write
empathy
paragraphs, and resilience (strength) reflective entries
sections relate to
Explore after reading
different of the human spirit
each other and specific chapters
the whole. conflicts that and the importance of or sections from
● Determine the occur in daily bearing witness to both books.
author's point of life and devise historical events? Formative
view and purpose ways to resolve Assessment
and analyze how these conflicts.
they shape the Be open to
content of the exploring Write short
text. different essays
● Integrate and comparing and
cultures and
evaluate content contrasting
presented in
their elements like
diverse formats contributions to setting, themes,
and media. society as a or character
● Evaluate the whole. experiences in
arguments and Night and The
claims made in a Boy in the
text, identifying Striped Pajamas
any fallacies or Project based
bias, examining Choice Board
textual structure, Summative
understanding Assessments
author's
perspective and
purpose,
handling diverse
formats and
media, and assess
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DeKalb PATH Academy Exhibit 11
arguments and
bias
Students will be
able to write
arguments that
introduce a
precise claim,
develop the
claim(s) and
counterclaims
fairly and
thoroughly, use
appropriate
transitions to
create cohesion
and clarify the
relationships
between claims
and reasons,
write arguments
to support claims
with clear and
logical reasoning,
use precise
language and
domain-specific
vocabulary to
inform or explain
the topic, and
apply the writing
process,
including
planning,
revising, editing,
and proofreading,
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DeKalb PATH Academy Exhibit 11
to produce well-
structured and
well-supported
argumentative
essays.
Students will be ELAGSE Examine how Why do writers use Interactive quizsimile
able to identify 8RL 10 figurative figurative language ( Kahoot or metaphor
and interpret ELAGSE language and how does it affect Quizizz) to personi-
figurative 8RL 4 contributes to the reader’s assess prior fication
language in
ELAGSE the meaning, interpretation of a knowledge hyperbole
various genres
such as short
8W4 tone and mood text? Formative idiom
stories and of a piece and Assessment alliteration
poems Students understand the How can figurative onomat-
will be able to effect it has on language improve Pair students opoeia
incorporate the reader personal and assign each oxymoron
Unit 4: figurative Use figurative communication? pair a type of allusion
Creative language language figurative irony(
Words: effectively into creatively in In what ways can language. verbal,
Unlocking the different types of their own figurative language They prepare a situational
Power of writing such as writing to be used to create short lesson or and
Figurative personal
enhance vivid imagery and presentation to dramatic)
Language narratives,
persuasive
expression and convey complex teach to the pun
essays, and impact ideas? class. imagery
creative pieces. Explore how Formative symbolism
Use figurative authors /poets Assessment imagery
language as a use figurative assonance
tool for critical language in mood
thinking and different ways. Define and tone
knowledge of Understand that identify types
figurative figurative of figurative
language language often language via
problem solving.
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DeKalb PATH Academy Exhibit 11
Students will be depends on exit tickets at
able to use their context to the end of a
knowledge of convey its lesson.
figurative intended Formative
language to
meaning Assessment
enhance both
their personal
Recognize that
communication idioms and Students write
and academic other forms of a short story,
skills. figurative poem or
language can personal
vary between narrative that
cultures and includes at
languages, and least five
appreciate how different types
cultural of figurative
contexts language
influence Summative
figurative Assessment
expressions.
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DeKalb PATH Academy Exhibit 11
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DeKalb PATH Academy Exhibit 11
PATH Academy Curriculum Map
5th Grade Mathematics
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
Students will 5.GSR.8.3 Investigate Students will How would you Calculate the Explain
independently use volume of right understand that: explain how to find the volume of Abstractly
their learning to… rectangular prisms by Volume is the volume of a rectangular two different Quantitativ
understand packing them with unit amount of space prism? rectangular ely
how cubes without gaps or a three- prisms
geometrical overlaps. Then, dimensional around your
thinking can determine the total object takes up home using
be applied to volume to solve and can be used a
different problems. when ruler/measur
careers 5.GSR.8.4 Discover engineering or ing tape and
reason and explain how the constructing. what you’ve
Unit 1: abstractly and volume of a right learned
Investigatin quantitatively rectangular prism can about
g Volume of when solving be found by volume.
Solid problems multiplying the area of
Figures the base times the
2-3 weeks height to solve real-life,
mathematical
problems.
5.NR.5.1 Write,
interpret, and evaluate
simple numerical
expressions involving
whole numbers with or
without grouping
symbols to represent
real-life situations.
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DeKalb PATH Academy Exhibit 11
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
Students will 5.NR.1.1 Explain that Students will How can you use Create a line
independently use in a multi-digit number, understand that: patterns to understand plot of
their learning to… a digit in one place Mathematics place value and the measuremen
recognize represents 10 times as involves finding ts from the
base ten number
patterns and much as it represents in patterns to list of data
apply them to the place to its right make sense of system? topics.
solve problems and 1/10 of what it problems. Analyze the
within their represents in the place Our number How can you use data and
communities to its left. system follows patterns to understand determine
understand and 5.NR.1.2 Explain a pattern. multiplication and what
Unit 2: explore their patterns in the We measure division? implications
Building identities, placement of digits time, length, this has.
Conceptual communities, when multiplied or weight, and
Understandi and the world divided by a power of capacity/volum What have you seen
ng of Place 10. Use whole number e to observe the throughout history that
Value Using exponents to denote world. supports the idea that
Measureme powers of 10, up to statistics influence
nt and Data 10^3 . government decisions?
Reasoning 5.MDR.7.3 Convert
4-5 weeks among units within the
metric system and then
apply these conversions
to solve multi-step, real
life problems.
5.MDR.7.4 Convert
among units within
relative sizes of
measurement units
within the customary
measurement system.
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DeKalb PATH Academy Exhibit 11
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
5.MDR.7.1 Explore
real-life problems
involving different
units of measurement,
including distance,
weight, volume, and
time.
5.MDR.7.2 Ask
questions and answer
them based on gathered
information,
observations, and
appropriate graphical
displays to solve
problems relevant to
everyday life.
Students will 5.NR.2.1 Fluently Students will What do effective Dream
independently use multiply multi-digit (up understand that: problem solvers do Career &
Unit 3:
their learning to… to 3-digit by 2-digit) There are when they get stuck? The Real
Building
persevere whole numbers to solve multiple World: Have
Conceptual
while problem real-life problems. strategies that How do you evaluate students
Understandi
solving by 5.NR.5.1 Write, can be used to and reflect on your research
ng of
using different interpret, and evaluate solve a solution to determine if their top two
Multiplicati
strategies simple numerical problem. it makes sense? dream
on and
gain financial expressions involving There are careers.
Division
literacy to help whole numbers with or connections What similarities and Students will
with Whole
them without grouping between differences do you see find annual
Numbers
understand and symbols to represent operations that in the different salary for
3-4 weeks
maintain a real-life situations. are used to strategies for solving one of the
healthy budget solve and careers and
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DeKalb PATH Academy Exhibit 11
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
5.NR.2.2 Fluently understand multiplication and calculate
divide multi-digit problems. division? how much
whole numbers (up to When you think about they’ll make
4- digit dividends and a budget, how do you each month.
2-digit divisors no know when you have Then,
greater than 25) to made a good financial students will
solve real-life decision vs a bad one? find out how
problems. much they
5.MDR.7.2 Ask make per
questions and answer hour, and
them based on gathered then use that
information, to calculate
observations, and how much
appropriate graphical they’ll make
displays to solve in a month.
problems relevant to Compare/co
everyday life. ntrast
monthly
incomes of
both jobs.
Students will 5.NR.3.2 Compare and Students will What do effective John’s Trip
independently use order up to three understand that: problem solvers do to
Unit 4: their learning to… fractions with different There are when they get stuck? DisneyWorl
Building persevere numerators and/or multiple d
Fraction while problem different denominators strategies that What is the difference
Understandi solving by by flexibly using a can be used to between finding an
ng using different variety of tools and solve a answer and solving a
3-4 weeks strategies strategies. problem. problem?
ask questions 5.NR.3.3 Model and Statistical
and answer solve problems analysis and
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DeKalb PATH Academy Exhibit 11
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
them based on involving addition and data display How can comparing
gathered subtraction of fractions often reveal and ordering fractions
information, and mixed numbers patterns that help you understand
observations, with unlike may not be fractions?
and visual denominators. obvious.
displays 5.MDR.7.2 Ask
questions and answer
them based on gathered
information,
observations, and
appropriate graphical
displays to solve
problems relevant to
everyday life.
Students will 5.NR.3.1 Explain the Students will How is multiplication Choose a
independently use meaning of a fraction understand that: and division drink or food
their learning to… as division of the You can use connected? recipe that
use numerator by the visual models to you can
Unit 5:
mathematical denominator (𝑎𝑎 𝑏𝑏 = a ÷ explain and How can you use visual create a blog
Making
modeling to b). Solve problems solve problems. models to make sense post about.
Sense of
explain involving division of of real life problems? Discuss how
Fraction
relationships whole numbers leading to triple the
Multiplicati
and solve to answers in the form recipe and
on and
problems of fractions or mixed half the
Division
numbers. recipe.
5-6 weeks
5.NR.3.4 Model and
solve problems
involving
multiplication of a
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DeKalb PATH Academy Exhibit 11
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
fraction and a whole
number.
5.NR.3.5 Explain why
multiplying a whole
number by a fraction
greater than one results
in a product greater
than the whole number,
and why multiplying a
whole number by a
fraction less than one
results in a product less
than the whole number
and multiplying a
whole number by a
fraction equal to one
results in a product
equal to the whole
number.
5.NR.3.6 Model and
solve problems
involving division of a
unit fraction by a whole
number and a whole
number by a unit
fraction
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DeKalb PATH Academy Exhibit 11
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
Students will 5.NR.4.1 Read and Students will How can you maintain Decimals
independently use write decimal numbers understand that: a healthy budget? Movie Night
their learning to… to the thousandths Interacting with Performance
persevere place using base-ten money when When you think about Task: It’s
while problem numerals written in shopping, a budget, how do you Saturday
solving by standard form and paying bills, know when you have night at the
using different expanded form. and comparing made a good financial movies, and
strategies 5.NR.4.2 Represent, prices requires decision vs a bad one? you have
gain financial compare, and order interaction with $30. What
literacy to help decimal numbers to the decimals. are you
Unit 6: them thousandths place Estimation can going to
Extending understand and based on the meanings be used to help spend
Place Value maintain a of the digits in each you stay within money on?
and healthy budget place, using >, =, and < your budget.
Working symbols to record the Grocery
with results of comparisons. Store Cut &
Decimals to 5.NR.4.3 Use place Paste
Solve value understanding to Shopping
Problems 4- round decimal numbers List:
5 weeks to the hundredths place. Students are
5.NR.4.4 Solve given a $20
problems involving budget to
addition and buy snacks
subtraction of decimal for the
numbers to the household.
hundredths place using
a variety of strategies.
5.MDR.7.2 Ask
questions and answer
them based on gathered
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DeKalb PATH Academy Exhibit 11
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
information,
observations, and
appropriate graphical
displays to solve
problems relevant to
everyday life.
Students will 5.PAR.6.1 Generate Students will Compare/contrast Create a
independently use two numerical patterns understand that: polygons based on their connect-the-
their learning to… using two given rules. Items (concrete properties. dots
understand Identify apparent and abstract) instructions
how relationships between can be to create a
geometrical corresponding terms by classified into picture of
thinking can completing a table. categories based your choice
be applied to 5.PAR.6.2 Represent on attributes on the
different problems by plotting and properties. coordinate
Unit 7:
careers ordered pairs and Mathematics plane
Exploring
reason explain coordinate involves finding (quadrant 1).
Geometry
abstractly and values of points in the patterns to
and the
quantitatively first quadrant of the make sense of
Coordinate
when solving coordinate plane. problems.
Plane
problems 5.GSR.8.1 Classify,
3-4 weeks
compare, and contrast
polygons based on
properties.
5.GSR.8.2 Determine,
through exploration
and investigation, that
attributes belonging to
a category of two-
dimensional figures
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DeKalb PATH Academy Exhibit 11
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
also belong to all
subcategories of that
category.
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DeKalb PATH Academy Exhibit 11
PATH Academy Curriculum Map
6th grade/Mathematics
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
Students will be 6.NR.2.1 Describe and interpret the center
of the distribution by the equal share value
Students need to know: When you are curious 6th grade Data Analyze
able to (mean). reading and about something, what Collection Collect
independently use 6.NR.2.2 Summarize categorical and
quantitative (numerical) data sets in
creating graph kind of questions do Project Plot
their learning to relation to the context: display the is a way of you ask in order to Describe
ask questions, use distributions of
quantitative (numerical) data in plots on a
communicating reach a conclusion? Statistics Unit Statistical
data and to make number line, including dot plots, data Test Questioning
viable arguments, histograms, and box plots and display the
distribution of
statistics What are some signs or
solve problems categorical data using bar graphs. influence actions of a curious Weekly
and analyze 6.NR.2.3 Interpret numerical data to
answer a statistical investigative question
societal person? Knowledge
situations. created. Describe the distribution of a decisions Check Ins
Unit 1: quantitative the way the How can you use what
Exploring (numerical) variable collected, including
its center, variability, and overall shape. government you know about
Real-life 6.NR.2.4 Design simple experiments and divides the numbers to help you
Phenomena collect data. Use data gathered from
Students will be realistic scenarios and simulations to budget depends solve problems in your
through
able to determine on statistics daily life?
Statistics quantitative measures of center (median
independently use and/or mean) and variability (interquartile
(4-5 weeks) range and range). Use these quantities to
their learning to draw
understand and to conclusions about the data, compare What have you seen
explore the different numerical data sets, and make
predictions.
throughout history that
impact of their 6.NR.2.5 Relate the choice of measures of supports the idea that
identity in their center and variability to the shape of the
data distribution and the context in which
statistics influence
communities and the government decisions?
data were gathered.
the world. 6.NR.2.6 Describe the impact that inserting
or deleting a data point has on the mean
and the median of a data set. Create data
displays using a dot plot or box plot to
examine this impact.
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DeKalb PATH Academy Exhibit 11
Students will be 6.NR.1.1 Fluently add and subtract any
combination of fractions to solve
Students need to know: Why do you think it is Recipe Book Analyze
able to problems. how to track important to learn Project Interpret
independently use 6.NR.1.2 Multiply and divide any
combination of whole numbers, fractions,
expenses about budgets and Collect
their learning to and mixed numbers using a student- how a savings manage your money Travel Budget Summarize
develop their selected strategy.
Interpret products and quotients of
work correctly? Mini Project Calculate
financial literacy. fractions and solve word problems. how to make
6.NR.2.1 Describe and interpret the center
of the distribution by the equal share value
realistic budgets When you think about
Students will be (mean). why financial a budget, how do you
able to 6.NR.2.3 Interpret numerical data to
answer a statistical investigative question
planning is know when you have
independently use created. Describe the distribution of a important made a good financial
Unit 2:
their learning to quantitative how to make decision vs a bad one?
Making (numerical) variable collected, including
understand its center, variability, and overall shape. connections
Relevant
budgets and make 6.NR.2.4 Design simple experiments and between their
Connections collect data. Use data gathered from
better financial realistic scenarios and simulations to learning and
through Number
choices. determine their life
System Fluency quantitative measures of center (median
and/or mean) and variability (interquartile experiences.
(3-4 weeks)
Students will be range and range). Use these quantities to
draw
able to conclusions about the data, compare
independently use different numerical data sets, and make
predictions.
their learning to 6.NR.1.3 Perform operations with multi-
explain digit decimal numbers fluently using
models and student-selected strategies.
relationships and
solve problems by
using
mathematical
modeling.
Students will be 6.NR.4.1 Explain the concept of a ratio,
represent ratios, and use ratio language to
Students need to know: What can you use to Grocery Store Analyze
Unit 3: able to describe a relationship between two how to make compare quantities? Project/Better Summarize
Investigating independently use quantities. 6.NR.4.2 Make tables of
equivalent ratios relating quantities with
connections Deal Analysis Equivalence
Rate, Ratio and their learning to whole-number measurements, find missing between Why is it important to Recognize
Proportional recognize patterns values in the tables, and plot the pairs of
values on the coordinate plane. Use tables
different understand equivalence Comparison
Reasoning and apply them to to compare ratios. 6.NR.4.3 Solve amounts between amounts?
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DeKalb PATH Academy Exhibit 11
(3-4 weeks) solve problems in problems involving proportions using a
variety of student-selected strategies.
how to
their 6.NR.4.4 Describe the concept of rates and recognize the How can you apply
communities. unit rate in the context of a ratio
relationship. 6.NR.4.5 Solve unit rate
connections can connections you make
problems including those involving unit be made between quantities with
Students will be pricing and constant speed. 6.NR.4.6
Calculate a percent of a quantity as a rate
through number problems in your
able to per 100 and solve everyday problems sense. community?
independently use given a percent. 6.NR.4.7 Use ratios to
convert within measurement systems
their learning to (customary and metric) to solve authentic
problems that exist in everyday life.
Students will be 6.PAR.6.1 Write and evaluate numerical
expressions involving rational bases and
Students need to know: What are the Store Owner Analyze
able to whole-number exponents. how to find the connections between Scheduling Interpret
independently use 6.PAR.6.2 Determine greatest common
factors and least common multiples using a
value of an scheduling shifts at a Project Recognize
Unit 4: their learning to variety of strategies to make sense of unknown job and LCM/GCF? Comparison
Building a explain applicable
problems.
variable
Conceptual relationships and 6.PAR.6.3 Write and read expressions that how to apply
Understanding solve problems. represent operations with numbers and
variables in realistic situations.
the properties of
of Expressions 6.PAR.6.4 Evaluate expressions when LCM and GCF
(2-3 weeks) given values for the variables, including
expressions that arise in everyday
to their
situations. everyday
6.PAR.6.5 Apply the properties of
operations to identify and generate
experiences
equivalent expressions.
Students will be 6.PAR.7.1 Solve one-step equations and
inequalities involving variables when
Students need to know: What steps can you Analyze
able to values for the variables are given. how to identify take to evaluate your Summarize
Unit 5: independently use Determine whether expressions and own work for Recognize
Exploring Real- their learning to
an equation and inequality involving a
variable is true or false for a given value of equations as accuracy? Comparison
life Phenomena reason abstractly the variable. relationships Evaluate
through and quantitatively
6.PAR.7.2 Write one-step equations and
inequalities to represent and solve between known Why is it important to
OneStep when solving problems; explain that a variable can integers and understand the
Equations and problems.
represent an
unknown number or any number in a unknown relationship between
Inequalities specified set. integers known and unknown
(4-5 weeks) 6.PAR.7.3 Solve problems by writing and
solving equations of the form x + p = q, px how to apply integers?
= q and x
p
previously
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DeKalb PATH Academy Exhibit 11
= q for cases in which p, q and x are
all nonnegative rational numbers.
learned skills
6.PAR.7.4 Recognize and generate solve problems
inequalities of the form x > c, x > c, x < c,
or x < c to explain situations that have
with unknown
infinitely many values
solutions; represent solutions of such
inequalities on a number line.
Students will be 6.GSR.5.1 Explore area as a measurable
attribute of triangles, quadrilaterals, and
Students need to know: What is the importance Dream Measure
able to other polygons conceptually by composing how to properly of accurately finding House Area Analyze
independently use or
decomposing into rectangles, triangles, and
use rules or the lengths or Project Summarize
their learning to other shapes. Find the area of these other measuring dimensions of different
recognize how geometric figures to solve problems.
6.GSR.5.2 Given the net of three-
tools to find objects? MiniGolf Area
geometrical dimensional figures with rectangular and accurate lengths Project
thinking can be triangular faces, determine the surface area
of these
and dimensions What are different
Unit 6: applied to figures. of shapes. ways to use Lego Volume
Exploring Area different careers. 6.GSR.5.3 Calculate the volume of right
rectangular prisms with fractional edge
how to measurements of Practice
and Volume lengths by applying the formula, V = (area recognize objects?
(2-3 weeks) Students will be of base) x
(height).
shapes Weekly
able to according to Knowledge
independently use their Check Ins
their learning to characteristics.
reason abstractly
and quantitatively
when solving
problems.
Students will be 6.NR.3.1 Identify and compare integers
and explain the meaning of zero based on
Students need to know: What does it mean to Travel Weather Summarize
Unit 7: able to multiple authentic situations. 6.NR.3.2 the differences be a curious citizen? Report Project Recognize
Rational independently use Order and plot integers on a number line
and use distance from zero to discover the
of negative and Comparison
Exploration: their learning to connection between integers and their positive integers How can we use our
Numbers and become curious opposites. 6.NR.3.3 Recognize and explain
that opposite signs of integers indicate
the different knowledge of math to
their Opposites citizens that are locations on opposite sides of zero on the ways to answer questions in
(3-4 weeks) actively seeking number line; recognize and explain that the
opposite of the opposite of a number is the
interpret your everyday life?
answers to number itself. 6.NR.3.4 Write, interpret, integers based
and explain statements of order for rational
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DeKalb PATH Academy Exhibit 11
questions in the numbers in authentic, mathematical
situations. Compare rational numbers,
on the situation
world. including integers, using equality and they are used in
inequality symbols. 6.NR.3.5 Explain the
absolute value of a rational number as its
distance from zero on the number line;
interpret absolute value as distance for a
positive or negative quantity in a relevant
situation. 6.NR.3.6 Distinguish
comparisons of absolute value from
statements about order. 6.NR.2.3 Interpret
numerical data to answer a statistical
investigative question created. Describe
the distribution of a quantitative
(numerical) variable collected, including
its center, variability, and overall shape.
6.NR.2.4 Design simple experiments and
collect data. Use data gathered from
realistic scenarios and simulations to
determine quantitative measures of center
(median and/or mean) and variability
(interquartile range and range). Use these
quantities to draw conclusions about the
data, compare different numerical data
sets, and make predictions
Students will be 6.PAR.8.1 Locate and position rational
numbers on a horizontal or vertical number
Students need to know: How is reading maps Student Analyze
able to line; find and position pairs of integers and how to identify similar to reading a Coordinate Recognize
independently use other rational numbers on a coordinate
plane. 6.PAR.8.2 Show and explain that
properties of a coordinate plane? Plane Mystery Comparison
their learning to signs of numbers in ordered pairs indicate coordinate Image
recognize patterns locations in quadrants of the coordinate
plane and determine how two ordered pairs
plane How can you compare
Unit 8: and apply them to may differ based only on the signs. how to compare and contrast plots on a
Graphing solve problems in 6.PAR.8.3 Solve problems by graphing
points in all four quadrants of the
integers based coordinate plane based Coordinate
Rational their coordinate plane. Include use of on the on their characteristics? Plane Plot
Numbers communities. coordinates and absolute value to find
distances between points with the same x-
characteristics Scavenger Hunt
(2-3 weeks) coordinate or the same y-coordinate. of their position
6.PAR.8.4 Draw polygons in the
coordinate plane given coordinates for the
in a coordinate
vertices; use coordinates to find the length plane.
of a side joining points with the same x-
coordinate or the same y-coordinate.
how to apply
precious
knowledge of
161
DeKalb PATH Academy Exhibit 11
polygons to
coordinate
planes
Students will be The capstone unit applies content that has
already been learned in previous
Students need to know: What skills do you End of year
able to interdisciplinary PBLs and units how to apply need a refresher on? Milestones
demonstrate their throughout the school year. The capstone
unit is an interdisciplinary unit that allows
their previous Testing
Unit 9: understanding of students to create a presentation, report, or knowledge How can you use the
Culminating concepts from the demonstration that could include their
models used to answer an overarching
how to apply resources you already
Capstone Unit school year in driving question. (e.g., Students can previous skills have to review past
(1-2 weeks) preparation of the present their solution(s), findings, project,
or answer to the driving question to a
concepts?
end of year larger audience during the culminating
standardized capstone unit.)
testing.
162
DeKalb PATH Academy Exhibit 11
PATH Academy Curriculum Map Template
7th grade/Math
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Apply mathematical models 7.NR.1: Equations are mathematical What do effective problem Project Task - Equations
of integers to explain - Solve relevant, models used to represent solvers do to persevere when Create your own Solve
relationships and solve real- mathematical problems, something (relationship they get stuck? mathematical Evaluate
world problems. including multi-step problems, between numbers and project based on Simplify
involving the four operations unknowns). How do you evaluate and the concepts Like terms
Implement different strategies with rational numbers and reflect on your solution to from Unit 1 in Inverse
and persevere while problem- quantities in any form Heuristics are strategies that determine if it makes sense? conjunction with operations
solving. (integers, percentages, can aid problem solving (e.g. a real-world, Distributive
fractions, and decimal breaking a complex problem What is the difference between daily scenario. property
Unit 1: numbers). into chunks, creating a visual finding an answer and solving a You have to Additive
representation, working problem? present your Inverse property
Making 7.NR.1.1 backward from the desired findings in a Multiplicative
Relevant 7.NR.1.2 result, guess and check, What real-world, everyday group of four Inverse property
Connections 7.NR.1.3 estimation). connections can we make using people. Your Term
7.NR.1.4 all of the Unit 1 concepts? math work needs Solution
within The 7.NR.1.5 Checking your work and to be shown and Literal
Number 7.NR.1.6 understanding and reflecting on described during equations
System 7.NR.1.7 mistakes you make allow you your Number line
7.NR.1.8 to persevere through problem- presentation.
(5-6 weeks) 7.NR.1.9 solving. Solve equations
7.NR.1.10 for specific
7.NR.1.11 givens: e.g.
current cost of
7.MP.1-8 materials
Unit Test
Four Quizzes
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Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Recognize, examine, compare, 7.PAR.2: As a conventional, How do we recognize and Project Task - Coefficient •
and apply mathematical - Use properties of operations, mathematical formula, describe equations and Create your own Constant •
properties (such as generate equivalent equations express the equality inequalities to gain insights into mathematical Equation •
commutative, associative, and expressions and interpret the of two expressions concluded the world around us? project based on Inequality •
distributive properties) and expressions to explain with the “equal sign” followed the concepts Term •
conventions (such as order of relevant situations. by the solution. Equations are How do equations and from Unit 1 in Numerical
operations) to rewrite found in just about every single inequalities help us understand conjunction with expression •
equivalent expressions, and 7.PAR.3: real-world situation, from and predict real-world a real-world, Quantities •
then interpret those - Represent authentic construction to engineering to phenomena and address real- daily scenario. Variable
expressions in context. situations using equations and sales. world issues and challenges? You have to Algebraic
Students extend properties inequalities with variables; present your expression •
used with whole numbers to solve equations and On the contrary, inequalities In what ways does findings in a Commutative
rational numbers in multiple inequalities symbolically, are used when we do not know understanding expressions, group of four Property •
formats (fractions and using the properties of what an expression is equal to. equations, and inequalities people. Your Associative
Unit 2: decimals). Students construct equality. Unlike an equation, inequalities empower us to make informed math work needs Property •
Reasoning and solve equations and do not have a clear cut answer. decisions in our lives and in our to be shown and Translate -
with inequalities to solve 7.PAR.2.1 They represent a limit of what communities? described during Greater than -
contextual problems, and 7.PAR.2.2 is allowed or possible. your Less Than -
Expressions, interpret solutions based on 7.PAR.3.1 Inequalities are used to How do the limitations and presentation. Greater than
Equations, the context. 7.PAR.3.2 compare the size of two or assumptions of equations and Solve equations equal to -
and more numbers on the number inequalities impact our for specific Less than equal
7.MP.1-8 line more often than not. interpretations and predictions? givens: e.g. to -
Inequalities Apply mathematical models to current cost of Switching signs
(5-6 weeks) further explain concepts and Expressions are a math What do effective problem materials Number line -
solve contextual problems. sentence with at least two terms solvers do to persevere when
and at least one operation. they get stuck? Unit Test
Implement different strategies Constant, a variable(s), Four Quizzes
and persevere while problem- coefficient, a term(s), and an How do you evaluate and
solving. operation all make up an reflect on your solution to Application Task
expression. The modeling of determine if it makes sense? Project - Given a
expressions is a powerful tool specific situation,
for understanding, analyzing, What is the difference between analyze and build
explaining, and making finding an answer and solving a a graph, table,
predictions about various problem? and equation.
phenomena in students’ lives, Explain details in
communities, and the world at context.
large.
Created by Tony Ellison
Last Revision August 2024
164
DeKalb PATH Academy Exhibit 11
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Problem-solving strategies,
such as analyzing patterns,
using the number line, and
applying algebraic techniques,
enables you to understand and
manipulate equations,
expressions, and inequalities.
Perseverance and flexibility in
problem-solving enable you to
adapt your approach to finding
solutions to real-world
problems involving equations
and inequalities.
Created by Tony Ellison
Last Revision August 2024
165
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Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Analyze, question, and test 7.PAR.4: Data can be represented in How can we effectively Data Project - Univariate data
hypotheses and conclusions. - Recognize proportional different forms to help interpret represent, analyze, and interpret Use real data Bivariate data
relationships in relevant, and extract meaningful data to reveal patterns and (medical, Qualitative data
Construct viable arguments to mathematical problems; information. trends? population, social Quantitative
solve problems. represent, solve, and explain justice topics, data
these relationships with tables, Analysis of scatter plots can In what ways can statistical income, etc.) to Collect
Explore their identities, graphs, and equations. identify patterns and reasoning help us make build and analyze Analyze
communities, and the world. relationships between two informed decisions in various scatter plots and Interpret
7.PAR.4.1 variables (bivariate data). contexts? other data Infer
7.PAR.4.2 displays. Write a Compare
7.PAR.4.3 Statistical analysis of data can What are the limits of news article, Solve
Unit 3A: 7.PAR.4.4 be applied to real-world mathematical representations letter to rep, etc. Solution
Exploring 7.PAR.4.5 scenarios, such as evaluating and modeling? about your Variable
7.PAR.4.6 trends, making predictions, and findings. Equation
Ratios and 7.PAR.4.7 drawing conclusions. When is the “correct” answer Statistical
Proportional 7.PAR.4.8 not the best solution? questions
Relationships Scatter plot
7.MP.1-8 Line of best fit
(3-4 weeks) Trend line
Data
distribution
Outliers
Clusters
Linear
association
Nonlinear
association
Positive
correlation
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Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Negative
correlation
Slope
Rate of change
Intercept
Constant
Apply mathematical models to 7.PAR.4: Variables in equations relate to How do you determine the best Business Task Equation
explain relationships and - Recognize proportional each other and changes in one strategy to solve a particular (continued) - Evaluate
solve problems. relationships in relevant, affect the others. system of equations? You need to Analyze
mathematical problems; convince Interpret
Implement different strategies represent, solve, and explain Systems of equations represent What are the conditions under investors to Solve
and persevere while problem- these relationships with tables, points where the equations are which a system of equations invest in your Compare
solving. graphs, and equations. simultaneously satisfied. has a unique solution, no company. Build Substitute
solution, or infinitely many on the previous Term
7.PAR.4.9 solutions? task by writing Coefficient
7.PAR.4.10 function Variable
7.PAR.4.11 How do changes in parameters equations and Opposite Pairs
Unit 3B: 7.PAR.4.12 or constraints affect solutions creating graphs Solution
to systems of equations? that explain your One solution
Exploring 7.MP.1-8 profit margin and No solution
Ratios and What role do systems of project future Infinite
Proportional equations play in decision- earnings/profit. solutions
making processes? Function
Relationships Input
(4-5 weeks) What do effective problem Output
solvers do to persevere when Independent
they get stuck? variable
Dependent
How do you evaluate and variable
reflect on your solution to Domain
determine if it makes sense? Range
Graphs
What is the difference between Ordered pairs
finding an answer and solving a Constant
problem? Rate of change
Created by Tony Ellison
Last Revision August 2024
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DeKalb PATH Academy Exhibit 11
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Apply mathematical models to 7.GSR.5: Irrational numbers cannot be What respective properties of Need ideas Rational
explain relationships and - Solve practical problems expressed as fractions and are rational and irrational numbers numbers
solve problems. involving angle measurement, found in real-world can be used to model or Ideas: work for Irrational
circles, area of circles, surface applications involving square understand real-world NASA and need numbers
Implement different strategies area of prisms and cylinders, roots of non-perfect squares. phenomena and applications? to calculate Natural
and persevere while problem- and volume of cylinders and something in numbers
solving. prisms composed of cubes and The laws and/or properties of How can scientific notation be space…this Whole numbers
right prisms. exponents summarize patterns applied in scientific research, would require Integers
of repeated multiplication and technological advancements, geometric Real Number
7.GSR.5.1 division. and everyday contexts? concepts System
7.GSR.5.2 knowledge Approximate
7.GSR.5.3 Scientific notation is used to What do effective problem taught later in the Fraction
7.GSR.5.4 represent very large and very solvers do to persevere when year Ratio
Unit 4: 7.GSR.5.5 small numbers and to they get stuck? Square roots
7.GSR.5.6 efficiently perform operations Cube roots
Making 7.GSR.5.7 on such numbers, particularly How do you evaluate and Perfect squares
Relevant 7.GSR.5.8 in scientific fields. reflect on your solution to Non-perfect
Connections determine if it makes sense? squares
7.MP.1-8 Irrational numbers and Radical
with scientific notation have made What is the difference between expressions
Geometry significant cultural and finding an answer and solving a Exponent
(4-5 weeks) historical contributions to problem? Base
mathematics, science, and Power
society over time. Radical
Radicand
Scientific
notation
Standard
notation
How many
times
Greater than
Less than
Simplify
Evaluate
Created by Tony Ellison
Last Revision August 2024
168
DeKalb PATH Academy Exhibit 11
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Recognize how the 7.PR.6: The Pythagorean Theorem How did ancient civilizations Wheel of Pythagorean
combination of algebraic and - Using mathematical describes the relationship discover and prove the Theodorus theorem
geometric thinking and reasoning, investigate chance between the three sides of all Pythagorean Theorem and Project Theorem
modeling can apply to processes and develop, right triangles. apply it to then understand Proof
different careers. evaluate, and use probability irrational numbers without Design a Equation
models to find probabilities of The Pythagorean Theorem can having access to modern Building Task - Solve
Apply mathematical models to simple events presented in be applied to solve problems in technology? Design a building Square root
explain relationships and authentic situations. two and three dimensions, that is ADA Square
solve problems. including real-world practical What do effective problem compliant. Evaluate
7.PR.6.1 problems in fields such as solvers do to persevere when Converse
Unit 5: Implement different strategies 7.PR.6.2 construction, navigation, and they get stuck? Right triangle
and persevere while problem- 7.PR.6.3 physics. Distance
solving. 7.PR.6.4 How do you evaluate and Area
Investigating 7.PR.6.5 Analyzing and modeling reflect on your solution to Perimeter
Probability 7.PR.6.6 volumes of cylinders, spheres, determine if it makes sense? Volume
(4-5 weeks) and cones can be applied to Cylinder
7.MP.1-8 solve real-world problems What is the difference between Sphere
involving capacities, designing finding an answer and solving a Cone
structures, and determining problem?
material requirements.
Accuracy in calculations,
application of appropriate units
of measurement, and clarity in
mathematical communication
are important for all fields.
Created by Tony Ellison
Last Revision August 2024
169
DeKalb PATH Academy Exhibit 11
PATH Academy Curriculum Map Template
8th grade/Math
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Apply mathematical models to 8.PAR.3: Create and interpret Expressions and equations are What do effective problem Business Task - Expressions
explain relationships and expressions within relevant mathematical models used to solvers do to persevere when You run your Equations
solve problems. situations. Create, interpret, represent something they get stuck? own business. Inequalities
and solve linear equations and (relationship between numbers You have to Solve
Implement different strategies linear inequalities in one and unknowns). How do you evaluate and balance costs and Evaluate
and persevere while problem- variable to model and explain reflect on your solution to profits. Simplify
solving. real phenomena. Heuristics are strategies that determine if it makes sense? Materials, Like terms
8.PAR.3.1 can aid problem solving (e.g. employee pay, Inverse
8.PAR.3.2 breaking a complex problem What is the difference between sales, etc. Write operations
8.PAR.3.3 into chunks, creating a visual finding an answer and solving a equations & Distributive
Unit 1: 8.PAR.3.4 representation, working problem? inequalities that property
Expressions, 8.PAR.3.5 backward from the desired explain your Additive
8.PAR.3.6 result, guess and check, profit, etc. Inverse property
Equations, & estimation). Solve equations Multiplicative
Inequalities MP.1-8 for specific Inverse property
in One Checking your work and givens: e.g. Term
understanding and reflecting on current cost of Coefficient
Variable mistakes you make allow you materials Variable
(5-6 weeks) to persevere through problem- Solution
solving. Write your own One solution
Milestones No solution
Exam: write Infinite
problems, show solutions
tasks, explain Literal
possible mistakes equations
Created by Dr. Ana A. Alcaraz
Last Revision July 2024
170
DeKalb PATH Academy Exhibit 11
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Recognize, examine, compare, 8.PAR.4 Show and explain Linear relationships, How do we recognize and Business Task Evaluate
and apply patterns to solve the connections between characterized by constant rates describe linear relationships to (continued) - Analyze
and/or evaluate problems proportional and non- of change, are pervasive in gain insights into the world You need to Solve
and/or situations in their lives, proportional relationships, real-world situations such as around us? convince Compare
communities, and the world. lines, and linear equations; distance-time graphs, financial investors to Proportional
create and interpret graphical, planning, and population How do mathematical models invest in your Relationships
Apply mathematical models to mathematical models and use growth. help us understand and predict company. Build Linear
explain relationships and the graphical, mathematical real-world phenomena and on the previous Nonlinear
solve problems. model to explain real-life Linear equations can be address real-world issues and task by writing Relations
phenomena represented in the represented graphically as challenges? function Functions
Implement different strategies graph. straight lines, and the slope and equations and Input
and persevere while problem- 8.PAR.4.1 y-intercept of the line provide In what ways does creating graphs Output
solving. 8.PAR.4.2 information about the understanding linear that explain your x-variable
relationship between variables relationships and functions profit margin and y-variable
8.FGR.5 Describe the in the context of the problem. empower us to make informed project future Independent
Unit 2: properties of functions to decisions in our lives and in our earnings/profit. variable
Modeling define, evaluate, and compare The modeling of linear communities? Dependent
relationships, and use relationships and functions is a Application Task variable
Linear functions and graphs of powerful tool for How do the limitations and Project - Given a Domain
Relationships functions to model and understanding, analyzing, assumptions of linear models specific situation, Range
& Functions explain real-life phenomena. explaining, and making impact our interpretations and analyze and build Graphs
8.FGR.5.1 predictions about various predictions? a graph, table, Plots
(9-10 weeks) 8.FGR.5.2 phenomena in their lives, and equation. Tables
8.FGR.5.3 communities, and the world at What do effective problem Explain details in Equations
8.FGR.5.4 large. solvers do to persevere when context. Ordered pairs
8.FGR.5.5 they get stuck? Mapping
8.FGR.5.6 Problem-solving strategies, diagrams
8.FGR.5.7 such as analyzing patterns, How do you evaluate and Constant
8.FGR.5.8 using graphical representations, reflect on your solution to Rate of change
8.FGR.5.9 and applying algebraic determine if it makes sense? Slope
techniques, enables you to y-intercept
MP.1-8 understand and manipulate What is the difference between Initial value
linear relationships and finding an answer and solving a Slope-intercept
functions. problem? form of a linear
equation
Perseverance and flexibility in
problem-solving enable you to
Created by Dr. Ana A. Alcaraz
Last Revision July 2024
171
DeKalb PATH Academy Exhibit 11
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
adapt your approach to finding Point-slope
solutions to real-world form of a linear
problems involving linear equation
relationships and functions. Standard form
of a linear
equation
Analyze, question, and test 8.FGR.6: Solve practical, Data can be represented in How can we effectively Data Project - Univariate data
Unit 3: hypotheses and conclusions. linear problems involving different forms to help interpret represent, analyze, and interpret Use real data Bivariate data
Data & situations using bivariate and extract meaningful data to reveal patterns and (medical, Qualitative data
Construct viable arguments to quantitative data. information. trends? population, social Quantitative
Statistical solve problems. 8.FGR.6.1 justice topics, data
Reasoning 8.FGR.6.2 Analysis of scatter plots can In what ways can statistical income, etc.) to Collect
(2-3 weeks) Explore their identities, 8.FGR.6.3 identify patterns and reasoning help us make build and analyze Analyze
communities, and the world. 8.FGR.6.4 scatter plots and Interpret
Created by Dr. Ana A. Alcaraz
Last Revision July 2024
172
DeKalb PATH Academy Exhibit 11
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
relationships between two informed decisions in various other data Infer
MP.1-8 variables (bivariate data). contexts? displays. Write a Compare
news article, Solve
Statistical analysis of data can What are the limits of letter to rep, etc. Solution
be applied to real-world mathematical representations about your Variable
scenarios, such as evaluating and modeling? findings. Equation
trends, making predictions, and Statistical
drawing conclusions. When is the “correct” answer questions
not the best solution? Scatter plot
Line of best fit
Trend line
Data
distribution
Outliers
Clusters
Linear
association
Nonlinear
association
Positive
correlation
Negative
correlation
Slope
Rate of change
Intercept
Constant
Apply mathematical models to 8.FGR.7 Justify and use Variables in equations relate to How do you determine the best Business Task Equation
explain relationships and various strategies to solve each other and changes in one strategy to solve a particular (continued) - Evaluate
Unit 4: solve problems. systems of linear equations to affect the others. system of equations? You need to Analyze
Systems of model and explain real-life convince Interpret
Linear Implement different strategies phenomena. Systems of equations represent What are the conditions under investors to Solve
and persevere while problem- 8.FGR.7.1 points where the equations are which a system of equations invest in your Compare
Equations solving. 8.FGR.7.2 simultaneously satisfied. has a unique solution, no company. Build Substitute
(2-3 weeks) 8.FGR.7.3 solution, or infinitely many on the previous Term
8.FGR.7.4 solutions? task by writing Coefficient
Created by Dr. Ana A. Alcaraz
Last Revision July 2024
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DeKalb PATH Academy Exhibit 11
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
8.FGR.7.5 function Variable
How do changes in parameters equations and Opposite Pairs
MP.1-8 or constraints affect solutions creating graphs Solution
to systems of equations? that explain your One solution
profit margin and No solution
What role do systems of project future Infinite
equations play in decision- earnings/profit. solutions
making processes? Function
Input
What do effective problem Output
solvers do to persevere when Independent
they get stuck? variable
Dependent
How do you evaluate and variable
reflect on your solution to Domain
determine if it makes sense? Range
Graphs
What is the difference between Ordered pairs
finding an answer and solving a Constant
problem? Rate of change
Apply mathematical models to 8.NR.1 Solve problems Irrational numbers cannot be What respective properties of Ideas: work for Rational
explain relationships and involving irrational numbers expressed as fractions and are rational and irrational numbers NASA and need numbers
solve problems. and rational approximations of found in real-world can be used to model or to calculate Irrational
Unit 5: irrational numbers to explain applications involving square understand real-world something in numbers
Irrational Implement different strategies real-life applications. roots of non-perfect squares. phenomena and applications? space…this Natural
Numbers, and persevere while problem- 8.NR.1.1 would require numbers
solving. 8.NR.1.2 The laws and/or properties of How can scientific notation be geometric Whole numbers
Integer exponents summarize patterns applied in scientific research, concepts Integers
Exponents, 8.NR.2 Solve problems of repeated multiplication and technological advancements, knowledge Real Number
& Scientific involving radicals and integer division. and everyday contexts? taught later in the System
exponents including relevant year Approximate
Notation application situations; apply Scientific notation is used to What do effective problem Fraction
(5-6 weeks) place value understanding represent very large and very solvers do to persevere when Ratio
with scientific notation and small numbers and to they get stuck? Square roots
efficiently perform operations Cube roots
Created by Dr. Ana A. Alcaraz
Last Revision July 2024
174
DeKalb PATH Academy Exhibit 11
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
use scientific notation to on such numbers, particularly How do you evaluate and Perfect squares
explain real-life phenomena. in scientific fields. reflect on your solution to Non-perfect
8.NR.2.1 determine if it makes sense? squares
8.NR.2.2 Irrational numbers and Radical
8.NR.2.3 scientific notation have made What is the difference between expressions
8.NR.2.4 significant cultural and finding an answer and solving a Exponent
historical contributions to problem? Base
MP.1-8 mathematics, science, and Power
society over time. Radical
Radicand
Scientific
notation
Standard
notation
How many
times
Greater than
Less than
Simplify
Evaluate
Recognize how the 8.GSR.8 Solve geometric The Pythagorean Theorem How did ancient civilizations Wheel of Pythagorean
combination of algebraic and problems involving the describes the relationship discover and prove the Theodorus theorem
geometric thinking and Pythagorean Theorem and the between the three sides of all Pythagorean Theorem and Project Theorem
modeling can apply to volume of geometric figures right triangles. apply it to then understand Proof
different careers. to explain real-life irrational numbers without Design a Equation
phenomena. The Pythagorean Theorem can having access to modern Building Task - Solve
Unit 6: Apply mathematical models to 8.GSR.8.1 be applied to solve problems in technology? Design a building Square root
Geometric explain relationships and 8.GSR.8.2 two and three dimensions, that is ADA Square
Relationships solve problems. 8.GSR.8.3 including real-world practical What do effective problem compliant. Evaluate
8.GSR.8.4 problems in fields such as solvers do to persevere when Converse
(2-3 weeks) Implement different strategies construction, navigation, and they get stuck? Right triangle
and persevere while problem- MP.1-8 physics. Distance
solving. How do you evaluate and Area
Analyzing and modeling reflect on your solution to Perimeter
volumes of cylinders, spheres, determine if it makes sense? Volume
and cones can be applied to Cylinder
Created by Dr. Ana A. Alcaraz
Last Revision July 2024
175
DeKalb PATH Academy Exhibit 11
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
solve real-world problems What is the difference between Sphere
involving capacities, designing finding an answer and solving a Cone
structures, and determining problem?
material requirements.
Accuracy in calculations,
application of appropriate units
of measurement, and clarity in
mathematical communication
are important for all fields.
Created by Dr. Ana A. Alcaraz
Last Revision July 2024
176
DeKalb PATH Academy Exhibit 11
PATH Academy Curriculum Map Template
8th-9th/Enhanced Algebra
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Apply mathematical models 8.PAR.3: Create and interpret Expressions and equations are What do effective problem Business Task - Expressions
to explain relationships and expressions within relevant mathematical models used to solvers do to persevere when You run your Equations
solve problems. situations. Create, interpret, represent something they get stuck? own business. Inequalities
and solve linear equations and (relationship between numbers You have to Solve
Implement different strategies linear inequalities in one and unknowns). How do you evaluate and balance costs and Evaluate
and persevere while problem- variable to model and explain reflect on your solution to profits. Simplify
solving. real phenomena. Heuristics are strategies that determine if it makes sense? Materials, Like terms
8.PAR.3.1 can aid problem solving (e.g. employee pay, Inverse
8.PAR.3.2 breaking a complex problem What is the difference between sales, etc. Write operations
8.PAR.3.3 into chunks, creating a visual finding an answer and solving a equations & Distributive
Unit 1: 8.PAR.3.4 representation, working problem? inequalities that property
Expressions, 8.PAR.3.5 backward from the desired explain your Additive
8.PAR.3.6 result, guess and check, profit, etc. Inverse property
Equations, & estimation). Solve equations Multiplicative
Inequalities MP.1-8 for specific Inverse property
in One Checking your work and givens: e.g. Term
understanding and reflecting on current cost of Coefficient
Variable mistakes you make allow you materials Variable
(3-4 weeks) to persevere through problem- Solution
solving. Write your own One solution
Milestones No solution
Exam: write Infinite
problems, show solutions
tasks, explain Literal
possible mistakes equations
Created by Dr. Ana A. Alcaraz
Last Revision July 2024
177
DeKalb PATH Academy Exhibit 11
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Recognize, examine, compare, 8.PAR.4 Show and explain Linear relationships, How do we recognize and Business Task Evaluate
and apply patterns to solve the connections between characterized by constant rates describe linear relationships to (continued) - Analyze
and/or evaluate problems proportional and non- of change, are pervasive in gain insights into the world You need to Solve
and/or situations in their lives, proportional relationships, real-world situations such as around us? convince Compare
communities, and the world. lines, and linear equations; distance-time graphs, financial investors to Proportional
create and interpret graphical, planning, and population How do mathematical models invest in your Relationships
Apply mathematical models mathematical models and use growth. help us understand and predict company. Build Linear
to explain relationships and the graphical, mathematical real-world phenomena and on the previous Nonlinear
solve problems. model to explain real-life Linear equations can be address real-world issues and task by writing Relations
phenomena represented in the represented graphically as challenges? function Functions
Implement different strategies graph. straight lines, and the slope and equations and Input
and persevere while problem- 8.PAR.4.1 y-intercept of the line provide In what ways does creating graphs Output
solving. 8.PAR.4.2 information about the understanding linear that explain your x-variable
relationship between variables relationships and functions profit margin and y-variable
8.FGR.5 Describe the in the context of the problem. empower us to make informed project future Independent
Unit 2: properties of functions to decisions in our lives and in our earnings/profit. variable
Modeling define, evaluate, and compare The modeling of linear communities? Dependent
relationships, and use relationships and functions is a Application Task variable
Linear functions and graphs of powerful tool for How do the limitations and Project - Given a Domain
Relationships functions to model and understanding, analyzing, assumptions of linear models specific situation, Range
& Functions explain real-life phenomena. explaining, and making impact our interpretations and analyze and build Graphs
8.FGR.5.1 predictions about various predictions? a graph, table, Plots
(6-7 weeks) 8.FGR.5.2 phenomena in their lives, and equation. Tables
8.FGR.5.3 communities, and the world at What do effective problem Explain details in Equations
8.FGR.5.4 large. solvers do to persevere when context. Ordered pairs
8.FGR.5.5 they get stuck? Mapping
8.FGR.5.6 Problem-solving strategies, diagrams
8.FGR.5.7 such as analyzing patterns, How do you evaluate and Constant
8.FGR.5.8 using graphical representations, reflect on your solution to Rate of change
8.FGR.5.9 and applying algebraic determine if it makes sense? Slope
techniques, enables you to y-intercept
A.FGR.2: Construct and understand and manipulate What is the difference between Initial value
interpret arithmetic sequences linear relationships and finding an answer and solving a Slope-intercept
as functions, algebraically and functions. problem? form of a linear
graphically, to model and equation
explain real-life phenomena. Perseverance and flexibility in
Use formal notation to problem-solving enable you to
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Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
represent linear functions and adapt your approach to finding Point-slope
the key characteristics of solutions to real-world form of a linear
graphs of linear functions, and problems involving linear equation
informally compare linear and relationships and functions. Standard form
nonlinear functions using of a linear
parent graphs. equation
A.FGR.2.1
A.FGR.2.2 Arithmetic
A.FGR.2.5 sequences
A.FGR.2.3 Function
A.FGR.2.4 notation
Parent functions
A.MM.1 Formal interval
notation
MP.1-8 Set notation
Recognize, examine, compare, 8.FGR.7 Justify and use Variables in equations and How do you determine the best Business Task Equation
Unit 3: and apply patterns to solve various strategies to solve inequalities relate to each other strategy to solve a particular (continued) - Inequality
and/or evaluate problems systems of linear equations to and changes in one affect the system of equations or You need to Evaluate
Analyzing and/or situations in their lives, model and explain real-life others. inequalities? convince Analyze
Systems of communities, and the world. phenomena. investors to Interpret
Linear 8.FGR.7.1 Systems of equations and What are the conditions under invest in your Solve
8.FGR.7.2 inequalities represent points or which a system of equations company. Build Compare
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Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Equations & Apply mathematical models 8.FGR.7.3 regions where the equations has a unique solution, no on the previous Substitute
to explain relationships and 8.FGR.7.4 and inequalities are solution, or infinitely many task by writing Term
Inequalities solve problems. 8.FGR.7.5 simultaneously satisfied. solutions? function Coefficient
(2-3 weeks) equations and Variable
Implement different strategies A.PAR.4: Create, analyze, Systems of inequalities can be In what ways do systems of creating graphs Opposite Pairs
and persevere while problem- and solve linear inequalities in used to represent optimization inequalities contribute to that explain your Solution
solving. two variables and systems of problems subject to constraints, optimization problems? profit margin and One solution
linear inequalities to model and interpret solutions in the project future No solution
real-life phenomena. context of these constraints. How do changes in parameters earnings/profit. Infinite
A.PAR.4.1 or constraints affect solutions solutions
A.PAR.4.2 to systems of equations and Function
A.PAR.4.3 inequalities? Input
Output
A.MM.1 What role do systems of Independent
equations and inequalities play variable
MP.1-8 in decision-making processes? Dependent
variable
What do effective problem Domain
solvers do to persevere when Range
they get stuck? Graphs
Ordered pairs
How do you evaluate and Constant
reflect on your solution to Rate of change
determine if it makes sense?
What is the difference between
finding an answer and solving a
problem?
Unit 4: Apply mathematical models 8.NR.1 Solve problems Irrational numbers cannot be What respective properties of Ideas: work for Rational
to explain relationships and involving irrational numbers expressed as fractions and are rational and irrational numbers NASA and need numbers
Investigating solve problems. and rational approximations found in real-world can be used to model or to calculate Irrational
Rational & of irrational numbers to applications involving square understand real-world something in numbers
Irrational Implement different strategies explain real-life applications. roots of non-perfect squares. phenomena and applications? space…this Natural
and persevere while problem- 8.NR.1.1 would require numbers
Numbers solving. 8.NR.1.2 The laws and/or properties of How can scientific notation be geometric Whole numbers
(4-5 weeks) exponents summarize patterns applied in scientific research, concepts Integers
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Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
8.NR.2 Solve problems of repeated multiplication and technological advancements, knowledge Real Number
involving radicals and integer division. and everyday contexts? taught later in the System
exponents including relevant year Approximate
application situations; apply Scientific notation is used to What do effective problem Fraction
place value understanding represent very large and very solvers do to persevere when Ratio
with scientific notation and small numbers and to they get stuck? Square roots
use scientific notation to efficiently perform operations Cube roots
explain real-life phenomena. on such numbers, particularly How do you evaluate and Perfect squares
8.NR.2.1 in scientific fields. reflect on your solution to Non-perfect
8.NR.2.2 determine if it makes sense? squares
8.NR.2.3 Irrational numbers and Radical
8.NR.2.4 scientific notation have made What is the difference between expressions
significant cultural and finding an answer and solving a Exponent
A.NR.5: Investigate rational historical contributions to problem? Base
and irrational numbers and mathematics, science, and Power
rewrite expressions involving society over time. Radical
square roots and cube roots. Radicand
A.NR.5.1 Scientific
A.NR.5.2 notation
Standard
A.MM.1 notation
How many
MP.1-8 times
Greater than
Less than
Simplify
Evaluate
Recognize, examine, compare, A.PAR.6: Build quadratic Quadratic functions, How do we recognize, Roller Coaster Identify
Unit 5: and apply patterns to solve expressions and equations to represented graphically by describe, and manipulate Task - Design a Compare
Modeling & and/or evaluate problems represent and model real-life parabolas, have key quadratic functions to gain roller coaster and Solve
and/or situations in their lives, phenomena; solve quadratic characteristics, including a insights into the world around write the Evaluate
Analyzing communities, and the world. equations in contextual vertex, axis of symmetry, us? equations for Factor
Quadratic situations. intercepts, concavity, and roots, each curve and Simplify
Functions Apply mathematical models A.PAR.6.1 that align to points in real- How do mathematical models linear section. Describe
to explain relationships and A.PAR.6.2 world situations, such as in help us understand and predict What are the Interpret
(5-6 weeks) solve problems. A.PAR.6.3 projectile motion, revenue and real-world phenomena and domains of the Analyze
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Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
A.PAR.6.4 profit maximization, and address real-world issues and functions? What Quadratic
Implement different strategies geometric relationships. challenges? are the rates of function
and persevere while problem- A.FGR.7: Construct and change? Create a Parabola
solving. interpret quadratic functions Changes in the parameters of In what ways does sales-pitch for Vertex
from data points to model and quadratic equations affect the understanding quadratic your roller Axis of
explain real-life phenomena; resulting graph and help model functions empower us to make coaster…what symmetry
describe key characteristics of real-world situations. informed decisions in our lives aspects of it Intercept
the graph of a quadratic and in our communities? (faster than Concavity
function to explain a The modeling of quadratic others, more Roots
contextual situation for which functions is a powerful tool for How do the limitations and curves, etc.) will Domain
the graph serves as a model. understanding, analyzing, assumptions of quadratic make people Range
A.FGR.7.1 explaining, and making models impact our want to ride it? Rate of change
A.FGR.7.2 predictions about various interpretations and predictions? Forms of
A.FGR.7.3 phenomena in their lives, quadratic
A.FGR.7.4 communities, and the world at What do effective problem equations
A.FGR.7.5 large. solvers do to persevere when
A.FGR.7.6 they get stuck?
A.FGR.7.7 Problem-solving strategies,
A.FGR.7.8 such as analyzing patterns, How do you evaluate and
A.FGR.7.9 using graphical representations, reflect on your solution to
and applying algebraic determine if it makes sense?
A.MM.1 techniques, enables you to
understand and manipulate What is the difference between
quadratic functions and finding an answer and solving a
interpret solutions in the problem?
context of the problem.
Perseverance and flexibility in
problem-solving enable you to
adapt your approach to finding
solutions to real-world
problems involving quadratic
functions.
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Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Recognize, examine, compare, A.PAR.8: Create and analyze Exponential functions, How do we recognize, Ideas: population Identify
and apply patterns to solve exponential expressions and represented graphically by describe, and manipulate growth; decay of Compare
and/or evaluate problems equations to represent and curves, have key exponential functions to gain medicines in Solve
and/or situations in their lives, model real-life phenomena; characteristics, including initial insights into the world around body; bacterial Evaluate
communities, and the world. solve exponential equations in values, asymptotes, us? and virus growth Simplify
mathematically applicable growth/decay rates/factors and Describe
Apply mathematical models situations. end behaviors, that describe How do mathematical models Interpret
to explain relationships and A.PAR.8.1 phenomena in various contexts, help us understand and predict Analyze
solve problems. A.PAR.8.2 such as population growth, real-world phenomena and Exponential
A.PAR.8.3 radioactive decay, compound address real-world issues and function
Implement different strategies A.PAR.8.4 interest, and bacterial growth. challenges? Curve
and persevere while problem- Asymptote
solving. A.FGR.9: Construct and Changes in the parameters of In what ways does End behavior
analyze the graph of an exponential equations and understanding exponential Growth
Unit 6: exponential function to functions, such as the base and functions empower us to make Decay
Modeling & explain a mathematically exponent, affect the resulting informed decisions in our lives Intercept
Analyzing applicable situation for which graph and help model real- and in our communities? Initial value
the graph serves as a model; world situations. Domain
Exponential compare exponential with How do the limitations and Range
Expressions, linear and quadratic functions. The modeling of exponential assumptions of exponential Rate of change
Equations, & A.FGR.9.1 functions is a powerful tool for models impact our Base
A.FGR.9.2 understanding, analyzing, interpretations and predictions? Exponent
Functions A.FGR.9.3 explaining, and making Function
(4-6 weeks) A.FGR.9.4 predictions about various How do we determine the type notation
A.FGR.9.5 phenomena in their lives, of function (linear, quadratic, Geometric
communities, and the world at or exponential) that best sequences
A.MM.1 large, including predicting models a data set or situation?
future trends, optimizing
processes, and analyzing data What do effective problem
trends. solvers do to persevere when
they get stuck?
Problem-solving strategies,
such as analyzing patterns, How do you evaluate and
using graphical representations, reflect on your solution to
and applying algebraic determine if it makes sense?
techniques, enables you to
understand and manipulate
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DeKalb PATH Academy Exhibit 11
Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
exponential functions and What is the difference between
interpret solutions in the finding an answer and solving a
context of the problem. problem?
Perseverance and flexibility in
problem-solving enable you to
adapt your approach to finding
solutions to real-world
problems involving exponential
functions.
Linear, quadratic, and
exponential functions can be
compared and analyzed in
terms of their growth rates and
behavior over time to
determine which is best for
specific practical applications.
Analyze, question, and test 8.FGR.6: Solve practical, Data can be represented in How can we effectively Data Project - Univariate data
hypotheses and conclusions. linear problems involving different forms to help interpret represent, analyze, and interpret Use real data Bivariate data
situations using bivariate and extract meaningful data to reveal patterns and (medical, Qualitative data
Construct viable arguments to quantitative data. information. trends? population, social Quantitative
Unit 7: solve problems. 8.FGR.6.1 justice topics, data
Investigating 8.FGR.6.2 Apply statistical analysis, In what ways can statistical income, etc.) to Collect
Explore their identities, 8.FGR.6.3 including measures of central reasoning help us make build and analyze Analyze
Data & communities, and the world. 8.FGR.6.4 tendency and dispersion and informed decisions in various scatter plots and Interpret
Statistical distribution, patterns and contexts? other data Infer
Reasoning A.DSR.10: Collect, analyze, relationships in scatter plots, displays. Write a Compare
and interpret univariate and regression analysis to How has data and statistical news article, Solve
(3-4 weeks) quantitative data to answer describe, analyze, and interpret analysis influenced letter to rep, etc. Solution
statistical investigative data sets. governments, businesses, and about your Variable
questions that compare groups world organizations' decisions findings. Equation
to solve real-life problems; throughout history?
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Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Represent bivariate data on a Critically evaluate statistical Statistical
scatter plot and fit a function claims, recognizing biases, What are the limits of questions
to the data to answer errors, and limitations in data mathematical representations Scatter plot
statistical questions and solve collection and analysis. and modeling? Line of best fit
real-life problems. Trend line
A.DSR.10.1 Statistical analysis of data can When is the “correct” answer Data
A.DSR.10.2 be applied to real-world not the best solution? distribution
A.DSR.10.3 scenarios, such as evaluating Central
A.DSR.10.4 trends, making predictions, and How can we critically evaluate tendency
A.DSR.10.5 drawing conclusions. statistical claims and sources of Median
A.DSR.10.6 data to ensure accuracy and Mean
A.DSR.10.7 reliability? Mode
Variability
A.MM.1 Interquartile
range
MP.1-8 Standard
deviation
Outliers
Clusters
Linear
association
Nonlinear
association
Positive
correlation
Negative
correlation
Slope
Rate of change
Intercept
Constant
Correlation
coefficient
Correlation
Causation
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Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
Recognize how the 8.GSR.8 Solve geometric The Pythagorean Theorem How did ancient civilizations Wheel of Pythagorean
combination of algebraic and problems involving the describes the relationship discover and prove the Theodorus theorem
geometric thinking and Pythagorean Theorem and the between the three sides of all Pythagorean Theorem and Project Theorem
modeling can apply to volume of geometric figures right triangles. apply it to then understand Proof
different careers. to explain real-life irrational numbers without Design a Equation
phenomena. The Pythagorean Theorem can having access to modern Building Task - Solve
Apply mathematical models 8.GSR.8.1 be applied to solve problems in technology? Design a building Square root
Unit 8: to explain relationships and 8.GSR.8.2 two and three dimensions, that is ADA Square
solve problems. 8.GSR.8.3 including real-world practical How can we apply algebraic compliant. Evaluate
Algebraic 8.GSR.8.4 problems in fields such as concepts to solve problems in Converse
Connections Implement different strategies construction, navigation, and two and three dimensional Right triangle
to Geometric and persevere while problem- A.GSR.3: Solve problems physics. geometric spaces? Distance
solving. involving distance, midpoint, Midpoint
Concepts slope, area, and perimeter to Algebraic concepts can be What do effective problem Slope
(3-4 weeks) model and explain real-life applied to solve practical solvers do to persevere when Parallel lines
phenomena. geometric problems in science they get stuck? Perpendicular
A.GSR.3.1 and other fields. lines
A.GSR.3.2 How do you evaluate and Area
Analyzing and modeling reflect on your solution to Perimeter
A.MM.1 volumes of cylinders, spheres, determine if it makes sense? Volume
and cones can be applied to Cylinder
MP.1-8 solve real-world problems Sphere
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Transfer Goals Standards
Unit Students will independently Understandings Essential Questions Assessments Language
use their learning to…
(Link; Inspire)
involving capacities, designing What is the difference between Cone
structures, and determining finding an answer and solving a
material requirements. problem?
Accuracy in calculations,
application of appropriate units
of measurement, and clarity in
mathematical communication
are important for all fields.
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PATH Academy Curriculum Map Template
5th Grade/Social Studies
United States History: Industrialization to the Digital Age
Transfer Goals Understandings
Unit Students will independently Standards Essential Questions Assessments Language
Students will understand that…
use their learning to…
Students will think Describe US Students will understand Whose “Story” is it? Journal Evaluate
about how conflicts involvement in WW1 that alliances were caused Can you effectively prompt to the US
Unit 1: begin. and post WW1 by the ultimate actions of write about war and write a Involve-
Title America. individuals. the postwar. soldier's 1st ment in
(time frame) person wwII.
narrative.
Students will Explain America’s Students will understand How do we know Picture and Summariz-
understand problem - involvement in WWII. that world leaders made what to believe about writing es the US
Unit 2:
solving techniques. Describe German decisions that affect the historical claims? history involve-
Title
aggression in Europe world today. whose perspective is preparedness ment in
(time frame)
and Japanese. telling the story of . wwII.
wwII.
Students will ss5H5 - Discuss the Students will understand What can we learn Skit-Create Compare
understand ways to origins and that words and ideas can from the past? Can and present a world
Unit 3: cooperate with others. consequences of the create hostile you write a summary skit with leadership
Title Cold War. environments that can about what happened world styles in
(time frame) lead to combat war. in the cold war? leaders wwII.
talking to
each other .
Participates as an ss5H6 - Describe the Students will understand Whose perspective of Journal Describe
emphatic and active importance of key that similarities and history should be the prompt the what
Unit 4:
citizen. people, events and differences in cultures can most important? importance happened in
Title
development’s cause discrimination. of freedom. the civil
(time frame)
between 1950-1975. rights
movement
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and lead it
to continue
today.
wwII - Describe major events in the war in both Europe and the Pacific, including Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the
Holocaust.
wwII - Discuss President Trumein’s decision to drop the atomic bombs on Hiroshima and Nagasaki. Identify Roosevelt, Stalin, Chuuahheld,
Hirohito, Troman , Mussolini, and Hitler.
Describe the effect of rationing and the changing role of women and African Americans or blacks; include “Rosie the Riveter” and the Tuskegee
Airmen.
Explain the role of Eleanor Roosevelt and the US in the formation of the United Nations.
189
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PATH Academy Curriculum Map Template
6th Grade Social Studies
Overall Mission / Vision
Students will build empathy, become more conscientious, and develop curiosity in order to broaden their
worldview. Students will be exposed to others’ cultural practices, practice meaningful and consistent personal
reflection, and review a variety of texts and sources.
Theme-Specific Understandings
Conflict and Change: The student will understand that when there is conflict between or within
societies, change is the result.
Culture: The student will understand that the culture of a society is the product of the religion, beliefs,
customs, traditions, and government of that society.
Gain from Trade: The student will understand that parties trade voluntarily when they expect to gain.
Governance: The student will understand that as a society increases in complexity and interacts with
other societies, the complexity of the government also increases.
Human Environmental Interaction: The student will understand that humans, their society, and the
environment affect each other.
Location: The student will understand that location affects a society’s economy, culture, and
development.
Movement/Migration: The student will understand that the movement or migration of people and ideas
affects all societies involved.
Production, Distribution, Consumption: The student will understand that the production, distribution,
and consumption of goods/services produced by the society are affected by the location, customs, beliefs,
and laws of the society.
Time, Change, Continuity: The student will understand that while change occurs over time, there is
continuity to the basic structure of that society.
Gain from Trade: The student will understand that parties trade voluntarily when they expect to gain.
(Economics, Personal Finance)
Scarcity: The student will understand that scarcity of all resources forces parties to make choices and
that these choices always incur a cost.
Skills
Map & Globe Information Processing
1. use a compass rose to identify cardinal 1. compare similarities and differences
directions 2. organize items chronologically
2. use intermediate directions 3. identify issues and/or problems and
3. use a letter/number grid system to determine alternative solutions
location 4. distinguish between fact and opinion
4. compare and contrast the categories of 5. identify main idea, detail, sequence of
natural, cultural, and political features found events, and cause and effect in a social
on maps studies context
5. use graphic scales to determine distances on 6. identify and use primary and secondary
a map sources
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6. use map key/legend to acquire information 7. interpret timelines, charts, and tables
from historical, physical, political, resource, 8. identify social studies reference resources to
product, and economic maps use for a specific purpose
7. use a map to explain impact of geography on 9. construct charts and tables
historical and current events 10. analyze artifacts
8. draw conclusions and make generalizations 11 draw conclusions and make generalizations
based on information from maps 12. analyze graphs and diagrams
9. use latitude and longitude to determine 13. translate dates into centuries, eras, or ages
location (developing) 14. formulate appropriate research questions
10. compare maps of the same place at different 15. determine adequacy and/or relevancy of
points in time and from different information
perspectives to determine changes, identify 16. check for consistency of information
trends, and generalize about human activities 17. interpret political cartoons (developing)
11. compare maps with data sets (charts, tables,
graphs) and /or readings to draw conclusions
and make generalizations
Essential Questions
Location
Why does location matter?
How does location affect where people live?
How does location affect trade?
How does location help or hinder a country’s development?
Human Environment Interaction
Whose problem is it?
How can progress cause problems?
How does location play a part in environmental issues?
Why is cooperation needed for solving environmental issues?
Production, Distribution, Consumption
Do they have what it takes?
Why do people trade?
How do trade barriers impact a country?
What is necessary for a country to have a strong GDP?
Culture
How does society reflect diverse cultures?
How does society impact the government?
How do one’s beliefs shape a society?
How do traditions shape a society?
Conflict and Change
How can conflict cause change?
How can a group’s beliefs cause change?
How is conflict good and bad?
Who benefits from conflict?
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Governance
Who has the power?
How does growth in a society impact the government?
How do citizen responsibilities change as governments change?
How does citizen satisfaction impact a government?
How do governments of countries affect each other?
Movement/Migration
How does movement and migration affect society?
How does movement and migration change a country’s culture?
Who benefits from movement and migration?
Why do people choose to move?
Gain From Trade
How does one gain from trade?
How can individuals benefit from trade?
How do you get what you want?
Why should countries trade?
Time, Continuity, and Change
How can some societal structures remain in place when change occurs?
How can something change but remain the same?
What causes change?
How can something be strong enough to remain the same when change occurs?
Scarcity
How does scarcity impact our choices?
What is the cost for what we don’t have?
What is the cost of making choices?
How does scarcity create interdependence?
Unit 1: Unifying Themes
(3 weeks)
Transfer Goals Students will be able to independently use their knowledge to apply what they learn in their
educational career to their own lives.
Standards No specific unit standards
Understandings Students will understand that social studies consists of patterns and themes that can be
connected and applied to their own lives.
Formative Interim Summative
- Diagnostic - The Lorax Cause-Effect - Themes Poster (What is
- Four Corners Chain Social Studies? Performance
Assessments - Themes Gallery Walk - Westlandia Organizer Task)
- Turn and Talk - History of Chocolate
- Themes Sort Reading Comprehension
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- Themes Chart - Conflict and Change Song
and Map Analysis
- Weekly Warm-Up
- Weekly Homework Sheet
Content Vocab Speaking Reading
1. Environment - Discussion - Story Read-Along
2. Conflict - Group Collaboration - Informational Text
3. Scarcity Comprehension
4. Culture Listening
Language 5. Governance - Song Writing
6. Civilization - Story Read-Aloud - Comprehension Response
7. Migration - Themes Chart Evidence
8. Production
9. Distribution
10. Consumption
Unit 2: Domain Intensive
(4 weeks)
Transfer Goals Students will be able to independently use their knowledge to make more sound decisions
regarding their personal responsibilities as citizens and contributing members of society.
Standards SS6H1 - SS6H4, SS6G1 - SS6G12, SS6CG1 - SS6CG4, SS6E1 - SS6E13
Understandings Students will understand that social studies content can be broadly categorized into domains.
Formative Interim Summative
- Diagnostic - Domains Reading - Create-a-Country Project
- iCivics Gov’t Branches Comprehension
Game - Map Skills Practice
- Gov’t Bridge-Building - Weekly Warm-Up
Exercise and/or Decision- - Weekly Homework Sheet
Assessments Making Lesson
- History Lunchroom Fight
- Environmental SCAMPER
- Geography Questivities
- Economic Systems
Resource Allocation and/or
Chain Factory Activity
Geography Content Vocab Government Content Vocab Economics Content Vocab
1. Geography 1. Government 1. Economics
Language 2. -Physical 2. Politics 2. Scarcity
3. -Human 3. Civic Life 3. Trade
4. Location 4. Democracy 4. Specialization
5. -Relative 5. Autocracy 5. Domestic
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6. -Absolute 6. Oligarchy 6. Globalization
7. Latitude (Parallels) 7. Parliamentary 7. Needs
8. Longitude 8. Presidential 8. Wants
(Meridians) 9. Parliament 9. Goods
9. Equator 10. Prime Minister 10. Services
10. Prime Meridian 11. Governor-General 11. Consumer
11. Place 12. President 12. Consumption
12. Region 13. Federal 13. Producer
13. Human- 14. Unitary 14. Production
Environment 15. Confederation 15. Distribution
Interaction 16. Head of State 16. Factors of
14. Movement 17. Chief Executive / Production
15. Physical Feature / Head of Government 17. Natural Resources
Map 18. Legislative 18. -Renewable
16. Political Feature / 19. Executive 19. -Nonrenewable
Map 20. Judicial 20. Capital Goods
17. Natural Resources 21. Dictator 21. Human Resources
18. -Renewable 22. Absolute Monarchy 22. Entrepreneurship
19. -Nonrenewable 23. Constitutional 23. Labor
20. Climate Monarchy 24. Land
21. Population Density 24. Distribution of 25. Profit
22. Urban Power 26. Income
23. Rural 25. Citizen Participation 27. Budget
24. Coastal 26. Right 28. Savings
25. Ocean 27. Freedom 29. Resource Allocation
26. Continent 28. Responsibility 30. Supply
27. Island 29. Censorship 31. Demand
28. Landlocked 32. World Trade
29. Culture Organization
33. Traditional
History Content Vocab Speaking 34. Command
1. History - Group Collaboration 35. Market
2. Primary Source 36. Mixed
3. Secondary Source Listening 37. Economic
4. Decade - Following Instructions Continuum
5. Century 38. GDP / GDP per
6. Millenia Reading capita
7. Cause - Informational Text 39. Standard of Living
8. Effect Comprehension 40. Literacy Rate
9. Revolution 41. Inflation
10. Civil War Writing 42. Unemployment
11. Coup - Listing, Describing 43. Trade Barrier
44. Tariff
45. Quota
46. Embargo
47. Voluntary Trade
48. Import
49. Export Industry
50. Currency
51. Exchange Rate
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Unit 3: Europe
(9 weeks)
Transfer Goals From PATH’s Mission: [Students will] understand their unique talents, how to develop those
talents into strengths and how to use those strengths to be a good community steward.
[Students will] reflect a high level of positive engagement in their school community.
Students will be able to independently use their knowledge to make more conscious,
responsible decisions about where and how they live, including their personal impact on their
community and the wider world.
Standards Historical Understandings
SS6H3 Explain conflict and change in Europe.
a. Describe the aftermath of World War I: the rise of communism, the Treaty of Versailles,
the rise of Nazism, and worldwide depression.
b. Explain the rise of Nazism including preexisting prejudices, the use of propaganda, and
events which resulted in the Holocaust.
c. Explain how German reunification contributed to the collapse of the Soviet Union and led
to the end of the Cold War.
Geographic Understandings
SS6G7 Locate selected features of Europe.
a. Locate on a world and regional political-physical map: the Danube River, Rhine River,
English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains,
and Iberian Peninsula.
b. Locate on a world and regional political-physical map the countries of France, Germany,
Italy, Russia, Spain, Ukraine, and United Kingdom.
SS6G8 Explain environmental issues in Europe.
a. Explain the causes and effects of acid rain in Germany.
b. Explain the causes and effects of air pollution in the United Kingdom.
c. Explain the causes and effects of the nuclear disaster in Chernobyl, Ukraine.
SS6G9 Explain the impact of location, climate, natural resources, and population
distribution on Europe.
a. Compare how the location, climate, and natural resources of Germany, the United
Kingdom and Russia impact trade and affect where people live.
SS6G10 Describe selected cultural characteristics of Europe.
a. Describe the diversity of languages spoken within Europe.
b. Identify the major religions in Europe: Judaism, Christianity, and Islam.
Government/Civic Understandings
SS6CG3 Compare and contrast various forms of government.
a. Explain citizen participation in autocratic and democratic governments. [i.e., role of
citizens in choosing the leaders of the United Kingdom (parliamentary democracy),
Germany (parliamentary democracy), and Russia (presidential democracy)].
b. Describe the two predominant forms of democratic governments: parliamentary and
Presidential.
Government/Civic Understandings
SS6CG3 Compare and contrast various forms of government.
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a. Explain citizen participation in autocratic and democratic governments. [i.e., role of
citizens in choosing the leaders of the United Kingdom (parliamentary democracy),
Germany (parliamentary democracy), and Russia (presidential democracy)].
b. Describe the two predominant forms of democratic governments: parliamentary and
presidential.
Economic Understandings
SS6E7 Analyze different economic systems.
a. Compare how traditional, command, and market economies answer the economic questions
of 1-what to produce, 2-how to produce, and 3-for whom to produce.
b. Explain that countries have a mixed economic system located on a continuum between
pure
market and pure command.
c. Compare the basic types of economic systems found in the United Kingdom, Germany, and
Russia.
SS6E8 Analyze the benefits of and barriers to voluntary trade in Europe.
a. Explain how specialization encourages trade between countries.
b. Compare and contrast different types of trade barriers such as tariffs, quotas, and
embargoes.
c. Explain why international trade requires a system for exchanging currencies between
nations.
d. Describe the purpose of the European Union and the relationship between member nations.
SS6E9 Describe factors that influence economic growth and examine their presence or
absence in the United Kingdom, Germany, and Russia.
a. Evaluate how literacy rates affect the standard of living.
b. Explain the relationship between investment in human capital goods (education and
training) and gross domestic product (GDP per capita).
c. Explain the relationship between investment in capital (factories, machinery, and
technology) and gross domestic product (GDP per capita).
d. Describe the role of natural resources in a country’s economy.
e. Describe the role of entrepreneurship.
Understandings Students will understand that a place’s location has implications for all aspects of a person’s
life and directly influences their decisions.
Students will understand their responsibility to create a more sustainable, environmentally
conscious community through small actions that have a big impact.
Students will recognize the cultural influences in their community and appreciate what they
contribute to that diversity.
Formative Interim Summative
- Diagnostic - Geographic Feature - Unit Three Test
- Language Gallery Walk Postcard
Assessments - “Pre-Existing Prejudices” - “Reasons to Live” in Europe
Discussion - Map Quiz
- Rise of Nazism - Weekly Warm-Up
Cause/Effect Chain - Weekly Homework Sheet
- Centers: Interpreting Nazi
Propaganda
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- “One Survivor
Remembers” Video
Analysis
- “Russia-Ukraine Conflict”
Lesson
Geography Content Vocab Government Content Vocab History Content Vocab
1. Channel 1. British 1. Crusades
Language 2. Sea Commonwealth of 2. Empire
3. Plain Nations 3. Imperialism
4. Peninsula 2. Parliament of Great 4. Nationalism
5. Air Pollution Britain / Scottish 5. Alliances
6. Great Smog Parliament 6. Militarism
7. Acid Rain 3. House of Lords 7. Colonization
8. Nuclear Disaster 4. House of Commons 8. Depression
9. Hydroelectricity 5. Länder 9. WWI
10. Deforestation 6. Bundestag 10. Treaty of Versailles
11. Subtropical 7. Bundesrat 11. WWII
12. Temperate 8. Chancellor 12. Nazi Party
13. Gulf Stream 9. Federal Assembly 13. Cold War
14. Polar 10. Federation Council 14. USSR
15. Subarctic 11. State Duma 15. Red Army
16. Semiarid 12. Corruption 16. White Army
17. Marine 17. Russian Civil War
18. Humid Continental 18. Russian Revolution
19. Tundra 19. Czar or Tsar
20. Slavic 20. Propaganda
21. Romance 21. Holocaust
22. Germanic 22. Iron Curtain
23. Monotheism 23. NATO
24. Judaism 24. Warsaw Pact
25. Christianity 25. Transatlantic Slave
26. Islam Trade
26. Triangular Trade
Economics Content Vocab Speaking 27. Columbian
1. - Class Discussion Exchange
- Think-Pair-Share 28. Reparations
29. Serfs
Listening 30. Bolsheviks
- Video 31. League of Nations
- Partner / Group Work 32. United Nations
Reading
- Comprehension
Writing
- Response Qs
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Unit 4: Latin America
(9 weeks)
Transfer Goals From PATH’s Mission: [Students will] understand their unique talents, how to develop those
talents into strengths and how to use those strengths to be a good community steward.
[Students will] reflect a high level of positive engagement in their school community.
Students will be able to independently use their knowledge to make more conscious,
responsible decisions about where and how they live, including their personal impact on their
community and the wider world.
Standards Historical Understandings
SS6H1 Explain conflict and change in Latin America.
a. Describe the influence of African slavery on the development of the Americas.
b. Describe the influence of the Spanish and the Portuguese on the language and religions of
Latin America.
c. Explain the impact of the Cuban Revolution and describe the current relationship between
Cuba and the United States.
d. Explain the impact of poverty, the war on drugs, and migration to the United States on
Latin America.
Geographic Understandings
SS6G1 Locate selected features of Latin America.
a. Locate on a world and regional political-physical map: Amazon River, Amazon Rainforest,
Caribbean Sea, Gulf of Mexico, Atlantic Ocean, Pacific Ocean, Panama Canal, Andes
Mountains, Sierra Madre Mountains, and Atacama Desert.
b. Locate on a world and regional political-physical map the countries of Brazil, Chile,
Colombia, Cuba, Mexico, and Panama.
SS6G2 Explain the impact of environmental issues in Latin America.
a. Explain the causes and effects of air pollution in Mexico City, Mexico.
b. Explain the environmental issue of destruction of the rainforest in Brazil.
SS6G3 Explain the impact of location, climate, distribution of natural resources, and
population distribution on Latin America.
a. Explain how the location, climate, and distribution of natural resources impact trade and
affect where people live in Mexico, Brazil, and Cuba.
Government/Civic Understandings
SS6CG1 Compare and contrast various forms of government.
a. Explain citizen participation in autocratic, and democratic governments. [i.e. the role of
citizens in choosing the leaders of Mexico (presidential democracy), Cuba (autocratic), and
Brazil (presidential democracy)].
b. Describe the two predominant forms of democratic governments: parliamentary and
presidential.
Economic Understandings
SS6E1 Analyze different economic systems.
a. Compare how traditional, command, and market economies answer the economic questions
of 1-what to produce, 2-how to produce, and 3-for whom to produce.
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b. Explain that countries have a mixed economic system located on a continuum between
pure
market and pure command.
c. Compare and contrast the basic types of economic systems found in Mexico, Cuba, and
Brazil.
SS6E2 Give examples of how voluntary trade benefits buyers and sellers in Latin America.
a. Explain how specialization encourages trade between countries.
b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and
embargos.
c. Explain why international trade requires a system for exchanging currencies between
nations.
d. Explain the functions of the United States-Mexico-Canada Agreement (USMCA).
SS6E3 Describe factors that influence economic growth and examine their presence or
absence in Brazil, Cuba, and Mexico.
a. Evaluate how literacy rates affect the standard of living.
b. Explain the relationship between investment in human capital (education and training) and
gross domestic product (GDP per capita).
c. Explain the relationship between investment in capital goods (factories, machinery, and
technology) and gross domestic product (GDP per capita).
d. Describe the role of natural resources in a country’s economy.
e. Describe the role of entrepreneurship.
Understandings Students will understand that a place’s location has implications for all aspects of a person’s
life and directly influences their decisions.
Students will understand their responsibility to create a more sustainable, environmentally
conscious community through small actions that have a big impact.
Students will recognize the cultural influences in their community and appreciate what they
contribute to that diversity.
Formative Interim Summative
- Diagnostic - - Unit Four Test
- - Map Quiz
Assessments - - Weekly Warm-Up
- Weekly Homework Sheet
Geography Content Vocab Government Content Vocab History Content Vocab
Language
Speaking
- Class Discussion
- Think-Pair-Share
Listening
- Video
- Partner / Group Work
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Reading
- Comprehension
Writing
- Response Qs
Unit 5: Canada
(4 weeks)
Transfer Goals From PATH’s Mission: [Students will] understand their unique talents, how to develop those
talents into strengths and how to use those strengths to be a good community steward.
[Students will] reflect a high level of positive engagement in their school community.
Students will be able to independently use their knowledge to make more conscious,
responsible decisions about where and how they live, including their personal impact on their
community and the wider world.
Standards Historical Understandings
SS6H2 Describe Quebec’s independence movement.
Geographic Understandings
SS6G4 Locate selected features of Canada.
a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson
Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky
Mountains.
b. Locate on a world and regional political-physical map Canada and the province of Quebec.
SS6G5 Explain the impact of location, climate, distribution of natural resources, and
population distribution on Canada.
a. Describe how Canada’s location, climate, and natural resources impact trade and affect
where people live.
SS6G6 Explain the impact of environmental issues in Canada.
a. Explain the causes and effects of pollution and acid rain in Canada to include the Great
Lakes.
b. Explain the causes and effects of the extraction of natural resources on the Canadian Shield
(e.g., mining and logging).
Government/Civic Understandings
SS6CG2 Explain citizen participation in the Canadian government.
a. Explain the role of citizens in choosing the leader of Canada (parliamentary democracy).
Economic Understandings
SS6E4 Analyze different economic systems.
a. Compare how traditional, command, and market economies answer the economic questions
of 1-what to produce, 2-how to produce, and 3-for whom to produce.
b. Explain that countries have a mixed economic system located on a continuum between
pure
market and pure command.
c. Describe the economic system of Canada.
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SS6E5 Give examples of how voluntary trade benefits buyers and sellers in Canada.
a. Explain how specialization encourages trade between countries.
b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and
embargoes.
c. Explain why international trade requires a system for exchanging currencies between
nations.
d. Explain the functions of the United States-Mexico-Canada Agreement (USMCA).
SS6E6 Describe factors that influence economic growth and examine their presence or
absence in Canada.
a. Evaluate how literacy rates affect the standard of living.
b. Explain the relationship between investment in human capital (education and training) and
gross domestic product (GDP per capita).
c. Explain the relationship between investment in capital goods (factories, machinery, and
technology) and gross domestic product (GDP per capita).
d. Describe the role of natural resources in a country’s economy.
e. Describe the role of entrepreneurship.
Understandings Students will understand that a place’s location has implications for all aspects of a person’s
life and directly influences their decisions.
Students will understand their responsibility to create a more sustainable, environmentally
conscious community through small actions that have a big impact.
Students will recognize the cultural influences in their community and appreciate what they
contribute to that diversity.
Formative Interim Summative
- Diagnostic - - Unit Five Test
- - Map Quiz
Assessments - - Weekly Warm-Up
- Weekly Homework Sheet
Geography Content Vocab Government Content Vocab History Content Vocab
Language
Speaking
- Class Discussion
- Think-Pair-Share
Listening
- Video
- Partner / Group Work
Reading
- Comprehension
Writing
- Response Qs
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Unit 6: Australia
(4 weeks)
Transfer Goals From PATH’s Mission: [Students will] understand their unique talents, how to develop those
talents into strengths and how to use those strengths to be a good community steward.
[Students will] reflect a high level of positive engagement in their school community.
Students will be able to independently use their knowledge to make more conscious,
responsible decisions about where and how they live, including their personal impact on their
community and the wider world.
Standards Historical Understandings
SS6H4 Explain the impact of English colonization on current Aboriginal basic rights,
health, literacy, and language.
Geographic Understandings
SS6G11 Locate selected features of Australia.
a. Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea,
Uluru/Ayers Rock, Indian and Pacific Oceans, Great Dividing Range, and Great Victoria
Desert.
SS6G12 Explain the impact of location, climate, distribution of natural resources, and
population distribution on Australia.
a. Describe how Australia’s location, climate, and natural resources impact trade and affect
where people live.
Government/Civic Understandings
SS6CG4 Explain forms of citizen participation in government.
a. Explain citizen participation in democratic governments [i.e. the role of citizens in
choosing the leaders of Australia (parliamentary democracy)].
Economic Understandings
SS6E10 Analyze different economic systems.
a. Compare how traditional, command, and market economies answer the economic questions
of 1-what to produce, 2-how to produce, and 3-for whom to produce.
b. Explain that countries have a mixed economic system located on a continuum between
pure
market and pure command.
c. Describe the economic system used in Australia.
SS6E11 Give examples of how voluntary trade benefits buyers and sellers in Australia.
a. Explain how specialization makes trade possible between countries.
b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and
embargoes.
c. Explain why international trade requires a system for exchanging currency between
nations.
SS6E12 Describe factors that influence economic growth and examine their presence or
absence in Australia.
a. Evaluate how literacy rates affect the standard of living.
b. Explain the relationship between investment in human capital (education and training) and
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gross domestic product (GDP per capita).
c. Explain the relationship between investment in capital goods (factories, machinery, and
technology) and gross domestic product (GDP per capita).
d. Describe the role of natural resources in a country’s economy.
e. Describe the role of entrepreneurship.
Understandings Students will understand that a place’s location has implications for all aspects of a person’s
life and directly influences their decisions.
Students will understand their responsibility to create a more sustainable, environmentally
conscious community through small actions that have a big impact.
Students will recognize the cultural influences in their community and appreciate what they
contribute to that diversity.
Formative Interim Summative
- Diagnostic - - Unit Five Test
- - Map Quiz
Assessments - - Weekly Warm-Up
- Weekly Homework Sheet
Geography Content Vocab Government Content Vocab History Content Vocab
Language
Speaking
- Class Discussion
- Think-Pair-Share
Listening
- Video
- Partner / Group Work
Reading
- Comprehension
Writing
- Response Qs
Unit 7: Personal Finance
(3 weeks)
Transfer Goals From PATH’s Mission: [Students will] understand their unique talents, how to develop those
talents into strengths and how to use those strengths to be a good community steward.
[Students will] reflect a high level of positive engagement in their school community.
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Students will be able to independently use their knowledge to make more conscious,
responsible decisions about where and how they live, including their personal impact on their
community and the wider world.
Standards Economic Understandings
SS6E13 Understand that a basic principle of effective personal money management is to
live within one’s income.
a. Understand that income is received from work and is limited.
b. Understand that a budget is a tool to plan the spending and saving of income.
c. Understand the reasons and benefits of saving.
d. Understand the uses and costs of credit.
Understandings Students will understand that a place’s location has implications for all aspects of a person’s
life and directly influences their decisions.
Students will understand their responsibility to create a more sustainable, environmentally
conscious community through small actions that have a big impact.
Students will recognize the cultural influences in their community and appreciate what they
contribute to that diversity.
Formative Interim Summative
- Diagnostic - - Unit Five Test
- - Map Quiz
Assessments - - Weekly Warm-Up
- Weekly Homework Sheet
Geography Content Vocab Government Content Vocab History Content Vocab
Language
Speaking
- Class Discussion
- Think-Pair-Share
Listening
- Video
- Partner / Group Work
Reading
- Comprehension
Writing
- Response Qs
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PATHAcademyCurriculumMapTemplate
WK*UDGH/6RFLDO6WXGLHV
Transfer Goals
Unit Students will
Standards Understandings Essential Questions Assessments Language
independently use their Students will understand that…
learning to…
Students will be able SS8H1a Students will understand the I can locate Georgia in Hemispheres
to identify: historical, geographical, economic, relation to region, Formative Continent
SS8G1a and civic principles that have shaped nation, continent, and Assessments: Nation
1)Characteristics of Georgia's development. hemispheres. Quizzes, exit Region
Cardinal
American Indians in SS8G1b tickets, class
I can evaluate the Directions
GA (H1a) impact of climate, and
discussions, Intermediate
the importance of water concept maps, Directions
2)Location of on Georgia’s historic and short Relative Location
Georgia (G1a) development and writing Absolute
Unit 1:
economic growth. assignments Location
Georgia’
3) Impact of assessing Latitude
Geography I can distinguish among understanding Longitude
Georgia’s geography
and Native the 5 regions of Georgia of key Climate
and climate
Peoples in terms of location, Mild
development (G1b) concepts.
climate, agriculture, and Summative Humid
(3 weeks) economic contribution. Subtropical
Assessments: Drought
I can explain how the
Unit tests, Tri-State Water
four transportation projects (such War
systems of Georgia as research Fall Line
contribute to the growth papers, Okefenokee
and development of the presentations, Swamp
state’s economy. or multimedia Chattahoochee
projects) River
Savannah River
assessing
Barrier Islands
deeper
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DeKalb PATH Academy Exhibit 11
understanding Appalachian
and application Mountains
of knowledge. Appalachian
Plateau
Ridge and Valley
Blue Ridge
Piedmont
Coastal Plain
Interstate Highway
System
Hartsfield Jackson
International
Airport
Deepwater Ports
Railroad
International
Domestic
Students will be able SS8G1d Students will understand the I can describe the
to identify: historical, geographical, economic, characteristics of Formative Mississippian
SS8H1b and civic principles that have shaped American Indians Assessments: Indians
Reasons for European Georgia's development. living in Georgia at Quizzes, exit Culture
Food
Unit 2: Exploration(H1b) SS8H2 the time of European tickets, class
Weapons
Colonial contact. discussions, Tools
Georgia and Impact of Spanish concept maps, Shelter
the contact on American I can explain the and short Hernando de Soto
American Indians (H1c) reasons for European writing Missions
Revolution exploration and assignments Colonization
Roles of important settlement in North assessing Trade Routes
(4 weeks)
individuals in America and the understanding Mercantilism
Georgia’s beginnings impact they had on of key James Oglethorpe
Charity
(H2) the Native Americans. concepts. Economics
Defense
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Impacts of diverse I can explain the Summative Buffer Colony
cultures on the reasons for the Assessments: Debtor
development of founding of Georgia. Unit tests, Charter of 1732
Mary Musgrove
Georgia (H2) projects (such
Chief Tomochichi
I can evaluate and as research Savannah
Georgia’s describe how papers, Trustee
transformation from a Oglethorpe’s vision presentations, Trustee Period
Trustee Colony to a for Georgia differed or multimedia Incentives
Royal Colony(H2) from reality. projects) Indentured
assessing Servants
I can describe how deeper W.R.I.S.T. (Wine,
Georgia developed as understanding Rice, Indigo, Silk,
Timber)
a Royal Colony with and application Salzburgers
regard to land of knowledge. Highland Scots
ownership, slavery, Jewish Settlers
alcohol, and Malcontents
government. Battle of Bloody
Marsh
Document-based Students will understand the Growth of
inquiries, virtual historical, geographical, economic, How has Georgia's Formative slavery,
field trips to historic and civic principles that have history influenced Assessments: sectionalism
sites (e.g., Civil War shaped Georgia's development. its present-day Quizzes, exit and secession,
Unit 3: battlefields), and society? tickets, class Georgia's role
Antebellum analyzing primary discussions, in the Civil
Georgia and sources (e.g., What are the concept War.
the Civil War letters, diaries). economic factors maps, and
(time frame) driving Georgia's short writing
growth? assignments
assessing
What role does understanding
geography play in
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DeKalb PATH Academy Exhibit 11
shaping Georgia's of key
identity? concepts.
Summative
How does civic Assessments:
participation impact Unit tests,
the functioning of projects (such
Georgia's as research
government? papers,
presentations,
or multimedia
projects)
assessing
deeper
understanding
and
application of
knowledge.
Inquiry-based Students will understand the Reconstruction
projects on historical, geographical, economic, How has Georgia's Formative in Georgia,
Reconstruction and civic principles that have history influenced Assessments: economic
Unit 4: policies, analyzing shaped Georgia's development. its present-day Quizzes, exit changes
Reconstructi economic trends society? tickets, class during
on and through graphs and discussions, Reconstruction
Industrializat charts, and What are the concept Industrializatio
ion examining primary economic factors maps, and n and
(time frame) sources from the driving Georgia's short writing urbanization.
Reconstruction era. growth? assignments
assessing
understanding
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DeKalb PATH Academy Exhibit 11
What role does of key
geography play in concepts.
shaping Georgia's Summative
identity? Assessments:
Unit tests,
How does civic projects (such
participation impact as research
the functioning of papers,
Georgia's presentations,
government? or multimedia
projects)
assessing
deeper
understanding
and
application of
knowledge.
Research projects Students will understand the
on key figures and historical, geographical, economic, How has Georgia's Formative Key Topics:
events in Georgia's and civic principles that have history influenced Assessments: Civil rights
history, multimedia shaped Georgia's development. its present-day Quizzes, exit movement in
Unit 5:
presentations on society? tickets, class Georgia,
Georgia in
modern Georgia, discussions, modern
the 20th and
and discussions on What are the concept economic
21st
current events economic factors maps, and trends,
Centuries
impacting the state. driving Georgia's short writing political
growth? assignments developments
assessing in
understanding
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What role does of key contemporary
geography play in concepts. Georgia.
shaping Georgia's Summative
identity? Assessments:
Unit tests,
How does civic projects (such
participation impact as research
the functioning of papers,
Georgia's presentations,
government? or multimedia
projects)
assessing
deeper
understanding
and
application of
knowledge.
210
DeKalb PATH Academy Exhibit 11
PATH Academy Curriculum Map Template
5th grade Science
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
Construct an argument. S5E1. Obtain, evaluate, and Earth has changed overtime. How does the Earth Energy Sources Constructive
communicate information change over time? Project Process
Ask questions. to identify surface features Understanding how landforms Landforms Destructive
on the Earth caused by develop, are weathered, and What processes create Gallery Process
Analyze and interpret data. constructive and/or eroded can help infer the Earth's features, like Earth Structure Weathering
destructive processes. history of the current mountains, rivers, and Quiz Erosion
Use mathematics and landscape. volcanoes? Unit 1 Test Deposition
computational thinking. a. Construct an argument Landform
supported by scientific Local, regional, and global How does energy and Volcano
evidence to identify surface patterns of rock formations matter move across the Earthquake
features (examples could reveal changes over time due Earth and create change? Seismology
include deltas, sand dunes, to Earth forces.
mountains, volcanoes) as How do Earth’s systems
being caused by The location of mountain interact with each other?
constructive and/or ranges, deep ocean trenches,
destructive processes ocean floor structures,
Unit 1:
(examples could include earthquakes, and volcanoes
Earth deposition, weathering, occur in patterns.
erosion, and impact of
organisms). Maps can help locate the
different land features where
b. Develop simple people live and in other areas
interactive models to collect of Earth.
data that illustrate how
changes in surface features
are/were caused by
constructive and/or
destructive processes.
c. Ask questions to obtain
information on how
technology is used to limit
and/or predict the impact of
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DeKalb PATH Academy Exhibit 11
constructive and destructive
processes. (Clarification
statement: Examples could
include seismological
studies, flood forecasting
(GIS maps),
engineering/construction
methods and materials, and
infrared/satellite imagery.)
Plan and carry out an S5P1. Obtain, evaluate, and Physical changes do not Physical
experiment. communicate information change the makeup of a Change
to explain the differences substance; they only change Chemical
Engage in argument from between a physical change the substance’s form. Change
evidence. and a chemical change. Matter
Examples of physical changes Mass
Obtain, evaluate, and a. Plan and carry out are crushing, cutting, tearing, Substance
communicate data. investigations of physical folding, and the changing of Mixture
changes by manipulating, an object’s state of matter. Change of
separating and mixing dry State
and liquid materials. Changes in the states of matter Freezing Point
Unit 2: (solid, liquid, and gas) occur Melting Point
Chemical b. Construct an argument due to a change in Boiling Point
and based on observations to temperature; these physical Water Vapor
Physical support a claim that the changes do not change what Physical
Changes physical changes in the the substance is. Properties
state of water are due to
temperature changes, which When a chemical reaction
cause small particles that occurs, a new substance is
cannot be seen to move formed that has different
differently. properties from the original
sub
c. Plan and carry out an
investigation to determine if
a chemical change occurred
based on observable
evidence (color, gas,
temperature c
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DeKalb PATH Academy Exhibit 11
Plan and carry out an S5P2. Obtain, evaluate, and Electricity
experiment. communicate information Electric
to investigate electricity. Current
Construct an explanation and Static
design solution. a. Obtain and combine Electricity
information from multiple Electric Force
Obtain, evaluate, and sources to explain the Friction
communicate data. difference between Electric Circuit
naturally occurring Series Circuit
electricity (static) and Parallel Circuit
ma a e ed Magnetism
electricity. Magnet
Magnetic Field
b. Design a complete, Magnetic Pole
simple electric circuit, and Magnetic
explain all necessary Force
Unit 3: components.
Electricity
and c. Plan and carry out
Magnetism investigations on common
materials to determine if
they are insulators or
conductors of electricity.
S5P3. Obtain, evaluate, and
communicate information
about magnetism and its
relationship to electricity.
a. Construct an argument
based on experimental
evidence to communicate
the differences in function
and purpose of an
electromagnet and a
magnet.
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b. Plan and carry out an
investigation to observe the
interaction between a
magnetic field and a
magnetic object.
Construct explanations and S5L3. Obtain, evaluate, and Microscope
communicate solutions. communicate information Cells
to compare and contrast the Magnification
Create an argument from parts of plant and animal Multi-celled
evidence. cells. Organism
Microorganism
Obtain, evaluate, and a. Gather evidence by Beneficial
communicate data. utilizing technology tools Harmful
to support a claim that Nucleus
plants and animals are Chloroplast
comprised of cells too small Organelle
Unit 4: to be seen without Cell
Cells and magnification. Membrane
Microorga Cell Wall
nisms b. Develop a model to Cytoplasm
identify and label parts of a
plant cell (membrane, wall,
cytoplasm, nucleus,
chloroplasts) and of an
animal cell (membrane,
cytoplasm, and nucleus).
c. Construct an explanation
that differentiates between
the structure of plant and
animal cells.
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S5L4. Obtain, evaluate, and
communicate information
about how microorganisms
benefit or harm larger
organisms.
Asking questions and defining S5L1. Obtain, evaluate, and Students should be able to Why do scientists classify Vertebrate
problems. communicate information group organisms and things? Invertebrate
to group organisms using communicate their system of Fish
Obtain, evaluate, and scientific classification classification. How do scientists group Mammal
communicate data. procedures. organisms? Bird
While the Linnaean system of Reptile
a. Develop a model that classification is based on the How have classification Amphibian
illustrates how animals are structure of organisms, living systems changed? classify
sorted into groups things can be classified Characteristics
(vertebrate and invertebrate) according to the habitat in What do scientists do Seed producers
and how vertebrates are which they reside, what they when something doesn’t Non-seed
sorted into groups (fish, eat, etc. fit in the classification Producers
Unit 5: amphibian, reptile, bird, and system?
Classificati mammal using data from Classification is used to
on multiple sources.) understand interactions How do you use
between organisms, classification in your
Develop a model that conservation, and identify and everyday life?
illustrates how plants are study new species.
sorted into groups (seed How does a backbone
producers, non-seed help vertebrates move?
producers) using data from What are the parts of a
multiple sources. backbone?
How is the classification
of plants and animals
similar and different?
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S5L1. Obtain, evaluate, and genetic trait
communicate information inherited trait
to group organisms using acquired trait
scientific classification instinct learned
procedures. behavior
biological
a. Develop a model that parent
illustrates how animals are offspring
sorted into groups heredity DNA
(vertebrate and invertebrate) gene
Unit 6: and how vertebrates are chromosome
Genetics sorted into groups (fish,
amphibian, reptile, bird, and
mammal using data from
multiple sources.)
Develop a model that
illustrates how plants are
sorted into groups (seed
producers, non-seed
producers) using data from
multiple sources.
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PATH Academy Curriculum Map Template
6th Grade Earth Science
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
Students will Students will How can routine help Observation
independently use their understand how routine me to be better in Inference
Unit 1: Imagery
knowledge of norms to makes class easier. class?
Earth Cause &
know how to conduct
Science Effect
themselves in a
Norms Sequencing
classroom and lab
(2 weeks)
setting.
Students will S6E1. Obtain, evaluate, Students will How does the Model of the Claim &
independently use their and communicate understand how the formation of the Solar Counterclaim
Debate
knowledge to information about formation of the universe affect life as System Modeling
effectively current scientific views universe affects life on we know it on Earth Imagery
communicate to the of the universe and how Earth today. today? Phases of the I Do, You Do,
general public how those views evolved. a- Moon We Do
everything in our ever e Tracker Observation
Unit 2: Inference
changing universe is all S6E2. Obtain, evaluate,
Astronomy Observation
connected. and communicate Geocentric Inference
(8 weeks)
information about the vs. Imagery
effects of the relative Heliocentric Cause &
positions of the sun, Debate Effect
Earth, and moon. a-c Sequencing
The Solar
System
Scale Model
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Students will S6E5. Obtain, evaluate, Students will Why is learning about Mineral Sort Claim &
independently use their and communicate understand why it is minerals and rocks Counterclaim
Debate
knowledge to show information to show important to know important in our Birthstone Modeling
how and why minerals how Earth’s surface is about minerals and everyday lives? Project Imagery
and rock are useful in formed. b,c,d,e rocks and how it helps I Do, You Do,
our everyday lives. us to understand the Mineral Use We Do
world around us. in Everyday Observation
Inference
Life Imagery
Cause &
Unit 3: Rock Rap Effect
Minerals & Sequencing
Rocks Labeling
(5 weeks) The Rock
Cycle
Starburst
Rock Cycle
Lab
Rock &
Minerals
Unit Test
Students will S6E5. Obtain, evaluate, Students will How do fossils help us The Amber Brainstorming
independently use their and communicate understand how fossils to understand how old Time Story Telling
Personification
knowledge to construct information to show are used to help date the Earth is? Machine Modeling
a viable argument as to how Earth’s surface is the Earth? Video Imagery
Unit 4:
how the history of formed. g Prewriting
Fossils Drafting
Earth’s formation can The Day I
(4 weeks) Editing
affect our future. Became A
Observation
Fossil Story Inference
Imagery
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Cause &
Effect
Sequencing
Students will S6E5. Obtain, evaluate, Students will How does plate Labeling Observation
independently use their and communicate understand how the tectonics affect how we Tectonic Inference
Imagery
knowledge to information to show Earth is broken up in view the Earth? Plates Cause &
communicate how the how Earth’s surface is pieces. Effect
Unit 5: changes in the Earth’s formed. a,f,h Earth’s Sequencing
Earth’s surface affect how we Layers vs
Changing live on a daily basis. Earth’s
Landscape Physical
(5 weeks) Layers
Students will S6E3. Obtain, evaluate, Students will How does water shape Labeling Observation
independently use their and communicate understand water our Earth? The Water Inference
Imagery
knowledge to help information to affects everything on Cycle Cause &
others understand the recognize the Earth. Effect
Unit 6: importance of water. significant role of water My Day Sequencing
Earth’s in Earth processes. a-d Thought the Brainstorming
Water Cycle Story Telling
Water Personification
(4 weeks) Story Modeling
Imagery
Prewriting
Drafting
Editing
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Students will S6E4. Obtain, evaluate, Students will How does wind, water, Severe Observation
independently use their and communicate understand how wind, and heat affect weather Weather Inference
Imagery
knowledge to information about how water, and heat come and climate? Report Cause &
effectively analyze and the sun, land, and water together to form Presentation Effect
communicate how affect climate and weather. Sequencing
weather and climate weather. a-e Wild Brainstorming
shapes our everyday Weather Story Telling
Unit 7: Personification
lives. Videos Modeling
Climate &
Watch Imagery
Weather
Respond Prewriting
(9 weeks) Drafting
Editing
Weather
Unit Test
Roasted
Marshmallow
Lab
Students will S6E6. Obtain, evaluate, Students will How can we use natural Renewable Observation
independently use their and communicate understand how we use resources to better Energy Inference
Imagery
knowledge to information about the the Earth resources to affect our everyday Factory Cause &
communicate how we uses and conservation affect how our planet lives? Project Effect
Unit 8: use the world's of various natural will be in the future. Sequencing
Natural resources today will resources and how they Brainstorming
affect the quality of life impact the Earth. a-c Story Telling
Resources Personification
(3 weeks) on Earth for years to Modeling
come. Imagery
Prewriting
Drafting
Editing
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PATH Academy Curriculum Map Template
7th Grade/Life Science
Essential
Unit Transfer Goals Standards Understandings Assessments Language
Questions
Upon completing the By the end of the "Lab Students will How does being Standard Communication
Laboratory and Safety and Symbols" understand that…the safe in the quizzes and that fosters a
Inquiry Skills unit, unit, students will be earth, humans, laboratory affect exams. mutually
learners should be able to demonstrate an animals and plants are the environment? Presentations respected
Unit 1: able to independently understanding of all interconnected. Why is it important both oral and learning flow
Title and proficiently laboratory safety The inhabitants to maintain safety digital. where the
Laboratory & design, conduct, and practices and the ability directly affect one and properly follow students as well
Inquiry Skills analyze scientific to correctly interpret another and how and procedures? as the teacher is
(3-4 weeks) experiments or and apply commonly why this happens challenged and
investigations across used laboratory learn together.
a range of scientific symbols
disciplines
Upon completing the By the end of the Students will How do humans Standard Communication
"Structure & "Structure & Function understand how affect plants and quizzes and that fosters a
Function of Cells" of Cells" unit in the various living things vice versa? exams. mutually
Unit 2:
unit within the "Organization of Life" in the environment Presentations respected
Title
"Organization of curriculum, students relate to each other. both oral and learning flow
Structure &
Life" curriculum, will be able to digital. where the
Function of
learners should be demonstrate a students as well
Cells
able to effectively comprehensive as the teacher is
Organization
apply their understanding of challenged and
of Life
knowledge of cellular cellular biology and its learn together.
(6-8 weeks)
structure and function role in the broader
in a broader context of living
biological context. organisms.
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Upon completing the By the end of the Students will How are physical Standard Communication
"Biological Traits & "Biological Traits & understand the traits developed? quizzes and that fosters a
Heredity" unit within Heredity" unit in the difference between What are the exams. mutually
the "Evidence of "Evidence of inherited and acquired reasons for Presentations respected
Evolution" Evolution" curriculum, traits. different traits? both oral and learning flow
curriculum, learners students will be able to Why does the body digital. where the
Unit 3: should be able to demonstrate a operate a certain students as well
Title apply their comprehensive way? as the teacher is
Biological knowledge of understanding of the challenged and
Traits & biological traits, principles of heredity learn together.
Heredity heredity, and the and evolution and how
Body Systems evidence of evolution these concepts are
(14 weeks) to understand, interconnected.
explain, and critically
analyze various
biological and
evolutionary
phenomena
Upon completing the By the end of the Students will How can all living Standard Communication
Ecology unit, "Ecology" unit, understand that…the things successfully quizzes and that fosters a
learners should be students will be able to earth, humans, inhabit the earth? exams. mutually
able to apply their demonstrate a animals and plants are Why don’t humans Presentations respected
understanding of comprehensive all interconnected. inhabit other both oral and learning flow
Unit 4:
ecological principles understanding of The inhabitants planets? What are digital. where the
Title
and concepts to ecological principles directly affect one the conditions students as well
Ecology
address real-world and their applications another and how and necessary to live as the teacher is
(4 weeks)
environmental to address why this happens healthily? challenged and
challenges and make environmental learn together.
informed decisions challenges.
related to the
conservation and
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DeKalb PATH Academy Exhibit 11
sustainability of
ecosystems.
Upon completing the By the end of the Students will bridge Why does energy Standard Communication
Energy Flow & "Energy Flow & the gap between life exist? How is quizzes and that fosters a
Nutrient Cycling Nutrient Cycling" unit, science and physical energy used? exams. mutually
unit, learners should students will be able to science by Where do natural Presentations respected
be able to apply their demonstrate a understanding energy resources come both oral and learning flow
Unit 5: knowledge of how comprehensive and natural resources. from and how can digital. where the
Title energy and nutrients understanding of how Students will also more be created? students as well
Energy Flow move through energy and nutrients know the connection as the teacher is
& Nutrient ecosystems to move through between living things challenged and
Cycling address real-world ecosystems and apply and ecosystems. learn together.
(6 weeks) environmental this knowledge to
challenges and address real-world
contribute to the environmental
sustainable challenges.
management of
natural resources.
223
DeKalb PATH Academy Exhibit 11
PATH Academy Curriculum Map Template
by Dr. James Kane, Ed.D.
8th Grade Physical Science
Unit Essential
Standard Unit Transfer Goals Understandings Assessments Language
Standards Questions
Safety & Intro to Students will N/A - Understand and practice - Why is safety - Laborator
Habits of Physical develop safe safe laboratory procedures important in the Demonstrations y safety,
Mind Science laboratory - Develop habits of mind science laboratory? of safe habits of
practices and such as curiosity, - How can habits of laboratory mind,
cultivate habits of skepticism, and precision mind enhance procedures - scientific
mind essential for scientific inquiry? Reflections on inquiry
scientific inquiry. habits of mind terminolo
development gy
S8P1 Introduction Students will S8P1a-f - Differentiate between pure - What are the - Model Scientific
to Matter develop an substances and mixtures - different types of comparisons - terminolo
understanding of Describe the movement of matter and how are Investigations gy, atomic
the structure and particles in different states they classified? - on properties of structure,
properties of of matter - Compare How does thermal matter - chemical
matter. chemical and physical energy affect the Constructing reactions
properties of matter - movement of arguments based
Explain conservation of particles? - What on evidence
matter in chemical reactions evidence supports
the classification of
a change in matter
as chemical or
physical?
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S8P2 Energy Students will S8P2a-d - Analyze relationships of - How is energy - Graphical Energy,
Transformatio analyze energy kinetic and potential energy related to the mass, displays of kinetic
ns transformations - Investigate speed, and height of energy energy,
within systems. transformations between an object? - What relationships - potential
kinetic and potential energy types of energy Investigations energy,
- Explain different energy transformations on energy heat
transformations within occur within transformations transfer
systems - Investigate heat different systems? - - Constructing
transfer and its effects on How does heat arguments on
molecular motion transfer affect energy
molecular motion? transformations
S8P3 Forces and Students will S8P3a-c - Analyze patterns in speed, - How are speed, - Data analysis Force,
Motion analyze cause and distance, velocity, and distance, velocity, of motion - motion,
effect acceleration - Explain and acceleration Constructing inertia,
relationships Newton's Laws of Motion - related? - How do explanations Newton's
between force, Support the claim that force Newton's Laws of using Newton's Laws
mass, and motion. and mass are proportional Motion explain the Laws -
effects of forces on Developing
motion? - Why is arguments based
force proportional on evidence
to mass?
S8P4 Waves Students will S8P4a-g - Explain similarities and - What are the - Developing Electroma
compare and differences between similarities and explanations gnetic
contrast electromagnetic and differences between based on data - spectrum,
electromagnetic mechanical waves - electromagnetic and Designing wave
and mechanical Illustrate the relationship mechanical waves? devices to behaviors,
waves. between the - How does the illustrate wave wave
electromagnetic spectrum electromagnetic behaviors - properties
and energy - Design spectrum relate to Modeling wave
devices to demonstrate energy? - What
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practical applications of the practical properties and
electromagnetic spectrum - applications does behaviors
Compare wave behaviors in the electromagnetic
different materials spectrum have?
- Constructing
arguments based
- Construct arguments for
on evidence -
Students will the existence of fields - How do fields Fields,
Planning and
investigate between objects exerting exert forces charge
carrying out
gravity, forces - Demonstrate the between objects? - distributio
Forces in investigations
S8P5 electricity, and S8P5a-c distribution of charge in What factors affect n, electric
Nature on charge
magnetism as conductors and insulators - the strength of and
distribution -
major forces Identify factors affecting electric and magnetic
Identifying
acting in nature. the strength of electric and magnetic forces? forces
factors affecting
magnetic forces
electric and
magnetic forces
UbD curriculum map for GA 8th Grade Physical Science Unit 1: Matter
Stage 1: Identify Desired Results
- Content Standards:
- Georgia Standards of Excellence (GSE) for 8th Grade Physical Science.
- Curricular Outcomes:
- Students will be able to identify and describe the physical and chemical properties of matter.
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- Essential Questions:
1. What are the characteristics of matter?
2. How do different types of matter interact with each other?
3. What role do physical and chemical properties play in identifying substances?
- Enduring Understandings:
1. Matter is composed of particles and has specific properties.
2. Changes in matter can be described and categorized.
3. Understanding the properties of matter is essential for real-world applications.
- Misconceptions:
- Students may think that all substances can be easily classified based on one property.
- Knowledge and Skills:
1. Knowledge: Understand the particle nature of matter.
2. Skills: Identify and describe physical and chemical properties of substances.
Stage 2: Assessment Evidence
- Performance Task Description:
- Students will investigate and present findings on the best material for building a bridge, considering strength, flexibility, and cost.
- Formative Assessments:
- Daily quizzes, class discussions, and lab reports assessing understanding of properties of matter.
- Summative Assessment:
- A final project where students create a model demonstrating the properties of matter and present it to the class.
Stage 3: Learning Plan
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- Where Are Your Students Headed?:
- Students will understand the fundamental properties of matter and apply this knowledge in real-world scenarios.
- Where Have They Been?:
- Pre-assessment on students' prior knowledge of matter and its properties.
- Hook at the Beginning:
- Engage students with a "Matter Matters" presentation, showcasing the importance of understanding matter in everyday life.
- Experiences and Exploration:
1. Atomic History
- Explore the historical development of atomic models.
2. Intro to Tinkercad & Atomic Models
- Introduction to Tinkercad for creating 3D models of atoms.
3. Making a Realistic 3D Model of an Atom
- Hands-on activity using various materials to construct a realistic 3D model of an atom.
4. Make 3D Model Using Perler Beads
- Create atomic models using Perler beads.
5. PhET Atoms and Molecules Lab w/Sim
- Utilize the PhET simulation to explore atoms and molecules.
6. Radiation Dangers & Opportunities
- Investigate the dangers and opportunities associated with radiation.
7. Ions & Isotopes, Build an Atom Lab
- Hands-on activity building atoms with ions and isotopes.
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8. Half-Life, Calculations, Radioactive Beans Lab
- Explore half-life calculations through a lab involving radioactive beans.
9. Periodic Table Development, Card Sort
- Understand the development of the periodic table through a card-sorting activity.
10. Ptable Structure, Periods, Families
- Explore the structure of the periodic table, focusing on periods and families.
11. PTable Periodic Jigsaw Activity
- Engage in a jigsaw activity to understand the periodic table.
12. Element Trading Cards
- Create trading cards for elements, emphasizing key information.
13. Periodic Trends Handout: Lewis Dot Diagrams & Bohr Models
- Explore periodic trends through Lewis dot diagrams and Bohr models.
14. Observe/Experience, Reflect: Properties
- Reflect on and observe properties such as reactivity, hardness, melting point, luster, and density.
15. Alk Metals 1, 2, Mg, C, S, Fe, Zn, Cu, Al, Ti, W, Pb, Hg, Ga
- Investigate the properties of alkali metals and other elements through hands-on activities.
16. Malleability (Hands)
- Explore the malleability of materials through hands-on activities.
17. Stations: Gallium & Mercury, Carbon, Cubes, Plates, Rare Earths
- Rotate through stations exploring elements like gallium, mercury, carbon, and rare earths.
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- Equipping with Skills and Knowledge:
Skills:
1. Analyzing historical developments in atomic theories.
2. Creating 3D models using Tinkercad.
3. Hands-on model construction with various materials.
4. Crafting atomic models with Perler beads.
5. Utilizing simulations to explore atomic interactions.
6. Analyzing the applications and risks of radiation.
7. Constructing atoms with ions and isotopes.
8. Performing calculations related to half-life.
9. Sorting and organizing information related to the periodic table.
10. Navigating and interpreting the periodic table.
11. Collaborative learning through jigsaw activities.
12. Creating informative trading cards for elements.
13. Constructing Lewis dot diagrams and Bohr models.
14. Observing and reflecting on physical and chemical properties.
15. Investigating the properties of alkali metals and other elements.
16. Exploring the malleability of materials through hands-on activities.
17. Rotating through stations to explore diverse elements.
Knowledge:
1. Understanding the contributions of various scientists to the atomic model.
2. Applying digital tools to visualize atomic structures.
3. Relating 3D models to real-world atomic structures.
4. Connecting artistic representation to atomic properties.
5. Understanding atomic and molecular behavior through virtual experiments.
6. Understanding the impact of radiation on the environment and society.
7. Investigating the role of ions and isotopes in atomic structure.
8. Understanding the concept of radioactive decay and its applications.
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9. Tracing the historical development of the periodic table.
10. Identifying trends in periods and families on the periodic table.
11. Integrating information about periodic elements through collaborative activities.
12. Communicating key details about periodic elements effectively.
13. Understanding trends in atomic properties through visual representations.
14. Connecting macroscopic observations to atomic properties.
15. Relating experimental results to the reactivity and characteristics of elements.
16. Understanding the physical properties of materials related to malleability.
17. Gaining exposure to the unique properties of different elements.
- Organizing and Sequencing:
- Begin with foundational concepts of particle theory.
- Move to specific properties of matter, linking back to particle theory.
- Culminate with applications of knowledge in real-world scenarios.
- Reflection and Rethinking:
- Daily reflections on the application of learned concepts.
- Group discussions on how understanding properties of matter can solve real-world problems.
- Rehearsing, Revising, and Refining:
- Peer review sessions for lab reports and projects.
- Opportunities for students to revise and improve their work based on feedback.
- Self-Evaluation:
- Regular self-assessment checklists for understanding properties of matter.
- Reflection journals on personal growth throughout the unit.
- Tailoring for All Students:
- Differentiated activities and assessments to accommodate diverse learning styles.
- Provide additional resources for students who need extra support.
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- Resources:
- Textbooks, online simulations, laboratory equipment, guest speakers, and field trip arrangements.
This example curriculum map provides a structured plan for teaching and assessing the Matter unit in 8th-grade Physical Science in Georgia.
Adjustments can be made based on specific classroom needs and available resources.
UbD curriculum map for GA 8th Grade Physical Science Unit 2: Energy
Stage 1: Identify Desired Results
- Content Standards:
- Georgia Standards of Excellence (GSE) for 8th Grade Physical Science.
- Curricular Outcomes:
- Students will understand the different forms of energy and how energy is transferred and transformed.
- Essential Questions:
1. What is energy, and how is it defined?
2. How is energy transferred and transformed in various systems?
3. What are the different forms of energy, and how do they relate to each other?
- Enduring Understandings:
1. Energy is the ability to do work and is present in various forms.
2. Energy can be transferred and transformed between different objects and systems.
3. Different forms of energy are interconnected and play a crucial role in natural processes.
- Misconceptions:
- Students may think energy is only associated with motion or may not recognize all forms of energy.
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- Knowledge and Skills:
1. Knowledge: Understand the forms of energy (kinetic, potential, thermal, etc.).
2. Skills: Identify energy transformations in various systems.
Stage 2: Assessment Evidence
- Performance Task Description:
- Students will design and present a model of a renewable energy system for a specific location, considering efficiency and environmental impact.
- Formative Assessments:
- Concept quizzes, discussions, and reflections on energy-related phenomena.
- Peer assessments during group activities and projects.
- Summative Assessment:
- A comprehensive exam assessing students' understanding of energy forms, transformations, and applications.
Stage 3: Learning Plan
- Where Are Your Students Headed?:
- Students will develop a deep understanding of energy forms, transformations, and their real-world applications.
- Where Have They Been?:
- Pre-assessment on students' prior knowledge of energy concepts.
- Hook at the Beginning:
- Engage students with a "Power of Energy" demonstration, showcasing the impact and importance of energy in our daily lives.
- Experiences and Exploration:
1. What is Energy, Forms of Energy, Transformations
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- Explore the concept of energy, various forms of energy, and energy transformations.
2. Energy Conversion Lab Stations
- Rotate through lab stations demonstrating energy conversions.
3. Charge from Change: DIY Penny Battery
- Construct a penny battery to understand energy generation from chemical reactions.
4. PHET Energy Forms & Systems, Sim Lab
- Utilize the PHET simulation to explore different forms of energy and energy systems.
5. Asteroid Impact Energy Lab
- Investigate the energy involved in an asteroid impact.
6. Energy Skate Park Lab w/ PHET Sim
- Use the PHET simulation to explore energy concepts in a skate park setting.
7. Paper Roller Coaster Project
- Design and build a paper roller coaster to demonstrate energy concepts.
8. KE vs PE Cup Lab
- Explore the relationship between kinetic and potential energy using cups.
9. Heat Transfer
- Investigate different methods of heat transfer.
10. Heat Lab w/ PHET Energy Simulation
- Utilize the PHET simulation to explore heat and energy transfer.
11. Heat Transfer Demos
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- Conduct demonstrations to illustrate various heat transfer mechanisms.
12. Calorimetry + Food on Fire Lab
- Use calorimetry to measure heat changes and explore the energy content of food.
- Equipping with Skills and Knowledge:
Skills:
1. Rotating through lab stations to demonstrate energy conversions.
2. Constructing a DIY penny battery to understand energy generation.
3. Utilizing simulations to explore different forms of energy and energy systems.
4. Investigating the energy involved in an asteroid impact.
5. Exploring energy concepts in a skate park setting using simulations.
6. Designing and building a paper roller coaster to demonstrate energy concepts.
7. Exploring the relationship between kinetic and potential energy using cups.
8. Investigating different methods of heat transfer.
9. Using calorimetry to measure heat changes and explore the energy content of food.
Knowledge:
1. Understanding and demonstrating energy conversions at lab stations.
2. Investigating the principles of energy generation through a DIY penny battery.
3. Exploring different forms of energy and energy systems through simulations.
4. Analyzing the energy involved in an asteroid impact.
5. Exploring energy concepts in a skate park using simulations.
6. Demonstrating energy concepts through the design and construction of a paper roller coaster.
7. Understanding the relationship between kinetic and potential energy using cups.
8. Investigating different methods of heat transfer.
9. Measuring heat changes and exploring the energy content of food using calorimetry.
- Organizing and Sequencing:
- Begin with an introduction to energy and its different forms.
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- Progress to understanding energy transformations and conservation laws.
- Culminate with the application of energy concepts in renewable energy systems.
- Reflection and Rethinking:
- Daily reflections on observed energy transformations.
- Group discussions on the ethical and environmental implications of energy choices.
- Rehearsing, Revising, and Refining:
- Peer review sessions for project design and presentations.
- Opportunities for students to revise and improve their models based on feedback.
- Self-Evaluation:
- Regular self-assessment checklists for understanding energy concepts.
- Reflective journals on personal growth and insights gained during the unit.
- Tailoring for All Students:
- Differentiated activities and assessments to accommodate diverse learning styles.
- Provide additional resources for students who need extra support.
- Resources:
- Textbooks, online simulations, laboratory equipment, guest speakers, and renewable energy case studies.
This curriculum map provides a structured plan for teaching and assessing the Energy unit in 8th-grade Physical Science in Georgia. Adjustments
can be made based on specific classroom needs and available resources.
UbD curriculum map for GA 8th Grade Physical Science Unit 3: Force & Motion
Stage 1: Identify Desired Results
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- Content Standards:
- Georgia Standards of Excellence (GSE) for 8th Grade Physical Science.
- Curricular Outcomes:
- Students will comprehend the principles of force and motion, including Newton's laws.
- Essential Questions:
1. What is force, and how does it affect the motion of objects?
2. How do Newton's laws explain the relationship between force and motion?
3. What factors influence the motion of an object?
- Enduring Understandings:
1. Force is a push or pull that influences the motion of an object.
2. Newton's laws describe the relationship between force and motion.
3. Various factors, such as mass and friction, impact the motion of objects.
- Misconceptions:
- Students may think that all moving objects are constantly subjected to a force.
- Knowledge and Skills:
1. Knowledge: Understand Newton's laws and their applications.
2. Skills: Analyze and predict motion based on force and other factors.
Stage 2: Assessment Evidence
- Performance Task Description:
- Students will design and conduct an experiment to test the relationship between force and acceleration using Newton's second law.
- Formative Assessments:
- Daily quizzes, discussions, and reflections on force and motion concepts.
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- Peer assessments during group activities and experiments.
- Summative Assessment:
- A comprehensive exam assessing students' understanding of force, motion, and Newton's laws.
Stage 3: Learning Plan
- Where Are Your Students Headed?:
- Students will develop a thorough understanding of force and motion principles and be able to apply Newton's laws to real-world scenarios.
- Where Have They Been?:
- Pre-assessment on students' prior knowledge of force and motion concepts.
- Hook at the Beginning:
- Engage students with a "Forces in Action" demonstration, illustrating the impact of forces on everyday objects.
- Experiences and Exploration:
1. Force & Motion Basics + PHET Sim
- Explore the fundamentals of force and motion using PHET simulations.
2. DIY Newton Meter Lab
- Build and use a DIY Newton meter to measure forces.
3. Net Force Games Sim Lab
- Engage in simulation activities to understand net forces in various scenarios.
4. Forces, Friction, & Motion Sim Lab
- Investigate the relationships between forces, friction, and motion through simulations.
5. Forces & Motion Sim Lab: Acceleration
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- Use simulations to explore the concept of acceleration in forces and motion.
6. Newton’s 3rd Law: Rocket Lab
- Conduct a lab activity using rockets to demonstrate Newton's Third Law.
7. Pocketlab Inertia Car Crash Lab w/Scalar Acceleration
- Use Pocketlab to explore inertia and simulate car crashes with scalar acceleration.
8. Newton’s Laws of Motion Potpourri Stations Lab
- Rotate through stations to explore various aspects of Newton's Laws of Motion.
9. D/T vs V/T Graphs
- Analyze distance-time vs. velocity-time graphs to understand motion.
10. Graphing Motion Concept Builder Moving Cars Animations
- Use animations to build a concept of graphing motion, specifically with moving cars.
11. Distance vs. Displacement + Micro:bit Step Counter Coding
- Explore the concepts of distance and displacement using Micro:bit step counter coding.
12. Stairs Climbing Power Lab
- Investigate power in the context of climbing stairs.
13. Simple Machines: Advantage & Effort
- Explore the concepts of advantage and effort in simple machines.
14. 6 Simple Machines w/ Examples
- Understand the six simple machines and their real-world examples.
15. Compound Machines Lab
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- Explore the concept of compound machines through a hands-on lab.
16. Mechanical Advantage Penny Lever Lab
- Investigate mechanical advantage using a penny lever.
- Equipping with Skills and Knowledge:
Skills:
1. Exploring the fundamentals of force and motion through simulations.
2. Building and using a DIY Newton meter to measure forces.
3. Engaging in simulation activities to understand net forces in various scenarios.
4. Investigating relationships between forces, friction, and motion through simulations.
5. Exploring the concept of acceleration in forces and motion using simulations.
6. Conducting a lab activity using rockets to demonstrate Newton's Third Law.
7. Utilizing Pocketlab to explore inertia and simulate car crashes with scalar acceleration.
8. Rotating through stations to explore various aspects of Newton's Laws of Motion.
9. Analyzing distance-time vs. velocity-time graphs to understand motion.
10. Using animations to build a concept of graphing motion, specifically with moving cars.
11. Exploring the concepts of distance and displacement using Micro:bit step counter coding.
12. Investigating power in the context of climbing stairs.
13. Exploring the concepts of advantage and effort in simple machines.
14. Understanding the six simple machines and their real-world examples.
15. Exploring the concept of compound machines through a hands-on lab.
16. Investigating mechanical advantage using a penny lever.
Knowledge:
1. Understanding the fundamentals of force and motion through simulations.
2. Measuring forces using a DIY Newton meter.
3. Understanding net forces in various scenarios through simulation activities.
4. Investigating relationships between forces, friction, and motion through simulations.
5. Exploring the concept of acceleration in forces and motion using simulations.
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6. Demonstrating Newton's Third Law through a lab activity with rockets.
7. Exploring inertia and simulating car crashes with scalar acceleration using Pocketlab.
8. Understanding various aspects of Newton's Laws of Motion through stations.
9. Analyzing distance-time vs. velocity-time graphs to understand motion.
10. Building a concept of graphing motion using animations, especially with moving cars.
11. Applying Micro:bit step counter coding to explore distance and displacement.
12. Investigating power in the context of climbing stairs.
13. Understanding the concepts of advantage and effort in simple machines.
14. Identifying the six simple machines and their real-world examples.
15. Exploring compound machines through hands-on lab activities.
16. Understanding mechanical advantage through a penny lever.
- Organizing and Sequencing:
- Begin with an introduction to force and motion concepts.
- Progress to exploring Newton's laws and their applications.
- Culminate with real-world examples and applications of force and motion.
- Reflection and Rethinking:
- Daily reflections on observed force and motion phenomena.
- Group discussions on the implications of force and motion principles in engineering and technology.
- Rehearsing, Revising, and Refining:
- Peer review sessions for experiment design and results.
- Opportunities for students to revise and improve their understanding based on feedback.
- Self-Evaluation:
- Regular self-assessment checklists for understanding force and motion concepts.
- Reflective journals on personal growth and insights gained during the unit.
- Tailoring for All Students:
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- Differentiated activities and assessments to accommodate diverse learning styles.
- Provide additional resources for students who need extra support.
- Resources:
- Textbooks, online simulations, laboratory equipment, guest speakers, and videos illustrating force and motion concepts.
This curriculum map provides a structured plan for teaching and assessing the Force & Motion unit in 8th-grade Physical Science in Georgia.
Adjustments can be made based on specific classroom needs and available resources.
UbD curriculum map for GA 8th Grade Physical Science Unit 4: Waves
Stage 1: Identify Desired Results
- Content Standards:
- Georgia Standards of Excellence (GSE) for 8th Grade Physical Science.
- Curricular Outcomes:
- Students will understand the characteristics of waves, the behavior of different types of waves, and their practical applications.
- Essential Questions:
1. What are waves, and how are they characterized?
2. How do different types of waves behave and interact with matter?
3. What are the practical applications of waves in our daily lives?
- Enduring Understandings:
1. Waves are disturbances that transfer energy through space.
2. Different types of waves exhibit specific behaviors, including reflection, refraction, and interference.
3. Waves have practical applications in communication, technology, and various industries.
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- Misconceptions:
- Students may think that waves only refer to water waves and may not associate them with other phenomena like sound or light.
- Knowledge and Skills:
1. Knowledge: Understand the characteristics and behaviors of waves.
2. Skills: Apply wave principles to real-world situations and problems.
Stage 2: Assessment Evidence
- Performance Task Description:
- Students will design and present a model demonstrating the principles of wave behavior, such as reflection, refraction, and interference.
- Formative Assessments:
- Daily quizzes, discussions, and reflections on wave concepts.
- Peer assessments during group activities and experiments.
- Summative Assessment:
- A comprehensive exam assessing students' understanding of wave characteristics and applications.
Stage 3: Learning Plan
- Where Are Your Students Headed?:
- Students will develop a deep understanding of wave principles and their real-world applications.
- Where Have They Been?:
- Pre-assessment on students' prior knowledge of wave concepts.
- Hook at the Beginning:
- Engage students with a "Waves in Action" demonstration, showcasing the impact and significance of waves in various contexts.
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- Experiences and Exploration:
1. Slinky Lab
- Explore wave properties using a slinky.
2. Wave Parts + Equation
- Identify wave components and understand the wave equation.
3. Waves Velocity & Frequency w/ Slinky
- Investigate the relationship between wave velocity and frequency using a slinky.
4. DIY Air Vortex Cannon
- Construct and experiment with a DIY air vortex cannon.
5. Chrome Music Lab, Online Tone Generator, Littlebits Synth
- Explore the creation of sound waves using online tools and Littlebits synth.
6. Sound Stations Lab: Doppler Effect, Range of Human Hearing, How Old Are Your Ears
- Engage in stations to explore the Doppler effect, the range of human hearing, and age-related hearing changes.
7. Translate Sheet Music with Micro:bit
- Utilize Micro:bit to translate sheet music into sound.
8. Echolocation, Ultrasound, Sonar + Echolocation Picture with Sound Lab
- Investigate echolocation, ultrasound, and sonar through a lab with sound.
9. PHET Bending Light Sim
- Use the PHET simulation to explore the bending of light.
10. EMS Spectrum + Wavestown Packet
- Understand the electromagnetic spectrum through Wavestown packet activities.
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11. EMS Stations Lab
- Rotate through stations to explore different aspects of the electromagnetic spectrum.
12. EMS Webquest
- Engage in a webquest to deepen understanding of the electromagnetic spectrum.
13. DIY Ray Box & White Light Observations
- Construct a DIY ray box and observe white light phenomena.
14. Reverse Rainbow with RGB LEDs, Micro:bits
- Create a reverse rainbow using RGB LEDs and Micro:bits.
15. Light Interactions: Refraction, Absorption, Diffraction, Transmission
- Explore how light interacts with various materials: refraction, absorption, diffraction, and transmission.
16. Color Lab
- Conduct experiments to understand the properties of color.
17. Lenses Sim + Water Lens Lab
- Utilize simulations and conduct a water lens lab to understand lens properties.
18. Optics Lab, Lens & Prism Sim, Mirrors
- Engage in an optics lab to explore lens and mirror properties.
19. Human Vision, Messing with Your Eyes, Blind Spot
- Investigate aspects of human vision, including the blind spot.
20. DIY Diffraction Suncatcher, Thin Film Rainbow
- Create a DIY diffraction suncatcher to observe thin film rainbows.
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- Equipping with Skills and Knowledge:
Skills:
1. Exploring wave properties using a slinky.
2. Identifying wave components and understanding the wave equation.
3. Investigating wave velocity and frequency using a slinky.
4. Constructing a DIY air vortex cannon.
5. Exploring sound waves using Chrome Music Lab, online tone generator, and Littlebits synth.
6. Engaging in sound stations to explore the Doppler effect, the range of human hearing, and age-related hearing changes.
7. Translating sheet music with Micro:bit.
8. Investigating echolocation, ultrasound, and sonar through a lab with sound.
9. Exploring bending light using the PHET simulation.
10. Understanding the electromagnetic spectrum through EMS activities, webquest, and simulations.
11. Constructing a DIY ray box and observing white light phenomena.
12. Creating a reverse rainbow using RGB LEDs and Micro:bits.
13. Investigating light interactions: refraction, absorption, diffraction, and transmission.
14. Conducting experiments to understand the properties of color.
15. Utilizing simulations and conducting a water lens lab to understand lens properties.
16. Engaging in an optics lab to explore lens and mirror properties.
17. Investigating aspects of human vision, including the blind spot.
18. Creating a DIY diffraction suncatcher to observe thin film rainbows.
Knowledge:
1. Understanding wave properties through hands-on activities with a slinky.
2. Identifying wave components and understanding the wave equation.
3. Investigating wave velocity and frequency using a slinky.
4. Constructing and experimenting with a DIY air vortex cannon.
5. Exploring sound waves using various online tools and synthesizers.
6. Exploring the Doppler effect, the range of human hearing, and age-related hearing changes through sound stations.
7. Translating sheet music into sound using Micro:bit.
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8. Investigating echolocation, ultrasound, and sonar through a lab with sound.
9. Exploring bending light using the PHET simulation.
10. Understanding the electromagnetic spectrum through EMS activities, webquest, and simulations.
11. Constructing a DIY ray box and observing white light phenomena.
12. Creating a reverse rainbow using RGB LEDs and Micro:bits.
13. Investigating light interactions: refraction, absorption, diffraction, and transmission.
14. Understanding the properties of color through experiments.
15. Understanding lens properties through simulations and a water lens lab.
16. Exploring lens and mirror properties through an optics lab.
17. Investigating aspects of human vision, including the blind spot.
18. Observing thin film rainbows using a DIY diffraction suncatcher.
- Organizing and Sequencing:
- Begin with an introduction to wave characteristics.
- Progress to exploring different types of waves and their behaviors.
- Culminate with real-world applications of waves in communication, technology, and industry.
- Reflection and Rethinking:
- Daily reflections on observed wave phenomena.
- Group discussions on the impact of waves in technology and society.
- Rehearsing, Revising, and Refining:
- Peer review sessions for model design and presentations.
- Opportunities for students to revise and improve their models based on feedback.
- Self-Evaluation:
- Regular self-assessment checklists for understanding wave concepts.
- Reflective journals on personal growth and insights gained during the unit.
- Tailoring for All Students:
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- Differentiated activities and assessments to accommodate diverse learning styles.
- Provide additional resources for students who need extra support.
- Resources:
- Textbooks, online simulations, laboratory equipment, guest speakers, and videos illustrating wave concepts.
This curriculum map provides a structured plan for teaching and assessing the Waves unit in 8th-grade Physical Science in Georgia. Adjustments
can be made based on specific classroom needs and available resources.
UbD curriculum map for GA 8th Grade Physical Science Unit 5: Electromagnetism
Stage 1: Identify Desired Results
- Content Standards:
- Georgia Standards of Excellence (GSE) for 8th Grade Physical Science.
- Curricular Outcomes:
- Students will understand the principles of electromagnetism, including the relationship between electricity and magnetism.
- Essential Questions:
1. How are electricity and magnetism related?
2. What is the role of electromagnetism in our daily lives?
3. How can we harness electromagnetism for practical applications?
- Enduring Understandings:
1. Electricity and magnetism are interconnected, leading to the phenomenon of electromagnetism.
2. Electromagnetic forces play a crucial role in various devices and technologies.
3. Understanding and harnessing electromagnetism has practical applications in everyday life.
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- Misconceptions:
- Students may think that electricity and magnetism are unrelated phenomena.
- Knowledge and Skills:
1. Knowledge: Understand the relationship between electricity and magnetism.
2. Skills: Apply electromagnetism principles to real-world scenarios.
Stage 2: Assessment Evidence
- Performance Task Description:
- Students will design and present a device that utilizes electromagnetism, explaining its function and applications.
- Formative Assessments:
- Daily quizzes, discussions, and reflections on electromagnetism concepts.
- Peer assessments during group activities and experiments.
- Summative Assessment:
- A comprehensive exam assessing students' understanding of electromagnetism principles and applications.
Stage 3: Learning Plan
- Where Are Your Students Headed?:
- Students will develop a deep understanding of electromagnetism and its practical applications in various devices.
- Where Have They Been?:
- Pre-assessment on students' prior knowledge of electricity and magnetism concepts.
- Hook at the Beginning:
- Engage students with a "Power of Electromagnetism" demonstration, showcasing the impact and importance of electromagnetism in technology.
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- Experiences and Exploration:
1. Intro to Magnets Lab
- Explore the basic principles of magnets through hands-on activities.
2. Magnetic Field Sim
- Utilize simulations to understand and visualize magnetic fields.
3. Magnet Lab
- Conduct experiments to investigate the properties and behavior of magnets.
4. Electromagnet Lab
- Explore the principles and applications of electromagnets through a hands-on lab.
5. Electromagnet Optimization & Sensing with Micro:bit Lab
- Use Micro:bit to optimize and sense electromagnets in a lab setting.
6. Static Electricity Sim
- Simulate static electricity phenomena to understand its principles.
7. Static Electricity Lab
- Conduct experiments to observe and understand static electricity.
8. Online Circuits Lab Sim
- Use online simulations to explore basic circuit concepts.
9. PHET Circuit Construction Kit
- Utilize the PHET simulation to construct and understand circuits.
10. Series & Parallel Circuits Lab
- Investigate the properties and behavior of series and parallel circuits.
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11. V=IR, Current, Voltage, Ohm’s Law Experiment
- Explore Ohm's Law and the relationship between current, voltage, and resistance through experiments.
12. Controlling Circuits Lab
- Conduct experiments to understand how to control circuits.
- Equipping with Skills and Knowledge:
Skills:
1. Exploring the basics of magnets through hands-on activities.
2. Utilizing simulations to understand and visualize magnetic fields.
3. Conducting experiments to investigate the properties and behavior of magnets.
4. Exploring the principles and applications of electromagnets through a hands-on lab.
5. Using Micro:bit to optimize and sense electromagnets in a lab setting.
6. Simulating static electricity phenomena to understand its principles.
7. Conducting experiments to observe and understand static electricity.
8. Exploring basic circuit concepts using online simulations.
9. Utilizing the PHET simulation to construct and understand circuits.
10. Investigating the properties and behavior of series and parallel circuits.
11. Experimenting with V=IR, current, voltage, and Ohm’s Law.
12. Conducting experiments to understand how to control circuits.
Knowledge:
1. Understanding the basics of magnets through hands-on activities.
2. Visualizing magnetic fields using simulations.
3. Investigating the properties and behavior of magnets through experiments.
4. Exploring the principles and applications of electromagnets.
5. Optimizing and sensing electromagnets using Micro:bit in a lab setting.
6. Simulating static electricity phenomena and understanding its principles.
7. Observing and understanding static electricity through experiments.
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8. Exploring basic circuit concepts through online simulations.
9. Constructing and understanding circuits using the PHET simulation.
10. Investigating the properties and behavior of series and parallel circuits.
11. Understanding V=IR, current, voltage, and Ohm’s Law through experiments.
12. Learning how to control circuits through experimental activities.
- Organizing and Sequencing:
- Begin with an introduction to electricity and magnetism.
- Progress to exploring the relationship between them and the emergence of electromagnetism.
- Culminate with real-world applications of electromagnetism in devices like motors and generators.
- Reflection and Rethinking:
- Daily reflections on observed electromagnetic phenomena.
- Group discussions on the impact of electromagnetism in technology and industry.
- Rehearsing, Revising, and Refining:
- Peer review sessions for device design and presentations.
- Opportunities for students to revise and improve their device models based on feedback.
- Self-Evaluation:
- Regular self-assessment checklists for understanding electromagnetism concepts.
- Reflective journals on personal growth and insights gained during the unit.
- Tailoring for All Students:
- Differentiated activities and assessments to accommodate diverse learning styles.
- Provide additional resources for students who need extra support.
- Resources:
- Textbooks, online simulations, laboratory equipment, guest speakers, and videos illustrating electromagnetism concepts.
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This curriculum map provides a structured plan for teaching and assessing the Electromagnetism unit in 8th-grade Physical Science in Georgia.
Adjustments can be made based on specific classroom needs and available resources.
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PATH Academy Curriculum Map
5th, 6th, 7th and 8th Grade/Health Education
Copyright Pending
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
Students will display a sense HE5/6.1,2,4 & 5 Self-discovery, Self-concept, Why is it important to Formative: Basic Needs, Self
concept, Priority,
of understanding their Self-esteem, Heredity, Familial know how you feel about Quizzes, Class
Resource,
personality. Students will https://www.georgiastandar Influence, Behavior yourself? What can you do Discussions, Wellness, Self
Unit 1: acquire an understanding ds.org/standards/GPS%20S Consequence, Peer Pressure, to feel good about Vocabulary & Esteem, Strength,
of how to manage emotions. upport%20Docs/Health_Ed Stress Management, Decision yourself? Why is it critical Writing Weakness,
Behavior,
Personality Students will acquire ucation_2-11-2010.pdf Making Process, Behavior to know your immediate Assignments,
Personality,
Development knowledge that helps them Modification, and Emotional Family history? How do Assessment of Consequences,Re
learn the magnitude of Development. decision making and understanding lationships, Peer.
appropriate decision consequences dictate the key concepts.
making. (three instructional course of your life?
days)
Students will become aware HE5/6.1,2,4, 5, 6, 7 & 8 Negative Effect of Bullying, How do we differentiate Formative: Bystander, bully,
bullying,
of the educational and Harassment, & Hazing, bullying from innocent Quizzes, Class
cyberbullying,
Unit 2: social ills https://www.georgiastandar Perceived Power Imbalance, teasing? How has bullying Discussions, privacy, victim,
bullying/harassment/hazing, ds.org/standards/GPS%20S Hostile Environment, changed or evolved? Vocabulary & harass, intimidate,
not only to the school, but to upport%20Docs/Health_Ed Inclusion, Exclusion, Writing aggressor, insult,
Examination isolate,
of Bullying the larger community. ucation_2-11-2010.pdf Friendship Establishment, Assignments,
defend, violate,
Students will understand Persistent Teasing, Assessment of suicide, exclude,
that they must take an Discrimination. understanding intimidate,
extremely strong posture key concepts. humiliation,
abuse, shaming,
against bullying,
trauma.
harassment/hazing.
254
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Students will examine the HE5/6.1,2,4, 5, 6, 7 & 8 Genetic Make-ups, Why is it essential to Formative: Prenatal growth,
infancy, toddlers,
growth and development Birth-to-Adulthood, Puberty, know how you feel about Quizzes, Class
childhood,
process. Students will https://www.georgiastandar Adolescence, Emotions, the ways in which you are Discussions, adolescence,
explore the complexities of ds.org/standards/GPS%20S Parent-to-Child Relationship, growing? What can you Vocabulary & adulthood and
Unit 3: adolescence. upport%20Docs/Health_Ed Aging, Responsibility, Body do to help yourself feel Writing growth spurt,
developmental
ucation_2-11-2010.pdf Development, Maturation, good about your body’s Assignments,
task, heredity,
Physical Body Image. changes? What can you do Assessment of genes, puberty,
Growth and to make responsible understanding mood swings.
Development choices that will help you key concepts.
grow and develop as you
should?
Joint, ligaments,
cartilage,vertebra
e, marrow
voluntary
muscles,
involuntary
muscles, tendons,
Formative:
enzymes,
Students will begin to HE5/6.1 Muscular System, Skeletal Why is it important to Quizzes, Class gallbladder, villi
Unit 4: understand the importance System, Nervous System, learn about the human Discussions, diaphragm, cilia,
of the human body systems https://www.georgiastandar Digestive System, body systems? How does Vocabulary & trachea, bronchial
Aspects of the tubes, alveoli,
and understand how each is ds.org/standards/GPS%20S Cardiovascular System, the care of the human Writing
endocrine,
Human Body vital to good health. upport%20Docs/Health_Ed Respiratory System, Endocrine body systems keep me Assignments, muscular,
Systems ucation_2-11-2010.pdf System, Lymphatic System, healthy? Assessment of skeletal,
Urinary System and understanding digestive,
respiratory,
Reproductive System. key concepts.
nervous,
reproductive,
integumentary,
urinary,
cardiovascular,
lymphatic.
255
DeKalb PATH Academy Exhibit 11
PATH Academy Curriculum Map
5th, 6th, 7th and 8th Grade/Health Education
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
Students will explore HE5/6.1,2,4, 5, 6, 7 & 8 Nutrient Intake, Healthy Why is it important to learn Formative: Nutrition,
Nutrients,
healthy food options versus Food Choices, Food Guide about food? What can you Quizzes, Class
Nutrient
junk food choices. Students https://www.georgiastandard Pyramid, Weight do to take a more active Discussions, Deficiency,
will examine how some s.org/standards/GPS%20Sup Management, /BMI. responsibility for the foods Vocabulary & Carbohydrates,
Unit 5: foods if not consumed you eat? Writing Fiber, Fats,
port%20Docs/Health_Educa
Protein, Vitamins,
appropriately will cause tion_2-11-2010.pdf Assignments,
Nutrition Sodium, Calcium,
harm. Students will become Assessment of Iron, Water,
well equipped to begin the understanding Dehydration.
process of healthy eating. key concepts.
Formative: Acne, Astringent,
Deodorant,
Quizzes, Class
Menstrual Cycle,
Students will learn the HE5/6.1,2,4 & 5 Self-care, Epidermis Care, Why is personal hygiene so Discussions, Wax Build-up,
importance/value of good Hair Management, Oral critical to the middle school Vocabulary & Gums, Teeth,
personal hygiene. Hygiene, Ear Cleanliness, experience? Writing Sanitary Pads,
Unit 6: https://www.georgiastandard
Flossing,
s.org/standards/GPS%20Sup Hand Washing, Sanitation Assignments,
Deodorant,
port%20Docs/Health_Educa Approaches, Hygienics, Assessment of Dental Floss,
Personal Facial Care. understanding
tion_2-11-2010.pdf Odor, Shaving,
Hygiene key concepts Oily Skin,
Toothpaste,
Shampoo,
Mouthwash,
Germs, Sweat,
Conditioner.
256
DeKalb PATH Academy Exhibit 11
HE5/6.1,4 & 5 What are some ways that Formative: Microbes,
Disease Prevention, Health
communicable
Students will learn how to Promotion, Healthy you can protect yourself Quizzes, Class
diseases,
protect themselves from https://www.georgiastandard Choices, Wellness, Goal from becoming ill/sick if Discussions, infection, viruses,
communicable diseases. s.org/standards/GPS%20Sup Setting and someone in your family or Vocabulary & bacteria, fungi,
Students will analyze the at school has a Writing protozoa,
port%20Docs/Health_Educa Decision-Making,
transmitted,
Unit 7: cause and spread of tion_2-11-2010.pdf communicable disease? Assignments,
toxins, antibodies,
communicable diseases. Assessment of immunity,
Communicable Students will become aware understanding vaccines,
Disease of their responsibility to key concepts resistance,
antibiotic,
remain communicable
symptoms, fever,
disease free. treatment,
contagious.
257
DeKalb PATH Academy Exhibit 11
Non-communicab
le disease,
chronic, chronic
disease,
degenerative
diseases,
congenital
disorders,
heredity, cancer,
tumor,benign,
Unit 8: malignant, risk
HE7/8.1, 2 ,4, 5 & 8 Disease Prevention, Health What are Formative:
factors,
Promotion, Healthy non-communicable Quizzes, Class carcinogen,
Non-Commu https://www.georgiastandard Choices, Wellness, Goal diseases? What causes Discussions, biopsy, radiation
nicable s.org/standards/GPS%20Sup Setting and non-communicable Vocabulary & therapy,
Diseases port%20Docs/Health_Educa Decision-Making, diseases? What has been the Writing chemotherapy,
remission,
tion_2-11-2010.pdf impact of cancer on Assignments, recurrence, heart
American society? Why has Assessment of attack,
diabetes become such a understanding hypertension,
stroke, heart
popularly diagnosed key concepts
disease, diabetes,
condition? insulin, Type 1
diabetes, Type 2
diabetes, arthritis,
asthma, allergy,
allergens, pollen.
PATH Academy Curriculum Map
5th, 6th, 7th and 8th Grade/Health Education
258
DeKalb PATH Academy Exhibit 11
Unit Transfer Goals… Standards Understandings Essential Questions Assessments Language
Drug, Drug
Abuse, Drug
Students will acquire an HE7/8.1, 2 ,4, 5 & 8 Illegal Drugs, Short/Long Term What are the immediate Formative: Misuse,
understanding of how illegal Effects, Marketing of Product, social and cultural effects Quizzes, Class Tolerance,
drug use and abuse will Familial/Social/Economic of abusing illegal drugs? Discussions, Craving, Loss of
https://www.georgiastandar
Control,
negatively affect them ds.org/standards/GPS%20S Issues, Addiction and How does Vocabulary &
Intervention,
physically, socially, upport%20Docs/Health_Ed Treatment. media/marketing Writing Dependence,
financially and emotionally. ucation_2-11-2010.pdf encourage the usage of Assignments, Drug Addiction,
illegal drugs among the Assessment of Drug Withdrawal,
Unit 9: underaged? What are understanding Overdose,
Stimulant,
some ways a person can key concepts Depressant, Club
Illegal Drug refuse illegal drugs? Drugs, Narcotics,
Use/Abuse Hallucinogens,
Marijuana,
Inhalant,
Anabolic
Steroids,
Substance Abuse,
Alternative and
Drug
Rehabilitation.
HE6/7/8.1, 2 ,4, 5 & 8 Why are adults so alarmed
Electronic
Students will explore Effects of Tobacco/Vaping, about vaping? How does Formative:
cigarettes
vaping, tobacco usage - and https://www.georgiastandar Media/Marketing of media/marketing Quizzes, Class E-cigarettes or
how vaping/smoking ds.org/standards/GPS%20S Tobacco/Vapes, Resistance, encourage the usage of Discussions, e-cigs E-hookahs,
negatively affects the mind Habit, Health Risks, Addiction, vapes and tobacco among Vocabulary & E-cigars, E-juice,
upport%20Docs/Health_Ed
Unit 10: and body. ucation_2-11-2010.pdf Cost to Society. the underaged? What are Writing E-liquid, E-pens,
E-smoke, Juice or
some ways a person can Assignments, smoke juice,
Vaping and refuse vaping and Assessment of Mods, Vape pens,
Tobacco Use smoking? understanding Vape sticks, Vape
pods, Arsenic,
key concepts
Emphysema,
Tobacco, Lung
Cancer, Cigars,
Pipes,
Carcinogen,
Nicotine,
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DeKalb PATH Academy Exhibit 11
Addictive, Tar,
Carbon
Monoxide,
Bronchi,
Tolerance,
Withdrawal,
Relapse,
Dependance,
Cold Turkey.
Alcohol,
Students will learn the HE7/8.1, 2 ,4, 5 & 8 Effects of Alcohol Use and What are some ways Formative:
Alcoholic,
effects of alcohol on the Abuse, Media/Marketing of young people can refuse Quizzes, Class Addiction,
brain and body. Students https://www.georgiastandar Alcohol, Health Risks, alcohol? Why do young Discussions, Depressant,
Unit 11: will identify effective ds.org/standards/GPS%20S Addiction, Cost to Society. people start to drink? Vocabulary & Inhibitions, Binge
Drinking,
alternatives to using alcohol. upport%20Docs/Health_Ed What are the immediate Writing
Intoxicated,
Alcohol Use ucation_2-11-2010.pdf social and cultural effects Assignments, Alcohol
and Abuse of abusing alcohol? How Assessment of Poisoning, Ulcer,
does media/marketing understanding Fetal Alcohol
Syndrome,
encourage the usage of key concepts
Cirrhosis,
alcohol among the Detoxification,
underaged? Intervention,
Recovery.
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What is mental health and
Mental/Emotional
Students will explore the HE7/8.1, 2 ,4, 5, 6, 7 & 8 Emotional and Mental why is it important? How Formative:
health,
complexities of Disorders, Biological Factors, does stress affect us Quizzes, Class resilience,
mental health and mental https://www.georgiastandar Trauma, Abuse, Familial mentally and physically? Discussions, emotions, mood
illness among teens. History, Eating Disorders, What are the key Vocabulary & swings, anxiety,
ds.org/standards/GPS%20S
emotional
upport%20Docs/Health_Ed Stress. characteristics of mental Writing
needs, stress,
ucation_2-11-2010.pdf illness? What are some Assignments, stressors,
examples of mental health Assessment of flight-or-fight
conditions? What understanding response,
Unit 12: treatments are available? key concepts adrenaline, grief,
grief
Why do you think people reaction, coping
Mental with mental illness are strategies,
Health and stigmatized? mental and
Mental Illness emotional, &
eating
disorders, mood
disorders,
phobias, mood
disorder,
personality
disorders,
schizophrenia,
major
depression,
suicide, therapy,
and family
therapy.
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PATH Academy Curriculum Map
5th, 6th, 7th and 8th Grade/Health Education
Unit Transfer Goals… Standards Understandings Essential Questions Assessments Language
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Students will interact with HE7/8.1, 2 ,4, 5 & 8 The Nature of Conflicts, What is conflict? Have Formative: Conflict, Conflict
Resolution,Tolera
others to explore ideas/ Conflicts in Life, Conflict you ever experienced Quizzes, Class
nce, Labeling,
concepts, communicate https://www.georgiastandar Resolution as a Solution, Peer conflict? What are conflict Discussions, Escalate, Mob
meaning, & develop logical ds.org/standards/GPS%20S Mediation. Effective resolution tactics? Vocabulary & Mentality,
interpretations through Communication, Diverse Writing Disagreement,
upport%20Docs/Health_Ed
Negotiation,
Unit 13: collaborative conversations. ucation_2-11-2010.pdf Viewpoints and Opinions. Assignments,
Collaborate,
Students will build upon the Assessment of Compromise,
Conflict and ideas of others to clearly understanding Win-Win
express one's own views key concepts Solution,
Conflict Mediation,
Resolution while respecting diverse
Neutrality.
perspectives. Students will
know how to apply
conflict resolution skills.
What makes a dating
Dating,
Students will explore HE7/8.1, 2 3,4, 5, 6, 7 & 8 Healthy Relationships, relationship healthy and/or Formative:
Relationships,
the purposes of dating. Unhealthy Relationships, unhealthy? Quizzes, Class commitment,
Students will examine their https://www.georgiastandar Mutual Respect, Sexual Discussions, affection, limits,
feelings regarding dating. Activity, Violence in Dating, Vocabulary & dating violence,
ds.org/standards/GPS%20S
abstinence,
Unit 14: Students will explore upport%20Docs/Health_Ed Abstinence, Peer Pressure. Writing
refusal skills,
physical attraction. Students ucation_2-11-2010.pdf Assignments, physical
will analyze the positives Assessment of attraction, risky
Dating and negatives that are understanding behaviors,
Relationships associated with dating. key concepts feelings.
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Puberty,
Students will explore the HE7/8.1, 2 ,4, 5 & 8 Sexual Maturity, Reproductive What is “sexual health”? Formative: Hormones,
complexity of sex education Methodology, Peer, Media and How do you Quizzes, Class Reproduction,
Social Pressures, Discussions, Reproductive
for middle school students. https://www.georgiastandar identify/access an accurate
System,
Students will learn the ds.org/standards/GPS%20S Consequences, Sexually source for sexual health Vocabulary &
Sperm, Testes,
biology associated with sex upport%20Docs/Health_Ed Transmitted Diseases, Sexual information? What are the Writing Semen,
education. Students will ucation_2-11-2010.pdf Activity Responsibility. values and beliefs that Assignments, Fertilization,
Assessment of Ovaries, Uterus,
participate in writing guide one’s decision about
Ovulation,
assignments that require becoming sexually active? understanding
Menstruation,
Unit 15: critical thinking regarding Why is sex education a key concepts Abstinence,
decision making and subject taught at middle STD’s,
Sex HIV/AIDS, Penis,
consequences. Students will school?
Vagina,
Education learn why it is important for Chlamydia,
them to have the “Sex Talk’ Gential, Herpes,
with their parents. Genital Warts,
Trichomoniasis,
Gonorrhea,
Syphilis,
Opportunistic
Infection, Carrier,
Gynecologist.
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Environment,
Climate Change,
Formative: Conservation,
Quizzes, Class Fossil Fuel,
Greenhouse
Discussions,
Effect, Litter,
In what ways should Vocabulary & Natural
Students will examine their HE7/8.1, 2 ,4, 5 & 8 Types of Pollution, Personal students become Writing Resources, Acid
feelings regarding various Responsibility for the environmentally Assignments, Rain,
Biodegradable,
Unit 16: environmental topics. https://www.georgiastandar Environment, Damaging conscious? Why is it Assessment of
Pollution,
Students will learn how to ds.org/standards/GPS%20S Effects of Pollution, important for students to understanding Ozone Layer,
Environment conduct cardiopulmonary upport%20Docs/Health_Ed Immediate/Minor First Aid know some aspects of key concepts Pollutant,
resuscitation. Students will Assistance, Accident First Aid? Deforestation,
al Education ucation_2-11-2010.pdf
Recycle, Carbon
and First Aid explore safety and first aid Response, Pedestrian Safety,
Dioxide, Carbon
Basics as a way to remain healthy. CPR. Monoxide, Smog,
Renewable
Resource, First
Aid, Accident,
Emergency,
R.I.C.E., Strain,
Burn, Sprain,
Bruise, Abrasion,
Tourniquet,
Cardiopulmonary
Resuscitation,
Abdominal
Thrust,
Poisoning, Heat
Stroke, Heat
Exhaustion.
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PATH Academy Curriculum Map
5th, 6th, 7th and 8th Grade/Physical Education
Copyright Pending
Unit Transfer Goals Standards Understandings Essential Questions Assessments Language
Students will prepare for the PE5,6,7, 8. 4 Fitness, Cardiovascular What is the FitnessGram Physical Body Mass
FitnessGram in the Endurance, Flexibility, and How will it help with Fitness Index, Cardio,
following areas: https://www.georgiastandar Muscular Endurance/Strength, personal physical fitness? assessments Flexibility,
cardiovascular endurance, ds.org/standards/GPS%20S BMI. and Muscular
Strength/Endur
muscular endurance, upport%20Docs/Physical_ https://www.fitnessgram.n understanding ance,
muscular strength, Education_Standards_4-30- et/ key concepts. FitnessGram,
Unit 1: flexibility, an body mass 09.pdf Exercise,
index. Students will develop Anaerobic
Essentials of and demonstrate a basic Exercise,
Fitness - understanding of the five Aerobics,
FitnessGram parts of health related fitness Pulse, Heart
as it applies to personal Rate, Warm-up.
fitness.
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Students will develop and PE5,6. 1 & 2 Agility, Balance, Speed, What are motor and Physical Motor Skills,
demonstrate a basic Reaction, Power, Coordination, manipulative skills? What Fitness Fundamental
Movement
understanding of motor https://www.georgiastandar Bilateral Movement, are some key foundations assessments Skill,
skills that are related to ds.org/standards/GPS%20S Equilibrium, Change of for the development of and Manipulative
fitness, physical activities upport%20Docs/Physical_ Direction, Throwing, Catching, good motor and understanding Skills, Gross
Unit 2: and games/sports. Students Education_Standards_4-30- Kicking, Rolling, Dribbling & manipulative skills? What key concepts. Motor Skills,
will develop competent 09.pdf Striking. factors influence motor Fine motor
Motor Skills skills in a variety of physical and manipulative skills? Skills,
activities and sports that Locomotor
require manipulative skill Skills, Object
coordination. Control Skills
Students will understand the PE5,6,7,8. 3, 4, 5 & 6 Sportsmanship, Understanding Are team/group dynamics Assessment of Sportsmanship,
role of physical activity Athletic Disparities and essential to winning? understanding Teamwork,
while recognizing diversity. https://www.georgiastandar Similarities. Performance. What is sportsmanship? key concepts as Humility,
Students will include and ds.org/standards/GPS%20S Teamwork. Team Corporation. they relate to Collaboration,
Unit 3: Cooperation,
support each other while upport%20Docs/Physical_ Winning/Losing with Dignity. team dynamics. Synergy, Group
Team/Group respecting the limitations Education_Standards_4-30- Dynamics,
Dynamics and and strengths of group 09.pdf Acceptance,
Sportsmanship members. Students will Respect,
learn what sportsmanship is Gloating,
and how to cultivate it in Grace.
themselves and others.
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Students will learn that there PE5,6, 7,8. 3, 4, & 6 Recreational Activity for How can recreational Physical Exercise,
Unit 4: is a connection between Fitness. Leisure Activity as activities contribute to Fitness Recreation,
recreational activity and Physical Fitness. overall wellness? assessments Leisure,
https://www.georgiastandar Physical
Recreational organized physical ds.org/standards/GPS%20S and
Fitness,
Activity as a education/fitness. upport%20Docs/Physical_ understanding Intensity,
form of Education_Standards_4-30- key concepts. Hydration,
Physical 09.pdf Pulse,
Fitness Cooldown,
Workout,
Stretching.
PATH Academy Curriculum Map
5th, 6th, 7th and 8th Grade/Physical Education
Transfer Goals Understandings
Unit Students will independently Standards Essential Questions Assessments Language
Students will understand that…
use their learning to…
Students will learn that there PE5,6, 7, 8. 1, 2 3, 4, & 6 Strength, Flexibility, Speed, What is cross fitness Physical Cross training,
is athletic value in creating Agility, Coordination, training? Fitness Exercise,
workouts that require https://www.georgiastandar Endurance, Cardio, Strength. assessments Physical
participation in varying ds.org/standards/GPS%20S and Fitness,
Unit 5: physical fitness activities upport%20Docs/Physical_ understanding
Intensity,
Hydration,
and sports simultaneously. Education_Standards_4-30- key concepts. Pulse,
Cross Training Students will participate in 09.pdf
and Circuit Cooldown,
Conditioning
cross/circuit training Workout,
workouts. Stretching.
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DeKalb PATH Academy Exhibit 11
PE7,8. 3, 4, 5, & 6 Self-confidence, Motivation, How does success in Assessment of Accomplishme
Students will examine 12 Self-discipline, Optimism, sports/athletics help one understanding nt, Goals, Goal
concepts needed to be a Response to Criticism, Focus, become successful in life? successful Setting, Future,
Unit 6: https://www.georgiastandar Achievement,
successful athlete. Students ds.org/standards/GPS%20S Stress Management, athleticism as it
Win, Lose,
Athletics as a will begin to understand that upport%20Docs/Physical_ Resiliency, Leadership, relates to Determination,
Tool for the 12 concepts are similar Education_Standards_4-30- Competitive Mindset, Humility success in life. Dedication,
Success in to what is needed to be 09.pdf and Passion. Perseverance.
Life successful with life.
TOP 12 THINGS ALL
SUCCESSFUL ATHLETES
DEMONSTRATE
Students will learn the basic PE5,6, 7, 8. 5 & 6 Teamwork, Winning, Losing, What does it mean to be a Assessment of Basketball,
concepts of team sports. Acceptance, Diversity, Ability, part of a team? understanding Soccer, Sport
Students will discuss https://www.georgiastandar Fundamentals, Skill key concepts as Skills, Football,
Unit 7: Goal, Score
reasons why sports, athletics ds.org/standards/GPS%20S Development. they relate to
Touchdown,
Conceptualizing or physical activities should upport%20Docs/Physical_ team Points, Team,
Team Sports be an important part of Education_Standards_4-30- conceptualizati Corporation,
teens' lives. 09.pdf on. Organization,
Growth,
Sacrifice.
Students will learn basic PE5,6,7,8.1, 2, 3, 4, 5 & 6 Soccer Fundamentals, Soccer What is it about soccer Assessment of Soccer,
skills of soccer: Skills Development. that makes it the world’s understanding Dribbling,
most popular sport? key concepts as Passing,
https://www.georgiastandar Receiving,
receiving, dribbling, ds.org/standards/GPS%20S they relate to
Shooting
Unit 8: passing, shooting, and upport%20Docs/Physical_ soccer basics. Goalkeeping.
goalkeeping. Education_Standards_4-30-
Soccer Skill 09.pdf
Basics
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DeKalb PATH Academy Exhibit 11
Students will learn basic PE5,6,7,8.1, 2, 3, 4, 5 & 6 Basketball Fundamentals, What are the fundamentals Assessment of Basketball,
skills of basketball: Basketball Skills Development. of basketball? understanding Dribbling,
key concepts as Passing,
https://www.georgiastandar Shooting.
dribbling, passing, shooting, ds.org/standards/GPS%20S they relate to
Unit 9:
upport%20Docs/Physical_ basketball
Education_Standards_4-30- basics.
Basketball
Skill Basics 09.pdf
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CHORAL MUSIC CURRICULUM MAP
5TH - 8TH GRADE/Music Department
Transfer Goals
Students will Understandings Essential
Unit Standards Assessments Language
independently use Students will understand that… Questions
their learning to…
Students will MSIC.CR.1 Solfege Scales What is a staff? Pitch Builder tempo, diction,
independently use Generate and Major Pentatonic, Natural Minor, worksheet solfege, scales,
their learning to read, conceptualize and Chromatic What is a clef? measure, rests,
compute, analyze, and musical ideas and Treble Clef and note value,
understand sheet works. Be able to read a Treble and Bass What is a Bass Clef time signature,
music for both voice Clef staff measure? Alphabet dynamics,
and instrument. MSGM6.PR.3 Worksheet pitch, rhythm,
Read and Notate Know the order of the musical How do I find dynamics,
music. alphabet “do”? Video Games in form, tempo,
Students will Three Minute articulation
independently use Determine time signatures What is solfege Theory and
their learning to apply and what does it SoundGym
Unit 1:
music literacy Note and Rest Values do?
Music Literacy
knowledge to Music Literacy
(2 weeks)
assigned piece(s) to be Read standard notation in various What is tempo? Quiz in Three
sung during the meters (e.g. whole, half, quarter, Minute Theory
quarter/semester. eighth, sixteenth, dotted rhythm, What is a
triplets, corresponding rests). system?
Begin work on
What is rhythm? one GMEA
choral piece
What is diction?
What type of
notes are there?
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DeKalb PATH Academy Exhibit 11
Students will MSGM6.PR.3 Sight read simple melodies in What are scale Mock Audition
independently use Read and Notate treble clef degrees? Assessment
their learning to assess music.
new piece(s) of music Recognize bass clef notation. Why is knowing Sight Reading
on sight by using their MSGM6.RE.1 the time signature and Tonal
Unit 2: warm up and solfege Listen to, analyze, Use standard notation or digital important to sight Memory Quiz
Sight Reading diction to sight read and describe music. software to record their musical reading? with SoundGym
& Vocal the melody. ideas and the music
Technique/ MSGM6.PR.3 Why is knowing Solfege Scales
Health Students will Read and Notate Improvise rhythmic patterns in where “do” is in
(3 weeks) independently use music. duple and triple meter, and the scale Warm Ups
their learning to be melodic patterns in major and important?
able to find the root of minor tonality. Key Signature
all major chord What is the Quiz
families. (Solfege Create basic rhythmic and difference
scales) melodic accompaniments to between a “fixed Italian Diction
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support other elements of musical do” and a Quiz
performance (e.g. ostinato, bass “moving do”?
Students will lines). Begin work on
independently use What is box two GMEA
their learning to create Create physical movements for breathing? pieces that are in
new musical warm-ups and repertoire to Italian or Latin
compositions and distinguish various musical ideas. What is it to Diction
improvisations of their SUSTAIN or
own. SUSPEND the Anatomy of the
pitch? Voice worksheet
What are all the
parts of the vocal
instrument?
Students will MSGM6.RE.1 AB, ABA,
independently use Listen to, analyze, Aurally distinguish between Do I know the Analyze BOTH a verse/refrain,
their learning to and describe music. soprano, alto, tenor, and bass history of the uniform and rondo,
recognize and describe instruments and voices. genre or piece of binary musical introduction,
musical events in an MSGM6.RE.2 music I am coda,
aural example using Evaluate music and Aurally identify the tonal center. performing? Quiz on Italiano theme/variation
appropriate musical music diction s, hi/low,
Unit 3: terminology. performances. Do I know what upward/downw
Lyric Arrange and perform existing period this piece Quiz on ard, forte
Analyzation MSGM6.CN.1 songs by making creative of music was descriptive piano
& Connect music to decisions regarding tempo and from? vocabulary mezzo
Italiano Students will the other fine arts dynamics, and explain those fortissimo
Notation independently use and disciplines creative decisions. What do you Begin work on pianissimo
(3 weeks) their learning to outside the arts. know about the last two GMEA
recognize Use teacher-provided and composer of the choral pieces (one presto/largo/m
characteristics of collaboratively developed criteria piece? that represents a oderato/allegro
musical elements in for evaluation of music and music musical form or /adagio,
music which represent performances (e.g. learned, The Italian period, the second legato/staccato,
diverse genres and student-composed, improvised). diction used in one secular piece) major/minor,
cultures. this song step, skip,
determined what repeat, leap,
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Use these criteria to assess the for me as the dark/bright,
quality and effectiveness of their singer? unison/harmon
own and other’s performances, y, call-and-
compositions, and arrangements, The Italian response
and to implement constructive diction used in
suggestions for improvement. this piece
determined what
Explain personal preferences for for the
specific musical works using accompanist?
appropriate vocabulary.
Was there
Explore and compare various anything different
uses of music in daily about this
experiences. musical system?
Students will MSIC.PR.1 Did I keep choral Participation in
independently use Analyze, interpret, a. Utilize a rhythmic and melodic formation? two concert
their learning to and select musical system to read and sing music performances
showcase proper works for appropriate to ability. Did I sustain and outside of regular
breath control and presentation. suspend breath at class hours is
correct singing b. Identify and describe music the right time to required.
posture. MSIC.PR.2 vocabulary and symbols control my pitch?
Develop and refine representing tempo, meter, ALL STATE
Students will musical techniques dynamics, articulation, and Did I keep my Auditions Q1
Unit 4: independently use and works for phrasing. focus on my
Performance their learning to sing presentation. director? ALL DISTRICT
(1 week) with and without c. Notate rhythms and melodies HONORS
accompaniment and MSIC.PR.3 from aural examples utilizing a How would you CHORUS Q2
sing literature in up to Convey meaning dictation method. describe your
three parts. through the performance this WINTER
presentation of d. Read and notate music using quarter? CONCERT:
Students will musical works. available technology. Perform the 5
independently use e. Demonstrate appropriate What song did pieces learned
their learning to singing posture and breathing you enjoy most during the
demonstrate MSGM6.PR.1 techniques. and why? quarter. Q2
proficiency in sight- Sing a varied
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reading at the repertoire of music, f. Sing music of diverse genres BLACK
expected competency alone and with and cultures, with appropriate Did I produce HISTORY
level and read music others. representation of cultural style. and project MONTH
with more complex supported tone? CONCERT
melodies and rhythms. g. Identify vocal anatomy. Q3
Did I
Students will h. Identify aspects of vocal range P.E.R.F.O.R.M.? ALL COUNTY
independently use and tone. Poise HONORS
their learning to sing Emotion CHORUS Q3
accurately with good i. Identify aspects of vocal Resonance,
breath control and changes, as reflected in Feeling ALL STATE
attention to tone physiological changes affecting Open Vowels CHORUS Q3
quality throughout the range and tone. Relaxed Frame (UGA CAMPUS)
vocal range. Method
j. Demonstrate pure vowel SPRING
Students will sounds, and articulate voiced and CONCERT:
independently use unvoiced consonants. Perform the
their learning to sing music taught
with expression and k. Utilize aural skills to match during the
technical accuracy in pitch, improve intonation, and semester. Q4
unison and simple sing with attention to ensemble
harmonic settings. balance and blend, in two or more GMEA NYC
vocal parts. TOUR Q4
l. Demonstrate technical accuracy
and expressive qualities in
performance of a varied
repertoire of music representing a
diversity of cultures and styles.
m. Demonstrate and respond to
conducting patterns and gestures
representing tempo, expression,
and vocal technique.
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n. Sing selected music from
memory for public performance
at least twice per year.
o. Exhibit appropriate rehearsal
and performance etiquette.
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PATH Academy Curriculum Map
5th to 8th Grade / Instrumental Music Department (Ukulele)
Transfer Goals Understandings
Students will
Unit Standards Students will understand Essential Questions Assessments Language
independently use their
that…
learning to…
Students will MSGT6.PR.1 Recognize and identify What is the most Ukulele Measure
independently use Perform on ukulele parts of the instrument and common time in music? diagram Beats
their learning to read, through a varied their function. identification Rhythms
compute, analyze, repertoire of music, How many beats are in sheet and quiz. Note Names
and understand alone and/or with others. Locate and name the one measure of music? Note Values
tablature and chord strings with their note Chord Chart Pitch
charts for their MSGT6.PR.1.a names, order, and What is a measure? Worksheet for Scale
instrument. Demonstrate recognize pitch levels from C, C Maj7, Tempo
foundational ukulele higher to lower. What are the parts of the C7, Am, F,
performance skills. instrument? and G7 Sound
Unit 1:
Students will Know the order of the quality
independently use MSGT6.PR.1.c musical alphabet How many frets are Playing Resonance
Instrumental their learning to Demonstrate correct there on the ukulele? opportunities
Understanding apply music literacy playing posture (e.g. Note and Rest Values (tests) for
& knowledge to classical, folk, standing, What are the two assessing
Comprehension assigned music that crossed leg), hand Be able and capable of ukulele sizes used in our stronger
is to be played during position, and finger learning by rote. Apply classroom setting? players.
(2 weeks) the quarter. placement. and perform rhythms used
in standard notation such What is tempo? Leadership
MSGT6.PR.1.d as whole, half, quarter, and roles given to
Produce a quality sound eighth notes used in What is rhythm? students to
on single and multiple common time (4/4 time help or self-
strings with fingerstyle signature). teach other
and/or plectrum students.
technique. Use and perform different
speeds or tempi.
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DeKalb PATH Academy Exhibit 11
Students will MSGT6.PR.2 Recognition of standard How many notes make Building on C-shape left
independently use Select and perform a chords that are used in up a musical scale? chord hand
their learning to varied repertoire of multiple different songs recognition &
assess new rhythms musical works using and varied genres. What are scale degrees? understanding Cupcake
and chords of music teacher- created criteria using (quizzes fingers vs.
selected by the (e.g. skill level, artistic Chord progressions are Major versus minor? and tests) Pancake
teacher. merit, personal interest). using notes 1,3,5 and are fingers
built on the tonic, Can you explain the Chord Chart
MSGT6.PR.3 subdominant, and emotion communicated Worksheets Dexterity
Students will Perform expressively, dominant members of the when choosing Major for G major, and stamina
independently use with appropriate scale. versus minor? Dm, Em, E7,
their learning to be interpretation and D7, and A7. Muscle
able to find the technical accuracy, in Improvise varied rhythmic Which beat gets the Handwritten control &
Unit 2: correct strings and individual performances patterns in simple duple heaviest emphasis and chord charts memory
fret numbers used for of a varied repertoire of and also compound meters. why? by student for
Practice all types of musical music. each chord Thumb
Techniques compositions. Aurally identify Which note in a scale is taught. placement
MSGT6.PR.3.b differences between major considered the tonic and
and
Perform notes in first and minor tonalities. how do all notes relate Playing tests Down strum
Woodshedding Students will position. to the tonic or home for assessing Up strum
independently use Interpret the mood or key? complete
(4 weeks) their learning to MSGT6.PR.3.c emotion conveyed through understanding Chord
create new musical Perform simple the music selection. What is sonority and and utilization versus
compositions and melodies. Perform accordingly with how is it obtained? of skills taught melody
improvisations of appropriate style and in class.
their own. MSGT6.PR.4.a nuance. How can finger Rest position
Demonstrate placement and hand Leadership Play position
foundational reading shape have an effect on roles given to 1st position
skills. sound quality? different 2nd position
students so
MSGT6.PR.4.b they have the Simple
Identify notes (e.g. opportunity to children’s
fretboard diagrams, also self-teach melodies
standard and/or tablature other students.
notation).
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DeKalb PATH Academy Exhibit 11
Students will MSGT6.RE.1.a Perform selected songs and How does tempo Memorization Tempi
independently use Interpret and convey the music, making creative directly influence the of language learned:
their learning to intent and meaning of decisions based on difficulty of performing terms Grave
recognize musical selections (e.g. personal skill and the music? Largo
characteristics of meter, rhythm, tonality, technique ability. Quiz and tests Lento
musical elements in phrasing, style, What happens if I have on tempo Adagio
music which instrumentation) that Creative solutions to parts practiced the music but meanings, Andante
represent diverse reflect the expressive or sections that present am still having speeds (BPMs) Moderato
genres and cultures. intent of the creator or challenge and/or difficulty difficulty? and slower Allegretto
performer. beyond student ability. Not versus faster Allegro
all notes need to be What can I do for identifications Vivace
Unit 3: Students will MSGT6.RE.1.b performed in 16th note consistency in my Presto
independently use Individually assess solo passages. Students will playing? Dynamics quiz Prestissimo
Self- their learning to and ensemble carefully reduce sections to on paper &
Development recognize and performances using still fit the musical intent Why do certain days from listening Dynamics:
& describe musical teacher-created criteria and idea. seem more difficult than examples Fortissimo
Individual events in aural (e.g. importance of roles, they did in the past? Forte
Performance examples, using accuracy of rhythm and Distinguish between Playing tests Mezzo Forte
appropriate musical notes, ensemble, instruments and voices Why do I feel like I’m on strumming Mezzo piano
terminology. balance, precision, within a musical recording. playing or sounding techniques Piano
(2 weeks)
audience expectations). Able to find home key and worse than before? using a set Pianissimo
tonal centers in chord Crescendo
interpretations. Does aural development progression Decrescendo
have any role as to why
Students will take certain I feel I don’t play as Chord Chart Strumming
aspects into account when well as I did in the first Worksheets Techniques:
regarding tempo, month of classes? for Bb Major, Patterns
dynamics. Will be able to B7, Bm, F7, Swing Feel
explain their choice and Gm, D Major, Riffs
reasoning of their creative Cm, Cm7, C6, Chucks
decisions. Cm6 Mutes
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DeKalb PATH Academy Exhibit 11
Students will MSGT6.CN.1 Use teacher-provided and What genre of music am Final written Linguistic
independently use Understand relationships collaboratively developed I performing? test theories
their learning to between music, the other criteria for contextual use of such as:
recognize arts, and disciplines music and music Do I know the history of Final Playing
characteristics of outside the arts. performances. the music being played? Test
Discourse
multiple musical
elements, in the MSGT6.CN.2 Assess the need and reason Do I know about the Final written
analysis
music itself, and also Understand music in of selected pieces of music, composer of the piece? paper from
within the diverse relation to history and or compositions, to students, Semiotic
constructively implement analysis
genres and cultures. culture. What reason was this explaining
relevance.
music composed and what ideas and
MSGT6.CN.2.a Explain in your own words
whom was it composed interests they Information
Students will Explore musical ideas the reason and meaning for? have in music, theory
Unit 4: independently use and works with varied and how they
behind the music created,
their learning to contexts to deepen and how we as musicians Do I know what time might better Generative
Influential and recognize and understanding. can serve the composer’s period this piece of serve their grammar
Contextual describe musical and intentions the best possible. music was from? communities
Self- historical relevance, MSGT6.CN.2.b with their
Development with appropriate Describe distinguishing Explore and compare Where did the composer newfound
musical terminology. characteristics of various uses of music in our live and what was understanding
(1 week) representative music everyday settings, versus happening socially and and abilities.
genres and styles from a traditional usages in specific musically at that time?
variety of cultures. times of the year.
What other composers
MSGT6.CN.2.c Explain how a specific were influential at the
Explore various career culture might have same time this
paths in music. influenced the music in composition was
particular ways, as well as created?
MSGT6.CN.2.d the musicians.
Explore performances Were musical ideas
Understand how certain
and genres of influential borrowed or stolen,
types of music can provide
guitarists and musicians. why?
different career
opportunities.
280
DeKalb PATH Academy Exhibit 11
PATH Academy Curriculum Map Template
5th - 8th Grade Visual Arts Connections Department
Transfer Goals
Unit Students will
Standards Understandings Essential Questions Assessments Language
independently use their Students will understand that…
learning to…
Demonstrate a basic creating Introduces art class rules, routines, How do artists get their Diagnostic: Symbolism
understanding of the VA5.CR.1 a,b,c and procedures. ideas? Students create emotions
reasons that artists VA5.CR.2 b How do artists samples or genre
create and the effects VA5.CR.3 b,c,d What is art ? How does it affect the communicate without participate in theme
art has on an individual VA5.CR.5 world around us? words? diagnostic samples landscape
and society. How do artists before instruction, portrait
presenting Intro to Genres, themes, styles of communicate emotion to gauge sketchbook
VA5.PR.1 art throughout history. through their art? understanding of portfolio
project objectives. critique
Unit 1: Keep a sketchbook and
responding Intro to sketchbook/art criticism/ What can we learn from Elements of
VA5.RE.1 a,b,c Portfolios comparing the approaches Formative: Art:
The Language develop the ability to
of various styles and One-on-one or line
of Art/ Art observe, document, and
connecting Intro of EOA (elements of art) and periods? group in-process shape
synthesize ideas across
Appreciation various contexts,
VA5.CN.2 POA (principles of design) as the critiques and/or form
VA5.CN.3 building blocks for an artist How does our personal discussions value
(1-2 weeks) ultimately enhancing
taste and cultural color
creativity and problem-
background influence our Teacher space
(concepts, solving skills.
critiques of art and design? observations and texture
vocabulary and check for Principles of
analyzing How does the context of an understanding Design:
artwork (cultural, historical, emphasis
artwork become Develop the ability to or personal) affect our Summative: harmony
warmups the critique and evaluate art evaluation of their work? Standards-based contrast
remaining weeks and design works by project Rubric variety
of unit 2, 3, and recognizing how the In what ways do the movement
elements contribute to elements of art influence Presentation of work
4) overall effectiveness. our emotional and with artist statement
intellectual responses to a and/or exit ticket
piece?
How do elements like line,
color, shape, and texture
function individually and
collectively?
281
DeKalb PATH Academy Exhibit 11
Demonstrate a VA5.CR.2 Students will identify and How do the elements Diagnostic: Symbolism
Students create emotions
basic understanding VA5.CR.3 describe the seven core of art serve as the samples or genre
of each individual VA5.PR.2 elements of art: line, shape, building blocks for participate in theme
element of art and form, space, texture, color, artistic expression and diagnostic samples landscape
before instruction, portrait
how artists use VA6-8.CR.1 and value. They will communication? to gauge sketchbook
them to create VA6-8.CR.4 understand how each understanding of portfolio
balanced VA6-8.PR.1 element contributes to the How do the elements project objectives. critique
Elements of
compositions. VA6-8.RE.2 overall composition and of art work together to Formative: Art:
VA6.RE.3 meaning of an artwork. make a complete One-on-one or line
Developed creative piece? group in-process shape
critiques and/or form
thinking skills. Compos itional Layout/ discussions value
Unit 2: Basic Rule of Thirds How can we use simple color
Creating 2D understanding of shapes as building Teacher space
observations and texture
Art how the elements of Introduction to Drawing blocks for more check for Principles of
(3-4 week) art create a visual Skills : complex drawings? understanding Design:
language. s ketch vs . writing emphasis
Summative: harmony
obs ervational drawing What are some Standards-based contrast
Demonstrate s till life techniques for creating project Rubric variety
proficiency in basic one point pers pective depth and dimension in
movement
grid drawing
Presentation of work highlights
drawing techniques, drawings? with artist statement
Value to create s hadows and/or exit ticket shadows
such as line quality, shading
and 3D effects
shading, Why is observation sketching
Abs tract, realis m, non-
perspective, and important in drawing, pressure
objective
proportions. and how can we hatching
cross
282
DeKalb PATH Academy Exhibit 11
Observe and Explore various drawing improve our hatching
accurately represent techniques, such as observational skills? scrumping
objects, people, and shading, hatching, cross- stippling
hatching, stippling, and What are some primary
scenes from life or
blending, to convey mood, strategies for secondary
reference images. tertiary
texture, and depth. overcoming mistakes or
challenges in drawing? complemen
Students should be Introduction to Color tary
able to mix primary Theory:Color analogous
What is perspective, and
colors to create relationships/Psychology/Co
how does it help us
tint
secondary and lor Wheel tone
create depth in
tertiary colors Intro to painting techniques drawings?
confidently. and color mixing to create
Apply knowledge tints tones and shades What are some ways we
of color harmonies can use shading to
such as analogous, create light and shadow
complementary, in our drawings?
and tertiary colors
to understand their
visual impact and
create visually
pleasing
compositions.
Students gain an VA5.CR.2 Form and Volume: How do the chosen Diagnostic: armature
materials influence the Students create
Unit 3: understanding of VA5.CR.3 Understanding shapes and samples or plaster
Creating 3D Form and VA5.CR.5 how they occupy space. final piece? participate in carving
Art Structure, with a VA5.PR.2 diagnostic samples cast
What elements of design before instruction,
(2-3 weeks) focus on the VA5.RE.1 to gauge form
(balance, contrast,
VA5.CN.3
283
DeKalb PATH Academy Exhibit 11
principles of 3D Balance and Composition: unity) are essential for understanding of free
the artwork? project objectives.
design, including VA6-8.CR.1 Learning how to arrange standing
balance, VA6-8.CR.3 elements in a visually Formative: high relief
VA6-8.CR.5 How does One-on-one or
proportion, and appealing way.
understanding the group in-process
symmetry. VA6-8.CR.6 Proportion and Scale: critiques and/or
audience influence the
VA6-8.RE.3 Exploring the relationship design and execution? discussions
Proficiency in Tools between the size of different Teacher
and Materials such elements in a piece. How did you overcome observations and
as armature Texturing and Finishing: obstacles, and what did check for
you learn from them? understanding
building and Techniques for adding detail
sculpting with and finishing touches to 3D Summative:
Standards-based
plaster. artworks. project Rubric
Sculpting: Hands-on
Presentation of work
Students develop creation of forms through
with artist statement
critical thinking and additive (building up) and and/or exit ticket
problem solving subtractive (removing
from initial sketches material) methods.
to final sculptures.
Students learn
project planning
with their projects,
including
brainstorming,
sketching, and
prototyping..
284
DeKalb PATH Academy Exhibit 11
Exploring artists’ VA5.CR.2 create art that repres ents a What is Culture? Diagnostic: culture
Students create
roles and VA5.CR.3 s pecific culture, and How are artis ts samples or heritage
connections within VA5.CR.5 participate in traditional ins pired by their participate in tradition
culture and VA5.PR.2 celebrations
culture?
diagnostic samples utilitarian
before instruction,
community through VA5.RE.1 to gauge values
What are art careers ?
the art making VA5.CN.3 understanding of customs
How can I apply my project objectives. symbolism
process.
VA6-8.CR.1 art s kills in a job? Formative: relief
Explore the idea of VA6-8.CR.2 One-on-one or loom
community through VA6-8.CR.3 group in-process weaving
new art forms critiques and/or
VA6-8.CR.5 discussions warp
(murals, public art, VA6-8.PR.1 weft
empathy – VA6-8.CN.2 Teacher pick beat
collaborative project; observations and
Unit 4: installation)
check for
Community, VA6-8.CN.1 understanding
Culture, and Connects the VA6-8.CN.2
Summative:
Craft s tudy of art to the VA6-8.CN.3 Standards-based
(1-2 weeks) project Rubric
global community
while developing Presentation of work
with artist statement
techniques in and/or exit ticket
craft-oriented
media s uch as
printmaking, fiber
arts , or
woodworking.
285
DeKalb PATH Academy Exhibit 11
VA5.CR.2 What is 3D art, and how Project timelines length
VA5.CR.3 does it differ from 2D width
VA5.CR.5 art? Technique and volume
VA5.PR.2 How can we use basic terminology form
VA5.RE.1 shapes as building review and quiz
VA5.CN.3 blocks for our 3D
creations? Project rubric
How does perspective with technical
VA6-8.CR.1 play a role in creating expectations
VA6-8.CR.2 the illusion of depth in
VA6-8.CR.3
3D art?
VA6-8.CR.5
How does the placement
VA6-8.PR.1
of objects in space
VA6-8.CN.2
affect the overall
composition of our 3D
artwork?
What are some ways we
can use color and light
to enhance our project?
286
Exhibit 12
DeKalb PATH Academy
DeKalb County School District
Code of Student Conduct
2024-2025
ELEMENTARY
MIDDLE
HIGH
The DeKalb County School District provides translation of DeKalb County School District
Code of Student Conduct, courtesy of the English Learners Department. Request for a
translated hard copy may be made to the school principal or an electronic version is
available at https://www.dekalbschoolsga.org/dese/student-relations/.
The English language version is considered the most accurate.
In the event of a disagreement or discrepancy between the translation and the original
English version of this handbook or any notice or disclaimer therein, the original English
version will prevail.
287
Exhibit 12
DeKalb PATH Academy
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288
Exhibit 12
DeKalb PATH Academy
2024-2025 Parent/Guardian Signature Page
Please return this page within five (5) days to your school.
To sign electronically, go to Infinite Campus at
https://campus.dekalb.k12.ga.us/campus/portal/parents/dekalb.jsp.
Parent/Guardian
Acknowledgement of Receipt
Please read and review the DCSD Code of Student Conduct with your child and emphasize your child’s role in helping to maintain a
safe and orderly school learning environment. Also, this handbook includes important information related to student records, the Family
Educational Rights and Privacy Act (FERPA), information about how to report concerns such as bullying and harassment, rights of
students with disabilities, and other rights and responsibilities. Please sign below to acknowledge that you and your child received this
handbook. Then, cut along the dotted line and return to your child’s school as soon as possible. A parent, guardian, or student that
does not acknowledge receipt of the DCSD Code of Student Conduct shall not be absolved of any responsibility with respect to any
information contained herein. 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 2024-2025 DCSD Code of Student Conduct during the 2024-2025 school year and all summer programs following the 2024-2025
school year. I further understand that I am immediately subject to the Levels of Consequences listed in the 2024-2025 DCSD Code of
Student Conduct if I am found in violation of any infraction during the 2024-2025 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 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 39-40 for more information.
Please sign, date and return to your child’s Homeroom Teacher within three (5) days to your school.
Student Name (Please Print) Student Signature Date
Parent Name (Please Print) Parent Signature Date
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Exhibit 12
DeKalb PATH Academy
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290
Exhibit 12
DeKalb PATH Academy
Translation Availability Statement
Amharic
የ DeKalb ካውንቲ ት/ቤት ዲስትሪክት የDekalb ካውንቲ ትምህርት ቤት ዲስትሪክት የተማሪ ስነምግባር ፣ የእንግሊዘኛ ተማሪዎች ዲፓርትመንትን ግምት ውስጥ ማስገባት
ትርጉም ይሰጣል። የተተረጎመ ቅጂ ለማግኘት ጥያቄ ለት/ቤቱ ርእሰ መምህር ሊቀርብ ይችላል ወይም ኤሌክትሮኒክ እትም እዚህ
https://www.dekalbschoolsga.org/dese/student-relations/ ይገኛል::
Arabic
بإذن قسم دارسي اللغة اإلنجليزية،DeKalb County School District التعليمية ترجمة لمدونة سلوك طالبDeKalb County School District وفر منطقة
يمكن تقديم طلب الحصول على نسخة ورقية مترجمة إلى مدير المدرس أو تتوفر نسخة إلكترونية على.)English Learners Department(
.https://www.dekalbschoolsga.org/dese/student-relations/
Bengali
DeKalb County School District ইংরেজি
জিক্ষার্থী জিভারেে এে স ৌিরযে DeKalb County School District-এে জিক্ষার্থীে
আচেণজিজিে অযুিাদ প্রদায করে। স্কু রেে অিেরক্ষে কারে অযূজদত মুজিত ংস্কেরণে অযুরোি করুয অর্থিা এখারয
ইরেক্ট্রজযক ংস্কেণ পায: https://www.dekalbschoolsga.org/dese/student-relations/।
Burmese
DeKalb က ောင်တီ ခရို ငက
် ောင်းသည် အင်္ဂလပ်စောကလေ့လောသူမ ော်းဌောန (English Learners Department) မှ ူ်းယူက ော်ပပသညေ့် DeKalb က ောင်တီ ခရို ငက
် ောင်း
က ောင်းသော်း ငေ့ဝ
် တ်ဆိုငရ
် ော ် ို်း (Code of Student Conduct)
ငေ့ထ ို ဘောသောပပန်ကပ်းပါသည်။ ဘောသောပပန်ထော်းကသော မတတူ ို က ောင်းအိုပ်က ီ်းထ ကတောင်းဆိုနင
ို သ
် ည်
သိုမဟို
ေ့ တ် အီလ ်ထရွ န်းနစ်ဗော်းရှင်း ို https://www.dekalbschoolsga.org/dese/student-relations/ တွင် ရနင
ို 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 स्कू ल डिडस्िक्ट अंग्रेज़ी डिक्षार्थी डिभाग के सौजन्य से DeKalb काउं टी स्कू ल डिडस्िक्ट के छात्र आचार संडिता, का अनुिाद प्रदान करता
िै। अनुिाददत िािड कॉपी के डलए स्कू ल प्प्रंडसपल को अनुरोध दकया जा सकता िै या https://www.dekalbschoolsga.org/dese/student-relations/ पर
इलेक्िॉडनक संस्करण उपलब्ध िै।
Karen
DeKalb uD>&h.cD;xH.uFdvD>u0DR [h.vDRw>usd;xH DeKalb uD>&h. cD;xH. uFdvD>u0DR ySRuFdzdw>od.w>oD
w>bsX<Aw>oH.pl;qJ;vRvXAySRrRvd tJuvH;usdm0JRusdRA(English Learners Department)
M.vDRIAw>ChxD.w>usd;xHtuGJ;'dwz.qluFdcd.Arhwrh>Aw>rRM>vXtH. vJ; }xDeH;tusdRtusJohzJ
https://www.dekalbschoolsga.org/dese/student-relations/.
291
Exhibit 12
DeKalb PATH Academy
Nepali
DeKalb County School District ले अङ्ग्ग्रेजी भाषा अध्ययन डिभागको सौजन्यमा DeKalb County School District को डिद्यार्थी आचार संडिताको
अनुिादन प्रदान गछड । डिद्यालयका प्रधानाध्यापकसँग अनुिाद गररएको कागजी प्रडतडलडप माग्न सदकन्छ िा
https://www.dekalbschoolsga.org/dese/student-relations/ मा डिद्यूतीय संस्करण उपलब्ध 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 కౌంటీ స్కూ ల్ డిస్ట్రక్ట
ి ి ఇౌంగ్ల ీష్ లర్న ర్స్ డిపార్సమౌంట్
ి సౌజన్య ౌంతో, DeKalb కౌంటీ స్కూ ల్ డిస్ట్రక్ట
ి ి కోడ్ ఆఫ్ స్కిెంౌంట్ కౌండక్ట ి యొకూ
అనువాదాన్నన అౌందిస్తౌంది అనువదిౌంచబడిన్ హార్స ్ కాపీ కోసౌం స్కూ ల్ ప్రిన్న్ పాల్కు అభ్య ర్ థౌంచవచ్చు లేదా ఎలస్ట్కాిన్నక్ట వెర్ షన్
https://www.dekalbschoolsga.org/dese/student-relations/ వద్ద లభిస్తౌంది.
Tigrinya
DeKalb County School District፡ ትርጉም ናይ ደንቢ ኣደብ ተማሃሮ DeKalb County School District ይህብ፣ እዚ ድማ ብፍቓድ ክፍሊ ተማሃሮ እንግሊዝኛ
(English Learners Department) ዚውሃብ እዩ። ዝተተርጎመ ተነባቢ ቅዳሕ ንምርካብ ንናይ ትምህርት ቤት ርእሰ መምህር ምውካስ ወይ ድማ ኤሌክትሮኒካዊ
ግልባጥ ኣብ https://www.dekalbschoolsga.org/dese/student-relations/ ምርካብ ይከኣል።
Vietnamese
DeKalb County School District cung cấp bản dịch Bộ Quy Tắc Ứng Xử của Học Sinh DeKalb County School District, với sự giúp đỡ
của Bộ Phận phụ trách Học Viên Anh Ngữ. Quý vị có thể yêu cầu hiệu trưởng trường cung cấp một bản dịch bằng giấy hoặc tìm bản
dịch điện tử có sẵn tại https://www.dekalbschoolsga.org/dese/student-relations/.
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TABLE OF CONTENTS
2024-2025 Parent/Guardian Signature Page .............................................................................................................................................. 1
Translation Availability Statement ............................................................................................................................................................ 3
POLICY STATEMENT ............................................................................................................................................................................ 6
PURPOSE OF THE CODE OF STUDENT CONDUCT .......................................................................................................................... 6
LEARNING AND COMPLIANCE ........................................................................................................................................................... 6
EQUAL EDUCATIONAL OPPORTUNITIES ......................................................................................................................................... 7
DISCIPLINARY JURISDICTION OVER STUDENT CONDUCT ......................................................................................................... 7
INVESTIGATION OF MISCONDUCT ................................................................................................................................................... 7
INDEX OF BEHAVIOR EXPECTATIONS AND CONSEQUENCES ................................................................................................... 9
2024-2025 CHARACTER TRAITS ........................................................................................................................................................ 11
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS) .......................................................................................... 14
RESTORATIVE PRACTICES ................................................................................................................................................................ 15
BEHAVIORAL STRATEGIES, DISCIPLINARY OPTIONS, AND CONSEQUENCES .................................................................... 17
Levels and Consequences Matrices ......................................................................................................................................................... 17
OFFENSES AND CONSEQUENCES .................................................................................................................................................... 27
DeKalb County School District Transportation Student Bus Expectations ............................................................................................. 49
BUS AND BUS STOP RULES ........................................................................................................................................................... 50
EXPLANATION OF BEHAVIORAL STRATEGIES, DISCIPLINARY OPTIONS, AND CONSEQUENCES ................................. 52
DEFINITIONS OF TYPES OF DISCIPLINE ......................................................................................................................................... 54
RESTROOMS AND LOCKER ROOMS ................................................................................................................................................ 55
STUDENT DISCIPLINE PROCEDURES .............................................................................................................................................. 55
SCHOOL ADMINISTRATIVE DUE PROCESS FOR SUSPENSION (DTM/DDPH)………………………………………….55-56
APPEAL TO DEKALB BOARD OF EDUCATION .......................................................................................................................... 57
DISCIPLINE PROTECTIONS FOR STUDENTS NOT DETERMINED ELIGIBLE FOR SPECIAL EDUCATION AND RELATED
SERVICES (i.e., SECTION 504) ............................................................................................................................................................ 58
STUDENT PLACEMENT PROTOCOL FOR STUDENTS RETURNING AFTER INCARCERATION, DETENTION, OR OTHER
SPECIAL CIRCUMSTANCES ............................................................................................................................................................... 58
SEARCHES ............................................................................................................................................................................................. 59
KEEPING WEAPONS OUT OF SCHOOL ............................................................................................................................................ 61
STUDENT RIGHTS AND RESPONSIBILITIES .................................................................................................................................. 63
RELEASE OF STUDENT INFORMATION .......................................................................................................................................... 64
TITLE IX FEDERAL REGULATION COMPLIANCE ......................................................................................................................... 66
SUPPLEMENTAL SAFETY AND DISCIPLINE INFORMATION ..................................................................................................... 67
BOARD POLICY SECLUSION AND RESTRAINT ............................................................................................................................. 74
NOTICE OF RIGHTS OF STUDENTS AND PARENTS UNDER SECTION 504 .............................................................................. 76
SECTION 504 PROCEDURAL SAFEGUARDS ................................................................................................................................... 78
Special Education: A Parent’s Guide to Understanding Rights and Responsibilities .............................................................................. 80
INTERNET AND TECHNOLOGY USAGE .......................................................................................................................................... 83
APPENDIX .............................................................................................................................................................................................. 85
PARENTS’ RIGHT-TO-KNOW (ESSA)................................................................................................................................................ 86
NON-DISCRIMINATION STATEMENT .............................................................................................................................................. 86
DISCIPLINE DUE PROCESS FLOWCHART ....................................................................................................................................... 87
BULLYING/HARASSMENT/HAZING REPORTING FLOWCHART/FORM.………………………………………………..…88-89
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DEKALB COUNTY SCHOOL DISTRICT
Code of Student Conduct
POLICY STATEMENT
The DeKalb County Board of Education is committed to providing the best possible education for children who attend its schools. This
commitment requires not only rigorous courses, highly qualified teachers, and well-equipped facilities, but also a safe, positive
environment for our students, staff, parents, stakeholders, and community partners. The Board of Education expects all students to
adhere to strict standards of acceptable behavior to foster learning.
The DCSD Code of Student Conduct identifies the rules of student behavior applicable to all DeKalb students, the discipline approach
used to promote and enhance positive behaviors, and the procedures for imposing discipline consequences on students who violate these
rules. When discipline must be administered, the DCSD Code of Student Conduct ensures that it is fair and serves the best interests of
all students in the School District.
In general, discipline is designed to promote positive behavior and to correct a student’s misconduct and encourages the student to be a
responsible citizen of the school community. DCSD understand that students’ misconduct is influenced by many factors, including
trauma, mental health, disabilities, discrimination, and chronic stress. Responses to misconduct and the resulting supports will address
the root cause of misconduct to the extent possible. The DCSD Code of Student Conduct is focused on behavioral expectations, rights,
and responsibilities, and is not an exhaustive overview of positive responses and supports.
Disciplinary actions in response to unacceptable behavior will be administered based on the discretion of the handling administrator in
proportion but not limited to the severity of the unacceptable behavior, its impact on the school environment, the student’s age,
developmental disabilities, grade level, the context and apparent intentionality, the student’s previous discipline history, substantial
injuries, and other relevant factors. The Board prefers to reassign disruptive students whose behavior cannot be corrected within the
home school setting to alternative educational settings rather than suspend or expel such students from school, as authorized by Georgia
law.
In considering the nature or severity of the behavioral situation, the disciplinary process may include student support services provided
by the District and other public entities or community organizations to provide services to help maximize the academic potential along
with the social and emotional well-being of students through the practices of effective consultations, comprehensive evaluations, and
the development of prevention and intervention strategies.
Parental notification and parental involvement are essential to any effort to modify a student’s inappropriate behavior. The DCSD Code
of Student Conduct will only be effective if parents and guardians, teachers, and school administrators work together to improve student
behavior and enhance academic performance. Parents, educators, and community members are urged to communicate concerns about
student behavior or the student discipline process to the school principal or the Department of Student Relations.
The DCSD Code of Student Conduct is authorized pursuant to Board Policy JCD.
PURPOSE OF THE CODE OF STUDENT CONDUCT
The DCSD Code of Student Conduct is intended to inform students in grades K-12 of the types of behaviors that are acceptable versus
unacceptable. It is impossible to write a Code that addresses every conceivable variation of permitted and prohibited behavior.
Consequently, students should understand they may be disciplined for any misconduct that disrupts the orderly mission of the school,
that endangers safety or that is otherwise determined by school administration to be unsuitable to maintain a safe, positive, and supportive
learning environment, whether or not it is specifically listed in the DCSD Code of Student Conduct.
Individual schools and classroom teachers may impose campus or classroom rules in addition to those found in this DCSD Code of
Student Conduct that are geared toward improving safety, well-being, and academic progress. These rules may be explained by the
teacher, posted in classrooms, or distributed to students, and may or may not constitute violations of the DCSD Code of Student Conduct.
The determination of whether a student has violated the DCSD Code of Student Conduct will be based solely on a preponderance of the
evidence. In other words, is it more likely than not, based on the evidence, that the student violated the rule?
LEARNING AND COMPLIANCE
All students, regardless of age or grade level, are required to know the contents of the DCSD Code of Student Conduct and abide by it
and any other rules of conduct imposed by the school district and/or the school they attend, to the extent possible based on their overall
developmental level. Teachers are required to conduct a more thorough review of the DCSD Code of Student Conduct with younger
students in grades K-3, Exceptional Education, and English Speakers of Other Languages (ESOL) to ensure their understanding. The
DCSD Code of Student Conduct is distributed to all schools and centers. The DCSD Code of Student Conduct shall be available in each
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school and classroom. Prior to the distribution of the DCSD Code of Student Conduct, it is reviewed with the faculty and staff before
school begins and students arrive to ensure their understanding.
The DCSD Code of Student Conduct is distributed and taught to students during the first week of school. A signed Parent/Guardian
Signature Page found on page 1 is required from each student and parent/guardian. A parent or legal guardian that does not
acknowledge receipt of the student code of conduct shall not be absolved of any responsibility with respect to the information contained
in the student code of conduct. A district-wide mandatory test on the DCSD Code of Student Conduct is administered to students within
the first two weeks of school. This test may be administered during the traditional school day or electronically during virtual instruction.
Student test scores are recorded. Class meetings are held during the first three weeks of school to discuss discipline and the application
of discipline procedures.
Students who enter the School District during the school year will receive the DCSD Code of Student Conduct and will be tested
on its contents.
Students sent to in-school suspension for the first time are retaught and retested on the DCSD Code of Student Conduct. As with the
initial teaching, teachers are required to conduct a more thorough review of the DCSD Code of Student Conduct with younger students
in grades K-3, Exceptional Education, and English Speakers of Other Languages (ESOL) to ensure their understanding.
Students are urged to ask faculty or staff members for clarification of any part of the DCSD Code of Student Conduct they do
not understand.
EQUAL EDUCATIONAL OPPORTUNITIES
The DeKalb County School District provides equal educational opportunities for all students, regardless of their race, color, religion,
national origin, gender, disability, age, sexual orientation, and gender identity. No student shall be subjected to discrimination or
harassment because of the student’s race, color, religion, national origin, gender, disability, age, sexual orientation, and gender identity
in any of the District’s educational programs, activities, or practices, including implementation of this DCSD Code of Student Conduct.
The School District maintains a complaint procedure that affords students a prompt, fair, and orderly means of resolving complaints of
discrimination.
DISCIPLINARY JURISDICTION OVER STUDENT CONDUCT
The DeKalb County School District has discipline authority over its students whenever the interests of the School District are involved.
Therefore, the DCSD Code of Student Conduct applies at the following times and places:
• On school grounds at any time;
• Off school grounds at a school bus stop or at a school activity, function, or event;
• While the student is on a school bus or School District-sponsored transportation;
• While the student is participating in virtual instruction;
• When either the alleged perpetrator or the alleged victim is in route from school, to home, in route from a school activity,
function, or event;
• When utilizing district technology resources, including but not limited to equipment, networks, virtual platforms, and
software;
• When utilizing school equipment;
• 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
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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.
If administrators believe a request for a due process hearing will be made, the administrator should attempt to preserve video surveillance
of any misconduct. Any other physical and documentary evidence should be collected and preserved. School counselors, school social
workers, school police, and other support staff should be utilized for their expertise as determined by the circumstances of the matter.
At an appropriate time during or after the investigation, the parent or guardian will be notified. However, if the incident involves an
injury or similar situation, appropriate medical attention should be provided, and the parent or guardian should be notified immediately.
Furthermore, if the incident involves a threat to safety or intervention of law enforcement is otherwise determined to be appropriate,
appropriate authorities shall be contacted and the school investigation will proceed to the extent possible while avoiding interference
with any law enforcement investigation or detention.
The determination of whether a student has violated the DCSD Code of Student Conduct will be made based solely on a preponderance
of the evidence. In other words, is it more likely to be true than not true, based on the evidence, that the student did violate the rule? For
short term suspensions (10 days of suspension or less) there is no formal appeal process. If the parents/guardians or student disagree
with the decision, they may petition to the school principal. If they disagree with the principal’s decision, they may petition in writing
to the regional superintendent. Please refer to the Discipline Due Process flowchart in the DCSD Code of Student Conduct for a summary
of the District’s discipline process. If a referral for District due process hearing is made, the student will be provided with the opportunity
to participate in a disciplinary hearing and appeals process, as described herein.
SAFE SCHOOLS
Our top priority in DeKalb County School District is keeping our students and staff safe. A bold new step in that direction has been
taken by installing CENTEGIX® CrisisAlert™ throughout our schools to create safer spaces by delivering precise alert location,
immediate audio, and visual incident notifications. CrisisAlert™ covers the entire school campus while enabling staff and security
professionals to request assistance and implement emergency protocols from anywhere on campus. CrisisAlert™ solution empowers
teachers and administrators to act and respond with confidence during emergency and non-emergency situations. When educators and
children feel safe and secure, they can get back to focusing on their goals: learning and academic achievement.
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INDEX OF BEHAVIOR EXPECTATIONS AND CONSEQUENCES
Topics
AGGRAVATED ASSAULT (Attempt/Threat to Injure with HITTING/PHYSICAL CONTACT TO
a Weapon), 33, 34 STUDENTS/SCHOOL PERSONNEL/VISITORS, 33,
AGGRAVATED BATTERY (Causing Serious Injury or 34
Death), 34 IDENTIFICATION CARDS, 46
ALCOHOL (Possession and/or Use), 30 INAPPROPRIATE SEXUAL BEHAVIOR, 45, 65, 69
ASSAULT (Student, Faculty, Staff or Visitors), 33 INDECENT EXPOSURE, 45
ATTENDANCE (Excused/Unexcused Absences, Attendance INHALANTS, 30
Protocol, Chronic Tardiness), 37, 38, 41 INSUBORDINATION (Talking Back, Walking Away,
AUTO-INJECTABLE EPINEPHRINE (Epi-Pens), 31 Refusing to Comply), 37
BATTERY (Causing Injury), 33 INTENT TO SELL/DISTRIBUTE DRUGS, 30
BITING, 33 INTENTIONAL PHYSICAL CONTACT CAUSING
BREAKING AND ENTERING, 23, 25, 44 HARM TO SCHOOL PERSONNEL, 29
BULLYING, 34, 35, 36, 50, 65, 73, 74, 75, 76, 78, 92, 93 INTENTIONAL PHYSICAL CONTACT WITH
BURGLARY, 32 SCHOOL PERSONNEL, 29
BUS MISBEHAVIORS/EXPECTATIONS/MATRIX, 41, INTERNET/INTRANET USAGE, 27, 71
48, 49, 50 INTIMIDATING ACTIONS, 35, 36, 74
BYSTANDER BATTERY, 34 KICKING, 33, 34
CELLULAR PHONES, 17, 18, 19, 26, 35, 41, 49, 54, 74 KNIVES/RAZORS/BOX CUTTERS, 28
COMPUTER (Unauthorized Use, Hacking, Password LOITERING ON ANY SCHOOL
Violations, etc.), 26, 27, 29, 32, 45 CAMPUS/UNAUTHORIZED ENTRY AFTER
CONDUCT OUTSIDE OF SCHOOL HOURS/AWAY HOURS, 44
FROM SCHOOL, 42 MARIJUANA, 30, 31
COUNTERFEITING/POSSESSION OF COUNTERFEIT MEDICATION, 31
MONEY, CHECKS, BANK CARD, 32 MISREPRESENTATION (Cheating, Lying or Providing
CYBERBULLYING/CYBERSTALKING, 32, 35, 42, 74 False Statements/Information), 45
DAMAGE/DESTRUCTION OF PROPERTY (Actual or MISUSE OF CHEMICALS, 31
Attempted), 31 OBSCENE MATERIALS/GESTURES, 40
DISRUPTIVE BEHAVIOR (Chronic talking, horse playing, PARKING ON CAMPUS (Parking and/or Traffic
etc.), 38, 39 Violations), 44
DISTURBANCES (Classroom and/or School), 38, 39 PORNOGRAPHY, 40
DRESS CODE, 46, 79 POSSESSION OF DRUGS, 30
DRUG-RELATED PARAPHERNALIA (Papers, Pipes, POSSESSION OF STOLEN PROPERTY, 32
Clips, Bags, Other Related Items), 31 PRANKS, 39
DRUGS (Illegal/Synthetic Substances, Look-Alike Drugs or PROBATION (Local and District-Wide), 43, 44, 54
Prescribed Medication), 30 PROFANITY, CURSING, OBSCENITY and/or
ELECTRONIC COMMUNICATION DEVICES (Cell DEROGATORY LANGUAGE, 40
Phones, Pagers, Etc.), 32 PROFANITY/OBSCENITY, 40
ELECTRONIC COMMUNICATION DEVICES (Cell RECKLESS VEHICLE USE, 44
Phones, Smart Devices, etc.), 26 REFUSAL TO FOLLOW INSTRUCTIONS OF
EXTORTION, 32, 35, 74 ADMINISTRATORS/FACULTY/STAFF, 37
FAILURE TO ACCEPT DISCIPLINARY ACTION, 40 REPEATED VIOLATIONS, 43
FALSE EMERGENCY REPORT (Pulling a Fire Alarm, RIOTING or CHAOS, 39
Bomb Threat or Calling 911), 39, 46 ROBBERY, 32
FIGHTING/PHYSICAL ALTERCATION, 33, 34 RUDE/DISRESPECTFUL BEHAVIOR, 37
FIRE (Arson, Setting Fires), 31 SENDING INAPPROPRIATE
FORGERY, 45 MESSAGES/PICTURES/VIDEOS (SEXTING), 27, 54,
GAMBLING, 42 71
GANG-RELATED ACTIVITY (Violence, Retaliation, SEXUAL HARASSMENT/COMMENTS/FAVORS, 45,
Recruitment, Dress, Paraphernalia), 39 65, 69
GUNS (Pistols, Rifles, BB, Pellet, Facsimile or Look-Alike), SHOVING/PUSHING, 33, 35, 74
27, 28, 29 SIMPLE BATTERY, 33
HARASSMENT (Racial, Ethnic, Disability, Sexual SKIPPING CLASS/LEAVING THE SCHOOL CAMPUS
Orientation, Gender Identity), 36, 65, 74, 92 WITHOUT AUTHORIZATION, 38
HAZING, 33, 34, 36, 65, 73, 74, 75, 92 SPITTING ON OTHERS, 40
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TAKING PICTURES/VIDEOS AT SCHOOL, 27, 40, 54, TRESPASSING, 39, 44
71 UNSAFE ACTION, 46
TERRORISTIC THREATS (Threats to the School), 39, 76 USE/UNDER THE INFLUENCE OF DRUGS, 30
THEFT/STEALING (Actual or Attempted), 32, 36, 74 VANDALISM, 31, 49, 50, 62
THREATS OR INTIMIDATION (Staff or Student), 32, 33, VERBAL
34, 35, 39, 74 CONFRONTATION/PROVOCATION/ALTERCATIO
THROWING OBJECTS, 17, 18, 19, 20, 21, 28, 49 N, 33, 35, 36
TOBACCO (Cigarettes, Cigars, Chewing Tobacco, e- WEAPONS, 26, 27, 28, 30, 34, 40, 49, 76
Cigarettes, Snuff, Tobacco, Vaping Products), 26, 79
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DEKALB COUNTY SCHOOL DISTRICT
2024-2025 CHARACTER TRAITS
“The function of education is to teach one to think intensively and to think critically. Intelligence plus character that is the goal of true
education.” –Martin Luther King, Jr.
Character Education is the deliberate effort to help people understand, care about, and act upon core ethical values. An intentional and
comprehensive character education initiative provides a lens through which every aspect of school becomes an opportunity for character
development.
Benefits of Character Education:
• Promotes character development through the exploration of ethical issues across the curriculum
• Develops a positive and moral climate by engaging the participation of students, teachers and staff, parents, and communities
• Teaches how to solve conflicts fairly, creating safer schools that are free of intimidation, fear, and violence, and are more
conducive to learning*
Character traits are essential for students to prepare for greatness! These traits should be modeled and maintained by adults and
students.
Respect, Responsibility & Caring
Modeling cornerstones of good character
Respect
Showing high regard for self, others and property
Responsibility
Being accountable for your own behavior
Honesty
Being truthful in word and action
Caring
Showing concern for the well-being of others
Justice and Fairness
Demonstrating impartial, unbiased and equitable treatment for all
Citizenship
Being an informed, responsible and caring participant in your community
Courage
Doing the right thing in the face of difficulty and following your conscience instead of the crowd
Perseverance
Staying on task and not giving up. Demonstrating commitment, pride and positive attitude in completing tasks
Hope
Believing you will be successful
*Character Education Informational Handbook & Guide, DPI
https://files.nc.gov/dpi/documents/charactereducation/handbook/content2.pdf
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Character Traits Found in the DCSD Code of Student Conduct
This handbook supports the belief that appropriate behaviors and positive character must be modeled and maintained by all staff and
students to have safe and orderly schools. Rules for expected student behavior should be taught and aligned with the following character
traits.
VIOLATIONS CHARACTER TRAITS
Violation #1: Tobacco Respect/Responsibility/Caring
Violation #2: Electronic Communication Devices Respect/Responsibility/Caring
Violations #3a, 3b: Weapons Responsibility/Caring/Citizenship
Violations #4a, 4b: Intentional Physical Violence Respect/Responsibility/Caring
Violations #5a, 5b, 5c: Drugs/Alcohol Responsibility
Violations #6a, 6b, 6c: Property Honesty/Respect
Violations #7a, 7b, 7c, Bullying/Harassment/Hazing/Fighting/Assault/ Respect/Responsibility/Caring
7d, 7e, 7f, 7g: Battery
Violations #8a, 8b: Refusal to Follow Instructions Respect/Responsibility/Caring
Violation #9: Unlawful Absence/Truancy Responsibility/Courage/Perseverance
Violation #10: Skipping Class Responsibility/Courage/Perseverance
Violation #11: Classroom Disturbance Respect/Responsibility/Caring
Violation #12: School Disturbance Respect/Responsibility/Citizenship
Violation #13: Profanity/Vulgarity/Obscenity Responsibility/Respect/Citizenship
Violation #14: Failure to Accept Disciplinary Action Responsibility/Respect/Courage
Violation #15: Chronic Tardiness Responsibility/Respect/Courage
Violation #16: Bus Misconduct Responsibility/Respect/Caring
Violation #17: Conduct Outside of School Hours Responsibility/Respect/Citizenship
Violation #18: Gambling Responsibility
Violation #19a: Repeated Violations Responsibility/Respect/Hope
Violation #19b: Violation of Probation Responsibility/Respect/Courage
Violation #20: Parking and Traffic Violations Responsibility/Citizenship
Violation #21: Loitering/Trespassing Respect/Responsibility/Courage
Violation #22: Providing False Information Honesty/Respect
Violation #23: Inappropriate Sexual Behavior Responsibility/Respect/Caring
Violation #24: Identification Card Violation Responsibility
Violation #25: Student Dress Code Violation Responsibility/Respect/Citizenship
Violation #26: Unsafe Action Responsibility/Respect/Citizenship
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Multi-Tiered Systems of Support and Response to Intervention (RTI):
What happens if a student needs help with academic and social-emotional behavior support?
SWD, EL, Gifter
General Education Multi-Tiered Systems of Support (MTSS), Tiers 1-3
Multi-Tiered System of Supports (MTSS) is a General Education Framework that supports ALL students. This framework integrates
assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement. ALL students
receive support from MTSS at Tier 1. The standards-based curriculum is taught to all students. For students who need more than Tier 1
support to be successful, Tier 2 and/or Tier 3 supports are added. At Tier 2 and Tier 3, interventions are implemented to target specific
skill needs or gaps. Most students master skills taught through intervention and close gaps in their learning. Supports are provided in
academics, speech, writing, and/or social-emotional behavior. MTSS is intended to be fluid and flexible so that once the gaps are filled,
the student maybe released from the intervention and move on to other learning needs/supports. MTSS does not mean a child
automatically qualifies for Special Education services. In fact, most students who receive support from MTSS do not need Special
Education services. They might need help with specific skills they have struggled with or missed along their learning path.
Teaching strategies and interventions used in Tiers 1-3 are General Education support; consent is not required. MTSS is not Special
Education, 504, Gifted, or ESOL. Some students learn at a different pace or in a different way. If a student is not progressing and
interventions have already been tried at Tier 3, parents or the team can request a comprehensive evaluation to determine eligibility for
Special Education services.
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. MTSS integrates academics, behaviors, and
wellbeing. The processes within MTSS are not extra or additional duties, but rather they represent how we teach diverse learners to
maximize the growth and development of each pupil. A key element within the MTSS is ongoing data monitoring for student response
to intervention (RTI) to inform intentional decision-making for instructional planning and supports.
Interventions are types of instruction targeted to meet the academic and/or behavioral learning needs of a student. Interventions are in
addition to the general classroom instruction. These added learning tools are well researched and evidence-based to deliver specific
instructional strategies and techniques. The intensity of intervention supports increase at each tier of the MTSS framework. The
framework is intended to be fluid. As students make progress, they may move to less intense supports on lower tiers or return to Tier 1
Core Instruction. There are several types of instructional activities and strategies available to layer the learning techniques and tools
used to improve a student’s learning.
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Essential Components of the MTSS Framework
Identify Needs
Coherent
• EVALUATION Instruction
• PROGRESS Effective Professional
MONITORING Leadership Capacity
• DATA-BASED WHOLE
Examine Progress Select Interventions
DECISION
MAKING CHILD
READY TO LEARN
READY TO LIVE
• TEAMING READY TO LEAD
• MULTI-LEVEL Family & Supportive
PREVENTION Community Learning
Engagement Environment
• INFRASTRUCTURE
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 School District uses the PBIS
framework and to guide the overall approach to discipline. However, the evidence-based application of the framework requires training
teachers and staff to develop specific implementation strategies. Currently, more than 44 DeKalb County Schools, 1,400 Georgia
schools, and 27,000 schools nationwide are creating a better learning environment for their students (Georgia Department of Education,
GaPBIS). By implementing PBIS, schools are able to save valuable instructional hours that would have been lost due to disciplinary
challenges. The implementation of PBIS in DCSD is in progress with plans to fully implement the framework in all schools. The premise
of the PBIS framework includes a combination of consistent teaching and reinforcing positive behaviors to create a safe, productive,
and conducive learning environment that supports student success. 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 (Center on PBIS, 2024).
The behavioral support system is provided to ALL students. Research states that parents report safety of their child as their main school
concern (Neilsen Gatti, Stansberry-Brusnahan, & Nelson, 2007). Challenging behaviors in schools, ranging from disruptive classroom
behaviors to physical violence, are safety concerns and 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 are focusing on
proactive ways to define, teach, and sustain appropriate student behaviors across all school settings including the classroom, lunchroom,
restrooms, hallways, playground, etc. 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
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training and collaboration. 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).
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.
(Georgia Department of Education, GaPBIS, recreated by District PBIS Coaches Team)
RESTORATIVE PRACTICES
In conjunction with a PBIS framework, DeKalb County School District is utilizing innovative tools aimed at improving climate and
culture when the school community is affected by a student violating the rules of the DCSD Code of Student Conduct called Restorative
Practices. The goal of restorative practices is to develop community and to manage conflict and tensions by repairing harm and building
relationships rather than simply punishing the wrongdoer.
The use of restorative practices helps to:
• reduce crime, violence and bullying,
• improve human behavior,
• strengthen civil society,
• provide effective leadership,
• restore relationships, and
• repair harm.
Figure 1. What Are Restorative Practices?
Build healthy
Address and discuss relationships
the needs of the between educators
school community and students
RESTORATIVE
Resolve conflict,
PRACTICES
Reduce, prevent,
hold individuals and and improve harmful
groups accountable behavior
Repair harm and
restore positive
relationships
Information sourced via The American Federation of Teachers.
http://www.aft.org/ae/winter2015-2016/resources
Restorative practice promotes dialogue between those who have been hurt and those who have inflicted the harm. This allows the victim
and wrongdoer to have an opportunity to discuss how they have been affected by the violation and to decide what should be done to
repair the harm and relationship. This is a victim-sensitive tool that encourages victims to take an active role in addressing the violation.
Wrongdoers are encouraged to take responsibility for their actions, to repair the harm they have done by apologizing, returning stolen
property, community service, or restitution. This may allow for the greatest victim contentment and wrongdoer accountability.
Restorative practice is not suitable for instances of bullying, harassment, hazing, or discrimination.
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A restorative conference is carefully planned to ensure that those who have been victimized and those who have done wrong are properly
prepared and that any further harm from confrontation is prevented. During the restorative conference, the victims, wrongdoers, both
parties’ family and friends, staff, and other community members volunteer to participate in a structured, scripted meeting to address the
violation, consequences, and restitution. The conference facilitator arranges the meeting, reads a script, and keeps the conference
focused, but intentionally does not actively participate in structuring the outcome of the conference. The goal of the conference is for
the participants to arrive at a jointly acceptable agreement that addresses the harm caused by the wrongdoer and necessary reparations.
Wachtel, Ted. http://www.iirp.edu/what-is-restorative-practices.php. International Institute for Restorative Practices. Retrieved 11
July 2012.
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BEHAVIORAL STRATEGIES, DISCIPLINARY OPTIONS, AND CONSEQUENCES
Progressive discipline is designed to teach and reinforce good conduct, correct a student’s misconduct, and encourage the student to be
a responsible citizen of the school community. Progressive discipline should promote positive student behavior while establishing clear
and fair consequences for unacceptable behavior; and state what is unacceptable. Disciplinary actions are administered in proportion to
the severity of the unacceptable behavior, its impact on the school environment, the student’s age and grade level, the context and
apparent intentionality, the student’s previous discipline history, and other relevant factors. All due process procedures required by
federal and state law will be followed through the progressive discipline process. (O.C.G.A. § 20-2-735).
The school discipline process should include appropriate consideration of support processes to help students resolve such problems.
These resources may include, but are not limited to, Student Support Team, positive behavioral supports, counseling with school
counselor, school social worker involvement, school resource officer reports, behavior, attendance and academic contracts or plans, peer
mediation, and prevention programs. The offenses have a range of seven (7) levels of unacceptable behaviors. Each offense provides
interventions as well as a range of consequences including suspension and expulsion if the level permits.
Each violation in the DCSD Code of Student Conduct is followed by a box similar to the one below. The minimum and maximum
consequences for each violation are indicated. Multi-tiered Systems of Support (MTSS) must be conducted prior to expelling or
suspending a student in preschool 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 a school 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
▪ Chewing gum
▪ Tapping pencils
▪ Writing on self
▪ Writing on desk
▪ Not in seat
▪ Not prepared for class
▪ Off-tasks behaviors
LEVEL 1 ▪ 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 83-89.
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Level 2 violations include infractions which are more severe in nature than Level 1 and interfere with classroom instruction
and/or orderly operation of the learning environment, school transportation or a school-sponsored activity. These
violations include minor misconduct and misbehaviors directed against persons or property but do not seriously endanger
the health, safety, and well-being of others. Necessary strategies and positive behavioral interventions and supports will
be provided and documented through the Response to Intervention process at Tier 1. Certain level 2 violations might
result in Tier 2 or Tier 3 intervention supports if safety concerns for the student or others are present (pages 13-
14). Certain Level 2 violations may be elevated to Level 3 violations or higher based on the severity or context of the
misconduct if this behavior jeopardizes the health, safety, or well-being of others.
Examples of behaviors that interfere with the learning of others:
▪ Touching
▪ Poking
▪ Standing on furniture
▪ Constant talking
▪ Out of seat and interfering with others learning
▪ Inappropriate chair manners
▪ Consistently not following directions
▪ Unauthorized electronic device usage including, but not limited to cell phones and iPads/tablets
▪ 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 83-89.
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Level 3 violations include infractions which are more severe in nature than Level 2 and interfere with the orderly operation
of the learning environment, school transportation or a school-sponsored activity. These violations include repeated,
unrelated acts or misconduct and misbehaviors directed against persons or property and may impede the learning or
jeopardize the health, safety, or well-being of others. Necessary strategies and positive behavioral interventions and
supports will be provided and documented through the MTSS-RTI process at Tier 1. Certain Level 3 offenses may be
elevated to Tier 2 of the MTSS-RTI framework provided that Tier 1 supports have been completed and
documented with fidelity. In addition, certain Level 3 offenses may be elevated to Tier 2 or Tier 3 intervention
supports if safety concerns are present for the student or others (pages 13-14). If students have accumulated 2-4 out
of school suspensions or an accumulation of 5 or more out of school suspension days, a Tier 2 behavior support plan
should be created, implemented, and documented with fidelity. If the student accumulates 5 or more suspensions, a Tier
3 plan should be created, implemented, and documented with fidelity. Certain Level 3 violations may be elevated to Level
4 violations or higher based on the severity or context of the misconduct if it seriously disrupts the school environment,
or presents threats to health, safety, or property.
Examples of behaviors that affect an orderly environment:
▪ Any level 1 or 2 that takes excessive teacher time and takes away from student learning.
▪ Talking back to adult
▪ Throwing items in classroom at others
▪ Lying
▪ Cheating
▪ Forgery
LEVEL 3 ▪ Fighting (Simple Battery)
▪ Inappropriate language
▪ Pushing
▪ School disturbance
▪ Bullying, Harassment, Hazing
▪ Disrespect to peers/adults
▪ Leaving room without permission
▪ Banging on window
▪ Vandalizing school property
▪ Unauthorized electronic device usage including but not limited to cell phones and iPods
▪ Conduct outside of school hours or away from school
▪ Unsafe action
▪ Dress code violations that noticeably affect safety or respect for self and others
Strategies for Managing Behaviors: Behavior Contract; Detention; In-School Intervention; Mediation; Mentoring;
Discipline Warning Letter to Parents; Referral Process; Restorative Practice; Shadowing; Substance Abuse
Education; and Violence Education.
Disciplinary Options may include, but are not limited to: In-School Suspension for 1-3 days with Instructional
Module. Exceptional education student procedures must apply. For students with an Individual Education Plan
(IEP) or 504 Plan, see pages 83-89.
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Level 4 violations include infractions, which are serious acts of misconduct including, but not limited to, repeated
misbehavior that is similar in nature, behavior that results in serious disruptions of the school environment and behavior
that presents threats to health, safety, or property. Necessary interventions and positive behavioral interventions and
supports will be provided and documented through the MTSS-RTI process. Certain Level 4 offenses may be elevated
to Tier 2 or Tier 3 of the MTSS-RTI framework provided that Tier 1 supports have been completed and
documented with fidelity. In addition, certain Level 4 offenses may be elevated to Tier 2 or Tier 3 intervention
supports if safety concerns are present for the student or others (pages 13-14). If students have accumulated 2-4 out
of school suspensions or an accumulation of 5 or more out of school suspension days, a Tier 2 behavior support plan
should be created, implemented, and documented with fidelity. If the student accumulates 5 or more suspensions, a Tier
3 plan should be created, implemented, and documented with fidelity (pages 13-14). Certain Level 4 violations may be
elevated to Level 5 violations or higher based on the severity or context of the misconduct.
Examples of behaviors that affect an orderly environment:
▪ Any level 1, 2 or 3 behavior that takes excessive teacher time and takes away from student learning.
▪ Talking back to adult
▪ Throwing items in classroom at others
▪ Lying
LEVEL 4 ▪ Cheating
▪ Forgery
▪ Fighting (Simple Battery)
▪ Inappropriate language
▪ School disturbance
▪ Bullying, Harassment, Hazing
▪ Disrespect to peers/adults
▪ Leaving room without permission
▪ Banging on window
▪ Vandalizing school property
▪ Unauthorized electronic device usage including but not limited to cell phones and iPods
▪ Conduct outside of school hours or away from school
▪ Unsafe action
▪ Dress code violations that noticeably affect safety or respect for self and others
Disciplinary Options may include, but are not limited to: Targeted Behavioral Contract. Consequence: Out-of-
School Suspension for 1-5 days. Exceptional education student procedures must apply. For students with an
Individual Education Plan (IEP) or 504 Plan, see pages 83-89.
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Level 5 violations include infractions which are serious acts of misconduct including, but not limited to, repeated
misbehavior that is similar in nature, behavior resulting in serious disruptions of the school environment, behavior that
present threats to health, safety, or property. Student will be placed on a mandatory Probationary Contract which may
result in expulsion if the student is found in violation of the contract, may result in expulsion. Necessary interventions and
positive behavioral interventions and supports will be provided and documented through the MTSS-RTI process. Certain
Level 5 offenses may be elevated to Tier 2 or Tier 3 of the MTSS-RTI framework provided that Tier 1 supports
have been completed and documented with fidelity. In addition, certain Level 5 offenses may be elevated to Tier 2
or Tier 3 intervention supports if safety concerns are present for the student or others (pages 13-14). If students
have accumulated 2-4 out of school suspensions or an accumulation of 5 or more out of school suspension days, a Tier 2
behavior support plan should be created, implemented, and documented with fidelity. If the student accumulates 5 or more
suspensions, a Tier 3 plan should be created, implemented, and documented with fidelity. Certain Level 5 violations may
be elevated to Level 6 violations or higher based on the severity or context of the misconduct.
Examples of Harmful and Illegal Behaviors:
▪ Intentional/Unintentional Violence against school employees
▪ Stealing
▪ Fighting (Simple Battery)
LEVEL 5 ▪ Battery
▪ Drugs
▪ Weapons
▪ School disturbance
▪ Biting
▪ Bullying, Harassment, Hazing
▪ Throwing furniture or other objects
▪ Stealing
▪ Threatening to do injury to person or property
▪ Sexual harassment
▪ Sexual behaviors
▪ Alcohol
Disciplinary Options must include: School-based review of previous strategies and interventions implemented;
Participation in GRIP Program (Growing Responsibly, Increasing Possibilities).
Consequence: Suspension for 6-10 days with a Probationary Contract. Exceptional education student procedures
must apply. For students with an Individual Education Plan (IEP) or 504 Plan, see pages 83-89.
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 83-89.
309
Exhibit 12
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Level 7 violations include infractions which are of a serious and aggravated nature such that the student shall be removed
from class and will be subject to a required 10-day suspension served by the student and a District due process hearing
that may result in additional consequences, to include, but not limited to expulsion, additional suspension, in-school
suspension, social restriction, community service and assignment to an identified program or alternative school, but to
continue beyond the current semester. The student may be excluded from ALL units of the District for a specified period
of time through permanent expulsion if applicable. The Department of Public Safety, Social Worker, and other outside
law enforcement or other agencies may investigate Level 7 violations, an independent law enforcement investigation may
result in state criminal or juvenile proceedings being initiated by such outside agencies against the student accused of a
Level 7 violation. Level 7 infractions should be met with Tier 3 intervention supports through MTSS-RTI framework
upon the student’s return from suspension. At the re-entry conference, a Tier 3 behavior intervention plan should be
created. The plan should then be implemented and documented with fidelity (pages 13-14).
Examples of Harmful and Illegal Behaviors:
▪ Intentional/Unintentional Violence against school employees
▪ Stealing
▪ Fighting (Simple Battery)
LEVEL 7 ▪ Battery
▪ Aggravated Assault
▪ Aggravated Battery
▪ Bystander Battery
▪ Drugs
▪ Weapons
▪ School disturbance
▪ Biting
▪ Bullying, Harassment, Hazing
▪ Throwing furniture or other objects
▪ Threatening to do injury to person or property
▪ Sexual harassment
▪ Sexual behaviors
▪ Alcohol
Consequence: Expulsion. Exceptional education student procedures must apply. For students with an Individual
Education Plan (IEP) or 504 Plan, see pages 83-89.
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ELEMENTARY MATRIX Level of Consequences Report School Official to
Contact
Offense/Violation 1 2 3 4 5 6 7
1-Tobacco and Other Tobacco Products
2-Electronic Communication Devices
3a-Weapons Police Report SRO
3b-Weapons SRO
4a-Intentional Physical Violence Not Causing Harm Incident Report Student Relations/SRO
4b-Intentional Physical Violence Causing Harm Incident Report Student Relations/SRO
Contact Student Relations Prior to Submitting
Charge
5a-Intent/Attempt/Sell/Distribute Police Report SRO
5b-Possession/Use/Under the Influence-1st Offense Police Report SRO
GRIP
5b- Possession/Use/Under the Influence-2nd Offense Police Report SRO
& Subsequent Offenses
5c-Possession and/or Distribution of Drug Related Police Report SRO
Paraphernalia-1st Offense GRIP
5c-Possession and/or Distribution of Drug Related Police Report SRO
Paraphernalia-2nd Offense & Subsequent Offenses
6a-Actual, Attempted or Threatened Incident Report SRO
Destruction/Damage/Vandalism/Arson to School,
Public or Private Property
6b-Actual, Attempted or Threatened Incident Report SRO
Theft/Robbery/Burglary/Extortion/Possession of
Stolen Property
6c-Textbooks, Media Center Materials, Computer Incident Report SRO as appropriate
Equipment/Use
7a-Assault GRIP
7b-Simple Battery/Fighting/Hitting GRIP
7c-Battery Incident Report
GRIP
7d-Aggravated Assault Incident Report SRO
GRIP
7e-Aggravated Battery Incident Report SRO/Student Relations
GRIP
7f-Bystander Battery GRIP
7g-Bullying/Hazing/Harassment Bullying
Report/GRIP
8a-Rude or Disrespectful Behavior
8b-Refusal to Follow Instructions
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ELEMENTARY MATRIX Level of Consequences Report School Official to
Contact
Offense/Violation 1 2 3 4 5 6 7
9-Unexcused Absences/Truancy Follow Attendance Protocol on Attendance For guidance, contact the
pages 37-38. Students will contract, Social Social Worker
NOT be suspended for Worker referral,
attendance-related Referral to
infractions. Juvenile Court,
Solicitor-General’s
Office, DFACS
10-Skipping Class/Required Activities For guidance, contact the
Social Worker
11-Classroom Disturbance
12-General School Incident Report SRO as appropriate
Disturbance/Threats/Intimidation/Gang Related
Activities
13-Profanity/Obscenity
14-Failure to Accept Disciplinary Action
15-Chronic Tardiness Follow Attendance Protocol on Attendance For guidance, contact the
page 41. Students will NOT contract, Social Social Worker
be suspended for attendance- Worker referral,
related infractions. Referral to
Juvenile Court,
Solicitor-General’s
Office, DFACS
16-Bus Misbehavior
17-Conduct Outside School Hours/Away from School Student Relations
Contact Student Relations Prior to Submitting Charge
18-Gambling
19-Repeated Violations
19a-Repeated Violations/Chronic Misbehavior Resource Referral
19b-Violation of Local School/District-Wide Probation Contract
20-Parking/Traffic Violations
21-Loitering/Trespassing/Breaking and Entering
22-Providing False Information
23-General Sexual Misconduct/Sexual SRO/ For guidance,
Harassment/Sexual Batter contact the Social
Worker/Student
Relations
24-Student Identification Card Violation
25-Dress Code Violation See details for Dress
Code on pages 46 and
79.
26-Unsafe Action Student Relations
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MIDDLE/HIGH MATRIX Level of Consequences Report School Official
to Contact
Offense/Violation 1 2 3 4 5 6 7
1-Tobacco and Other Tobacco Products
2-Electronic Communication Devices
3a-Weapons Police Report SRO
3b-Weapons SRO
4a-Intentional Physical Violence Not Causing Harm Incident Report Student
Relations/SRO
4b-Intentional Physical Violence Causing Harm Incident Report Student
Contact Student Relations Prior to Submitting Violation Relations/SRO
5a-Intent/Attempt/Sell/Distribute Police Report SRO
5b-Possession/Use/Under the Influence-1st Offense Police Report SRO
GRIP
5b- Possession/Use/Under the Influence-2nd Offense
& Subsequent Offenses
5c-Possession and/or Distribution of Drug Related Police Report SRO
Paraphernalia-1st Offense
5c-Possession and/or Distribution of Drug Related Police Report SRO
Paraphernalia-2nd Offense & Subsequent Offenses GRIP
6a-Actual, Attempted or Threatened Incident Report SRO
Destruction/Damage/Vandalism/Arson to School,
Public or Private Property
6b-Actual, Attempted or Threatened Incident Report SRO
Theft/Robbery/Burglary/Extortion/Possession of
Stolen Property
6c-Textbooks, Media Center Materials, Computer Incident Report SRO as appropriate
Equipment/Use
7a-Assault GRIP
7b-Simple Battery/Fighting/Hitting GRIP
7c-Battery Incident Report/GRIP
7d-Aggravated Assault Incident Report/GRIP SRO
7e-Aggravated Battery Incident Report/GRIP SRO/Student
Relations
7f-Bystander Battery GRIP
7g-Bullying/Harassment/Hazing Bullying Report/GRIP
8a-Rude or Disrespectful Behavior
8b-Refusal to Follow Instructions
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Exhibit 12
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MIDDLE/HIGH MATRIX Level of Consequences Report School Official
to Contact
Offense/Violation 1 2 3 4 5 6 7
9-Unexcused Absences/Truancy Follow Attendance Protocol on Attendance contract, For guidance, contact
page 37-38. Students will Social Worker referral, the Social Worker
NOT be suspended for Referral to Juvenile
Court, Solicitor-General’s
attendance-related
Office, DFACS
infractions.
10-Skipping Class/Required Activities For guidance, contact
the Social Worker
11-Classroom Disturbance
12-General School Incident Report SRO as appropriate
Disturbance/Threats/Intimidation/Gang Related
Activities
13-Profanity/Obscenity
14-Failure to Accept Disciplinary Action
15-Chronic Tardiness Follow Attendance Protocol on Attendance contract, For guidance, contact
page 41. Students will NOT Social Worker referral, the Social Worker
be suspended for attendance- Referral to Juvenile
Court, Solicitor-General’s
related infractions.
Office, DFACS
16-Bus Misbehavior
17-Conduct Outside School Hours/Away from School Student Relations
Contact Student Relations Prior to Submitting Violation
18-Gambling
19a-Repeated Violations/Chronic Misbehavior Resource Referral
19b-Violation of Local School/District-Wide Probation Contract
20-Parking/Traffic Violations
21-Loitering/Trespassing/Breaking and Entering
22-Providing False Information
23-General Sexual Misconduct/Sexual SRO/ For guidance,
Harassment/Sexual Battery contact the Social
Worker/Student
Relations
24-Student Identification Card Violation
25-Dress Code Violation See details for Dress
Code on pages 47
and 80
26-Unsafe Action Student Relations
314
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OFFENSES AND CONSEQUENCES
Multi-Tiered Systems of Support (MTSS) must be conducted prior to expelling or suspending a student in preschool 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 property owned, leased, rented, or chartered by the
School District; in any vehicle owned/leased, rented, or chartered by the School District; 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. (U.S. Centers for Disease Control and Prevention).
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 may 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.);
315
Exhibit 12
DeKalb PATH Academy
(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. (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.
316
Exhibit 12
DeKalb PATH Academy
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, 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,
or any other instruments/items that may be 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.
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES: CATEGORY I WEAPONS
317
Exhibit 12
DeKalb PATH Academy
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.
Students will not use, possess, or handle water pistols, other instruments that project water or other liquids, toy guns or
any “look-alike”, projectile instruments, 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.
318
Exhibit 12
DeKalb PATH Academy
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 pursuant to O.C.G.A.
§ 20-2-150. (O.C.G.A. § 20-2-751.6). The law applies to all students in grades K-12. The Hearing Officer may assign the
student to an alternative education program for the period of the expulsion. If the student is in kindergarten through grade eight,
the Hearing Officer may allow the student to re-enroll at some point when the student reaches the high school grades.
Additionally, if the student is in kindergarten through grade six and there is no alternative educational program available, the
Hearing Officer may permit the student, at a recommended time, to re-enroll in school.
5. ALCOHOL, DRUGS, AND OTHER ILLEGAL/CONTROLLED SUBSTANCES*
*As used in this DCSD Code of Student Conduct, “drugs” shall mean all substances, including but not limited to, alcohol
and alcoholic beverages, marijuana, medical marijuana, prescription drugs, over-the-counter drugs, look-alike drugs,
inhalants, pills, tablets, capsules, synthetic substances and all other legal and illegal drugs or controlled substances under
state or federal law. Use of alcohol, marijuana and other drugs by minors is illegal and harmful.
NOTE: A student must never touch or handle drugs at any time. Students should never take or agree to hold weapons,
drugs, illegal or unknown items from other students. Tell an administrator if any of these items are found.
A. Sale or Distribution of Drugs
Students will not sell, attempt to sell, or intend to sell, distribute, attempt to distribute, or intend to distribute, drugs or
substances represented or believed by the seller, buyer, distributer or recipient to be drugs.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a District due process hearing held for Level 6-7.
B. Possession/Use/Under the Influence of Drugs
Students will not possess, use, attempt to use, or be under the influence of drugs or substances represented or believed by
the student to be drugs. Students will not cause, invite, or induce any person to possess, use, attempt to use, or be under
the influence of drugs or substances represented or believed by the student to be drugs. Students will not deliberately smell,
inhale, or ingest any legal substances or will not cause, invite, or induce any person to smell, inhale or ingest any legal
substances in a manner other than for its intended purpose, including but not limited to, fingernail polish, model airplane
glue, hand sanitizer, etc.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
319
Exhibit 12
DeKalb PATH Academy
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. A student who is reasonably believed to be in violation of O.C.G.A. § 16-13-30, shall be reported pursuant to
O.C.G.A. § 20-2-1184.
1st Offense: The student is suspended for 10 school days with a contract. If the parents/guardian and student accept the
offer to attend the drug-education program, Growing Responsibly, Increasing Possibilities (GRIP), 5 days of the 10-day
suspension shall be waived upon successful completion of the GRIP program and the contract will remain in effect. If
the GRIP program is not successfully completed, the full 10-day suspension with a contract shall be imposed. This option
is available for elementary, middle and high school students.
2nd Offense and subsequent offenses and/or if the student’s conduct is a felony or designated felony possession: The
student is suspended for ten (10) school days and is referred to a due process hearing, which may impose long-term
suspension or expulsion, or assignment to an alternative school.
Prescribed Medications
The parent of a student who has to use a prescribed medication at school must consult the school administrator and follow the
appropriate School District procedures, including required medication documentation. Required student protocol, rules and
documentation are provided in District Policy JGCD, Regulation JGCD-R(1) and Form JGCD-E(1). School approval must be
given prior to the student possessing or using any medication, including over-the-counter medication. Students may not possess
medical marijuana at school, including CBD or low-THC oil, on school property, school buses or at school-sponsored
functions.
NOTE: Under state law, students with asthma, life-threatening allergies or diabetes may carry and use their inhalers, auto-
injectable epinephrine, and necessary supplies and equipment to perform diabetes monitoring and treatment as needed, based
upon school receipt of a doctor’s prescription and parent’s written permission. A student may be subject to disciplinary action
if they use auto-injectable epinephrine or any other medications in a manner other than as prescribed.
C. Possession and/or Distribution of Drug-Related Paraphernalia
A student will not possess or distribute drug-related paraphernalia, including items associated with the use, sale or
distribution of drugs. As used in this DCSD Code of Student Conduct, “drug-related paraphernalia” includes, but is not
limited to pipes, water pipes, clips, rolling papers, scales, small baggies, grinders, and other items used or related to drug
use (i.e., vapor pens, vapor tanks, juuls, etc.)
* This offense relates only to drug-related paraphernalia. Offenses related to possession, use, distribution, and sale of
drugs, alcohol, or other substances are addressed in Offense 5A or 5B.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
1st Offense: The student is suspended for 10 school days with a contract with the option to attend the Growing
Responsibly, Increasing Possibilities (GRIP) program to reduce the suspension to five days, as discussed above.
This option is available for elementary, middle and high school students.
2nd and Subsequent Offenses: The student will be suspended for ten (10) school days.
6. PROPERTY
A. Actual, Attempted or Threatened Destruction/Damage/Vandalism/Arson to School, Public or Private
Property
Students will respect all property and will not attempt to, threaten to, or destroy, damage, vandalize, deface, or set fire to
school, public or private property located at the school.
320
Exhibit 12
DeKalb PATH Academy
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.
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. 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.
NOTE: Students must make restitution for any damage to school property caused by their behavior.
321
Exhibit 12
DeKalb PATH Academy
Any form of electronic bullying (cyberbullying/cyberstalking), threats and/or harassment using school equipment,
school networks, e-mail systems or committed at school is strictly prohibited.)
7. BULLYING/HAZING, ASSAULT, BATTERY AGAINST STUDENTS, SCHOOL PERSONNEL, SCHOOL
VISITORS
Students will respect all persons’ physical and mental health and well-being and will participate in creating a school climate
free of violence of all types.
A. Assault
Students will not verbally threaten and/or intimidate teachers, administrators, bus drivers, other school personnel, other
students, or persons attending school-sponsored functions, with or without the use of physical contact; will not attempt to
hurt any such persons without physical contact; and will not engage in verbal altercations and/or actions which cause such
persons to be in reasonable fear of immediate bodily harm.
NOTE: Threatening witnesses may result in expulsion.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
B. Simple Battery/Fighting/Hitting
Students will not engage in fighting, hitting, kicking, shoving, pushing, biting, spitting on or making physical contact with
teachers, administrators, bus drivers, other school personnel, and/or other students or persons.
NOTE: If the incident involves intentional physical contact with a school employee not causing physical harm/injury,
see Offense #4a.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
C. Battery
Students will not make physical contact causing substantial physical harm or visible bodily harm including but not limited
to substantially blackened eyes; substantially swollen lips or other facial or bodily parts; substantial bruises to body parts
or other substantial injury to teachers, administrators, bus drivers, other school personnel, other students, or persons in
school or attending school-related functions. Visible bodily harm is any bodily harm capable of being perceived by another
person.
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NOTE: If the incident involves intentional physical injury to a School District employee causing physical
harm/injury, see Offense #4b.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
D. Aggravated Assault
Students will not use or make threats with a deadly weapon or hazardous object, which is likely to or does cause serious
bodily harm to a teacher, administrator, bus driver, other school personnel, students, or other persons in school or attending
school-related functions.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a District due process hearing held for Level 6-7.
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a District due process hearing held for Level 6-7.
E. Aggravated Battery
Students will not maliciously cause bodily harm to a teacher, administrator, bus driver, other school personnel, students,
or other persons attending school-sponsored functions, by depriving such person of a member of his/her body, by rendering
a member of his/her body useless, or by seriously disfiguring his/her body or a member thereof.
ELEMENTARY MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served, and a District due process hearing held for Level 6-7.
NOTE: If the incident involves intentional physical injury to a School District employee causing physical harm/injury,
see Offense #4b.
F. Bystander Battery
A student who does not start a fight but becomes involved in it will be charged with 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. 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.
323
Exhibit 12
DeKalb PATH Academy
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 or otherwise substantially infringing
upon the rights of a student;
(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.
Except as provided in state law, bullying applies to acts which occur on school property, on school vehicles, at designated
school bus stops, or at school related functions or activities, including, but not limited to, extracurricular 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. This includes acts of cyberbullying that originate on school property or involve the
use of school equipment, district technology, technology related devices, servers, virtual platforms, or any other device
or service owned, operated, or leased by the School District. Cyberbullying also includes, but is not limited to, acts that
occur within a school sponsored online activity.
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 means bullying that involves the use of electronic communication, including, but not limited to,
communication devices and services, including, but not limited to, cellular telephones, cameras, computers, social media
platforms, text messages, chat platforms, and internet sites. Electronic communication means, 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
324
Exhibit 12
DeKalb PATH Academy
wire, radio, electromagnetic, photoelectronic, or photo-optical system. Such term shall include photographs and video and
audio recordings.
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.
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).
325
Exhibit 12
DeKalb PATH Academy
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.
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 72-75 and pages 93-94.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
8. RUDE/DISRESPECTFUL BEHAVIOR AND/OR REFUSAL TO CARRY OUT INSTRUCTIONS
A. Rude or Disrespectful Behavior
Students will be courteous and not use inappropriate language, behavior, or gestures, including vulgar/profane language,
toward teachers, administrators, bus drivers, other school personnel, other students, or persons attending school-related
functions.
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
B. Refusal to Follow Instructions of Faculty or Staff Member/Insubordination
Students will follow the instructions of teachers, school administrators, other staff members (e.g., will not refuse to leave
an area, refuse to stop aggressive behavior, refuse to stop disruptive behavior), or rules set forth in the DCSD Code of
Student Conduct (e.g., dress code, bus rules, classroom rules, local school rules, etc.)
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 1 - Conference
Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 - Suspension of 6 - 10 days with a contract
326
Exhibit 12
DeKalb PATH Academy
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
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.
Number of ACTION
Absences
1-2 The teacher will notify the parent/guardian via phone, text,
email of student absences and document the outcome in
Infinite Campus Teacher Contact Log. Upon the students
return to school, an excuse note (either handwritten or via
email) should be submitted to the school’s front
office/registrar for elementary students or the school’s front
office/attendance secretary for middle and high school
students.
3 A member of the School’s Attendance Team (SAT) or
Principal’s designee will send an attendance warning letter,
email, newsletter, or call the parent/guardian informing
them of their child’s absence or implement a school wide
attendance initiative and document in Infinite Campus
Teacher Contact Log.
Members of the SAT could include: the Attendance
Protocol Manager (APM), Attendance Specialist, Assistant
Principal, Teacher, Parent Liaison, Secretary, Registrar,
School Counselor and or School Social Worker.
4-5 A member of the SAT or Principal’s designee will
complete a student interview, parent conference (via phone,
in person, or online) and complete an attendance
intervention summary and document the outcome in
Infinite Campus Teacher Contact Log.
After five unexcused absences, the APM or Principal’s
designee will notify the parent/guardian of the
consequences of continued absences and that each
subsequent absence will constitute a separate offense. After
two reasonable attempts of notifying parent/guardian, the
APM or Principal’s designee shall send a notice to the
parent/guardian by certified mail, return receipt requested
or first-class mail.
6 The APM or Principal’s designee will send a six-day
unexcused attendance letter to the parent/guardian,
informing them of the consequences of continued absences,
and document in Infinite Campus Teacher Contact Log.
8 An Infinite Campus referral will be submitted to the School
Social Worker. When a referral is submitted, the Social
Worker may complete the following interventions and will
document the interventions in Infinite Campus: phone call,
email, letter, student/parent/guardian conference, DFACS,
Solicitor General, and or Juvenile Court referral.
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Exhibit 12
DeKalb PATH Academy
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.
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.
328
Exhibit 12
DeKalb PATH Academy
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, but are not limited to,
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.
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.
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Exhibit 12
DeKalb PATH Academy
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.
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.
330
Exhibit 12
DeKalb PATH Academy
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 1 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)
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
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Exhibit 12
DeKalb PATH Academy
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.
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 58-59.
18. GAMBLING
Students will not engage in acts of gambling including, but not limited to, betting money or other items on card games, dice
games, or the outcome of games or activities, and/or possession of gambling materials or paraphernalia.
ELEMENTARY CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
19. REPEATED VIOLATIONS/CHRONIC MISBEHAVIOR/VIOLATION OF PROBATION
A. Repeated Violations/Chronic Misbehavior
Students will address any misconduct by working to improve their behavior and will not engage in behavior that repeatedly
or chronically disrupts or disturbs the educational process, the orderly operation of school, school activities, school buses,
or other school operations that constitutes a violation of the DCSD Code of Student Conduct. A "chronic disciplinary
problem student" is defined by law as a student who exhibits a pattern of behavioral characteristics which interfere with
the learning process of students around them, and which are likely to recur. This may be demonstrated by repeated
violations of the DCSD Code of Student Conduct, but may also be shown by other behaviors of the student. Before a
student may be charged with such a violation, the student must be warned of possible consequences and have three
documented referrals including, but not limited to a school counselor, school social worker, and/or other appropriate
resource personnel. In addition, the parents/guardian must be contacted about the misbehavior, be given an opportunity to
observe their child in school and be given an opportunity to participate in developing a student discipline correction plan.
When a student is identified with a Chronic Disciplinary Problem:
1. The principal shall notify the student’s parent or guardian of the discipline problem by telephone AND by certified or
first-class mail or statutory overnight delivery; AND
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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.
ELEMENTARY SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Maximum: Level 5 – Suspension of 6-10 days with a contract
MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
B. Violation of Local School and/or District-Wide Probation
Students will follow school rules and will not disregard District and local school rules while they are on local school or
District-wide probation. Failure to follow all District and local school rules could result in possible long-term suspension
or expulsion.
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6 -10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
20. PARKING AND TRAFFIC VIOLATIONS
Students will adhere to all traffic and parking rules and will not violate parking and traffic guidelines if they drive a vehicle to
school. Students who choose to park a vehicle on school property must purchase a parking permit, display the decal sticker on
their vehicle, park in their assigned spot, and comply with all parking and traffic regulations issued by the school or School
District. Parking on school property without a permit or with an expired permit, engaging in reckless or careless operation of a
vehicle on or near school property or near a school bus, or failing to comply with all parking and traffic regulations issued by
the school or School District will constitute a violation of the DCSD Code of Student Conduct. Parking permits must be
renewed upon expiration.
HIGH SCHOOL CONSEQUENCES:
Minimum: Level 2 - Strategies (see pages 51-52)
Level 3 - In-School Suspension of 1-3 days
Level 4 - Suspension 1-5 days
Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7.
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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. Students who are on out of school suspension are not authorized to enter any school or
district building without authorization. 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.
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.
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Reports or complaints of sexual harassment under Title IX should be promptly reported to the principal or Title IX coordinator
per District Policy JCAC. Additional information regarding the District’s Title IX contacts and reporting, formal complaint and
investigation procedures can be found at your local school: 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.
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
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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 –
Refusal to Follow Instructions of Faculty or Staff
Third Offense Member/Insubordination and Rule #19 Repeated Violations
and subject to the listed consequences. The student will be
required to comply with a behavior contract specific to the
DCSD Student Dress Code.
26. UNSAFE ACTION
Students will show respect for the health and wellbeing of themselves and of others and will not commit any action that has the
potential to cause danger or physical harm to themselves or to others, to include exiting or opening the door of a moving school
bus, exiting a school bus by way of the emergency exit (when an emergency does not exist), attempting to elude school officials
by running through a parking lot or any traffic area, climbing on the roof of buildings, being in construction areas, boiler rooms,
attics or elevator shafts, any knockout style punches to an unsuspecting victim, or TikTok Challenges, failure to wear Personal
Protective Equipment (PPE) when required, or any action that has the potential for physical harm to self or others. This rule will
only apply when the unsafe behavior does not meet the standards of any other violation.
ELEMENTARY/MIDDLE/HIGH SCHOOL CONSEQUENCES:
Minimum: Level 5 – Suspension of 6-10 days with a contract
Level 6 – Long-Term Suspension
Maximum: Level 7 – Expulsion
A required 10-day suspension must be served and a due process hearing held for Level 6-7
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DeKalb County School District Transportation Student Bus Expectations
BUS BE SAFE BE RESPONSIBLE BE RESPECTFUL
Waiting for the Bus Stand 12 ft. away from Arrive 10 minutes early Keep hands, feet and
the road on the sidewalk objects to self and out of
Line up appropriately aisle
Be watchful of traffic
Wait in a quiet and orderly Stay off private property
Wait for Driver directions manner
Entering the Bus Allow bus to stop Be seated quickly and slide Greet the bus driver
completely over
Be respectful of others and
Board bus in an orderly Remain seated their property
manner
Use inside voice
Hold the handrail
Riding the Bus Stay seated at all times Keep food and drink in your Keep hands, feet and
bag objects to self and out of
Keep aisles and aisle
emergency exits clear Keep bus clean
Ask permission to open
Keep self and objects Follow Driver directions windows
inside the bus Use appropriate language
Practice orderly conduct and topics
Silence at railroad
crossings Use inside voice
Exiting the Bus Remain seated until bus Leave at your assigned bus Keep arm’s length between
stops stop you and person in front of
you
Leave bus in an orderly Take belongings with you
manner
Leave the bus stop in an
Cross in front of bus Hold orderly manner
the handrail
Evacuation of the Bus Stay quiet Follow Driver directions Exit quickly and safely
Help others when appropriate
Listen for directions from
Driver
Leave belongings on bus
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BUS AND BUS STOP RULES
Students are expected to observe the following rules for safety and courtesy on the bus and at the bus stop.
AT THE BUS STOP
• Arrive at the assigned stop ten (10) minutes before bus pickup
• Stand on the sidewalk or the edge of the street by the curb
• Stay off private property
• Do not stand on the part of the road reserved for vehicles
• Be respectful and watchful of traffic
• Wait in a quiet and orderly manner
WHEN THE BUS ARRIVES
• Allow the bus to come to a complete stop
• Board the bus in a quiet and orderly manner
ON THE BUS
• Remain seated at all times until time to get off bus
• Remain silent at railroad crossings
• Cooperate with the driver and practice orderly conduct
• Do not bully, harass or haze other students
• No profanity or obscene behavior
• No smoking
• No eating or drinking
• No vandalism
• No body parts outside bus
• No radio, tapes, or electronic audio/video devices without headphones
• No cell phone use at any time
• No live animals
• No unsafe objects or weapons
• No throwing of items from the bus or on the bus
LEAVING THE BUS
• Remain seated until the bus comes to a complete stop
• Leave the bus in an orderly manner
• Leave at your assigned bus stop
• Cross in front of the bus
• Leave the bus stop in an orderly manner
Violations that occur involving the school bus and/or incidents that occur while students are on the way to or returning from school,
whether at the bus stop or in the surrounding neighborhood may result in direct intervention by the school. (See Bus Matrix Page 50)
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BUS REFERRAL MATRIX FOR ALL STUDENTS
Fourth and
INAPPROPRIATE BEHAVIOR OR First Second Third
Succeeding
VIOLATION OF BUS RULES Offense Offense Offense
Offense
Delaying the bus schedule Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)
Not sitting in the seat Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)
Playing radio, tape, CD, IPOD, MP3 without
Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)
earphones
Disrupting the bus (Excessive Noise) Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)
Using inappropriate language (Cursing, name
Level 1 (All) Level 2 (All) Level 3 (All) Level 4 (All)
calling directed toward student or adult)
Alternative Alternative
Bullying/Harassment/Discrimination/ Hazing Level 2 (All) Level 3 (All) School* School*
(MS/HS) (MS/HS)
Hitting other students Level 2 (All) Level 3 (All) Level 4 (All) Level 5 (All)
Throwing objects in the bus Level 2 (All) Level 3 (All) Level 4 (All) Level 4 (All)
Throwing objects out of the bus window (Without
Level 2 (All) Level 3 (All) Level 4 (All) Level 4 (All)
damage to property)
Vandalism Level 4 (All)
Level 5 (ES) Level 5 (ES)
(Includes vandalism resulting from an object being Damage under Level 5 (All)
Level 6 (MH) Level 6 (MH)
thrown from the bus) Damage under $100 $100
Level 4 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
Fighting (NO HITTING ZONE) Level 5 (MH) Level 6 (MH) Level 6 (MH) Level 6 (MH)
Level 5 (ES) Level 5 (ES) Level 5 (ES)
Violating the alcohol/drug policy (Possession/Use) Level 5 (All)
Level 6 (MH) Level 6 (MH) Level 6 (MH)
Level 5 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
Violating the alcohol/drug policy (Distribution) Level 6 (MH) Level 6 (MH) Level 6 (MH) Level 6 (MH)
Vandalism Level 5 (ES)
Level 6 (MH) Level 5 (ES) Level 5 (ES) Level 5 (ES)
(Includes vandalism resulting from an object being Damage over Level 6 (MH) Level 6 (MH) Level 6 (MH)
thrown from the bus) Damage over $100 $100
Exiting or opening the emergency exit while in Level 5 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
route Level 6 (MH) Level 6 (MH) Level 6 (MH) Level 6 (MH)
Level 5 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
Assault Level 6 (MH) Level 6 (MH) Level 6 (MH) Level 6 (MH)
Multiple Assault (Physical assault by 2 or more Level 5 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
students acting together) Level 6 (MH) Level 6 (MH) Level 6 (MH) Level 6 (MH)
Level 5 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
Inciting to Riot/Chaos Level 6 (MH) Level 6 (MH) Level 6 (MH) Level 6 (MH)
Level 5 (ES) Level 5 (ES) Level 5 (ES) Level 5 (ES)
Possession of a Weapon, other than a Firearm Level 6 (MH) Level 7 (MH) Level 7 (MH) Level 7 (MH)
Possession of a Firearm Expulsion (All) Expulsion (All) Expulsion (All) Expulsion (All)
*O.C.G.A. § 20-2-751.4
Consequences for Levels 1, 2, 3, & 4 are bus specific and do not include a school suspension.
Consequences for Levels 5, 6 & 7 require a bus suspension and a school suspension.
(ES)-Elementary School Students Only, (MH) Middle and High School Students, (All)-Elementary, Middle and
High School Students
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EXPLANATION OF BEHAVIORAL STRATEGIES, DISCIPLINARY OPTIONS, AND
CONSEQUENCES
SCHOOL- INITIATED CONSEQUENCES
Each school is responsible for following the DCSD Code of Student Conduct and applying the appropriate consequence levels and
corrective strategies.
Level 1 Conference: Administrator and/or teacher communicate(s) with the student’s parent or counselor by phone, email,
written notes, or person to person about the discipline concern.
Staff members may conduct a conference among any combination of the following:
Teacher/Student
Teacher/Parent
Teacher/Counselor
Teacher/Student/Administrator
Teacher/Student/Counselor/Parent
Administrator/Student
Administrator/Parent
Telephone Conference with Administrator/Parent
Telephone Conference with Teacher/Parent
Other parties as deemed necessary
Level 2 Strategies: ALL strategies should be age appropriate and behavior specific.
Build relationships that support academic achievement
Discussion about expectations; Review classroom procedures and expectations
Eye contact
Proximity; High levels of supervision
Verbal warning; Pre-teaching of expectations
Mentoring
Consultation with grade level teams/school counselor/school psychologist/case manager for students with disabilities for classroom/individual behavior
management ideas
Restorative practices
Teach Pro-Social behaviors; and Use of safe place for students to retreat to help self-regulate
For dress code: Parents/guardians may be asked to bring clothing or school may provide alternative clothing for students to wear.
Level 3 Strategies: ALL strategies should be age appropriate and behavior specific.
*Programs may be available based upon DeKalb County School District budgetary mandates.
Targeted Behavioral Contract A written contract or plan for the student with stated goals, objectives and outcomes for the student to
develop necessary skill to address the stated behavior concern
Detention Detaining a student for disciplinary reasons before or after school hours (including Saturdays)
In-School Intervention May include, but is not limited to, Saturday School, work assignment, behavior essays or
transportation restriction
Probationary Contract Written statement which lists steps to be taken to improve behavior and describes the support to be
provided by school staff and/or parent/guardian as well as the date the contract will be reviewed and
must be signed by the student and parent/guardian
Lockout Designated area on campus where students who are disruptive in class or tardy to class are assigned for
the remainder of the period in which the infraction occurred
Mediation Referral to conflict mediation
Mentoring An agreed upon adult or student who provides consistent support, guidance, and help to a student who
is needs a positive role model.
Discipline Warning Letter to Write-up for the discipline offense with a defined period of good behavior to prevent suspension
Parents
Progress Report A progress report or assignment sheet which gives the student and parent the opportunity to track the
student’s academic and behavioral progress in each of his/her class for a specified period of time
Referral Referral to School Counselor, Student Support Team, Student Support Services, School Social Worker,
IEP Review, Attendance Staff, or other appropriate personnel
Restricted Activity Denial of participation in school activities and extra-curricular events or the use of common areas or
other parts of the school
Restorative Practice A structured process guided by a trained facilitator in which the participants in an incident examine the
intended and unintended impact of their actions and decide on interpersonal remedies to repair harm
and restore relationship
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Shadowing Parent/guardian attends class with their child at school for an agreed upon time during the school day.
Staffing Meeting of school personnel and perhaps other individuals to consider the behavior of the student and
make recommendations
Substance Abuse Education & Required participation in *GRIP Program (Growing Responsibly, Increasing Possibilities)
Conflict Resolution
Time-Out Temporary denial of a student’s right to attend class
ADDITIONAL STRATEGIES - SCHOOL DETERMINES USE
Anecdotal Record (Teacher Record) Behavior Checklist
Referral to Communities in Schools
Counseling
Limit Movement (Provide Supervision)
Referral to School Psychologist
Moving the Student's Seat in Class/on the Bus
Review for Possible Exceptional Ed. Placement
Parent Visit the School and Shadow the Student
Review for Possible 504 Plan
Parent Accompany Student to the Bus Stop
Tutoring
Referral to School Nurse
Written Disciplinary Assignments
Schedule Change
*Modification of the School Day
Revisit IEP/Section 504 Plan for Additional Modifications
Involvement of Outside Agency (Initiated by parent)
Evaluation
*Used only after demonstrated exhaustion of intervention supports through Tier 3 were provided and documented with fidelity, or an IEP or
504 plan was created and indicates that this is an agreed upon accommodation.
SCHOOL- INITIATED CONSEQUENCES
NOTE: Suspensions may consist of in-school, out-of-school or bus suspensions as deemed appropriate by school administrators.
Level 3 In-School Suspension (1-3 days): School initiated suspension
Level 4 Suspension of 1-5 days; School initiated suspension
Level 5 Suspension of 6-10 days (with contract); School initiated suspension with Targeted Behavioral Contract
Level 6 Long-Term Suspension/District Due Process Hearing Required
Level 7 Expulsion/District Due Process Hearing Required
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DEFINITIONS OF TYPES OF DISCIPLINE
IN-SCHOOL SUSPENSION
“In-school suspension” means the removal of a student from regular classes and assignment to an in-school suspension setting in the
local school. The student’s teachers send class assignments to in-school suspension. The student may not attend or participate in
extracurricular activities while assigned to in-school suspension.
A teacher may request that a student who has been assigned to in-school suspension be allowed to attend their class (such as lab classes).
The granting of this request is limited to cases where it is extremely important that a class not be missed or where a class cannot be made
up at a later date. The principal has the final decision.
For minor offenses, in lieu of in-school suspension, and upon student or parent request, students may be given the option of school
service (i.e., picking up trash on the school grounds, cleaning lunchroom tables, etc.), provided the school service is age-appropriate,
supervised, and does not include restroom duties.
OUT-OF-SCHOOL SUSPENSION
“Short-term suspension” means the suspension of a student from school (or school bus) for 1-10 school days, as imposed by the school
administrator.
In compliance with O.C.G.A. § 20-2-754, students will be provided with access to appropriate grade level instructional materials during
suspension pending a District Due Process Hearing. 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 to 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 or school-sponsored
activities while attending an alternative school pursuant to a disciplinary decision.
Students cannot withdraw/leave the DeKalb County School District to circumvent an assignment to an alternative school. Students who
are assigned to an alternative school must attend and successfully complete that program before returning to the designated local school.
Students who leave the School District and return at a later date will automatically be assigned to an alternative school to complete the
original assignment unless the student was enrolled in a comparable alternative setting as approved by the Superintendent or Designee.
Also, the student may be allowed to return to their previous school on an early re-admission upon the decision of the hearing officer.
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PROBATION
“Probation” means that a student is placed on a trial period during which the student is expected to maintain good behavior. A student
found by a preponderance of evidence to be in violation of certain offenses may be placed on probation by a school administrator,
Hearing Officer, the Disciplinary Action Review Committee, or the Board of Education. Violation of a local school or School District
rule while on probation may result in further disciplinary action, including a possible referral to a District due process hearing. A student
placed on district-wide probation may be subject to further disciplinary action up to expulsion.
RESTRICTIONS ON SCHOOL ACTIVITIES
Students who are suspended or expelled will not be allowed to participate in any school-sponsored activities, including the prom or
graduation exercises if these occur during the period of suspension or expulsion. A parent or guardian may, for good cause, petition the
school principal for permission for the student to participate in school-sponsored activities. If denied permission by the principal, the
parent or guardian may appeal to the appropriate Regional Superintendent for the final decision.
ACCESSORY
Based on a preponderance of evidence, a student may be found to be an accessory to a violation of the DCSD Code of Student Conduct
if the student assists, plans, participates, advises, incites, counsels, and/or encourages other individuals to violate the DSCD Code of
Student Conduct. A student accessory is subject to the same penalties as the students who are actively involved in committing such
offenses.
SELF-DEFENSE
A student’s use or threatened use of force may be justified when and to the extent that they reasonably believe that such threat or
force is necessary to defend themselves or a third person against such other's imminent use of unlawful force. O.C.G.A. §16-3-21.
Such actual/threatened use of force may be unreasonable in instances where School District personnel were in the immediate area to
intervene. However, the student must not use more force than appears reasonably necessary in the circumstances. Self-defense is not
available as a defense where the use of force continued after staff intervention. When a student is claiming self-defense, it is the
student’s responsibility to prove that they acted in self-defense. If self-defense is accepted as a valid justification under the
circumstances, the student is found not in violation by a preponderance of evidence and no discipline is imposed for that offense.
RESTROOMS AND LOCKER ROOMS
All offenses listed in this DCSD Code of Student Conduct apply to student behavior in school restrooms and locker rooms. Students are
expected to help keep restrooms clean and safe. Also, students are expected to report disruptive, unsafe, and/or unclean conditions in
restrooms to an administrator.
No cell phones, camcorders, video recorders, or cameras are allowed in locker rooms. It should be noted that no one is allowed to
take pictures or video of other persons in any area of the school without the express permission of the principal.
STUDENT DISCIPLINE PROCEDURES
Students are entitled to certain due process measures before being suspended/expelled from public school. The extent of the procedural
protections depends on how long the suspension/expulsion from school will last. For example, for suspensions of ten school days or
less, the United States Supreme Court has held that only minimal due process is required.
The DeKalb County School District has adopted a set of procedural safeguards that afford students greater due process than
the law requires. The procedures are described in the following sections.
SCHOOL ADMINISTRATIVE DUE PROCESS FOR SUSPENSION
School administrative due process for suspension is held before a student is given in-school suspension, out-of-school suspension, or
bus suspension up to ten (10) days or other appropriate consequences. If the violation warrants further suspension beyond the ten (10)
days, it must be referred by the school principal with a recommendation for long-term suspension or expulsion.
At the school administrative due process for suspension meeting, the student is informed verbally of the offense with which the student
is charged, who made the charge(s), who witnessed the offense, and what disciplinary action is proposed to be taken. The student is
provided with an opportunity to tell their side of the story. The student’s parent/guardian will be contacted if disciplinary action is taken.
Witnesses (when applicable) are asked to submit verbal and/or written accounts of the incident as soon as possible after the incident.
DISCIPLINE TEAM MEETING (DTM)
When a Principal recommends a long-term out of school suspension/expulsion, and the disciplinary hearing may potentially be waived,
a Discipline Team Meeting (DTM) may be held. A DTM consists of the principal/designee, the student behavioral specialist and/or
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another representative from the system office of student discipline, and the parent/guardian, and student where practicable. The DTM
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 delays. Parents/guardians and attorneys must request
hearing evidence through the local school and the Department of Student Relations respectively.
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.
2. The school administrative staff should investigate the situation and determine appropriate next steps per the Student Code of
Conduct.
A. If additional guidance is needed the local school principal or designee should contact the Special Education
Coordinator/504 Coordinator.
3. The Special Education teacher(s), the IEP case manager or the Section 504 chairperson is notified of the occurrence.
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4. If it is determined that the behavior is not a manifestation of 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.
DISCIPLINE PROTECTIONS FOR STUDENTS NOT DETERMINED ELIGIBLE FOR SPECIAL EDUCATION
AND RELATED SERVICES (i.e., SECTION 504)
A student who has not been determined to be eligible for special education and related services (Section 504) and who has engaged in
behavior that violated the code of student conduct, may assert any of the protections provided for students with disabilities, if the DeKalb
County School District had prior knowledge that the student was a student with a disability before the behavior that precipitated
the disciplinary action occurred.
The DeKalb County School District must be deemed to have knowledge that a student is a student with a disability, if before the behavior
that precipitated the disciplinary action occurred, if:
• The parent of the student expressed concerns in writing to supervisory or administrative personnel of the appropriate
educational agency, or a teacher of the student, that the student is in need of special education and related services.
• The parent of the student requested an evaluation to determine if their child qualifies as a student with a disability.
• The teacher of the student, or other personnel of the school district, expressed specific concerns about a pattern of behavior
demonstrated by the student directly to the director of special education of the school district or to other supervisory personnel
of the school district.
A thorough review of the student’s educational records is required to determine if any of the above noted areas have occurred. If one of
these areas have been identified, then a manifestation determination review meeting is required within 10 days of the behavior incident.
If the student has been referred for a District Due Process Hearing (DDPH), then the documented result of the manifestation
determination review meeting must be received by the Department of Student Relations within 10 days of the behavior incident.
EXCEPTIONS
The DeKalb County School District would not be deemed to have knowledge that the student was a student with a disability, if:
• The parent of the child has not allowed the school district to conduct an initial evaluation to determine if a child qualifies as a
child with a disability.
• The parent has refused special education and/or Section 504 support services
• The student has been evaluated by the school district and determined to not be a student with a disability.
Please contact the district’s Section 504 Coordinator(s) regarding the facilitation of the manifestation determination review meeting(s)
under this section.
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
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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
Additionally, an offense involving accusations of manufacturing, selling or trafficking large quantities of controlled substances is to be
included.
All principals will continue to follow the DCSD Code of Student Conduct when a student’s disciplinary infraction occurs within the
school’s jurisdiction. The normal disciplinary procedures will be followed in these instances.
This protocol does not apply to students with disabilities. Students with disabilities will be referred directly to the Department
of Exceptional Education or the Section 504 Coordinator for students with 504 plans.
SEARCHES
To maintain order and discipline in the schools and to protect the safety and welfare of students and school personnel, school authorities
may search a student, student lockers, student desks and tables, or student automobiles under the circumstances outlined below and may
seize any illegal, unauthorized, or contraband materials discovered in the search.
As used in this DCSD Code of Student Conduct, the term "unauthorized" means any item dangerous to the health or safety of students
or school personnel, or disruptive of any lawful function, mission or process of the school, or any item described as unauthorized in
school rules available beforehand to the student.
A student's failure to permit a search or seizure as provided in this DCSD Code of Student Conduct will be considered grounds for
disciplinary action.
All searches by school employees shall be reasonably related to the objectives of the search and not excessively intrusive in light of the
student's age and gender and the nature of the infraction.
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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.
Notice of the foregoing right to search shall be given to students who park on school property; however, failure to give such notice will
not preclude school officials from conducting searches of vehicle interiors when otherwise authorized.
SEARCH RESULTS
If a search reveals a violation of federal, state, or local law, law enforcement authorities may be notified so that they may take appropriate
action.
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KEEPING WEAPONS OUT OF SCHOOL
The DeKalb County School District is proactively working to help keep your child safe while in school. In this effort, the District
recently selected and installed Evolv Technology as the new weapons screening system. This system allows your child to enter school
at the pace of life without waiting in long lines or experiencing the intrusiveness of metal detectors. All visitors entering the school
building will be subject to this screening process. This system evaluates items passing through, not the students, to determine if there
is a threat.
KEEPING SCHOOLS SAFE
Every student wants and deserves a safe and secure school. For that reason, school districts and schools have rules against weapons and
violence at school, on any school bus, and at any school-sponsored function.
Students may be expelled for bringing weapons to school. Also, bringing certain weapons to school is a “designated felony” under
Georgia law. This means that student offenders under the age of 17 may be arrested and placed in a youth detention center for carrying
or possessing a weapon at school, on a school bus, or at any school-sponsored function. For students aged 17 or over, these offenses
amount to a felony and may result in a felony conviction and imprisonment.
Schools across the nation are required by federal law to have a student discipline policy that mandates a minimum one calendar year
expulsion for bringing a firearm to school or for being in possession of a firearm on school property (including school buses).
Consequently, DeKalb has a policy that requires a minimum one calendar year expulsion from all DeKalb schools for possession of a
firearm.
WHAT OTHER WEAPONS MAY RESULT IN EXPULSION?
Having any type of knife, razor blade (including box cutters), chain, pipe, martial arts device, mace, BB gun or pellet gun, and other
items such as ammunition at school, on the school bus or other school property, or at school functions is a violation of the DCSD Code
of Student Conduct and may result in expulsion. (For a full and complete list of weapons, see pages 27=29.)
INFORMATION FOR STUDENTS: SO, WHAT CAN YOU DO?
Take pride in your school and show respect for yourself and your friends by participating in keeping your school and friends safe.
• Do not, for any reason, bring a weapon to school, or accept a weapon from another student, or allow another student
to place a weapon in your locker, desk, vehicle, or personal belongings.
• Tell your friends not to bring weapons to school for any reason, not to show off, not for protection, not for any
reason.
• If you hear about or see a weapon at school or on a school bus, inform a teacher or administrator immediately (you
may ask that your name not be used).
WHY GET INVOLVED IN MAKING SCHOOLS SAFER?
Students should get involved because the problems that weapons at school can cause are serious and will not completely go away without
student involvement. Students across the nation have said “enough is enough.” These students are taking a more active interest in keeping
their schools safe and free of weapons. These students let it be known that weapons will be reported, regardless of who brings them to
school.
A SPECIAL MESSAGE TO STUDENTS 17 YEARS OLD OR OLDER
If you are 17 years old or older and you are caught with a weapon at school or on the bus or in your vehicle at school, you may be
charged with a felony. A felony conviction gives you a record, one that may keep you from being accepted in colleges, technical
schools, and the armed services. It may also keep you from getting a job or voting.
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DCSD Code of Student Conduct
The DCSD Code of Student Conduct makes it very clear to all students that weapons cannot be brought to school. The DCSD Code of
Student Conduct also includes important information and advice to students about weapons and other dangerous items.
IT’S IMPORTANT TO REMEMBER
When the weapons laws of Georgia are violated, the student may be:
ARRESTED
PLACED IN A POLICE CAR
TAKEN TO JAIL OR A DETENTION CENTER
SENTENCED TO JAIL
PENALIZED WITH SUBSTANTIAL COURT FINES
PLACED ON PROBATION
EXPELLED FROM SCHOOL
PREVENTION AND INTERVENTION
What are school districts doing to keep weapons out of schools? Several strategies are being used, such as:
• Distributing the DCSD Code of Student Conduct to all students to let them know that weapons are against the law and against
school rules;
• Informing students that lockers, desks, tables, vehicles, and personal belongings are subject to being searched by school
officials;
• Informing parents that most weapons come to school from home;
• Randomly conducting firearm and drug searches using gunpowder and drug-sniffing dogs;
• Restricting or limiting the use of book bags at school;
• Expelling students who have brought weapons to school or on a school bus;
• Installing more surveillance cameras and increasing the use of metal detectors.
Responsibility is knowing what is expected of you.
Responsibility is having high expectations of yourself and others.
Responsibility is making responsible choices.
Responsibility is making the right decision when the wrong decision is easier.
Responsibility is the measure of maturity.
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STUDENT RIGHTS AND RESPONSIBILITIES
RESPONSIBILITIES
1. Parent(s)/Guardian Responsibilities
Through dissemination of the DCSD Code of Student Conduct each school will inform the parent of the following expectations:
1. To assume legal responsibility for the behavior of the child as determined by law and community practice and to
ensure that the child is familiar with the discipline policy and regulations.
2. To teach the child self-discipline, respect for authority and for the rights of others.
3. To make sure that the child attends school regularly and that the school receives notification of the reason for absences
when the child cannot attend school.
4. To work to the best of their ability to provide the necessary materials and a positive home learning environment for
the child to succeed in school.
5. To maintain communication with the school and provide the school with a current telephone number through which
they may be reached during the school day.
6. To respond quickly to school to get the child when called upon.
7. To be available for conferences when requested.
8. To cooperate with the school staff to develop strategies to benefit the child.
2. Student Responsibilities
1. To be aware of and to abide by District-wide policies, regulations and school guidelines regarding acceptable behavior.
2. To be responsible for one’s own behavior.
3. To conduct oneself in a manner which is conducive to learning and does not interfere with the teacher’s right to teach
or the student’s right to learn.
4. To respect the personal, civil and property rights of all members of the school community.
5. To refrain from the use of physical force, verbal abuse or harassment, blackmail, stealing, vandalism, and other illegal
activities.
6. To seek clarification from school personnel concerning the appropriateness of any action or behavior.
7. To attend school and classes regularly, on-time and be prepared with the necessary learning materials.
8. To know and follow the policies and regulations for every event considered part of the school program regardless of
the time or place.
9. To comply immediately with any staff member’s reasonable request to carry out school rules.
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RELEASE OF STUDENT INFORMATION
Notification of Rights under the Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age (“eligible students”) certain
rights with respect to the student’s education records. These rights are:
(1) The right to inspect and review the student’s education records within 45 days of the day the DeKalb County School District
receives a request for access.
Parents or eligible students should submit to the school principal a written request that identifies the record(s) they wish to
inspect. The principal will make arrangements for access and notify the parent or eligible student of the time and place where
the records may be inspected.
(2) The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate,
misleading, or otherwise in violation of the student’s privacy rights under FERPA.
Parents or eligible students who wish to ask the District to amend a record should write the school principal, clearly identify
the part of the record they want changed, and specify why it should be changed. If the District decides not to amend the record
as requested by the parent or eligible student, the District will notify the parent or eligible student of the decision and advise
them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures
will be provided to the parent or eligible student when notified of the right to a hearing.
(3) The right to privacy of personally identifiable information in the student’s education records, except to the extent that FERPA
authorizes disclosure without consent.
One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests.
A school official is a person employed by the District as an administrator, supervisor, instructor, or support staff member
(including health or medical staff and law enforcement unit personnel); a person serving on the DeKalb County Board of
Education; a person or company with whom the District has outsourced services or functions it would otherwise use its own
employees to perform (such as an attorney, auditor, medical consultant, educational consultant, volunteer, or therapist); a parent
or student serving on an official committee, such as a disciplinary or grievance committee; or a parent, student, or other
volunteer assisting another school official in performing his or her tasks.
A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his
or her professional responsibility.
Upon request, the District discloses education records without consent to officials of another school district in which a student
seeks or intends to enroll or is already enrolled if the disclosure is for purposes of the student’s enrollment or transfer, or as
otherwise required by law.
(4) The right to file a complaint with the U.S. Department of Education concerning alleged failures by the District to comply with
the requirements of FERPA. The name and address of the Office that administers FERPA are:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-8520
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RELEASE OF DIRECTORY INFORMATION
FERPA requires that the District, with certain exceptions, obtain the written consent of a parent, guardian, or eligible student (i.e., a
student over 18 years of age) prior to the disclosure of personally identifiable information from a child’s education records. However,
the District may disclose appropriately designated “directory information” without written consent, unless the parent, guardian, or
eligible student has advised the District to the contrary in accordance with District procedures. The primary purpose of directory
information is to allow the District to include this type of information from a child’s education records in certain school publications.
Examples include:
• A playbill, showing a student’s role in a drama production;
• The annual yearbook;
• Honor roll or other recognition lists;
• Information posted on the school’s or the District’s website;
• Graduation programs; and
• Sports activity sheets, such as for wrestling, showing weight and height of team members.
Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be
disclosed to outside organizations without the prior written consent of a parent, guardian, or eligible student. Outside organizations
include, but are not limited to, companies that manufacture class rings or publish yearbooks. In addition, federal law requires the District
to provide military recruiters, upon request, with the following information—names, addresses and telephone listings—unless the parent,
guardian, or eligible student has advised the District that they do not want their student’s information disclosed without their prior
written consent.
A parent, guardian, or eligible student who does not want directory information to be disclosed from the student’s education records
without prior written consent must notify the District in writing annually within a reasonable time period after receiving this notice. The
District has designated the following information as directory information: student’s name, address, and telephone listing, date of birth,
electronic mail (e-mail) address, dates of attendance, grade level, major field of study, photograph, audio recordings, video recordings,
participation in officially recognized activities and sports, weight and height of members of athletic teams, degrees, honors, and awards
received, and the most recent educational institution previously attended. Such notification should be sent to the student’s principal
within ten (10) days of receipt of this handbook.
COMPLAINTS UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT
The Protection of Pupil Rights Amendment (PPRA) affords parents of elementary and secondary students certain rights regarding the
conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. Parents and eligible students
who need assistance or who wish to file a complaint under PPRA should do so in writing to the following address: Family Policy
Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington D.C., 20202-5920. Informal inquiries
may be sent to the Family Policy Compliance Office via the following email address: PPRA@ED.Gov. The Family Policy Compliance
Office website address is: www.ed.gov/fpco.
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TITLE IX FEDERAL REGULATION COMPLIANCE
SEXUAL HARASSMENT AND SEX-BASED DISCRIMINATION
Pursuant to federal and state laws, students are entitled to a Complaint Procedure to address allegations of discrimination and harassment.
Accordingly, the District has established procedures for resolving 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 harassment and bullying, that do not fall within Title IX, should be reported in compliance with the procedures listed on pgs. 72-75
in the section entitled, SUPPLEMENTAL SAFETY AND DISCIPLINE INFORMATION - BULLYING, HARASSMENT, AND
HAZING.
Students should immediately notify a school employee, administrator, or counselor at the school, center or school event, of an sexual
harassment and/or sex-based discrimination. A student may also contact the District’s Title IX Coordinator by mail at 1701
Mountain Industrial Blvd., Stone Mountain, Georgia 30083 or by dialing 678-676-0503. The school administrator and the Title
IX Coordinator will 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.
The District’s Policy regarding student Title IX complaints is Board Policy JCAC: Sexual Harassment of Students and Administrative
Regulation JCAC(R)(1): Sexual Harassment of Students addresses student Title IX complaints. Title IX grievance procedures are also
available at your local school and at: https://www.dekalbschoolsga.org/hr/employee-relations/. Board Policy JCAC: Sexual
Harassment of Students, Administrative Regulation JCAC(R)(1): Sexual Harassment of Students, and other Title IX procedures are
subject to change to maintain compliance with Federal laws, policies, and regulations.
Pursuant to 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.
Additionally, 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 notification process is listed as follows:
(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 system 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 or administrator receiving a report of sexual abuse or sexual misconduct of a 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, but in no case later than 24 hours from the time there is reasonable cause to believe a child has been abused. The report should
be made by telephone and followed by a written report in writing, if requested, to a child welfare agency providing protective services, as
designated by the Department of Human Resources, 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 or 20-2-1184 shall be investigated immediately by school or system personnel. 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 superintendent and the Professional Standards
Commission Ethics Division.
GENDER EQUITY IN SPORTS
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
the Title IX federal regulations and/or O.C.G.A. § 20-2-315 (Gender Equity in Sports Act) may file a complaint by contacting the
District’s Title IX Coordinator via mail or in person at 1701 Mountain Industrial Blvd., Stone Mountain, Georgia 30083 or by dialing
678-676-0105.
The 2024-2025 Code of Student Conduct reflects the most recent Title IX federal regulations. This section is subject to change to maintain
compliance with Federal laws, policies, and regulations.
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SUPPLEMENTAL SAFETY AND DISCIPLINE INFORMATION
BULLYING, HARASSMENT, AND HAZING
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
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.
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➢ Harassment – Unwelcome conduct based on real or perceived race, color, national origin, sex, religion, disability, sexual
orientation, gender Identity or gender expression. It may take many forms, including verbal acts and name‐calling; graphic and
written statements, which may include use of cell phones or the Internet; or other conduct that may be physically threatening,
harmful, or humiliating. Harassment does not have to include intent to harm, be directed at a specific target, or involve repeated
incidents. Unlike bullying, harassment does not always involve a real or perceived power imbalance. Harassment creates a
hostile environment when the conduct is sufficiently severe, pervasive, or persistent to interfere with or limit a student’s ability
to participate in or benefit from the services, activities, or opportunities offered by a school.
➢ Hazing – Bullying and intimidation in association with rituals to join an extracurricular group/activity or to raise a student’s
rank/status within the organization.
B. Prohibited Behaviors
Examples of prohibited behaviors include, but are not limited to:
➢ Verbal assaults such as unwanted teasing or name-calling;
➢ Rumors or spreading of falsehoods;
➢ Threats, taunts and intimidation through words and/or gestures;
➢ Public humiliation;
➢ Social isolation;
➢ Harassment Stalking;
➢ Direct physical contact such as hitting or shoving;
➢ Physical violence and/or attacks;
➢ Theft of money and/or personal possessions for the purpose of bullying, harassing, or intimidating;
➢ Extortion or manipulation, including incitement and/or coercion;
➢ Destruction of school or personal property; Any form of electronic bullying or cyberbullying using school equipment, school
networks, or e-mail systems or committed at school;
➢ The use of cameras or camera phones to take embarrassing photographs of students or school employees and distributing them
to others or posting them online;
➢ Sending abusive or threatening text messages or instant messages; and using websites to circulate gossip and rumors to other
students;
➢ Cyberbullying or the willful, hostile and repeated harassment and intimidation of a person through the use of digital
technologies, including, but not limited to, email, blogs, social networking websites (e.g., TikTok, Snapchat, Twitter,
Instagram, Kik, Facebook, etc.), chat rooms, texts, and instant messaging;
➢ Cyberstalking or engaging in conduct to communicate, or to cause to be communicated, words, images, or language by or
through the use of electronic mail or electronic communication, directed at or about a specific person, causing substantial
emotional distress to the victim;
All staff, students, and parents or guardians will receive a verbatim copy of this policy prohibiting bullying/harassment/hazing at the
beginning of the school year as part of the DSCD Code of Student Conduct.
C. Reporting Incidents of Bullying/Harassment/Hazing
Bullying/Harassment/Hazing may be reported by a student, parent, guardian, or other stakeholder to an administrator, teacher, counselor,
or other staff member at the student’s school. At the option of the person reporting the incident, the report may be made either by name
or anonymously and either verbally or in writing. Reporting forms may be found in the Code of Student Conduct, on the District’s
website, and at each District school. Reports of bullying/harassment/hazing also may be made by using the District’s Alert Line at 1-
888-475-0482 or by calling the Georgia Department of Education’s School Safety Hotline at 1-877 SAY-STOP (1-877-729-7867).
Any employee to whom bullying/harassment/hazing is reported must promptly document the report and forward it to the principal or
designee. Any employee who witnesses an incident of bullying/harassment/ hazing or who otherwise learns that a student is being
bullied/harassed/hazed must promptly, but no later than one (1) day following the receipt of a concern, submit a written report to the
principal or designee. The principal or designee shall ensure that proper documentation is maintained throughout the investigation and
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.
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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).
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.
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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.
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)
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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
violation of the DCSD Code of Student Conduct), the administrator determines the consequences for the student by the end of the first
day, which may include in-school suspension or out-of-school suspension for up to ten days. Suspensions or expulsions of longer than
ten days may be imposed only by the Hearing Officer or Board of Education.
If the teacher withholds his or her consent to the student’s return to the same class and the administrator does not impose other
disciplinary action, the administrator will convene the Local Placement Review Committee by the second day after the removal from
the classroom, and the committee will render a decision whether the student should or should not return to the teacher’s classroom. The
committee’s decision will be made no later than three days after the removal from class. In the interim, the administrator will make a
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temporary placement for the student (other than in the classroom from which the student was removed, unless the teacher gives
permission). Any teacher who removes more than two students from his or her total enrollment in any school year who are subsequently
returned to the class by the Local Placement Review Committee because such class is the best available alternative may be required to
complete professional development to improve classroom management or other skills, based on classroom observations and
documentation.
Each school and center principal shall establish at least one Local Placement Review Committee, composed of three members. The
school faculty will select two teachers and one alternate, and the principal will select one staff member to serve on the committee
(schools may have more than one Local Placement Review Committee, at the discretion of the principal, but each committee must have
three members selected as stated above). The selection of the committee should proceed as follows: (1) principal asks for volunteers and
nominations; (2) a secret ballot is taken at a faculty meeting; (3) results are tabulated by a teacher; (4) results of the ballot are shared
with the faculty. The Local Placement Review Committee (by simple majority vote) determines the placement of a student when a
teacher withholds his or her consent to the return of the student to the teacher’s class when an administrator has not imposed disciplinary
action (provided the teacher has met the reporting requirements enumerated above or if the student poses a threat). The committee is
authorized to (1) return the student to the teacher’s class upon determining that such placement is the best or only alternative; or (2)
refer the student to the administrator for other appropriate action.
The decision of the committee shall be in writing and will be made within three school days after the teacher withholds consent to the
return of the student. If the Local Placement Review Committee decides not to return the student to the class from which he or she was
removed, the administrator may place the student into another appropriate classroom, in-school suspension, or out-of-school suspension.
In-school suspension or out-of-school suspensions may be for up to ten days. Any and all disciplinary action will be sent to the parents
in writing, by either letter or copy of the Student Discipline Referral form, with a note to the parent to confirm receipt of the notice.
PREVENTION/INTERVENTION
Prevention/Intervention has several programs in place for students, including peer mediation, conflict resolution classes, drug education
classes, parenting classes, character education, in-school suspension/life skills training, bullying awareness activities, and other
programs and activities.
GRIP (Growing Responsibly, Increasing Possibilities) is a substance abuse and conflict resolution education program that is provided for
first-time violators of the Drug/Substance offenses (possession or use) in this DCSD Code of Student Conduct. Violators of offense #5a
(distribution/sale/intent), or students charged with felony possessions or multiple offenses are not eligible, unless otherwise indicated
by the Hearing Officer or the DeKalb Board of Education. Additionally, GRIP helps students resolve conflict, cope with peer pressure,
manage anger, and communicate with others. Students who have been involved in a fight may be referred to GRIP. GRIP is offered on
Saturdays to applicable students. Parents are also asked to participate in the classes to reinforce the effort to resolve issues peacefully
between and among students.
SAFE SCHOOL AUDITS
The DeKalb County School District is committed to ensuring a safe and orderly learning environment. Research studies have indicated
that supervision of students is vitally important in the prevention and reduction of violent and criminal behaviors. Adult supervision is
necessary for students to feel safe at school. Therefore, the purpose of Safe School Audits is to monitor adult supervision of students,
especially during transitional times; assess students’ understanding of the rules for appropriate behavior according the DCSD Code of
Student Conduct; ensure staff understanding of procedures to follow if a campus crisis occurs; and to conduct randomly selected student
surveys regarding whether the student feels safe at school.
The Safe School Audits goal is for students and staff to learn and work in a safe and orderly environment. Objectives for conducting the
audits are: (1) provide school-based data to local school administrators regarding supervision of staff during transitional periods of the
school day; (2) gather and report information on students’ feelings about safety at school; (3) provide information on staff awareness of
procedures to be followed during a crisis; and (4) building and environment checks.
Trained Safe School Analyst 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,
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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;
• 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
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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.
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.
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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
Eagle Woods Academy
5931 Shadow Rock Dr. Lithonia, GA 30058
(678) 676-1898
watina_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 the child’ 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
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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
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 inspect and review your child’s ➢ Your child has the right to a full and complete evaluation to
education records. determine if they have a disability and needs special
education and/or related services.
➢ You may also have the records interpreted or explained to
you. ➢ You have the right to have your child assessed in all areas
of the suspected disability.
➢ You may request to have something in the record changed
or removed if you feel it is inaccurate, misleading, or ➢ The school district must test your child according to
violates the privacy or other rights of your child. procedures outlined in the IDEA and Georgia Special
Education Rules.
➢ You have the right to add information, comments, data or
any other relevant written material to your child’s record. ➢ Evaluations must consist of more than one test, and those
tests must be given in the language that the child normally
➢ You may ask for and receive copies of the Individualized uses, unless the parent and school agree otherwise, and at
Education Program (IEP) and/or any of your child’s records. least once every three years.
The school district may charge a fee for the copies but may
not charge a fee for searching for and retrieving documents. ➢ You will be involved in the decision about eligibility and
what programs and services your child needs during the re-
➢ With your written permission, you may have a person acting evaluation.
on your behalf inspect and review the records.
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, or 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.
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➢ The school district must consider the results of an ➢ The surrogate parent has the same rights and responsibilities
independent evaluator. as a parent in special education in matters relating to a
student.
➢ The IEP team may use the results of the test to determine if
your child has a disability or needs special education.
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 an 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.
➢ You are entitled to written notice within a reasonable time
of when the District proposes or refuses to initiate or change
the identification, evaluation, or educational placement of
the child or the provision of free appropriate public
education to the child.
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 child.
without your permission/consent.
➢ Schools may remove students to alternative programs when
➢ The school district cannot release your child’s records there is a potential danger to the child, students, or school
without your permission/consent except to certain personnel.
individuals identified in law.
➢ Regardless of the setting, the school district must continue
➢ You have the right to not give your permission/consent. to provide a free appropriate public education for your child.
➢ You have the right to take away your consent to special ➢ The setting must enable your child to continue to receive
education and related services once you have given services that will allow them to meet the goals and
permission; you must do it in writing. Revoking consent objectives in their IEP.
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means your child will no longer receive any special
education services. ➢ Disciplinary actions occur for violations involving drugs,
alcohol, weapons, or other school rules violations.
➢ These rights protect you, your child, and the school system.
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 in writing at least ten (10) important to tell the school principal or special education
business days prior to removing the child from public director.
school.
➢ 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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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 uphold academic integrity while using the internet system.
• Students will report suspicions of internet misuse including but not limited, to cyberbullying, malicious software, harmful
content, and pornography to school staff,
• 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.
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DeKalb PATH Academy
• 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.
• Students will not disconnect network components, alter programs or data, or purposely infect any device/instrument with a
virus or malicious software.
• 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 will not use the internet system to violate any code of conduct provisions.
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. See DCSD Policies IFBGB, IFBG, and
IFBG-E(1).
372
Exhibit 12
DeKalb PATH Academy
APPENDIX
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Exhibit 12
DeKalb PATH Academy
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
department has been designated to handle inquiries regarding the non-discrimination policies:
DeKalb County School District
Office of Legal Affairs
1701 Mountain Industrial Boulevard
Stone Mountain, GA 30083
678-676-0503
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Exhibit 12
DeKalb PATH Academy
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
Special Education or Section 504 Services? No
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 two (2) business
Hearing is canceled by Principal and IEP/504 days, after 4:00 p.m. the following business day and in writing within ten
Team determines service modifications (10) days of the 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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Exhibit 12
DeKalb PATH Academy
2024-2025
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.
376
Exhibit 12
DeKalb PATH Academy
2024-2025
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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Exhibit 12
DeKalb PATH Academy
“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.
92
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DeKalb PATH Academy Exhibit 13
Student Discipline Policy
Safety, order, and student discipline will be fundamental to learning at PATH Academy. While students
need a challenging curriculum, dedicated teachers, and proper materials, they must also have a secure
learning environment where they feel safe. PATH Academy adopts the DeKalb County School District's
Student Code of Conduct- Students Rights and Responsibilities and Character Development Handbook as
the school's discipline policy. Our assistant principal has attended and will continue to attend all trainings
conducted by the DCSD Department of School Discipline and Safety. PATH Academy will report its
daily attendance and disciplinary incidents to DeKalb County School District using the standard,
approved methods of reporting and data collection originated by DCSD. In using DCSD’s Code of
Student Conduct PATH in regard to the student discipline PATH Academy will adhere to the following:
• Ensure that your school is recording all DeKalb students' disciplinary infractions in Infinite
Campus;
• Ensure that the student is receiving due process, when needed; and/or
• Be cognizant of the ramifications of the consequence provided: 1) Constitutional/Due process
rights, 2) Civil Rights & non-discriminatory impact, and/or 3) Special Education Rights- i.e.
manifestation hearing and days of OSS.
Suspension and Expulsion
PATH Academy will follow the rules and regulations stated in DeKalb County School District’s Code of
Student Conduct ~ Rights and Responsibilities and Character Development Handbook and all due
processes established by the DeKalb County School System will be followed. The school will follow the
procedural rules normally used in DeKalb County schools concerning grievances and complaints from
students and parents. All suspensions, expulsions, and alternative instruction must be in accordance with
DeKalb County School Board Rules, the State School Safety Plan, Federal Law (PL94-142) and 34
C.F.R. Part 300. PATH administrators have been trained in all aspects of discipline and safety by the
DCSD School Discipline and Safety Department.
In addition, PATH Academy will use the discipline forms generated by DCSD. Consistency in open
communication with parents is the key to our schools’ safe and productive environment. At the beginning
of the school year parents are asked to attend an orientation of the school discipline protocol. Training
classes in effective parenting and parent support groups are also regularly provided at the school. PATH
Academy has a full-time counselor, and a bilingual parent/school liaison to provide assistance to students
and parents. Thus, parents, teachers, administrators, and support staff work as a team to develop the
whole child. Our assistant principal is assigned the task of developing student growth both academically
and emotionally.
In-class and school disciplinary actions will include, but are not limited to:
• deduction of dollars from school paychecks
• additional assignments to be completed at home and/or at school
• detention after school
• mandatory homework/study hall after school
• time-out
• loss of incentives and school trips
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DeKalb PATH Academy Exhibit 13
Students with Disabilities
PATH Academy will meet the federal due process requirements for students with disabilities, or students
believed to have a disability, who are suspended or removed for disciplinary reasons. PATH Academy
will use the guidelines published in the District’s Student Disciplinary Procedures and Character
Development Handbook, which state clearly the discipline provisions for special education students or
students covered under 504. The most important part of the discipline provision is that the District Due
Process Hearing cannot take place until a Manifestation/Determination meeting is conducted. The parents
need to be notified immediately by telephone, if possible, and to receive written notice within 24 hours of
a proposed suspension of five school days or less. The notice should describe the incident, proposed
suspension and the child’s rights. The parents also have the right to request an informal conference with
the school principal prior to the suspension unless the child's presence in school poses a danger.
380
DeKalb PATH Academy Exhibit 14
DeKalb Path Academy
Employee/Grievant GRIEVANCE PURPOSE, COMPLAINTS, and GRIEVANCE
POLICY
GRIEVANCE PURPOSE, COMPLAINTS, AND DEFINITIONS
All Employees/Grievants shall have the right to present and resolve complaints about some
issues affecting the employment relationship at the lowest organizational level possible. DeKalb
PATH Academy Governing Board encourages all Employees/Grievants to resolve complaints
informally in a spirit of collegiality whenever possible. To maintain good morale, enhance effective
job performance, and better serve citizens of this community, Employees/Grievants are encouraged
to resolve conflicts at the lowest level, with the minimum amount of formal proceedings necessary
to reach an expeditious and just resolution.
The purpose of this policy is to provide DeKalb Path Academy Employees/Grievants an
opportunity to reach solutions to problems, disputes, or controversies that may occur and to provide
a mechanism for Employees/Grievants to submit complaints regarding instances of unlawful
discrimination or harassment, or other action in violation of law or regulation. Under this procedure,
an Employee/Grievant of the School who has been affected in his or her employment relationship
by a breach, misinterpretation, or misapplication of statutes, policies, rules, regulations, or written
agreements of the School or with which DeKalb Path Academy is required to comply may file a
complaint. Anyone who files a complaint under these procedures shall not be subject to reprisal; if
such retaliation occurs, he or she may refer the matter to the Professional Standards Commission.
The School's Governing Board has the discretion to send an Employee/Grievant complaint
directly to Level II or Level III if appropriate or necessary. A complaint filed under this procedure
for any of the following reasons shall move immediately to Level III for consideration by the Board:
● Performance ratings are contained in personnel evaluations and professional
development plans; however, this does not apply to complaints regarding
procedural deficiencies in conducting the evaluations;
● Job performance
● Termination, nonrenewal, demotion, suspension, or reprimand of any
Employee/Grievant.
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DeKalb PATH Academy Exhibit 14
Complainants dissatisfied with the Governing Board's decision may appeal to the State
Board of Education. Such appeals shall be governed by the applicable State Board policy and
O.C.G.A. § 20-2-1160.
Definitions
Complaint—A complaint means any claim or grievance by an Employee or grievant of the School
who is affected in his or her employment relationship by an alleged violation of a law, policy, or
agreement with which the Governing Board must comply.
Decision – The decision at each level of the complaint process must be in writing and dated and
must include the findings of fact and reasons for the resolution reached. The decision shall be sent
to the complainant by the notification provisions and deadlines set forth herein; however, any
deadline may be extended upon mutual consent of the parties or by the School if it is determined
that additional time is required to investigate the complaint at any level of the complaint process.
Evidence - The complainant shall be entitled to an opportunity to be heard, to present relevant
evidence, and to respond to evidence at each level. The complainant cannot present additional
evidence at Level III of the complaint process unless it is determined by the administrator presiding
over the complaint that such evidence is relevant to the issues presented at the initial hearing and
such evidence was either not made available by the Administration or not discoverable by the
complainant.
Notification – All notifications must be prompt, in writing, and delivered to the appropriate parties
by hand, e-mail, or certified mail dated on or before the applicable deadline.
Records—Any investigation documents and notes shall be retained. In the event of a formal
hearing, a recording device shall be used to keep an accurate record of these proceedings, and all
evidence presented shall be preserved and made available to the parties involved at all times. The
cost of preparing and preserving the record of the proceedings shall be borne by the Governing
Board.
Complaint and Grievance Process
LEVEL I – Informal Resolution
Employees/Grievants are encouraged to try and resolve conflicts with the least amount of
formal proceedings as necessary to reach a just and expeditious resolution. Employee/Grievants
who cannot resolve a conflict among themselves may seek the assistance of their immediate
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DeKalb PATH Academy Exhibit 14
supervisor to get the best resolution for all parties. If the parties cannot resolve this, the
Employee/Grievant may file a complaint with the CEO/Principal or designee to initiate formal
Level II proceedings. If the Employee/Grievant’s complaint or grievance is with his or her
immediate supervisor, the initial complaint may be filed with the CEO/Principal or designee and
proceed directly to Level II. Likewise, if the Employee/Grievant’s complaint is with the
CEO/Principal, the initial complaint may be filed directly with the Chair of the School’s Governing
Board and proceed directly to Level III.
LEVEL II – Formal Review
An Employee/Grievant who wishes to file a complaint must present the complaint to the
CEO/Principal or his or her designee within ten calendar days of the most recent incident upon
which the complaint is based. The complaint, which must be in writing and clearly state the
Employee/Grievant’s intent to utilize these complaint procedures, must also include the following:
● The mailing or email address of the complainant to which all notices and other documents
may be mailed;
● A reference or description of the law, policy, or agreement that is alleged to have been
violated;
● A brief statement of the facts on which the complaint is based that explains how the law,
policy, or agreement has been violated;
● Names of witnesses and any evidence the Employee/Grievant wishes to be considered; and
● A clear statement of the relief desired.
After filing his or her initial complaint, the Employee/Grievant shall be notified of the time
and place of the initial meeting and any subsequent appeals. Any initial complaint improperly
initiated by filing with the Board will be automatically transmitted to the CEO/Principal or his or
her designee to commence Level II proceedings.
The CEO/Principal, or his or her designee, shall make every effort to conduct an
investigation and decide on the complaint within ten working days of the initial complaint being
filed. No people other than the complainant, the CEO/Principal, or his or her designee, shall be
present for a Level II meeting. The CEO/Principal, or his or her designee, may speak with the
offending party and any witnesses during his or her investigation before rendering a decision.
Any complaint not processed by the CEO/Principal or his or her designee within the time
frame provided above may automatically be forwarded to the Governing Board to commence Level
III procedures.
LEVEL III – Appeal and Final Decision
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DeKalb PATH Academy Exhibit 14
The complainant shall have five calendar days from the date of notification of the Level II
decision to file a written appeal of this decision with the School’s Governing Board. This notice shall
be emailed to the Chair and the Vice-Chair of the Board. The matter will be referred to the Board’s
Governance Committee upon receiving such a complaint. Members of the Governance Committee
(no fewer than two) will initiate an investigation of the complaint, including interviewing any
witnesses identified by the complainant, reviewing any documentary evidence, and interviewing
others as it appears they become relevant. The complainant shall be allowed to provide the
investigators with any written statements and documents regarding the complaint, and the
investigators may seek clarification from the complainant as needed. The committee members will
report the allegations and any recommendations of the Governance Committee to the board. Any
investigation should be completed and reported to the Board at the next meeting. The board will
review the evidence, discuss any recommendations, and issue a finding. Once the Board makes a
finding, a written response will be provided to the complainant regarding the investigation and any
findings. If the investigation is not completed by the next board meeting, the status of the complaint
should be reported to the board, and a timeline should be established for completion. The
complainant will immediately be notified of the timeline. If the Board determines that a hearing is
required after the investigation report or at any other point, a hearing date will be set, and the
complainant will be notified. Within 30 working days of the complainant filing an appeal of the
Level II decision, and if the Board determines that a hearing is necessary, the Board will hold a
hearing and render a final decision on the complaint based on a de novo review. At a Level III
hearing, the complainant may have a person of his or her choosing present to assist in presenting the
complaint.
Additionally, the Governing Board may have an attorney present at a Level III hearing solely
to serve as a legal officer to rule on issues of law; the attorney may not participate in the
presentation of the case for either party. If a hearing is conducted, all presentation of evidence shall
be recorded. A final decision rendered by the School’s Governing Board does not preclude an
Employee/Grievant from seeking resolution using the means available under the law. The
proceedings under this Complaint and Grievance policy shall be stayed when the complainant files
for resolution with law enforcement or the courts.
Costs: Except for preparing and preserving records of the proceedings, all costs and fees
incurred under this process are the responsibility of the incurring party unless otherwise agreed to
by the parties.
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DeKalb PATH Academy Exhibit 14
HARASSMENTS
DeKalb Path Academy (Board) is committed to providing a professional work environment
free from discrimination and harassment, where all teachers, staff, and students are treated with
dignity and respect. As such, it is the school's policy to prohibit discrimination based on age, gender,
race, religion, national origin, disability, or sexual preference and to prohibit harassment of any kind
by or against Employees/Grievants and students of the School. Any act of discrimination or
harassment shall result in prompt and appropriate disciplinary action, up to and including
termination.
SEXUAL HARASSMENT
All Employees and grievants of DeKalb PATH Academy Inc. are entitled to a work
environment free from sexual harassment and all other forms of discrimination.
Sexual harassment is a form of misconduct that undermines the integrity of the employment
relationship. No Employee/Grievant, male or female, shall be subject to unsolicited and unwelcome
sexual overtures or conduct of a verbal or physical nature. Report the abuse to the immediate
supervisor immediately.
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DeKalb PATH Academy Exhibit 15
Dekalb PATH Academy Employee Handbook
DEKALB PATH ACADEMY
EMPLOYEE HANDBOOK
2024-2025
386
DeKalb PATH Academy Exhibit 15
Dekalb PATH Academy Employee Handbook
This handbook has been adopted and modified from DCSD
Employee Handbook and shall be updated annually.
PATH’s mission is to provide a safe, nurturing, and challenging learning environment that
supports local immigrant and refugee families, by equipping students with the tools they need to
pursue a life passion while enriching their community. Upon graduating students at PATH will be
able to:
▪ Reflect a high level of positive engagement in their school community
▪ Understand their unique talents, how to develop those talents into strengths and how to use
those strengths to be a good community steward
▪ Reflect a graduating class of which 40 to 50% of students are accepted to competitive
schools with a focus on students being able to choose which competitive school they attend
by obtaining more than one acceptance
PATH’s vision is to create an engaging learning environment that fosters community
stewardship and success by:
▪ Employing and developing top talent
▪ Collaborating to develop creative, engaging, standards-based curricula and experiences
▪ Seeking out the natural talent in our people and developing those talents into strengths
EQUAL OPPORTUNITY EMPLOYMENT
It is the policy of the DeKalb PATH Academy Inc. not to discriminate on the basis of age,
sex, race, color, religion, national origin, sexual orientation or disability in its educational programs,
activities, and employment practices.
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DeKalb PATH Academy Exhibit 15
Dekalb PATH Academy Employee Handbook
EMPLOYMENT
DeKalb PATH Academy hires the most qualified individuals. Our mission is to provide
highly qualified teachers, qualified support staff, and professional and courteous customer service to
support the educational process for our students.
AT-WILL EMPLOYMENT
Georgia is an at-will employment state. All DeKalb PATH Academy employees may be
terminated at the will of the employer. Likewise, the employees can leave the employment any time.
Detailed information is provided in each employee’s contract.
CONDUCTING PERSONAL BUSINESS
The established hours of duty may not be used for conducting personal business. Violators
will be addressed accordingly.
CRIMINAL BACKGROUND CHECK
A criminal background check will be conducted prior to employment for every individual
who is employed by DeKalb PATH Academy.
For initial hiring purposes, personnel employed by the DeKalb PATH Academy shall be
fingerprinted and have a criminal background check as required by O.C.G.A. § 20-2-211.1(c). A
clearance certificate verifying a satisfactory criminal background check may be required based on the
requirements of state law and the rules of the Professional Standards Commission. Subsequent
criminal background checks shall be conducted on all personnel.
Certified employees of DeKalb PATH Academy shall be subject to a criminal background
check upon any certificate renewal application to the Professional Standards Commission. All other
employees of the DeKalb PATH Academy, whose employment is continued and who are not
certificated personnel, shall be subject to subsequent criminal background checks on a periodic basis
determined by procedures and schedules established by the CEO or his/her designee. The period
between criminal background checks shall not exceed five years.
At the discretion of the Governing Board, fees required for criminal background checks shall
be paid by DeKalb PATH Academy Inc., the individual seeking employment, or the employee.
DeKalb PATH Academy uses the Georgia Applicant Processing Service (GAPS) established
by the Georgia Crime Information Center (GCIC) to conduct fingerprinting and background checks
of its employees. Once the results have been released to the representative (CEO) of DeKalb PATH
Academy Inc. and no criminal records of the employees are found, all related documents shall be
destroyed by shredding immediately. A log of the results of all background checks will be kept in a
locked cabinet in the office of the Human Resources. All employees or prospective employees must
sign a consent to authorize DeKalb PATH Academy and GCIC to conduct fingerprinting and
background checks.
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DeKalb PATH Academy Exhibit 15
Dekalb PATH Academy Employee Handbook
DRUG-FREE WORKPLACE
In accordance with the Drug-Free Workplace Act of 1988 the Governing Board hereby
declares that, with respect to all DeKalb PATH Academy employees, the manufacture, distribution,
dispensing, possession, use or being under the influence of a controlled substance is strictly
prohibited in the workplace, while on DeKalb PATH Academy’s property, while in or operating
DeKalb PATH Academy’s vehicles, or in private vehicles on DeKalb PATH Academy properties or
work sites. Entities contracting with the DeKalb PATH Academy Inc. shall ensure a drug-free
workplace, as a condition of the contract.
EMERGENCY CONTACTS
A completed Employee Information Data Sheet is required to be on file from each staff
member. Changes in emergency data should be reported promptly to school Human Resources or
Designee.
EMPLOYEE CONDUCT
PATH Academy Charter School is responsible for providing a safe and secure workplace and strives
to ensure that all individuals associated with our organization are treated in a respectful and fair
manner. Though it is not possible to list all forms of behavior that are unacceptable in the
workplace, the following are examples of behaviors that would be considered infractions of PATH
Academy’s professional code of conduct. Such behavior may result in disciplinary action, up to and
including termination of employment. This list is not intended to be exhaustive:
SECTION 1: THEFT, PATH PROPERTY & PERSONAL PROPERTY
a. Theft or inappropriate removal or possession of company property or the property
of a fellow employee.
b. Willful destruction of company property or the property of a fellow employee.
SECTION 2: ALCOHOL & ILLEGAL DRUGS
a. Working under the influence of alcohol or illegal drugs.
b. Possession, distribution, sale, transfer or use of alcohol or illegal drugs in the
workplace, while on duty or while operating employer-owned vehicles or equipment.
SECTION 3: PHYSICAL & SEXUAL HARASSMENT/VIOLENCE/VERBAL ABUSE
a. Fighting or threatening violence in the workplace.
b. Sexual or other harassment.
c. Using excessively abusive, threatening or obscene language.
d. Possession of dangerous or unauthorized materials, such as explosives or firearms, in
the workplace.
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DeKalb PATH Academy Exhibit 15
Dekalb PATH Academy Employee Handbook
SECTION 4: THREATS, INTIMIDATION & SABOTAGE
a. Using intimidation tactics and making threats.
b. Sabotaging another's work.
c. Making malicious, false and harmful statements about others.
d. Publicly disclosing another's private information.
e. Falsifying and/or unauthorized duplication of company records or reports, including
one's time records or the time records of another employee.
SECTION 5: UNDERMINING SCHOOL MISSION & VISION
a. Unauthorized disclosure of PATH business or confidential information, including
but not limited to:
1. Information regarding enrollment opportunities
2. Information regarding staffing
3. Information regarding PATH Academy Governing Board matters
4. Information regarding PATH Academy’s lease or property plans
5. Information regarding PATH’s pending fiscal plans
6. Information regarding PATH’s legal matters
b. Collusion: For the purpose of this handbook, collusion shall be defined as the
following: Collusion: Any undisclosed or exclusive attempts to allege, conspire or
deceive others into alleging or conspiring against any staff member or PATH
Academy as an entity.
In 2021, The PATH Academy Board wrote and approved a grievance policy, which
should be followed by all staff and board members to address any issues or concerns
that arise which cannot be resolved informally. In an effort to maintain good
morale, enhance effective job performance, and to better serve citizens of this
community, employees are encouraged to resolve conflicts at the lowest level, with
the minimum amount of formal proceedings as is necessary to reach an expeditious
and just resolution. Staff members shall not collude with present or former PATH
staff or Governing Board members to undermine the mission and/or vision of the
school.
c. Defamation
For the purpose of this handbook, defamation shall be defined as the following:
Defamation: The act of damaging the good reputation of someone or something.
Staff members shall not engage in defamation including but not limited to:
1. Making public defamatory statements about PATH’s organization,
community, students or staff.
2. Colluding with current or former staff members with the intention to defame
the organization. This includes all social media platforms or handles.
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EMPLOYEE GRIEVANCE PURPOSE, COMPLAINTS, and GRIEVANCE POLICY
GRIEVANCE PURPOSE, COMPLAINTS, AND DEFINITIONS
All employees shall have the right to present and resolve complaints relating to certain
matters affecting the employment relationship at the lowest organizational level possible. DeKalb
PATH Academy Governing Board encourages all employees to resolve complaints informally in a
spirit of collegiality whenever possible. In an effort to maintain good morale, enhance effective job
performance, and to better serve citizens of this community, employees are encouraged to resolve
conflicts at the lowest level, with the minimum amount of formal proceedings as is necessary to
reach an expeditious and just resolution.
The purpose of this policy is to provide DeKalb Path Academy employees an opportunity to
reach solutions to problems, disputes, or controversies that may occur and to provide a mechanism
for employees to submit complaints regarding instances of unlawful discrimination or harassment or
other action in violation of law or regulation. Under this procedure, an employee of the School who
has been affected in his or her employment relationship by a violation, misinterpretation, or
misapplication of statutes, policies, rules, regulations, or written agreements of the School or with
which DeKalb Path Academy is required to comply may file a complaint. Anyone who files a
complaint under these procedures shall not be subject to reprisal; if such retaliation occurs he or she
may refer the matter to the Professional Standards Commission.
The Governing Board of the School has the discretion to send an employee complaint
directly to Level II or Level III, if appropriate or necessary. A complaint filed under this procedure
for any of the following reasons shall move immediately to Level III for consideration by the Board:
● Performance ratings contained in personnel evaluations and professional development plans;
however, this does not apply to complaints regarding procedural deficiencies in conducting
the evaluations;
● Job performance; and/or
● Termination, nonrenewal, demotion, suspension, or reprimand of any employee.
Complainants dissatisfied with the decision of the Governing Board may appeal that
decision to the State Board of Education. Such appeals shall be governed by the applicable State
Board policy and O.C.G.A. § 20-2-1160.
Definitions
Complaint - A complaint means any claim or grievance by an employee of the School who
is affected in his or her employment relationship by an alleged violation of a law, policy or agreement
with which the Governing Board is required to comply.
Decision – The decision at each level of the complaint process must be in writing, dated,
and include the findings of fact and reasons for the particular resolution reached. The decision shall
be sent to the complainant in accordance with the notification provisions and deadlines set forth
herein; however, any deadline may be extended upon mutual consent of the parties or by the School
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if it is determined that additional time is required to investigate the complaint at any level of the
complaint process.
Evidence - The complainant shall be entitled to an opportunity to be heard, to present
relevant evidence, and to respond to evidence at each level. The complainant cannot present
additional evidence at Level III of the complaint process, unless it is determined by the
administrator presiding over the complaint that such evidence is relevant to the issues presented at
the initial hearing and such evidence was, either, not made available by the Administration or not
discoverable by the complainant.
Notification – All notifications must be prompt, in writing, and delivered to the appropriate
parties by hand, e-mail, or certified mail dated on or before the appropriate deadline.
Records - Any investigation documents and notes shall be retained. In the event of a formal
hearing a recording device shall be used to keep an accurate record of these proceedings and all
evidence presented shall be preserved and made available at all time to the parties involved. The cost
of preparing and preserving the record of the proceedings shall be borne by the Governing Board.
COMPLAINT AND GRIEVANCE PROCESS
LEVEL I – Informal Resolution
Employees are encouraged to try and resolve conflicts with the least amount of formal
proceedings as is necessary to reach a just and expeditious resolution. Employees who are unable to
resolve a conflict among themselves may seek the assistance of their immediate supervisor in order
to reach the best resolution for all parties. If the parties are unable to reach a resolution, the
employee may file a complaint with the CEO/Principal, or his or her designee, to initiate formal
LevelII proceedings. If the employee’s complaint or grievance is with his or her immediate
supervisor, then the initial complaint may be filed with the CEO/Principal, or his or her designee,
and proceed directly to Level II. Likewise, if the employee’s complaint is with the CEO/Principal,
the initial complaint may be filed directly with the Chair of the School’s Governing Board and
proceed directly to Level III.
LEVEL II – Formal Review
An employee who wishes to file a complaint must present the complaint to the
CEO/Principal, or his or her designee, within 10 calendar days of the most recent incident upon
which the complaint is based. The complaint, which must be in writing and clearly state the
employee’s intent to utilize these complaint procedures, must also include the following:
● The mailing or email address of the complainant to which all notices and other documents
may be mailed;
● A reference or description of the law, policy or agreement that is alleged to have been
violated;
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● A brief statement of the facts on which the complaint is based that explains how the law,
policy, or agreement has been violated;
● Names of witnesses and any evidence the employee wishes to be considered; and
● A clear statement of the relief desired.
After filing his or her initial complaint, the employee shall be notified of the time and place
of the initial meeting and any subsequent appeals. Any initial complaint improperly initiated by filing
with the Board will be automatically transmitted to the CEO/Principal, or his or her designee, to
commence Level II proceedings.
The CEO/Principal, or his or her designee, shall make every effort to conduct an
investigation and render a decision on the complaint within 10 working days of the initial complaint
being filed. No people other than the complainant and the CEO/Principal, or his or her designee,
shall be present for a Level II meeting. The CEO/Principal, or his or her designee, may speak with
the offending party and/or any witnesses in the course of his or her investigation prior to rendering
a decision.
Any complaint not processed by the CEO/Principal, or his or her designee, within the time
frame provided above may automatically be forwarded to the Governing Board to commence Level
III procedures.
LEVEL III – Appeal and Final Decision
The complainant shall have 5 calendar days from the date of notification of the Level II
decision to file a written appeal of this decision with the School’s Governing Board. This notice shall
be provided by email to the Chair and the Vice-Chair of the Board. Upon receiving such a complaint
the matter will be referred to the Board’s Governance Committee. Members of the Governance
Committee (no fewer than two) will initiate an investigation of the complaint including interviewing
any witnesses identified by the complainant, reviewing any documentary evidence and interviewing
others as it appears they become relevant. The complainant shall be given the opportunity to
provide the investigators with any written statements and documents of the complaint and the
investigators may seek clarification from the complainant as needed. The members of the committee
will make a report to the board of the allegations and any recommendations of the Governance
Committee. Any investigation should be completed and reported to the Board at the next available
board meeting. The board will review the evidence, discuss any recommendations, and issue a
finding. Once the Board makes a finding, a written response will be provided to the complainant
regarding the investigation and any findings. If unable to complete the investigation by the next
Board meeting the status of the complaint should be reported to the Board and a timeline
established for completion. The complainant will immediately be notified of the timeline. If at the
completion of the report of the investigation or at any other point the Board determines that a
hearing is required a hearing date will be set and the complainant notified. Within 30 working days
of the complainant filing an appeal of the Level II decision and if the Board determines that a
hearing is necessary, the Board will hold a hearing and render a final decision on the complaint,
based on a de novo review. At a Level III hearing, the complainant may have a person of his or her
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choosing present to assist in the presentation of the complaint. Additionally, the Governing Board
may have an attorney present at a Level III hearing solely for the purpose of serving as a legal officer
to rule on issues of law; the attorney may not participate in the presentation of the case for either
party. In the event that a hearing is conducted, all presentation of evidence shall be recorded. A final
decision rendered by the School’s Governing Board does not preclude an employee from seeking
resolution using the means available to him or her under the law. The proceedings under this
Complaint and Grievance policy shall be stayed at the time the complainant files for resolution with
law enforcement or the courts.
Costs, With the exception of preparing and preserving records of the proceedings, all costs
and fees incurred under this process are the responsibility of the incurring party unless otherwise
agreed to by the parties.
HARASSMENT
DeKalb Path Academy and its Governing Board is committed to providing a professional
work environment free from discrimination and harassment, where all teachers, staff, and students
are treated with dignity and respect. As such, it is the policy of the School to prohibit discrimination
on the basis of age, gender, race, religion, national origin, disability, or sexual preference and to
prohibit harassment of any kind by or against employees and students of the School. Any act of
discrimination or harassment shall result in prompt and appropriate disciplinary action, up to and
including termination.
SEXUAL HARASSMENT
All employees of DeKalb PATH Academy Inc. are entitled to a work environment free from
sexual harassment and all other forms of discrimination.
Sexual harassment is a form of misconduct, which undermines the integrity of the
employment relationship. No employee, male or female, shall be subject to unsolicited and
unwelcome sexual overtures or conduct of a verbal or physical nature. Report the abuse to the
immediate supervisor immediately.
EMPLOYEE ASSIGNMENTS
Employees are assigned to positions based on the needs of the DeKalb PATH Academy and
the employee’s certification, qualifications, and training. The CEO/Principal shall have the authority
to reassign any employee for the efficient operation or for the best interest of DeKalb PATH
Academy.
EMPLOYEE DRESS CODE
All DeKalb PATH Academy employees shall dress in a professional manner and style in
accordance with the dress of other professionals within the community. Employees are expected to
be clean, neat, and appropriately dressed at all times during the employee’s regular hours of work.
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The Principal and Assistant Principal have the authority to interpret the dress code and make
a case-by-case determination of the appropriateness of dress and appearance.
Any employee whose attire or dress is not professional in the opinion of the principal or
assistant principals shall be directed to conform to the dress code. An employee who is
inappropriately dressed may be sent home and required to return to work in acceptable attire. The
employee shall not be paid for time away from work.
EMPLOYEE EVALUATION
CERTIFIED PERSONNEL
All certified service personnel will be evaluated annually for performance appraisal
and professional development purposes with Leader Key Effectiveness System (LKES) or
Teacher Key Effectiveness System (TKES) when applicable.
Prior to the next school year, an opportunity must be provided for the evaluator(s)
and the evaluated(s) to discuss the results of the evaluation.
CLASSIFIED PERSONNEL
All classified personnel employed by the DeKalb PATH Academy Inc. shall be
evaluated at least once each year. The process and the frequency of the evaluations, the
instruments used, and the training of the evaluators shall be established by the
CEO/Principal. All evaluations shall be discussed confidentially with the employee.
HIRING
The CEO shall have the authority to hire personnel in accordance with the needs of the
school with the approval of the Governing Board. PATH Academy has adopted DCSD’s Teacher
Salary Schedule.
APPLICATION PROCESS
Applicants may apply for positions of interest by responding to the employment
posting on the school website or directly inquiring about any employment opportunity at the
school.
PROFESSIONAL REFERENCES FOR INSTRUCTIONAL POSITIONS
CEO will ask the applicants to provide all the professional and/or college references
prior to the interview.
INTERVIEWING
The CEO/Principal or the designees(s) will interview the most qualified applicants
with good references.
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TEACHING A CLASS
After the interview, the applicants will be asked to teach a class. The arrangement
will be made prior to the teaching. A team of observers, usually consisting of the
CEO/Principal, Assistant Principal, and teacher (s) of the subject will observe the class.
DeKalb PATH Academy will extend the offer of employment based on the
recommendation of the CEO upon the approval of the Governing Board for the position
provided the applicant has met all qualifications and requirements of the position.
OUTSIDE EMPLOYMENT
Employees may, during the times not required of them to fulfill assigned duties, engage in
other employment, provided such employment does not violate any pertinent section of this policy,
or any contract the employee has with DeKalb PATH Academy Inc.
Employees are reminded that their job assignments within DeKalb PATH Academy are their
first obligation and, if outside employment is taking time or energy from this position or affecting
their performance, they will be asked to choose one or the other.
Additionally, employees are required to disclose, in writing, to DeKalb PATH Academy if
they are employed by a vendor approved to do business with DeKalb PATH Academy Inc.
NON INSTRUCTIONAL POSITIONS
The applicants must provide at least 3 references, at least one of them must be from
applicant’s current supervisor if the applicant is employed. If the applicant has limited or no
previous work experience, the applicants must provide the name of the individuals who can
provide the most accurate information regarding the applicant’s work abilities.
REASSIGNMENT
Employees may be reassigned by the CEO/Principal to meet the needs of DeKalb PATH
Academy. Reasons for reassignment may include, but are not limited to reorganization, certification,
opening and closing of new classes, and increase or decrease of enrollment.
RECRUITMENT
DeKalb PATH Academy has been active in recruiting employees from a pool of diverse and
talented applicants via several venues including GA Charter Schools Association, colleges and
universities, Teach for America, and the school website.
RESIGNATIONS
The CEO/Principal shall have authority to accept on behalf of the Governing Board, an
employee's resignation. Non-contractual employees are requested to submit a letter of resignation as
soon as possible, but at least two weeks prior to the expected date for leaving DeKalb PATH
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Academy. Contractual employees should provide a 30-day advance notice. Detailed information is
provided on the individual contracts.
REPORT OF SUSPECTED CHILD ABUSE OR NEGLECT
Any school employee who has knowledge or reasonable cause to believe that a student has
been a victim of physical abuse, sexual misconduct or other forms of harassment by someone, shall
report such abuse or misconduct to the appropriate school administrator immediately. Please refer to
your school administrator regarding protocols for reporting child abuse or neglect.
SEXUAL HARASSMENT
All employees of DeKalb PATH Academy Inc. are entitled to a work environment free from
sexual harassment and all other forms of discrimination.
Sexual harassment is a form of misconduct, which undermines the integrity of the
employment relationship. No employee, male or female, shall be subject to unsolicited and
unwelcome sexual overtures or conduct of a verbal or physical nature. Report the abuse to the
immediate supervisor immediately.
SUBSTITUTE EMPLOYMENT
Substitute employees are defined as those employed for a daily, half-day, or hourly period to
replace an employee who is absent from duty. The hours per day and days per week are based on the
needs of DeKalb PATH Academy. Substitute employees are paid at an hourly, daily or unit rate of
pay on a semi-monthly payroll schedule. Substitute employees are subject to Medicare tax.
EMPLOYEE EXPECTATIONS
During the Term, Employee shall:
1. Teach: (a) a minimum of eight (8) hours of classes Monday through Friday during the dates
and hours established for the school year by the Governing Board of Directors of PATH, and (b)
extended day during extended day season.
2. Provide proper and adequate supervision for assigned students, including but not limited to
instructional time while in class, before and after school, and when on-duty as a coach or chaperone
(for both local and out-of-state field lessons as assigned by PATH) until either parents or buses have
arrived to pick up students;
3. Provide Employee’s mobile telephone or a google contact number to assigned students to
use for homework assistance (and emergencies) and promptly return all telephone calls, texts &
emails from assigned students within 24-48 hrs.
4. Conduct: (a) morning and afternoon bus duties as assigned by PATH, (b) cafeteria and
lunch duties as assigned by PATH
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5. Attend all parent meetings and conferences and communicate with parent(s) or guardian of
assigned students if at any time a student’s behavior in class is disruptive or if academic performance
is unacceptable and document all communications;
6. Attend: (a) all scheduled faculty meetings, (b) all grade level, department, and trip meetings,
and (c) Attend and participate in the School’s professional development program as planned and
scheduled;
7. Maintain up-to-date lesson plans and emergency lesson plans and timely review and grade
the work of assigned students;
8. Make full and complete reports pertaining to student records, grades, instruction, and
behavior and deliver all required reports to the Principal of the School or such other person as
designated by PATH;
9. Work collaboratively with colleagues, administration, parents, community members and others
to support and implement the vision and goals of PATH and the School; and
10. Obtain and continuously hold Employee’s required teaching certificate.
TELECOMMUNICATIONS
DeKalb PATH Academy Inc. provides technologies, networks, and Internet access to
support the educational mission of the DeKalb PATH Academy and to enhance the curriculum and
learning opportunities for students and its employees. These technology resources may be used only
in support of education and research and consistent with the educational objectives of the DeKalb
PATH Academy.
All guidelines set forth in policy and any relevant regulations or rules are applicable to all
telecommunication services and equipment provided by DeKalb PATH Academy including, but not
limited to, the following:
• Computer workstations;
• Internet services; and
• Telephone services.
Acceptable use agreements must be signed by all users of DeKalb PATH Academy
technologies or networks.
DeKalb PATH Academy-provided access must be used in a responsible, efficient, ethical and
legal manner. Failure to adhere to the DeKalb PATH Academy’s policies and guidelines for the use
of telecommunication resources may result in suspending or revoking the right to access these
resources.
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It is also important to remember that all electronic communications DeKalb PATH
Academy provides are subject to public records laws. Unacceptable uses of the network include:
violating the conditions of the Educators Code of Ethics dealing with students’ rights to privacy,
using profanity, obscenity, or other offensive language, reposting personal communications without
the author’s prior consent, copying commercial software in violation of copyright law, copying other
copyright protected material and using the network for financial gain or for any commercial or illegal
activity.
TUTORING
Except as provided for in DeKalb PATH Academy-sponsored programs: (1) no employee
shall provide tutoring on DeKalb PATH Academy property for which compensation that is in
addition to the employee’s salary is received; and (2) no employee shall tutor, for compensation,
either during the school year or summer, any student who is currently assigned to the employee.
WORK CALENDAR
DeKalb PATH Academy shall follow the work calendar adopted by DeKalb County School
System for each school year. However, the CEO/Principal is authorized to develop a school
calendar, which will satisfy the legal requirements and the policies of the State Board of Education
and the accrediting agencies. Staff should use this calendar to share activities planned, such as field
trips, assemblies, etc. Please refer to this for weekly and monthly events and functions in and
outside of the school. Plans should be made to avoid conflict with the work calendar whenever
possible.
WORK HOURS
In 2024-25 school year the official work hours are from 8:10 to 4:10. The workday is
extended until 5:10pm during Extended Day Seasons. The CEO/Principal is authorized to change
the work hours to meet the needs of the school. Personal activities should be arranged by each staff
member to assure that they are available for work during their scheduled hours of duty. Changes in
work schedules will be arranged as far in advance as possible.
CELL PHONES USAGE FOR STAFF
While it is understandable that cell phones may need to be used to contact parents or for
emergencies, please use discretion when using them in the building. Facebook, Snapchat, etc. should
never be used during your teaching or coverage time. You are the professional who sets the
example for students and families. Please model appropriate cell phone use.
CLASSROOM CARE
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The basic condition of your room is your responsibility and reflects upon you as a teacher. At the
end of the day the floor should be litter free.
COVERAGE/DUTIES
Teachers are assigned morning, lunch, recess and bus duties. Make sure to check the VIP drive for a
list of your duties and make sure to explain these duties in substitute plans. Any permanent
adjustments of duties need to be cleared by administration, and if you are unable to perform duties
on a single day relay that information to administration and your team leader.
SUPERVISION OF STUDENTS
Teachers should not leave students unsupervised at any time. If in an emergency you have to leave
your classroom, notify the adjacent teacher and have them watch your class for you or call the office
so that someone can be sent down. Your supervision responsibilities extend outside of your
classroom to the halls and all areas of the building the entire school day. Remember that all students
are all our responsibility. Please make sure to arrive in the building by 7:45.
RECESS:
Recess is an important part of the day for the students. It is also a time when you can build
relationships with the students. It is expected that ALL teachers are out at recess with their students
during their assigned times. . Teachers should be monitoring students at all times. Teachers will be
spread across the recess area to provide maximum coverage. Recess time cannot be used as a
consequence for behaviors for 5th grade students. If a student is participating in unsafe play, they
can sit down during recess.
FIELD TRIPS/ TEACHER RESPONSIBILITY
Field trips can be an integral and pertinent part of any instructional area. For the full educational
value to be realized however, it is essential that sound planning and consistency is incorporated. The
following general checklist must be utilized in planning and taking all field trips.
1. Complete the Field Trip form 30 days prior to trip and submit to administration.
2. Following signed approval, make certain that the time and date is entered on Google Staff
Calendar.
3. Send home parental permission slips. Have them signed and returned prior to departure
time.
4. Include the deadline for payment on the permission slip. Team leader should be the
responsible party for the payment collection and receipt book.
5. If your trip is non-refundable you must indicate this on the permission slips.
6. Keep accurate and adequate records of monies received and disbursed.
7. Deposits should be turned in daily to the CFO or designee to lock in the safe. Teachers
should not keep money in their classroom overnight
8. Once all money has been collected, make an appointment with the CFO or a designee to
count the money and submit the deposit.
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9. Submit to the main office:
a. A listing of ALL students NOT participating in the field trip and where those
students are to report the day of the trip.
b. A copy of the trip agenda
c. Cell phone number of trip coordinator
d. Assigned work for those students staying behind.
10. Submit to the School Nurse ONE WEEK prior to the trip:
a. A listing of ALL students participating in the field trip before leaving. . This is
imperative for medical arrangements.
11. Supply all chaperones with information about what is expected of them. This will include a
list of students for whom they are responsible, timeline of the field trip (from loading to
unloading buses), specific places they should (and should NOT) visit and an alternate plan in
the event of unforeseen circumstances. A copy of chaperone instructions will be given to
each administrator prior to leaving on the trip.
FIRE DRILL INSTRUCTIONS:
A fire drill will be held monthly and a record of such be maintained.
Signal: Continuous ringing of bell system.
1. Each classroom should have displayed in a prominent place a sign
naming the exit to be used.
2. The last person passing through the doorway at the end of the corridor
should close the door.
3. Teachers should go with their classes and be responsible for quiet,
orderly behavior. Class record books must be carried to assure that a
careful roll check can be made.
4. NO TALKING SHOULD BE PERMITTED ON THE WAY OUT
OF THE BUILDING. Unnecessary noise at this time prevents hearing
instructions in case an exit is blocked or a real emergency exists.
5. Move quickly, but do not run. Do not be alarmed if there is smoke or an
exit is cut off. The ability of each student to act wisely, quietly and quickly
in carrying out these safety regulations is evidence of good common
sense.
6. Upon arriving at your designated area outside, please take attendance.
LESSON PLANS
All teachers and instructional staff are responsible for up to date submission of lesson plans.There is
not a standard lesson plan format for the school, but there may be one for each department. Lesson
plans are due Saturday evening by 7:00pm to the Staff VIP Drive. Exceptional Education Teachers
should reply Sunday by 7:00 with suggestions.
EMERGENCY LESSON PLANS: All teachers and instructional staff are required to submit
emergency lesson plans that are clear and easy to follow. All materials that are needed to implement
emergency lessons are to be user ready. At no time should any substitute teacher be expected to
prepare materials to facilitate classroom lessons. At no time should substitute teachers be expected
to teach new material to students or to continue teaching what the regularly assigned teacher has
begun. Emergency plans are to include:
● Detailed instructions for each class
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● Up-to-date class rosters for each class
● Up-to-date seating charts for each class
● Teacher’s daily schedule, duties, and responsibilities for the day
● Clearly marked and identified materials
● Statement concerning collection of student work, homework, and other daily
procedures
● Adequate number of materials for all students
● Homework assignments
● Turn in three separate plans; replenish as they are used
BENEFITS
A benefits package is offered to full-time employees. Coverage will be effective on the first
of the month following thirty (30) days of service and an insurance premium will be deducted the
month prior to the effective date of coverage.
POLICIES OFFERED
Policies offered are subject to yearly review and may change according to current market conditions
and the budget process. Open enrollment period is in September. CFO structures all salary
reductions for benefits on a semi-monthly basis as a payroll deduction.
INCLUDED BENEFITS
● Health Coverage under Kaiser Permanente (optional)
● Dental (optional)
● Vision (optional)
● Short-Term Disability
● Long-Term Disability
● Life insurance
● Medicare
● TRS (Teacher Retirement System of Georgia)
● Worker’s Compensation
HOLIDAYS
The DeKalb PATH Academy recognizes the following holidays:
• Independence Day
• Labor Day
• Thanksgiving Holiday
• Winter Holiday/Break
• New Year’s Day
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• Martin Luther King, Jr.’s Birthday
• Presidents’ Day
• Spring Holiday/Break
• Memorial Day
SHORT-TERM DISABILITY
Short-term disability insurance provides compensation during a leave of absence.
When choosing to use short-term disability insurance instead of sick leave, it is important to
note that using sick leave will provide the employee with 100% of pay, contributions to TRS,
and premiums to cover benefits. Short-term disability will provide the employee with 60%
of pay, no contributions to TRS, and benefit premiums must be paid directly to a health
insurance company.
LONG-TERM DISABILITY
All DeKalb PATH Academy employees are covered by long-term disability
insurance. Long-term disability will provide the employee with up to 60% of their annual
salary. Benefits will begin after the employee has been disabled for 180 calendar days.
PUBLIC SCHOOL EMPLOYEES RETIREMENT SYSTEM
All employees who are eligible to participate in the Public School Employees
Retirement System of Georgia are required, under the provisions of O.C.G.A. § 47-4-40, to
become members when employed by DeKalb PATH Academy Inc. For the 24-25 school
year employees pays 6% and DeKalb PATH Academy Inc. pays . %.
WORKERS’ COMPENSATION
Employees may be entitled to workers’ compensation benefits if injured on the job.
The injury must arise out of and in the course of employment. The injured employee must
provide notice, either in person or in writing, of the injury immediately, but not later than 30
days after the accident, to the employee’s immediate supervisor. Failure to do so may result
in the loss of benefits. The injured employee may select a medical care provider from the
panel of approved physicians. Only those providers listed are authorized to provide medical
care for a work-related injury.
Generally, employees are not eligible for workers’ compensation benefits for injuries
sustained going to or coming from work, during deviations from the scope of employment
(e.g., a person making a delivery drives to a place unconnected to the employee assignment),
as a consequence of imported danger (e.g., an employee’s own attire or a personal weapon
causes injury to the employee, when an employee engages in a prohibited act, when the
employee engages in horseplay, during recreational or social activities, or during times in
which the employee is not subject to the employer’s control (e.g., not on the premises, not
during the regularly scheduled work day). Any questions should be addressed to your
immediate supervisor.
403
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Dekalb PATH Academy Employee Handbook
COBRA
If an employee or dependents become ineligible for coverage under the DeKalb
PATH Academy’s medical, dental, or vision program, the employee may be eligible to extend
coverage under the federal COBRA program. This allows the employee and/or dependents
to continue receiving insurance coverage through self-paid premiums.
CERTIFICATION
DeKalb PATH Academy adheres to the certification rules and guidelines set forth by the
State of Georgia and the Georgia Professional Standards Commission (PSC). It is the responsibility
of all professionally certified employees to obtain and maintain Georgia certification. Certification
forms and information are available on the PSC’s website at http://www.gapsc.com.
ADDING A FIELD TO AN EXISTING CERTIFICATE
To add a field to an established professional certificate at the bachelor’s degree level or
higher, an applicant must either: (1) pass the appropriate content assessment(s) in the new field; or
(2) complete a state-approved program in the new field and be recommended by the program for
certification in the appropriate field.
Teachers must complete the certification application and submit documentation to the Human
Resources. Once all documents have been received, the packet will be submitted to PSC.
ALTERNATIVE TEACHER CERTIFICATION
Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP)
The GaTAPP Program is designed to provide an untraditional, non-degree, preparation
route to teacher certification. The required coursework will be completed through a blend of online
and face-to-face coursework. The teacher candidate has up to three (3) years to complete the
program. Certification requirements and information are available on the PSC’s website at
http://www.gapsc.com. The Georgia Charter School Association has established a GATAPP
program for teachers in charter schools. Application and information are available on GCSA’s
website at http://www.gacharters.org.
CERTIFICATE CATEGORIES
Certificates are grouped under two major categories: Renewable and Non-renewable.
Renewable certificates are valid for five (5) years, during which time the educator must satisfy
standard renewal requirements. On July 1, 2014 all renewable certificates were converted to Standard
Professional Certificate. Non-renewable certificates remained unchanged and valid for three (3)
years. During the three (3) year validity period, the educator must satisfy specified requirements to
convert the non-renewable certificate to a clear renewable certificate. Detailed information
404
DeKalb PATH Academy Exhibit 15
Dekalb PATH Academy Employee Handbook
concerning educator certification rule changes can be found on GAPSC’s website at
http://www.gapsc.com.
CERTIFICATE LEVELS
The level assigned to a certificate indicates the highest degree level recognized by the PSC
that has been awarded to the certificate holder. College hours beyond a degree are not used to assign
the level. Only the highest degree awarded on an official transcript from a PSC accepted accredited
institution is used to determine the single level that is assigned to all certificate fields held by that
educator. The assignment of a certification level to various degrees is contingent on a valid
certificate field being held and the degree being awarded on an official transcript from a
PSC–accepted accredited institution.
CERTIFICATE UPGRADES
On receipt of a masters, specialist, or doctoral degree, certified staff must submit two
SEALED copies of the official transcript showing the degree completion date to Human Resources.
The completed packet with the PSC applications will be forwarded to the PSC by the Human
Resources.
An additional provision of the ESEA requires that the DeKalb PATH Academy notify
parents if their child is assigned to a teacher for four or more consecutive weeks who is not "highly
qualified." A Non-Highly Qualified letter must be sent for teachers in core area fields only. Core area
fields include Reading, Language Arts, Math, Social Studies, Science, Fine Arts, and Foreign
Languages.
HIGHLY QUALIFIED PROVISIONS
Certificated teaching staff members must hold a valid Georgia certificate in the field to
which they are assigned.
ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) PARENTS RIGHT TO
KNOW
Under the Elementary and Secondary Education Act, schools such as DeKalb PATH
Academy that receive Federal Title I funding must notify parents of their right to know the
professional qualifications of the teachers and paraprofessionals who instruct their child.
RENEWAL REQUIREMENTS FOR CLEAR RENEWABLE CERTIFICATES
Certified staff members should not allow their certificates to expire. Failure to maintain a valid
certificate at all times may be considered grounds for termination or non-renewal of an employee’s
contract. Requirements for renewal include:
● A criminal record check must be done through the Georgia Applicant Processing Service
(GAPS) under the Georgia Bureau of Investigation during the school year in which the
certificate expires
405
DeKalb PATH Academy Exhibit 15
Dekalb PATH Academy Employee Handbook
● A completed teacher certification application
● A complete verification of lawful presence
Once all requirements have been satisfied, the applicant package will be forwarded to PSC by
Human Resources.
COMPENSATION AND CLASSIFICATION
BREAK PERIODS
The Federal FLSA guidelines do not require breaks be given to employees. All employees at
DeKalb PATH Academy work hours are from 8:10 to 4:10. Non-teaching employees are permitted
the reasonable use of rest periods of short duration and a 30 minute paid lunch break
FAIR LABOR STANDARDS ACT
The Fair Labor Standards Act (FLSA) is a federal labor law governing overtime, minimum
wage, child labor, and equal pay. It requires employers to keep records of all hours worked by
non-exempt employees.
MILITARY EXPERIENCE AND SALARY PLACEMENT
Salary placement credit for military experience will be granted for each year of service, up to
a maximum of three years. The official DD-214 document is required.
NON-EXEMPT OR EXEMPT
Under the FLSA, DeKalb PATH Academy employees are classified as “non-exempt” or
“exempt.” Non-exempt employees are entitled to overtime pay; exempt employees are not. For
non-exempt employees, the FLSA requires overtime pay (at time and one-half) for all hours worked
over 40 in a workweek. For non-exempt employees, the FLSA requires overtime pay (at time and
one-half) for all hours worked over 40 in a workweek.
OVERTIME
No employee shall work overtime unless the time has been pre-approved by the CEO.
PAYCHECKS
The CFO or designee shall ensure that school employees are paid accurately and in a timely
manner in accordance with applicable laws and rules. Payroll is processed typically three business
days in advance of the payday. Payroll statements or stubs are available by email through the
PayChex Software.
HOW EMPLOYEES ARE PAID
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Dekalb PATH Academy Employee Handbook
In U.S. currency; by a check issued by the employer that is negotiable on demand at full face
value for U.S. currency; or By the electronic transfer of funds to the employee’s bank
pursuant to a direct deposit agreement signed by the employee.
Paydays for salary employees shall be on the 15th and 30th/ 31st. If the payday falls on a
weekend, checks will be issued as of the Friday before.
The CFO or designee shall ensure that the wages of school employees are not withheld
except in the following situations as permitted by applicable laws and rules:
● The school is ordered to do so by a court of competent jurisdiction
● The school is authorized to do so by state or federal law
● The school has written authorization from the employee to deduct part of the wages
for a lawful purpose
● If a salaried employee has gone past accrued time and a salary deduction is required.
HOURLY PAYROLL
● Pay for hourly employees is entered manually by the CFO or designee.
● Hourly employees’ sign in sheets are kept by the front office.
o All time worked by non-salaried employees will be paid as follows: Time worked
from the 1st through the 15th of the month will be paid on the 20th of the
following month. Time worked from the 16th through the end of the month will
be paid on the 10th of the following month
PAYROLL DEDUCTIONS
Each employee’s paycheck will have specific deductions as required by law, and/or at the
employee’s request. Examples of required deductions include, but are not limited to, federal
and state income taxes, FICA (last deduction was on December 31, 2015) and retirement
contributions towards Teachers Retirement System (TRS). Examples of optional deductions
include, but are not limited to, insurance premiums, and tax-sheltered annuity contributions.
FINAL CHECK
If an employee leaves before the end of their contract period, the CFO will follow the
calculation provided in the contract to determine the final check amount.
Final checks can be mailed or directly deposited. Final checks are not available for in-person
pickup.
RETIREES RETURNING TO WORK
A retiree from any Georgia school system will be employed in accordance with TRS
guidelines and procedures.
407
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Dekalb PATH Academy Employee Handbook
TRS SALARY PLACEMENT FOR CERTIFIED EMPLOYEES
Unless otherwise allowable by law, all teachers at PATH shall be members of the Georgia Teachers
Retirement System and subject to its requirements. The CFO and/or designee will ensure that the school
complies with all requirements of the Georgia Teachers Retirement System, including making any required
contributions.
Salaries for certificated employees are determined by the Georgia teaching certificate that
they hold and the years of experience that have been verified. Salary placement for a certified
employee will be administered in accordance with Georgia Code: GBA (5)160-5-2-05, “Experience
for Salary Purposes.” DeKalb PATH Academy follows the DCSD’s Teacher Salary Schedule for
teaching staff.
SALARY PLACEMENT FOR CLASSIFIED EMPLOYEES
For classified employees, salary placement is determined based on the appropriate verification of experience,
skills and expertise of the employees. For 24-25 school year, PATH will compensate teachers using most
recent salary scale approved by the PATH Academy Board.
408
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Dekalb PATH Academy Employee Handbook
LEAVE AND ATTENDANCE
To ensure the stability of a competent workforce and job security for employees, DeKalb PATH
Academy Inc. provides leave of absence benefits to eligible employees.
ATTENDANCE
All employees are expected to be at work on time, every day. Late or absent employees must
text the principal and assistant principal as soon as possible in advance of time to report as a
preliminary notification. Leaving a voicemail is not permitted. However, if the employee does not
text and speak to the supervisor or designee, their pay will be docked for time missed. Failure to call
in when absent for any reason other than approved leave will be considered an unauthorized
absence. Only in an emergency shall someone other than the employee call the principal/school
designee to report an absence. Chronic lateness and/or absence is subject to disciplinary action
and/or grounds for termination.
FAMILY AND MEDICAL LEAVE
DeKalb PATH Academy fully complies with the Family and Medical Leave Act (FMLA) as
adopted by the U. S. Congress on February 5, 1993. Employees who have been employed by DeKalb
PATH Academy for at least 12 months and have worked at least 1,250 hours for DeKalb PATH
Academy in the previous 12-month period, are eligible to take 12 weeks of unpaid leave for the
following: (a) because of the birth of a son or daughter of the employee and in order to care for such
son or daughter; (b) because of the placement of a son or daughter with the employee for adoption
or foster care; (c) in order to care for the spouse, or a son, daughter, or parent, of the employee, if
such spouse, son, daughter, or parent has a serious health condition; (d) because of a serious health
condition that makes the employee unable to perform the functions of the position of such
employee; or (e) because of any qualifying exigency arising out of the fact that the spouse, or a son,
daughter, or parent of the employee is on covered active duty (or has been notified of an impending
call or order to covered active duty) in the Armed Forces. All leave shall be taken in accordance with
the FMLA.
JURY AND WITNESS LEAVE
Employees subpoenaed either for jury duty or as a witness to testify before a court of law in
a case shall be allowed a leave of absence without loss of pay. An employee, who serves as a juror or
a witness shall not have the leave deducted from sick, personal, or professional leave. No employee
utilizing witness leave shall be required to pay the cost of employing a substitute employee to serve
during the employee’s absence on such witness leave.
409
DeKalb PATH Academy Exhibit 15
Dekalb PATH Academy Employee Handbook
MILITARY LEAVE
Full-time employees of DeKalb PATH Academy shall be entitled to paid military leave not
to exceed eighteen days in any federal fiscal year for the purpose of complying with ordered military
duty with the Armed Forces of the United States or the State of Georgia, including duty as a
voluntary member of the militia or the reserve component. Employees are also entitled to paid leave
not exceeding thirty days in any one federal fiscal year if ordered to duty as a result of the declaration
of any emergency by the governor or the appropriate officials of the United States Armed Forces.
Full-time employees of DeKalb PATH Academy shall be entitled to military leave for
long-term, ordered military duty, with full employment and reinstatement rights as provided by law.
The employee subject to such military duty must provide the CEO/Principal a copy of official
military orders, along with the request for such leave.
PERSONAL LEAVE
During each Term, employees shall be entitled to a total of ten (10) days of leave (“Leave
Days”) for illness, health related issues, family health related issues, vacation, and to conduct
personal business. Leave Days carry over from one school year to the next, to the extent that
employees cannot carry over more than 30 days of leave in their bank. During the Term, Employees
shall be entitled to benefits in accordance with the policies of PATH as the same may be adopted or
amended from time to time.
Employee attendance on certain Personal vacation leave may not be authorized during the
following designated critical days for any personnel: pre-planning, post planning, Georgia Milestones
Administration. Any exceptions must be approved by the CEO/Principal.
All requests for personal leave must be submitted through the Google Form at least five (5)
days prior to the requested leave date. An employee is not required to indicate specific reasons for
personal leave. The CEO/Principal or supervisor has the right to approve or deny the employee’s
request for personal leave.
Leave days will carry over from one school year to the next, but the total amount of leave
days shall be more than 30 day. If the employees have accrued leaves day on their last day employed
by PATH, PATH will not compensate for unused leave days. Unused leave days will be transferred to the
new employment or reinstated upon reemployment.
410
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Dekalb PATH Academy Employee Handbook
PROFESSIONAL DEVELOPMENT DAYS
An employee who is selected or given permission by the CEO/Principal to participate in
professional training or staff development away from the school will be given professional leave
day(s), which will not be charged against his/her personal leave.
PERSONNEL RECORDS
Human Resources is responsible for maintaining permanent personnel files and records for
all employees of DeKalb PATH Academy. When an employee has accepted an offer of employment
with DeKalb PATH Academy, a file is established to maintain a history of employment. All
personnel files are maintained in the Human Resources Office
There is only one official personnel file for each employee. Confidentiality of all files is
maintained. Information or records in an employee’s personnel file may be subject to disclosure to
the public under the Open Records Act.
FINANCIAL DATA/LEGAL PROCESSING
Child support, tax levies, and bankruptcy and garnishment transactions are processed
according to applicable state and federal laws.
REPORTING CHANGES IN THE PERSONNEL FILE
Keeping the personnel file up-to-date is important with regard to pay, deductions, benefits,
and other matters. It is the responsibility of employee to inform Human Resources when there are
changes in:
• Legal name
• Home address
• Home telephone number
• Marital status
• Driving record or status of driver's license
• Military or draft status
• Federal or state tax withholding updates
• Required training certificates
• Required professional license(s).
• Beneficiary of the employee’s life insurance and retirement plans
• Number of dependents or allowances listed for income tax purpose
411
DeKalb PATH Academy Exhibit 15
Dekalb PATH Academy Employee Handbook
ACCOUNTING SYSTEM
DEPOSITS
ACCOUNTING DEPOSITS
Budgeted school programs include such programs and activities as school meals, field trips,
yearbooks, uniforms etc. Deposits for these programs and activities must be submitted with a
completed Program Payments/Deposits form.
FIELD TRIP DEPOSITS
Each teacher should ensure that field trip payments collected will cover the total cost
of the trip, as it is the policy of the school that field trips should at least cover 90% from a
cost standpoint. Field trip summary form shall be submitted to CEO/Principal, AP, COO
and CFO at least one month before the field trip date.
Field trip deposits are to be submitted with a Program Payments/Deposits to CFO
or a designee by 3:00 daily. A separate form should be used for each trip.
The teacher should retain a copy of the form with their records and forward the
deposit forms to the CFO or designee for records. The teachers and CFO or a designee will
maintain a field trip deposit form closely in google drive.
The teacher or program coordinator shall fill the refund form. In situations where,
for example, a student will be unable to attend a planned field trip for which the
parents/guardians have prepaid.
PURCHASING AND RECEIVING
CLASSROOM/OFFICE SUPPLIES
For budgeting purposes, classroom supplies are those consumable items that are expected to
be used up within the school year (e.g., markers, pencils, paper). Instructional materials are
learning materials that are expected to be utilized for more than one year (e.g., manipulatives,
books, etc.).
Staff and teachers may obtain supplies by submitting the purchase order form directly from
the staff VIP drive. Staff and teachers may purchase/pay for the items themselves and follow
the reimbursement process.
412
DeKalb PATH Academy Exhibit 15
Dekalb PATH Academy Employee Handbook
REIMBURSEMENT AND DISBURSEMENT
Reimbursement to employees will be allowed for reasonable and necessary expenses incurred
in connection with approved activities, and purchases when expenses are within budget allowances.
REQUIRED SUPPORTING DOCUMENTATION
Reimbursement of purchases that employees elect to make out of pocket are subject to the
availability of budgeted funds and must be supported by detailed receipts. Staff are required
to fill the reimbursement form from the staff VIP. It is the responsibility of the employee to
retain and submit receipts and supporting documentation for reimbursable school-related
expenditures. All requests must have supporting documentation attached. Undocumented or
unreceipted expenditures will not be processed or reimbursed.
413
DeKalb PATH Academy Exhibit 16
DATE (MM/DD/YYYY)
CERTIFICATE OF LIABILITY INSURANCE 09/30/2024
THIS CERTIFICATE IS ISSUED AS A MATTER OF INFORMATION ONLY AND CONFERS NO RIGHTS UPON THE CERTIFICATE HOLDER. THIS
CERTIFICATE DOES NOT AFFIRMATIVELY OR NEGATIVELY AMEND, EXTEND OR ALTER THE COVERAGE AFFORDED BY THE POLICIES
BELOW. THIS CERTIFICATE OF INSURANCE DOES NOT CONSTITUTE A CONTRACT BETWEEN THE ISSUING INSURER(S), AUTHORIZED
REPRESENTATIVE OR PRODUCER, AND THE CERTIFICATE HOLDER.
IMPORTANT: If the certificate holder is an ADDITIONAL INSURED, the policy(ies) must have ADDITIONAL INSURED provisions or be endorsed.
If SUBROGATION IS WAIVED, subject to the terms and conditions of the policy, certain policies may require an endorsement. A statement on
this certificate does not confer rights to the certificate holder in lieu of such endorsement(s).
PRODUCER CONTACT Lisa Harris
NAME:
PointeNorth Insurance Group, LLC PHONE (770) 858-7540 FAX (770) 858-7545
(A/C, No, Ext): (A/C, No):
PO Box 724728 E-MAIL lisa.harris@pninsurance.com
ADDRESS:
INSURER(S) AFFORDING COVERAGE NAIC #
Atlanta GA 31139 INSURER A : Massachusetts Bay Ins Co 22306
INSURED INSURER B : AllAmerica Financial Benefits 41840
Dekalb Path Academy INSURER C : Hanover Insurance Company 524210
3007 Hermance Drive Ne INSURER D : Capitol Special Risk
INSURER E :
Atlanta GA 30319 INSURER F :
COVERAGES CERTIFICATE NUMBER: 24-25 Master COI REVISION NUMBER:
THIS IS TO CERTIFY THAT THE POLICIES OF INSURANCE LISTED BELOW HAVE BEEN ISSUED TO THE INSURED NAMED ABOVE FOR THE POLICY PERIOD
INDICATED. NOTWITHSTANDING ANY REQUIREMENT, TERM OR CONDITION OF ANY CONTRACT OR OTHER DOCUMENT WITH RESPECT TO WHICH THIS
CERTIFICATE MAY BE ISSUED OR MAY PERTAIN, THE INSURANCE AFFORDED BY THE POLICIES DESCRIBED HEREIN IS SUBJECT TO ALL THE TERMS,
EXCLUSIONS AND CONDITIONS OF SUCH POLICIES. LIMITS SHOWN MAY HAVE BEEN REDUCED BY PAID CLAIMS.
INSR ADDL SUBR POLICY EFF POLICY EXP
LTR TYPE OF INSURANCE INSD WVD POLICY NUMBER (MM/DD/YYYY) (MM/DD/YYYY) LIMITS
COMMERCIAL GENERAL LIABILITY EACH OCCURRENCE $ 1,000,000
DAMAGE TO RENTED 100,000
CLAIMS-MADE OCCUR PREMISES (Ea occurrence) $
MED EXP (Any one person) $ 25,000
A ZDA D349077-07 08/21/2024 08/21/2025 PERSONAL & ADV INJURY $ 1,000,000
GEN'L AGGREGATE LIMIT APPLIES PER: GENERAL AGGREGATE $ 2,000,000
PRO- Included
POLICY JECT LOC PRODUCTS - COMP/OP AGG $
OTHER: $
AUTOMOBILE LIABILITY COMBINED SINGLE LIMIT $ 1,000,000
(Ea accident)
ANY AUTO BODILY INJURY (Per person) $
B OWNED SCHEDULED AWA8799025 06/28/2024 06/28/2025 BODILY INJURY (Per accident) $
AUTOS ONLY AUTOS
HIRED NON-OWNED PROPERTY DAMAGE $
AUTOS ONLY AUTOS ONLY (Per accident)
$
UMBRELLA LIAB OCCUR EACH OCCURRENCE $ 5,000,000
C EXCESS LIAB CLAIMS-MADE UHA D349080-06 08/21/2023 08/21/2024 AGGREGATE $ 5,000,000
DED RETENTION $ $
WORKERS COMPENSATION PER OTH-
AND EMPLOYERS' LIABILITY STATUTE ER
Y/N
ANY PROPRIETOR/PARTNER/EXECUTIVE E.L. EACH ACCIDENT $
OFFICER/MEMBER EXCLUDED? N/A
(Mandatory in NH) E.L. DISEASE - EA EMPLOYEE $
If yes, describe under
DESCRIPTION OF OPERATIONS below E.L. DISEASE - POLICY LIMIT $
Limit $500,000
Employment Practice Liability
D Prior & Pending Date: 11/07/2014 EPL2349627 11/07/2023 11/07/2024 Retentions $10,000
DESCRIPTION OF OPERATIONS / LOCATIONS / VEHICLES (ACORD 101, Additional Remarks Schedule, may be attached if more space is required)
CERTIFICATE HOLDER CANCELLATION
SHOULD ANY OF THE ABOVE DESCRIBED POLICIES BE CANCELLED BEFORE
THE EXPIRATION DATE THEREOF, NOTICE WILL BE DELIVERED IN
Informational Purposes Only ACCORDANCE WITH THE POLICY PROVISIONS.
AUTHORIZED REPRESENTATIVE
© 1988-2015 ACORD CORPORATION. All rights reserved.
ACORD 25 (2016/03) The ACORD name and logo 414
are registered marks of ACORD
DeKalb PATH Academy Exhibit 16 Addendum
AGENT********************************
2909125
ATLANTA GA 31139
PO BOX 724728
POINTENORTH INS GRP LLC
AGENT********************************
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DeKalb PATH Academy Exhibit 16 Addendum
The Hanover Insurance Group
Consumer Privacy Notice
FACTS WHAT DOES THE HANOVER DO WITH YOUR PERSONAL INFORMATION?
At The Hanover Insurance Group (“The Hanover”), we are committed to protecting the privacy of
the personal information that we collect or maintain.
Why? Financial companies choose how they share your personal information. Federal and state law
gives consumers the right to limit some but not all sharing. Federal and state law also requires us
to tell you how we collect, share, and protect your personal information. Please read this notice
carefully to understand what we do.
The types of personal information we collect and may share to provide products services to you
include:
Information you provide to us in your application
What? Insurance claim history
Information contained in consumer reports to the extent permitted by law.
We may share information we collect for permissible purposes.
All financial companies need to share customers’ personal information for permissible purposes
to run their everyday business. When The Hanover shares personal information with a trusted
service provider, The Hanover requires the service provider to have processes and procedures in
How?
place to protect the information. In the section below, we list the reasons financial companies
can share their customers’ personal information; the reasons The Hanover chooses to share; and
whether you can limit this sharing.
Does The Hanover
Reasons we can share your personal information Can you limit this sharing?
share?
For our everyday business purposes— Yes No
such as to process your transactions, maintain
your account(s), respond to court orders and legal
investigations, or report to credit bureaus
For our marketing purposes— Yes No
to offer our products and services to you
For joint marketing with other financial companies No We don’t share
(for products and services not offered by The
Hanover)
For our affiliates’ everyday business purposes to Yes No
provide coverage and services to you—
information about your transactions and experiences
For our affiliates’ everyday business purposes to No We don’t share
provide coverage and services to you— information
about your creditworthiness
For our affiliates to market to you No We don’t share
For nonaffiliates to market to you No We don’t share
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The Hanover Insurance Group
Consumer Privacy Notice
Questions? Call [toll-free] 1-800-446-8379 or write to privacy@hanover.com
Who we are
Who is This notice is being provided on behalf of the following Hanover Companies: The Hanover
providing this Insurance Group, Inc. - AIX Specialty Insurance Company - Allmerica Financial Alliance Insurance
notice Company - Allmerica Financial Benefit Insurance Company - Allmerica Plus Insurance Agency, Inc.
- Campmed Casualty & Indemnity Company, Inc. - Citizens Insurance Company of America -
Citizens Insurance Company of Illinois - Citizens Insurance Company of the Midwest - Citizens
Insurance Company of Ohio - Educators Insurance Agency, Inc. - Hanover Specialty Insurance
Brokers, Inc. - The Hanover American Insurance Company – The Hanover Atlantic Insurance
Company Ltd - The Hanover Casualty Company - The Hanover Insurance Company – The Hanover
National Insurance Company - Massachusetts Bay Insurance Company - NOVA Casualty Company -
Opus Investment Management, Inc. - Verlan Fire Insurance Company.
What we do
How does The Hanover To protect your personal information from unauthorized access and use, we use
protect my personal security measures that comply with federal and state laws. These measures include
information? computer and systems safeguards, secured files and buildings, firewall technology
and the use of detection software. We have implemented processes and
procedures to strengthen protection of our customer information. We limit access
to your information to those employees who need access to do their job.
How does The Hanover We collect your personal information, for example, when you:
collect my personal Apply for insurance
information? Pay insurance premiums or file insurance claims
Provide account information
Access our website
We also collect your personal information from third parties, such as consumer
reporting agencies and various state department of motor vehicles or similar
agencies.
Why can’t I limit all sharing? Federal and state laws give you the right to limit only:
Sharing for affiliates’ everyday business purposes- information about your credit
worthiness
Affiliates from using your information to market to you
Sharing for nonaffiliates to market to you
State laws may give you additional rights to limit sharing. See below for more on
your rights under state laws.
What happens when I limit Where “limit the sharing” is available, your choices will apply to everyone on your
sharing for an account I hold account.
jointly with someone else?
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The Hanover Insurance Group
Consumer Privacy Notice
Definitions
Affiliates Companies related by common ownership or control. They can be financial or nonfinancial
companies.
The Hanover affiliates are listed in this Consumer Privacy Notice.
Nonaffiliates Companies not related by common ownership or control. They can be financial or nonfinancial
companies.
The Hanover does not share with nonaffiliates so they can market to you.
Joint A formal agreement between nonaffiliated financial companies that together market financial
marketing products or services to you.
The Hanover does not jointly market.
Other important information
California: California residents can review our Privacy Policy for California Residents located at
https://www.hanover.com/legal-and-compliance/privacy-center/privacy-policy-california-residents.
New York: New York Insurance Law §2612 provides certain rights to victims of domestic violence, including privacy
protections and protections from discrimination, each of which is described in the policy located at
https://www.hanover.com/legal-and-compliance/privacy-policy/notice-protections-victims-domestic-violence-
under-ss2612-new.
As mentioned above, The Hanover may share your personal information for our everyday business purposes— such
as to process your transactions and claims, maintain your account(s), respond to court orders and legal
investigations, or report to credit bureaus.
The term “Information” means information we collect during an insurance transaction or other interactions you
may have with us. We may share your Information with nonaffiliates without your prior authorization as permitted
or required by law: for example, we may share your Information with insurance regulatory authorities, law
enforcement, and re-insurers and consumer reporting agencies, among other insurance support organizations.
Information we obtain from a report prepared by an insurance-support organization may be retained by that
insurance-support organization and disclosed to others.
To request access to or deletion of your personal information, send a written letter to: The Hanover Insurance
Group, Inc., c/o Chief Privacy Officer, 440 Lincoln Street N435, Worcester, MA 01653. Include your name, address,
and your policy, contract, or account number, and describe the information you wish to access or delete. You may
correct inaccurate personal information by visiting Hanover.com or calling your agent. We will respond to your
request within the statutory timeline under your state statute. We can’t change information other companies, like
credit agencies, provide to us. You’ll need to ask them to change it.
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The Hanover Insurance Group
Consumer Privacy Notice
Property Inspection for Valuation and Underwriting
Your professional insurance agent is dedicated to working with you to help make sure that you have the appropriate
amount of coverage for your property. From time to time, we may order an inspection of your property to assist with the
determination of whether the coverage on your property is adequate. We may also order an inspection to assist us in our
underwriting process. Our inspection process may involve discussions with your agent, a phone discussion with you,
inspecting and taking pictures of your property by third party service provider, a computerized analysis using a set of cost
factors including labor and construction materials in your region, or a combination of these or other measures to help
determine whether you have the appropriate amount of coverage for your property. It is necessary that you cooperate
with us when we make a property inspection request. It is important to understand that the market value of your property
and the replacement cost may differ significantly for many reasons, including that construction costs may differ
significantly from region to region. We utilize third party vendors to provide us with inflation trend information for your
region. We will also periodically apply automatic inflation adjustments to your coverage amounts to keep pace with
regional inflation trends. If you have questions about the amount of your coverage compared to the replacement cost of
your property, you should contact your agent. Also, if you made changes to your property during the policy period, or
have information which you feel we should be aware of, such as the installation of upgraded fixtures or other changes or
additions to the property which may have bearing on its value, you should contact your agent or us directly to provide
such information. Although the responsibility for making sure your property is properly insured to its value rests with you,
our property inspection and coverage evaluation program has been designed to assist you and your agent with this
evaluation and to assist us in our underwriting process. Please refer to your issued policy for the coverage you are afforded.
231-0862 11 23 Page 4 of 4
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DeKalb PATH Academy Exhibit 16 Addendum
THIS NOTICE IS PROVIDED IN RESPONSE TO THE DISCLOSURE REQUIREMENTS OF THE
TERRORISM RISK INSURANCE ACT. THIS NOTICE DOES NOT GRANT COVERAGE OR CHANGE THE
TERMS AND CONDITIONS OF COVERAGE UNDER THE POLICY. IF THERE IS A CONFLICT BETWEEN
THIS NOTICE AND THE POLICY, THE PROVISIONS OF THE POLICY SHALL APPLY.
DISCLOSURE PURSUANT TO TERRORISM RISK INSURANCE ACT
SCHEDULE
DISCLOSURE OF PREMIUM:
Total Terrorism Premium $ 69
Fire Following Premium $8
Other than Fire Following Premium $ 61
Disclosure of Terrorism Coverage Available
You are hereby notified that under the Terrorism Risk Insurance Act, as amended, you have a right to purchase
insurance coverage for losses resulting from “acts of terrorism” defined in Section 102(1) of the Act as follows:
Any act or acts that are certified by the Secretary of the Treasury, in accordance with the
provisions of the federal Terrorism Risk Insurance Act, to be an act of terrorism; to be a violent
act or an act that is dangerous to human life, property, or infrastructure; to have resulted in
damage within the United States, or outside the United States in the case of certain air carriers or
vessels or the premises of a United States mission; and to have been committed by an individual
or individuals, as part of an effort to coerce the civilian population of the United States or to
influence the policy or affect the conduct of the United States Government by coercion.
The premium charged for this coverage is provided in the SCHEDULE above and does not include any charges
for the portion of loss that may be covered by the Federal Government as described below. This premium has
been added to your policy and unless this form is signed and returned to us to reject terrorism coverage,
coverage for Certified Acts of Terrorism is provided by your policy.
Your policy may contain other exclusions which could affect your coverage, such as an exclusion for Nuclear
Events or Pollution. Please read your policy carefully .
Note for Commercial Property or Commercial Inland Marine Policyholders in Standard Fire States:
In Standard Fire states, terrorism exclusions make an exception for (and therefore provide coverage for) fire
losses resulting from an act of terrorism. Any policyholder with a location that we insure in a Standard Fire State
that rejects our offer of terrorism coverage in this form will still have coverage with us for fire losses resulting from
an act of terrorism.
Explanation of Premium
If a dollar amount is shown for Fire Following Premium in the SCHEDULE above that means we insure a location
of yours in a Standard Fire State. Fire Following Premium is shown in the SCHEDULE above regardless of
whether a policyholder with a location that we insure in a Standard Fire State accepts or rejects terrorism
coverage with us. Fire Following Premium represents the charge for the coverage we provide for fire losses
resulting from acts of terrorism. Fire Following Premium does not include Other Than Fire Following Premium. All
Other Than Fire Following Premium is shown in the Other Than Fire Following Premium field in the SCHEDULE
above.
If a dollar amount is shown for Other Than Fire Following Premium in the SCHEDULE above that means you
have accepted terrorism coverage with us. Other Than Fire Following Premium represents the charge for
terrorism coverage. Other Than Fire Following Premium does not include Fire Following Premium. If applicable,
all Fire Following Premium is shown in the Fire Following Premium field in the SCHEDULE above.
401-1374 12 20 Includes copyrighted material of Insurance Services Office, Inc., with its permission. Page 1 of 2
420
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DeKalb PATH Academy Exhibit 16 Addendum
The dollar amount shown for Total Terrorism Premium in the SCHEDULE above represents the sum of premium
for Fire Following Premium and Other Than Fire Following Premium.
Disclosure of Federal Participation in Payment of Terrorism Losses
The United States Government, Department of the Treasury, will pay a share of terrorism losses insured under
the federal program. The federal share equals 80% of that portion of the amount of such insured losses that
exceeds the applicable insurer retention. However, if aggregate insured losses attributable to terrorist acts
certified under the Terrorism Risk Insurance Act exceed $100 billion in a calendar year, the Treasury shall not
make any payment for any portion of the amount of such losses that exceeds $100 billion.
Cap on Insurer Participation in Payment of Terrorism Losses
If aggregate insured losses attributable to terrorist acts certified under the Terrorism Risk Insurance Act exceed
$100 billion in a calendar year and we have met our insurer deductible under the Terrorism Risk Insurance Act,
we shall not be liable for the payment of any portion of the amount of such losses that exceeds $100 billion, and
in such case insured losses up to that amount are subject to pro rata allocation in accordance with procedures
established by the Secretary of the Treasury.
Rejection of Terrorism Insurance Coverage*
I decline to purchase terrorism coverage for certified acts of terrorism. I understand that I will have no
coverage for losses resulting from certified acts of terrorism.
Massachusetts Bay Insurance Company
Applicant/Policyholder Signature Insurance Company
ZDA D349077 07
Print Name Quote or Policy Number
Date
*If this policy is a renewal and:
a. You have previously submitted a signed Rejection, you are not required to submit an additional Rejection at
this time; or
b. You have previously accepted coverage and now wish to reject, you are required to complete and sign the
Rejection of Terrorism Insurance Coverage above.
401-1374 12 20 Includes copyrighted material of Insurance Services Office, Inc., with its permission. Page 2 of 2
421
DeKalb PATH Academy Exhibit 16 Addendum
ZDA D349077 07
Massachusetts Bay Insurance Company (A Stock Company)
440 Lincoln Street, Worcester, MA 01653-0002
Commercial Line Policy
Common Declarations
CM
Policy Number Policy Period Coverage is Provided in the: Agency Code
From To
ZDA D349077 08/21/2024 08/21/2025 Massachusetts Bay Insurance 2909125
07 Company
Named Insured and Address : Agent :
DEKALB PATH ACADEMY POINTENORTH INS GRP LLC
3007 HERMANCE DRIVE NE
ATLANTA GA 30319 PO BOX 724728
ATLANTA GA 31139
Branch : Atlanta Branch Office
Policy Period : From 08/21/2024 To 08/21/2025
12:01 A.M. Standard Time at Your Mailing Address Shown Above.
Business Description: College Prep Charter School
Legal Entity: Other
In Consideration of the premium, insurance is provided the Named Insured with respect to those premises described in
the attached schedule(s) for which a specific limit of insurance is shown. This is subject to all terms of this policy including
Common Policy Conditions. Coverage Parts, Forms and Endorsements may be subject to adjustment and/or a policy
minimum premium.
Commercial Property Coverage $3,670.00
Commercial General Liability Coverage $10,890.00
Cyber Liability Coverage $106.00
Professional Liability Coverage $2,635.00
Commercial Inland Marine Coverage $501.00
Commercial Crime Coverage $420.00
Commercial Auto Coverage Not Covered
Total Surcharges Premium N/A
Additional Premium For Policy Minimum N/A
** Total $18,222.00
**INCLUDES PREMIUM, IF ANY, FOR TERRORISM; REFER TO DISCLOSURE NOTICE
Countersigned ____________________________________ By ___________________________________________
401-0151 01/05 Page 422
1 Issued 08/22/2024
Agent
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
4 Pay - 25% Down
Group Number ZSX
401-0151 01/05 Page 2 Issued 08/22/2024
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Agent
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Locations of All Premises You Own, Rent or Occupy
Location: 1
3007 Hermance Drive NE
Atlanta GA
30319
Forms Applicable to all Coverage Parts:
*Asterisk denotes new or changed form
Form Number Edition Date Description
221-0163 10/03 Change Endorsement Form
* 231-0862 11/23 Consumer Privacy Notice
401-1337 02/16 Trade Or Economic Sanctions Endorsement
* 401-1374 12/20 Disclosure Pursuant To Terrorism Risk Insurance Act
401-1377 06/20 Company Address Listing
401-1504 01/20 Cap On Losses From Certified Acts Of Terrorism
IL 00 03 09/08 Calculation of Premium
IL 00 17 11/98 Common Policy Conditions
IL 00 21 09/08 Nuclear Energy Liability Exclusion Endorsement
IL 02 62 02/15 Georgia Changes - Cancellation And Nonrenewal
IL 09 35 07/02 Exclusion of Certain Computer-Related Losses
IL 09 52 01/15 Cap On Losses From Certified Acts of Terrorism
SIG 11 00 11/17 Signature Page
401-0152 01/05 Page 3 Issued 08/22/2024
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Agent
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Commercial Property Coverage Part Declaration
Total Property Premium $3,670.00
Coverages Provided:
Insurance at the Described Premises applies only for the coverage shown below:
LOC BLDG
1 1 Occupancy: Schools - Public or private - elementary, kindergarten or
junior high
Territory: 319
Construction: Noncombustible
Protection Class: 2
LOC BLDG Coverage: Cause of Loss: Premiums:
1 1 Contents All Inclusive Special $1,492.00
Limit Of Insurance: $651,281.00
Replacement Cost
Coinsurance: 90%
LOC BLDG Coverage: Cause of Loss: Premiums:
1 1 Legal Liability Personal Property Special $1,157.00
Limit Of Insurance: $521,025.00
Replacement Cost
Coinsurance 90%
LOC BLDG DED BY APPLICABLE DEDUCTIBLE
LOC
1 1 Windstorm/Hail Deductible $1,000.00
Theft Deductible: $1,000.00
Other Deductible: $1,000.00
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Agent
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Commercial Property Coverage Part Declaration
Additional Premium for Property Minimum : N/A
Miscellaneous/Optional Property Coverages: PREMIUM
Data Breach $65.00
Boiler / Machinery / Equipment Breakdown $203.00
(Equipment Breakdown Sublimit : $100,000)
Emergency Event Management Coverage $22.00
Terrorism Premium $13.00
Gold Property Broadening Endorsement $619.00
Educational Institutions - Property Broadening Endorsement $99.00
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Agent
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Forms Applicable to Property Coverage Parts:
*Asterisk denotes new or changed form
Form Number Edition Date Description
411-0669 01/15 Data Breach Coverage Form
411-0679 04/10 Associates And Family Members Additional Coverage Endorsement
411-0681 12/09 Identity Theft Resolution Services
411-0793 02/23 Gold Property Broadening Endorsement
411-0812 02/23 Educational Institutions Property Broadening Endorsement
411-0834 04/14 GA Emergency Event Management Coverage
411-0925 01/15 Georgia Changes - Data Breach Coverage Form
451-0038 11/16 Equipment Breakdown Coverage (Including Electronic Circuitry Impairment)
* 451-0039 11/16 Commercial Property Coverage Part Equipment Breakdown Coverage Schedule
451-0051 11/16 Georgia Changes - Equipment Breakdown
CP 00 10 10/12 Building and Personal Property Coverage Form
CP 00 40 10/12 Legal Liability Coverage Form
CP 00 90 07/88 Commercial Property Conditions
CP 01 31 01/20 Georgia Changes
CP 01 40 07/06 Exclusion of Loss Due to Virus or Bacteria
CP 10 30 09/17 Causes Of Loss - Special Form
CP 14 10 06/95 Additional Covered Property
411-0542 01/05 Page 6 Issued 08/22/2024
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Agent
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Commercial General Liability Coverage Part Declaration
Audit Frequency: Annual
Limits of Insurance:
General Aggregate Limit $2,000,000
Products-Completed Operations are Included in the
General Aggregate Limit
Each Occurrence Limit $1,000,000
Personal and Advertising Injury Limit $1,000,000
Damage to Premises Rented to You Limit $100,000
Medical Expense Limit, Any One Person $25,000
General Liability Deductible:
Total Advance Commercial General Liability Premium $10,890.00
THIS POLICY CONTAINS AGGREGATE LIMITS; REFER TO SECTION III - LIMITS OF INSURANCE FOR DETAILS
Forms Applicable to General Liability Coverage Parts:
Form Number Edition Date Description
421-0022 12/90 Asbestos Liability Exclusion
421-0343 02/11 Innocent Party Defense Endorsement
421-0361 06/15 Other Coverage Amendment
421-0362 09/19 Exclusion - Law Enforcement Professional Liability
421-0366 07/16 Abuse or Molestation Exclusion
421-1741 12/14 Student Internship Liability
421-2139 08/11 Liberalization Clause
421-2915 06/15 Commercial General Liability Broadening Endorsement
421-2925 06/17 Commercial General Liability Enhancement Endorsement - Educational
Institutions
421-3500 06/15 Georgia Changes
421-3603 07/16 Georgia Sexual Misconduct Or Sexual Molestation Liability (Occurrence -
Separate Aggregate)
421-4229 09/19 Georgia Incidental Professional Liability Coverage For Educational
Institutions Endorsement
CG 00 01 04/13 Commercial General Liability Coverage Form - Occurrence
CG 21 06 05/14 Exclusion - Access or Disclosure of Confidential or Personal Information
and Data-Related Liability - With Limited Bodily Injury Exception
CG 21 32 05/09 Communicable Disease Exclusion
CG 21 47 12/07 Employment - Related Practices Exclusion
CG 21 49 09/99 Total Pollution Exclusion Endorsement
CG 21 70 01/15 Cap On Losses From Certified Acts of Terrorism
CG 21 96 03/05 Silica or Silica-Related Dust Exclusion
CG 22 67 10/93 Corporal Punishment
CG 32 01 12/04 Georgia Limited Fungi Or Bacteria Coverage - Small Business
421-0340 12/14 Page 7 Issued 08/22/2024
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Agent
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Commercial General Liability Classification Schedule Declaration
LOC ST TERR CODE SUBLINE PREMIUM BASIS PER RATE ADVANCE PREMIUM
1 GA 502 47476 334 368 Each Student Each 21.244 $7,818.00
Products – Completed Operations are Included in the General Aggregate Limit
Schools private elementary, kindergarten or junior high Not-For-Profit
LOC ST TERR CODE SUBLINE PREMIUM BASIS PER RATE ADVANCE PREMIUM
1 GA 502 47469 334 41 Faculty Members Each 21.244 $871.00
Products – Completed Operations are Included in the General Aggregate Limit
Schools faculty liability for corporal punishment of students
Miscellaneous/Optional General Liability Coverages Advance Premium
Terrorism Premium $55.00
Student Internship Liability - Unscheduled - Occurrence $500.00
Incidental Professional Liability Coverage for Educational Institutions - Occurrence $50.00
School and Educators Legal Liability - Claims Made $2,635.00
(SELL Retro Date) 08/21/2017
(D&O Retro Date) 08/21/2017
CGL Enhancement - Educational Institutions $250.00
Sexual Misconduct or Sexual Molestation Liability - $1,346.00
Occurrence - Separate Aggregate
Additional Premium for Coverage Minimum: N/A
Total Advance General Liability Premium $10,890.00
Subline 334 Premises and Operations
421-0341 01/05 Page 8 Issued 08/22/2024
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DeKalb PATH Academy Exhibit 16 Addendum
CYBER DECLARATIONS
CLAIMS-MADE WARNING
THIS COVERAGE PART INCLUDES COVERAGES WRITTEN ON A CLAIMS-MADE BASIS SUBJECT TO
ITS TERMS. CLAIMS-MADE COVERAGE APPLIES ONLY TO “CLAIMS” FIRST MADE AGAINST THE
“INSUREDS” DURING THE “POLICY PERIOD” OR ANY APPLICABLE EXTENDED REPORTING PERIOD.
PLEASE READ THE ENTIRE POLICY CAREFULLY TO DETERMINE RIGHTS, DUTIES, COVERAGE AND
COVERAGE RESTRICTIONS.
“DEFENSE EXPENSES” WITHIN LIMITS AND DEDUCTIBLE
THE LIMITS OF LIABILITY WILL BE REDUCED AND CAN BE COMPLETELY EXHAUSTED BY THE
PAYMENT OF COVERED “DEFENSE EXPENSES”. IN THE EVENT THAT THE LIMIT OF LIABILITY IS
EXHAUSTED, THE “INSURER” SHALL NOT BE LIABLE FOR “DEFENSE EXPENSES”, JUDGMENTS OR
SETTLEMENTS IN EXCESS OF THE APPLICABLE LIMIT. INSURING AGREEMENTS A. AND B. ARE
SUBJECT TO DEDUCTIBLE AMOUNTS STATED IN THE DECLARATIONS. AMOUNTS INCURRED FOR
“DEFENSE EXPENSES” ARE SUBJECT TO THE APPLICABLE DEDUCTIBLE.
Policy Number Coverage is provided by:
Massachusetts Bay Insurance Company
(A Stock Company)
ZDA D349077 07
440 Lincoln Street
Worcester, MA 01653-0002
Item 1. NAMED INSURED:
DEKALB PATH ACADEMY
3007 HERMANCE DRIVE NE
ATLANTA GA 30319
Item 2. POLICY PERIOD
Inception Date: 08/21/2024 Expiration Date: 08/21/2025
(12:01 AM standard time at the address shown in Item 1.)
Item 3. AGGREGATE LIMIT OF LIABILITY FOR THIS COVERAGE PART
Maximum Aggregate Limit of Liability $50,000
850-0002 01 15 430 Services Office, Inc., with its permission.
Includes copyrighted material of Insurance Page 1 of 9
DeKalb PATH Academy Exhibit 16 Addendum
Item 4. INSURING AGREEMENTS
Prior and Pending Proceedings Date: 08/21/2017
Retroactive Date: 08/21/2017
Insuring Agreement Limits of Liability Deductible Premium
A. Privacy and Security Liability $50,000 $5,000 $53
B. Cyber Media Liability $50,000 $5,000 $53
Item 5. PREMIUM FOR COVERAGE PART $106
Item 6. FORMS OR ENDORSEMENTS ATTACHED AT ISSUE:
Form Number Edition Date Name
850-0001 01/15 Cyber Coverage Part
850-0061 01/15 Georgia Amendatory Endorsement
850-0002 01 15 431 Services Office, Inc., with its permission.
Includes copyrighted material of Insurance Page 2 of 9
DeKalb PATH Academy Exhibit 16 Addendum
Underwritten by: Massachusetts Bay Insurance Company
DECLARATIONS
SCHOOL AND EDUCATORS LEGAL LIABILITY COVERAGE PART
THIS IS CLAIMS-MADE COVERAGE.
READ YOUR COVERAGE PART CAREFULLY.
CLAIMS–MADE WARNING
THIS POLICY PROVIDES COVERAGE ON A CLAIMS-MADE BASIS. SUBJECT TO ITS TERMS, THIS
POLICY APPLIES ONLY TO “CLAIMS” FIRST MADE AGAINST YOU DURING THE “POLICY PERIOD”,
AUTOMATIC EXTENDED REPORTING PERIOD OR ANY PURCHASED OPTIONAL EXTENDED
REPORTING PERIOD THAT MAY APPLY. PLEASE READ THE POLICY CAREFULLY TO DETERMINE
RIGHTS, DUTIES, COVERAGE AND COVERAGE RESTRICTIONS.
“DEFENSE EXPENSES” WITHIN LIMITS NOTICE
THE EMPLOYMENT PRACTICES LIABILITY COVERAGE ENDORSEMENT OF THIS CLAIMS-MADE
POLICY MAY PROVIDE FOR “DEFENSE EXPENSES” PAYABLE WITHIN, AND NOT IN ADDITION TO,
THE LIMIT OF INSURANCE, AS SELECTED IN ITEM 4 BELOW. “DEFENSE EXPENSES” INCURRED WILL
REDUCE AND MAY EXHAUST THE LIMIT OF INSURANCE, AND WILL BE APPLIED AGAINST THE
DEDUCTIBLE. IN THE EVENT THAT THE LIMIT OF INSURANCE IS EXHAUSTED, WE SHALL NOT BE
LIABLE FOR “DEFENSE EXPENSES”, JUDGMENTS OR SETTLEMENTS IN EXCESS OF THE
APPLICABLE LIMIT.
Policy Number: Policy Period: Agent Name and Address:
ZDA D349077 07 From: 08/21/2024 To: 08/21/2025 2909125
POINTENORTH INS GRP LLC
abcd
12:01 A.M. Standard Time at the address of the First PO BOX 724728
ATLANTA
Named Insured as stated herein.
Underwriting Company: Massachusetts Bay Insurance Company
Address: 440 Lincoln Street
IN RETURN FOR THE PAYMENT OF THE PREMIUM, AND SUBJECT TO ALL THE TERMS OF THIS POLICY,
WE AGREE WITH YOU TO PROVIDE THE INSURANCE AS STATED IN THIS POLICY.
Item 1. Named Insured DEKALB PATH ACADEMY
And Address:
3007 HERMANCE DRIVE NE
ATLANTA GA
30319
Item 2. Form of Business :
Individual Partnership Corporation Limited Liability Company
Organization (Other than Partnership, Joint Venture or Limited Liability Company)
Business Description: College Prep Charter School
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Agent
DeKalb PATH Academy Exhibit 16 Addendum
Item 3. SCHOOL AND EDUCATORS LEGAL LIABILITY COVERAGE PART
LIMITS OF INSURANCE:
Each “Claim” Limit $ 1,000,000
School and Educators Legal Liability Aggregate Limit $ 1,000,000
DEDUCTIBLE:
Deductible Amount $ 25,000
Basis of Deductible Each “claim”
Loss only
Loss and Defense Expenses
RETROACTIVE DATE:
This insurance does not apply to “educators wrongful acts” or “wrongful acts” committed before the
Retroactive Date, if any, shown here: Refer to form 421-5088
(Enter date or “none” if no Retroactive Date applies.)
Item 4. EDUCATIONAL INSTITUTION EMPLOYMENT PRACTICES
EDUCATIONAL INSTITUTION EMPLOYMENT PRACTICES LIABILITY
Defense Expenses Outside of Limits
Defense Expenses Within Limits
LIMITS OF INSURANCE:
“Wrongful Employment Act” Limit $
Employment Practices Aggregate Limit $
DEDUCTIBLE:
Deductible Amount $
Basis of Deductible Per “Wrongful Employment Act”
Loss only
Loss and Defense Expenses
RETROACTIVE DATE:
This insurance does not apply to “wrongful employment acts” committed before the Retroactive Date,
if any, shown here:
(Enter date or “none” if no Retroactive Date applies.)
Estimated Annual Premium $2,635
Annual Minimum Premium $
Advance Premium $
433
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Agent
DeKalb PATH Academy Exhibit 16 Addendum
PREPAID – the total annual premium is due at inception.
HANOCASH - the annual premium is payable according to the term of the Hanocash endorsement
attached.
ACCOUNT BILL DIRECT BILL Annual Semi-Annual Other
Audit period: Non Auditable unless indicated by Annual Semi-Annual Other
Premium
Class Code Classification Description Premium Base Advance Premium
47476 School and Educators Legal Liability Number of Students 2,635
coverage
FORMS AND ENDORSEMENTS
Forms and Endorsements applying to this Coverage Part and made a part of this policy:
Form Number: Edition Date: Title:
421-0353 06/22 School And Educators Legal Liability Coverage Part
421-0357 06/19 Declarations School And Educators Legal Liability Coverage Part
421-1701 06/17 Punitive Damages Endorsement - Schools And Educators Legal Liability
421-1705 06/17 Exclusion - Recording And Distribution Of Material Or Information In
Violation Of Law
421-4182 06/17 Liberalization Clause
421-5088 06/22 Retroactive Date for School and Educators Legal Liability Coverage Part (Split
Retro)
Notice of a Claim:
Report any “educators wrongful act,” “wrongful act” or “wrongful employment act” which may result in a “claim”
to the Com pany as required by SECT ION IV – SCHOOL AND EDUCAT ORS LEGAL LIABILIT Y
CONDIT IONS, 2. Duties in the Event of Educators Wrongful Act, Wrongful Act, Claim, or Suit
The Hanover Insurance Company
P.O. Box 15145
Worcester, MA 01615
National Claims Telephone Number : 800-628-0250
Facsimile: 800-399-4734
Email: firstreport@hanover.com
421-0357 06 19 Page 5 Issued 08/22/2024
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DeKalb PATH Academy Exhibit 16 Addendum
Agent’s Signature
(required in the state of Florida):
(may be electronic scripted signature)
Any purchased Optional Extended Reporting Period will not exceed 200% of the annualized policy premium.
THESE DECLARATIONS, TOGETHER WITH THE COMMON POLICY CONDITIONS AND COVERAGE
FORM(S) AND ANY ENDORSEMENT(S), COMPLETE THE ABOVE NUMBERED POLICY.
421-0357 06 19 Page 6 Issued 08/22/2024
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Agent
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Inland Marine Declaration
Total Inland Marine Premium $501.00
Coverages Provided:
Insurance at the Described Premises applies only for the coverage shown below:
Additional Premium for Inland Marine Minimum: N/A
Miscellaneous/Optional Inland Marine Coverages: PREMIUM
Educational Institution Miscellaneous Property Coverage $500.00
Terrorism Premium $1.00
441-0205 01/05 Page 7 Issued 08/22/2024
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Agent
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Forms Applicable to Inland Marine Coverage Parts:
Form Number Edition Date Description
441-0243 02/11 Educational Institution Miscellaneous Property Coverage Form
CM 00 01 09/04 Commercial Inland Marine Conditions
441-0205 01/05 Page 8 Issued 08/22/2024
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Agent
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Crime Declaration
Total Crime Premium $420.00
Coverages Provided:
LOC BLDG Type of Coverage Premium
Forgery or Alteration Insuring Agreement $93.00
Limit $250,000.00
Deductible $2,500.00
Blanket/Schedule Blanket
Ratable Employees 5
ERISA Plan name N/A
ERISA Total Asset Value N/A
LOC BLDG Type of Coverage Premium
Employee Theft Insuring Agreement $327.00
Limit $250,000.00
Deductible $10,000.00
Blanket/Schedule Blanket
Ratable Employees 5
ERISA Plan name N/A
ERISA Total Asset Value N/A
Additional for Coverage Minimum Premium N/A
Total Crime Premium $420.00
Forms Applicable to Crime Coverage Parts:
Form Number Edition Date Description
CR 00 20 05/06 Commercial Crime Coverage Form (Discovery Form)
CR 01 32 07/02 Georgia Changes Concealment Misrepresentation Or Fraud
431-0026 Page 9 Issued 08/22/2024
Agent
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ZDA D349077 07 2909125
DeKalb PATH Academy Exhibit 16 Addendum
COMMERCIAL PROPERTY COVERAGE PART EQUIPMENT BREAKDOWN
COVERAGE SCHEDULE
Equipment Breakdown is subject to the Limits of Insurance shown in the Declarations except as specifically
shown below.
These coverages apply to all locations covered on the policy, unless otherwise specified.
Coverages Limits
Equipment Breakdown Limit $651,281
Business Income $Excluded
Extra Expense $Excluded
Data Restoration $100,000
Expediting Expenses $100,000
Hazardous Substances $100,000
Scientific Animals $0
Service Interruption $Included in Business Income, Extra Expense and/or
Spoilage Limit
Spoilage $100,000
Deductibles
Combined, All Coverages $Not Applicable
Direct Coverages $1,000
Spoilage $1,000
Other Conditions
Service Interruption – 24 hour waiting period
451-0039 11 16 © 2015, The Hartford Steam Boiler 439
Inspection and Insurance Company Page 1 of 1
Includes copyrighted material of Insurance Services Office, Inc. with its permission.
DeKalb PATH Academy Exhibit 16 Addendum
ZDA D349077 07
2909125
Original Insured
DEKALB PATH ACADEMY
3007 HERMANCE DRIVE NE
ATLANTA GA
30319
30319
ATLANTA GA
3007 HERMANCE DRIVE NE
DEKALB PATH ACADEMY
DEKALB PATH ACADEMY
3007 HERMANCE DRIVE NE
ATLANTA GA
30319
440
ZDA D349077 07 2909125
DeKalb PATH Academy Exhibit 16 Addendum
The Hanover Insurance Group
Consumer Privacy Notice
FACTS WHAT DOES THE HANOVER DO WITH YOUR PERSONAL INFORMATION?
At The Hanover Insurance Group (“The Hanover”), we are committed to protecting the privacy of
the personal information that we collect or maintain.
Why? Financial companies choose how they share your personal information. Federal and state law
gives consumers the right to limit some but not all sharing. Federal and state law also requires us
to tell you how we collect, share, and protect your personal information. Please read this notice
carefully to understand what we do.
The types of personal information we collect and may share to provide products services to you
include:
Information you provide to us in your application
What? Insurance claim history
Information contained in consumer reports to the extent permitted by law.
We may share information we collect for permissible purposes.
All financial companies need to share customers’ personal information for permissible purposes
to run their everyday business. When The Hanover shares personal information with a trusted
service provider, The Hanover requires the service provider to have processes and procedures in
How?
place to protect the information. In the section below, we list the reasons financial companies
can share their customers’ personal information; the reasons The Hanover chooses to share; and
whether you can limit this sharing.
Does The Hanover
Reasons we can share your personal information Can you limit this sharing?
share?
For our everyday business purposes— Yes No
such as to process your transactions, maintain
your account(s), respond to court orders and legal
investigations, or report to credit bureaus
For our marketing purposes— Yes No
to offer our products and services to you
For joint marketing with other financial companies No We don’t share
(for products and services not offered by The
Hanover)
For our affiliates’ everyday business purposes to Yes No
provide coverage and services to you—
information about your transactions and experiences
For our affiliates’ everyday business purposes to No We don’t share
provide coverage and services to you— information
about your creditworthiness
For our affiliates to market to you No We don’t share
For nonaffiliates to market to you No We don’t share
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The Hanover Insurance Group
Consumer Privacy Notice
Questions? Call [toll-free] 1-800-446-8379 or write to privacy@hanover.com
Who we are
Who is This notice is being provided on behalf of the following Hanover Companies: The Hanover
providing this Insurance Group, Inc. - AIX Specialty Insurance Company - Allmerica Financial Alliance Insurance
notice Company - Allmerica Financial Benefit Insurance Company - Allmerica Plus Insurance Agency, Inc.
- Campmed Casualty & Indemnity Company, Inc. - Citizens Insurance Company of America -
Citizens Insurance Company of Illinois - Citizens Insurance Company of the Midwest - Citizens
Insurance Company of Ohio - Educators Insurance Agency, Inc. - Hanover Specialty Insurance
Brokers, Inc. - The Hanover American Insurance Company – The Hanover Atlantic Insurance
Company Ltd - The Hanover Casualty Company - The Hanover Insurance Company – The Hanover
National Insurance Company - Massachusetts Bay Insurance Company - NOVA Casualty Company -
Opus Investment Management, Inc. - Verlan Fire Insurance Company.
What we do
How does The Hanover To protect your personal information from unauthorized access and use, we use
protect my personal security measures that comply with federal and state laws. These measures include
information? computer and systems safeguards, secured files and buildings, firewall technology
and the use of detection software. We have implemented processes and
procedures to strengthen protection of our customer information. We limit access
to your information to those employees who need access to do their job.
How does The Hanover We collect your personal information, for example, when you:
collect my personal Apply for insurance
information? Pay insurance premiums or file insurance claims
Provide account information
Access our website
We also collect your personal information from third parties, such as consumer
reporting agencies and various state department of motor vehicles or similar
agencies.
Why can’t I limit all sharing? Federal and state laws give you the right to limit only:
Sharing for affiliates’ everyday business purposes- information about your credit
worthiness
Affiliates from using your information to market to you
Sharing for nonaffiliates to market to you
State laws may give you additional rights to limit sharing. See below for more on
your rights under state laws.
What happens when I limit Where “limit the sharing” is available, your choices will apply to everyone on your
sharing for an account I hold account.
jointly with someone else?
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The Hanover Insurance Group
Consumer Privacy Notice
Definitions
Affiliates Companies related by common ownership or control. They can be financial or nonfinancial
companies.
The Hanover affiliates are listed in this Consumer Privacy Notice.
Nonaffiliates Companies not related by common ownership or control. They can be financial or nonfinancial
companies.
The Hanover does not share with nonaffiliates so they can market to you.
Joint A formal agreement between nonaffiliated financial companies that together market financial
marketing products or services to you.
The Hanover does not jointly market.
Other important information
California: California residents can review our Privacy Policy for California Residents located at
https://www.hanover.com/legal-and-compliance/privacy-center/privacy-policy-california-residents.
New York: New York Insurance Law §2612 provides certain rights to victims of domestic violence, including privacy
protections and protections from discrimination, each of which is described in the policy located at
https://www.hanover.com/legal-and-compliance/privacy-policy/notice-protections-victims-domestic-violence-
under-ss2612-new.
As mentioned above, The Hanover may share your personal information for our everyday business purposes— such
as to process your transactions and claims, maintain your account(s), respond to court orders and legal
investigations, or report to credit bureaus.
The term “Information” means information we collect during an insurance transaction or other interactions you
may have with us. We may share your Information with nonaffiliates without your prior authorization as permitted
or required by law: for example, we may share your Information with insurance regulatory authorities, law
enforcement, and re-insurers and consumer reporting agencies, among other insurance support organizations.
Information we obtain from a report prepared by an insurance-support organization may be retained by that
insurance-support organization and disclosed to others.
To request access to or deletion of your personal information, send a written letter to: The Hanover Insurance
Group, Inc., c/o Chief Privacy Officer, 440 Lincoln Street N435, Worcester, MA 01653. Include your name, address,
and your policy, contract, or account number, and describe the information you wish to access or delete. You may
correct inaccurate personal information by visiting Hanover.com or calling your agent. We will respond to your
request within the statutory timeline under your state statute. We can’t change information other companies, like
credit agencies, provide to us. You’ll need to ask them to change it.
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The Hanover Insurance Group
Consumer Privacy Notice
Property Inspection for Valuation and Underwriting
Your professional insurance agent is dedicated to working with you to help make sure that you have the appropriate
amount of coverage for your property. From time to time, we may order an inspection of your property to assist with the
determination of whether the coverage on your property is adequate. We may also order an inspection to assist us in our
underwriting process. Our inspection process may involve discussions with your agent, a phone discussion with you,
inspecting and taking pictures of your property by third party service provider, a computerized analysis using a set of cost
factors including labor and construction materials in your region, or a combination of these or other measures to help
determine whether you have the appropriate amount of coverage for your property. It is necessary that you cooperate
with us when we make a property inspection request. It is important to understand that the market value of your property
and the replacement cost may differ significantly for many reasons, including that construction costs may differ
significantly from region to region. We utilize third party vendors to provide us with inflation trend information for your
region. We will also periodically apply automatic inflation adjustments to your coverage amounts to keep pace with
regional inflation trends. If you have questions about the amount of your coverage compared to the replacement cost of
your property, you should contact your agent. Also, if you made changes to your property during the policy period, or
have information which you feel we should be aware of, such as the installation of upgraded fixtures or other changes or
additions to the property which may have bearing on its value, you should contact your agent or us directly to provide
such information. Although the responsibility for making sure your property is properly insured to its value rests with you,
our property inspection and coverage evaluation program has been designed to assist you and your agent with this
evaluation and to assist us in our underwriting process. Please refer to your issued policy for the coverage you are afforded.
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THIS NOTICE IS PROVIDED IN RESPONSE TO THE DISCLOSURE REQUIREMENTS OF THE
TERRORISM RISK INSURANCE ACT. THIS NOTICE DOES NOT GRANT COVERAGE OR CHANGE THE
TERMS AND CONDITIONS OF COVERAGE UNDER THE POLICY. IF THERE IS A CONFLICT BETWEEN
THIS NOTICE AND THE POLICY, THE PROVISIONS OF THE POLICY SHALL APPLY.
DISCLOSURE PURSUANT TO TERRORISM RISK INSURANCE ACT
SCHEDULE
DISCLOSURE OF PREMIUM:
Total Terrorism Premium $ 69
Fire Following Premium $8
Other than Fire Following Premium $ 61
Disclosure of Terrorism Coverage Available
You are hereby notified that under the Terrorism Risk Insurance Act, as amended, you have a right to purchase
insurance coverage for losses resulting from “acts of terrorism” defined in Section 102(1) of the Act as follows:
Any act or acts that are certified by the Secretary of the Treasury, in accordance with the
provisions of the federal Terrorism Risk Insurance Act, to be an act of terrorism; to be a violent
act or an act that is dangerous to human life, property, or infrastructure; to have resulted in
damage within the United States, or outside the United States in the case of certain air carriers or
vessels or the premises of a United States mission; and to have been committed by an individual
or individuals, as part of an effort to coerce the civilian population of the United States or to
influence the policy or affect the conduct of the United States Government by coercion.
The premium charged for this coverage is provided in the SCHEDULE above and does not include any charges
for the portion of loss that may be covered by the Federal Government as described below. This premium has
been added to your policy and unless this form is signed and returned to us to reject terrorism coverage,
coverage for Certified Acts of Terrorism is provided by your policy.
Your policy may contain other exclusions which could affect your coverage, such as an exclusion for Nuclear
Events or Pollution. Please read your policy carefully .
Note for Commercial Property or Commercial Inland Marine Policyholders in Standard Fire States:
In Standard Fire states, terrorism exclusions make an exception for (and therefore provide coverage for) fire
losses resulting from an act of terrorism. Any policyholder with a location that we insure in a Standard Fire State
that rejects our offer of terrorism coverage in this form will still have coverage with us for fire losses resulting from
an act of terrorism.
Explanation of Premium
If a dollar amount is shown for Fire Following Premium in the SCHEDULE above that means we insure a location
of yours in a Standard Fire State. Fire Following Premium is shown in the SCHEDULE above regardless of
whether a policyholder with a location that we insure in a Standard Fire State accepts or rejects terrorism
coverage with us. Fire Following Premium represents the charge for the coverage we provide for fire losses
resulting from acts of terrorism. Fire Following Premium does not include Other Than Fire Following Premium. All
Other Than Fire Following Premium is shown in the Other Than Fire Following Premium field in the SCHEDULE
above.
If a dollar amount is shown for Other Than Fire Following Premium in the SCHEDULE above that means you
have accepted terrorism coverage with us. Other Than Fire Following Premium represents the charge for
terrorism coverage. Other Than Fire Following Premium does not include Fire Following Premium. If applicable,
all Fire Following Premium is shown in the Fire Following Premium field in the SCHEDULE above.
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The dollar amount shown for Total Terrorism Premium in the SCHEDULE above represents the sum of premium
for Fire Following Premium and Other Than Fire Following Premium.
Disclosure of Federal Participation in Payment of Terrorism Losses
The United States Government, Department of the Treasury, will pay a share of terrorism losses insured under
the federal program. The federal share equals 80% of that portion of the amount of such insured losses that
exceeds the applicable insurer retention. However, if aggregate insured losses attributable to terrorist acts
certified under the Terrorism Risk Insurance Act exceed $100 billion in a calendar year, the Treasury shall not
make any payment for any portion of the amount of such losses that exceeds $100 billion.
Cap on Insurer Participation in Payment of Terrorism Losses
If aggregate insured losses attributable to terrorist acts certified under the Terrorism Risk Insurance Act exceed
$100 billion in a calendar year and we have met our insurer deductible under the Terrorism Risk Insurance Act,
we shall not be liable for the payment of any portion of the amount of such losses that exceeds $100 billion, and
in such case insured losses up to that amount are subject to pro rata allocation in accordance with procedures
established by the Secretary of the Treasury.
Rejection of Terrorism Insurance Coverage*
I decline to purchase terrorism coverage for certified acts of terrorism. I understand that I will have no
coverage for losses resulting from certified acts of terrorism.
Massachusetts Bay Insurance Company
Applicant/Policyholder Signature Insurance Company
ZDA D349077 07
Print Name Quote or Policy Number
Date
*If this policy is a renewal and:
a. You have previously submitted a signed Rejection, you are not required to submit an additional Rejection at
this time; or
b. You have previously accepted coverage and now wish to reject, you are required to complete and sign the
Rejection of Terrorism Insurance Coverage above.
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DeKalb PATH Academy Exhibit 16 Addendum
ZDA D349077 07
Massachusetts Bay Insurance Company (A Stock Company)
440 Lincoln Street, Worcester, MA 01653-0002
Commercial Line Policy
Common Declarations
CM
Policy Number Policy Period Coverage is Provided in the: Agency Code
From To
ZDA D349077 08/21/2024 08/21/2025 Massachusetts Bay Insurance 2909125
07 Company
Named Insured and Address : Agent :
DEKALB PATH ACADEMY POINTENORTH INS GRP LLC
3007 HERMANCE DRIVE NE
ATLANTA GA 30319 PO BOX 724728
ATLANTA GA 31139
Branch : Atlanta Branch Office
Policy Period : From 08/21/2024 To 08/21/2025
12:01 A.M. Standard Time at Your Mailing Address Shown Above.
Business Description: College Prep Charter School
Legal Entity: Other
In Consideration of the premium, insurance is provided the Named Insured with respect to those premises described in
the attached schedule(s) for which a specific limit of insurance is shown. This is subject to all terms of this policy including
Common Policy Conditions. Coverage Parts, Forms and Endorsements may be subject to adjustment and/or a policy
minimum premium.
Commercial Property Coverage $3,670.00
Commercial General Liability Coverage $10,890.00
Cyber Liability Coverage $106.00
Professional Liability Coverage $2,635.00
Commercial Inland Marine Coverage $501.00
Commercial Crime Coverage $420.00
Commercial Auto Coverage Not Covered
Total Surcharges Premium N/A
Additional Premium For Policy Minimum N/A
** Total $18,222.00
**INCLUDES PREMIUM, IF ANY, FOR TERRORISM; REFER TO DISCLOSURE NOTICE
Countersigned ____________________________________ By ___________________________________________
401-0151 01/05 Page 447
1 Issued 08/22/2024
Original Insured
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
4 Pay - 25% Down
Group Number ZSX
401-0151 01/05 Page 2 Issued 08/22/2024
448Insured
Original
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Locations of All Premises You Own, Rent or Occupy
Location: 1
3007 Hermance Drive NE
Atlanta GA
30319
Forms Applicable to all Coverage Parts:
*Asterisk denotes new or changed form
Form Number Edition Date Description
221-0163 10/03 Change Endorsement Form
* 231-0862 11/23 Consumer Privacy Notice
401-1337 02/16 Trade Or Economic Sanctions Endorsement
* 401-1374 12/20 Disclosure Pursuant To Terrorism Risk Insurance Act
401-1377 06/20 Company Address Listing
401-1504 01/20 Cap On Losses From Certified Acts Of Terrorism
IL 00 03 09/08 Calculation of Premium
IL 00 17 11/98 Common Policy Conditions
IL 00 21 09/08 Nuclear Energy Liability Exclusion Endorsement
IL 02 62 02/15 Georgia Changes - Cancellation And Nonrenewal
IL 09 35 07/02 Exclusion of Certain Computer-Related Losses
IL 09 52 01/15 Cap On Losses From Certified Acts of Terrorism
SIG 11 00 11/17 Signature Page
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DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Commercial Property Coverage Part Declaration
Total Property Premium $3,670.00
Coverages Provided:
Insurance at the Described Premises applies only for the coverage shown below:
LOC BLDG
1 1 Occupancy: Schools - Public or private - elementary, kindergarten or
junior high
Territory: 319
Construction: Noncombustible
Protection Class: 2
LOC BLDG Coverage: Cause of Loss: Premiums:
1 1 Contents All Inclusive Special $1,492.00
Limit Of Insurance: $651,281.00
Replacement Cost
Coinsurance: 90%
LOC BLDG Coverage: Cause of Loss: Premiums:
1 1 Legal Liability Personal Property Special $1,157.00
Limit Of Insurance: $521,025.00
Replacement Cost
Coinsurance 90%
LOC BLDG DED BY APPLICABLE DEDUCTIBLE
LOC
1 1 Windstorm/Hail Deductible $1,000.00
Theft Deductible: $1,000.00
Other Deductible: $1,000.00
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DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Commercial Property Coverage Part Declaration
Additional Premium for Property Minimum : N/A
Miscellaneous/Optional Property Coverages: PREMIUM
Data Breach $65.00
Boiler / Machinery / Equipment Breakdown $203.00
(Equipment Breakdown Sublimit : $100,000)
Emergency Event Management Coverage $22.00
Terrorism Premium $13.00
Gold Property Broadening Endorsement $619.00
Educational Institutions - Property Broadening Endorsement $99.00
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DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Forms Applicable to Property Coverage Parts:
*Asterisk denotes new or changed form
Form Number Edition Date Description
411-0669 01/15 Data Breach Coverage Form
411-0679 04/10 Associates And Family Members Additional Coverage Endorsement
411-0681 12/09 Identity Theft Resolution Services
411-0793 02/23 Gold Property Broadening Endorsement
411-0812 02/23 Educational Institutions Property Broadening Endorsement
411-0834 04/14 GA Emergency Event Management Coverage
411-0925 01/15 Georgia Changes - Data Breach Coverage Form
451-0038 11/16 Equipment Breakdown Coverage (Including Electronic Circuitry Impairment)
* 451-0039 11/16 Commercial Property Coverage Part Equipment Breakdown Coverage Schedule
451-0051 11/16 Georgia Changes - Equipment Breakdown
CP 00 10 10/12 Building and Personal Property Coverage Form
CP 00 40 10/12 Legal Liability Coverage Form
CP 00 90 07/88 Commercial Property Conditions
CP 01 31 01/20 Georgia Changes
CP 01 40 07/06 Exclusion of Loss Due to Virus or Bacteria
CP 10 30 09/17 Causes Of Loss - Special Form
CP 14 10 06/95 Additional Covered Property
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DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Commercial General Liability Coverage Part Declaration
Audit Frequency: Annual
Limits of Insurance:
General Aggregate Limit $2,000,000
Products-Completed Operations are Included in the
General Aggregate Limit
Each Occurrence Limit $1,000,000
Personal and Advertising Injury Limit $1,000,000
Damage to Premises Rented to You Limit $100,000
Medical Expense Limit, Any One Person $25,000
General Liability Deductible:
Total Advance Commercial General Liability Premium $10,890.00
THIS POLICY CONTAINS AGGREGATE LIMITS; REFER TO SECTION III - LIMITS OF INSURANCE FOR DETAILS
Forms Applicable to General Liability Coverage Parts:
Form Number Edition Date Description
421-0022 12/90 Asbestos Liability Exclusion
421-0343 02/11 Innocent Party Defense Endorsement
421-0361 06/15 Other Coverage Amendment
421-0362 09/19 Exclusion - Law Enforcement Professional Liability
421-0366 07/16 Abuse or Molestation Exclusion
421-1741 12/14 Student Internship Liability
421-2139 08/11 Liberalization Clause
421-2915 06/15 Commercial General Liability Broadening Endorsement
421-2925 06/17 Commercial General Liability Enhancement Endorsement - Educational
Institutions
421-3500 06/15 Georgia Changes
421-3603 07/16 Georgia Sexual Misconduct Or Sexual Molestation Liability (Occurrence -
Separate Aggregate)
421-4229 09/19 Georgia Incidental Professional Liability Coverage For Educational
Institutions Endorsement
CG 00 01 04/13 Commercial General Liability Coverage Form - Occurrence
CG 21 06 05/14 Exclusion - Access or Disclosure of Confidential or Personal Information
and Data-Related Liability - With Limited Bodily Injury Exception
CG 21 32 05/09 Communicable Disease Exclusion
CG 21 47 12/07 Employment - Related Practices Exclusion
CG 21 49 09/99 Total Pollution Exclusion Endorsement
CG 21 70 01/15 Cap On Losses From Certified Acts of Terrorism
CG 21 96 03/05 Silica or Silica-Related Dust Exclusion
CG 22 67 10/93 Corporal Punishment
CG 32 01 12/04 Georgia Limited Fungi Or Bacteria Coverage - Small Business
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DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Commercial General Liability Classification Schedule Declaration
LOC ST TERR CODE SUBLINE PREMIUM BASIS PER RATE ADVANCE PREMIUM
1 GA 502 47476 334 368 Each Student Each 21.244 $7,818.00
Products – Completed Operations are Included in the General Aggregate Limit
Schools private elementary, kindergarten or junior high Not-For-Profit
LOC ST TERR CODE SUBLINE PREMIUM BASIS PER RATE ADVANCE PREMIUM
1 GA 502 47469 334 41 Faculty Members Each 21.244 $871.00
Products – Completed Operations are Included in the General Aggregate Limit
Schools faculty liability for corporal punishment of students
Miscellaneous/Optional General Liability Coverages Advance Premium
Terrorism Premium $55.00
Student Internship Liability - Unscheduled - Occurrence $500.00
Incidental Professional Liability Coverage for Educational Institutions - Occurrence $50.00
School and Educators Legal Liability - Claims Made $2,635.00
(SELL Retro Date) 08/21/2017
(D&O Retro Date) 08/21/2017
CGL Enhancement - Educational Institutions $250.00
Sexual Misconduct or Sexual Molestation Liability - $1,346.00
Occurrence - Separate Aggregate
Additional Premium for Coverage Minimum: N/A
Total Advance General Liability Premium $10,890.00
Subline 334 Premises and Operations
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DeKalb PATH Academy Exhibit 16 Addendum
CYBER DECLARATIONS
CLAIMS-MADE WARNING
THIS COVERAGE PART INCLUDES COVERAGES WRITTEN ON A CLAIMS-MADE BASIS SUBJECT TO
ITS TERMS. CLAIMS-MADE COVERAGE APPLIES ONLY TO “CLAIMS” FIRST MADE AGAINST THE
“INSUREDS” DURING THE “POLICY PERIOD” OR ANY APPLICABLE EXTENDED REPORTING PERIOD.
PLEASE READ THE ENTIRE POLICY CAREFULLY TO DETERMINE RIGHTS, DUTIES, COVERAGE AND
COVERAGE RESTRICTIONS.
“DEFENSE EXPENSES” WITHIN LIMITS AND DEDUCTIBLE
THE LIMITS OF LIABILITY WILL BE REDUCED AND CAN BE COMPLETELY EXHAUSTED BY THE
PAYMENT OF COVERED “DEFENSE EXPENSES”. IN THE EVENT THAT THE LIMIT OF LIABILITY IS
EXHAUSTED, THE “INSURER” SHALL NOT BE LIABLE FOR “DEFENSE EXPENSES”, JUDGMENTS OR
SETTLEMENTS IN EXCESS OF THE APPLICABLE LIMIT. INSURING AGREEMENTS A. AND B. ARE
SUBJECT TO DEDUCTIBLE AMOUNTS STATED IN THE DECLARATIONS. AMOUNTS INCURRED FOR
“DEFENSE EXPENSES” ARE SUBJECT TO THE APPLICABLE DEDUCTIBLE.
Policy Number Coverage is provided by:
Massachusetts Bay Insurance Company
(A Stock Company)
ZDA D349077 07
440 Lincoln Street
Worcester, MA 01653-0002
Item 1. NAMED INSURED:
DEKALB PATH ACADEMY
3007 HERMANCE DRIVE NE
ATLANTA GA 30319
Item 2. POLICY PERIOD
Inception Date: 08/21/2024 Expiration Date: 08/21/2025
(12:01 AM standard time at the address shown in Item 1.)
Item 3. AGGREGATE LIMIT OF LIABILITY FOR THIS COVERAGE PART
Maximum Aggregate Limit of Liability $50,000
850-0002 01 15 455 Services Office, Inc., with its permission.
Includes copyrighted material of Insurance Page 1 of 9
DeKalb PATH Academy Exhibit 16 Addendum
Item 4. INSURING AGREEMENTS
Prior and Pending Proceedings Date: 08/21/2017
Retroactive Date: 08/21/2017
Insuring Agreement Limits of Liability Deductible Premium
A. Privacy and Security Liability $50,000 $5,000 $53
B. Cyber Media Liability $50,000 $5,000 $53
Item 5. PREMIUM FOR COVERAGE PART $106
Item 6. FORMS OR ENDORSEMENTS ATTACHED AT ISSUE:
Form Number Edition Date Name
850-0001 01/15 Cyber Coverage Part
850-0061 01/15 Georgia Amendatory Endorsement
850-0002 01 15 456 Services Office, Inc., with its permission.
Includes copyrighted material of Insurance Page 2 of 9
DeKalb PATH Academy Exhibit 16 Addendum
Underwritten by: Massachusetts Bay Insurance Company
DECLARATIONS
SCHOOL AND EDUCATORS LEGAL LIABILITY COVERAGE PART
THIS IS CLAIMS-MADE COVERAGE.
READ YOUR COVERAGE PART CAREFULLY.
CLAIMS–MADE WARNING
THIS POLICY PROVIDES COVERAGE ON A CLAIMS-MADE BASIS. SUBJECT TO ITS TERMS, THIS
POLICY APPLIES ONLY TO “CLAIMS” FIRST MADE AGAINST YOU DURING THE “POLICY PERIOD”,
AUTOMATIC EXTENDED REPORTING PERIOD OR ANY PURCHASED OPTIONAL EXTENDED
REPORTING PERIOD THAT MAY APPLY. PLEASE READ THE POLICY CAREFULLY TO DETERMINE
RIGHTS, DUTIES, COVERAGE AND COVERAGE RESTRICTIONS.
“DEFENSE EXPENSES” WITHIN LIMITS NOTICE
THE EMPLOYMENT PRACTICES LIABILITY COVERAGE ENDORSEMENT OF THIS CLAIMS-MADE
POLICY MAY PROVIDE FOR “DEFENSE EXPENSES” PAYABLE WITHIN, AND NOT IN ADDITION TO,
THE LIMIT OF INSURANCE, AS SELECTED IN ITEM 4 BELOW. “DEFENSE EXPENSES” INCURRED WILL
REDUCE AND MAY EXHAUST THE LIMIT OF INSURANCE, AND WILL BE APPLIED AGAINST THE
DEDUCTIBLE. IN THE EVENT THAT THE LIMIT OF INSURANCE IS EXHAUSTED, WE SHALL NOT BE
LIABLE FOR “DEFENSE EXPENSES”, JUDGMENTS OR SETTLEMENTS IN EXCESS OF THE
APPLICABLE LIMIT.
Policy Number: Policy Period: Agent Name and Address:
ZDA D349077 07 From: 08/21/2024 To: 08/21/2025 2909125
POINTENORTH INS GRP LLC
abcd
12:01 A.M. Standard Time at the address of the First PO BOX 724728
ATLANTA
Named Insured as stated herein.
Underwriting Company: Massachusetts Bay Insurance Company
Address: 440 Lincoln Street
IN RETURN FOR THE PAYMENT OF THE PREMIUM, AND SUBJECT TO ALL THE TERMS OF THIS POLICY,
WE AGREE WITH YOU TO PROVIDE THE INSURANCE AS STATED IN THIS POLICY.
Item 1. Named Insured DEKALB PATH ACADEMY
And Address:
3007 HERMANCE DRIVE NE
ATLANTA GA
30319
Item 2. Form of Business :
Individual Partnership Corporation Limited Liability Company
Organization (Other than Partnership, Joint Venture or Limited Liability Company)
Business Description: College Prep Charter School
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DeKalb PATH Academy Exhibit 16 Addendum
Item 3. SCHOOL AND EDUCATORS LEGAL LIABILITY COVERAGE PART
LIMITS OF INSURANCE:
Each “Claim” Limit $ 1,000,000
School and Educators Legal Liability Aggregate Limit $ 1,000,000
DEDUCTIBLE:
Deductible Amount $ 25,000
Basis of Deductible Each “claim”
Loss only
Loss and Defense Expenses
RETROACTIVE DATE:
This insurance does not apply to “educators wrongful acts” or “wrongful acts” committed before the
Retroactive Date, if any, shown here: Refer to form 421-5088
(Enter date or “none” if no Retroactive Date applies.)
Item 4. EDUCATIONAL INSTITUTION EMPLOYMENT PRACTICES
EDUCATIONAL INSTITUTION EMPLOYMENT PRACTICES LIABILITY
Defense Expenses Outside of Limits
Defense Expenses Within Limits
LIMITS OF INSURANCE:
“Wrongful Employment Act” Limit $
Employment Practices Aggregate Limit $
DEDUCTIBLE:
Deductible Amount $
Basis of Deductible Per “Wrongful Employment Act”
Loss only
Loss and Defense Expenses
RETROACTIVE DATE:
This insurance does not apply to “wrongful employment acts” committed before the Retroactive Date,
if any, shown here:
(Enter date or “none” if no Retroactive Date applies.)
Estimated Annual Premium $2,635
Annual Minimum Premium $
Advance Premium $
458
421-0357 06 19 Page 4 Issued 08/22/2024
Original Insured
DeKalb PATH Academy Exhibit 16 Addendum
PREPAID – the total annual premium is due at inception.
HANOCASH - the annual premium is payable according to the term of the Hanocash endorsement
attached.
ACCOUNT BILL DIRECT BILL Annual Semi-Annual Other
Audit period: Non Auditable unless indicated by Annual Semi-Annual Other
Premium
Class Code Classification Description Premium Base Advance Premium
47476 School and Educators Legal Liability Number of Students 2,635
coverage
FORMS AND ENDORSEMENTS
Forms and Endorsements applying to this Coverage Part and made a part of this policy:
Form Number: Edition Date: Title:
421-0353 06/22 School And Educators Legal Liability Coverage Part
421-0357 06/19 Declarations School And Educators Legal Liability Coverage Part
421-1701 06/17 Punitive Damages Endorsement - Schools And Educators Legal Liability
421-1705 06/17 Exclusion - Recording And Distribution Of Material Or Information In
Violation Of Law
421-4182 06/17 Liberalization Clause
421-5088 06/22 Retroactive Date for School and Educators Legal Liability Coverage Part (Split
Retro)
Notice of a Claim:
Report any “educators wrongful act,” “wrongful act” or “wrongful employment act” which may result in a “claim”
to the Com pany as required by SECT ION IV – SCHOOL AND EDUCAT ORS LEGAL LIABILIT Y
CONDIT IONS, 2. Duties in the Event of Educators Wrongful Act, Wrongful Act, Claim, or Suit
The Hanover Insurance Company
P.O. Box 15145
Worcester, MA 01615
National Claims Telephone Number : 800-628-0250
Facsimile: 800-399-4734
Email: firstreport@hanover.com
421-0357 06 19 Page 5 Issued 08/22/2024
459
Original Insured
DeKalb PATH Academy Exhibit 16 Addendum
Agent’s Signature
(required in the state of Florida):
(may be electronic scripted signature)
Any purchased Optional Extended Reporting Period will not exceed 200% of the annualized policy premium.
THESE DECLARATIONS, TOGETHER WITH THE COMMON POLICY CONDITIONS AND COVERAGE
FORM(S) AND ANY ENDORSEMENT(S), COMPLETE THE ABOVE NUMBERED POLICY.
421-0357 06 19 Page 6 Issued 08/22/2024
460
Original Insured
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Inland Marine Declaration
Total Inland Marine Premium $501.00
Coverages Provided:
Insurance at the Described Premises applies only for the coverage shown below:
Additional Premium for Inland Marine Minimum: N/A
Miscellaneous/Optional Inland Marine Coverages: PREMIUM
Educational Institution Miscellaneous Property Coverage $500.00
Terrorism Premium $1.00
441-0205 01/05 Page 7 Issued 08/22/2024
461
Original Insured
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Forms Applicable to Inland Marine Coverage Parts:
Form Number Edition Date Description
441-0243 02/11 Educational Institution Miscellaneous Property Coverage Form
CM 00 01 09/04 Commercial Inland Marine Conditions
441-0205 01/05 Page 8 Issued 08/22/2024
462Insured
Original
DeKalb PATH Academy Exhibit 16 Addendum
DEKALB PATH ACADEMY ZDA D349077 07
POINTENORTH INS GRP LLC
Crime Declaration
Total Crime Premium $420.00
Coverages Provided:
LOC BLDG Type of Coverage Premium
Forgery or Alteration Insuring Agreement $93.00
Limit $250,000.00
Deductible $2,500.00
Blanket/Schedule Blanket
Ratable Employees 5
ERISA Plan name N/A
ERISA Total Asset Value N/A
LOC BLDG Type of Coverage Premium
Employee Theft Insuring Agreement $327.00
Limit $250,000.00
Deductible $10,000.00
Blanket/Schedule Blanket
Ratable Employees 5
ERISA Plan name N/A
ERISA Total Asset Value N/A
Additional for Coverage Minimum Premium N/A
Total Crime Premium $420.00
Forms Applicable to Crime Coverage Parts:
Form Number Edition Date Description
CR 00 20 05/06 Commercial Crime Coverage Form (Discovery Form)
CR 01 32 07/02 Georgia Changes Concealment Misrepresentation Or Fraud
431-0026 Page 9 Issued 08/22/2024
Original Insured
463
ZDA D349077 07 2909125
DeKalb PATH Academy Exhibit 16 Addendum
COMMERCIAL PROPERTY COVERAGE PART EQUIPMENT BREAKDOWN
COVERAGE SCHEDULE
Equipment Breakdown is subject to the Limits of Insurance shown in the Declarations except as specifically
shown below.
These coverages apply to all locations covered on the policy, unless otherwise specified.
Coverages Limits
Equipment Breakdown Limit $651,281
Business Income $Excluded
Extra Expense $Excluded
Data Restoration $100,000
Expediting Expenses $100,000
Hazardous Substances $100,000
Scientific Animals $0
Service Interruption $Included in Business Income, Extra Expense and/or
Spoilage Limit
Spoilage $100,000
Deductibles
Combined, All Coverages $Not Applicable
Direct Coverages $1,000
Spoilage $1,000
Other Conditions
Service Interruption – 24 hour waiting period
451-0039 11 16 © 2015, The Hartford Steam Boiler 464
Inspection and Insurance Company Page 1 of 1
Includes copyrighted material of Insurance Services Office, Inc. with its permission.
DeKalb PATH Academy Exhibit 16 Addendum
Sequoia Insurance Company
Authorization Agreement for Direct Payments
I (we) hereby authorize AmTrust North America, Inc. to initiate monthly deductions from my (our) account, identified below,
for payment of premium on the insurance policy issued to me (us) by AmTrust North America, Inc.. I (we) authorize the
financial institution named to accept and post entries to my (our) account.
I (we) understand that this authorization allows AmTrust North America, Inc. to adjust the monthly deductions to reflect any
premium changes with the exception of the final premium audit. Any additional premiums resulting from the final premium
audit will be invoiced directly to me (us).
I (we) understand that any refunds due on the policy listed below will be refunded by check and not through electronic transfer.
I (we) understand that if renewal policies are issued, that this authorization will extend to that policy term unless I (we) provide
written notice to AmTrust North America, Inc. of a request to terminate this authorization.
I (we) understand that if payment is dishonored by the bank designated below from the account specified this agreement may
be considered cancelled and the dishonored payment and all remaining payments may be required to be made by check or
other negotiable instrument to ensure the continuance of my (our) coverage. All payments must be paid as invoiced.
Insurance Company Name: Sequoia Insurance Company
Master Account Number: 32859149
*If requesting the direct debit payment plan for the master account above, all policies assigned to that master account must be
on direct debit.
Bank Information
Banking information must be received for payments to begin to withdraw automatically. If banking information Is Not
received timely, the policies listed below could be cancelled for non-payment.
Policy Number Name on Account Type of Account Bank Name Bank Routing # Bank Account #
This authorization will remain in effect until I (we) provide written notice to AmTrust North America, Inc. of its termination in
such time and in such manner as to afford AmTrust North America, Inc. a reasonable opportunity to act on it.
Signature of Insured / Policy Holder Date
Insured Email Address (for email notification of funds transfer)
Please allow five (5) business days for processing of this authorization.
To ensure accuracy, please attach a sample check or deposit slip marked ‘VOID’.
Please fax or mail this form to:
Secure Accounting Fax Only:216 - 520 - 3178
E-mail – AmtrustAR@amtrustgroup.com
Mail to –
800 Superior Avenue East, 21st Floor
Cleveland, OH 44114
Attn: Accounts Receivable
465
DeKalb PATH Academy Exhibit 16 Addendum
Sequoia Insurance Company
Direct Debit
Frequently Asked Questions
What is direct debit?
Direct debit is an automatic payment option for insureds that prefer not to write a check each month to make
their insurance payments. Each month your monthly installment will be automatically withdrawn from the bank
account you have designated.
How do I add direct debit to my policy?
Complete the Direct Debit Authorization Form with all of the information requested and attach a copy of a
VOIDED check.
For fastest service, please return the form to our secure accounting fax number, 216-520-3178 or e-mail the
form to AmtrustAR@amtrustgroup.com.
If you do not have a Direct Debit Authorization Form or require a replacement, please contact our Customer
Service Department at 877-528-7878 to obtain the form.
When will the installment payments be withdrawn from my account?
The first payment will be directly debited as an electronic funds transfer on the effective date of the policy or the
date that the policy is issued, whichever is later. All subsequent payments will be processed as an electronic
funds transfer on the 10th day of each month. If this date falls on a date that is not a business day, the applicable
date will be the following business day.
Will I continue to receive an invoice?
On the first of each month a reminder letter will be mailed in place of an invoice listing the amount of the direct
debit for that month and the scheduled date of debit. This is not an invoice requesting payment.
What if my bank information changes?
Contact our Customer Service Department at 877-528-7878 to request a Direct Debit Authorization Form. You
can make any necessary changes and resubmit the form to our secure accounting fax number 216-520-3178 or e-
mail the form to AmtrustAR@amtrustgroup.com.
Please allow five (5) business days for processing of any changes.
What if there are endorsements on my policy changing the policy cost?
If your premium changes you will receive, from your agent, copies of any endorsements that are processed on
your policy. These endorsements will show the change in the premium and the change in the installment
schedule.
The new installment amount will be listed on the reminder letter that you will receive and that amount will be
debited from your account.
466
DeKalb PATH Academy Exhibit 16 Addendum
Direct Debit
Frequently Asked Questions
What if the funds are not available in my bank account on the due date?
If the first attempt for payment fails due to insufficient funds, our bank will make another attempt the next
business day. If the second attempt for electronic funds transfer payment fails due to insufficient funds we will
notify you by mail. You will receive an invoice and payment will be required to be made by check or credit card
on or before the due date shown to avoid cancellation of your coverage.
How do I terminate the direct debit option?
If you would like to terminate the direct debit option you must provide the insurance carrier written notification.
You can contact our Customer Service Department at 877-528-7878 and request a Direct Debit Termination
Form that must be completed and returned to us.
For fastest service, please return the form to our secure accounting fax number, 216-520-3178 or e-mail the
form to AmtrustAR@amtrustgroup.com.
Please allow five (5) business days for processing of the termination form from the date it is received. It is
possible that due to the timing of the receipt of the Termination form that the next scheduled direct debit payment
will be processed as originally scheduled. If you request termination between the 1st and the 9th calendar day of
the month please contact our Customer Service Department to confirm whether the Termination form has been
processed. To avoid potential fee charges by your bank, if the Termination form has not been processed by the
9th calendar day, please make sure that there are sufficient funds in the designated bank account for the amount
of the scheduled payment as per the reminder notice you received.
467
DeKalb PATH Academy Exhibit 16 Addendum
SEQUOIA INSURANCE COMPANY
17771 Cowan Avenue
Suite 100
Irvine, CA 92614
WORKERS' COMPENSATION
and
EMPLOYERS’ LIABILITY INSURANCE POLICY
In Witness Whereof, we have caused this policy to be executed and attested, and, if
required by state law, this policy shall not be valid unless countersigned by our
authorized representative.
Stephen Ungar, Secretary Barry Dov Zyskind, President
To obtain information, please contact your agent or Sequoia Insurance Company at 877-
528-7878. You may also write Sequoia Insurance Company Consumer Relations at:
800 Superior Avenue East, 21st Floor
Cleveland, OH 44114
WC 99 00 00 A
468
DeKalb PATH Academy Exhibit 16 Addendum
Workers’ Compensation
Claim Reporting Information
24/7 Toll Free Claim Reporting for All States
(888)239-3909 WorkersCompClaimReport@AmTrustgroup.com www.amtrustfinancial.com
Information Required for All Claims Reported
1. Name of the insured and policy number 4. Description of accident or incident
2. Name and contact information of injured worker 5. Name, phone, and/or email of person making the report
3. Date, time and place of accident 6. Any information on the injured workers lost time
Early claim reporting is essential to a better claim outcome. Don’t delay reporting if you do not have all
the details.
How do I help my injured worker find a doctor?
• We offer an online physician search for all states, www.talispoint.com/amtrust/external
• For California, www-lv.talispoint.com/amtrust/campn
• For CO, GA, PA & TN, please refer to the panel provided by AmTrust via mail or email
How does my injured employee receive prescription medications related to the accident/injury?
• Refer to the claims kit for your state at www.talispoint.com/amtrust/external for a First Fill card for
your injured employee to use at the pharmacy to cover the cost of approved medication.
Timely Reporting
When a work-related injury occurs, it is important to act immediately. Timely reporting of a new claim helps to provide a smooth and
successful claim process for both you and your injured worker.
We’re Here To Help
Relax And Stay Positive
After your claim has been filed, we may be in touch to obtain additional
You have the assurance of our knowledge,
information. Our goal is to offer a smooth and hassle-free experience – from
expertise, and understanding of the claim
your first contact to the claims conclusion. Feel free to also call us with any
process. We’re with you all the way.
questions. We’re here to help.
877.528.7878 I www.amtrustfinancial.com
This material is for informational purposes only and is not legal or business advice. Neither AmTrust Financial Services, Inc. nor any of its subsidiaries or affiliates
represents or warrants that the information contained herein is appropriate or suitable for any specific business or legal purpose. Readers seeking resolution of
469Contact your local RSM for more information.
specific questions should consult their business and/or legal advisors. Coverages may vary by location.
MKT6310 06/23 © 2023, AmTrust Financial Services, Inc.
DeKalb PATH Academy Exhibit 16 Addendum
AmTrust Claims Kit
FAQs
Thank you for placing your Workers’ Compensation Coverage with AmTrust. For your
convenience, we now offer electronic versions of our Claims Kits. Please see the instructions
and FAQs below for more information.
Where’s my claims kit?
All the States’ Claims Kits are online for insured to download which contains all the necessary WC notices. Visit the Talispoint Direct Link
at www.talispoint.com/amtrust/external/
• Click State Rules/Kits, choose corresponding state and open the PDF link to view and print.
I have an injured worker, how do I find a doctor?
We will provide completed Panel of Physicians for the 4 states that require a panel to be posted (CO, GA, PA & TN). We offer our online
physician search for all other states.
There are 3 ways to access this information:
1. Visit the Talispoint Direct Link at www.talispoint.com/amtrust/external/
2. California MPN: www.talispoint.com/amtrust/campn/
3. Visit the AmTrust Financial Website at www.amtrustfinancial.com
• Click Claims
• Click Provider Directory or California MPN under “Find a Provider”
• State specific laws for directing medical treatment are listed on the State Rules Tab
• Search for physicians by Name, Address or Region
Where are my posting notices?
All states claim kits are available online, including applicable postings. There are 4 states (CO, CT, FL & MD) we cannot place online. For
these states, we will mail additional posting notices to the main address on the policy.
I have a question about my claims kit, posting notice, panel or accessing the
website’s physician searches, who do I contact?
You may send an email to clientservices@amtrustgroup.com. Please make sure to include your policy number along with your request.
I have a question about a claim or injured worker, who do I contact?
Customer Service can direct you to the appropriate person. Please contact them at 888-239-3909.
59 Maiden Lane, New York, NY 10038 I 877.528.7878 I www.amtrustfinancial.com
AmTrust is AmTrust Financial Services, Inc., located at 59 Maiden Lane, New York, NY 10038. Coverages are provided by its affiliated property and casualty insurance companies. Consult the applicable policy for specific terms,
470
conditions, limits and exclusions to coverage. For full legal disclaimer information, including Texas and Washington writing companies, visit: www.amtrustfinancial.com/about-us/legal-disclaimer.
MKT5948 02/22 © 2022, AmTrust Financial Services, Inc.
DeKalb PATH Academy Exhibit 16 Addendum
Dekalb Path Academy
3007 Hermance Dr Ne
Brookhaven, GA 30319
RE: Workers' Compensation Policy
Policy: QWS1366582
Payroll Company: ADP Insurance Services
Dear Dekalb Path Academy,
Thank you for choosing AmTrust PAYO (Pay-As-You-Owe) as your workers' compensation
payment plan. PAYO provides you a way to pay your workers' compensation premium
based on your actual reported payroll. Your payroll company will remit your payroll reports
directly to AmTrust on your behalf. Please see the payroll company listed above. If it is not
your current payroll provider, or you decide to change your payroll provider any time during
the policy period, please notify us immediately at (855) 829-1948.
Below is a list of the classification codes currently on your workers’ compensation policy,
along with a description of each.
Class Estimated Annual
State Code Description of Operations Payroll Net Rate
GA 9101 College—All Other Employees $294,132 0.017571
GA 8868 School—Professional Employees & Clerical $2,372,843 0.002024
When assigning your employees to a specific classification code, please keep in mind that
each classification code has a specific description of operations, as well as their own rate
per $100 of payroll. If your employees are not properly classified throughout the policy
period, it will be corrected at audit and may create an additional premium amount due.
Please contact your agent if you have any questions regarding the classification of your
employees.
If an employee’s duties span multiple class codes, i.e.: a bookkeeper who also bakes
bread, place their entire payroll in the higher rated classification code.
800 Superior Avenue East, 21st Floor - Cleveland, OH 44114 471
(p) 877-528-7878 • www.amtrustnorthamerica.com
DeKalb PATH Academy Exhibit 16 Addendum
A few important things to keep in mind when using the AmTrust PAYO
payment plan:
1) PAYO does not eliminate the need for a Workers' Compensation policy audit.
However, if the employees are coded correctly and the payroll reported properly, PAYO
will greatly reduce the chance of any large premium difference at time of audit.
2) The net rates for your policy are calculated by AmTrust using the estimated annual
payroll provided by you and your agent during the quoting process. It is important that
you contact your agent immediately if your estimated annual premium shown above is
incorrect, or if your payroll changes significantly during the policy period. Failure to do so
will result in an inaccurate net rate factor causing a premium discrepancy, which will be
captured at audit. If you notice your estimated annual payroll is either higher or lower
than originally estimated, let your agent know so an endorsement request can be made
to adjust your payroll and possibly your net rate.
3) Owner/Officer Exemptions and Minimum Payroll Threshold:
a. Owner/Officer exemptions - As rules vary by state. Business owners may need to file
additional paperwork to exclude themselves from the policy.
b. Owner/Officer minimum and maximum payroll thresholds- These payroll threshold
requirements vary by state. If Owner/Officers are "included" on the policy yet are not
reported through payroll, the Owner/Officer premium will be collected based on the
state minimum requirements at the time of audit.
4) If you use independent contractors or subcontractors be sure to obtain a copy of their
workers' compensation certificate of insurance. Failure to provide these documents at the
time of audit may result in additional premium due.
Please discuss these items with your insurance agent.
Sincerely,
Your AmTrust PAYO Team
800 Superior Avenue East, 21st Floor - Cleveland, OH 44114 472
(p) 877-528-7878 • www.amtrustnorthamerica.com
DeKalb PATH Academy Exhibit 16 Addendum
February XX, 2017
Dear Policyholder,
In an effort to provide AmTrust customers with a variety of billing options, the below fee structure
will be applied to your new policy.
This fee structure helps customers to meet payment due dates, ensures that valid and properly
funded payments are submitted, and provides an incentive for paid-in-full options.
Our fee structure is as follows:
Fee Title Fee AmountDescription
Returned Payment Fee $25 A returned payment fee applied to any returned payment.
Late Fee $20 Late fee applied if payment not received on or before
payment due date.
Installment Fee $15 A “paper” billing fee that is assessed for each mailed
installment invoice. Excludes down payment and annual
payment plans. Fee is billed at the account level.
Reinstatement Fee $50 Fee applied upon reinstatement of a non-payment
cancellation.
EFT Fee $3 An “electronic” billing fee that is assessed for each ACH
Direct Debit transaction. Fee is billed at the account level.
*Fee amount may vary by state and program of business
For policyholders who choose to pay their annual premium on installments, we plan to implement
an installment fee, which will be displayed on your renewal invoice.
Thank you for your attention. If you have any questions, feel free to contact our Customer Service
Department at 877.528.7878.
We value you as a policyholder and appreciate the opportunity to serve you.
Sincerely,
AmTrust North America
Customer Service Department
800 Superior Avenue E • 21st Floor • Cleveland, OH 44114
473
(p) 866.203.3037 • (f) 800.487.9654 • www.amtrustnorthamerica.com
DeKalb PATH Academy Exhibit 16 Addendum
Sequoia Insurance Company
A Stock Insurance Company
WORKERS COMPENSATION WC 99 00 01 B
AND EMPLOYERS LIABILITY 1 of 5
INSURANCE POLICY INFORMATION PAGE
Ncci Code: 19755
1. Insured: Policy Number: QWS1366582
Dekalb Path Academy
3007 Hermance Dr Ne
Brookhaven, GA 30319 Individual Partnership
Other workplaces not shown above: X Corporation or
None Federal Tax ID: 400002663
Producer: Risk Id:
ADP Insurance Agency, Inc. - Majors Renewal of: New
1 ADP Boulevard, MS 325
Roseland, NJ 07068
2. The policy period is from 5/1/2024 to 5/1/2025 12:01 a.m. at the insured's mailing address.
3. A. Workers Compensation Insurance: Part One of the policy applies to the Workers Compensation Law of
the states listed here: Georgia
B. Employers Liability Insurance: Part Two of the policy applies to work in each state listed in item 3.A.
The limits of our liability under Part Two are:
State Bodily Injury by Accident Bodily Injury by Disease Bodily Injury by Disease
$1,000,000 each accident $1,000,000 policy limit $1,000,000 each employee
C. Other States Insurance: Part Three of the policy applies to the states, if any, listed here:
All states except ND, OH, WA, WY and State(s) Designated in Item 3.A
D. This policy includes these endorsements and schedules: See Extension of Information Page
4. The premium for this policy will be determined by our Manuals of Rules, Classifications, Rates and Rating
Plans. All information required below is subject to verification and change by audit.
See Extension of Information Page
TOTAL ESTIMATED ANNUAL PREMIUM 9,972
STATE ASSESSMENT 0
TOTAL ESTIMATED COST 9,972
Minimum Premium 500
Issue Date: 4/26/2024 Countersigned by:
Authorized Representative
474
DeKalb PATH Academy Exhibit 16 Addendum
Sequoia Insurance Company WC 99 00 01 B
2 of 5
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE
POLICY INFORMATION PAGE
Insured: Dekalb Path Academy Policy Number: QWS1366582
EXTENSION OF INFORMATION PAGE FOR ITEM #1
ITEM 1: NAMED INSURED and WORKPLACES
NAMED INSURED: Dekalb Path Academy Fein: 400002663
WORKPLACES: Location Number 1.
3007 Hermance Dr Ne
Brookhaven, GA 30319
475
DeKalb PATH Academy Exhibit 16 Addendum
Sequoia Insurance Company WC 99 00 01 B
3 of 5
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE
POLICY INFORMATION PAGE
Insured: Dekalb Path Academy Policy Number: QWS1366582
EXTENSION OF INFORMATION PAGE FOR ITEM #3.D
ITEM 3.D: ENDORSEMENT SCHEDULE
State Form Number Description
WC990001B DECLARATIONS PAGE
WC000000C WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE POLICY
WC000404 PENDING RATE CHANGE ENDORSEMENT
WC000406 PREMIUM DISCOUNT ENDORSEMENT
WC000414A NOTIFICATION OF CHANGE IN OWNERSHIP ENDORSEMENT
WC000419A PREMIUM DUE DATE ENDORSEMENT
WC000421F CATASTROPHE (OTHER THAN CERTIFIED ACTS OF TERRORISM) PREMIUM
ENDORSEMENT
WC000422C TERRORISM RISK INSURANCE PROGRAM REAUTHORIZATION ACT
DISCLOSURE ENDORSEMENT
WC000424 AUDIT NONCOMPLIANCE CHARGE ENDORSEMENT
WC000425 EXPERIENCE RATING MODIFICATION FACTOR REVISION ENDORSEMENT
GA WC100601C GEORGIA CANCELLATION, NONRENEWAL, AND CHANGE ENDORSEMENT
476
DeKalb PATH Academy Exhibit 16 Addendum
Sequoia Insurance Company WC 99 00 01 B
4 of 5
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE
POLICY INFORMATION PAGE
Insured: Dekalb Path Academy Policy Number: QWS1366582
EXTENSION OF INFORMATION PAGE FOR ITEM #4
ITEM 4: SCHEDULE OF PREMIUMS
Premium Basis
Total Estimated Rate Per Estimated
# of Code Annual $100 of Annual
Classifications Emps No. Remuneration Remun. Premium
Georgia
School—Professional Employees & Clerical 30 8868 2,372,843 0.25 5,932
College—All Other Employees 2 9101 294,132 2.17 6,383
Manual Premium 12,315
Total Manual Premium 12,315
Employers Liability Increased Limits 1.1% 9812 135
Total Premium Subject To Experience Modification 12,450
Experience Modification (0.82) Credit 9898 10,209
Schedule Rating Plan Modification Credit 3% 9887 -306
Premium Discount 5.4% 0063 -535
Terrorism 0.7% 9740 187
Catastrophe (other than Terrorism) 1% 9741 267
Minimum Premium Adjustment 0990 0
Expense Constant 0900 150
Total GA Premium 9,972
Total GA Cost 9,972
TOTAL ESTIMATED ANNUAL PREMIUM 9,972
STATE ASSESSMENT 0
TOTAL COST 9,972
477
DeKalb PATH Academy Exhibit 16 Addendum
Sequoia Insurance Company WC 99 00 01 B
5 of 5
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE
POLICY INFORMATION PAGE
Insured: Dekalb Path Academy Policy Number: QWS1366582
PAYMENT SCHEDULE
Statement Payment
Closing Date Due Date Description Amount Due
6/10/2024 Pay Period 1 of 12 $831.00
7/10/2024 Pay Period 2 of 12 $831.00
8/10/2024 Pay Period 3 of 12 $831.00
9/10/2024 Pay Period 4 of 12 $831.00
10/10/2024 Pay Period 5 of 12 $831.00
11/10/2024 Pay Period 6 of 12 $831.00
12/10/2024 Pay Period 7 of 12 $831.00
1/10/2025 Pay Period 8 of 12 $831.00
2/10/2025 Pay Period 9 of 12 $831.00
3/10/2025 Pay Period 10 of 12 $831.00
4/10/2025 Pay Period 11 of 12 $831.00
5/10/2025 Pay Period 12 of 12 $831.00
Total Cost $9,972.00
478
Printed: 4/26/2024
WORKERS
DeKalb COMPENSATION
PATH Academy AND EMPLOYERS LIABILITY INSURANCE POLICY Exhibit 16 WC 00 00 00 C
Addendum
(Ed. 1-15)
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE POLICY
In return for the payment of the premium and subject to PART ONE
all terms of this policy, we agree with you as follows: WORKERS COMPENSATION INSURANCE
A. How This Insurance Applies
GENERAL SECTION This workers compensation insurance applies to
bodily injury by accident or bodily injury by disease.
A. The Policy Bodily injury includes resulting death.
This policy includes at its effective date the Infor- 1. Bodily injury by accident must occur during the
mation Page and all endorsements and schedules policy period.
listed there. It is a contract of insurance between 2. Bodily injury by disease must be caused or ag-
you (the employer named in Item 1 of the Infor- gravated by the conditions of your employment.
mation Page) and us (the insurer named on the In- The employee’s last day of last exposure to the
formation Page). The only agreements relating to conditions causing or aggravating such bodily in-
this insurance are stated in this policy. The terms of jury by disease must occur during the policy
this policy may not be changed or waived except period.
by endorsement issued by us to be part of this
policy.
B. We Will Pay
We will pay promptly when due the benefits required
B. Who is Insured
of you by the workers compensation law.
You are insured if you are an employer named in
Item 1 of the Information Page. If that employer is a
C. We Will Defend
partnership, and if you are one of its partners, you
are insured, but only in your capacity as an em- We have the right and duty to defend at our expense
ployer of the partnership’s employees. any claim, proceeding or suit against you for benefits
payable by this insurance. We have the right to in-
vestigate and settle these claims, proceedings or
C. Workers Compensation Law suits.
Workers Compensation Law means the workers or We have no duty to defend a claim, proceeding or
workmen’s compensation law and occupational suit that is not covered by this insurance.
disease law of each state or territory named in Item
3.A. of the Information Page. It includes any
D. We Will Also Pay
amendments to that law which are in effect during
the policy period. It does not include any federal We will also pay these costs, in addition to other
workers or workmen’s compensation law, any fed- amounts payable under this insurance, as part of
eral occupational disease law or the provisions of any claim, proceeding or suit we defend:
any law that provide nonoccupational disability 1. reasonable expenses incurred at our request,
benefits. but not loss of earnings;
2. premiums for bonds to release attachments and
D. State for appeal bonds in bond amounts up to the
State means any state of the United States of amount payable under this insurance;
America, and the District of Columbia. 3. litigation costs taxed against you;
4. interest on a judgment as required by law until
E. Locations we offer the amount due under this insurance;
This policy covers all of your workplaces listed in and
Items 1 or 4 of the Information Page; and it covers 5. expenses we incur.
all other workplaces in Item 3.A. states unless you
have other insurance or are self-insured for such E. Other Insurance
workplaces.
We will not pay more than our share of benefits and
costs covered by this insurance and other
1 of 6
Copyright 2013 National Council on Compensation Insurance, Inc. All Rights Reserved.
479
WC 00DeKalb
00 00PATH
C Academy WORKERS COMPENSATION AND EMPLOYERS LIABILITYExhibit
INSURANCE POLICY
16 Addendum
(Ed. 1-15)
insurance or self-insurance. Subject to any limits of workers compensation law that apply to:
liability that may apply, all shares will be equal until a. benefits payable by this insurance;
the loss is paid. If any insurance or self-insurance
b. special taxes, payments into security or oth-
is exhausted, the shares of all remaining insurance
er special funds, and assessments payable
will be equal until the loss is paid.
by us under that law.
6. Terms of this insurance that conflict with the
F. Payments You Must Make workers compensation law are changed by this
You are responsible for any payments in excess of statement to conform to that law.
the benefits regularly provided by the workers Nothing in these paragraphs relieves you of your du-
compensation law including those required ties under this policy.
because:
1. of your serious and willful misconduct;
2. you knowingly employ an employee in violation PART TWO
of law; EMPLOYERS LIABILITY INSURANCE
3. you fail to comply with a health or safety law or
regulation; or A. How This Insurance Applies
4. you discharge, coerce or otherwise discriminate This employers liability insurance applies to bodily
against any employee in violation of the workers injury by accident or bodily injury by disease. Bodily
compensation law. injury includes resulting death.
If we make any payments in excess of the benefits 1. The bodily injury must arise out of and in the
regularly provided by the workers compensation course of the injured employee’s employment by
law on your behalf, you will reimburse us promptly. you.
2. The employment must be necessary or inci-
dental to your work in a state or territory listed in
G. Recovery From Others
Item 3.A. of the Information Page.
We have your rights, and the rights of persons enti-
3. Bodily injury by accident must occur during the
tled to the benefits of this insurance, to recover our
policy period.
payments from anyone liable for the injury. You will
do everything necessary to protect those rights for 4. Bodily injury by disease must be caused or ag-
us and to help us enforce them. gravated by the conditions of your employment.
The employee’s last day of last exposure to the
conditions causing or aggravating such bodily in-
H. Statutory Provisions jury by disease must occur during the policy
These statements apply where they are required by period.
law. 5. If you are sued, the original suit and any related
1. As between an injured worker and us, we have legal actions for damages for bodily injury by ac-
notice of the injury when you have notice. cident or by disease must be brought in the
2. Your default or the bankruptcy or insolvency of United States of America, its territories or pos-
you or your estate will not relieve us of our du- sessions, or Canada.
ties under this insurance after an injury occurs.
3. We are directly and primarily liable to any per- B. We Will Pay
son entitled to the benefits payable by this in- We will pay all sums that you legally must pay as
surance. Those persons may enforce our duties; damages because of bodily injury to your employ-
so may an agency authorized by law. Enforce- ees, provided the bodily injury is covered by this
ment may be against us or against you and us. Employers Liability Insurance.
4. Jurisdiction over you is jurisdiction over us for The damages we will pay, where recovery is permit-
purposes of the workers compensation law. We ted by law, include damages:
are bound by decisions against you under that
1. For which you are liable to a third party by rea-
law, subject to the provisions of this policy that
son of a claim or suit against you by that third
are not in conflict with that law.
party to recover the damages claimed against
5. This insurance conforms to the parts of the
2 of 6
Copyright 2013 National Council on Compensation Insurance, Inc. All Rights Reserved.
480
WORKERS
DeKalb COMPENSATION
PATH Academy AND EMPLOYERS LIABILITY INSURANCE POLICY Exhibit 16 WC 00 00 00 C
Addendum
(Ed. 1-15)
such third party as a result of injury to your em- 9. Bodily injury to any person in work subject to the
ployee; Federal Employers’ Liability Act (45 U.S.C. Sec-
2. For care and loss of services; and tions 51 et seq.), any other federal laws obligat-
ing an employer to pay damages to an employee
3. For consequential bodily injury to a spouse, due to bodily injury arising out of or in the course
child, parent, brother or sister of the injured em-
of employment, or any amendments to those
ployee; provided that these damages are the di-
laws;
rect consequence of bodily injury that arises out
of and in the course of the injured employee’s 10.Bodily injury to a master or member of the crew
employment by you; and of any vessel, and does not cover punitive dam-
ages related to your duty or obligation to provide
4. Because of bodily injury to your employee that transportation, wages, maintenance, and cure
arises out of and in the course of employment, under any applicable maritime law;
claimed against you in a capacity other than as
employer. 11.Fines or penalties imposed for violation of federal
or state law; and
C. Exclusions 12.Damages payable under the Migrant and Sea-
This insurance does not cover: sonal Agricultural Worker Protection Act (29
U.S.C. Sections 1801 et seq.) and under any
1. Liability assumed under a contract. This exclu- other federal law awarding damages for violation
sion does not apply to a warranty that your work of those laws or regulations issued thereunder,
will be done in a workmanlike manner; and any amendments to those laws.
2. Punitive or exemplary damages because of bodi-
ly injury to an employee employed in violation of D. We Will Defend
law;
We have the right and duty to defend, at our ex-
3. Bodily injury to an employee while employed in pense, any claim, proceeding or suit against you for
violation of law with your actual knowledge or the damages payable by this insurance. We have the
actual knowledge of any of your executive offic-
right to investigate and settle these claims, proceed-
ers;
ings and suits.
4. Any obligation imposed by a workers compensa-
We have no duty to defend a claim, proceeding or
tion, occupational disease, unemployment com-
suit that is not covered by this insurance. We have
pensation, or disability benefits law, or any simi-
no duty to defend or continue defending after we
lar law;
have paid our applicable limit of liability under this
5. Bodily injury intentionally caused or aggravated insurance.
by you;
6. Bodily injury occurring outside the United States
E. We Will Also Pay
of America, its territories or possessions, and
Canada. This exclusion does not apply to bodily We will also pay these costs, in addition to other
injury to a citizen or resident of the United States amounts payable under this insurance, as part of
of America or Canada who is temporarily outside any claim, proceeding, or suit we defend:
these countries; 1. Reasonable expenses incurred at our request,
7. Damages arising out of coercion, criticism, de- but not loss of earnings;
motion, evaluation, reassignment, discipline, 2. Premiums for bonds to release attachments and
defamation, harassment, humiliation, discrimina- for appeal bonds in bond amounts up to the limit
tion against or termination of any employee, or of our liability under this insurance;
any personnel practices, policies, acts or omis- 3. Litigation costs taxed against you;
sions;
4. Interest on a judgment as required by law until
8. Bodily injury to any person in work subject to the we offer the amount due under this insurance;
Longshore and Harbor Workers’ Compensation and
Act (33 U.S.C. Sections 901 et seq.), the Nonap-
propriated Fund Instrumentalities Act (5 U.S.C. 5. Expenses we incur.
Sections 8171 et seq.), the Outer Continental
Shelf Lands Act (43 U.S.C. Sections 1331 et
seq.), the Defense Base Act (42 U.S.C. Sections
1651–1654), the Federal Mine Safety and Health
Act (30 U.S.C. Sections 801 et seq. and 901–
944), any other federal workers or workmen’s
compensation law or other federal occupational
disease law, or any amendments to these laws;
3 of 6
Copyright 2013 National Council on Compensation Insurance, Inc. All Rights Reserved.
481
WC 00DeKalb
00 00PATH
C Academy WORKERS COMPENSATION AND EMPLOYERS LIABILITYExhibit
INSURANCE POLICY
16 Addendum
(Ed. 1-15)
F. Other Insurance 2. The amount you owe has been determined with
We will not pay more than our share of damages our consent or by actual trial and final judgment.
and costs covered by this insurance and other in- This insurance does not give anyone the right to add
surance or self-insurance. Subject to any limits of li- us as a defendant in an action against you to deter-
ability that apply, all shares will be equal until the mine your liability. The bankruptcy or insolvency of
loss is paid. If any insurance or self-insurance is ex- you or your estate will not relieve us of our obliga-
hausted, the shares of all remaining insurance and tions under this Part.
self-insurance will be equal until the loss is paid.
PART THREE
G. Limits of Liability OTHER STATES INSURANCE
Our liability to pay for damages is limited. Our limits
of liability are shown in Item 3.B. of the Information A. How This Insurance Applies
Page. They apply as explained below. 1. This other states insurance applies only if one or
1. Bodily Injury by Accident. The limit shown for more states are shown in Item 3.C. of the Infor-
“bodily injury by accident—each accident” is the mation Page.
most we will pay for all damages covered by this 2. If you begin work in any one of those states after
insurance because of bodily injury to one or the effective date of this policy and are not in-
more employees in any one accident. sured or are not self-insured for such work, all
A disease is not bodily injury by accident unless provisions of the policy will apply as though that
it results directly from bodily injury by accident. state were listed in Item 3.A. of the Information
2. Bodily Injury by Disease. The limit shown for Page.
“bodily injury by disease—policy limit” is the 3. We will reimburse you for the benefits required
most we will pay for all damages covered by this by the workers compensation law of that state if
insurance and arising out of bodily injury by dis- we are not permitted to pay the benefits directly
ease, regardless of the number of employees to persons entitled to them.
who sustain bodily injury by disease. The limit 4. If you have work on the effective date of this pol-
shown for “bodily injury by disease—each em- icy in any state not listed in Item 3.A. of the In-
ployee” is the most we will pay for all damages formation Page, coverage will not be afforded for
because of bodily injury by disease to any one that state unless we are notified within thirty
employee. days.
Bodily injury by disease does not include dis-
ease that results directly from a bodily injury by B. Notice
accident. Tell us at once if you begin work in any state listed in
3. We will not pay any claims for damages after we Item 3.C. of the Information Page.
have paid the applicable limit of our liability un-
der this insurance. PART FOUR
YOUR DUTIES IF INJURY OCCURS
H. Recovery From Others
We have your rights to recover our payment from Tell us at once if injury occurs that may be covered
anyone liable for an injury covered by this insurance. by this policy. Your other duties are listed here.
You will do everything necessary to protect those 1. Provide for immediate medical and other ser-
rights for us and to help us enforce them. vices required by the workers compensation law.
2. Give us or our agent the names and addresses
I. Actions Against Us of the injured persons and of witnesses, and
There will be no right of action against us under this other information we may need.
insurance unless: 3. Promptly give us all notices, demands and legal
1. You have complied with all the terms of this poli-
cy; and
4 of 6
Copyright 2013 National Council on Compensation Insurance, Inc. All Rights Reserved.
482
WORKERS
DeKalb COMPENSATION
PATH Academy AND EMPLOYERS LIABILITY INSURANCE POLICY Exhibit 16 WC 00 00 00 C
Addendum
(Ed. 1-15)
papers related to the injury, claim, proceeding D. Premium Payments
or suit. You will pay all premium when due. You will pay the
4. Cooperate with us and assist us, as we may re- premium even if part or all of a workers compensa-
quest, in the investigation, settlement or defense tion law is not valid.
of any claim, proceeding or suit.
5. Do nothing after an injury occurs that would in- E. Final Premium
terfere with our right to recover from others. The premium shown on the Information Page,
6. Do not voluntarily make payments, assume obli- schedules, and endorsements is an estimate. The
gations or incur expenses, except at your own final premium will be determined after this policy
cost. ends by using the actual, not the estimated, premi-
um basis and the proper classifications and rates
that lawfully apply to the business and work covered
PART FIVE
by this policy. If the final premium is more than the
PREMIUM premium you paid to us, you must pay us the bal-
ance. If it is less, we will refund the balance to you.
A. Our Manuals The final premium will not be less than the highest
All premium for this policy will be determined by our minimum premium for the classifications covered by
manuals of rules, rates, rating plans and classifica- this policy.
tions. We may change our manuals and apply the If this policy is canceled, final premium will be de-
changes to this policy if authorized by law or a gov- termined in the following way unless our manuals
ernmental agency regulating this insurance. provide otherwise:
1. If we cancel, final premium will be calculated pro
B. Classifications rata based on the time this policy was in force.
Item 4 of the Information Page shows the rate and Final premium will not be less than the pro rata
premium basis for certain business or work classifi- share of the minimum premium.
cations. These classifications were assigned based 2. If you cancel, final premium will be more than
on an estimate of the exposures you would have pro rata; it will be based on the time this policy
during the policy period. If your actual exposures are was in force, and increased by our short-rate
not properly described by those classifications, we cancelation table and procedure. Final premium
will assign proper classifications, rates and premium will not be less than the minimum premium.
basis by endorsement to this policy.
F. Records
C. Remuneration
You will keep records of information needed to com-
Premium for each work classification is determined pute premium. You will provide us with copies of
by multiplying a rate times a premium basis. Remu- those records when we ask for them.
neration is the most common premium basis. This
premium basis includes payroll and all other remu-
neration paid or payable during the policy period for G. Audit
the services of: You will let us examine and audit all your records
that relate to this policy. These records include ledg-
1. all your officers and employees engaged in work
ers, journals, registers, vouchers, contracts, tax re-
covered by this policy; and
ports, payroll and disbursement records, and pro-
2. all other persons engaged in work that could grams for storing and retrieving data. We may con-
make us liable under Part One (Workers Com- duct the audits during regular business hours during
pensation Insurance) of this policy. If you do not the policy period and within three years after the pol-
have payroll records for these persons, the con- icy period ends. Information developed by audit will
tract price for their services and materials may be used to determine final premium. Insurance rate
be used as the premium basis. This paragraph 2 service organizations have the same rights we have
will not apply if you give us proof that the em- under this provision.
ployers of these persons lawfully secured their
workers compensation obligations.
5 of 6
Copyright 2013 National Council on Compensation Insurance, Inc. All Rights Reserved.
483
WC 00DeKalb
00 00PATH
C Academy WORKERS COMPENSATION AND EMPLOYERS LIABILITYExhibit
INSURANCE POLICY
16 Addendum
(Ed. 1-15)
If you die and we receive notice within thirty days af-
PART SIX ter your death, we will cover your legal representa-
tive as insured.
CONDITIONS
A. Inspection D. Cancelation
We have the right, but are not obliged to inspect 1. You may cancel this policy. You must mail or de-
your workplaces at any time. Our inspections are not liver advance written notice to us stating when
safety inspections. They relate only to the insurabil- the cancelation is to take effect.
ity of the workplaces and the premiums to be 2. We may cancel this policy. We must mail or de-
charged. We may give you reports on the conditions liver to you not less than ten days advance writ-
we find. We may also recommend changes. While ten notice stating when the cancelation is to take
they may help reduce losses, we do not undertake effect. Mailing that notice to you at your mailing
to perform the duty of any person to provide for the address shown in Item 1 of the Information Page
health or safety of your employees or the public. We will be sufficient to prove notice.
do not warrant that your workplaces are safe or 3. The policy period will end on the day and hour
healthful or that they comply with laws, regulations, stated in the cancelation notice.
codes or standards. Insurance rate service organiza-
tions have the same rights we have under this 4. Any of these provisions that conflict with a law
provision. that controls the cancelation of the insurance in
this policy is changed by this statement to com-
ply with the law.
B. Long Term Policy
If the policy period is longer than one year and six- E. Sole Representative
teen days, all provisions of this policy will apply as
though a new policy were issued on each annual The insured first named in Item 1 of the Information
anniversary that this policy is in force. Page will act on behalf of all insureds to change this
policy, receive return premium, and give or receive
notice of cancelation.
C. Transfer of Your Rights and Duties
Your rights or duties under this policy may not be
transferred without our written consent.
6 of 6
Copyright 2013 National Council on Compensation Insurance, Inc. All Rights Reserved.
484
DeKalb PATH Academy Exhibit 16 Addendum
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE POLICY WC 00 04 04
(Ed. 04-84)
PENDING RATE CHANGE ENDORSEMENT
A rate change filing is being considered by the proper regulatory authority. The filing may result in rates different from the rates
shown on the policy. If it does, we will issue an endorsement to show the new rates and their effective date.
If only one state is shown in Item 3.A. of the Information Page, this endorsement applies to that state. If more than one state is
shown there, this endorsement applies only in the state shown in the Schedule.
Schedule
State
GA
This endorsement changes the policy to which it is attached and is effective on the date issued unless otherwise stated.
(The information below is required only when this endorsement is issued subsequent to preparation of the policy.)
Endorsement Effective 5/1/2024 Policy No. QWS1366582 Endorsement No. 0
Insured Dekalb Path Academy Premium $ 9,972
Insurance Company Sequoia Insurance Company
Countersigned by
WC 00 04 04
(Ed. 04-84) 485
DeKalb PATH Academy Exhibit 16 Addendum
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE POLICY WC 00 04 06
(Ed. 8-84)
PREMIUM DISCOUNT ENDORSEMENT
The premium for this policy and the policies, if any, listed in Item 3 of the Schedule may be eligible for a discount.
This endorsement shows your estimated discount in Items 1 or 2 of the Schedule. The final calculation of premium
discount will be determined by our manuals and your premium basis as determined by audit. Premium subject to
retrospective rating is not subject to premium discount.
Schedule
1. State Estimated Eligible Premium
First Next Next
$5,000 $100,000 $500,000 Balance
Georgia 0% 3.5% 5% 7%
2. Average Percentage Discount: 5.4%
3. Other policies:
4. If there are no entries in Items 1, 2 and 3 of the Schedule, see the Premium Discount Endorsement attached to
your policy number:
This endorsement changes the policy to which it is attached and is effective on the date issued unless otherwise stated.
(The information below is required only when this endorsement is issued subsequent to preparation of the policy.)
Endorsement Effective 5/1/2024 Policy No. QWS1366582 Endorsement No. 0
Insured Dekalb Path Academy Premium $ 9,972
Insurance Company Sequoia Insurance Company
Countersigned by
WC 00 04 06
(Ed. 8-84) 486
DeKalb PATH Academy Exhibit 16 Addendum
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE POLICY WC 00 04 14 A
(Ed. 01-19)
90-DAY REPORTING REQUIREMENT—NOTIFICATION OF CHANGE IN OWNERSHIP ENDORSEMENT
You must report any change in ownership to us in writing within 90 days of the date of the change. Change in
ownership includes sales, purchases, other transfers, mergers, consolidations, dissolutions, formations of a new
entity, and other changes provided for in the applicable experience rating plan. Experience rating is mandatory for all
eligible insureds. The experience rating modification factor, if any, applicable to this policy, may change if there is a
change in your ownership or in that of one or more of the entities eligible to be combined with you for experience
rating purposes.
Failure to report any change in ownership, regardless of whether the change is reported within 90 days of such
change, may result in revision of the experience rating modification factor used to determine your premium.
This reporting requirement applies regardless of whether an experience rating modification is currently applicable to
this policy.
This endorsement changes the policy to which it is attached and is effective on the date issued unless otherwise stated.
(The information below is required only when this endorsement is issued subsequent to preparation of the policy.)
Endorsement Effective 5/1/2024 Policy No. QWS1366582 Endorsement No. 0
Insured Dekalb Path Academy Premium $ 9,972
Insurance Company Sequoia Insurance Company
Countersigned by
WC 00 04 14 A
(Ed. 01-19)
487
© Copyright 2017 National Council on Compensation Insurance, Inc. All Rights Reserved.
DeKalb PATH Academy Exhibit 16 Addendum
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE POLICY WC 00 04 19 A
(Ed. 08-2022)
Part Five-Premium Amendatory Endorsement
This endorsement amends Part Five-Premium of the policy as follows:
Part Five-Premium, Section A. (Our Manuals) is replaced by the following provision:
A. Our Manuals
All premium for this policy will be determined by our manuals of rules, rates and loss costs (as applicable), rating plans, forms,
endorsements, and classifications, and such manuals are expressly incorporated by reference into, and apply to, this policy and
any renewals (our manuals). As used in this policy and any renewals, our manuals means manuals that have been:
1.Developed in any format and filed by the state-designated workers compensation rating or advisory organization on our behalf
with the appropriate state insurance regulatory authority; or
2.Developed in any format and filed by the respective state rating bureau on our behalf with the appropriate state insurance
regulatory authority; or
3.Developed in any format and filed by us with the appropriate state insurance regulatory authority; and
4. For each or any of the three scenarios above, the manuals also must be approved for use by the appropriate state insurance
regulatory authority, or as otherwise authorized by law as applicable.
We may change our manuals and apply the changes to this policy and any renewals if such manual changes are approved for use
by the appropriate state insurance regulatory authority, or as otherwise authorized by law as applicable.
Part Five-Premium, Section D. (Premium Payments) is replaced by the following provision:
D. Premium Payments
You will pay all premium when due. You will pay the premium even if part or all of a workers compensation law is not valid. The
due date for audit and retrospective premiums is the due date specified in the billing for the policy.
This endorsement changes the policy to which it is attached and is effective on the date issued unless otherwise stated.
(The information below is required only when this endorsement is issued subsequent to preparation of the policy.)
Endorsement Effective 5/1/2024 Policy No. QWS1366582 Endorsement No. 0
Insured Dekalb Path Academy Premium $ 9,972
Insurance Company Sequoia Insurance Company
Countersigned by
WC 00 04 19 A
(Ed. 08-2022)
488
© Copyright 2021 National Council on Compensation Insurance, Inc. All Rights Reserved.
DeKalb PATH Academy Exhibit 16 Addendum
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE POLICY WC 00 04 21 F
(Ed. 08-2022 Countrywide, Ed. 07-2022 in Texas)
Catastrophe (Other Than Certified Acts of Terrorism) Premium Endorsement
This endorsement is notification that we are charging premium to cover the losses that may occur in the event of a
Catastrophe (Other Than Certified Acts of Terrorism) as that term is defined below. Your policy provides coverage for
workers compensation losses caused by a Catastrophe (Other Than Certified Acts of Terrorism). Coverage for such
losses is subject to all terms, definitions, exclusions, and conditions in your policy, and any applicable federal and/or
state laws, rules, or regulations. This premium charge does not provide funding for Certified Acts of Terrorism
contemplated under the Terrorism Risk Insurance Program Reauthorization Act Disclosure Endorsement attached to
this policy.
For purposes of this endorsement, Catastrophe (Other Than Certified Acts of Terrorism) is defined as: A single event
or peril resulting in a group of claims with aggregate workers compensation losses in excess of $50 million. This $50
million threshold applies per occurrence, across all states for which claims arise from a single event or peril.
The premium charge for the coverage your policy provides for workers compensation losses caused by a Catastrophe
(Other Than Certified Acts of Terrorism) is shown in Item 4 of the Information Page or in the Schedule below.
Schedule
State Rate Premium
GA 0.010 $267.00
This endorsement changes the policy to which it is attached and is effective on the date issued unless otherwise stated.
(The information below is required only when this endorsement is issued subsequent to preparation of the policy.)
Endorsement Effective 5/1/2024 Policy No. QWS1366582 Endorsement No. 0
Insured Dekalb Path Academy Premium $ 9,972
Insurance Company Sequoia Insurance Company
Countersigned by
WC 00 04 21 F
(Ed. 08-2022 Countrywide, Ed. 07-2022 in Texas)
489
© Copyright 2021 National Council on Compensation Insurance, Inc. All rights reserved.
DeKalb PATH Academy Exhibit 16 Addendum
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE POLICY WC 00 04 22 C
(Ed. 01-21)
TERRORISM RISK INSURANCE PROGRAM REAUTHORIZATION ACT DISCLOSURE ENDORSEMENT
This endorsement addresses the requirements of the Terrorism Risk Insurance Act of 2002 as amended and extended by the
Terrorism Risk Insurance Program Reauthorization Act of 2019. It serves to notify you of certain limitations under the Act, and that
your insurance carrier is charging premium for losses that may occur in the event of an Act of Terrorism.
Your policy provides coverage for workers compensation losses caused by Acts of Terrorism, including workers compensation
benefit obligations dictated by state law. Coverage for such losses is still subject to all terms, definitions, exclusions, and
conditions in your policy, and any applicable federal and/or state laws, rules, or regulations.
Definitions
The definitions provided in this endorsement are based on and have the same meaning as the definitions in the Act. If words or
phrases not defined in this endorsement are defined in the Act, the definitions in the Act will apply.
"Act" means the Terrorism Risk Insurance Act of 2002, which took effect on November 26, 2002, and any amendments thereto,
including any amendments resulting from the Terrorism Risk Insurance Program Reauthorization Act of 2019.
"Act Of Terrorism" means any act that is certified by the Secretary of the Treasury, in consultation with the Secretary of Homeland
Security, and the Attorney General of the United States, as meeting all of the following requirements:
a. The act is an act of terrorism.
b. The act is violent or dangerous to human life, property, or infrastructure.
The act resulted in damage within the United States, or outside of the United States in the case of the premises of United
c. States missions or certain air carriers or vessels.
The act has been committed by an individual or individuals as part of an effort to coerce the civilian population of the United
d. States or to influence the policy or affect the conduct of the United States Government by coercion.
"Insured Loss" means any loss resulting from an act of terrorism (and, except for Pennsylvania, including an act of war, in the case
of workers compensation) that is covered by primary or excess property and casualty insurance issued by an insurer if the loss
occurs in the United States or at the premises of United States missions or to certain air carriers or vessels.
"Insurer Deductible" means, for the period beginning on January 1, 2021, and ending on December 31, 2027, an amount equal to
20% of our direct earned premiums during the immediately preceding calendar year.
Limitation of Liability
The Act limits our liability to you under this policy. If aggregate Insured Losses exceed $100,000,000,000 in a calendar year and if
we have met our Insurer Deductible, we are not liable for the payment of any portion of the amount of Insured Losses that exceeds
$100,000,000,000; and for aggregate Insured Losses up to $100,000,000,000, we will pay only a pro rata share of such Insured
Losses as determined by the Secretary of the Treasury.
Policyholder Disclosure Notice
1. Insured Losses would be partially reimbursed by the United States Government. If the aggregate industry Insured Losses
occurring in any calendar year exceed $200,000,000, the United States Government would pay 80% of our Insured Losses
that exceed our Insurer Deductible.
2. Notwithstanding item 1 above, the United States Government will not make any payment under the Act for any portion of
Insured Losses that exceed $100,000,000,000.
3. The premium charge for the coverage your policy provides for Insured Losses is included in the amount shown in Item 4 of
the Information Page or in the Schedule below.
WC 00 04 22 C
(Ed. 01-21)
490
© Copyright 2020 National Council on Compensation Insurance, Inc. All Rights Reserved.
DeKalb PATH Academy Exhibit 16 Addendum
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE POLICY WC 00 04 22 C
(Ed. 01-21)
Schedule
State Rate Premium
GA 0.007 $187.00
This endorsement changes the policy to which it is attached and is effective on the date issued unless otherwise stated.
(The information below is required only when this endorsement is issued subsequent to preparation of the policy.)
Endorsement Effective 5/1/2024 Policy No. QWS1366582 Endorsement No. 0
Insured Dekalb Path Academy Premium $ 9,972
Insurance Company Sequoia Insurance Company
Countersigned by
WC 00 04 22 C
(Ed. 01-21)
491
© Copyright 2020 National Council on Compensation Insurance, Inc. All Rights Reserved.
DeKalb PATH Academy Exhibit 16 Addendum
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE POLICY WC 00 04 24
(Ed. 1-17)
AUDIT NONCOMPLIANCE CHARGE ENDORSEMENT
Part Five—Premium, Section G. (Audit) of the Workers Compensation and Employers Liability Insurance Policy is
revised by adding the following:
If you do not allow us to examine and audit all of your records that relate to this policy, and/or do not provide audit
information as requested, we may apply an Audit Noncompliance Charge. The method for determining the Audit
Noncompliance Charge by state, where applicable, is shown in the Schedule below.
If you allow us to examine and audit all of your records after we have applied an Audit Noncompliance Charge, we will
revise your premium in accordance with our manuals and Part 5—Premium, E. (Final Premium) of this policy.
Failure to cooperate with this policy provision may result in the cancellation of your insurance coverage, as specified
under the policy.
Note:
For coverage under state-approved workers compensation assigned risk plans, failure to cooperate with this policy
provision may affect your eligibility for coverage.
Schedule
States(s) Estimated Annual Premium Maximum Audit Noncompliance
Amount Charge Multiplier
GA $9,368 2X
This endorsement changes the policy to which it is attached and is effective on the date issued unless otherwise stated.
(The information below is required only when this endorsement is issued subsequent to preparation of the policy.)
Endorsement Effective 5/1/2024 Policy No. QWS1366582 Endorsement No. 0
Insured Dekalb Path Academy Premium $ 9,972
Insurance Company Sequoia Insurance Company
Countersigned by
WC 00 04 24
(Ed. 1-17)
492
© Copyright 2015 National Council on Compensation Insurance, Inc. All Rights Reserved.
DeKalb PATH Academy Exhibit 16 Addendum
WORKERS COMPENSATION AND EMPLOYERS LIABILITY INSURANCE POLICY WC 00 04 25
(Ed. 5-17)
EXPERIENCE RATING MODIFICATION FACTOR REVISION ENDORSEMENT
This endorsement is added to Part Five—Premium of the policy.
The premium for the policy is adjusted by an experience rating modification factor. The factor shown on the
Information Page may be revised and applied to the policy in accordance with our manuals and endorsements. We
will issue an endorsement to show the revised factor, if different from the factor shown, when it is calculated.
This endorsement changes the policy to which it is attached and is effective on the date issued unless otherwise stated.
(The information below is required only when this endorsement is issued subsequent to preparation of the policy.)
Endorsement Effective 5/1/2024 Policy No. QWS1366582 Endorsement No. 0
Insured Dekalb Path Academy Premium $ 9,972
Insurance Company Sequoia Insurance Company
Countersigned by
WC 00 04 25
(Ed. 5-17) 493
WORKERS
DeKalb COMPENSATION
PATH Academy AND EMPLOYERS LIABILITY INSURANCE POLICY Exhibit 16 WC 10 06 01 C
Addendum
(Ed. 7-18)
GEORGIA CANCELLATION, NONRENEWAL, AND CHANGE ENDORSEMENT
This endorsement applies because Georgia is shown in Item 3.A. of the policy Information Page.
Part Six—Conditions, Section D. (Cancellation) of the policy is replaced by the following:
D. Cancellation, Nonrenewal, and Change
1. You may cancel this policy. You must mail or deliver advance notice to us in writing, or deliver advance
notice orally or electronically, stating when the cancellation is to take effect. We may require that you
provide written, electronic, or other recorded verification of the request before the cancellation takes
effect. The cancellation is subject to the following:
a. If only your interest is affected, the effective date of cancellation will be the later of the date we
receive notice from you or the date specified in the notice.
b. If by statute, regulation, or contract this policy may not be cancelled unless notice is given to a
governmental agency or other third party, we will mail or deliver at least 10 days’ notice to you and the
third party as soon as practical after receiving your request for cancellation.
Our notice will state the effective date of cancellation, which will be the later of the following:
1) 10 days from the date of mailing or delivering our notice, or
2) The effective date of cancellation stated in your notice to us.
2. We may cancel or nonrenew this policy. We must mail or deliver notice at least 10 days before the effective
date of cancellation if this policy has been in effect less than 60 days or if we cancel for nonpayment of
premium. If this policy has been in effect 60 or more days and we cancel for a reason other than
nonpayment of premium, or if we nonrenew this policy, we must send a notice of cancellation or nonrenewal
by certified mail, return receipt requested, to you at your last address of record at least 75 days before the
effective date of cancellation or nonrenewal.
3. If we increase current policy premium by more than 15% (other than any increase in premium due to
change in risk or exposure, including a change in experience rating modification or resulting from an audit
of auditable coverages), we must deliver a notice of our action (including dollar amount of the increase in
renewal premium more than 15%) to you, by first class mail, at your last address of record at least 45
days before the expiration date of this policy.
4. If we reduce the policy coverage, we must provide you with written notice at least 45 days before the
effective date of the reduction in coverage. The notice will be delivered to you in person or by first class
mail to your last address of record. A reduction in coverage made by us includes elimination of coverage, a
decrease in scope or less coverage, or the addition of an exclusion. Requests made by you to change,
reduce, or eliminate coverage are not considered reductions in coverage.
5. If you fail to submit to, or allow an audit for, the current or most recently expired policy term, we may, after
two documented efforts to notify you and your agent of potential cancellation, send via certified mail or
statutory overnight delivery, return receipt requested, written notice to you at least 10 days before the
effective date of cancellation in lieu of the number of days’ notice otherwise required by state law.
However, we must not mail a cancellation notice within 20 days of the first documented effort to notify you
of potential cancellation.
6. The policy period will end on the day and hour stated in the cancellation notice except as provided for above.
This endorsement changes the policy to which it is attached and is effective on the date issued unless otherwise stated.
(The information below is required only when this endorsement is issued subsequent to preparation of the policy.)
Endorsement Effective 5/1/2024 Policy No. QWS1366582 Endorsement No.
Insured Dekalb Path Academy Premium: $9,972
Insurance Company Sequoia Insurance Company Countersigned by __________________________________________
WC 10 06 01 C
(Ed. 7-18)
Copyright 2018 National Council on Compensation Insurance, Inc. All Rights Reserved.
494
DeKalb PATH Academy Exhibit 16 Addendum
Sequoia<!FirmName!>
Insurance Company
IMPORTANT NOTICE
SMALL DEDUCTIBLE ELECTION FORM
POLICY NUMBER POLICY PERIOD
<!PolicyNum!>
QWS1366582 FROM: 5/1/2024
<!DateEff!> TO: <!DateExp!>
5/1/2025
INSURED
<!InsName!>
Dekalb Path Academy
Georgia law permits an employer to purchase workers’ compensation insurance with a
deductible. The deductible is applicable to medical and indemnity benefits and applies to
each claim. The deductibles available are as follows:
DEDUCTIBLE AMOUNT EACH CLAIM
$100 $1,000
$200 $1,500
$300 $2,000
$400 $2,500
$500
You are not required to select a deductible. However, if you choose to exercise this option,
you may choose only one deductible amount. It is to be understood that we will pay the
deductible amount for you and that you must reimburse us for any deductible amounts paid.
Non-reimbursement of the deductible(s) will result in cancellation of your policy.
Please check the option you have elected and return this form to us as soon as possible.
No, I do not want the deductible described in this Notice.
Yes, I want the deductible checked above to apply to medical and indemnity benefits
under the Georgia Workers’ Compensation Law. I understand that the Company
shall pay the deductible amount and be reimbursed by the employer shown above.
If you fail to respond promptly to the Company, it will be construed to mean you have not
elected the small deductible option.
If you have any questions, please contact your agent or broker.
INSURED’S SIGNATURE AND TITLE DATE
Policyholder Notice GA-SDEF 01 (11/03)
495
DeKalb PATH Academy Exhibit 16 Addendum
AmTrust North America, Inc.
Sequoia Insurance Company
800 Superior Avenue East, 21st Floor
Cleveland, OH 44114
PAYO Net Rate Schedule
Payroll Company: Print Date: 4/26/2024
ADP Insurance Services
One ADP Blvd, MS 325 Agency Phone: (800) 524-7024
Roseland NJ 70680 Agent ID#: 163263
Payroll Co Phone: (973)712-3500 Insured Contact: Marian Simpson
Payroll Co Email: SBSIS_Implementation@adp.com Insured Phone: 4703129721
Payroll Co ID#: 5 Insured Email: msimpson@pathacademy.org
Policy Insured Fein New/Renew Effective Expiration Agent
ADP Insurance Agency, Inc. -
QWS1366582 Dekalb Path Academy 400002663 New 5/1/2024 5/1/2025 Majors
Eff Date State Class Classification Net Rate
5/1/2024 GA 8868 School—Professional Employees & Clerical 0.002024
5/1/2024 GA 9101 College—All Other Employees 0.017571
Type:
Description: Policy Bound
[PolicyListPayoByPayrollCo]
496
DeKalb PATH Academy Exhibit 16 Addendum
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DeKalb PATH Academy Exhibit 16 Addendum
Employment Practices Liability Solution
DECLARATIONS
Executive Liability Division
P.O. Box 66943, Chicago, IL 60666
Insurance is afforded by the company indicated below (a non-participating stock company):
x Great American Insurance Company (The Insurance Company selected shall herein be referred to as the “Insurer”)
NOTE: This is a claims made policy, please read it carefully. DEFENSE WITHIN LIMITS: Amounts
incurred as Costs of Defense shall reduce the Limit of Liability available to pay judgments or
settlements, unless amended by endorsement, and shall also be applied against the Retention. The
Insurer shall assume the duty to defend any Claim covered under this Policy.
Policy Number: EPL2349627 Policy Form Number: D71100-G
Item 1. Named Entity: DEKALB PATH ACADEMY, INC.
Physical Address: 3007 HERMANCE DR. NE
BROOKHAVEN, GA 30319
Attention:
Item 2. Policy Period: From: 11/07/2024 To: 11/07/2025
(Month, Day, Year) (inception) (Month, Day, Year) (expiration)
(Both dates at 12:01 a.m. Standard Time at the physical address of the Named Entity as stated in Item 1.)
Item 3. A. Limit of Liability (Inclusive of Costs of Defense unless amended by endorsement):
$ 500,000 Limit of Liability for the Policy Period
B. Sub-Limit of Liability (part of, and not in addition to, the Limit of Liability):
$ 100,000 Sub-Limit for Immigration Practices Coverage
Item 4. Retentions:
A. Each and Every Claim under Insuring Agreement A. Employment Practices Coverage $ 10,000
B. Each and Every Claim under Insuring Agreement B. Third Party Coverage N/A
C. Each and Every Claim under Insuring Agreement C. Immigration Practices Coverage $ 10,000
Item 5. A. Premium: $ 4,201
B. Additional Discovery Premium Amount (percentage of Policy Premium or, if the Policy Period is other than
annual, percentage of annualized premium) for a Discovery Period, pursuant to Section II. Discovery Period
of this Policy.
Discovery Period Options Percentage of Policy Premium or Annualized Premium
One year: 50%
Two years: 100%
Three years: 150%
D71102 (02/20) Page 1 of 2
509
DeKalb PATH Academy Exhibit 16 Addendum
Item 6. Endorsements Attached:
D71300GA D71580 D71701 (1) D71705 (1) D71706 (7) D71710 (3) D71712 (7)
DTCOV IL7324
Item 7. Prior and Pending Date: 11/07/2014
Item 8. Notices: All notices required to be given to the Insurer pursuant to Section IX. of this Policy shall be reported as
follows:
Please mail or e-mail notice of Great American Insurance Company
any CLAIM to: Executive Liability Division
Claims Department
P. O. Box 66943
Chicago, IL 60666
e-mail: eldclaims@gaig.com
Please send all other notices to: Great American Insurance Company
Executive Liability Division
P. O. Box 66943
Chicago, IL 60666
e-mail: eld@gaig.com
To contact Great American by phone: 1-800-972-3008
These Declarations along with any completed Proposal Form(s), the Employment Practices Liability Solution Policy, and any
endorsements to the Policy, shall constitute the contract between the Insureds of the Named Entity and the Insurer.
D71102 (02/20) Page 2 of 2
510
DeKalb PATH Academy Exhibit 16 Addendum
Employment Practices
Liability Solution
GEORGIA AMENDATORY ENDORSEMENT
In compliance with the insurance regulations of the State of Georgia, this Policy is amended as follows. In
the event a similar provision is contained in this Policy, including any other endorsements, the provisions of
this endorsement shall take precedence over such similar provision.
RETURN OF PREMIUM
The State of Georgia does not allow any fully earned premium. The Insurer shall return any unearned
premium on a pro rata basis.
OTHER INSURANCE
With respect to any “other insurance” exclusions or limitations in the Policy, the Insured(s) may have other
insurance subject to the same plan, terms, conditions and provisions as the insurance under this Policy. In
such event, the Insurer will pay its share of the covered Loss, including any Costs of Defense, such share to
be equal to the proportion that the then available Limit of Liability under this Policy bears to the aggregate of
all limits of liability of all insurance covering such Loss on the same basis. If the Insured has insurance
covering any Loss other than insurance as described above, the Insurer will pay only the amount of covered
loss or damages in excess of the amounts due under such other insurance whether or not the Insured has
recovered such amounts. Nothing in this paragraph is intended, however, nor shall it be construed to obligate
the Insurer to make any payment it would not otherwise be obligated to make under the terms, conditions,
limitations and endorsements of this Policy, or to pay any Loss in excess of the then available Limit of
Liability under this Policy. This Policy shall not be subject to the terms of any other insurance.
AMENDMENT TO LOSS ALLOCATION AND ADVANCEMENT
With respect to Section VII.B. of the Policy, the Insurer shall not require the Insured to arbitrate.
Other than as stated above, nothing herein contained shall be held to vary, alter, waive or extend any of the terms,
conditions, provisions, agreements or limitations of the Policy to which this endorsement is attached.
Insured: DEKALB PATH ACADEMY, INC.
Policy Period: 11/7/2024 to policy expiration Policy Number: EPL2349627
Countersigned by: Endorsement Effective Date: 11/7/2024
Authorized Representative
D71300GA (02/20) 511 Endorsement: 1 Page 1 of 1
DeKalb PATH Academy Exhibit 16 Addendum
Employment Practices
Liability Solution
GENERAL LIMITATION OF COVERAGE
It is understood and agreed that the Insurer shall not be liable to make any payment for Loss in connection
with any Claim made against any Insured based upon, arising out of, relating to, directly or indirectly
resulting from or in consequence of, or in any way involving:
Greg Wickersham
Other than as stated above, nothing herein contained shall be held to vary, alter, waive or extend any of the terms,
conditions, provisions, agreements or limitations of the Policy to which this endorsement is attached.
Insured: DEKALB PATH ACADEMY, INC.
Policy Period: 11/7/2024 to policy expiration Policy Number: EPL2349627
Countersigned by: Endorsement Effective Date: 11/7/2024
Authorized Representative
D71580 (02/20) 512 Endorsement: 2 Page 1 of 1
DeKalb PATH Academy Exhibit 16 Addendum
Employment Practices
Liability Solution
DELETION OF THIRD PARTY COVERAGE
It is understood and agreed that Section I.B. of the Policy is deleted in its entirety.
Other than as stated above, nothing herein contained shall be held to vary, alter, waive or extend any of the terms,
conditions, provisions, agreements or limitations of the Policy to which this endorsement is attached.
Insured: DEKALB PATH ACADEMY, INC.
Policy Period: 11/7/2024 to policy expiration Policy Number: EPL2349627
Countersigned by: Endorsement Effective Date: 11/7/2024
Authorized Representative
D71701(1) (02/20) 513 Endorsement: 3 Page 1 of 1
DeKalb PATH Academy Exhibit 16 Addendum
Employment Practices
Liability Solution
COSTS OF DEFENSE
IN ADDITION TO LIMIT OF LIABILITY
It is understood and agreed that the Section V.C. of the Policy is deleted and replaced with the following:
C. For Costs of Defense (not otherwise subject to a Sub-Limit) as a result of the Insured assuming
the duty to defend a particular Claim (pursuant to Section VIII.C.), such amounts shall be part of,
and not in addition to, the Limit of Liability stated in Item 3. of the Declarations, and such Costs
of Defense shall serve to reduce the Limit of Liability. However, for Costs of Defense (not
otherwise subject to a Sub-Limit) as a result of the Insurer assuming the defense of a particular
Claim, such amounts shall be in addition to, and shall not reduce, the Limit of Liability stated in
Item 3. of the Declarations.
Other than as stated above, nothing herein contained shall be held to vary, alter, waive or extend any of the terms,
conditions, provisions, agreements or limitations of the Policy to which this endorsement is attached.
Insured: DEKALB PATH ACADEMY, INC.
Policy Period: 11/7/2024 to policy expiration Policy Number: EPL2349627
Countersigned by: Endorsement Effective Date: 11/7/2024
Authorized Representative
D71705(1) (02/20) 514 Endorsement: 4 Page 1 of 1
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Employment Practices
Liability Solution
COSTS OF DEFENSE SUB-LIMIT FOR
WAGE AND HOUR VIOLATIONS
Including Misclassification of Independent Contractors
For purposes of the coverage extended by this endorsement, it is understood and agreed that the Policy
and the Declarations are amended as follows:
1. Section I. is deleted and replaced by the following:
Section I. Insuring Agreements
The Insurer shall pay on behalf of the Insureds:
(1) all Loss which the Insureds shall be legally obligated to pay as a result of a Claim first
made against an Insured during the Policy Period or the Discovery Period for any
Employment Practices Wrongful Act other than a Wage and Hour Violation; or
(2) all Costs of Defense which the Insureds shall be legally obligated to pay as a result of a
Claim first made against an Insured during the Policy Period or the Discovery Period
for a Wage and Hour Violation, up to the applicable Sub-Limit of Liability for all
Claims for Wage and Hour Violations.
The Insurer shall assume the duty to defend any such Claim covered by this Policy, even if the
allegations are groundless, false or fraudulent. However, pursuant to Section VIII.C. of the Policy, the
Insureds may assume the duty to defend any Claim.
2. Section III.F. is amended as follows
Employment Practices Wrongful Act shall include a Wage and Hour Violation.
3. Section III.M. is amended by the addition of the following:
Loss shall not include any obligation of the Company to pay:
(1) salary, wages or other employment-related benefits to any Employee or Independent
Contactor (with respect to any misclassification) under an express contract unless such
obligation would exist absent the contract; or
(2) compensation earned by an Employee or Independent Contactor (with respect to any
misclassification) in the course of employment but not paid by the Company including
any unpaid salary, bonus, wages, severance pay, retirement benefits, vacation days or
sick days.
Insured: DEKALB PATH ACADEMY, INC.
Policy Period: 11/7/2024 to policy expiration Policy Number: EPL2349627
Countersigned by: Endorsement Effective Date: 11/7/2024
Authorized Representative
D71706(7) (02/20) 515 Endorsement: 5 Page 1 of 2
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Employment Practices
Liability Solution
COSTS OF DEFENSE SUB-LIMIT FOR
WAGE AND HOUR VIOLATIONS
Including Misclassification of Independent Contractors
4. Section IV.G. is amended by the addition of the following:
This exclusion shall also not apply to Costs of Defense as a result of any Claim for Wage and
Hour Violations up to the applicable Sub-Limit of Liability for all such Claims for Wage and
Hour Violations;
5. Section V. is amended by the addition of the following:
Costs of Defense for Wage and Hour Violations Sub-Limit of Liability
This Sub-Limit of Liability shall be the Insurer’s maximum aggregate liability for all Claims for
Wage and Hour Violations regardless of the number of such Claims. Such Sub-Limit shall be
part of and not in addition to the aggregate Limit of Liability set forth in Item 3. of the
Declarations and each such Claim shall be subject to the Retention set forth in Item 4. of the
Declarations.
6. Item 3. of the Declarations is amended by the addition of the following:
$ 250,000 Costs of Defense for Wage and Hour Violations Sub-Limit of Liability
This Sub-Limit is part of not in addition to the aggregate Limit of
Liability provided for in Item 3. of the Declarations.
Other than as stated above, nothing herein contained shall be held to vary, alter, waive or extend any of the terms,
conditions, provisions, agreements or limitations of the Policy to which this endorsement is attached.
516
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FIRST PARTY COVERAGE
WORKPLACE VIOLENCE ACT SUB-LIMIT
It is understood and agreed that the Policy is amended as follows:
1. Section X.G. is amended by the addition of the following:
Workplace Violence Sub-Limit
In the event a Workplace Violence Act occurs during the Policy Period and the Company
notifies the Insurer of such Workplace Violence Act as soon as practicable and in no event later
than ninety (90) days after the end of the Policy Period, the Insurer shall, subject to prior written
consent, reimburse the Company for:
(1) Business Interruption Expense;
(2) Public Image Restoration Expense;
(3) Security and Well Being Expense; and
(4) Workplace Violence Expense
subject to the Workplace Violence Sub-Limit of Liability set forth below. No Retention shall
apply. Such coverage shall be subject to and shall be applied against the Limit of Liability as set
forth in Item 3. of the Declarations.
2. For purposes of the first party coverage extended by this endorsement, the following definitions
are added to the Policy:
Wages shall mean the compensation of such Insured Person(s) in effect at the time of the
Workplace Violence Act. Wages shall also mean compensation paid to another person to
perform the duties of the Insured Person(s) for an amount not to exceed the compensation paid
to such Insured Person(s) in effect at the time of the Workplace Violence Act. Wages shall not
mean any unpaid salary, bonus, severance pay, retirement benefits or accrued vacation or sick
days.
Insured: DEKALB PATH ACADEMY, INC.
Policy Period: 11/7/2024 to policy expiration Policy Number: EPL2349627
Countersigned by: Endorsement Effective Date: 11/7/2024
Authorized Representative
D71710(3) (02/20) 517 Endorsement: 6 Page 1 of 3
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FIRST PARTY COVERAGE
WORKPLACE VIOLENCE ACT SUB-LIMIT
Workplace Violence Act shall mean any actual or alleged intentional and unlawful use of, or
threat to use, deadly force with intent to cause harm to others occurring at any building, facility or
property occupied by the Company in the conduct of its operations. Workplace Violence Act
shall not include such actual or alleged conduct if it is for purposes of:
(1) any war, invasion, insurrection, riot, rebellion, revolution, or military action; or
(2) demanding money, securities or property.
Business Interruption Expense shall mean:
(1) The sum of:
(a) the excess of revenues over expenses, if any, that would have been earned;
and
(b) the reasonable costs and expenses which would not have been incurred
except for any Workplace Violence Act and which were incurred by the
Company:
(i) to continue the activities which are necessary for the Company
to resume operations with substantially the same quality of
service which existed immediately preceding the Workplace
Violence Act; and
(ii) for the sole purpose of reducing any Business Interruption
Expense, not to exceed the amount of actual reduction of such
Business Interruption Expense;
(2) Less the sum of:
(a) all recoveries, other insurance, suretyship and other indemnity which cover
Business Interruption Expense; and
(b) the amount by which the Company reasonably could have but fails to reduce
Business Interruption Expense.
Business Interruption Expense is limited to the period of time commencing on the day of the
Workplace Violence Act and ending on the earlier of ninety (90) days following such date, or
until the Company restores operations with due diligence and dispatch to the level that existed
prior to the Workplace Violence Act.
518
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FIRST PARTY COVERAGE
WORKPLACE VIOLENCE ACT SUB-LIMIT
Public Image Restoration Expense shall mean reasonable fees, costs and expenses for an
independent public relations consultant for up to ninety (90) days following the date of the
Workplace Violence Act.
Security and Well Being Expense shall mean reasonable fees, costs and expenses for:
(1) an independent security consultant for up to ninety (90) days following the date of
the Workplace Violence Act;
(2) an independent security guard service for up to thirty (30) days following the date of
the Workplace Violence Act;
(3) a counseling seminar for Insured Persons conducted by an independent consultant
within ninety (90) days following the Workplace Violence Act; and
(4) an independent forensic analyst for up to ninety (90) days following the date the
Workplace Violence Act occurs.
Workplace Violence Expense shall mean the reasonable Wages the Company pays:
(1) Insured Person(s) victimized by a Workplace Violence Act and who are unable to
work because of such Workplace Violence Act;
(2) newly hired or retained person(s) to perform the duties of such Insured Person(s)
victimized by a Workplace Violence Act and who are unable to work because of
such Workplace Violence Act;
for up to ninety (90) days following the date of the Workplace Violence Act.
3. The Declarations is amended by the addition of:
$ 250,000 Workplace Violence Sub-Limit of Liability. This Sub-Limit of Liability shall
be part of, and not in addition to, the aggregate Limit of Liability.
Other than as stated above, nothing herein contained shall be held to vary, alter, waive or extend any of the terms,
conditions, provisions, agreements or limitations of the Policy to which this endorsement is attached.
519
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COSTS OF DEFENSE SUB-LIMIT FOR
BIOMETRIC INFORMATION VIOLATIONS
It is understood and agreed that the Policy and the Declarations are amended as follows:
1. Section I. is amended by the addition of the following:
Biometric Information Violation Coverage
The Insurer shall pay on behalf of the Insureds:
all Costs of Defense which the Insureds shall be legally obligated to pay as a result of Claim
first made against an Insured during the Policy Period or the Discovery Period for a Biometric
Information Violation, up to the applicable Sub-Limit of Liability for all Claims for any
Biometric Information Violation.
2. Section III. is amended by the addition of the following:
Biometric Information shall mean any:
biometric identifier, including but not limited to an anatomical scan, a retina or iris scan,
fingerprint, voiceprint or hand or face geometry, and regardless of how such identifier is
captured, converted, stored or shared. However, Biometric Information shall not include a
physical or digital photograph, video or audio recording or data generated therefrom, or
information collected, used, or stored for health care treatment, payment, or operations under The
Health Insurance Portability and Accountability Act of 1996.
Biometric Information Violation shall mean any actual or alleged act, error or omission
concerning the:
(i) disclosure, release, collection, possession, usage, retention, storage, transmission,
protection, dissemination, or destruction of Biometric Information;
(ii) sale, lease, capture, purchase or trade or any other types of profit from Biometric
Information;
(iii) violation of any policies or practices involving Biometric Information; and/or
Insured: DEKALB PATH ACADEMY, INC.
Policy Period: 11/7/2024 to policy expiration Policy Number: EPL2349627
Countersigned by: Endorsement Effective Date: 11/7/2024
Authorized Representative
D71712(7) (02/20) 520 Endorsement: 7 Page 1 of 2
DeKalb PATH Academy Exhibit 16 Addendum
Employment Practices
Liability Solution
COSTS OF DEFENSE SUB-LIMIT FOR
BIOMETRIC INFORMATION VIOLATIONS
(iv) violation of any federal, state or local statutory law or common law anywhere in the
world involving Biometric Information, or any amendments thereto or rules or
regulations promulgated thereunder, including, but not limited to: (1) the California
Biometric Information Privacy Act of 2017 (CalBIPA); (2) California Consumer Privacy
Act of 2018 (CCPA); (3) Illinois Comp. Stat. § 740, 14/5 (BIPA); (4) Texas Bus & Com.
§ 503.001; and/or (5) Wash. Rev. Code § 19.357.
3. Section III.F. is amended by the addition of the following:
Employment Practices Wrongful Act shall not include any Biometric Information Violation. If
an actual or alleged act(s) meet(s) the definition of a Biometric Information Violation and any
other Employment Practices Wrongful Act as defined above, such act(s) shall be deemed a
Biometric Information Violation only.
4. Section III.H. is amended by the addition of the following:
However, Immigration Practices Wrongful Act shall not include any Biometric Information
Violation.
5. Section III.U. is amended by the addition of the following:
However, Third Party Wrongful Act shall not include any Biometric Information Violation.
6. Section III.W. is amended by the addition of the following:
Wrongful Act shall also include a Biometric Information Violation.
7. Section IV.H. is amended by the addition of the following:
for any actual or alleged Biometric Information Violation;
8. Section V. is amended by the addition of the following:
Costs of Defense for Biometric Information Violation Sub-Limit of Liability
All Claims, in whole or in part alleging a Biometric Information Violation, shall be subject to
the following Sub-Limit of Liability:
$ 100,000 Biometric Information Violation Sub-Limit of Liability. This Sub-Limit
of Liability shall be part of, and not in addition to, the aggregate Limit of Liability stated in Item
3. of the Declarations. The Retention stated in Item 4.A. shall apply to each Claim alleging a
Biometric Information Violation.
9. Item 3. of the Declarations is amended by the addition of the following:
$ 100,000 Costs of Defense for Biometric Information Violation Sub-Limit of
Liability. This Sub-Limit is part of not in addition to the aggregate Limit of Liability provided for
in Item 3.A. of the Declarations.
Other than as stated above, nothing herein contained shall be held to vary, alter, waive or extend any of the terms,
conditions, provisions, agreements or limitations of the Policy to which this endorsement is attached.
521
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TERRORISM COVERAGE ENDORSEMENT
CAP ON LOSS FROM CERTIFIED ACTS
Subject to all terms and conditions of this Policy, including any follow-form provisions, this Policy is
amended by the addition of the following:
CERTIFIED ACTS OF TERRORISM COVERAGE
"Certified Act of Terrorism" means an act that is certified by the Secretary of the Treasury, in
concurrence with the Secretary of Homeland Security and the Attorney General of the United States, to be
an act pursuant to the federal Terrorism Risk Insurance Act. The criteria contained in the Terrorism Risk
Insurance Act for a “Certified Act of Terrorism” include the following:
1. the act resulted in insured losses in excess of $5 million in the aggregate attributable to all types
of insurance subject to the Terrorism Risk Insurance Act; and
2. the act is a violent act or an act that is dangerous to human life, property or infrastructure and is
committed by an individual or individuals, as part of an effort to coerce the civilian population of
the United States or to influence the policy or affect the conduct of the United States government
by coercion.
If the aggregate insured losses attributable to terrorist acts certified under the Terrorism Risk Insurance
Act exceed $100 billion in a calendar year in the aggregate and the Insurer has met its deductible under
the Terrorism Risk Insurance Act, the Insurer shall not be liable for the payment of any portion of the
amount of such losses that exceeds $100 billion, and in such case insured losses up to that amount are
subject to pro rate allocation in accordance with procedures established by the Secretary of the Treasury.
It is understood and agreed that the Premium section of the Declarations is amended by the addition of the
following:
Terrorism Premium: $ 0.00
The Policyholder Disclosure Offer of Terrorism Coverage is attached to and is to be considered as
incorporated in and constituting a part of this Policy.
This coverage shall not apply to any commercial crime or errors & omissions coverages that may be
included in this policy.
This endorsement does not extend any additional coverage or otherwise change the terms and conditions
of any coverage under this Policy.
Insured: DEKALB PATH ACADEMY, INC.
Policy Period: 11/7/2024 to policy expiration Policy Number: EPL2349627
Countersigned by: Endorsement Effective Date: 11/7/2024
Authorized Representative
DTCOV (02/15) 522 Endorsement: 8 Page 1 of 1
DeKalb PATH Academy Exhibit 16 Addendum
ECONOMIC AND TRADE SANCTIONS CLAUSE
This insurance does not apply to the extent that trade or economic sanctions or other laws or regulations
prohibit us from providing insurance.
Insured: DEKALB PATH ACADEMY, INC.
Policy Period: 11/7/2024 to policy expiration Policy Number: EPL2349627
Countersigned by: Endorsement Effective Date: 11/7/2024
Authorized Representative
IL 73 24 (Ed. 08/12) 523 Endorsement: 9 Page 1 of 1
DeKalb PATH Academy Exhibit 16 Addendum
POLICYHOLDER DISCLOSURE
OFFER OF TERRORISM COVERAGE
The Terrorism Risk Insurance Act establishes a program within the Department of the Treasury, under
which the federal government shares, with the insurance industry, the risk of loss from future terrorist
attacks. The Act applies when the Secretary of the Treasury certifies that an event meets the definition of
an act of terrorism. The Act provides that, to be certified, an act of terrorism must cause losses of at least
five million dollars and must have been committed by an individual or individuals as part of an effort to
coerce the government or population of the United States.
The United States Government, Department of the Treasury, will pay a share of terrorism losses insured
under the federal program. The federal share equals 80% beginning on January 1, 2020, of that portion of
the amount of such insured losses that exceeds the applicable insurer retention. However, if aggregate
insured losses attributable to terrorist acts certified under the Terrorism Risk Insurance Act exceed $100
billion in a calendar year, the Treasury shall not make any payment for any portion of the amount of such
losses that exceeds $100 billion.
If aggregate insured losses attributable to terrorist acts certified under the Terrorism Risk Insurance Act
exceed $100 billion in a calendar year and we have met our insurer deductible under the Terrorism Risk
Insurance Act, we shall not be liable for the payment of any portion of the amount of such losses that
exceeds $100 billion, and in such case insured losses up to that amount are subject to pro rata allocation in
accordance with procedures established by the Secretary of the Treasury.
In accordance with the Terrorism Risk Insurance Act, we are required to offer you coverage for losses
resulting from an act of terrorism that is certified under the federal program as an act of terrorism.
The policy's other provisions will still apply to such an act.
This coverage shall not apply to any commercial crime coverage that may be included in this policy.
Terrorism coverage for acts of terrorism that are certified under the federal program as an act of
terrorism is included for no additional premium. Nonetheless, if you would like to reject such Terrorism
coverage, please provide Great American written confirmation of such, and an exclusion will be attached
to your policy.
This coverage shall not apply to any commercial crime or errors & omissions coverages that may be
included in this policy.
DTDIS (09/20) 524
DeKalb PATH Academy Exhibit 16 Addendum
AccesstoHRExecSupport® isincludedwith
yourStandAloneEmploymentPracticesPolicy
HR ExecSupport® Services Include: providealerts to changes in the law and provide practical tips to help
navigate the ever-changing maze of employment laws.
Employment Law Hotline Advice. A designated team of attorneys
atLittlerMendelson–thenation’slargestlaborandemploymentlaw Employees Harassment Training. Referrals are available upon
firm – is available to assist you with a broad range of employmentlaw request for harassment training in states that do not already provide
questions and issues via phone or email. their own free training services.
Online Policies, Procedures and Forms. Hundreds of sample HR
Login Instructions
policies, forms and compliance tools designed to help your business
comply with current federal and state employment laws. On your first visit:
Online Sample Employee Handbook and Employment Policies. • Visit www.HR-ExecSupport.com
Access sample employee handbook, employment policies, state- • Click the “Request an Account” link on the bottom-right
specific resources, and essential forms/notices required by federal sideofthepage.Enteryourinformationintherequiredfields,
and state governments. including your email address, and your current EPL policy number:
EPLXXXXXXX
EmploymentLawReferenceManuals.Acompletelibraryof
• Click “Submit.” You will then receive an email with login
employment law reference manuals covering topics such as Wage &
credentials. On future visits to the site, just enter your
Hour Obligations, I-9 Compliance, Leaves of Absence, Discrimination/
email address.
Disability/Harassment in the Workplace, Background Screening,
Workplace Violence, Reductions in Force and more. To access the HR ExecSupport®
LittlerGPS®.Aninnovativeandpowerfulonlineresearchtoolthat “hotline” or if you have further
provides detailed information and analysis of recent legislative and questions about the risk
regulatory developments. The Littler GPS® online database includes
management services, please call
full-textcontent search and intuitivenavigationto a broad range of
topics, all tailored to the jurisdictions you select. this toll free number:
Webinars and Seminars. Access to Littler’s nationwide employment 844-849-0588 or email
law breakfast briefing series and designated live webinars/seminars.
askcounsel@littler.com
Timely Employment Law Updates. Timely articles and analysis by
Littler attorneys on key employment law developments. These notices
Great American Insurance Group, 301 E. Fourth St., Cincinnati, OH 45202. Online portal may not be available at all times. Coverage description is summarized. Refer to the actual policy for a full description of
applicable terms, conditions, limits and exclusions. Policies are underwritten by Great American Insurance Company and Great American Assurance Company, authorized insurers in all 50 states and the DC.
The information presented in this publication is intended to provide guidance and is not intended as a legal interpretation of any federal, state or local laws, rules or regulations applicable to your business. The
loss prevention information provided is intended only to assist policyholders in the management of potential loss producing conditions involving their premises and/or operations based on generally accepted
safe practices. In providing such information, Great American does not warrant that all potential hazards or conditions have been evaluated or can be controlled. It is not intended as an offer to write insurance
for such conditions or exposures.The liability of GreatAmerican Insurance Company and its affiliated insurers is limited to the terms,limits and conditions of the insurance policies underwritten by any of
them.The Great American Insurance Group eagle logo and the word marks Great American®, Great American Insurance Group® and HR ExecSupport® are registered service marks of Great American Insurance
Company. © 2023 Great American Insurance Company. All rights reserved. 5700-ELD (08/23).
525
DeKalb PATH Academy Exhibit 16 Addendum
1450 American Ln., 8th Floor
Schaumburg, IL 60173
847-330-6750
GreatAmericanELD.com
Have an employment law question regarding termination?
Calltheemploymentlawhotlineservicenumber.
844-849-0588
Your insurance policy includes confidential telephone consultation on basic workplace
employmenttopicsviathistoll-freenumber.Toaccessthehotlineservice,callthetoll-free
hotline number or send an email askcounsel@littler.com. Calls are handled by a designated
team of attorneys at the nation’s largest labor and employment law firm, Littler Mendelson.
Great American Insurance Group, 301 E. Fourth St., Cincinnati, OH 45202. Online portal may not be available at all times. Coverage description is summarized. Refer to the actual policy for a full description of
applicable terms,conditions,limits and exclusions.Policies are underwritten by GreatAmerican Insurance Company and GreatAmericanAssurance Company,authorized insurers in all 50 states and the DC.The
information presented in this publication is intended to provide guidance and is not intended as a legal interpretation of any federal, state or local laws, rules or regulations applicable to your business.The loss
prevention information provided is intended only to assist policyholders in the management of potential loss producing conditions involving their premises and/or operations based on generally accepted safe
practices. In providing such information, Great American does not warrant that all potential hazards or conditions have been evaluated or can be controlled. It is not intended as an offer to write insurance for such
conditionsorexposures.TheliabilityofGreatAmericanInsuranceCompanyanditsaffiliatedinsurersislimitedtotheterms,limitsandconditionsoftheinsurancepoliciesunderwrittenbyanyofthem.
The Great American Insurance Group eagle logo and the word marks Great American®, Great American Insurance Group® and HR ExecSupport® are registered service marks of Great American
Insurance Company.© 2023 Great American Insurance Company. All rights reserved. 5700-ELD (08/23).
526
DeKalb PATH Academy Exhibit 16 Addendum
Employment Practices Liability Solution
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DeKalb PATH Academy Exhibit 16 Addendum
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Great American Insurance Company - Executive Liability Division
Headquarters: 301 E. Fourth Street, Cincinnati, Ohio 45202
THIS IS A CLAIMS MADE POLICY. READ IT CAREFULLY.
THIS POLICY IS WRITTEN ON A “CLAIMS MADE” BASIS. AS SUCH, COVERAGE,
SUBJECT TO APPLICABLE TERMS AND CONDITIONS, IS AVAILABLE ONLY TO CLAIMS
FIRST MADE DURING THE POLICY PERIOD. NO COVERAGE EXISTS FOR CLAIMS
MADE AFTER THE END OF THE POLICY PERIOD UNLESS, AND TO THE EXTENT THAT,
THE DISCOVERY PERIOD APPLIES. FURTHER, COSTS OF DEFENSE ARE SUBJECT TO
THE APPLICABLE RETENTION AND COSTS OF DEFENSE IN EXCESS OF THE
APPLICABLE RETENTION MAY REDUCE THE LIMIT OF LIABILITY AVAILABLE TO
PAY ALL OTHER LOSS, INCLUDING SETTLEMENTS AND JUDGMENTS.
Table of Contents
I. Insuring Agreements............................................................................................ Page 1
II. Discovery Period................................................................................................. Page 1
III. Definitions........................................................................................................... Page 2
IV. Exclusions............................................................................................................ Page 6
V. Limit of Liability................................................................................................. Page 7
VI. Retention............................................................................................................. Page 7
VII. Loss Allocation and Advancement..................................................................... Page 8
VIII. Defense and Settlement....................................................................................... Page 8
IX. Notice of Claim................................................................................................... Page 9
X. General Conditions.............................................................................................. Page 10
(A) Other Insurance....................................................................................... Page 10
(B) Cancellation or Non-Renewal................................................................. Page 10
(C) Proposal Forms....................................................................................... Page 10
(D) Action Against the Insurer……….......................................................... Page 11
(E) Merger or Acquisition............................................................................. Page 11
(F) Conversion to Run-Off Coverage........................................................... Page 12
(G) Coverage Extensions............................................................................... Page 12
(H) Subrogration............................................................................................ Page 12
(I) Assignment.............................................................................................. Page 13
(J) Entire Agreement..................................................................................... Page 13
(K) State Amendatory Inconsistency............................................................. Page 13
(L) Named Entity Represents Insureds.......................................................... Page 13
(M) Representative of the Insurer................................................................... Page 13
(N) Bankruptcy............................................................................................... Page 13
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GREAT AMERICAN INSURANCE COMPANIESâ
Headquarters: 301 E. Fourth Street, Cincinnati, Ohio 45202
THIS IS A CLAIMS MADE POLICY. READ IT CAREFULLY.
In consideration of the payment of the premium and in reliance upon all statements made and information furnished
to the insurance company set forth in the Declarations (a stock insurance company, hereinafter called the Insurer),
including the statements made in the Proposal Form and any attachments thereto, and subject to all terms, conditions
and limitations of this Policy, the Insured and Insurer agree as follows:
Terms that appear in boldface type shall have the meaning set forth in Section III. Definitions.
Section I. Insuring Agreements
A. Employment Practices Coverage
The Insurer shall pay on behalf of the Insureds all Loss which the Insureds shall be legally obligated to
pay as a result of a Claim first made against an Insured during the Policy Period or the Discovery Period
for an Employment Practices Wrongful Act.
B. Third Party Coverage
The Insurer shall pay on behalf of the Insureds all Loss which the Insureds shall be legally obligated to
pay as a result of a Claim first made against an Insured during the Policy Period or the Discovery Period
for a Third Party Wrongful Act.
C. Immigration Practices Coverage
The Insurer shall pay on behalf of the Insureds Costs of Defense which the Insureds shall be legally
obligated to pay as a result of a Claim first made against an Insured during the Policy Period or the
Discovery Period for an Immigration Practices Wrongful Act. This coverage shall be subject to the
Sub-Limit of Liability stated in Item 3. of the Declarations.
The Insurer shall assume the duty to defend any Claim covered under these Insuring Agreements. However,
pursuant to Section VIII.C. of the Policy, the Insureds may assume the duty to defend any Claim.
Section II. Discovery Period
A. In the event the Insurer refuses to renew this Policy or the Named Entity chooses to cancel or not renew
this Policy, the Named Entity shall have the right, upon payment of the respective “Additional Discovery
Premium Amount” stated in Item 5.B. of the Declarations, to an extension of the coverage provided by this
Policy solely for any Claim first made against any Insured for the period of time (or one of the periods of
time) stated in Item 5.B. of the Declarations after the end of the Policy Period, but only with respect to any
Wrongful Act committed or alleged to have been committed before the end of the Policy Period. Only
one such period may be elected, and this period shall be referred to in this Policy as the Discovery Period.
B. As a condition precedent to the right to purchase the Discovery Period, the total premium for this Policy
must have been paid, and a written request together with payment of the appropriate Additional Discovery
Premium Amount for the Discovery Period must be provided to the Insurer no later than sixty (60) days
after the end of the Policy Period.
C. The purchase of the Discovery Period shall not in any way increase the Limit of Liability stated in Item 3.
of the Declarations. For purposes of the Limit of Liability, and any applicable Sub-Limit(s) of Liability,
the Discovery Period is part of, and not in addition to, the Policy Period.
D. Upon the election of the Discovery Period, Section X.F. Conversion to Run-Off Coverage, is deleted in its
entirety.
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Section III. Definitions
A. Claim shall mean:
(1) a written demand for monetary or non-monetary relief;
(2) a civil proceeding commenced by the service of a complaint or similar pleading, or any appeal
thereof;
(3) a criminal proceeding commenced by the filing of charges, the return of an indictment or similar
document or any appeal thereof;
(4) a formal administrative or regulatory proceeding commenced by the filing of charges, formal
investigative order, or similar document, including any proceeding initiated against any Insured
before the Equal Employment Opportunity Commission (EEOC) or any similar governmental
body, or any appeal thereof;
(5) an arbitration, mediation or similar alternative dispute resolution proceeding commenced against
an Insured if the Insured is obligated to participate in such proceeding or if the Insured agrees to
participate in such proceeding with the Insurer’s written consent, or any appeal thereof; or
(6) a written request to toll any applicable statute of limitations related to a possible Claim as
described in paragraphs (1) through (5) above, if the Insured chooses to report such written
request to toll to the Insurer as a Claim under Section IX.A.;
provided, however, Claim shall not include any labor or grievance proceeding pursuant to the terms and
conditions of a collective bargaining agreement.
B. Claimant shall mean any Employee or prospective Employee of the Company, any Independent
Contractor, and any governmental agency acting on behalf of an Employee or prospective Employee.
C. Company shall mean the Named Entity or Subsidiary or, in the event of Financial Insolvency, the
resulting debtor in possession or receiver (or foreign equivalent status), if any.
D. Costs of Defense shall mean reasonable and necessary legal fees, costs and expenses incurred in the
investigation, defense or appeal of any Claim including the costs of an appeal bond, attachment bond or
similar bond (but without obligation on the part of the Insurer to apply for or furnish such bonds). Costs
of Defense shall not include salaries, wages, overhead or benefit expenses associated with any Insured
Person.
E. Employee shall mean any natural person whose labor or service is engaged and directed by the Company
in the ordinary course of the Company’s business including:
(1) past, present, future, part-time, seasonal, temporary or leased employees; and
(2) past, present or future volunteers, interns and students.
However, Employee shall not include any Independent Contractor.
F. Employment Practices Wrongful Act shall mean any of the following acts by any Insured but only if
alleged by or on behalf of a Claimant:
(1) wrongful dismissal, discharge or termination of employment, whether actual or constructive, or
breach of an express or implied employment contract;
(2) employment-related misrepresentation;
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(3) workplace harassment of any kind;
(4) discrimination;
(5) wrongful failure to employ or promote;
(6) wrongful discipline;
(7) wrongful demotion or deprivation of career opportunity, including defamatory statements made in
connection with an employee reference;
(8) failure to grant tenure;
(9) negligent evaluation;
(10) failure to provide and enforce adequate workplace or employment policies and procedures;
(11) wrongful retaliation;
(12) employment-related libel, slander or defamation;
(13) employment-related invasion of privacy;
(14) workplace bullying;
(15) sexual harassment whether “quid pro quo”, hostile work environment or otherwise;
(16) negligent supervision, negligent training, negligent hiring or negligent retention; or
(17) breach of any actual or alleged Independent Contractor Agreement;
provided, however, Employment Practices Wrongful Act shall not include an Immigration Practices
Wrongful Act or a Wage and Hour Violation.
G. Financial Insolvency shall mean the Company becoming a debtor in possession, or the appointment of a
creditors’ committee, a receiver, conservator, liquidator, trustee, rehabilitator or similar official to control,
supervise, manage or liquidate the Company.
H. Immigration Practices Wrongful Act shall mean any actual or alleged violation of the Immigration
Reform and Control Act of 1986 (IRCA), and rule or regulation promulgated under IRCA, or any similar
provisions of any federal, state, local or foreign law.
I. Independent Contractor shall mean any natural person, other than an Employee, who performs services
on behalf of the Company pursuant to an Independent Contractor Agreement.
J. Independent Contractor Agreement shall mean any express contract or agreement between the
Company and any Independent Contractor, or any entity on behalf of an Independent Contractor,
governing the Company’s engagement of such Independent Contractor.
K. Insured(s) shall mean the Company and all Insured Persons.
L. Insured Persons shall mean:
(1) all natural persons who were, now are or shall be:
(a) directors and officers, or the functional equivalents, if any;
(b) general counsels;
(c) risk managers;
(d) general partners;
(e) partnership managers;
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(f) management committee members; or
(g) managers of a limited liability company if such entity is duly chartered as a limited
liability company with a provision in its bylaws requiring indemnification to the fullest
extent permitted by applicable law of such individuals;
of the Company;
(2) Employee(s); and
(3) Independent Contractors, but only if the Company provides indemnification to such
Independent Contractors in the same manner as provided to any Employee of the Company.
M. Loss shall mean:
(1) judgments, including pre-judgment interest, post-judgment interest;
(2) compensatory damages, punitive or exemplary damages, or the multiple portion of any multiplied
damage award;
(3) settlements;
(4) liquidated damages awarded pursuant to the Age Discrimination in Employment Act, Family and
Medical Leave Act or the Equal Pay Act;
(5) back pay and front pay, and attorney’s fees either awarded by a court against an Insured or agreed
to by the Insurer in connection with a settlement (but only if such attorney’s fees are agreed to in
writing by the Insurer at the time of or after a final settlement); or
(6) Costs of Defense;
provided, however, Loss shall not include:
(7) taxes or criminal or civil fines or penalties imposed by law;
(8) the value of tuition or scholarships in relation to any Claim by or on behalf of an Employee as
defined in Section III.E.(2); or
(9) any matter which may be deemed uninsurable under the law pursuant to which this Policy shall be
construed.
The enforceability of the foregoing coverage for punitive or exemplary damages or the multiple portion of
any multiplied damage award shall be governed by the applicable law which most favors coverage.
N. Management Control shall mean:
(1) with respect to any corporation, partnership, limited liability company or other entity organized
under the laws of any jurisdiction, the Named Entity’s ownership, directly or indirectly, of more
than fifty percent (50%) of the outstanding securities or voting rights representing the present right
to elect, appoint, or exercise a majority control over such entity’s directors, trustees, managers,
members of the board of managers, natural person general partners or the functional equivalent; or
(2) with respect to any entity operated as a joint venture, the Named Entity’s ownership, directly or
indirectly, of exactly fifty percent (50%) of issued and outstanding voting securities and whose
management and operation the Named Entity controls, pursuant to a written agreement or the by-
laws, charter, operating agreement or similar documents of such entity, to elect, appoint or
designate a majority of the management committee of such entity.
O. Named Entity shall mean the entity named in Item 1. of the Declarations.
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P. Policy Period shall mean the period from the inception date of this Policy to the expiration date of this
Policy as set forth in Item 2. of the Declarations, or its earlier termination if applicable.
Q. Pollutant shall mean any solid, liquid, gaseous or thermal irritant or contaminant, including smoke, vapor,
dust, fibers, mold, spores, fungi, germs, soot, fumes, acids, alkalis, asbestos, chemicals or waste of any
kind, including any materials to be recycled, reconditioned or reclaimed.
R. Related Wrongful Acts shall mean all Wrongful Acts that have as a common nexus, or are causally
connected by reason of any fact, circumstance, situation, event or decision.
S. Single Claim shall mean all Claim(s) involving the same Wrongful Act or Related Wrongful Acts.
T. Subsidiary shall mean:
(1) any entity in which and while the Named Entity has Management Control, provided the Named
Entity obtains Management Control:
(a) on or before the inception date of this Policy;
(b) subsequent to the inception date of this Policy by reason of being created or acquired by
the Named Entity after such date, if the Employee count of the created or acquired
entity does not exceed fifty percent (50%) of the total Employee count of the Company
as of the inception date of this Policy; or
(c) subsequent to the inception date of this Policy by reason of being created or acquired by
the Named Entity other than as described in (b) above, if the Named Entity, within
ninety (90) days of such creation or acquisition, provides the Insurer with written notice
thereof and agrees to any premium adjustment and/or coverage revision that may be
required by the Insurer.
(2) any nonprofit entity while such entity is controlled by the Named Entity.
U. Third Party Wrongful Act shall mean any actual or alleged discrimination, harassment or violation of any
person’s civil rights related to such discrimination or harassment by any Insured but only if alleged by a
customer, client, supplier, distributor or other person who is not a Claimant.
V. Wage and Hour Violation shall mean any actual or alleged violation of the duties and responsibilities
imposed upon an Insured by any federal, state, local or foreign law or regulation, including but not limited
to the Fair Labor Standards Act, California Labor Code, California Assembly Bill No. 5 and/or California
Unfair Competition Law, Bus. and Prof. Code § 17200 (UCL), and/or any similar law (except the Equal
Pay Act) in any other jurisdiction which governs classification, wage, hour and payroll practices. Such
practices include but are not limited to:
(1) the calculation and payment of wages, overtime wages, minimum wages and prevailing wage
rates;
(2) the calculation and payment of any benefits;
(3) reimbursement of any business expenses;
(4) the classification of any person or entity for wage and hour purposes;
(5) garnishments, withholdings and other deductions from wages;
(6) the use of child labor; or
(7) the furnishing of pay records, stubs and wage statements.
W. Wrongful Act(s) shall mean any Employment Practices Wrongful Act, Third Party Wrongful Act or
Immigration Practices Wrongful Act.
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Section IV. Exclusions
The Insurer shall not be liable to make any payment for Loss in connection with any Claim made against any
Insured:
A. brought about or contributed to by:
(1) any Insured gaining any personal profit, financial advantage or remuneration to which such
Insured was not legally entitled; or
(2) the deliberately fraudulent or deliberately criminal acts of any Insured;
provided, however, this exclusion shall not apply unless and until there is a final, non-appealable
adjudication as to such conduct in the underlying proceeding. For acts or omissions of an Insured which
are considered a criminal violation in a Foreign Jurisdiction that are not considered a criminal violation in
the United States of America or the imposition of a criminal fine or criminal sanction in such Foreign
Jurisdiction will not trigger this exclusion. For purposes of this exclusion, Foreign Jurisdiction shall mean
any jurisdiction, other than the United States of America or any of its territories or possessions.
B. based upon, arising out of, relating to, directly or indirectly resulting from or in consequence of, or in any
way involving any Wrongful Act or Related Wrongful Act or any fact, circumstance or situation which
has been the subject of any notice given and accepted or Claim reported under any other policy that
provided employment practices liability coverage of which this Policy in whole or in part is a direct or
indirect renewal or replacement;
C. based upon, arising out of, relating to, directly or indirectly resulting from or in consequence of, or in any
way involving any prior and/or pending civil, criminal, administrative, arbitration or investigative
proceeding involving any Insured, including any proceeding brought by or before the EEOC or any similar
state, local or foreign agency, as of the date stated in Item 7. of the Declarations, or any fact, circumstance
or situation underlying or alleged in such proceeding;
D. for any actual or alleged:
(1) bodily injury, sickness, disease, or death of any person with the exception of mental anguish or
emotional distress; or
(2) damage to or destruction of any tangible property, including the loss of use thereof; or
(3) non-employment-related invasion of privacy, wrongful entry, eviction, false arrest, false
imprisonment, malicious prosecution, libel or slander.
E. for any Wrongful Act of any Insured Persons in their capacity as a director, officer, trustee, regent or
governor of any entity other than the Company, even if directed or requested to serve as a director, officer,
trustee or governor of such entity;
F. for any actual or alleged violation of the Employee Retirement Income Security Act of 1974 (except
Section 510), the National Labor Relations Act, the Worker Adjustment and Retraining Notification Act,
the Consolidated Omnibus Budget Reconciliation Act of 1985, the Occupational Safety and Health Act,
any amendments to any of these acts or any rules or regulations promulgated under these acts or any similar
provisions of any federal, state, local or foreign law; provided, however, this exclusion shall not apply to
any Claim alleging retaliation for the exercise of any rights under such laws;
G. for any actual or alleged Wage and Hour Violation brought by or on behalf any Employee or any past or
present Independent Contractor; provided, however, this exclusion shall not apply to that part of any
Claim alleging retaliation for the exercise of any rights under such laws or regulations governing wage,
hour and payroll practices.
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H. other than Costs of Defense:
(1) for any obligation of the Company as a result of a Claim seeking relief or redress in any form
other than money damages, including but not limited to any obligation of the Company to modify
any building or property;
(2) for any obligation of the Company to pay:
(a) salary, wages or other employment-related benefits to any Employee pursuant to an
express contract unless such obligation would exist absent the contract;
(b) compensation earned by an Employee in the course of employment but not paid by the
Company including any unpaid salary, bonus, wages, severance pay, retirement benefits,
vacation days or sick days; provided, however, this exclusion shall not apply to front pay
and back pay; or
(c) any money, benefits or other consideration to any Independent Contractor pursuant to
any Independent Contractor Agreement; and
(3) for any obligation of the Company as a result of a Claim for an Immigration Practices
Wrongful Act; provided, however, this exclusion shall not apply to any Claim alleging retaliation
for the exercise of any rights under such immigration laws;
I. based upon, arising out of, relating to, directly or indirectly resulting from or in consequence of, or in any
way involving actual or alleged seepage, pollution, radiation, emission, contamination or irritant of any
kind, including but not limited to any Pollutant; provided, however, this exclusion shall not apply to any
Claim alleging retaliation.
In determining the applicability of the above exclusions, the Wrongful Acts of any Insured shall not be imputed to
any other Insured.
Section V. Limit of Liability
A. The Insurer’s liability for all Loss shall be the amount set forth in Item 3. of the Declarations which shall
be the maximum aggregate Limit of Liability of the Insurer for the Policy Period, regardless of the time of
payment or the number of Claims.
B. The Insurer shall be liable to pay all Loss in excess of the applicable Retention amount stated in Item 4. of
the Declarations up to the Limit of Liability stated in Item 3. of the Declarations.
C. Costs of Defense shall be part of, and not in addition to, the Limit of Liability stated in Item 3. of the
Declarations, and such Costs of Defense shall serve to reduce the Limit of Liability.
D. Certain coverages extended by the Policy are subject to Sub-Limits of Liability as set forth by endorsement
to this Policy or as specified on the Declarations. Each such Sub-Limit of Liability shall be part of, and not
in addition to, the applicable Limit of Liability set forth in Item 3. of the Declarations.
Section VI. Retention
A. The Retention is set forth in Item 4. of the Declarations.
B. The Insurer shall pay one hundred percent (100%) of the covered Loss from each Claim or Single Claim
in excess of the applicable Retention, if any, up to the applicable Limit of Liability. The Named Entity
shall be responsible for, and shall hold the Insurer harmless from, any amount within the Retention.
C. Only one Retention shall be applicable to each Claim or Single Claim. In the event more than one
Retention applies to the Loss, only the highest Retention shall be applied.
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D. In the event the Named Entity is unable to indemnify Insured Persons solely by reason of its Financial
Insolvency, then: (1) the Insurer shall advance Costs of Defense incurred by the Insured Persons
without first requiring payment of the Retention applicable to any Claim or Single Claim made against
them; and (2) with respect to Loss incurred solely by Insured Persons as a result of a Claim or Single
Claim made against them, no Retention shall apply. For the purpose of applying the Retention, the Named
Entity agrees that the certificate of incorporation, charter or other organizational documents of the Named
Entity, including by-laws and resolutions, shall be deemed to require indemnification and advancement of
Loss to the Insured Persons to the fullest extent permitted by law.
Section VII. Loss Allocation and Advancement
A. For any Claim made against any Insured that includes both covered and uncovered matters pursuant to
this Policy or is made against others (including Insureds who are not extended coverage for such Claim)
and provided:
(1) the Insured has not assumed the defense of such Claim pursuant to Section VIII.C. below; and/or
(2) such Claim is not:
(i) subject, in whole or in part, to a Sub-Limit of Liability; and/or
(ii) limited by endorsement to this Policy;
then:
(3) one hundred percent (100%) of reasonable and necessary Costs of Defense incurred by the
Insurer from such Claim will be considered covered Loss; and
(4) all remaining amounts from such Claim will be allocated between covered Loss and uninsured
amounts. The Insureds and the Insurer shall use their best efforts to agree upon a fair and proper
allocation.
For any covered Claim where the Insured has assumed the defense pursuant to Section VIII.C. and/or such
Claim is subject, in whole or in part, to a Sub-Limit of Liability and/or limited by endorsement to this
Policy, then (3) above shall not apply to such Claim and only (4) above shall apply with respect to all Loss,
including Costs of Defense.
B. If the Insureds and Insurer are unable to agree on an allocation of Loss as required by A. above, the
Insurer shall advance any Loss which the Insurer believes to be covered under this Policy until a different
allocation is negotiated, arbitrated or judicially determined. Such advancement is on the condition that:
(1) the applicable Retention has been satisfied;
(2) any amounts advanced by the Insurer shall serve to reduce the Limit of Liability stated in Item 3.
of the Declarations, or, if applicable, any Sub-Limit of Liability; to the extent such amounts are
not in fact repaid; and
(3) in the event it is finally established that the Insurer has no liability under this Policy for such
Loss, the Insureds will repay the Insurer upon demand all Loss advanced.
Section VIII. Defense and Settlement
A. The Insurer shall assume the duty to defend any Claim covered under this Policy unless the Insured has
assumed the defense of such Claim as outlined under Section VIII.C. below. Such duty to defend shall
apply even if the allegations are groundless, false or fraudulent. Such duty to defend will cease and be
deemed fully fulfilled and extinguished if the Limit of Liability or any applicable Sub-Limit of Liability
has been exhausted. The Insureds shall at all times have the right to associate with the Insurer in the
investigation, defense or settlement of any Claim to which coverage under this Policy may apply.
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B. The Insurer has the right to settle any Claim with the consent of the Insured. The Insured’s consent shall
not be unreasonably withheld.
C. The Insureds have the right to assume the defense of any Claim against them. The Named Entity shall
exercise this option in writing on behalf of all Insureds within thirty (30) days of the reporting of the
Claim to the Insurer. If this option is exercised, the Insurer shall not re-assume the defense of the Claim.
The Insurer shall at all times have the right to associate with the Insured in the investigation, defense or
settlement of any Claim to which coverage under this Policy may apply.
D. The Insureds shall not retain counsel, incur Costs of Defense, admit liability, offer to settle, or agree to
any settlement in connection with any Claim without the express prior written consent of the Insurer,
which consent shall not be unreasonably withheld. The Insureds shall provide the Insurer with all
information and particulars it may reasonably request in order to reach a decision as to such consent. Any
Loss resulting from any Costs of Defense incurred, admission of liability, or any offer or agreement to
settle prior to the Insurer’s consent shall not be covered.
Section IX. Notice of Claim
A. All notices to the Insurer shall be e-mailed or mailed to the Insurer as indicated in Item 8. of the
Declarations.
B. With respect to any Claim, the Insureds shall, as a condition precedent to their rights under this Policy,
give the Insurer notice in writing of such Claim as soon as practicable after the general counsel, or risk
manager of the Named Entity, or person with equivalent responsibility becomes aware of such Claim, but
in no event later than ninety (90) days after the end of the Policy Period or expiration of the Discovery
Period if applicable. However, an Insured’s failure or decision not to give notice to the Insurer of a
Claim that the definition of Claim specifically permits the Insured to choose to report as a Claim under
Section IX.A. shall not impair the Insured’s right to give notice of a subsequent Claim involving Related
Wrongful Acts under this Policy or any renewal issued by the Insurer to the Named Entity.
C. If, during the Policy Period or Discovery Period, any Insured first becomes aware of a specific Wrongful
Act and gives notice to the Insurer of:
(1) the specific Wrongful Act;
(2) the injury or damage which has or may result therefrom; and
(3) the circumstances by which the Insured first became aware thereof;
then any Claim arising out of such Wrongful Act which is subsequently made against the Insured shall be
deemed to have been made at the time the Insurer received such written notice from the Insured.
D. All Claims constituting a Single Claim shall be deemed to have been made on the earlier of the following
dates: (1) the earliest date on which such Claim was first made; or (2) the earliest date on which any such
Wrongful Act or Related Wrongful Acts was reported under this Policy or any other policy providing
similar coverage.
E. With respect to any Claim for which coverage is provided, the Insureds shall give to the Insurer any such
assistance, cooperation and information as the Insurer may reasonably require, including copies of reports,
investigations, pleadings, and other papers. The failure of any Insured to provide the Insurer with full
cooperation and information it may reasonably request shall not impair the rights of any other Insured
under this Policy.
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Section X. General Conditions
A. Other Insurance
(1) For any Claim under Insuring Agreements I.A. and I.C. that is also covered under any other valid
and collectible insurance policy not written expressly excess of this Policy, then this Policy shall
be primary with respect to such Claim. However, if such Claim is made against an Insured
Person who is an Independent Contractor or a leased or temporary employee, then this coverage
shall be specifically excess of any such other insurance whether such insurance is stated to be
primary, contributory, excess, contingent, or otherwise.
(2) For any Claim under Insuring Agreement I.B. that is also covered under any other valid and
collectible insurance not written expressly excess of this Policy, then this Policy shall be excess of
and shall not contribute with such other insurance, whether such other insurance is stated to be
primary, contributory, excess, contingent or otherwise.
B. Cancellation or Non-Renewal
(1) This Policy may be canceled by the Named Entity at any time by written notice to the Insurer. If
the Named Entity cancels this Policy, the Insurer shall refund any unearned premium on a pro
rata basis. Payment of any unearned premium by the Insurer shall not be a condition precedent to
the effectiveness of cancellation but such payment shall be made as soon as practicable.
(2) This Policy may only be canceled by the Insurer if the Named Entity does not pay the premium
when due. The Insurer shall provide such Notice of Cancellation according to any applicable
state requirements.
(3) If the Insurer elects not to renew this Policy, the Insurer shall provide the Named Entity with no
less than sixty (60) days advance notice thereof.
C. Proposal Forms
It is agreed by the Company and the Insured Persons that the particulars and statements contained in the
Proposal Form(s) and any information provided therewith and any filing by the Company with the
Securities and Exchange Commission within twelve (12) months prior to the date of the Proposal Form(s)
(which shall be on file with the Insurer and be deemed attached thereto as if physically attached) are the
basis of this Policy and are to be considered as incorporated in and constituting a part of this Policy. It is
further agreed by the Company and the Insured Persons that the statements in the Proposal Form(s) and
any information provided therewith and any filing by the Company with the Securities and Exchange
Commission within twelve (12) months prior to the date of the Proposal Form(s) are their representations
and this Policy is issued in reliance upon the truth of such representations. In the event any of the material
statements, representations, or information in the Proposal Form(s) or any material information provided
therewith and/or any filing by the Company with the Securities and Exchange Commission within twelve
(12) months prior to the date of the Proposal Form(s) (hereafter referred to as “Facts”) are not true and
accurate:
(1) there shall be no coverage for any Insured Person for any Claim if such Insured Person had
knowledge, as of the inception date of the Policy Period, of any material Facts that were not
truthfully and accurately disclosed in the Proposal Form(s) whether or not such Insured Person
knew of such disclosure in the Proposal Form(s). The knowledge of any Insured Person shall not
be imputed to any other Insured Person for the purposes of determining if coverage is available;
(2) there shall be no coverage for the Company, to the extent that it indemnifies any Insured Person
with knowledge as defined in (1) above;
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(3) there shall be no coverage for the Company for any Claim if either the person(s) who signed the
Proposal Form(s) for this coverage or any Insured Person who is or was a past, present or future
chief financial officer, or chief executive officer, of the Named Entity, had knowledge, as of the
inception date of the Policy Period, of any material Facts that were not truthfully and accurately
disclosed in the Proposal Form(s); and
(4) in no event shall this Policy be rescinded by the Insurer.
The terms and conditions contained in this section supersede any inconsistent terms and conditions
contained in the Proposal Form.
D. Action Against the Insurer
(1) No action shall be taken against the Insurer unless, as a condition precedent thereto, there has
been full compliance with all the terms of this Policy, and until the Insured's obligation to pay has
been finally determined by an adjudication against the Insured or by written agreement of the
Insured, the party bringing any Claim, and the Insurer.
(2) No person or organization shall have any right under this Policy to join the Insurer as a party to
any action against the Insureds nor shall the Insurer be impleaded by any Insured or their legal
representative in any such action.
E. Merger or Acquisition
(1) If, during the Policy Period:
(a) the Named Entity acquires Management Control of or acquires all or substantially all
of the assets of an entity by merger or otherwise, and
(b) the total Employee count of such entity exceeds fifty percent (50%) of the total
Employee count of the Company as of the inception date of this Policy;
then written notice thereof shall be given to the Insurer as soon as practicable, but in no event
later than ninety (90) days from the effective date of such acquisition, together with such
information as the Insurer may request. Premium adjustment and coverage revisions shall be
effected as may be required by the Insurer; provided, however, any such entity shall
automatically be included as a Subsidiary for the first ninety (90) days after the effective date of
such acquisition, subject to any further conditions or limitations on coverage with respect to such
acquisition.
(2) There is no coverage for any Wrongful Act of any Subsidiary or any Insured Persons of such
Subsidiary or any entity that merges with the Company or any Insured Persons of such entity
that merges with the Company, if:
(a) such Wrongful Act occurs prior to the effective date such entity became a Subsidiary or
was merged with the Company;
(b) such Wrongful Act occurs subsequent to the effective date such entity became a
Subsidiary or was merged with the Company which together with a Wrongful Act
occurring prior to the date such entity became a Subsidiary or was merged with the
Company, would constitute Related Wrongful Acts; or
(c) such Wrongful Act occurs subsequent to the date such entity ceased to be a Subsidiary.
D71100-G (02/20) Great American Insurance Company Page 11 of 13
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DeKalb PATH Academy Exhibit 16 Addendum
F. Conversion to Run-Off Coverage
If, during the Policy Period, an event occurs where: another person or entity, or a group of persons or
entities acting in concert, gains control of the Named Entity through the ownership of more than fifty
percent (50%) of the voting stock, securities or voting interests of the Named Entity, or acquires all or
substantially all of the assets of the Named Entity, then:
(1) the Named Entity must give written notice of such event to the Insurer within ninety (90) days
after the effective date of such event and provide the Insurer with such information in connection
therewith as the Insurer may deem necessary; and
(2) this Policy shall only apply to Wrongful Acts actually or allegedly committed on or before the
effective date of such event and shall be excess of any other insurance available; and
(3) the entire premium for this Policy shall be deemed earned as of the date of such event.
G. Coverage Extensions
(1) Spousal and Domestic Partner Coverage
The coverage provided by this Policy shall also apply to the lawful spouse or “Domestic Partner”
of an Insured Person, but only for Claims arising out of any actual or alleged Wrongful Acts of
an Insured Person. The term “Domestic Partner” shall mean any natural person qualifying as a
domestic partner under the provisions of any applicable federal, state or local law or any formal
program established by the Company.
(2) Estates and Legal Representatives
The coverage provided by this Policy shall also apply to the estates, heirs, legal representatives or
assigns of any Insured Person in the event of their death, incapacity or bankruptcy, but only for
Claims arising out of any actual or alleged Wrongful Acts of any Insured Person.
(3) Worldwide Provision
The coverage provided under this Policy shall apply worldwide except to the extent that:
(a) any terms of this Policy conflict with the terms of any applicable laws, in which case
such terms are hereby amended to conform to such laws; or
(b) trade or economic sanctions or other laws or regulations prohibit the Insurer from
providing insurance.
H. Subrogation
In the event of any payment under this Policy, the Insurer shall be subrogated to all of the Insureds' rights
of recovery. The Insureds shall execute all papers to secure such rights, including the execution of such
documents necessary to enable the Insurer to effectively bring suit in the name of any Insured. In no
event, however, shall the Insurer exercise its rights to subrogation against an Insured Person under this
Policy unless such Insured Person:
(1) has been convicted of a deliberate criminal act and such conviction is considered a final, non-
appealable adjudication; or
(2) has been determined by a final, non-appealable adjudication in the underlying action adverse to
the Insured Person to have committed a deliberate fraudulent act, or to have obtained any
personal profit, financial advantage or remuneration to which such Insured Person was not
legally entitled.
In the event the Insurer for any reason pays indemnifiable Loss on behalf of an Insured Person, the
Insurer shall have the contractual right hereunder to recover from the Company the amount of such Loss
equal to the amount of the Retention not satisfied by the Company and shall be subrogated to rights of the
Insured Persons hereunder.
D71100-G (02/20) Great American Insurance Company Page 12 of 13
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DeKalb PATH Academy Exhibit 16 Addendum
I. Assignment
Assignment of interest under this Policy shall not bind the Insurer until its consent is endorsed hereon.
J. Entire Agreement
This Policy (including the Declarations, Proposal Forms submitted to the Insurer and any information
provided therewith) and any written endorsements attached hereto constitute the entire agreement between
the parties. The terms, conditions and limitations of this Policy can be waived or changed only by written
endorsement.
K. State Amendatory Inconsistency
It is understood and agreed that, in the event there is an inconsistency between a state amendatory
endorsement attached to this Policy and any term or condition of this Policy, if permitted by law and the
public policy of the state of domicile, the Insurer shall apply those terms and conditions which are most
favorable to the Insured.
L. Named Entity Represents Insureds
By acceptance of this Policy, the Named Entity shall be designated to act on behalf of the Insureds for all
purposes including, but not limited to, the giving and receiving of all notices and correspondence, the
cancellation or non-renewal of this Policy, the payment of premiums, and the receipt of any return
premiums that may be due under this Policy.
M. Representative of the Insurer
Great American Insurance Group, Executive Liability Division, P.O. Box 66943, Chicago, Illinois 60666
shall act on behalf of the Insurer for all purposes including, but not limited to, the giving and receiving of
all notices and correspondence, except notice of Claims shall be given pursuant to Section IX. of the
Policy.
N. Bankruptcy
The bankruptcy or insolvency of the Named Entity, any Subsidiary or any Insured Person shall not
relieve the Insurer of any of its obligations under this Policy. In the event of such bankruptcy or
insolvency, the Insureds waive and release any automatic stay or injunction in such proceeding which may
apply to this Policy or its proceeds and agree not to oppose or object to any efforts by the Insurer or any
Insureds to obtain relief from any such stay or injunction.
In witness whereof the Insurer has caused this Policy to be signed by its President and Secretary and
countersigned, if required, on the Declarations page by a duly authorized agent of the Insurer.
GREAT AMERICAN INSURANCE COMPANIESâ
President Secretary
D71100-G (02/20) Great American Insurance Company Page 13 of 13
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DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
DEKALB PATH ACADEMY
3007 HERMANCE DRIVE NE
ATLANTA, GA 30319
ATLANTA, GA 30319
3007 HERMANCE DRIVE NE
DEKALB PATH ACADEMY
DEKALB PATH ACADEMY
3007 HERMANCE DRIVE NE
ATLANTA, GA 30319
542
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
DEKALB PATH ACADEMY
3007 HERMANCE DRIVE NE
ATLANTA, GA 30319
Dear Policyholder:
As your local independent agent and on behalf of the employees of The Hanover
Insurance Group from coast to coast, thank you for placing your insurance coverage with us.
Since 1852 Hanover has provided quality insurance protection for businesses large and
small. Today, nearly a million people insure their automobiles, homes, boats, businesses and
more with one of The Hanover Insurance Group's fine companies.
Hanover has a very simple corporate goal: To provide affordable insurance to responsible
safety-minded customers - customers like you. We are proud of the excellent rating Hanover
has earned within our industry and of their reputation for treating customers responsibly.
Your renewal policy has been prepared with care. Please take time to review it, including
your new Declarations Page which illustrates your coverage selections and limits of pro-
tection. If you have any questions, please contact us.
Sincerely,
POINTENORTH INS GRP LLC
PO BOX 724728
ATLANTA, GA 31139
770-858-7540
543
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
TO: COMMERCIAL PROPERTY/CASUALTY POLICYHOLDERS
FROM: THE HANOVER INSURANCE GROUP,
MASSACHUSETTS BAY INSURANCE COMPANY,OR
CITIZENS INSURANCE COMPANY OF AMERICA
CITIZENS INSURANCE COMPANY OF ILLINOIS
SUBJECT: AVAILABILITY OF LOSS CONTROL SERVICES
Virtually every business concern continually seeks out methods to reduce the
cost of conducting business.
The cost of accidents due to motor vehicle operation and defective products
and those that result in employee injury, liability to third parties and property
damage can harm your business profitability and competitive advantage.
The Loss Control Department of The Hanover Insurance Group offers a wide
range of products and services to assist you in your safety efforts.
These services include written and audio/visual materials as well as on-site
management consultations.
Hanover Insurance has provided innovative property-casualty insurance sol-
utions to commercial and individual clients since 1852.
For more information, call your agent or your nearest Hanover Branch Office.
LOSS CONTROL IS A RESPONSIBILITY OF YOUR MANAGEMENT. THIS REPORT DOES NOT ATTEMPT TO DEAL
WITH EVERY POSSIBLE LEGAL OBLIGATION, CODE VIOLATION, LOSS POTENTIAL OR EXCEPTION TO GOOD
PRACTICE. IT IS NOT INTENDED TO IMPLY THAT ALL HAZARDS AND SITUATIONS ARE RESOLVED. THE LIABIL-
ITY OF ANY AND ALL OF THE HANOVER INSURANCE GROUPS AND THEIR AFFILIATES AND SUBSIDIARIES IS
LIMITED TO THAT WHICH IS COVERED BY THE INSURANCE POLICY. NO LIABILITIES ARE ASSUMED BY
REASON OF THIS REPORT WHICH IS PROVIDED FOR INFORMATIONAL PURPOSES ONLY.
* The Hanover Insurance Group * Citizens Insurance Company of America
* Massachusetts Bay Insurance Company * Citizens Insurance Company of Illinois
Executive Offices: Worcester, Massachusetts
171-0741
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DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
The Incidental Fleet
Purpose
Several vehicles and drivers may be needed for your company to perform daily operations.
Your fleet may be diversified, consisting of several passenger cars, pick-up trucks, vans, or
small trucks. Vehicles may be driven by sales people, executives, job superintendents,
service personnel, or office managers. These vehicles are typically used for local errands,
sales calls, job-site visits, or deliveries.
This fleet differs in that the driving exposure supplements your major business operation.
Drivers are not typically hired for their driving expertise but for their ability in sales, service,
or a technical vocation. Does this sound like your fleet? If it does, then you meet the
criteria of an incidental fleet.
Program Benefits
Most business people focus on their predominant business operations. This may result in
less emphasis on fleet accident prevention. There are many benefits to beginning or
strengthening a safety program.
Drivers may be key employees of your company . If these people were to be hurt in a vehicle
accident, your business will likely suffer. Consider the loss of services of a top salesperson
who has been responsible for a major share of revenue for your company or a person
whose technical skills keep the production equipment running or your top service and repair
person. Their absence will have an adverse impact on your company and affect profitability.
Competitive market forces make cost control a key to success. Rising insurance costs and
out of pocket expenses (hidden or indirect costs) could put you at a competitive
disadvantage. The ability to control expenses contributes to your competitive advantage.
Your company name appears on your vehicles. A serious accident with a picture and article
in the local newspaper will hurt your business reputation and goodwill in the community.
Accident statistics stress the need for management action . Vehicle accidents are the
largest category of occupational death. The vast majority of vehicle fatalities occur to
occupants of passenger cars, vans, light trucks, or utility vehicles. Are these types of
vehicles in your fleet?
Increasingly, fleet operations are being regulated by Federal or State agencies. Many
regulatory requirements can be met by the establishment of a well managed fleet safety
program.
Management Support
Your program needs support and direction from top management to be successful. A
management policy statement will convey the sincerity and support of top management and
provide direction. Distribute the statement to all concerned and include the policy statement
as part of your orientation program for new employees. Reinforce the formal statement
during your informal day to day meetings and discussions with your employees.
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DeKalb PATH Academy Exhibit 16 Addendum
Employee Selection
You are likely hiring an employee for skills other than driving, yet operating a motor vehicle
is required to successfully perform the job. Adequate attention should be paid to this job
responsibility with measures incorporated into your employee selection program. What
methods can be used?
Application
Expand the information requested on your application to include: the driver's license
number, accident and violation history, and equipment experience. When possible, confirm
this information by examining the driver's license.
Motor Vehicle Record
A motor vehicle record check should be made to verify the driving record of an applicant
and to confirm violations, accidents, and license suspensions before the candidate is behind
the wheel. Motor vehicle records can be obtained through state motor vehicle departments
or companies that specialize in providing these types of reports. In rare cases, state law
may not allow employer access, however, your applicant may obtain an official copy on your
behalf. The Loss Control Department can help you establish a motor vehicle record
program.
Establish a policy concerning the review of motor vehicle records. Candidates with a high
number of violations/accidents may be better fitted for a non-driving position until such time
as the person has proved to be a safe and responsible driver. A person who drives his or
her personal vehicle poorly is likely to drive a company vehicle in the same manner.
Road Test
A simple road test will allow you to evaluate the driving skills of a candidate. A road test
can be simple. Consider a short trip to a customer or to lunch with the candidate driving. A
more detailed test with a written format should be used for a heavy vehicle.
Physical Exam
A physical exam can identify conditions and limitations that could affect the driver's ability to
safely drive. Choose a physician who is familiar with your business. Guidelines for physical
exams are in Part 391, Qualifications of Drivers, of the Federal Motor Carrier Safety
Regulations.
Reference Checks
Reference checks add another dimension to the qualification process. You will likely check
on the persons past job performance, so why not check on their driving habits as well?
Employee Files
Document your hiring procedures in an employee or driver file. These records will be
valuable in accident investigations and can be used to determine if your program is
operating as intended. Do not leave the qualification of drivers to someone outside of your
organization.
Pre-Qualified Drivers
Many accidents have occurred to people who are not regular drivers but had to use a
vehicle due to an unforeseen circumstance. Take the time to qualify several drivers from
your existing employees so that you will have a pool of drivers that you can rely on in an
emergency.
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AWA8799025 2909125
Driver Training
Many audio-visual programs and printed programs are available for driver training classes
and employee meetings. Increasing and maintaining safety awareness among drivers will
contribute to accident prevention.
Consider requiring safe driving classes offered by the National Safety Council or the
American Association of Retired Persons.
Maintenance
A preventative maintenance program is critical to a safe and efficient fleet operation.
Vehicle breakdowns are not only costly but can contribute to serious accidents.
Most light weight vehicle maintenance can be effective by following the manufacturer'
recommendations. You may have to adjust these recommendations for heavy use or
extreme driving conditions.
Set up a file for each vehicle including the preventative maintenance schedule. Do the
drivers in your fleet know the preventative maintenance schedule for their vehicles? Who
will be responsible for the maintenance of vehicles in which there is not an assigned driver?
Maintenance and repair records can be used to determine if the schedule is being followed.
The Loss Control Department can assist you in establishing a preventative maintenance
program.
Vehicle Inspections
In addition to pre or post-trip inspections by the driver, regularly scheduled vehicle
inspections by a supervisor or business owner are an excellent addition to a preventative
maintenance program. Items to check include: condition of tires, glass, seats, and body.
Examine the operating condition of lights, engine, defroster, gauges, signals, brakes, and
shocks. Build accountability into your system with follow up measures to ensure timely
repairs.
Consider equipping each vehicle with a fire extinguisher, first aid kit, flashlight, reflectors,
and a wheel chock. Wheel chocks will help to prevent a car from rolling when a jack is used
to change a tire.
The Loss Control Department can provide you with guidance and forms to formulate a
vehicle inspection program.
Accident Reporting And Investigation
Drivers should be trained in procedures to follow if involved in an accident. An "In Case of
Accident" kit that can be carried in the vehicle is available from the Loss Control
Department.
All accidents afford an opportunity to learn something that can be of use in preventing future
accidents. Accident investigations often reveal a weakness in the management system that
leas or contributed to an accident. Strengthening your management system is the key to
preventing accidents.
Consider organizing accident reports, investigations, and other pertinent information in a file
to track, analyze and evaluate your fleet accident experience. This information will help in
monitoring the progress of your safety program and in setting safety priorities.
Driver Supervision
Periodic motor vehicle record checks are an excellent management technique to prevent
vehicle accidents and to give positive recognition to safe drivers.
Review motor vehicle record reports with each driver. Drivers who have received violations
or have been involved in accidents are in need of counseling or retraining. What were the
circumstances involving a violation? What driver weaknesses have been revealed through
accident investigations? Are personal problems affecting the safe operation of the vehicle?
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DeKalb PATH Academy Exhibit 16 Addendum
Is adequate time allowed between appointments, deliveries or service calls? In the case of
frequent violations, stronger action may be needed.
It is difficult at best to supervise employees who spend most of their time away from the
principle place of business. Some companies have drivers telephone their office after
appointments or at prescribed times during the work schedule.
Stress pre-trip planning to drivers. This should include an inspection of the vehicle prior to
starting out and a planned route. Attempting to view maps while driving is extremely
dangerous. Planned routes help in avoiding congested road, saving time and money.
Additional Policy Considerations
The incidental fleet may face different issues than full-time fleets. Have you established a
personal use policy? Who may use the vehicle? Spouses? Children? Can the vehicle be
used for vacations? Are vehicles taken home after work? What restrictions or controls are
needed?
Does your company have a policy on alcohol and drug abuse? Has it been communicated to
your drivers? Drunk driving is involved in nearly 40% of all fatal crashes. Do you
discourage drinking and driving?
Safety belts have saved thousands of lives and prevented hundreds of thousands of serious
injuries. Do you enforce the use of safety belts? Strengthen your training efforts in these
important safety issues.
Air Bags
The most common type of vehicle is the frontal crash. Air bags in combination with lap and
shoulder belts offer the best protection against death or serious injury in frontal crashes.
Many vehicles are now equipped with air bags as standard or optional equipment. Make
certain your purchase order or lease agreement says - AIR BAGS!
An excellent video tape, AIR BAGS NOW, produced by the Insurance Institute for Highway
Safety, is available free of charge from the Loss Control Department.
Summary
Although we have made a distinction between the incidental fleet and other fleets, there are
many similarities. The key to preventing accidents is to strengthen your management
system. Accident statistics demonstrate a strong need for the development of a well
managed fleet safety program for the incidental fleet. This brochure is one part of a
commercial automobile safety program, "Driving Down Your Commercial Vehicle Insurance
Costs" (171-0679). Other brochures in the series are:
Starting a Fleet Safety Program, 171-0680 Driver Supervision, 171-0687
Federal Motor Safety Regulations, 171-0681 Vehicle Maintenance, 171-0688
The Incidental Fleet, 171-0682 Accident Investigation, 171-0689
Driver Qualification, 171-0683 Accident Record Keeping, 171-0690
Motor Vehicle Records, 171-0684 Accident Review Boards, 171-0690
Driver Motivation, 171-0685 Sources of Assistance, 171-0691
Driver Training, 171-0686
For more information, call your agent or your nearest Hanover or Citizens Branch Office.
FORM 171-0752 (8-02)
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AWA8799025 2909125
IMPORTANT NOTICE - GEORGIA
Effective July 1, 2000, the laws of the State of Georgia prohibit insurers from
unfairly discriminating against any person based upon his or her status as a
victim of family violence.
231-1894 (7-00)
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DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
GEORGIA POLICYHOLDER NOTICE REGARDING
UNINSURED MOTORISTS COVERAGE
Our records show that your policy contains Uninsured Motorists (UM) Coverage. Uninsured Motorists
coverage provides insurance protection to an insured for compensatory damages which the insured is
legally entitled to recover from the owner or operator of an uninsured motor vehicle because of bodily injury
or property damage caused by an automobile accident. Also included are damages due to bodily injury or
property damage that result from an automobile accident with a hit-and-run vehicle whose owner or
operator cannot be identified. This document includes general descriptions of coverage. However, no
coverage is provided by this document. You should read your policy and review your Declarations Page(s)
and/or Schedule(s) for complete information on the coverage you are provided.
Georgia law, in general, requires that automobile liability policies include Uninsured Motorists Coverage
Added On To At-Fault Liability Limits (Added-On) unless you reject this coverage in writing. Uninsured
Motorists Coverage Added-On provides insurance protection, in general, with respect to an insured's
covered losses that are in addition to the limit of liability under any applicable bonds or policies.
However, for a reduced premium, you may reject Uninsured Motorists Coverage Added-On and select
Uninsured Motorists Coverage - Reduced By At-Fault Liability Limits (Reduced). Uninsured Motorists
Coverage Reduced provides insurance protection, in general, wherein the amount of coverage is reduced by
all sums paid by or on behalf of anyone who is legally responsible.
The following examples are derived from the Georgia Office of Insurance and Safety Fire Commissioner
Directive 08-P&C-1 dated August 18, 2008:
Example of Uninsured Motorists Coverage Added-On and Uninsured Motorists Coverage Reduced Claim
Payment Calculation
An underinsured driver fails to stop at a red light, hits your car and causes you to have $175,000 in
damages. The at-fault underinsured driver (At-Fault's) has $50,000 of Liability Coverage. Your policy
contains $100,000 of Uninsured Motorists Coverage.
UNINSURED MOTORISTS COVERAGE ADDED-ON
At-Fault Liability Coverage Limit $50,000
Your Uninsured Motorists Coverage Added-On Limit $100,000
Total Amount of Your Damages $175,000
550
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DeKalb PATH Academy Exhibit 16 Addendum
Payment Break Out:
At-Fault's Liability Coverage = $50,000
Your Uninsured Motorists Coverage Added-On = $100,000
Total Payment = $150,000
Amount Not Covered = $25,000 (a)
The maximum available coverage in this example was $150,000 (At-Fault's Liability Coverage Limit +
Your Uninsured Motorists Coverage Added-On Limit).
(a) Please notice that $25,000 of the loss was not covered.
UNINSURED MOTORISTS COVERAGE REDUCED
(This coverage is comparable to your current coverage.)
At-Fault's Liability Coverage Limit $50,000
Your Uninsured Motorists Reduced Limit $100,000
Total Amount of Your Damages $175,000
Payment Break Out:
At-Fault's Liability Coverage = $50,000
Your Available Uninsured Motorists Coverage Reduced = $50,000(a)
Total Payment = $100,000
Amount Not Covered = $75,000(b)
(a) The $50,000 amount shown here is determined by subtracting the At-Fault's Liability Coverage Limit
from Your Uninsured Motorists Coverage Reduced Limit. The total available Uninsured Motorists
Coverage Reduced you have in this example is $50,000.
(b) Please notice that $75,000 of the loss is not covered.
You should contact your agent at the address shown on your policy declaration if you have any questions
regarding the options described above with respect to Uninsured Motorists Coverage. However, if you wish
to change the coverage you currently have, you must request any such change in writing.
461-0342 01 09 551
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AWA8799025 2909125
THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY.
TRADE OR ECONOMIC SANCTIONS ENDORSEMENT
This insurance does not apply to the extent that trade or economic sanctions or other laws or regulations
prohibit us from providing insurance, including, but not limited to, the payment of claims.
ALL OTHER TERMS, CONDITIONS, AND EXCLUSIONS REMAIN UNCHANGED.
401-1337 02 16 552Services Offices, Inc., with its permission.
Includes copyrighted materials of Insurance Page 1 of 1
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AWA8799025 2909125
IMPORTANT INFORMATION ABOUT YOUR INSURANCE COMPANY
The Home Office address for the Insurance Company shown on the policy Declarations page is:
Allmerica Financial Alliance Insurance Company The Hanover American Insurance Company
(A Stock Company) (A Stock Company)
440 Lincoln Street 440 Lincoln Street
Worcester, MA 01653-0002 Worcester, MA 01653-0002
Allmerica Financial Benefit Insurance Company The Hanover Insurance Company
(A Stock Company) (A Stock Company)
440 Lincoln Street 440 Lincoln Street
Worcester, MA 01653-0002 Worcester, MA 01653-0002
Campmed Casualty & Indemnity Company, Inc. The Hanover Casualty Company
(A Stock Company) (A Stock Company)
440 Lincoln Street 440 Lincoln Street
Worcester, MA 01653-0002 Worcester, MA 01653-0002
Citizens Insurance Company of America Massachusetts Bay Insurance Company
(A Stock Company) (A Stock Company)
808 North Highlander Way 440 Lincoln Street
Howell, MI 48843-1070 Worcester, MA 01653-0002
Citizens Insurance Company of Illinois The Hanover New Jersey Insurance Company
(A Stock Company) (A Stock Company)
333 West Pierce Road, Suite 300 440 Lincoln Street
Itasca, IL 60143-3114 Worcester, MA 01653-0002
Citizens Insurance Company of the Midwest Verlan Fire Insurance Company
(A Stock Company) (A Stock Company)
9229 Delegates Row, Suite 100 440 Lincoln Street
Indianapolis, IN 46240-3824 Worcester, MA 01653-0002
Citizens Insurance Company of Ohio Nova Casualty Company
(A Stock Company) (A Stock Company)
4400 Easton Commons Way, Suite 125 440 Lincoln Street
Columbus, OH 43219-6223 Worcester, MA 01653-0002
401-1377 06 20 553 Page 1 of 1
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Customer Notice of Privacy Policy and Producer Compensation Practices
Disclosures
Privacy Policy Disclosure
Collection of Information
We collect personal information so that we may offer quality products and services. This information may
include, but is not limited to, name, address, Social Security number, and consumer reports from consumer
reporting agencies in connection with your application for insurance or any renewal of insurance. For
example, we may access driving records, insurance scores or health information. Our information sources
will differ depending on your state and/or the product or service we are providing to you. This information
may be collected directly from you and/or from affiliated companies, non-affiliated third parties, consumer
reporting agencies, medical providers and third parties such as the Medical Information Bureau.
We, and the third parties we partner with, may track some of the web pages you visit through cookies, pixel
tagging or other technologies. We currently do not process or comply with any web browser's "do not track"
signals or similar mechanisms that request us to take steps to disable online tracking. For additional
information regarding online privacy, please see our online privacy statement, located at
www.hanover.com .
Disclosure of Information
We may disclose non-public, personal information you provide, as required to conduct our business and as
permitted or required by law. We may share information with our insurance company affiliates or with third
parties that assist us in processing and servicing your account. We also may share your information with
regulatory or law enforcement agencies, reinsurers and others, as permitted or required by law.
Our insurance companies may share information with their affiliates, but will not share information with
non-affiliated third parties who would use the information to market products or services to you.
Our standards for disclosure apply to all of our current and former customers.
Safeguards to Protect Your Personal Information
We recognize the need to prevent unauthorized access to the information we collect, including information
held in an electronic format on our computer systems. We maintain physical, electronic and procedural
safeguards intended to protect the confidentiality and integrity of all non-public, personal information,
including but not limited to social security numbers, driver's license numbers and other personally
identifiable information.
Internal Access to Information
Access to personal, non-public information is limited to those people who need the information to provide
our customers with products or services. These people are expected to protect this information from
inappropriate access, disclosure and modification.
Consumer Reports
In some cases, we may obtain a consumer report in connection with an application for insurance.
Depending on the type of policy, a consumer report may include information about you or your business,
such as:
character, general reputation, personal characteristics, mode of living;
credit history, driving record (including records of any operators who will be insured under the policy);
and/or
an appraisal of your dwelling or place of business that may include photos and comments on its general
condition.
Access to Information
Upon written request, we will inform you if we have ordered an investigative consumer report. You have the
right to make a written request within a reasonable period for information concerning the nature and scope
of the report and to be interviewed as part of its preparation. You may obtain a copy of the report from the
reporting agency and, under certain circumstances, you may be entitled to a copy at no cost.
231-0862 12 14 Page 1 of 2
554
DeKalb PATH Academy Exhibit 16 Addendum
You also may review certain information we have about you or your business in our files. To review
information we maintain in our files about you or your business, please write to us, providing your complete
name, address and policy number(s), and indicating specifically what you would like to see. If you request
actual copies of your file, there may be a nominal charge.
We will tell you to whom we have disclosed the information within the two years prior to your request. If
there is not a record indicating that the information was provided to another party, we will tell you to whom
such information is normally disclosed.
There is information that we cannot share with you. This may include information collected in order to
evaluate a claim under an insurance policy, when the possibility of a lawsuit exists. It may also include
medical information that we would have to forward to a licensed medical doctor of your choosing so that it
may be properly explained.
Correction of Information
If after reviewing your file you believe information is incorrect, please write to the consumer reporting
agency or to us, whichever is applicable, explaining your position. The information in question will be
investigated. If appropriate, corrections will be made to your file and the parties to whom the incorrect
information was disclosed, if any, will be notified. However, if the investigation substantiates the information
in the file, you will be notified of the reasons why the file will not be changed. If you are not satisfied with
the evaluation, you have the right to place a statement in the file explaining why you believe the information
is incorrect. We also will send a copy of your statement to the parties, if any, to whom we previously
disclosed the information and include it in any future disclosures.
Our Commitment to Privacy
In the insurance and financial services business, lasting relationships are built upon mutual respect and
trust. With that in mind, we will periodically review and revise our privacy policy and procedures to ensure
that we remain compliant with all state and federal requirements. If any provision of our privacy policy is
found to be non-compliant, then that provision will be modified to reflect the appropriate state or federal
requirement. If any modifications are made, all remaining provisions of this privacy policy will remain in
effect. For more detailed information about our customer privacy policy (including any applicable
state-specific policies) and our online privacy statement, visit our Web site, located at
www.hanover.com .
Further Information
If you have questions about our customer privacy policy (including any applicable state-specific policies) or
our online privacy statement, or if you would like to request information we have on file, please write to us
at our Privacy Office, N435, The Hanover Insurance Group, Inc., 440 Lincoln Street, Worcester, MA 01653.
Please provide your complete name, address and policy number(s). A copy of our Producer Compensation
Disclosure is also available upon written request addressed to the attention of the Corporate Secretary,
N435, The Hanover Insurance Group, 440 Lincoln Street, Worcester, MA 01653.
Producer Compensation Disclosure
Our products are sold through independent agents and brokers, often referred to as "Producers." We may
pay Producers a fixed commission for placing and renewing business with our company. We may also pay
additional commission and other forms of compensation and incentives to Producers who place and
maintain their business with us. Details of our Producer compensation practices may be found at
www.hanover.com .
This notice is being provided on behalf of the following Hanover Companies: The Hanover Insurance Group,
Inc. - Allmerica Financial Alliance Insurance Company - Allmerica Financial Benefit Insurance Company -
Allmerica Plus Insurance Agency, Inc. - Citizens Insurance Company of America - Citizens Insurance
Company of Illinois - Citizens Insurance Company of the Midwest - Citizens Insurance Company of Ohio -
Citizens Management, Inc. - AIX Ins. Services of California, Inc.- Campania Insurance Agency Co. Inc. -
Campmed Casualty & Indemnity Co. Inc. - Chaucer Syndicates Limited- Educators Insurance Agency, Inc.-
Hanover Specialty Insurance Brokers, Inc. - The Hanover American Insurance Company - The Hanover
Insurance Company - The Hanover New Jersey Insurance Company - The Hanover National Insurance
Company - Hanover Lloyd's Insurance Company - Massachusetts Bay Insurance Company - Opus
Investment Management, Inc. - Professionals Direct Insurance Services, Inc. -Professional Underwriters
Agency, Inc. - Verlan Fire Insurance Company - Nova Casualty Company - AIX Specialty Insurance
Company.
231-0862 12 14 Page 2 of 2
555
DeKalb PATH Academy Exhibit 16 Addendum
GEORGIA INSURANCE POLICY INFORMATION CARD
INSURANCE COMPANY NAME COMMERCIAL PERSONAL
ALLMERICA FINANCIAL BENEFIT
POLICY NUMBER EFFECTIVE DATE EXPIRATION DATE
AWA-8799025 06-28-24 06-28-25
NAMED INSURED
DEKALB PATH ACADEMY
VEHICLE INSURED
YEAR MAKE/MODEL VEHICLE IDENTIFICATION NUMBER
16 FORD TRANSI 1FDCR5PM6GKA45088
SEE IMPORTANT NOTICE ON REVERSE SIDE
556
DeKalb PATH Academy Exhibit 16 Addendum
KEEP THIS CARD IN YOUR MOTOR
VEHICLE WHILE IN OPERATION
IN CASE OF ACCIDENT: Report all accidents to your Agent/Company as
soon as possible. Obtain the following information:
1. Name and address of each driver, passenger and witness.
2. Name of Insurance Company and policy number for each
vehicle involved.
The current status of actual motor vehicle liability insurance coverage is
maintained by the Georgia Dept. of Revenue and is accessible to law
enforcements agencies upon a check of the vehicle registration.
ÁÃÖÙÄ@õð@ÇÁMòððøaññ]@@@ è£k@òððô`òððø@ÁÃÖÙÄ@ÃÖÙ×ÖÙÁãÉÖÕKÁ@£¢@ ¢ ¥ K
557
DeKalb PATH Academy Exhibit 16 Addendum
GEORGIA INSURANCE POLICY INFORMATION CARD
INSURANCE COMPANY NAME COMMERCIAL PERSONAL
ALLMERICA FINANCIAL BENEFIT
POLICY NUMBER EFFECTIVE DATE EXPIRATION DATE
AWA-8799025 06-28-24 06-28-25
NAMED INSURED
DEKALB PATH ACADEMY
VEHICLE INSURED
YEAR MAKE/MODEL VEHICLE IDENTIFICATION NUMBER
13 FORD ECONOL 1FDFE4FL3DDA31046
SEE IMPORTANT NOTICE ON REVERSE SIDE
558
DeKalb PATH Academy Exhibit 16 Addendum
KEEP THIS CARD IN YOUR MOTOR
VEHICLE WHILE IN OPERATION
IN CASE OF ACCIDENT: Report all accidents to your Agent/Company as
soon as possible. Obtain the following information:
1. Name and address of each driver, passenger and witness.
2. Name of Insurance Company and policy number for each
vehicle involved.
The current status of actual motor vehicle liability insurance coverage is
maintained by the Georgia Dept. of Revenue and is accessible to law
enforcements agencies upon a check of the vehicle registration.
ÁÃÖÙÄ@õð@ÇÁMòððøaññ]@@@ è£k@òððô`òððø@ÁÃÖÙÄ@ÃÖÙ×ÖÙÁãÉÖÕKÁ@£¢@ ¢ ¥ K
559
DeKalb PATH Academy Exhibit 16 Addendum
BUSINESS AUTO POLICY
RENEWAL DECLARATIONS
05 RENEWAL OF: AWA 8799025 CM
Policy Number Policy Period Coverage is Provided in the Agency
From To Code
AWA-8799025-14 06/28/2024 06/28/2025 ALLMERICA FINANCIAL BENEFIT INS 2909125
ITEM ONE: Named Insured and Address Agent
DEKALB PATH ACADEMY Telephone: 770-858-7540
3007 HERMANCE DRIVE NE POINTENORTH INS GRP LLC
ATLANTA, GA 30319 PO BOX 724728
ATLANTA, GA 31139
Policy Period: Beginning and Ending at 12:01 a.m. Standard Time at the Location of the Described Premises.
Business Type: CORPORATION
In return for the payment of the premium, and subject to all of the terms of this policy, we agree with you to provide
the insurance stated in this policy.
This policy consists of the following coverage parts for which a premium is indicated. Please refer to attached
schedule(s). This premium may be subject to adjustment.
BUSINESS AUTOMOBILE C O V E R A G E $ 7,866.00
T A X E S , SURCHARGES AND F E E S : $ 0.00
T O T A L P O L I C Y PREMIUM I S : $ 7,866.00
Policy Forms, Endorsements and Optional Coverages Attached:
See Forms and Endorsements Schedule
Countersigned this ______ Day of ____________________ ______________________________________
Authorized Representative
This Declaration Page with the Forms and Endorsements, if any, Complete the Policy.
Form 461-0164 (9-00)
Date Issued: 07/11/2024 ORIGINAL/INSURED Payment Type: ELECTRONIC EXCHANGE
GROUP NAME: Charter Schools GROUP NUMBER: ZSX
560
DeKalb PATH Academy Exhibit 16 Addendum
BUSINESS AUTO POLICY
RENEWAL DECLARATIONS
05 RENEWAL OF: AWA 8799025
Policy Number Policy Period Coverage is Provided in the Agency
From To Code
AWA-8799025-14 06/28/2024 06/28/2025 ALLMERICA FINANCIAL BENEFIT INS 2909125
ITEM ONE: Named Insured and Address Agent
DEKALB PATH ACADEMY Telephone: 770-858-7540
3007 HERMANCE DRIVE NE POINTENORTH INS GRP LLC
ATLANTA, GA 30319 PO BOX 724728
ATLANTA, GA 31139
Business Auto Forms and Endorsements Schedule
Form Number Edition Date Description
CA0001 0306 BUSINESS AUTO COVERAGE
CA0109 1004 CA01091004
IL0017 1198 COMMON POLICY CONDITIONS
IL0021 0908 NUCLEAR ENERGY LIAB EXCLUSION
IL0262 0224 GA CHANGES CANC AND NONRENEWAL
2311894 0700 GEORGIA IMPORTANT NOTICE
4610246 0716 EXCLUSION ABUSE OR MOLESTATION
CA2402 1293 PUBLIC TRANSPORT VEHICLES
CA9903 0306 AUTO MEDICAL PAYMENT COVERAGE
CA3137 0109 GA UNINSURED MOTORIST ADDED
4610342 0109 GEORGIA POLICYHOLDER NOTICE
4610384 1209 BROADENED TOWING AND LABOR COV
4610384 1209 BROADENED TOWING AND LABOR COV
Form 461-0169 (9-00)
Date Issued: 07/11/2024 ORIGINAL/INSURED Payment Type: ELECTRONIC EXCHANGE
561
DeKalb PATH Academy Exhibit 16 Addendum
BUSINESS AUTO POLICY
RENEWAL DECLARATIONS
05 RENEWAL OF: AWA 8799025
Policy Number Policy Period Coverage is Provided in the Agency
From To Code
AWA-8799025-14 06/28/2024 06/28/2025 ALLMERICA FINANCIAL BENEFIT INS 2909125
ITEM ONE: Named Insured and Address Agent
DEKALB PATH ACADEMY Telephone: 770-858-7540
3007 HERMANCE DRIVE NE POINTENORTH INS GRP LLC
ATLANTA, GA 30319 PO BOX 724728
ATLANTA, GA 31139
ITEM TWO: SCHEDULE OF COVERAGE AND COVERED AUTOS
This policy provides only those coverages where a charge is shown in the premium column below. Each of these
coverages will apply only to those "autos" shown as covered "autos." "Autos" are shown as covered "autos" for a
particular coverage by the entry of one or more of the symbols from the COVERED AUTOS Section of the Business
Auto Coverage Form next to the name of the coverage.
COVERED LIMIT
COVERAGES AUTOS THE MOST WE WILL PAY FOR ANY ONE PREMIUM
ACCIDENT OR LOSS
LIABILITY 01 $1,000,000 COMBINED SINGLE LIMIT $7,246
MEDICAL 07 $5,000 $74
PAYMENTS
UNINSURED MOTORISTS* 07 $1,000,000 $254
PHYSICAL DAMAGE INS. ACTUAL CASH VALUE OR COST OF REPAIR,
WHICHEVER IS LESS, MINUS DEDUCTIBLE
TOWING AND LABOR 07 SEE ITEM THREE FOR TOWING AND LABOR LIMIT $4
PHYSICAL DAMAGE 07 SEE ITEM THREE FOR DEDUCTIBLE FOR EACH $115
COMPREHENSIVE COVERED AUTO FOR ALL LOSS. NO DEDUCTIBLE
COVERAGE APPLIES TO LOSS BY FIRE OR LIGHTNING. SEE
ITEM FOUR FOR HIRED OR BORROWED 'AUTOS'.
PHYSICAL DAMAGE 07 SEE ITEM THREE FOR DEDUCTIBLE FOR EACH $173
COLLISION COVERED AUTO. SEE ITEM FOUR FOR HIRED OR
COVERAGE BORROWED 'AUTOS'.
Form 461-0166 (9-00) 562
Date Issued: 07/11/2024 ORIGINAL/INSURED Payment Type: ELECTRONIC EXCHANGE
DeKalb PATH Academy Exhibit 16 Addendum
BUSINESS AUTO POLICY
RENEWAL DECLARATIONS
05 RENEWAL OF: AWA 8799025
Policy Number Policy Period Coverage is Provided in the Agency
From To Code
AWA-8799025-14 06/28/2024 06/28/2025 ALLMERICA FINANCIAL BENEFIT INS 2909125
ITEM ONE: Named Insured and Address Agent
DEKALB PATH ACADEMY Telephone: 770-858-7540
3007 HERMANCE DRIVE NE POINTENORTH INS GRP LLC
ATLANTA, GA 30319 PO BOX 724728
ATLANTA, GA 31139
ITEM TWO: SCHEDULE OF COVERAGE AND COVERED AUTOS
This policy provides only those coverages where a charge is shown in the premium column below. Each of these
coverages will apply only to those "autos" shown as covered "autos." "Autos" are shown as covered "autos" for a
particular coverage by the entry of one or more of the symbols from the COVERED AUTOS Section of the Business
Auto Coverage Form next to the name of the coverage.
COVERED LIMIT
COVERAGES AUTOS THE MOST WE WILL PAY FOR ANY ONE PREMIUM
ACCIDENT OR LOSS
* FOR THE FOLLOWING STATES UNDERINSURED MOTORIST COVERAGE IS INCLUDED FOR THOSE
COMMERCIAL AUTOS (VEHICLES #010-999) DESCRIBED IN ITEM THREE FOR WHICH A PREMIUM
CHARGE IS SHOWN: GA
ESTIMATED TOTAL (ANNUAL) PREMIUM $7866.00
Form 461-0166 (9-00) 563
Date Issued: 07/11/2024 ORIGINAL/INSURED Payment Type: ELECTRONIC EXCHANGE
DeKalb PATH Academy Exhibit 16 Addendum
BUSINESS AUTO POLICY
RENEWAL DECLARATIONS
05 RENEWAL OF: AWA 8799025
Policy Number Policy Period Coverage is Provided in the Agency
From To Code
AWA-8799025-14 06/28/2024 06/28/2025 ALLMERICA FINANCIAL BENEFIT INS 2909125
ITEM ONE: Named Insured and Address Agent
DEKALB PATH ACADEMY Telephone: 770-858-7540
3007 HERMANCE DRIVE NE POINTENORTH INS GRP LLC
ATLANTA, GA 30319 PO BOX 724728
ATLANTA, GA 31139
ITEM THREE - SCHEDULE OF COVERED AUTOS
AUTO ST TERR YEAR DESCRIPTION SERIAL NUMBER COST NEW/ CLASS EFF. DATE
NUM SYMBOL
010 GA 101 2016 FORD TRANSI 1FDCR5PM6GKA45088 $27,360 6252 06/28/24
011 GA 101 2013 FORD ECONOL 1FDFE4FL3DDA31046 $39,900 6252 06/28/24
AUTO LIABILITY PREMIUM MED PAY MED PAY TOTAL
NUM SL LIMIT PREMIUM PREMIUM
010 $3251 $5,000 $37 $3590
011 $3251 $5,000 $37 $3532
AUTO OTHER TOWING
NUM COVERAGES & LABOR RENTAL OTHER
010 TOWING & LABOR LIMIT=$50 $2
011 TOWING & LABOR LIMIT=$50 $2
AUTO UNINSURED/UNDERINSURED MOTORIST
NUM LIMITS PREMIUM
010 $1,000,000 $127
011 $1,000,000 $127
Form 461-0167 (9-00) 564
Date Issued: 07/11/2024 ORIGINAL/INSURED Payment Type: ELECTRONIC EXCHANGE
DeKalb PATH Academy Exhibit 16 Addendum
BUSINESS AUTO POLICY
RENEWAL DECLARATIONS
05 RENEWAL OF: AWA 8799025
Policy Number Policy Period Coverage is Provided in the Agency
From To Code
AWA-8799025-14 06/28/2024 06/28/2025 ALLMERICA FINANCIAL BENEFIT INS 2909125
ITEM ONE: Named Insured and Address Agent
DEKALB PATH ACADEMY Telephone: 770-858-7540
3007 HERMANCE DRIVE NE POINTENORTH INS GRP LLC
ATLANTA, GA 30319 PO BOX 724728
ATLANTA, GA 31139
ITEM THREE - SCHEDULE OF COVERED AUTOS
PHYSICAL DAMAGE COVERAGE AND DEDUCTIBLE
AUTO COMPREHENSIVE SPECIFIED CAUSES OF LOSS COLLISION
NUM STATED DEDUCT PREM COVERAGE PREM DEDUCT PREM
AMOUNT
010 $ $1,000 $69 $1,000 $104
011 $ $1,000 $46 $1,000 $69
Form 461-0167 (9-00) 565
Date Issued: 07/11/2024 ORIGINAL/INSURED Payment Type: ELECTRONIC EXCHANGE
DeKalb PATH Academy Exhibit 16 Addendum
BUSINESS AUTO POLICY
RENEWAL DECLARATIONS
05 RENEWAL OF: AWA 8799025
Policy Number Policy Period Coverage is Provided in the Agency
From To Code
AWA-8799025-14 06/28/2024 06/28/2025 ALLMERICA FINANCIAL BENEFIT INS 2909125
ITEM ONE: Named Insured and Address Agent
DEKALB PATH ACADEMY Telephone: 770-858-7540
3007 HERMANCE DRIVE NE POINTENORTH INS GRP LLC
ATLANTA, GA 30319 PO BOX 724728
ATLANTA, GA 31139
ITEM FOUR - SCHEDULE OF HIRED OR BORROWED COVERED AUTO COVERAGE AND PREMIUMS
LIABILITY COVERAGE - RATING BASIS, COST OF HIRE - CLASS 6611
STATE ESTIMATED RATE PER $100 UM/SUM PREMIUM
COST OF HIRE COST OF HIRE PREMIUM
GA IF ANY 3.283 $255
Total Item Liability Premium $255
COST OF HIRE MEANS THE TOTAL AMOUNT YOU INCUR FOR THE HIRE OF "AUTOS" YOU DO NOT OWN (NOT INCLUDING
"AUTOS" YOU BORROW OR RENT FROM YOUR PARTNERS, YOUR EMPLOYEES, OR THEIR FAMILY MEMBERS). COST OF HIRE
DOES NOT INCLUDE CHARGES FOR SERVICES PERFORMED BY MOTOR CARRIERS OF PROPERTY OR PASSENGERS.
ITEM FIVE - SCHEDULE FOR EMPLOYER'S NON-OWNERSHIP LIABILITY
COVERED AUTOS BORROWED FROM YOUR EMPLOYEES OR MEMBERS OF THEIR HOUSEHOLD-
RATING BASIS,NUMBER OF EMPLOYEES
STATE CLASS CODE ESTIMATED NUMBER OF UM/SUM PREMIUM
EMPLOYEES PREMIUM
GA 6601 25 $489
Total Item Premium $489
Form 461-0168 (9-00) 566
Date Issued: 07/11/2024 ORIGINAL/INSURED Payment Type: ELECTRONIC EXCHANGE
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
BUSINESS AUTO COVERAGE FORM
Various provisions in this policy restrict coverage. SECTION I - COVERED AUTOS
Read the entire policy carefully to determine rights, Item Two of the Declarations shows the "autos"
duties and what is and is not covered. that are covered "autos" for each of your cover-
Throughout this policy the words "you" and "your" ages. The following numerical symbols describe
refer to the Named Insured shown in the Declara- the "autos" that may be covered "autos". The sym-
tions. The words "we", "us" and "our" refer to the bols entered next to a coverage on the Declara-
Company providing this insurance. tions designate the only "autos" that are covered
Other words and phrases that appear in quotation "autos".
marks have special meaning. Refer to Section V - A. Description Of Covered Auto Designation
Definitions. Symbols
Symbol Description Of Covered Auto Designation Symbols
1 Any "Auto"
2 Owned "Autos" Only those "autos" you own (and for Liability Coverage any "trailers" you don't
Only own while attached to power units you own). This includes those "autos" you
acquire ownership of after the policy begins.
3 Owned Private Only the private passenger "autos" you own. This includes those private pas-
Passenger senger "autos" you acquire ownership of after the policy begins.
"Autos" Only
4 Owned "Autos" Only those "autos" you own that are not of the private passenger type (and for
Other Than Pri- Liability Coverage any "trailers" you don't own while attached to power units
vate Passenger you own). This includes those "autos" not of the private passenger type you
"Autos" Only acquire ownership of after the policy begins.
5 Owned "Autos" Only those "autos" you own that are required to have No-Fault benefits in the
Subject To No- state where they are licensed or principally garaged. This includes those
Fault "autos" you acquire ownership of after the policy begins provided they are re-
quired to have No-Fault benefits in the state where they are licensed or princi-
pally garaged.
6 Owned "Autos" Only those "autos" you own that because of the law in the state where they
Subject To A are licensed or principally garaged are required to have and cannot reject
Compulsory Uninsured Motorists Coverage. This includes those "autos" you acquire own-
Uninsured Mo- ership of after the policy begins provided they are subject to the same state
torists Law uninsured motorists requirement.
7 Specifically De- Only those "autos" described in Item Three of the Declarations for which a
scribed "Autos" premium charge is shown (and for Liability Coverage any "trailers" you don't
own while attached to any power unit described in Item Three).
8 Hired "Autos" Only those "autos" you lease, hire, rent or borrow. This does not include any
Only "auto" you lease, hire, rent, or borrow from any of your "employees", partners
(if you are a partnership), members (if you are a limited liability company) or
members of their households.
9 Nonowned Only those "autos" you do not own, lease, hire, rent or borrow that are used in
"Autos" Only connection with your business. This includes "autos" owned by your "employ-
ees", partners (if you are a partnership), members (if you are a limited liability
company), or members of their households but only while used in your busi-
ness or your personal affairs.
567
CA 00 01 03 06 Copyright, ISO Properties, Inc., 2005 Page 1 of 12
DeKalb PATH Academy Exhibit 16 Addendum
19 Mobile Equip- Only those "autos" that are land vehicles and that would qualify under the
ment Subject definition of "mobile equipment" under this policy if they were not subject to a
To Compulsory compulsory or financial responsibility law or other motor vehicle insurance law
Or Financial where they are licensed or principally garaged.
Responsibility
Or Other Motor
Vehicle Insur-
ance Law Only
B. Owned Autos You Acquire After The Policy SECTION II - LIABILITY COVERAGE
Begins A. Coverage
1. If Symbols 1, 2, 3, 4, 5, 6 or 19 are entered We will pay all sums an "insured" legally must
next to a coverage in Item Two of the Decla- pay as damages because of "bodily injury" or
rations, then you have coverage for "autos" "property damage" to which this insurance ap-
that you acquire of the type described for the plies, caused by an "accident" and resulting
remainder of the policy period. from the ownership, maintenance or use of a
2. But, if Symbol 7 is entered next to a cover- covered "auto".
age in Item Two of the Declarations, an We will also pay all sums an "insured" legally
"auto" you acquire will be a covered "auto" must pay as a "covered pollution cost or ex-
for that coverage only if: pense" to which this insurance applies, caused
a. We already cover all "autos" that you own by an "accident" and resulting from the owner-
for that coverage or it replaces an "auto" ship, maintenance or use of covered "autos".
you previously owned that had that cov- However, we will only pay for the "covered pol-
erage; and lution cost or expense" if there is either "bodily
b. You tell us within 30 days after you ac- injury" or "property damage" to which this in-
quire it that you want us to cover it for surance applies that is caused by the same
that coverage. "accident".
C. Certain Trailers, Mobile Equipment And We have the right and duty to defend any "in-
Temporary Substitute Autos sured" against a "suit" asking for such damages
or a "covered pollution cost or expense". How-
If Liability Coverage is provided by this Cover- ever, we have no duty to defend any "insured"
age Form, the following types of vehicles are against a "suit" seeking damages for "bodily
also covered "autos" for Liability Coverage: injury" or "property damage" or a "covered
1. "Trailers" with a load capacity of 2,000 pollution cost or expense" to which this insur-
pounds or less designed primarily for travel ance does not apply. We may investigate and
on public roads. settle any claim or "suit" as we consider appro-
2. "Mobile equipment" while being carried or priate. Our duty to defend or settle ends when
towed by a covered "auto". the Liability Coverage Limit of Insurance has
been exhausted by payment of judgments or
3. Any "auto" you do not own while used with settlements.
the permission of its owner as a temporary
substitute for a covered "auto" you own that 1. Who Is An Insured
is out of service because of its: The following are "insureds":
a. Breakdown; a. You for any covered "auto".
b. Repair; b. Anyone else while using with your per-
c. Servicing; mission a covered "auto" you own, hire
or borrow except:
d. "Loss"; or
(1) The owner or anyone else from whom
e. Destruction. you hire or borrow a covered "auto".
This exception does not apply if the
covered "auto" is a "trailer" connected
to a covered "auto" you own.
568
Page 2 of 12 Copyright, ISO Properties, Inc., 2005 CA 00 01 03 06
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
(2) Your "employee" if the covered "auto" b. Out-Of-State Coverage Extensions
is owned by that "employee" or a While a covered "auto" is away from the
member of his or her household. state where it is licensed we will:
(3) Someone using a covered "auto" (1) Increase the Limit of Insurance for Li-
while he or she is working in a busi- ability Coverage to meet the limits
ness of selling, servicing, repairing, specified by a compulsory or financial
parking or storing "autos" unless that responsibility law of the jurisdiction
business is yours. where the covered "auto" is being
(4) Anyone other than your "employees", used. This extension does not apply to
partners (if you are a partnership), the limit or limits specified by any law
members (if you are a limited liability governing motor carriers of passen-
company), or a lessee or borrower or gers or property.
any of their "employees", while mov- (2) Provide the minimum amounts and
ing property to or from a covered types of other coverages, such as no-
"auto". fault, required of out-of-state vehicles
(5) A partner (if you are a partnership), or by the jurisdiction where the covered
a member (if you are a limited liability "auto" is being used.
company) for a covered "auto" owned We will not pay anyone more than once
by him or her or a member of his or for the same elements of loss because of
her household. these extensions.
c. Anyone liable for the conduct of an "in- B. Exclusions
sured" described above but only to the
extent of that liability. This insurance does not apply to any of the fol-
lowing:
2. Coverage Extensions
1. Expected Or Intended Injury
a. Supplementary Payments
"Bodily injury" or "property damage" ex-
We will pay for the "insured": pected or intended from the standpoint of the
(1) All expenses we incur. "insured".
(2) Up to $2,000 for cost of bail bonds (in- 2. Contractual
cluding bonds for related traffic law Liability assumed under any contract or
violations) required because of an agreement.
"accident" we cover. We do not have
to furnish these bonds. But this exclusion does not apply to liability
for damages:
(3) The cost of bonds to release attach-
ments in any "suit" against the "in- a. Assumed in a contract or agreement that
sured" we defend, but only for bond is an "insured contract" provided the
amounts within our Limit of Insurance. "bodily injury" or "property damage" oc-
curs subsequent to the execution of the
(4) All reasonable expenses incurred by contract or agreement; or
the "insured" at our request, including
actual loss of earnings up to $250 a b. That the "insured" would have in the ab-
day because of time off from work. sence of the contract or agreement.
(5) All costs taxed against the "insured" 3. Workers' Compensation
in any "suit" against the "insured" we Any obligation for which the "insured" or the
defend. "insured's" insurer may be held liable under
(6) All interest on the full amount of any any workers' compensation, disability bene-
judgment that accrues after entry of fits or unemployment compensation law or
the judgment in any "suit" against the any similar law.
"insured" we defend, but our duty to 4. Employee Indemnification And Employer's
pay interest ends when we have paid, Liability
offered to pay or deposited in court "Bodily injury" to:
the part of the judgment that is within
our Limit of Insurance. a. An "employee" of the "insured" arising
out of and in the course of:
These payments will not reduce the Limit
of Insurance. (1) Employment by the "insured"; or
569
CA 00 01 03 06 Copyright, ISO Properties, Inc., 2005 Page 3 of 12
DeKalb PATH Academy Exhibit 16 Addendum
(2) Performing the duties related to the a. Any equipment listed in Paragraphs 6.b.
conduct of the "insured's" business; or and 6.c. of the definition of "mobile
b. The spouse, child, parent, brother or sis- equipment"; or
ter of that "employee" as a consequence b. Machinery or equipment that is on, at-
of Paragraph a. above. tached to, or part of, a land vehicle that
This exclusion applies: would qualify under the definition of "mo-
bile equipment" if it were not subject to a
(1) Whether the "insured" may be liable compulsory or financial responsibility law
as an employer or in any other capac- or other motor vehicle insurance law
ity; and where it is licensed or principally ga-
(2) To any obligation to share damages raged.
with or repay someone else who must 10. Completed Operations
pay damages because of the injury.
"Bodily injury" or "property damage" arising
But this exclusion does not apply to "bodily out of your work after that work has been
injury" to domestic "employees" not entitled completed or abandoned.
to workers' compensation benefits or to li-
ability assumed by the "insured" under an In this exclusion, your work means:
"insured contract". For the purposes of the a. Work or operations performed by you or
Coverage Form, a domestic "employee" is a on your behalf; and
person engaged in household or domestic b. Materials, parts or equipment furnished
work performed principally in connection in connection with such work or opera-
with a residence premises. tions.
5. Fellow Employee Your work includes warranties or represen-
"Bodily injury" to any fellow "employee" of tations made at any time with respect to the
the "insured" arising out of and in the course fitness, quality, durability or performance of
of the fellow "employee's" employment or any of the items included in Paragraph a. or
while performing duties related to the con- b. above.
duct of your business. Your work will be deemed completed at the
6. Care, Custody Or Control earliest of the following times:
"Property damage" to or "covered pollution (1) When all of the work called for in your
cost or expense" involving property owned contract has been completed.
or transported by the "insured" or in the "in- (2) When all of the work to be done at the
sured's" care, custody or control. But this site has been completed if your con-
exclusion does not apply to liability assumed tract calls for work at more than one
under a sidetrack agreement. site.
7. Handling Of Property (3) When that part of the work done at a
"Bodily injury" or "property damage" result- job site has been put to its intended
ing from the handling of property: use by any person or organization
a. Before it is moved from the place where other than another contractor or sub-
it is accepted by the "insured" for move- contractor working on the same proj-
ment into or onto the covered "auto"; or ect.
b. After it is moved from the covered "auto" Work that may need service, maintenance,
to the place where it is finally delivered correction, repair or replacement, but which
by the "insured". is otherwise complete, will be treated as
completed.
8. Movement Of Property By Mechanical Device
11. Pollution
"Bodily injury" or "property damage" result-
ing from the movement of property by a me- "Bodily injury" or "property damage" arising
chanical device (other than a hand truck) out of the actual, alleged or threatened dis-
unless the device is attached to the covered charge, dispersal, seepage, migration, re-
"auto". lease or escape of "pollutants":
9. Operations a. That are, or that are contained in any
property that is:
"Bodily injury" or "property damage" arising
out of the operation of:
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(1) Being transported or towed by, han- a. War, including undeclared or civil war;
dled, or handled for movement into, b. Warlike action by a military force, includ-
onto or from, the covered "auto"; ing action in hindering or defending
(2) Otherwise in the course of transit by against an actual or expected attack, by
or on behalf of the "insured"; or any government, sovereign or other
(3) Being stored, disposed of, treated or authority using military personnel or
processed in or upon the covered other agents; or
"auto"; c. Insurrection, rebellion, revolution,
b. Before the "pollutants" or any property in usurped power, or action taken by gov-
which the "pollutants" are contained are ernmental authority in hindering or de-
moved from the place where they are ac- fending against any of these.
cepted by the "insured" for movement 13. Racing
into or onto the covered "auto"; or Covered "autos" while used in any profes-
c. After the "pollutants" or any property in sional or organized racing or demolition
which the "pollutants" are contained are contest or stunting activity, or while practic-
moved from the covered "auto" to the ing for such contest or activity. This insur-
place where they are finally delivered, ance also does not apply while that covered
disposed of or abandoned by the "in- "auto" is being prepared for such a contest
sured". or activity.
Paragraph a. above does not apply to fuels, C. Limit Of Insurance
lubricants, fluids, exhaust gases or other Regardless of the number of covered "autos",
similar "pollutants" that are needed for or "insureds", premiums paid, claims made or ve-
result from the normal electrical, hydraulic hicles involved in the "accident", the most we
or mechanical functioning of the covered will pay for the total of all damages and "cov-
"auto" or its parts, if: ered pollution cost or expense" combined, re-
(1) The "pollutants" escape, seep, mi- sulting from any one "accident" is the Limit of
grate, or are discharged, dispersed or Insurance for Liability Coverage shown in the
released directly from an "auto" part Declarations.
designed by its manufacturer to hold, All "bodily injury", "property damage" and "cov-
store, receive or dispose of such ered pollution cost or expense" resulting from
"pollutants"; and continuous or repeated exposure to substan-
(2) The "bodily injury", "property damage" tially the same conditions will be considered as
or "covered pollution cost or expense" resulting from one "accident".
does not arise out of the operation of No one will be entitled to receive duplicate
any equipment listed in Paragraphs payments for the same elements of "loss" under
6.b. and 6.c. of the definition of "mo- this Coverage Form and any Medical Payments
bile equipment". Coverage Endorsement, Uninsured Motorists
Paragraphs b. and c. above of this exclusion Coverage Endorsement or Underinsured Motor-
do not apply to "accidents" that occur away ists Coverage Endorsement attached to this
from premises owned by or rented to an "in- Coverage Part.
sured" with respect to "pollutants" not in or SECTION III - PHYSICAL DAMAGE COVERAGE
upon a covered "auto" if:
A. Coverage
(1) The "pollutants" or any property in
which the "pollutants" are contained 1. We will pay for "loss" to a covered "auto" or
are upset, overturned or damaged as its equipment under:
a result of the maintenance or use of a. Comprehensive Coverage
a covered "auto"; and From any cause except:
(2) The discharge, dispersal, seepage, (1) The covered "auto's" collision with
migration, release or escape of the another object; or
"pollutants" is caused directly by such
upset, overturn or damage. (2) The covered "auto's" overturn.
12. War b. Specified Causes Of Loss Coverage
"Bodily injury" or "property damage" arising Caused by:
directly or indirectly out of: (1) Fire, lightning or explosion;
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(2) Theft; b. Loss Of Use Expenses
(3) Windstorm, hail or earthquake; For Hired Auto Physical Damage, we will
(4) Flood; pay expenses for which an "insured" be-
comes legally responsible to pay for loss
(5) Mischief or vandalism; or of use of a vehicle rented or hired without
(6) The sinking, burning, collision or de- a driver, under a written rental contract
railment of any conveyance trans- or agreement. We will pay for loss of use
porting the covered "auto". expenses if caused by:
c. Collision Coverage (1) Other than collision only if the Decla-
Caused by: rations indicate that Comprehensive
Coverage is provided for any covered
(1) The covered "auto's" collision with "auto";
another object; or
(2) Specified Causes Of Loss only if the
(2) The covered "auto's" overturn. Declarations indicate that Specified
2. Towing Causes Of Loss Coverage is provided
for any covered "auto"; or
We will pay up to the limit shown in the
Declarations for towing and labor costs in- (3) Collision only if the Declarations indi-
curred each time a covered "auto" of the pri- cate that Collision Coverage is pro-
vate passenger type is disabled. However, vided for any covered "auto".
the labor must be performed at the place of However, the most we will pay for any
disablement. expenses for loss of use is $20 per day,
3. Glass Breakage - Hitting A Bird Or Animal - to a maximum of $600.
Falling Objects Or Missiles B. Exclusions
If you carry Comprehensive Coverage for the 1. We will not pay for "loss" caused by or re-
damaged covered "auto", we will pay for the sulting from any of the following. Such "loss"
following under Comprehensive Coverage: is excluded regardless of any other cause or
a. Glass breakage; event that contributes concurrently or in any
sequence to the "loss".
b. "Loss" caused by hitting a bird or animal;
and a. Nuclear Hazard
c. "Loss" caused by falling objects or mis- (1) The explosion of any weapon em-
siles. ploying atomic fission or fusion; or
However, you have the option of having (2) Nuclear reaction or radiation, or ra-
glass breakage caused by a covered dioactive contamination, however
"auto's" collision or overturn considered a caused.
"loss" under Collision Coverage. b. War Or Military Action
4. Coverage Extensions (1) War, including undeclared or civil war;
a. Transportation Expenses (2) Warlike action by a military force, in-
We will pay up to $20 per day to a maxi- cluding action in hindering or defend-
mum of $600 for temporary transportation ing against an actual or expected at-
expense incurred by you because of the tack, by any government, sovereign or
total theft of a covered "auto" of the pri- other authority using military person-
vate passenger type. We will pay only for nel or other agents; or
those covered "autos" for which you carry (3) Insurrection, rebellion, revolution,
either Comprehensive or Specified usurped power or action taken by
Causes of Loss Coverage. We will pay for governmental authority in hindering or
temporary transportation expenses in- defending against any of these.
curred during the period beginning 48
hours after the theft and ending, regard-
less of the policy's expiration, when the
covered "auto" is returned to use or we
pay for its "loss".
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2. We will not pay for "loss" to any covered (2) An integral part of the same unit
"auto" while used in any professional or or- housing any sound reproducing
ganized racing or demolition contest or equipment described in Paragraph a.
stunting activity, or while practicing for such above and permanently installed in
contest or activity. We will also not pay for the opening of the dash or console of
"loss" to any covered "auto" while that cov- the covered "auto" normally used by
ered "auto" is being prepared for such a the manufacturer for installation of a
contest or activity. radio.
3. We will not pay for "loss" caused by or re- 5. We will not pay for "loss" to a covered "auto"
sulting from any of the following unless due to "diminution in value".
caused by other "loss" that is covered by C. Limit Of Insurance
this insurance:
1. The most we will pay for "loss" in any one
a. Wear and tear, freezing, mechanical or "accident" is the lesser of:
electrical breakdown.
a. The actual cash value of the damaged or
b. Blowouts, punctures or other road dam- stolen property as of the time of the
age to tires. "loss"; or
4. We will not pay for "loss" to any of the fol- b. The cost of repairing or replacing the
lowing: damaged or stolen property with other
a. Tapes, records, discs or other similar property of like kind and quality.
audio, visual or data electronic devices 2. An adjustment for depreciation and physical
designed for use with audio, visual or condition will be made in determining actual
data electronic equipment. cash value in the event of a total "loss".
b. Any device designed or used to detect 3. If a repair or replacement results in better
speed measuring equipment such as ra- than like kind or quality, we will not pay for
dar or laser detectors and any jamming the amount of the betterment.
apparatus intended to elude or disrupt
speed measurement equipment. D. Deductible
c. Any electronic equipment, without regard For each covered "auto", our obligation to pay
to whether this equipment is permanently for, repair, return or replace damaged or stolen
installed, that receives or transmits property will be reduced by the applicable de-
audio, visual or data signals and that is ductible shown in the Declarations. Any Com-
not designed solely for the reproduction prehensive Coverage deductible shown in the
of sound. Declarations does not apply to "loss" caused by
fire or lightning.
d. Any accessories used with the electronic
equipment described in Paragraph c. SECTION IV - BUSINESS AUTO CONDITIONS
above. The following conditions apply in addition to the
Exclusions 4.c. and 4.d. do not apply to: Common Policy Conditions:
a. Equipment designed solely for the repro- A. Loss Conditions
duction of sound and accessories used 1. Appraisal For Physical Damage Loss
with such equipment, provided such If you and we disagree on the amount of
equipment is permanently installed in the "loss", either may demand an appraisal of
covered "auto" at the time of the "loss" or the "loss". In this event, each party will se-
such equipment is removable from a lect a competent appraiser. The two ap-
housing unit which is permanently in- praisers will select a competent and impar-
stalled in the covered "auto" at the time tial umpire. The appraisers will state sepa-
of the "loss", and such equipment is de- rately the actual cash value and amount of
signed to be solely operated by use of "loss". If they fail to agree, they will submit
the power from the "auto's" electrical their differences to the umpire. A decision
system, in or upon the covered "auto"; or agreed to by any two will be binding. Each
b. Any other electronic equipment that is: party will:
(1) Necessary for the normal operation of a. Pay its chosen appraiser; and
the covered "auto" or the monitoring b. Bear the other expenses of the appraisal
of the covered "auto's" operating and umpire equally.
system; or
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If we submit to an appraisal, we will still re- (4) Agree to examinations under oath at
tain our right to deny the claim. our request and give us a signed
2. Duties In The Event Of Accident, Claim, Suit statement of your answers.
Or Loss 3. Legal Action Against Us
We have no duty to provide coverage under No one may bring a legal action against us
this policy unless there has been full compli- under this Coverage Form until:
ance with the following duties: a. There has been full compliance with all
a. In the event of "accident", claim, "suit" or the terms of this Coverage Form; and
"loss", you must give us or our author- b. Under Liability Coverage, we agree in
ized representative prompt notice of the writing that the "insured" has an obliga-
"accident" or "loss". Include: tion to pay or until the amount of that ob-
(1) How, when and where the "accident" ligation has finally been determined by
or "loss" occurred; judgment after trial. No one has the right
(2) The "insured's" name and address; under this policy to bring us into an ac-
and tion to determine the "insured's" liability.
(3) To the extent possible, the names and 4. Loss Payment - Physical Damage Coverages
addresses of any injured persons and At our option we may:
witnesses. a. Pay for, repair or replace damaged or
b. Additionally, you and any other involved stolen property;
"insured" must: b. Return the stolen property, at our ex-
(1) Assume no obligation, make no pay- pense. We will pay for any damage that
ment or incur no expense without our results to the "auto" from the theft; or
consent, except at the "insured's" own c. Take all or any part of the damaged or
cost. stolen property at an agreed or appraised
(2) Immediately send us copies of any value.
request, demand, order, notice, sum- If we pay for the "loss", our payment will in-
mons or legal paper received con- clude the applicable sales tax for the dam-
cerning the claim or "suit". aged or stolen property.
(3) Cooperate with us in the investigation 5. Transfer Of Rights Of Recovery Against
or settlement of the claim or defense Others To Us
against the "suit".
If any person or organization to or for whom
(4) Authorize us to obtain medical rec- we make payment under this Coverage Form
ords or other pertinent information. has rights to recover damages from another,
(5) Submit to examination, at our ex- those rights are transferred to us. That per-
pense, by physicians of our choice, as son or organization must do everything nec-
often as we reasonably require. essary to secure our rights and must do
c. If there is "loss" to a covered "auto" or its nothing after "accident" or "loss" to impair
equipment you must also do the follow- them.
ing: B. General Conditions
(1) Promptly notify the police if the cov- 1. Bankruptcy
ered "auto" or any of its equipment is Bankruptcy or insolvency of the "insured" or
stolen. the "insured's" estate will not relieve us of
(2) Take all reasonable steps to protect any obligations under this Coverage Form.
the covered "auto" from further dam- 2. Concealment, Misrepresentation Or Fraud
age. Also keep a record of your ex-
penses for consideration in the set- This Coverage Form is void in any case of
tlement of the claim. fraud by you at any time as it relates to this
Coverage Form. It is also void if you or any
(3) Permit us to inspect the covered other "insured", at any time, intentionally
"auto" and records proving the "loss" conceal or misrepresent a material fact con-
before its repair or disposition. cerning:
a. This Coverage Form;
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b. The covered "auto"; 6. Premium Audit
c. Your interest in the covered "auto"; or a. The estimated premium for this Coverage
d. A claim under this Coverage Form. Form is based on the exposures you told
us you would have when this policy be-
3. Liberalization gan. We will compute the final premium
If we revise this Coverage Form to provide due when we determine your actual ex-
more coverage without additional premium posures. The estimated total premium
charge, your policy will automatically provide will be credited against the final premium
the additional coverage as of the day the re- due and the first Named Insured will be
vision is effective in your state. billed for the balance, if any. The due
4. No Benefit To Bailee - Physical Damage date for the final premium or retrospec-
Coverages tive premium is the date shown as the
due date on the bill. If the estimated total
We will not recognize any assignment or premium exceeds the final premium due,
grant any coverage for the benefit of any the first Named Insured will get a refund.
person or organization holding, storing or
transporting property for a fee regardless of b. If this policy is issued for more than one
any other provision of this Coverage Form. year, the premium for this Coverage
Form will be computed annually based on
5. Other Insurance our rates or premiums in effect at the be-
a. For any covered "auto" you own, this ginning of each year of the policy.
Coverage Form provides primary insur- 7. Policy Period, Coverage Territory
ance. For any covered "auto" you don't
own, the insurance provided by this Cov- Under this Coverage Form, we cover "acci-
erage Form is excess over any other dents" and "losses" occurring:
collectible insurance. However, while a a. During the policy period shown in the
covered "auto" which is a "trailer" is con- Declarations; and
nected to another vehicle, the Liability b. Within the coverage territory.
Coverage this Coverage Form provides
for the "trailer" is: The coverage territory is:
(1) Excess while it is connected to a mo- a. The United States of America;
tor vehicle you do not own. b. The territories and possessions of the
(2) Primary while it is connected to a United States of America;
covered "auto" you own. c. Puerto Rico;
b. For Hired Auto Physical Damage Cover- d. Canada; and
age, any covered "auto" you lease, hire, e. Anywhere in the world if:
rent or borrow is deemed to be a covered
"auto" you own. However, any "auto" that (1) A covered "auto" of the private pas-
is leased, hired, rented or borrowed with senger type is leased, hired, rented or
a driver is not a covered "auto". borrowed without a driver for a period
of 30 days or less; and
c. Regardless of the provisions of Para-
graph a. above, this Coverage Form's Li- (2) The "insured's" responsibility to pay
ability Coverage is primary for any liabil- damages is determined in a "suit" on
ity assumed under an "insured contract". the merits, in the United States of
America, the territories and posses-
d. When this Coverage Form and any other sions of the United States of America,
Coverage Form or policy covers on the Puerto Rico, or Canada or in a settle-
same basis, either excess or primary, we ment we agree to.
will pay only our share. Our share is the
proportion that the Limit of Insurance of We also cover "loss" to, or "accidents" in-
our Coverage Form bears to the total of volving, a covered "auto" while being trans-
the limits of all the Coverage Forms and ported between any of these places.
policies covering on the same basis.
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8. Two Or More Coverage Forms Or Policies (1) Being transported or towed by, han-
Issued By Us dled, or handled for movement into,
If this Coverage Form and any other Cover- onto or from the covered "auto";
age Form or policy issued to you by us or (2) Otherwise in the course of transit by
any company affiliated with us apply to the or on behalf of the "insured";
same "accident", the aggregate maximum (3) Being stored, disposed of, treated or
Limit of Insurance under all the Coverage processed in or upon the covered
Forms or policies shall not exceed the high- "auto";
est applicable Limit of Insurance under any
one Coverage Form or policy. This condition b. Before the "pollutants" or any property in
does not apply to any Coverage Form or which the "pollutants" are contained are
policy issued by us or an affiliated company moved from the place where they are ac-
specifically to apply as excess insurance cepted by the "insured" for movement
over this Coverage Form. into or onto the covered "auto"; or
SECTION V - DEFINITIONS c. After the "pollutants" or any property in
which the "pollutants" are contained are
A. "Accident" includes continuous or repeated ex- moved from the covered "auto" to the
posure to the same conditions resulting in place where they are finally delivered,
"bodily injury" or "property damage". disposed of or abandoned by the "in-
B. "Auto" means: sured".
1. A land motor vehicle, "trailer" or semitrailer Paragraph a. above does not apply to fuels,
designed for travel on public roads; or lubricants, fluids, exhaust gases or other
2. Any other land vehicle that is subject to a similar "pollutants" that are needed for or
compulsory or financial responsibility law or result from the normal electrical, hydraulic
other motor vehicle insurance law where it is or mechanical functioning of the covered
licensed or principally garaged. "auto" or its parts, if:
However, "auto" does not include "mobile (1) The "pollutants" escape, seep, mi-
equipment". grate, or are discharged, dispersed or
released directly from an "auto" part
C. "Bodily injury" means bodily injury, sickness or designed by its manufacturer to hold,
disease sustained by a person including death store, receive or dispose of such
resulting from any of these. "pollutants"; and
D. "Covered pollution cost or expense" means any (2) The "bodily injury", "property damage"
cost or expense arising out of: or "covered pollution cost or expense"
1. Any request, demand, order or statutory or does not arise out of the operation of
regulatory requirement that any "insured" or any equipment listed in Paragraph 6.b.
others test for, monitor, clean up, remove, or 6.c. of the definition of "mobile
contain, treat, detoxify or neutralize, or in equipment".
any way respond to, or assess the effects of Paragraphs b. and c. above do not apply to
"pollutants"; or "accidents" that occur away from premises
2. Any claim or "suit" by or on behalf of a gov- owned by or rented to an "insured" with re-
ernmental authority for damages because of spect to "pollutants" not in or upon a cov-
testing for, monitoring, cleaning up, remov- ered "auto" if:
ing, containing, treating, detoxifying or neu- (1) The "pollutants" or any property in
tralizing, or in any way responding to or as- which the "pollutants" are contained
sessing the effects of "pollutants". are upset, overturned or damaged as
"Covered pollution cost or expense" does not a result of the maintenance or use of
include any cost or expense arising out of the a covered "auto"; and
actual, alleged or threatened discharge, disper- (2) The discharge, dispersal, seepage,
sal, seepage, migration, release or escape of migration, release or escape of the
"pollutants": "pollutants" is caused directly by such
a. That are, or that are contained in any upset, overturn or damage.
property that is:
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E. "Diminution in value" means the actual or per- b. That pertains to the loan, lease or rental
ceived loss in market value or resale value of an "auto" to you or any of your "em-
which results from a direct and accidental ployees", if the "auto" is loaned, leased
"loss". or rented with a driver; or
F. "Employee" includes a "leased worker". "Em- c. That holds a person or organization en-
ployee" does not include a "temporary worker". gaged in the business of transporting
G. "Insured" means any person or organization property by "auto" for hire harmless for
qualifying as an insured in the Who Is An In- your use of a covered "auto" over a route
sured provision of the applicable coverage. Ex- or territory that person or organization is
cept with respect to the Limit of Insurance, the authorized to serve by public authority.
coverage afforded applies separately to each I. "Leased worker" means a person leased to you
insured who is seeking coverage or against by a labor leasing firm under an agreement
whom a claim or "suit" is brought. between you and the labor leasing firm, to per-
H. "Insured contract" means: form duties related to the conduct of your busi-
ness. "Leased worker" does not include a "tem-
1. A lease of premises; porary worker".
2. A sidetrack agreement; J. "Loss" means direct and accidental loss or
3. Any easement or license agreement, except damage.
in connection with construction or demolition K. "Mobile equipment" means any of the following
operations on or within 50 feet of a railroad; types of land vehicles, including any attached
4. An obligation, as required by ordinance, to machinery or equipment:
indemnify a municipality, except in connec- 1. Bulldozers, farm machinery, forklifts and
tion with work for a municipality; other vehicles designed for use principally
5. That part of any other contract or agreement off public roads;
pertaining to your business (including an in- 2. Vehicles maintained for use solely on or next
demnification of a municipality in connection to premises you own or rent;
with work performed for a municipality) un-
der which you assume the tort liability of an- 3. Vehicles that travel on crawler treads;
other to pay for "bodily injury" or "property 4. Vehicles, whether self-propelled or not,
damage" to a third party or organization. maintained primarily to provide mobility to
Tort liability means a liability that would be permanently mounted:
imposed by law in the absence of any con- a. Power cranes, shovels, loaders, diggers
tract or agreement; or drills; or
6. That part of any contract or agreement en- b. Road construction or resurfacing equip-
tered into, as part of your business, pertain- ment such as graders, scrapers or roll-
ing to the rental or lease, by you or any of ers.
your "employees", of any "auto". However,
such contract or agreement shall not be 5. Vehicles not described in Paragraph 1., 2., 3.,
considered an "insured contract" to the ex- or 4. above that are not self-propelled and
tent that it obligates you or any of your "em- are maintained primarily to provide mobility
ployees" to pay for "property damage" to any to permanently attached equipment of the
"auto" rented or leased by you or any of following types:
your "employees". a. Air compressors, pumps and generators,
An "insured contract" does not include that part including spraying, welding, building
of any contract or agreement: cleaning, geophysical exploration, lighting
and well servicing equipment; or
a. That indemnifies a railroad for "bodily
injury" or "property damage" arising out b. Cherry pickers and similar devices used
of construction or demolition operations, to raise or lower workers.
within 50 feet of any railroad property and 6. Vehicles not described in Paragraph 1., 2., 3.
affecting any railroad bridge or trestle, or 4. above maintained primarily for pur-
tracks, roadbeds, tunnel, underpass or poses other than the transportation of per-
crossing; or sons or cargo. However, self-propelled vehi-
cles with the following types of permanently
attached equipment are not "mobile equip-
ment" but will be considered "autos":
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a. Equipment designed primarily for: M. "Property damage" means damage to or loss of
(1) Snow removal; use of tangible property.
(2) Road maintenance, but not construc- N. "Suit" means a civil proceeding in which:
tion or resurfacing; or 1. Damages because of "bodily injury" or
(3) Street cleaning; "property damage"; or
b. Cherry pickers and similar devices 2. A "covered pollution cost or expense",
mounted on automobile or truck chassis to which this insurance applies, are alleged.
and used to raise or lower workers; and "Suit" includes:
c. Air compressors, pumps and generators, a. An arbitration proceeding in which such
including spraying, welding, building damages or "covered pollution costs or
cleaning, geophysical exploration, lighting expenses" are claimed and to which the
or well servicing equipment. "insured" must submit or does submit
However, "mobile equipment" does not include with our consent; or
land vehicles that are subject to a compulsory b. Any other alternative dispute resolution
or financial responsibility law or other motor proceeding in which such damages or
vehicle insurance law where it is licensed or "covered pollution costs or expenses" are
principally garaged. Land vehicles subject to a claimed and to which the insured submits
compulsory or financial responsibility law or with our consent.
other motor vehicle insurance law are consid-
ered "autos". O. "Temporary worker" means a person who is
furnished to you to substitute for a permanent
L."Pollutants" means any solid, liquid, gaseous or "employee" on leave or to meet seasonal or
thermal irritant or contaminant, including short-term workload conditions.
smoke, vapor, soot, fumes, acids, alkalis,
chemicals and waste. Waste includes materials P. "Trailer" includes semitrailer.
to be recycled, reconditioned or reclaimed.
578
Page 12 of 12 Copyright, ISO Properties, Inc., 2005 CA 00 01 03 06
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
THE ONLY SIGNATURES APPLICABLE TO THIS POLICY ARE THOSE REPRESENTING THE COMPANY NAMED
ON THE FIRST PAGE OF THE DECLARATIONS.
In Witness Whereof, this company has caused this policy to be signed by its President and Secretary and
countersigned on the declarations page, where required, by a duly authorized agent of the company.
John C. Roche Charles Frederick Cronin
President Secretary
SIG-1100 11 17 Page 1 of 1
579
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY.
GEORGIAUNINSUREDMOTORISTSCOVERAGE-
ADDEDONTOAT-FAULT LIABILITY LIMITS
For a covered "auto" licensed or principally garaged in, or "garage operations" conducted in, Georgia, this
endorsement modifies insurance provided under the following:
BUSINESS AUTO COVERAGE FORM
GARAGE COVERAGE FORM
MOTOR CARRIER COVERAGE FORM
TRUCKERS COVERAGE FORM
With respect to coverage provided by this endorsement, the provisions of the Coverage Form apply unless
modified by the endorsement.
This endorsement changes the policy effective on the inception date of the policy unless another date is
indicated below.
Named Insured:
Endorsement Effective Date:
SCHEDULE
Limit Of Insurance: $ Each "Accident"
Indicate with an "X" in the appropriate box the desired deductible option. Any amount payable for damages
under this coverage will be in excess of the applicable deductible option.
Deductible Option
No deductible applies.
$ 500 each "accident"
$ 1,000 each "accident"
$ 2,000 each "accident"
Information required to complete this Schedule, if not shown above, will be shown in the Declarations.
CA 31 37 01 09 580
Copyright, Insurance Services Office, Inc., 2008 Page 1 of 4
DeKalb PATH Academy Exhibit 16 Addendum
A. Coverage b. Anyone for damages he or she is entitled
1. We will pay all sums in excess of the to recover because of "bodily injury"
applicable deductible option shown in the sustained by another "insured".
Schedule or Declarations that the "insured" c. The Named Insured for "property
is legally entitled to recover as damage" only.
compensatory damages from the owner or C. Exclusions
driver of an "uninsured motor vehicle". The
damages must result from "bodily injury" This insurance does not apply to:
including loss of consortium, sustained by 1. Any claim settled without our consent.
the "insured" or "property damage" caused However, this exclusion does not apply to a
by an "accident". The owner's or driver's settlement made with the insurer of a vehicle
liability for these damages must result from described in Paragraph b. of the definition of
the ownership, maintenance or use of the "uninsured motor vehicle", if the settlement
"uninsured motor vehicle". is made in accordance with GA CODE ANN.
2. We will pay under this coverage only after Section 33-24-41.1 and the payment of such
the limits of liability under any applicable settlement exhausts the limits of the
liability bonds or policies have been applicable liability bonds or policies.
exhausted by payment of judgments or 2. The direct or indirect benefit of any insurer
settlements. However, if a settlement is or self-insurer under any workers'
made between an "insured" and the insurer compensation, disability benefits or similar
of a vehicle described in Paragraph b. of the law.
definition of "uninsured motor vehicle" for an
3. The direct or indirect benefit of any insurer
amount that does not exhaust the limits of
of property.
liability under any applicable liability bonds
or policies, we will not pay under this 4. Anyone using a vehicle without a reasonable
coverage unless we previously consented to belief that the person is entitled to do so.
such settlement in writing. 5. "Property damage" for which the "insured"
3. Any default judgment arising out of a "suit" has been compensated by other property or
for damages against anyone alleged to be physical damage coverage.
legally responsible is not binding on us. 6. Punitive or exemplary damages.
B. Who Is An Insured 7. "Bodily injury" or "property damage" arising
If the Named Insured is designated in the directly or indirectly out of:
Declarations as: a. War, including undeclared or civil war;
1. An individual, then the following are b. Warlike action by a military force,
"insureds": including action in hindering or defending
a. The Named Insured and any "family against an actual or expected attack, by
members". any government, sovereign or other
authority using military personnel or
b. Anyone else "occupying" a covered
other agents; or
"auto" or a temporary substitute for a
covered "auto". The covered "auto" must c. Insurrection, rebellion, revolution,
be out of service because of its usurped power, or action taken by
breakdown, repair, servicing, "loss" or governmental authority in hindering or
destruction. defending against any of these.
c. Anyone for damages he or she is entitled D. Limit Of Insurance
to recover because of "bodily injury" 1. Regardless of the number of covered
sustained by another "insured". "autos", "insureds", premiums paid, claims
2. A partnership, limited liability company, made or vehicles involved in the "accident",
corporation or any other form of the most we will pay for all damages
organization, then the following are resulting from any one "accident" is the limit
"insureds": of Uninsured Motorists Coverage shown in
the Schedule or Declarations.
a. Anyone "occupying" a covered "auto" or
a temporary substitute for a covered 2. No one will be entitled to receive duplicate
"auto". The covered "auto" must be out of payments for the same elements of "loss"
service because of its breakdown, repair, under this Coverage Form, any Liability
servicing, "loss" or destruction. Coverage Form or any Medical Payments
581
CA 31 37 01 09 Copyright, Insurance Services Office, Inc., 2008 Page 2 of 4
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
Coverage Endorsement attached to this Or Loss is changed by adding the following:
Coverage Part. a. Promptly notify the police if a hit-and-run
We will not make a duplicate payment under driver is involved; and
this coverage for any element of "loss" for
b. Promptly send us copies of the legal
which payment has been made by or for papers if a "suit" is brought.
anyone who is legally responsible.
3. Transfer Of Rights Of Recovery Against
We will not pay for any element of "loss" if a
Others To Us is also changed by adding the
person is entitled to receive payment for the following:
same element of "loss" under any workers'
compensation law, exclusive of If we make any payment and the "insured"
non-occupational disability benefits. recovers from another party, the "insured"
shall hold the proceeds in trust for us and
3. We will not pay for any "property damage"
pay us back the amount we have paid.
that is paid or payable under Physical
Damage Coverage. We shall be entitled to the rights to recover
damages from another only after the
E. Changes In Conditions "insured" has been fully compensated for
The conditions of the policy are changed for damages.
Uninsured Motorists Coverage as follows:
4. The Two Or More Coverage Forms Or
1. Paragraph c. of the Other Insurance Policies Issued By Us Condition does not
Condition in the Business Auto and Garage apply to the Named Insured or if the Named
Coverage Forms and Paragraph e. in the Insured is an individual, any "family
Other Insurance - Primary And Excess member".
Insurance Provisions Condition in the
F. Additional Definitions
Truckers and Motor Carrier Coverage Forms
are replaced by the following: As used in this endorsement:
If there is other applicable similar insurance 1. "Family member" means a person related to
available under more than one policy: an individual Named Insured by blood,
marriage or adoption who is a resident of
(1) The following priorities of recovery
apply: such Named Insured's household, including
a ward or foster child.
First The policy affording Uninsured and 2. "Occupying" means in, upon, getting in, on,
Underinsured Motorists Coverage to out or off.
the "insured" as a Named Insured or
if the Named Insured is an individual, 3. "Property Damage" means:
any "family member". a. Injury to or destruction of a covered
Second The Uninsured and Underinsured "auto" or its resulting loss of use;
Motorists Coverage applicable to the
b. Injury to or destruction of property
vehicle the "insured" was "occupying"
contained in the covered "auto" and
at the time of the "accident". owned by the Named Insured, or if the
(2) We will pay only our share. Our share Named Insured is an individual, any
is the proportion that the Limit of "family member"; or
Insurance of our Coverage Form bears c. Injury or destruction of property contained
to the total of the limits of all the in the covered "auto" and owned by
Coverage Forms and policies covering anyone else "occupying" the covered
on the same basis. "auto".
The reference in Other Insurance in the 4. "Uninsured motor vehicle" means a land
Business Auto and Garage Coverage Forms and motor vehicle or "trailer":
Other Insurance - Primary And Excess a. For which there is neither:
Insurance Provisions in the Truckers and Motor
Carrier Coverage Forms to "other collectible (1) Cash or securities on file with the
insurance" applies only to other collectible Georgia Commissioner of Public
uninsured motorists insurance. Safety; nor
2. Duties In The Event Of Accident, Claim, Suit (2) A liability bond or policy;
582
CA 31 37 01 09 Copyright, Insurance Services Office, Inc., 2008 Page 3 of 4
DeKalb PATH Academy Exhibit 16 Addendum
applicable at the time of the "accident". d. That is a hit-and-run vehicle and neither
b. That is an underinsured motor vehicle. An the driver nor owner can be identified.
underinsured motor vehicle is a land The vehicle must either:
motor vehicle or "trailer" for which the
(1) Hit an "insured", a covered "auto" or a
sum of the limits of all liability bonds or vehicle an "insured" is "occupying"; or
policies applicable at the time of the
"accident" either: (2) Cause "bodily injury" or "property
damage" with no physical contact with
(1) Is not enough to pay the full amount
an "insured", a covered "auto" or a
the covered "insured" is legally
vehicle an "insured" is "occupying" at
entitled to recover as damages; or
the time of the "accident" provided the
(2) Has been reduced by payment of facts of the "accident" can be
claims to an amount which is not corroborated by an eyewitness to the
enough to pay the full amount the "accident" other than the "insured"
covered "insured" is legally entitled to making the claim.
recover as damages.
However, "uninsured motor vehicle" does not
c. For which an insuring or bonding include any vehicle designed for use mainly
company legally denies coverage or is or off public roads while not on public roads.
becomes insolvent; or
CA 31 37 01 09 Copyright, Insurance583
Services Office, Inc., 2008 Page 4 of 4
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY.
GEORGIA CHANGES
For a covered "auto" licensed or principally garaged in Georgia, this endorsement modifies insurance pro-
vided under the following:
BUSINESS AUTO COVERAGE FORM
BUSINESS AUTO PHYSICAL DAMAGE COVERAGE FORM
MOTOR CARRIER COVERAGE FORM
TRUCKERS COVERAGE FORM
With respect to coverage provided by this endorsement, the provisions of the Coverage Form apply unless
modified by the endorsement.
A. Changes In Liability Coverage D. Paragraph 2.a. of Duties In The Event Of Acci-
1. Liability Coverage is primary for an "auto" dent, Claim, Suit Or Loss is replaced by the fol-
you don't own if operated by the "insured" lowing:
and owned by a retail seller of "autos". a. In the event of "accident", claim, "suit" or
2. If you are a retail seller of "autos", the insur- "loss", we or our representative must re-
ance is excess for an "auto" you own if op- ceive prompt notice of the "accident" or
erated by an "insured" other than you or "loss". Include:
your "employee". (1) How, when and where the "accident"
3. The Expected Or Intended Injury Exclusion is or "loss" occurred;
replaced by the following: (2) The "insured's" name and address;
This insurance does not apply to "bodily in- and
jury" or "property damage" expected or in- (3) To the extent possible, the names and
tended from the standpoint of the "insured". addresses of any injured persons and
However, this exclusion does not apply for witnesses.
coverage up to the minimum limit specified The requirement for giving notice of a claim,
by the Georgia Motor Vehicle Safety Re- if not satisfied by the "insured" within 30
sponsibility Act. days of the date of the "accident", may be
B. Changes In Physical Damage Coverage satisfied by an injured third party who, as
the result of such "accident", has a claim
1. If collision coverage is provided, the collision against the "insured". However, in this event,
coverage is primary for an "auto" you don't notice of a claim given by an injured third
own if operated by the "insured" and owned party must be mailed to us.
by a retail seller of "autos".
E. The Concealment, Misrepresentation Or Fraud
2. If you are a retail seller of "autos", the colli- Condition is replaced by the following:
sion insurance is excess for an "auto" you
own if operated by an "insured" other than CONCEALMENT, MISREPRESENTATION OR
you or your "employee". FRAUD
3. The "Diminution In Value" exclusion does not We will not pay for any "loss" or damage in any
apply. case of:
C. Paragraph A.6. of the Cancellation Common 1. Concealment or misrepresentation of a ma-
Policy Condition is replaced by the following: terial fact; or
If notice is mailed, a receipt provided by, or 2. Fraud
such other evidence of mailing as prescribed or committed by you or any other "insured", at any
accepted by, the U.S. Postal Service shall be time, and relating to coverage under this policy.
sufficient proof of notice.
584
CA 01 09 10 04 Copyright, ISO Properties, Inc., 2004 Page 1 of 2
DeKalb PATH Academy Exhibit 16 Addendum
F. The last sentence in the Appraisal For Physical
Damage Loss Condition in the Business Auto,
Motor Carrier and Truckers Coverage Forms
and the Appraisal Condition in the Business
Auto Physical Damage Coverage Form is re-
placed by the following:
We do not waive any of our rights under this
policy by agreeing to an appraisal.
585
Page 2 of 2 Copyright, ISO Properties, Inc., 2004 CA 01 09 10 04
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
COMMON POLICY CONDITIONS
All Coverage Parts included in this policy are subject to the following conditions.
A. Cancellation b. Give you reports on the conditions we
1. The first Named Insured shown in the Decla- find; and
rations may cancel this policy by mailing or c. Recommend changes.
delivering to us advance written notice of 2. We are not obligated to make any inspec-
cancellation. tions, surveys, reports or recommendations
2. We may cancel this policy by mailing or de- and any such actions we do undertake relate
livering to the first Named Insured written only to insurability and the premiums to be
notice of cancellation at least: charged. We do not make safety inspections.
a. 10 days before the effective date of can- We do not undertake to perform the duty of
cellation if we cancel for nonpayment of any person or organization to provide for the
premium; or health or safety of workers or the public. And
we do not warrant that conditions:
b. 30 days before the effective date of can-
cellation if we cancel for any other rea- a. Are safe or healthful; or
son. b. Comply with laws, regulations, codes or
3. We will mail or deliver our notice to the first standards.
Named Insured's last mailing address known 3. Paragraphs 1. and 2. of this condition apply
to us. not only to us, but also to any rating, advi-
4. Notice of cancellation will state the effective sory, rate service or similar organization
date of cancellation. The policy period will which makes insurance inspections, surveys,
end on that date. reports or recommendations.
5. If this policy is cancelled, we will send the 4. Paragraph 2. of this condition does not apply
first Named Insured any premium refund to any inspections, surveys, reports or rec-
due. If we cancel, the refund will be pro rata. ommendations we may make relative to cer-
If the first Named Insured cancels, the refund tification, under state or municipal statutes,
may be less than pro rata. The cancellation ordinances or regulations, of boilers, pres-
will be effective even if we have not made or sure vessels or elevators.
offered a refund. E. Premiums
6. If notice is mailed, proof of mailing will be The first Named Insured shown in the Declara-
sufficient proof of notice. tions:
B. Changes 1. Is responsible for the payment of all premi-
This policy contains all the agreements between ums; and
you and us concerning the insurance afforded. 2. Will be the payee for any return premiums
The first Named Insured shown in the Declara- we pay.
tions is authorized to make changes in the F. Transfer Of Your Rights And Duties Under This
terms of this policy with our consent. This pol- Policy
icy's terms can be amended or waived only by
endorsement issued by us and made a part of Your rights and duties under this policy may not
this policy. be transferred without our written consent ex-
cept in the case of death of an individual named
C. Examination Of Your Books And Records insured.
We may examine and audit your books and rec- If you die, your rights and duties will be trans-
ords as they relate to this policy at any time ferred to your legal representative but only
during the policy period and up to three years while acting within the scope of duties as your
afterward. legal representative. Until your legal represen-
D. Inspections And Surveys tative is appointed, anyone having proper tem-
1. We have the right to: porary custody of your property will have your
rights and duties but only with respect to that
a. Make inspections and surveys at any property.
time;
586
IL 00 17 11 98 Copyright, Insurance Services Office, Inc., 1998 Page 1 of 1
DeKalb PATH Academy Exhibit 16 Addendum
THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY.
NUCLEAR ENERGY LIABILITY EXCLUSION
ENDORSEMENT
(Broad Form)
This endorsement modifies insurance provided under the following:
COMMERCIAL AUTOMOBILE COVERAGE PART
COMMERCIAL GENERAL LIABILITY COVERAGE PART
FARM COVERAGE PART
LIQUOR LIABILITY COVERAGE PART
MEDICAL PROFESSIONAL LIABILITY COVERAGE PART
OWNERS AND CONTRACTORS PROTECTIVE LIABILITY COVERAGE PART
POLLUTION LIABILITY COVERAGE PART
PRODUCTS/COMPLETED OPERATIONS LIABILITY COVERAGE PART
RAILROAD PROTECTIVE LIABILITY COVERAGE PART
UNDERGROUND STORAGE TANK POLICY
1. The insurance does not apply: C. Under any Liability Coverage, to "bodily in-
A. Under any Liability Coverage, to "bodily in- jury" or "property damage" resulting from
jury" or "property damage": "hazardous properties" of "nuclear material",
if:
(1) With respect to which an "insured" under
the policy is also an insured under a nu- (1) The "nuclear material" (a) is at any "nu-
clear energy liability policy issued by Nu- clear facility" owned by, or operated by or
clear Energy Liability Insurance Associa- on behalf of, an "insured" or (b) has been
tion, Mutual Atomic Energy Liability discharged or dispersed therefrom;
Underwriters, Nuclear Insurance Associa- (2) The "nuclear material" is contained in
tion of Canada or any of their successors, "spent fuel" or "waste" at any time pos-
or would be an insured under any such sessed, handled, used, processed, stored,
policy but for its termination upon ex- transported or disposed of, by or on be-
haustion of its limit of liability; or half of an "insured"; or
(2) Resulting from the "hazardous proper- (3) The "bodily injury" or "property damage"
ties" of "nuclear material" and with re- arises out of the furnishing by an "in-
spect to which (a) any person or organi- sured" of services, materials, parts or
zation is required to maintain financial equipment in connection with the plan-
protection pursuant to the Atomic Energy ning, construction, maintenance, opera-
Act of 1954, or any law amendatory there- tion or use of any "nuclear facility", but if
of, or (b) the "insured" is, or had this poli- such facility is located within the United
cy not been issued would be, entitled to States of America, its territories or pos-
indemnity from the United States of sessions or Canada, this exclusion (3) ap-
America, or any agency thereof, under plies only to "property damage" to such
any agreement entered into by the United "nuclear facility" and any property there-
States of America, or any agency thereof, at.
with any person or organization. 2. As used in this endorsement:
B. Under any Medical Payments coverage, to "Hazardous properties" includes radioactive,
expenses incurred with respect to "bodily in- toxic or explosive properties.
jury" resulting from the "hazardous proper-
ties" of "nuclear material" and arising out of "Nuclear material" means "source material",
the operation of a "nuclear facility" by any "special nuclear material" or "by-product mate-
person or organization. rial".
IL 00 21 09 08 Copyright, ISO Properties,
587 Inc., 2007 Page 1 of 2
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
"Source material", "special nuclear material", (c) Any equipment or device used for the
and "by-product material" have the meanings processing, fabricating or alloying of
given them in the Atomic Energy Act of 1954 or "special nuclear material" if at any time
in any law amendatory thereof. the total amount of such material in the
"Spent fuel" means any fuel element or fuel custody of the "insured" at the premises
component, solid or liquid, which has been used where such equipment or device is lo-
or exposed to radiation in a "nuclear reactor". cated consists of or contains more than
25 grams of plutonium or uranium 233 or
"Waste" means any waste material (a) containing any combination thereof, or more than
"by-product material" other than the tailings or 250 grams of uranium 235;
wastes produced by the extraction or concentra-
tion of uranium or thorium from any ore pro- (d) Any structure, basin, excavation, prem-
cessed primarily for its "source material" content, ises or place prepared or used for the
and (b) resulting from the operation by any per- storage or disposal of "waste";
son or organization of any "nuclear facility" in- and includes the site on which any of the fore-
cluded under the first two paragraphs of the def- going is located, all operations conducted on
inition of "nuclear facility". such site and all premises used for such opera-
"Nuclear facility" means: tions.
(a) Any "nuclear reactor"; "Nuclear reactor" means any apparatus de-
signed or used to sustain nuclear fission in a
(b) Any equipment or device designed or self-supporting chain reaction or to contain a
used for (1) separating the isotopes of critical mass of fissionable material.
uranium or plutonium, (2) processing or
utilizing "spent fuel", or (3) handling, "Property damage" includes all forms of radio-
processing or packaging "waste"; active contamination of property.
Page 2 of 2 Copyright, ISO Properties,
588 Inc., 2007 IL 00 21 09 08
DeKalb PATH Academy Exhibit 16 Addendum
IL 02 62 02 24
THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY.
GEORGIA CHANGES - CANCELLATION
AND NONRENEWAL
This endorsement modifies insurance provided under the following:
CAPITAL ASSETS PROGRAM (OUTPUT POLICY) COVERAGE PART
COMMERCIAL AUTOMOBILE COVERAGE PART
COMMERCIAL GENERAL LIABILITY COVERAGE PART
COMMERCIAL INLAND MARINE COVERAGE PART
COMMERCIAL PROPERTY COVERAGE PART
CRIME AND FIDELITY COVERAGE PART
EQUIPMENT BREAKDOWN COVERAGE PART
FARM COVERAGE PART
LIQUOR LIABILITY COVERAGE PART
MEDICAL PROFESSIONAL LIABILITY COVERAGE PART
POLLUTION LIABILITY COVERAGE PART
PRODUCTS/COMPLETED OPERATIONS LIABILITY COVERAGE PART
A. Paragraph A.1. of the Cancellation Common b. If by statute, regulation or
Policy Condition is replaced by the following: contract this policy may not
1. The first Named Insured shown in the be cancelled unless notice is
Declarations may cancel this policy by: given to a governmental agency,
mortgagee or other third party, we will
a. Returning this policy to us; or mail or deliver at least 10 days' notice
b. Giving us or our authorized agent to the first Named Insured and the third
advance notice of cancellation in one of party as soon as practicable after
the following ways: receiving the first Named Insured's
request for cancellation.
(1) Orally;
(2) Electronically; or Our notice will state the effective date
(3) Mailing or delivering to us written of cancellation, which will be the later
notice; of the following:
(1) 10 days from the date of mailing or
stating a future date on which the policy is delivering our notice; or
to be cancelled, subject to the following:
(2) The effective date of cancellation
a. If only the interest of the first Named stated in the first Named Insured's
Insured is affected, the effective date of notice to us.
cancellation will be either the date:
(1) This policy is returned to us; c. In the event of oral cancellation, we
shall, within 10 days provide the first
(2) We receive notice from the first Named Insured, electronically or in
Named Insured; or writing, confirmation of such requested
(3) Specified in the notice; cancellation.
whichever is later. d. We may require that the first Named
However, upon receiving a notice of Insured provide written, electronic or
cancellation from the first Named other recorded verification of the
Insured, we may waive the requirement request for cancellation prior to such
that the notice state the future date of cancellation taking effect.
cancellation, by confirming the date and
time of cancellation to the first Named
Insured.
IL 02 62 02 24 Copyright, Insurance Services Office, Inc., 2023 Page 1 of 3
589
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
B. Paragraph A.5. of the Cancellation Common Policy b. 45 days before the effective date of
Condition is replaced by the following: cancellation if this policy has been in
effect 60 or more days and we cancel
5. Premium Refund for a reason other than nonpayment
of premium;
a. If this policy is cancelled, we will send the first c. 45 days before the expiration date of
Named Insured any premium refund due. this policy if we decide to nonrenew
or increase the premium; or
b. If we cancel, the refund will be pro rata, except
as provided in c. below. d. 45 days prior to the effective date of
the proposed change which would
c. If the cancellation results from failure of the first limit, restrict or remove coverage and
Named Insured to pay, when due, any premium which would result in a reduction of
to us or any amount, when due, under a coverage as specified in GA. CODE
premium finance agreement, then the refund ANN.ss33-24-47(g).
may be less than pro rata. Calculation of the D. The following provisions apply to insurance
return premium at less than pro rata represents covering residential real property only
a penalty charged on unearned premium. provided under the:
Capital Assets Program (Output Policy)
d. If the first Named Insured cancels, the refund Coverage Part;
may be less than pro rata. Commercial Property Coverage Part;
Farm Coverage Part;
e. The cancellation will be effective even if we
have not made or offered a refund. if the named insured is a natural person.
With respect to such insurance, the
C. The following is added to the Cancellation Common following is added to the Cancellation
Policy Condition and supersedes any other provisions Common Policy Condition and supersedes
to the contrary: any provisions to the contrary except as
applicable as described in Paragraph E.:
If we decide to:
1. When this policy has been in effect for 60
1. Cancel or nonrenew this policy; days or less and is not a renewal with
us, we may cancel for any reason by
2. Increase current policy premium by more than 15% notifying the first Named Insured at least
(other than any increase due to change in risk, 10 days before the date cancellation
exposure or experience modification or resulting takes effect.
from an audit of auditable coverages); or 2. When this policy has been in effect for
more than 60 days, or at any time if it is
3. Change any policy provision which would limit,
a renewal with us, we may cancel for
restrict or remove coverage and which would one or more of the following reasons:
result in a reduction of coverage as specified in
GA. CODE ANN. ss 33-24-47(g); a. Nonpayment of premium, whether
payable to us or to our agent;
then: b. Upon discovery of fraud, concealment
We will mail or deliver notice of our action as of a material fact, or material
described in Paragraphs 1. and 2. above to the first misrepresentation made by or with
Named Insured and lienholder, if any, at the last the knowledge of any person insured
mailing address known to us. We will mail or deliver under this policy in obtaining this
notice of our action regarding any change in policy policy, continuing this policy or
provisions as described in Paragraph 3. above to the presenting a claim under this policy;
first Named Insured. Except as applicable as c. Upon the occurrence of a change in
described in Paragraph D. or E. below, we will mail or the risk which substantially increases
deliver notice at least: any hazard insured against; or
a. 10 days before the effective date of cancellation d. Upon the violation of any of the
if this policy has been in effect less than 60 material terms or conditions of this
days or if we cancel for nonpayment of policy by any person insured under
premium; this policy.
Page 2 of 3 Copyright, Insurance Services Office, Inc., 2023 IL 02 62 02 24
590
DeKalb PATH Academy Exhibit 16 Addendum
We may cancel by providing notice to the first 2. If we cancel this policy based on your failure to
Named Insured at least: submit to or allow an audit, we will send the
(1) 10 days before the effective date of written notice of cancellation to the first Named
cancellation if we cancel for nonpayment Insured at the last known mailing address by
of premium; or certified mail or statutory overnight delivery
with return receipt requested.
(2) 45 days before the effective date of
cancellation if we cancel for any of the
reasons listed in b., c. or d. above.
E. With respect to a policy that is written to permit an
audit, the following is added to the Cancellation
Common Policy Condition:
If you fail to submit to or allow an audit for the
current or most recently expired term, we may
cancel this policy subject to the following:
1. We will make two documented efforts to send
you and your agent notification of potential
cancellation. After the second notice has been
sent, we have the right to cancel this policy by
mailing or delivering a written notice of
cancellation to the first Named Insured at least
10 days before the effective date of cancellation,
but not within 20 days of the first documented
effort.
IL 02 62 02 24 Copyright, Insurance Services Office, Inc., 2023 Page 3 of 3
591
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY
EXCLUSION - ABUSE OR MOLESTATION
This endorsement modifies insurance provided under the following:
BUSINESS AUTO COVERAGE FORM
GARAGE COVERAGE FORM
The following is added to SECTION II - LIABILITY b. The negligent:
COVERAGE, B. Exclusions: (1) Employment;
This insurance does not apply to "bodily injury" or (2) Investigation;
"property damage" arising out of: (3) Supervision;
Abuse or Molestation (4) Reporting to the proper authorities, or
This insurance does not apply to "bodily injury" or failure to so report; or
"property damage" arising out of: (5) Retention;
a. The actual or threatened abuse or molestation of a person for whom any insured is or ever
by anyone of any person, whether or not the was legally responsible and whose conduct
abuse or molestation was specifically intended would be excluded by paragraph a. above.
or resulted from negligent conduct, or whether For the purposes of this endorsement, abuse means
or not any insured subjectively intended the an act that is committed with the intent to cause
injury or damage for which a claim is made; or harm.
ALL OTHER TERMS, CONDITIONS, AND EXCLUSIONS REMAIN UNCHANGED.
461-0246 07 16 Includes copyrighted materials of Insurance Services Office, Inc., with its permission. Page 1 of 1
592
DeKalb PATH Academy Exhibit 16 Addendum
THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY.
AUTO MEDICAL PAYMENTS COVERAGE
This endorsement modifies insurance provided under the following:
BUSINESS AUTO COVERAGE FORM
GARAGE COVERAGE FORM
MOTOR CARRIER COVERAGE FORM
TRUCKERS COVERAGE FORM
With respect to coverage provided by this en- 4. "Bodily injury" to your "employee" arising
dorsement, the provisions of the Coverage Form out of and in the course of employment by
apply unless modified by the endorsement. you. However, we will cover "bodily injury"
A. Coverage to your domestic "employees" if not entitled
to workers' compensation benefits. For the
We will pay reasonable expenses incurred for purposes of this endorsement, a domestic
necessary medical and funeral services to or for "employee" is a person engaged in house-
an "insured" who sustains "bodily injury" hold or domestic work performed principally
caused by "accident". We will pay only those in connection with a residence premises.
expenses incurred, for services rendered within
three years from the date of the "accident". 5. "Bodily injury" to an "insured" while working
in a business of selling, servicing, repairing
B. Who Is An Insured or parking "autos" unless that business is
1. You while "occupying" or, while a pedes- yours.
trian, when struck by any "auto". 6. "Bodily injury" arising directly or indirectly
2. If you are an individual, any "family member" out of:
while "occupying" or, while a pedestrian, a. War, including undeclared or civil war;
when struck by any "auto".
b. Warlike action by a military force, includ-
3. Anyone else "occupying" a covered "auto" or ing action in hindering or defending
a temporary substitute for a covered "auto". against an actual or expected attack, by
The covered "auto" must be out of service any government, sovereign or other
because of its breakdown, repair, servicing, authority using military personnel or
loss or destruction. other agents; or
C. Exclusions c. Insurrection, rebellion, revolution,
This insurance does not apply to any of the fol- usurped power, or action taken by gov-
lowing: ernmental authority in hindering or de-
1. "Bodily injury" sustained by an "insured" fending against any of these.
while "occupying" a vehicle located for use 7. "Bodily injury" to anyone using a vehicle
as a premises. without a reasonable belief that the person
2. "Bodily injury" sustained by you or any is entitled to do so.
"family member" while "occupying" or struck 8. "Bodily Injury" sustained by an "insured"
by any vehicle (other than a covered "auto") while "occupying" any covered "auto" while
owned by you or furnished or available for used in any professional racing or demolition
your regular use. contest or stunting activity, or while practic-
3. "Bodily injury" sustained by any "family ing for such contest or activity. This insur-
member" while "occupying" or struck by any ance also does not apply to any "bodily in-
vehicle (other than a covered "auto") owned jury" sustained by an "insured" while the
by or furnished or available for the regular "auto" is being prepared for such a contest
use of any "family member". or activity.
593
CA 99 03 03 06 Copyright, ISO Properties, Inc., 2005 Page 1 of 2
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
D. Limit Of Insurance E. Changes In Conditions
Regardless of the number of covered "autos", The Conditions are changed for Auto Medical
"insureds", premiums paid, claims made or ve- Payments Coverage as follows:
hicles involved in the "accident", the most we
will pay for "bodily injury" for each "insured" 1. The Transfer Of Rights Of Recovery Against
injured in any one "accident" is the Limit Of In- Others To Us Condition does not apply.
surance for Auto Medical Payments Coverage 2. The reference in Other Insurance in the
shown in the Declarations. Business Auto and Garage Coverage Forms
No one will be entitled to receive duplicate and Other Insurance - Primary And Excess
payments for the same elements of "loss" under Insurance Provisions in the Truckers and
this coverage and any Liability Coverage Form, Motor Carrier Coverage Forms to "other
Uninsured Motorists Coverage Endorsement or collectible insurance" applies only to other
Underinsured Motorists Coverage Endorsement collectible auto medical payments insurance.
attached to this Coverage Part. F. Additional Definitions
As used in this endorsement:
1. "Family member" means a person related to
you by blood, marriage or adoption who is a
resident of your household, including a ward
or foster child.
2. "Occupying" means in, upon, getting in, on,
out or off.
594
Page 2 of 2 Copyright, ISO Properties, Inc., 2005 CA 99 03 03 06
DeKalb PATH Academy Exhibit 16 Addendum
THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY.
BROADENED TOWING AND LABOR COVERAGE -
ANY VEHICLE AND INCREASED LIMITS
This endorsement modifies insurance provided under the following:
BUSINESS AUTO COVERAGE FORM
With respect to coverage provided by this endorsement, the provisions of the Coverage
Form apply unless modified by the endorsement.
Towing Limit Schedule
Private Passenger Type Vehicle Towing Limit $
Other than Private Passenger Type Vehicle Towing Limit $
(If no entry appears above, information required to complete this endorsement will be shown in the
Declarations as applicable to this endorsement.)
Under SECTION III - PHYSICAL DAMAGE COVERAGE, A. Coverage, Paragraph 2. is replaced with
the following:
2. Towing
We will pay up to the limit shown in the Schedule for towing and labor costs incurred each
time a covered "auto" is disabled. However, the labor must be performed at the place of
disablement.
461-0384 (12/09) 595 Page 1 of 1
DeKalb PATH Academy Exhibit 16 Addendum
AWA8799025 2909125
THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY.
PUBLIC TRANSPORTATION AUTOS
This endorsement modifies insurance provided under the following:
BUSINESS AUTO COVERAGE FORM
With respect to coverage provided by this endorsement, the provisions of the Coverage Form
apply unless modified by the endorsement.
LIABILITY COVERAGE for a covered "auto" licensed or used to transport the public is changed
as follows:
The CARE, CUSTODY OR CONTROL exclusion does not apply to "property damage" to or
"covered pollution cost or expense" involving property of the "insured's" passengers while
such property is carried by the covered "auto".
CA 24 02 12 93 Copyright, Insurance Services Office, Inc., 1993
596
DeKalb PATH Academy Exhibit 16 Addendum
Underwritten by Allmerica Financial Benefit
Insurance Company
POLICY NUMBER: BDA 1849428 07 CRIME AND FIDELITY
CR DS 02 08 13
COMMERCIAL CRIME POLICY
DECLARATIONS
In return for the payment of the premium, and subject to all the terms and conditions of this Policy, we agree with
you to provide the insurance as stated in this Policy.
Coverage Is Written:
Primary X Excess Coindemnity Concurrent
Company Name Area: Allmerica Financial Benefits Insurance Company
A Stock Company
440 Lincoln Street
Worcester, MA 01653
Producer Name Area: POINTENORTH INS GRP LLC
Named Insured: DEKALB PATH ACADEMY
(Also list any Employee Benefit Plan(s) included as Insureds)
Mailing Address: 3007 HERMANCE DRIVE NE
ATLANTA, GA 30319
Policy Period
From: 08/21/2024
To: 08/21/2025 12:01 AM at your mailing address shown above.
Limit Of Insurance Deductible Amount
Insuring Agreements Per Occurrence Per Occurrence
1. Employee Theft $ 250,000 $ 250,000
2. Forgery Or Alteration $ 250,000 $ 250,000
3. Inside The Premises – Theft Of Money And
Securities $ 250,000 $ 250,000
4. Inside The Premises – Robbery Or Safe
Burglary Of Other Property $ 250,000 $ 250,000
5. Outside The Premises $ 250,000 $ 250,000
6. Computer And Funds Transfer Fraud $ 250,000 $ 250,000
7. Money Orders And Counterfeit Money $ 250,000 $ 250,000
Coverage is provided only if an amount is shown opposite an Insuring Agreement. If the amount is left blank or
"Not Covered" is inserted, such Insuring Agreement and any other reference thereto in this Policy are deleted.
CR DS 02 08 13 597 Office, Inc., 2012
© Insurance Services Page 1 of 2
DeKalb PATH Academy Exhibit 16 Addendum
If Added By Endorsement:
Limit Of Insurance Deductible Amount
Insuring Agreement Per Occurrence Per Occurrence
Endorsements Forming Part Of This Policy When Issued:
CR DS 02 08 13 Commercial Crime Declarations
SIG-1100 11 17 Signature Page
CR 00 22 11 15 Commercial Crime Policy (Discovery Form)
CR 02 31 02 15 Georgia Changes
181-1802 02 22 Exclude False Pretenses
181-1806 02 22 Exclude Cyber Extortion CW
181-1851 02 22 Amend Computer And Funds Transfer Fraud Insuring Agreement
Cancellation Of Prior Insurance Issued By Us:
By acceptance of this Policy, you give us notice cancelling prior Policy Numbers
BDA 1849428 06 ; the cancellation to be effective at the time this Policy becomes effective.
Countersignature Of Authorized Representative
Name: John C. Roche
Title: President
Signature:
Date: 08/21/2024
CR DS 02 08 13 598 Office, Inc., 2012
© Insurance Services Page 2 of 2
DeKalb PATH Academy Exhibit 16 Addendum
THE ONLY SIGNATURES APPLICABLE TO THIS POLICY ARE THOSE REPRESENTING THE COMPANY
NAMED ON THE FIRST PAGE OF THE DECLARATIONS.
In Witness Whereof, this company has caused this policy to be signed by its President and Secretary and
countersigned on the declarations page, where required, by a duly authorized agent of the company.
John C. Roche Charles Frederick Cronin
President Secretary
SIG-1100 11 17 Page 1 of 1
599
DeKalb PATH Academy Exhibit 16 Addendum
CRIME AND FIDELITY
CR 00 22 11 15
COMMERCIAL CRIME POLICY
(DISCOVERY FORM)
Various provisions in this Policy restrict coverage. b. If you are sued f or ref using to pay any
Read the entire Policy carefully to determine rig hts, instrument covered in Paragraph 2.a., on
duties and what is or is not covered. the basis that it has been forged or altered,
Throughout this Policy, the word s " you" and " your" and you have our written consent to defend
ref er to the Named Insured shown in the Declarations. against the suit, we will pay f or any
The words "we", "us" and "our" ref er to the c ompany reasonable legal expenses that you incur
providing this insurance. and pay in that def ense. The amount that
we will pay f or such legal expenses is in
Other words and phrases that appear in quotation addition to the Limit of Insurance applicable
marks have special meaning. Ref er to Section F. to this Insuring Agreement.
Def initions.
3. Inside The Premises – Theft Of Money And
A. Insuring Agreements Securities
Coverage is provided under the following Insuring We will pay f or:
Agreements f or which a Limit Of Insurance is
shown in the Declarations and applies to loss t hat a. Loss of "money" and "securities" inside t he
you sustain resulting directly from an "occurrence" "premises" or "f inancial institution
taking place at any time which is "discov ered" by premises":
you during the Policy Period shown in the (1) Resulting directly from "theft" committed
Declarations or during the period of time provided by a person present inside such
in the Extended Period To Discover Loss "premises" or "f inancial institution
Condition E.1.j.: premises"; or
1. Employee Theft (2) Resulting directly from disappearance or
We will pay f or loss of or damage to " money" , destruction.
"securities" and "other property" resulting b. Loss from damage to the "premises" o r it s
directly f rom "thef t" committed by an exterior resulting directly from an ac tual o r
"employee", whether identified or no t, ac ting attempted "thef t" of "money" and
alone or in collusion with other persons. "securities", if you are the owner of the
For the purposes of this Insuring A greement , "premises" or are liable for damage to it.
"thef t" shall also include forgery. c. Loss of or damage to a locked saf e, v ault ,
2. Forgery Or Alteration cash register, cash box or cash drawer
located inside the "premises" resulting
a. We will pay f or loss resulting direct ly f rom directly from an actual or attempted " thef t"
"f orgery" or alteration of checks, draf ts, of , or unlawful entry into, those containers.
promissory notes, or similar written
promises, orders or directions to pay a sum 4. Inside The Premises – Robbery Or Safe
certain in "money" that are: Burglary Of Other Property
(1) Made or drawn by or drawn upon y ou; We will pay f or:
or a. Loss of or damage to "other property":
(2) Made or drawn by one acting as your (1) Inside the "premises" resulting direc tly
agent; f rom an actual or attempted "robbery" of
or that are purported to have been so made a "custodian"; or
or drawn. (2) Inside the "premises" in a safe or v ault
For the purposes of this Insuring resulting directly f rom an actual or
Agreement, a substitute check as defined in attempted "safe burglary".
the Check Clearing for the 21st Century Act
shall be treated the same as the original it
replaced.
CR 00 22 11 15 600 Office, Inc., 2015
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DeKalb PATH Academy Exhibit 16 Addendum
b. Loss from damage to the "premises" o r it s b. As used in Paragraph 6.a.(1), f raudulent
exterior resulting directly from an ac tual o r entry or f raudulent change of "electronic
attempted "robbery" or " saf e b urglary" of data" or "computer program" shall include
"other property", if you are the owner of t he such entry or change made by an
"premises" or are liable for damage to it. "employee" acting, in good f aith, upon a
c. Loss of or damage to a locked safe or vault "f raudulent instruction" received f rom a
located inside the "premises" resulting computer sof tware contractor who has a
directly f rom an actual or attempted written agreement with you to design,
"robbery" or "safe burglary". implement or service "computer programs "
f or a "computer system" covered under this
5. Outside The Premises Insuring Agreement.
We will pay f or: 7. Money Orders And Counterfeit Money
a. Loss of "money" and "securities" outs ide We will pay f or loss resulting directly from your
the "premises" in the care and custody of a having, in good faith, accepted in exchange for
"messenger" or an armored motor v ehicle merchandise, "money" or services:
company resulting directly f rom "thef t",
disappearance or destruction. a. Money orders issued by any post of f ice,
express company or "financial ins titut ion"
b. Loss of or damage to "other property" that are not paid upon presentation; or
outside the "premises" in the care and
custody of a "messenger" or an armored b. "Counterfeit money" that is acquired during
motor vehicle company resulting directly the regular course of business.
f rom an actual or attempted "robbery". B. Limit Of Insurance
6. Computer And Funds Transfer Fraud The most we will pay for all loss resulting d irect ly
a. We will pay f or: f rom an "occurrence" is the applicable Limit Of
Insurance shown in the Declarations.
(1) Loss resulting directly from a fraudulent:
If any loss is covered under more than one
(a) Entry of "electronic data" or Insuring Agreement or coverage, the most we will
"computer program" into; or pay f or such loss shall not exceed the largest Limit
(b) Change of "electronic data" or of Insurance available under any one of those
"computer program" within; Insuring Agreements or coverages.
any "computer system" owned, leas ed C. Deductible
or operated by you, provided the We will not pay for loss resulting direct ly f rom an
f raudulent entry or f raudulent change "occurrence" unless the amount of los s ex ceeds
causes, with regard to Paragraphs the Deductible Amount shown in the Declarations.
6.a.(1)(a) and 6.a.(1)(b): We will then pay the amount of loss in ex cess of
(i) "Money", "securities" or "other the Deductible Amount, up to the Limit of
property" to be transferred, paid Insurance.
or delivered; or D. Exclusions
(ii) Your account at a "f inancial 1. This Policy does not cover:
institution" to be debited or
deleted. a. Acts Committed By You, Your Partners
Or Your Members
(2) Loss resulting directly from a "fraudulent
instruction" directing a "f inancial Loss resulting f rom "thef t" or any other
institution" to debit your "transf er dishonest act committed by:
account" and to transfer, pay or deliver (1) You; or
"money" or "securities" f rom that (2) Any of your partners or "members";
account.
whether acting alone or in collusion with
other persons.
CR 00 22 11 15 601 Office, Inc., 2015
© Insurance Services Page 2 of 14
DeKalb PATH Academy Exhibit 16 Addendum
b. Acts Committed By Your Employees e. Data Security Breach
Learned Of By You Prior To The Policy Fees, costs, f ines, penalties and other
Period expenses incurred by you which are related
Loss caused by an "employee" if the to the access to or disclosure of another
"employee" had also committed " thef t" or person's or organization's conf idential or
any other dishonest act prior to the effective personal inf ormation including, but not
date of this Policy and you or any of y our limited to, patents, trade secrets,
partners, "members", "managers", officers, processing methods, customer lists,
directors or trustees, not in c ollusion wit h f inancial inf ormation, credit card
the "employee", learned of such " t hef t " or inf ormation, health information or any other
dishonest act prior to the Policy Period type of nonpublic information.
shown in the Declarations. f. Governmental Action
c. Acts Committed By Your Employees, Loss resulting from seizure or destruction of
Managers, Directors, Trustees Or property by order of governmental authority.
Representatives
g. Indirect Loss
Loss resulting f rom "thef t" or any other
dishonest act committed by any of your Loss that is an indirect result of an
"employees", "managers", directors, "occurrence" covered by this Policy
trustees or authorized representatives: including, but not limited to, loss res ulting
f rom:
(1) Whether acting alone or in collusion with
other persons; or (1) Your inability to realize income that y ou
would have realized had there been no
(2) While perf orming services f or you or loss of or damage to "money",
otherwise; "securities" or "other property";
except when covered under Insuring (2) Payment of damages of any type f or
Agreement A.1. which you are legally liable. But, we will
d. Confidential Or Personal Information pay compensatory damages arising
Loss resulting from: directly from a loss covered under t his
Policy; or
(1) The disclosure or use of another
person's or organization's confidential or (3) Payment of costs, f ees or other
personal information; or expenses you incur in establishing
either the existence or the amount of
(2) The disclosure of your conf idential or loss under this Policy.
personal inf ormation. However, this
Paragraph 1.d.(2) does not apply to loss h. Legal Fees, Costs And Expenses
otherwise covered under this Policy that Fees, costs and expenses incurred by you
results directly f rom the use of your which are related to any legal action, except
conf idential or personal information. when covered under Insuring Agreement
For the purposes of this exclusion, A.2.
conf idential or personal inf ormation i. Nuclear Hazard
includes, but is not limited to, patents, trade Loss or damage resulting f rom nuclear
secrets, processing methods, customer reaction or radiation, or radioactive
lists, f inancial inf ormation, credit card contamination, however caused.
inf ormation, health information or any other
type of nonpublic information. j. Pollution
Loss or damage caused by or resulting
f rom pollution. Pollution means the
discharge, dispersal, seepage, migrat ion,
release or escape of any solid, liquid,
gaseous or thermal irritant or contaminant,
including smoke, vapor, soot, fumes, acids,
alkalis, chemicals and waste. Waste
includes materials to be recycled,
reconditioned or reclaimed.
CR 00 22 11 15 602 Office, Inc., 2015
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DeKalb PATH Academy Exhibit 16 Addendum
k. Virtual Currency c. Fire
Loss involving virtual currency of any k ind, Loss or damage resulting f rom f ire,
by whatever name known, whether actual however caused, except:
or f ictitious including, but not limited to, (1) Loss of or damage to "money" and
digital currency, crypto currency or any "securities"; and
other type of electronic currency.
(2) Loss from damage to a safe or vault.
l. War And Military Action
d. Money Operated Devices
Loss or damage resulting from:
Loss of property contained in any money
(1) War, including undeclared or civil war; operated device unless the amount of
(2) Warlike action by a military f orce, "money" deposited in it is recorded by a
including action in hindering or continuous recording instrument in the
def ending against an actual or expected device.
attack, by any government, sovereign or e. Motor Vehicles Or Equipment And
other authority using military personnel Accessories
or other agents; or
Loss of or damage to motor vehicles,
(3) Insurrection, rebellion, revolution, trailers or semitrailers or equipment and
usurped power, or action taken by accessories attached to them.
governmental authority in hindering or
def ending against any of these. f. Transfer Or Surrender Of Property
2. Insuring Agreement A.1. does not cover: (1) Loss of or damage to p ropert y af ter it
has been transferred or surrendered t o
a. Inventory Shortages a person or place outside the "premises"
Loss, or that part of any loss, t he p roof of or "f inancial institution premises":
which as to its existence or amount is (a) On the basis of unauthorized
dependent upon: instructions; or
(1) An inventory computation; or (b) As a result of a threat including, b ut
(2) A profit and loss computation. not limited to:
However, where you establish wholly apart (i) A threat to do bodily harm to any
f rom such computations that you have person;
sustained a loss, then you may of fer y our (ii) A threat to do damage to any
inventory records and actual physical count property;
of inventory in support of the amount of loss
claimed. (iii) A threat to introduce a denial of
service attack into any "computer
b. Trading system";
Loss resulting from trading, whether in your (iv) A threat to introduce a virus or
name or in a genuine or f ictitious account. other malicious instruction into
c. Warehouse Receipts any "computer system" which is
Loss resulting f rom the f raudulent or designed to damage, dest roy o r
dishonest signing, issuing, cancelling or corrupt "electronic data" or
f ailing to cancel, a warehouse receipt or "computer programs" stored
any papers connected with it. within the "computer system";
3. Insuring Agreements A.3., A.4. and A.5. do not (v) A threat to contaminate, pollute
cover: or render substandard your
products or goods; or
a. Accounting Or Arithmetical Errors Or
Omissions (vi) A threat to disseminate, d ivulge
or utilize:
Loss resulting f rom accounting or
arithmetical errors or omissions. i. Your confidential information;
b. Exchanges Or Purchases ii. Conf idential or personal
inf ormation of another person
Loss resulting f rom the giving or or organization; or
surrendering of property in any exchange or
purchase. iii. Weaknesses in the source
code within any "computer
system".
CR 00 22 11 15 603 Office, Inc., 2015
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DeKalb PATH Academy Exhibit 16 Addendum
(2) However, this exclusion does not apply (2) Debit or delete your account;
under Insuring Agreement A.5. to loss of which instruction proves to be f raudulent ,
"money", "securities" or "other property" except when covered under Insuring
while outside the "premises" in the c are Agreement A.6.a.(2) or A.6.b.
and custody of a "messenger" if you:
e. Inventory Shortages
(a) Had no knowledge of any threat at
the time the conveyance began; or Loss, or that part of any loss, t he p roof of
which as to its existence or amount is
(b) Had knowledge of a threat at the dependent upon:
time the conveyance began, but t he
loss was not related to the threat. (1) An inventory computation; or
g. Vandalism (2) A profit and loss computation.
Loss from damage to the "premises" o r it s E. Conditions
exterior, or to any safe, vault, cash register, 1. Conditions Applicable To All Insuring
cash box, cash drawer or "other pro pert y" Agreements
by vandalism or malicious mischief. a. Additional Premises Or Employees
h. Voluntary Parting Of Title To Or If , while this Policy is in force, you establish
Possession Of Property any additional "premises" or hire additional
Loss resulting f rom your, or anyone else "employees", other than through
acting on your express or implied authority, consolidation or merger with, or p urchase
being induced by any dishonest act to or acquisition of assets or liabilities of ,
voluntarily part with title to or possession of another entity, such "premises" and
any property. "employees" shall automatically be covered
4. Insuring Agreement A.6. does not cover: under this Policy. Notice to us of an
increase in the number of "premises" or
a. Authorized Access "employees" is not required, and no
Loss resulting from a fraudulent: additional premium will be charged f or t he
(1) Entry of "electronic data" or " computer remainder of the Policy Period shown in the
program" into; or Declarations.
(2) Change of "electronic data" or b. Cancellation Of Policy
"computer program" within; (1) The f irst Named Insured shown in the
any "computer system" owned, leas ed or Declarations may cancel this P olic y by
operated by you by a person or mailing or delivering to us advance
organization with authorized access to t hat written notice of cancellation.
"computer system", except when c overed (2) We may cancel this Policy by mailing or
under Insuring Agreement A.6.b. delivering to the f irst Named Insured
b. Credit Card Transactions written notice of cancellation at least:
Loss resulting f rom the use or purported (a) 10 days before the effective date of
use of credit, debit, charge, access, cancellation if we cancel f or
convenience, identification, stored-value o r nonpayment of premium; or
other cards or the information contained on (b) 30 days before the effective date of
such cards. cancellation if we cancel f or any
c. Exchanges Or Purchases other reason.
Loss resulting f rom the giving or (3) We will mail or deliver our notice t o t he
surrendering of property in any exchange or f irst Named Insured's last mailing
purchase. address known to us.
d. Fraudulent Instructions (4) Notice of cancellation will state the
ef f ective date of cancellation. The Policy
Loss resulting f rom an "employee" or Period will end on that date.
"f inancial institution" acting upon any
instruction to:
(1) Transf er, pay or deliver "money",
"securities" or "other property"; or
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DeKalb PATH Academy Exhibit 16 Addendum
(5) If this Policy is cancelled, we will s end (2) For the f irst 90 days after the ef fect ive
the f irst Named Insured any premium date of such consolidation, merger or
ref und due. If we cancel, the refund will purchase or acquisition of assets or
be pro rata. If the f irst Named Insured liabilities, the coverage provided by t his
cancels, the ref und may be less than Policy shall apply to such consolidated
pro rata. The cancellation will be or merged entity or such purc has ed or
ef f ective even if we have not made or acquired assets or liabilit ies, p rovided
of fered a refund. that all "occurrences" causing or
(6) If notice is mailed, proof of mailing will contributing to a loss involving such
be suf ficient proof of notice. consolidation, merger or purchase or
acquisition of assets or liabilit ies, must
c. Changes take place af ter the ef f ective date of
This Policy contains all the agreements such consolidation, merger or purchase
between you and us concerning the or acquisition of assets or liabilities.
insurance af f orded. The f irst Named f. Cooperation
Insured shown in the Declarations is
authorized to make changes in the terms of You must cooperate with us in all mat ters
this Policy with our consent. This P olicy' s pertaining to this Policy as stated in its
terms can be amended or waiv ed only b y terms and conditions.
endorsement issued by us and made a part g. Duties In The Event Of Loss
of this Policy. Af ter you "discover" a loss or a situation
d. Concealment, Misrepresentation Or that may result in loss of or damage to
Fraud "money", "securities" or "other property",
This Policy is void in any case of f raud by you must:
you as it relates to this Policy at any time. It (1) Notif y us as soon as possible. If you
is also void if you or any other Ins ured , at have reason to believe that any loss
any time, intentionally conceals or (except for loss covered under Ins uring
misrepresents a material fact concerning: Agreement A.1. or A.2.) involves a
(1) This Policy; violation of law, you must also notify the
local law enf orcement authorities;
(2) The property covered under this Policy;
(2) Give us a detailed, sworn proof of los s
(3) Your interest in the property covered within 120 days;
under this Policy; or
(3) Cooperate with us in the investigation
(4) A claim under this Policy. and settlement of any claim;
e. Consolidation – Merger Or Acquisition (4) Produce f or our examination all
If you consolidate or merge with, or pertinent records;
purchase or acquire the assets or liabilities (5) Submit to examination under oath at our
of , another entity: request and give us a signed statement
(1) You must give us written notice as soon of your answers; and
as possible and obtain our written (6) Secure all of your rights of recovery
consent to extend the coverage against any person or organization
provided by this Policy to such responsible for the loss and do no thing
consolidated or merged entit y or s uch to impair those rights.
purchased or acquired assets or
liabilities. We may condition our consent
by requiring payment of an additional
premium; but
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DeKalb PATH Academy Exhibit 16 Addendum
h. Employee Benefit Plans j. Extended Period To Discover Loss
The "employee benefit plans" shown in t he We will pay f or loss that you sustained prior
Declarations (hereaf ter referred to as Plan) to the ef fective date of cancellation of t his
are included as Insureds under Insuring Policy, which is "discovered" by you:
Agreement A.1., subject to the following: (1) No later than 60 days from t he d ate of
(1) If any Plan is insured jointly with any that cancellation. However, this
other entity under this Policy, you or the extended period to "discover" loss
Plan Administrator is responsible f or terminates immediately upon the
selecting a Limit of Insurance f or ef f ective date of any other insurance
Insuring Agreement A.1. that is obtained by you, whether f rom us or
suf ficient to provide a Limit of Insurance another insurer, replacing in whole or in
f or each Plan that is at least equal to part the coverage af f orded under this
that required under ERISA as if each Policy, whether or not such other
Plan were separately insured. insurance provides coverage f or loss
(2) With respect to loss sustained or sustained prior to its effective date.
"discovered" by any such Plan, Insuring (2) No later than one year f rom the dat e of
Agreement A.1. is replaced by the that cancellation with regard to any
f ollowing: "employee benefit plan".
We will pay f or loss of or damage to k. Inspections And Surveys
"money", "securities" and "other (1) We have the right to:
property" resulting directly f rom
f raudulent or dishonest acts committ ed (a) Make inspections and surveys at any
by an "employee", whether identified or time;
not, acting alone or in collusion with (b) Give you reports on the c ondit ions
other persons. we f ind; and
(3) If the f irst Named Insured is an entity (c) Recommend changes.
other than a Plan, any payment we (2) We are not obligated to make any
make f or loss sustained by any Plan will inspections, surveys, reports or
be made to the Plan sustaining the loss. recommendations and any such actions
(4) If two or more Plans are insured under we do undertake relate only to
this Policy, any payment we make f or insurability and the premiums to be
loss: charged. We do not make saf ety
(a) Sustained by two or more Plans; or inspections. We do not undertake to
perf orm the duty of any person or
(b) Of commingled "money", "securities" organization to provide for the healt h or
or "other property" of two or more saf ety of workers or the public. And we
Plans; do not warrant that conditions:
resulting directly from an "occurrenc e", (a) Are saf e or healthful; or
will be made to each Plan sustaining
loss in the proportion that the Limit of (b) Comply with laws, regulations, codes
Insurance required under ERISA f or or standards.
each Plan bears to the total of those (3) Paragraphs k.(1) and k.(2) apply not
limits. only to us, but also to any rating,
(5) The Deductible Amount applicable to advisory, rate service or similar
Insuring Agreement A.1. does not apply organization which makes insurance
to loss sustained by any Plan. inspections, surveys, reports or
recommendations.
i. Examination Of Your Books And
Records I. Joint Insured
We may examine and audit your books and (1) If more than one Insured is named in the
records as they relate to this Polic y at any Declarations, the f irst Named Insured
time during the Policy Period shown in t he will act f or itself and f or every other
Declarations and up to three years Insured f or all purposes of this Policy. If
af terward. the f irst Named Insured ceases to be
covered, then the next Named Ins ured
will become the first Named Insured.
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DeKalb PATH Academy Exhibit 16 Addendum
(2) If any Insured, or partner, "member", n. Liberalization
"manager", officer, director or trustee of If we adopt any revision that would broaden
that Insured has knowledge of any the coverage under this Policy without
inf ormation relevant to this Policy, t hat additional premium within 45 days p rior t o
knowledge is considered knowledge of or during the Policy Period shown in the
every Insured. Declarations, the broadened coverage will
(3) An "employee" of any Insured is immediately apply to this Policy.
considered to be an "employee" of every o. Other Insurance
Insured.
If other valid and collectible insurance is
(4) If this Policy or any of its coverages are available to you for loss covered under this
cancelled as to any Insured, loss Policy, our obligations are limited as
sustained by that Insured is covered f ollows:
only if it is "discovered" by you:
(1) Primary Insurance
(a) No later than 60 days from the d ate
of that cancellation. However, this When this Policy is written as primary
extended period to "disc over" lo ss insurance, and:
terminates immediately upon the (a) You have other insurance subject to
ef f ective date of any other insurance the same terms and conditions as
obtained by that Insured, whether this Policy, we will pay our s hare of
f rom us or another insurer, replacing the covered loss. Our share is the
in whole or in part the coverage proportion that the applic able Limit
af f orded under this Policy, whether Of Insurance shown in the
or not such other insurance provides Declarations bears to the total limit of
coverage for loss sustained p rior t o all insurance covering the same loss.
its ef fective date. (b) You have other insurance covering
(b) No later than one year f rom the dat e the same loss other than that
of that cancellation with regard to described in Paragraph o.(1)(a), we
any "employee benefit plan". will only pay for the amount of lo ss
(5) We will not pay more for loss sustained that exceeds:
by more than one Insured than the (i) The Limit of Insurance and
amount we would pay if all such loss Deductible Amount of that ot her
had been sustained by one Insured. insurance, whether you can
(6) Payment by us to the f irst Named collect on it or not; or
Insured f or loss sustained by any (ii) The Deductible Amount shown in
Insured, or payment by us to any the Declarations;
"employee benef it plan" f or loss whichever is greater. Our payment
sustained by that Plan, shall f ully f or loss is subject to t he t erms and
release us on account of such loss.
conditions of this Policy.
m. Legal Action Against Us (2) Excess Insurance
You may not bring any legal action against (a) When this Policy is written excess
us involving loss: over other insurance, we will only
(1) Unless you have complied with all the pay f or the amount of loss that
terms of this Policy; exceeds the Limit of Insuranc e and
(2) Until 90 days after you have filed p roof Deductible Amount of that other
of loss with us; and insurance, whether you can collect
on it or not. Our payment for lo ss is
(3) Unless brought within two years f rom subject to the terms and c onditions
the date you "discovered" the loss. of this Policy.
If any limitation in this condition is (b) However, if loss covered under t his
prohibited by law, such limitation is Policy is subject to a deductible, we
amended so as to equal the minimum will reduce the Deductible Amount
period of limitation provided by such law. shown in the Declarations by the
sum total of all such other insurance
plus any Deductible Amount
applicable to that other insurance.
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DeKalb PATH Academy Exhibit 16 Addendum
p. Ownership Of Property; Interests s. Records
Covered You must keep records of all property
The property covered under t his P olic y is covered under this Policy so we can v erif y
limited to property: the amount of any loss.
(1) That you own or lease; t. Recoveries
(2) That is held by you in any capacity; or (1) Any recoveries, whether effected before
(3) For which you are legally liable, or af ter any payment under this P olic y,
provided you were liable for the property whether made by us or by you, shall b e
prior to the time the loss was sustained. applied net of the expense of such
recovery:
However, this Policy is for your benefit only.
It provides no rights or benefits to any other (a) First, to you in satisf act ion of y our
person or organization. Any claim for lo ss covered loss in excess of the amount
that is covered under this Policy mus t be paid under this Policy;
presented by you. (b) Second, to us in satisf action of
q. Policy Bridge – Discovery Replacing amounts paid in settlement of y our
Loss Sustained claim;
(1) If this Policy replaces insurance that (c) Third, to you in satisf action of any
provided you with an extended period of Deductible Amount; and
time af ter cancellation in which to (d) Fourth, to you in satisfaction of any
discover loss and which did not loss not covered under this Policy.
terminate at the time this Policy became (2) Recoveries do not include any recovery:
ef f ective:
(a) From insurance, suretyship,
(a) We will not pay f or any loss that reinsurance, security or indemnity
occurred during the policy period of taken f or our benefit; or
that prior insurance which is
discovered by you during such (b) Of original "securities" af ter
extended period to discover loss, duplicates of them have been
unless the amount of loss exc eeds issued.
the Limit of Insurance and u. Territory
Deductible Amount of that prior
This Policy covers loss that you sustain
insurance. In that case, we will pay resulting directly f rom an "occurrence"
f or the excess loss subject to the taking place within the United States of
terms and conditions of this Policy. America (including its territories and
(b) However, any payment we make f or possessions), Puerto Rico and Canada.
the excess loss will not be greater v. Transfer Of Your Rights And Duties
than the difference between the Limit Under This Policy
of Insurance and Deductible Amount
of that prior insurance and the Limit (1) Your rights and duties under this Polic y
Of Insurance shown in the may not be transf erred without our
Declarations. We will not apply the written consent except in the case of
Deductible Amount shown in the death of an individual Named Insured.
Declarations to this excess loss. (2) If you die, your rights and duties will be
(2) Other Insurance Condition E.1.o. does transf erred to your legal representat iv e
not apply to this condition. but only while acting within the scope of
duties as your legal representative. Until
r. Premiums your legal representative is ap point ed,
The f irst Named Insured shown in the anyone having proper temporary
Declarations: custody of your property will hav e your
(1) Is responsible f or the payment of all rights and duties but only with respect to
premiums; and that property.
(2) Will be the payee f or any return
premiums we pay.
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DeKalb PATH Academy Exhibit 16 Addendum
w. Transfer Of Your Rights Of Recovery (3) Property Other Than Money And
Against Others To Us Securities
You must transf er to us all your rights of (a) Loss of or damage to "other
recovery against any person or organization property" or loss from damage to the
f or any loss you sustained and for which we "premises" or its exterior f or the
have paid or settled. You must also do replacement cost of the property
everything necessary to secure those rights without deduction for d epreciation.
and do nothing after loss to impair them. However, we will not pay more t han
x. Valuation – Settlement the least of the following:
The value of any loss f or purposes of (i) The Limit of Insurance applicable
coverage under this Policy shall be to the lost or damaged property;
determined as follows: (ii) The cost to replace the lost or
(1) Money damaged property with p roperty
of comparable material and
Loss of "money" but only up to and quality and used f or the same
including its face value. We will, at your purpose; or
option, pay for loss of "money" issued by
any country other than the United States (iii) The amount you actually spend
of America: that is necessary to repair or
replace the lost or damaged
(a) At f ace value in the "money" is sued property.
by that country; or
(b) We will not pay on a replacement
(b) In the United States of America cost basis for any loss or damage t o
dollar equivalent, determined by t he property covered under Paragraph
rate of exchange published in The x.(3)(a):
Wall Street Journal on the day the
loss was "discovered". (i) Until the lost or damaged
property is actually repaired or
(2) Securities replaced; and
Loss of "securities" but o nly up t o and (ii) Unless the repair or replacement
including their value at the close of is made as soon as reasonably
business on the day the loss was possible af ter the loss or
"discovered". We may, at our option: damage.
(a) Pay the market value of such If the lost or damaged property is not
"securities" or replace them in k ind, repaired or replaced, we will p ay o n
in which event you must assign to us an actual cash value basis.
all your rights, title and interest in
and to those "securities"; or (c) We will, at your option, pay f or lo ss
or damage to such property:
(b) Pay the cost of any Lost S ecurit ies
Bond required in connection with (i) In the "money" of the c ount ry in
issuing duplicates of the "securities". which the loss or damage was
However, we will be liable only f or sustained; or
the payment of so much of t he c ost (ii) In the United States of America
of the bond as would be charged f or dollar equivalent of the " money"
a bond having a penalty not of the country in which the loss or
exceeding the lesser of the: damage was sustained,
(i) Market value of the "securities" at determined by the rate of
the close of business on the day exchange published in The Wall
the loss was "discovered"; or Street Journal on the day the loss
was "discovered".
(ii) Limit of Insurance applicable to
the "securities". (d) Any property that we pay f or or
replace becomes our property.
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DeKalb PATH Academy Exhibit 16 Addendum
2. Conditions Applicable To Insuring 4. Conditions Applicable To Insuring
Agreement A.1. Agreements A.4. And A.5.
a. Termination As To Any Employee a. Armored Motor Vehicle Companies
This Insuring Agreement terminates as to Under Insuring Agreement A.5., we will only
any "employee": pay f or the amount of loss you cannot
(1) As soon as: recover:
(a) You; or (1) Under your contract with the armored
motor vehicle company; and
(b) Any of your partners, "members",
"managers", of f icers, directors or (2) From any insurance or indemnity carried
trustees not in collusion with the by, or for the benefit of customers of, the
"employee"; armored motor vehicle company.
learn of "thef t" or any other dishonest b. Special Limit Of Insurance For Specified
act committed by the "employee" Property
whether bef ore or af ter becoming We will only pay up to $5,000 f or any o ne
employed by you; or "occurrence" of loss of or damage to:
(2) On the date specified in a notice mailed (1) Precious metals, precious or
to the f irst Named Insured. That date will semiprecious stones, pearls, f urs, or
be at least 30 days af ter the date of completed or partially completed articles
mailing. made of or containing such materials
We will mail or deliver our notice t o t he that constitute the principal value of
f irst Named Insured's last mailing such articles; or
address known to us. If notice is mailed, (2) Manuscripts, drawings, or records of
proof of mailing will be sufficient proof of any kind, or the cost of rec onstruc ting
notice. them or reproducing any inf ormation
b. Territory contained in them.
We will pay f or loss caused by any 5. Conditions Applicable To Insuring
"employee" while temporarily outside the Agreement A.6.
territory specif ied in Territory Condition a. Special Limit Of Insurance For Specified
E.1.u. f or a period of not more than 90 Property
consecutive days. We will only pay up to $5,000 f or any o ne
3. Conditions Applicable To Insuring "occurrence" of loss of or damage to
Agreement A.2. manuscripts, drawings, or rec ords of any
a. Deductible Amount kind, or the cost of reconstructing t hem o r
reproducing any information c ontained in
The Deductible Amount does no t apply t o them.
legal expenses paid under Insuring
Agreement A.2. b. Territory
b. Electronic And Mechanical Signatures We will cover loss that you sustain resulting
directly from an "occurrence" taking p lace
We will treat signatures that are pro duced anywhere in the world. Territory Co ndit ion
or reproduced electronically, mechanically E.1.u. does not apply to Insuring
or by other means the same as handwritten Agreement A.6.
signatures.
F. Definitions
c. Proof Of Loss
1. "Computer program" means a set of related
You must include with your p roof of los s electronic instructions, which direct the
any instrument involved in that loss or, if operation and f unction of a computer or
that is not possible, an affidavit setting forth devices connected to it, which enable the
the amount and cause of loss. computer or devices to receive, process, store
d. Territory or send "electronic data".
We will cover loss that you sustain resulting 2. "Computer system" means:
directly from an "occurrence" taking p lace a. Computers, including Personal Digital
anywhere in the world. Territory Co ndit ion Assistants (PDAs) and other transport able
E.1.u. does not apply to Insuring or handheld devices, electronic storage
Agreement A.2. devices and related peripheral components;
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DeKalb PATH Academy Exhibit 16 Addendum
b. Systems and applications software; and (2) Any natural person who is f urnished
c. Related communications networks; temporarily to you:
by which "electronic data" is collected, (a) To substitute f or a permanent
transmitted, processed, stored or retrieved. "employee", as defined in Paragraph
7.a.(1), who is on leave; or
3. "Counterf eit money" means an imitation of
"money" which is intended to deceive and to be (b) To meet seasonal or short-term
taken as genuine. workload conditions;
4. "Custodian" means you, or any of your partners while that person is subject to your
or "members", or any "employee" while having direction and control and perf orming
care and custody of property inside the services for you;
"premises", excluding any person while act ing (3) Any natural person who is leased to you
as a "watchperson" or janitor. under a written agreement between you
5. "Discover" or "discovered" means the time and a labor leasing f irm, to perf orm
when you f irst become aware of f acts which duties related to the conduct of your
would cause a reasonable person t o as sume business, but does not mean a
that a loss of a type covered by this Policy has temporary "employee" as def ined in
been or will be incurred, regardless of when Paragraph 7.a.(2);
the act or acts causing or contributing t o suc h (4) Any natural person who is:
loss occurred, even though the exact amount (a) A trustee, of f icer, employee,
or details of loss may not then be known. administrator or manager, except an
"Discover" or "discovered" also means the time administrator or manager who is an
when you f irst receive notice of an actual or independent contractor, of any
potential claim in which it is alleged that you "employee benefit plan"; or
are liable to a third party under circumst anc es (b) Your director or trustee while that
which, if true, would constitute a loss under this person is engaged in handling
Policy. "money", "securities" or "other
6. "Electronic data" means inf ormation, f acts, property" of any "employee benef it
images or sounds stored as or on, c reated o r plan";
used on, or transmitted t o or f rom computer (5) Any natural person who is a f ormer
sof tware (including systems and applications "employee", partner, "member",
sof tware) on data storage devices , inc luding "manager", director or trustee ret ained
hard or f loppy disks, CD-ROMs, tapes, driv es, by you as a consultant while performing
cells, data processing devices or any other services for you;
media which are used with electronically
controlled equipment. (6) Any natural person who is a guest
student or intern pursuing studies or
7. "Employee": duties;
a. Means: (7) Any natural person employed by an
(1) Any natural person: entity merged or consolidated wit h you
(a) While in your service and for the first prior to the effective date of this P olicy;
30 days immediately af ter and
termination of service, unles s s uch (8) Any natural person who is your
termination is due to "thef t" or any "manager", director or trustee while:
other dishonest act committed by the (a) Perf orming acts within the s cope of
"employee"; the usual duties of an "employee"; or
(b) Whom you compensate d irectly b y (b) Acting as a member of any
salary, wages or commissions; and committee duly elected or appointed
(c) Whom you have the right to direct by resolution of your board of
and control while perf orming directors or board of trustees to
services for you; perf orm specif ic, as distinguished
f rom general, directorial acts on your
behalf .
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DeKalb PATH Academy Exhibit 16 Addendum
b. Does not mean: (2) A written instruction (other than those
Any agent, broker, f actor, commission covered under Insuring Agreement A.2.)
merchant, consignee, independent issued to a "f inancial institution"
contractor or representative of the same directing the "f inancial institution" to
general character not specif ied in debit your "transf er account" and to
Paragraph 7.a. transf er, pay or deliver "money" or
"securities" from that "transfer account",
8. "Employee benefit plan" means any welfare or through an electronic f unds transf er
pension benefit plan shown in the Declarations system at specif ied times or under
that you sponsor and that is subject to the specified conditions, which inst ruct ion
Employee Retirement Income Security A ct of purports to have been issued by you,
1974 (ERISA) and any amendments thereto. but which in f act was issued, f orged o r
9. "Financial institution" means: altered by someone else without your
knowledge or consent.
a. With regard to Insuring Agreement A.3.:
(1) A bank, savings bank, savings and loan b. With regard to Insuring Agreement A.6.b.:
association, trust company, credit unio n A computer, telef acsimile, telephone or
or similar depository institution; or other electronic, written or voice instruction
directing an "employee" to enter or change
(2) An insurance company.
"electronic data" or "comput er programs"
b. With regard to Insuring Agreement A.6.: within a "computer system" covered under
(1) A bank, savings bank, savings and loan the Insuring Agreement, which instruction in
association, trust company, credit unio n f act was f raudulently issued by your
or similar depository institution; computer software contractor.
(2) An insurance company; or 13. "Manager" means a natural person serving in a
directorial capacity f or a limited liability
(3) A stock brokerage f irm or investment company.
company.
14. "Member" means an owner of a limited liabili ty
c. Other than Insuring Agreements A.3. and company represented by its membership
A.6., any f inancial institution.
interest who, if a natural person, may also
10. "Financial institution premises" means the serve as a "manager".
interior of that portion of any building occupied 15. "Messenger" means you, or your relative, or
by a "f inancial institution" as def ined in any of your partners or "members", or any
Paragraph F.9.a.
"employee" while having care and c ust ody of
11. "Forgery" means the signing of the name of property outside the "premises".
another person or organization with intent to 16. "Money" means:
deceive; it does not mean a signature which
consists in whole or in part of one's own name a. Currency, coins and bank notes in c urrent
signed with or without authority, in any use and having a face value;
capacity, for any purpose. b. Traveler's checks and money orders held
12. "Fraudulent instruction" means: f or sale to the public; and
a. With regard to Insuring Agreement c. In addition, includes:
A.6.a.(2): (1) Under Insuring Agreements A.1. and
(1) A computer, telefacsimile, telephone o r A.2., deposits in your account at any
other electronic instruction directing a "f inancial institution"; and
"f inancial institution" to debit your (2) Under Insuring Agreement A.6.,
"transf er account" and to transfer, pay or deposits in your account at a "f inancial
deliver "money" or "securities" from that institution" as def ined in Paragraph
"transf er account", which instruction F.9.b.
purports to have been issued by you,
but which in f act was fraudulently issued 17. "Occurrence" means:
by someone else without your a. Under Insuring Agreement A.1.:
knowledge or consent; or (1) An individual act;
(2) The combined total of all separate ac ts
whether or not related; or
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DeKalb PATH Academy Exhibit 16 Addendum
(3) A series of acts whether or not related; b. Committed an obviously unlawf ul act
committed by an "employee" ac ting alone witnessed by that person.
or in collusion with other persons, during 21. "Saf e burglary" means the unlawful taking of:
the Policy Period shown in the a. Property from within a locked safe o r v ault
Declarations, before such Policy Period o r by a person unlawfully entering the saf e o r
both. vault as evidenced by marks of f orcible
b. Under Insuring Agreement A.2.: entry upon its exterior; or
(1) An individual act; b. A saf e or vault from inside the "premises".
(2) The combined total of all separate ac ts 22. "Securities" means negotiable and
whether or not related; or nonnegotiable instruments or contracts
(3) A series of acts whether or not related; representing either "money" or property and
includes:
committed by a person acting alone o r in
collusion with other persons, involving one a. Tokens, tickets, revenue and other st amps
or more instruments, during the Policy (whether represented by actual s t amps o r
Period shown in the Declarations, bef ore unused value in a meter) in current use;
such Policy Period or both. and
c. Under all other Insuring Agreements: b. Evidences of debt issued in connection with
credit or charge cards, which cards are no t
(1) An individual act or event; issued by you;
(2) The combined total of all separate ac ts but does not include "money".
or events whether or not related; or
23. "Thef t" means the unlawful taking of property to
(3) A series of acts or events whether or not the deprivation of the Insured.
related;
24. "Transf er account" means an account
committed by a person acting alone o r in maintained by you at a "f inancial institution"
collusion with other persons, or not f rom which you can initiate the transf er,
committed by any person, during the Policy payment or delivery of "money" or "securities":
Period shown in the Declarations, bef ore
such Policy Period or both. a. By means of computer, telef acsimile,
telephone or other electronic instructions; or
18. "Other property" means any tangible p roperty
other than "money" and "securities" that has b. By means of written instructions (other than
intrinsic value. "Other property" does not those covered under Insuring Agreement
include "computer programs", "electronic data" A.2.) establishing the conditions under
or any property specifically excluded under this which such transfers are to be initiated b y
Policy. such "f inancial institution" through an
electronic funds transfer system.
19. "Premises" means the interior of that portion of
any building you occupy in conducting your 25. "Watchperson" means any person y ou ret ain
business. specif ically to have care and custody of
property inside the "premises" and who has no
20. "Robbery" means the unlawf ul taking of other duties.
property from the care and custody of a person
by one who has:
a. Caused or threatened to cause that pers on
bodily harm; or
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CRIME AND FIDELITY
CR 02 31 02 15
THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY.
GEORGIA CHANGES
This endorsement modifies insurance provided under the following:
COMMERCIAL CRIME POLICY
EMPLOYEE THEFT AND FORGERY POLICY
GOVERNMENT CRIME POLICY
GOVERNMENT EMPLOYEE THEFT AND FORGERY POLICY
KIDNAP/RANSOM AND EXTORTION POLICY
A. Paragraph (1) of the Cancellation Of Policy B. Paragraph (5) of the Cancellation Of Policy
Condition is replaced by the following: Condition is replaced by the following:
(1) The first Named Insured shown in the (5) Premium Refund
Declarations may cancel this policy by (a) If this policy is cancelled, we will
mailing or delivering to us advance send the first Named Insured any
written notice of cancellation stating a premium refund due.
future date on which the policy is to be
cancelled, subject to the following: (b) If we cancel, the refund will be pro
rata, except as provided in
(a) If only the interest of the first Named Paragraph B.(5)(c).
Insured is affected, the effective date
of cancellation will be either the date (c) If the cancellation results from failure
we receive notice from the first of the first Named Insured to pay,
Named Insured or the date specified when due, any premium to us or any
in the notice, whichever is later. amount, when due, under a premium
However, upon receiving a written finance agreement, then the refund
notice of cancellation from the first may be less than pro rata.
Named Insured, we may waive the Calculation of the return premium at
requirement that the notice state the less than pro rata represents a
future date of cancellation, by penalty charged on unearned
confirming the date and time of premium.
cancellation in writing to the first (d) If the first Named Insured cancels,
Named Insured. the refund may be less than pro rata.
(b) If by statute, regulation or contract (e) The cancellation will be effective
this policy may not be cancelled even if we have not made or offered
unless notice is given to a a refund.
governmental agency or other third
C. The following is added to the Cancellation Of
party, we will mail or deliver at least Policy Condition:
10 days' notice to the first Named
Insured and the third party as soon (7) If we decide to:
as practicable after receiving the first (a) Cancel or nonrenew this policy; or
Named Insured's request for
(b) Increase current policy premium by
cancellation.
more than 15% (other than any
Our notice will state the effective increase due to change in risk,
date of cancellation, which will be the exposure or experience modification
later of the following: or resulting from an audit of
(i) 10 days from the date of mailing auditable coverages); or
or delivering our notice; or
(ii) The effective date of cancellation
stated in the first Named
Insured's notice to us.
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DeKalb PATH Academy Exhibit 16 Addendum
(c) Change any policy provision which 2. If we cancel this policy based on your failure to
would limit or restrict coverage; submit to or allow an audit, we will send the
then: written notice of cancellation to the first Named
Insured at the last known mailing address by
We will mail or deliver notice of our certified mail or statutory overnight delivery
action (including the dollar amount of with return receipt requested.
any increase in renewal premium of
more than 15%) to the first Named E. The Concealment, Misrepresentation Or Fraud
Insured, if any, at the last mailing Condition is replaced by the following:
address known to us. Except as Concealment, Misrepresentation Or Fraud
applicable as described in Paragraph D. We will not pay for any loss or damage in any
below, we will mail or deliver notice at case of:
least:
1. Concealment or misrepresentation of a
(i) 10 days before the effective date material fact; or
of cancellation if this policy has
been in effect less than 60 days 2. Fraud;
or if we cancel for nonpayment of committed by you or any other insured, at any
premium; time, and relating to coverage under this policy.
(ii) 45 days before the effective date
of cancellation if this policy has
been in effect 60 or more days
and we cancel for a reason other
than nonpayment of premium; or
(iii) 45 days before the expiration
date of this policy if we decide to
nonrenew, increase the premium
or limit or restrict coverage.
D. With respect to a policy that is written to permit an
audit, the following is added to the Cancellation
Condition:
If you fail to submit to or allow an audit for the
current or most recently expired term, we may
cancel this policy subject to the following:
1. We will make two documented efforts to send
you and your agent notification of potential
cancellation. After the second notice has been
sent, we have the right to cancel this policy by
mailing or delivering a written notice of
cancellation to the first Named Insured at least
10 days before the effective date of
cancellation, but not within 20 days of the first
documented effort.
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© Insurance Services CR 02 31 02 15
DeKalb PATH Academy Exhibit 16 Addendum
THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY.
EXCLUDE FALSE PRETENSES
This endorsement modifies insurance provided under the following:
COMMERCIAL CRIME POLICY (DISCOVERY FORM)
GOVERNMENT CRIME POLICY (DISCOVERY FORM)
A. With respect to the COMMERCIAL CRIME C. With respect to this endorsement, the following is
POLICY (DISCOVERY FORM), the following is added to F. Definitions:
added to D. Exclusions, paragraph 1.: 1. “Client” means a natural person or entity for
False Pretenses which you perform or performed services for a
Loss resulting from the transfer, payment or fee or under written contract while that contract
delivery of ”money”, “securities” or “other property” is in effect.
resulting directly or indirectly from “false pretenses”, 2. “False pretenses” means the fraudulent
whether such transfer, payment or delivery was misrepresentation of a material fact, including
made in good faith or as result of trick, artifice, fraud but not limited to social engineering, pretexting,
or “false pretenses”. However, this Exclusion shall phishing, spear phishing or any other
not apply to A. Insuring Agreements, 1. confidence trick by a person purporting to be an
Employee Theft. “employee”, “vendor” or “client”, to an
B. With respect to the GOVERNMENT CRIME “employee” who is authorized by you to transfer
POLICY (DISCOVERY FORM), the following is ”money”, “securities” or “other property” or
added to D. Exclusions, paragraph 1.: instruct another “employee” to transfer
”money”, “securities” or “other property”.
False Pretenses
3. “Vendor” means a natural person or entity that
Loss resulting from the transfer, payment or has provided goods or services to you pursuant
delivery of ”money”, “securities” or “other property” to a written agreement or other arrangement.
resulting directly or indirectly from “false pretenses”, “Vendor” does not mean a financial institution,
whether such transfer, payment or delivery was bank, credit union, asset manager, broker-
made in good faith or as result of trick, artifice, fraud dealer, or any other financial institution, an
or “false pretenses”. However, this Exclusion shall armored motor vehicle company or any similar
not apply to A. Insuring Agreements.1. Employee entity.
Theft – Per Loss Coverage and A. Insuring
Agreements, 2. Employee Theft – Per Employee
Coverage.
ALL OTHER TERMS, CONDITIONS, AND EXCLUSIONS REMAIN UNCHANGED.
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THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY.
EXCLUDE CYBER EXTORTION
This endorsement modifies insurance provided under the following:
COMMERCIAL CRIME POLICY (DISCOVERY FORM)
GOVERNMENT CRIME POLICY (DISCOVERY FORM)
A. The following is added to D. Exclusions, f. Individually identifiable information
paragraph 1.: considered protected health information
pursuant to the Health Insurance Portability
Cyber Extortion and Accountability Act of 1996 (HIPAA), as
Loss, costs and expenses based upon, arising out amended;
of, or in any way related to a “cyber extortion threat”,
which is owned by you or for which you are
including but not limited to:
legally liable and is intended by you to be
(1) any “money”, “securities”, “digital currency” or accessible only by natural persons or entities it
“other property” transferred, paid, surrendered has specifically authorized to have such
or delivered in response to a “cyber extortion access.
threat”;
2. “Cyber extortion threat” means a declaration
(2) any costs or expenses incurred to restore or made by a natural person that they will or have
replace damaged or destroyed “electronic data” gained access to your “computer system” and
or “computer programs” stored within any intends to:
“computer system” owned, leased or operated
by you as a result of a “cyber extortion threat”; a. Cause you to transfer, pay or deliver any
and “money”, “securities”, “digital currency” or
“other property” using your “computer
(3) any costs or expenses incurred to restore or
system”;
replace any part of a “computer system” owned,
leased or operated by you when it is damaged b. Sell or disclose a “confidential record” to
in whole, or in part by a “cyber extortion threat”. another person or to an entity;
B. With respect to this endorsement, the following is c. Alter, damage or destroy your “electronic
added to F. Definitions: data” while stored within your “computer
1. “Confidential record” means a person’s first system”;
name or first initial and last name in
combination with: d. Alter, damage, or destroy your “electronic
data” through a “malicious attack”; or
a. Non-public personally identifiable
information, as defined in applicable e. Impair or deny your Services,
federal, state, local or foreign legislation or Where there exists a demand for an extortion
regulations including, social security payment or a series of such payments as
number, driver’s license number or other condition for the mitigation or removal of such
personal identification number (including “cyber extortion threat”.
an employee identification number or
student identification number); 3. “Digital currency” means a digital or electronic
medium of exchange that is used and accepted
b. Financial account number (including a as a means of payment, but that is not issued
bank account number, retirement account by, or guaranteed by, a central bank,
number or healthcare spending account government or public authority.
number);
4. “Malicious attack” means:
c. Credit, debit or payment card numbers;
a. The introduction of a computer virus or
d. Information related to employment by you; harmful code into your “computer system”;
e. Individually identifiable information or
considered nonpublic personal information b. Damage to, destruction of, or deletion of
pursuant to Title V of the Gramm-Leach “electronic data” or software within your
Bliley Act of 1999, as amended; or “computer system” by a person who is not
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authorized to access your “computer
system”, or is authorized to access your
“computer system” but uses such access to
cause damage, destruction or deletion.
ALL OTHER TERMS, CONDITIONS, AND EXCLUSIONS REMAIN UNCHANGED.
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THIS ENDORSEMENT CHANGES THE POLICY. PLEASE READ IT CAREFULLY.
AMEND COMPUTER AND FUNDS TRANSFER
FRAUD INSURING AGREEMENT
This endorsement modifies insurance provided under the following:
COMMERCIAL CRIME POLICY (DISCOVERY FORM)
GOVERNMENT CRIME POLICY (DISCOVERY FORM)
A. With respect to the COMMERCIAL CRIME C. For the purposes of this endorsement, D.
POLICY (DISCOVERY FORM), A. Insuring Exclusions, 4.a. Authorized Access, the last
Agreements, 6. Computer and Funds Transfer portion of the exclusion is replaced by the following:
Fraud, is replaced by the following: any “computer system” owned, leased or operated
6. Computer and Funds Transfer Fraud by you or by a person or organization with
a. We will pay for: authorized access to that “computer system”.
(1) Loss resulting directly from an D. With respect to the COMMERCIAL CRIME
unauthorized transfer of “money”, POLICY (DISCOVERY FORM), D. Exclusions,
“securities” or “other Property” by a 4.d. Fraudulent Instructions, the last portion of
natural person (other than an the exclusion is replaced by the following:
“employee”) who has gained which instruction proves to be fraudulent, except
unauthorized access to your “computer when covered under Insuring Agreement A.6.a.(2).
system” and completes such transfer E. With respect to the GOVERNMENT CRIME
without your knowledge and consent. POLICY (DISCOVERY FORM), D. Exclusions,
(2) Loss resulting directly from a paragraph 4.d. Fraudulent Instructions, the last
“fraudulent instruction” directing your portion of the exclusion is replaced by the following:
“financial institution” to debit your Which instruction proves to be fraudulent, except
“transfer account” and to transfer, pay when covered under Insuring Agreement A.7.a.(2).
or deliver “money” or “securities” from
that account. F. With respect to the COMMERCIAL CRIME
POLICY (DISCOVERY FORM), D. Exclusions, 4.
B. With respect to the GOVERNMENT CRIME Insuring Agreement A.6. does not cover:, is
POLICY (DISCOVERY FORM), A. Insuring amended to include the following:
Agreements, 7. Computer and Funds Transfer
Fraud, is replaced by the following: False Pretenses
7. Computer and Funds Transfer Fraud Loss resulting from the transfer, payment or
delivery of ”money”, “securities” or “other property”
a. We will pay for: resulting directly or indirectly from “false pretenses”,
(1) Loss resulting directly from an whether such transfer, payment or delivery was
unauthorized transfer of “money”, made in good faith or as result of trick, artifice, fraud
“securities” or “other property” by a or “false pretenses”.
natural person (other than an G. With respect to the GOVERNMENT CRIME
“employee”) who has gained POLICY (DISCOVERY FORM), D. Exclusions, 4.
unauthorized access to your “computer Insuring Agreement A.7. does not cover:, is
system” and completes such transfer amended to include the following:
without your knowledge and consent.
False Pretenses
(2) Loss resulting directly from a
“fraudulent instruction” directing your Loss resulting from the transfer, payment or
“financial institution” to debit your delivery of ”money”, “securities” or “other property”
“transfer account” and to transfer, pay resulting directly or indirectly from “false pretenses”,
or deliver “money” or “securities” from whether such transfer, payment or delivery was
that account. made in good faith or as result of trick, artifice, fraud
or “false pretenses”.
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H. With respect to the COMMERCIAL CRIME fee or under written contract while that contract
POLICY (DISCOVERY FORM), F. Definitions, 12. is in effect.
“Fraudulent instruction”, paragraph b. is deleted. 2. “False pretenses” means the fraudulent
I. With respect to the GOVERNMENT CRIME misrepresentation of a material fact, including
POLICY (DISCOVERY FORM), F. Definitions, 11. but not limited to social engineering, pretexting,
“Fraudulent instruction”, paragraph b. is deleted. phishing, spear phishing or any other
J. For the purposes of this endorsement, F. confidence trick by a person purporting to be an
Definitions, 2. “Computer system” is replaced by “employee”, “vendor” or “client”, to an
the following: “employee” who is authorized by you to transfer
”money”, “securities” or “other property” or
2. “Computer system” means a computer and all instruct another “employee” to transfer
input, output, processing, storage and ”money”, “securities” or “other property”.
communication facilities and equipment which
are connected to such a device and which the 3. “Vendor” means a natural person or entity that
operating system or application software used has provided goods or services to you pursuant
by you are under your direct operational to a written agreement or other arrangement.
control. Off-line media libraries are deemed to “Vendor” does not mean a financial institution,
be part of such “computer system”. bank, credit union, asset manager, broker-
dealer, or any other financial institution, an
K. With respect to this endorsement, the following is armored motor vehicle company or any similar
added to F. Definitions: entity.
1. “Client” means a natural person or entity for
which you perform or performed services for a
ALL OTHER TERMS, CONDITIONS, AND EXCLUSIONS REMAIN UNCHANGED.
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DeKalb PATH Academy Exhibit 18
Exhibit 18 - DCSD Assurances and Required Statements
Georgia law, State Board of Education Rule, and DeKalb County School District (hereinafter “DCSD”)
policy require your school to provide assurances that it will meet specific requirements and comply with
applicable laws. This assurances form enumerates these requirements and, when you submit the signed
signature sheet with this assurances form as part of your charter school application package, you are
providing the legal assurance that your charter school understands and will comply with these
requirements. This form must be signed by the school’s governing board chair.
As the authorized representative of the applicant, I hereby certify that the information submitted in this
application for a charter school located in DeKalb County is true to the best of my knowledge and belief.
The Charter School agrees to comply with and adhere to the Georgia Department of Education’s
Assurances as well as DCSD’s Assurances as follows:
Governance
1. The Charter School shall be subject to the control and management of the DeKalb Board of
Education, as provided in the charter and in a manner consistent with the Constitution.
2. Charter School Board members (hereinafter the “Board”) will not constitute a voting majority on
any other public or private school board. Board member services shall be voluntary and each
board member shall be fully insured with appropriate and approved Directors & Officers Liability
Coverage. The Charter School acknowledges that the potential exists for Board members to be
sued in their official and/or personal capacity, which means that the financial protection for
liability payments and/or defense costs will only be through the Directors & Officers Liability
Coverage unless the Charter School also opts to purchase a bond for its Board members. The
District recommends that the Charter School also purchase a bond in addition to providing
Directors & Officers Liability Coverage to ensure that all Board Members are fully protected
from financial hardship and liability and to prevent any potential gap in coverage.
3. No member of the Board shall sell, lease, or receive payment for providing textbooks, supplies,
services, equipment, facilities, or land to a Charter School or other public school in DCSD. Nor
will the Board members receive payment for services as Board members.
4. The recruitment of students is the responsibility of the Charter School. During the recruitment
process, the Charter School will provide parents of potential students with accurate information
about the programs, services and amenities available at the school. The Charter School shall
make an electronic copy of the complete Charter School petition and contract available on its
website.
5. The Charter School agrees to sign an updated version of this Letter of Assurances, if needed
during the charter term, to ensure compliance with federal or state law or rule and/or DCSD
policy, regulations, and/or guidelines.
Financial
1. DCSD shall fund the charter school pursuant to the funding formula provided by O.C.G.A. § 20-
2-2068.1 and applicable State Board rules.
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DeKalb PATH Academy Exhibit 18
2. According to State Board Rule 160-4-9-.05, the per-pupil funding amounts listed in § 15(c) of the
Charter represent DCSD'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. The actual amount of per-pupil funding DCSD will
provide to the charter school is subject to change in a given fiscal year based on fluctuations in
enrollment and state and local revenues, and shall be derived from the funding formula
provided by O.C.G.A. § 20-2- 2068.1.
3. The Charter School agrees to maintain enrollment less than or equal to the maximum
enrollment identified in the charter contract. Only upon annual approval from the DeKalb Board
of Education and the Georgia Department of Education by April 1st of the preceding year may
the Charter School exceed its maximum enrollment levels by no more than 15% of the
enrollment identified in the charter contract.
4. The Charter School is subject to periodic audits by DCSD’s Internal Audits Department.
5. The Charter School will be responsible for providing various financial reports to the DCSD
Internal Audits Department, DCSD School Innovation Department, and DeKalb Board of
Education. The reports include but are not limited to the following: Cash Flow Statement,
Balance Sheet, Statement of Expenditures vs. Budget, Statement of Revenue vs. Expenditures,
Quarterly Statements, and End-of-Year Statements (showing encumbrances through June 30).
6. Any qualified audit findings, or non-conformity with generally accepted governmental
accounting standards, may result in termination of the charter after review by the DCSD Finance
Department.
7. Any deficit occurring during or at the end of a fiscal year shall be eliminated by funds to be
provided by the Charter School. The Charter School shall not request any additional funds from
the DCSD to cover any deficit created by the Charter School and the DCSD shall not allocate
funds for the Charter School for the next fiscal year until the deficit has been resolved
satisfactorily.
8. The Charter School is solely responsible for all debts incurred by the Charter School and its
governing body, and the DCSD shall not be contractually bound to the Charter School or to any
third party with whom the Charter School has a contract or from whom the Charter School has
purchased goods or services, except as otherwise agreed in the charter contract.
9. If the Charter School wishes to enter into an agreement to borrow funds in which the
repayment period exceeds the current fiscal year, the Charter School must notify DCSD one
month prior to entering the agreement for review and consideration and provide an amended
budget reflecting the loan and repayment period that has been previously approved by the
Charter School governing board. To enter into a significant long-term debt, the Charter School
must be in its second (or subsequent) charter term and be in good standing with DCSD and the
GADOE.
10. The Charter School will provide evidence that it has obtained appropriate insurance of the
governing board and administrators by August 1st of its first year of operation. In the event the
Charter School ceases operation for any reason, the Charter School and its governing body shall
be responsible for closing out the business affairs of the Charter School. The Charter School shall
cooperate with the DCSD to the extent necessary to provide an orderly return of the students to
the appropriate schools for which they are zoned. At the time a Charter School ceases
operations any furniture and equipment purchased with state or local funds shall be delivered
to DCSD.
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DeKalb PATH Academy Exhibit 18
11. If the Charter School plans to cease operation or is notified that the contract will not be
renewed, the school will notify the DCSD Office of School Innovation within 48 hours with the
name and contact information for the person responsible for the closing procedures.
12. Upon notification of termination or non-renewal of the Charter in accordance with Sections 24
or 26 of the Charter Contract, the Charter School shall allow DCSD to place a full-time DCSD
employee at the Charter School to monitor all school operations and to monitor and access
records of the Charter School’s expenditures and proposed spending of remaining public funds.
The District will designate a receivership under the DCSD’s Internal Audits Department to ensure
full transparency of closing procedures. Unless an emergency closure is necessary, the Charter
School will ensure that a transition plan is developed, approved by DCSD, and the Charter School
will close at the end of the fiscal year in which it is operating, per state law.
13. Within thirty (30) days after termination of the charter for a local Charter School, all public surplus
shall be returned to DCSD. Upon termination of the charter for a local charter school, all assets of
the terminated charter school purchased using state or federal grant funds, and all unencumbered
state or federal grant funds awarded by the State Board of Education, shall revert to the local district
and shall not be used by the school or its nonprofit governing board to satisfy liabilities.
14. The Charter School shall submit a financial audit for the final year of operation, prepared by an
independent Georgia-licensed certified public accountant within thirty (30) days of ceasing
operations. This audit shall include a detailed inventory of all assets. Further, should the Charter
School not have sufficient funds to pay all of its bills, invoices, or other evidence of indebtedness
at the time it ceases operation, DCSD shall not be responsible for any debts incurred or
contracts signed by the Charter School.
Performance Evaluation
1. The Charter School will be assessed using DCSD’s effective school framework. The formal data
sharing agreement with Research/Data/Evaluation to provide the District with MAP and/or
other assessment data when Georgia Milestones data is unavailable shall be maintained.
2. The Charter School will ensure that all data required for evaluating performance is complete,
accurate, and submitted in a timely manner.
Student Support Services
1. The Charter School will provide services to Students with Disabilities and English Language
Learners in the same manner as traditional schools in DCSD. The Charter School shall follow
DCSD’s Exceptional Education Service Guidelines for DCSD Charter Schools (Including Special
Education And Hospital Homebound). Additionally, the Charter School will provide
supplemental education services and remediation in required cases in the same manner as
traditional schools in DCSD. The Charter School will establish a Student Support Team (SST) in
accordance with state guidelines and DCSD board policies manual and comply with Section 504
by providing appropriate accommodations.
2. The Charter School will notify the DCSD upon receipt of a formal complaint or due process
hearing request made by a parent/guardian or student concerning the Individuals with
Disabilities in Education Act or 504 Plan, furnish a copy of such complaint and cooperate fully in
the investigation, defense and resolution of such complaint.
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DeKalb PATH Academy Exhibit 18
3. The Charter School will use DCSD forms for Section 504, special education, counseling services,
psychological services, social services, SST, and health services.
4. The Charter School will hire or contract Special Education teacher(s), a licensed school
counselor, a licensed certified school psychologist or a licensed clinical psychologist, a licensed
school social worker, a school nurse, and special education paraprofessionals, to provide
services to eligible students in accordance with State and federal guidelines.
5. The Charter School may choose to adopt the DCSD Student Code of Conduct, may modify the
DCSD Code of Conduct, or use its own Code of Student Conduct but must still comply with
federal and state due process procedures. An electronic copy of the Charter School’s Student
Code of Conduct will be published on the Charter School’s website by August 1st of each school
year. The Charter School will handle all discipline issues regarding students with disabilities in
accordance with federal regulations, state guidelines, and DCSD policies.
Personnel
1. The Charter School is responsible for the hiring of all personnel required to implement the
contract. The Charter School’s hiring decisions may not cause the District to fail to meet federal
comparability standards. The District will inform the Charter School no later than the October
Date Certain of each year if the Charter School’s staffing practices need to be adjusted to meet
federal comparability. Failure to follow District guidance may result in a federal fine.
2. No administrator will be directly responsible for the hiring, supervision or evaluation of a
member of his/her immediate family.
3. The Charter School shall submit the Certified Personnel Index (CPI) data to the DCSD’s Human
Resources Department per District established deadlines and other times upon request by
Human Resources personnel.
4. The faculty, instructional staff and all other personnel necessary for the operation of the Charter
School shall be employees of the Charter School. Employees will meet GAPSC requirements for
working at Charter Schools.
Facilities
1. Prior to students occupying any facilities and/or the Charter School committing to any
certificate of lease or ownership, the Charter School shall obtain proper approval for any
sites and/or facilities from DCSD and the Georgia Department of Education’s Facilities
Services Division.
2. The Charter School will prepare a safety plan and submit that plan and its approval from
the Georgia Emergency Management Agency to the District prior to the start of school
annually.
School Nutrition & Transportation
1. If the Charter School elects to participate in the National School Breakfast and Lunch Program,
the Charter School will submit its own application to the GADOE if required and will be
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DeKalb PATH Academy Exhibit 18
responsible for accurately counting meals and submitting financial reimbursement claims to the
GADOE for meals meeting specified nutrient standards.
2. The Charter School agrees to provide DCSD with transportation safety documentation, if any, as
required by the GADOE no later than June 1 for the pending school year and adhere to DCSD’s
Transportation Standard Operating Procedures, if DCSD school buses are used.
3. The Charter School’s transportation program will comply with applicable law and any vehicles or
drivers used for transporting students will meet the same safety standards applicable to public
schools in this State.
4. The Charter School will adhere to DCSD’s Transportation Standard Operating Procedures, if
DCSD school buses are used.
Public Safety
In accordance with DeKalb Board of Education Policy IBB-R(2), this letter of assurances serves as
notification of the charter school administration’s and Governing Board’s intention to contact the
DeKalb County School District Department of Public Safety to respond to any intruder/suspicious
person(s), student disruption, bomb threat, drug issue, violence or other acts that threaten the safety of
students, staff, and authorized visitors at the charter school.
Administrative
1. The Charter School’s leader will be provided a District email address, identify a business email
and voicemail for correspondence with the DCSD, and make good faith efforts to respond to
all DCSD inquiries within one business day. Representatives from the Charter School will
attend any workshop, in-services, and/or training and other meeting(s) as required by DCSD.
The Charter School shall complete annual reports and surveys, as mandated by DCSD.
2. Pursuant to SBOE Rule 160-4-9-.05, the Charter School shall provide an annual report to the
Georgia Department of Education, the DeKalb Board of Education, and parents and guardians
of students enrolled in the school by November 1 of each year, in accordance with O.C.G.A. §
20-2-2067.1(c). The annual report shall conform to the template provided by GADOE.
3. The Charter School shall report daily attendance to DCSD using the standard, approved
method of data collection. Master schedules and student schedules must exist for students in
grades K-12 prior to the start of the school year. All changes in the schedules shall be
completed prior to the first FTE count date of the school year. Final grades for each course
must be recorded after each semester. DCSD will provide the necessary software and training
for the student information system application while the Charter School will provide hardware
and the necessary internet service connection. The DCSD Student Information System is to be
used for the collection of all data and information required by O.C.G.A. 20-2-320 for
mandatory reporting to the State Department of Education (SDOE) and federal agencies
(example: discipline). The method of data collection will be that which is currently in use by
DCSD and may be changed from time to time based on technology currently
in use. Existing periodic and end-of-year checklists provided by DCSD will be used to define
when progress reports, report cards and other verifications are to be produced.
4. The Charter School shall maintain all student records in accordance with applicable federal
and state laws, regulations, rules and policies. The Charter School shall maintain all student
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DeKalb PATH Academy Exhibit 18
records on behalf of the District during each student’s enrollment in the Charter School. Upon
a student’s withdrawal or other matriculation from the Charter School, the student’s
educational records shall be returned within ten (10) business days to the District’s student
records center for retention.
5. The Charter School shall maintain and ensure the privacy and confidentiality of each student’s
educational record in accordance with the Family Educational Rights and Privacy Act (FERPA),
20 U.S.C. § 1232g, and shall not disclose to any unauthorized third party any personally
identifiable information concerning any student enrolled in the Charter School without first
obtaining prior written parental permission.
6. Subject to state and federal laws, DCSD and its agents shall have the right to examine and
copy all records, reports, documents, and files relating to any activity, program, or student of
the Charter School. The Charter School agrees to unannounced visits and announced
instructional audits conducted by DCSD’s School Innovation and/or the Internal Audits
Departments, as needed; provided, however, that such visits shall not interfere with the
operations of the Charter School. This access, however, shall not be unreasonably withheld if
prior notice is provided by DCSD.
7. The Charter School will follow the District's gifted identification process as set forth by the
guidance from the Georgia Department of Education, DCSD’s Department of Curriculum &
Instruction, and DCSD’s Office of Continuous Improvement.
Assurances for Charter Schools with an Education Service Provider Agreement
If the Charter School did not envision relations with an Education Service Provider (ESP) during the
petition process, but elects to enter into such a contract (hereinafter “ESP Agreement”) during the
charter term, the District and the state shall be notified. A charter amendment must be approved prior
to execution of the ESP Agreement.
1. No provision of the ESP Agreement shall interfere with the Board’s duty to exercise its
statutory, contractual and fiduciary responsibilities governing the operation of the Charter
School. No provision of the ESP Agreement shall prohibit the Board from acting as an
independent, self-governing public body, or allow public decisions to be made other than in
compliance with the Open Meetings Act. The Board of the school will solely retain authority
over the budget. Representatives of the ESP will not serve on the Board.
2. The Board must ensure that, while management partners may make recommendations to the
governing board, the Board will not be under any contractual obligation to accept these
recommendations.
3. If the charter contract is terminated, the Charter School Board shall ensure that the
management company turns over all student, personnel, fiscal, and other Charter School
records to the Board within five business days.
4. Nothing in the ESP Agreement shall be construed in any way to limit the authority of the
DeKalb County Board of Education including, but not limited to, the authority to take and
enforce action pursuant to O.C.G.A. § 50-14-1 et seq. and O.C.G.A. §50-18-70 et seq.
5. To the extent there are any conflicts between the terms of the Charter School’s charter
contract and the terms of the ESP Agreement, the terms of the charter contract will control.
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DeKalb PATH Academy Exhibit 18
6. If an ESP purchases equipment, materials and supplies for the use of, on behalf of or as the
agent of the charter, the ESP Agreement shall provide that such equipment, materials and
supplies shall be and remain the property of the charter. The ESP shall not charge additional
commission, mark-up or similar fees, for the items purchased for the use of, on behalf of or as
the agent of the Charter School. Any such purchases must be made from a third party
supplier, unless set forth in the charter petition.
7. The Board will ensure that the ESP Agreement contains a section that will reasonably permit
either party to terminate the ESP Agreement.
8. The ESP Agreement should include provisions dealing with ownership of physical and
intellectual property developed by the ESP or by the Charter School’s employees.
Insurance Generally
Charter School shall procure and maintain for the duration of its charter contract, at its sole cost and
expense, such insurance as will fully protect it and the Indemnitees , from any and all claims as set
forth in the Indemnification clause that may arise out of Charter School’s operations under the charter
agreement from incidents, accidents and claims for personal injury, bodily injury, and property
damage which may arise from or in connection with the performance of this charter agreement and
for the Charter School’s professional liability under the charter agreement.
The following is the minimum insurance coverage and limits that the Charter School must maintain. If
the Charter School maintains broader coverage or higher limits than the minimums shown below,
DCSD requires and shall be entitled to all coverage and for higher limits maintained by the Charter
School.
Minimum Scope and Limit of Insurance
1. Workers’ Compensation & Employer’s Liability Insurance - Workers’ Compensation Insurance
in compliance with the applicable Workers’ Compensation Act(s) of the state(s) wherein the
work is to be performed or where jurisdiction could apply in amounts required by statutes.
Employer’s Liability Insurance, with limits of liability of not less than $1,000,000 per accident
for bodily injury or disease.
2. Commercial General Liability Insurance, including contractual liability insurance, products and
completed operations, personal injury, bodily injury, property damage and advertising injury,
and any other type of liability for which the charter agreement or this Letter of Assurances
applies with limits of liability of not less than $1,000,000 each occurrence / $2,000,000 policy
aggregate for personal injury, bodily injury, and property damage. Commercial General
Liability Insurance shall be written on an “occurrence” form.
3. Business Automobile Liability Insurance with limits of liability of not less than $1,000,000 per
accident for bodily injury and property damage. Insurance shall include all owned, non-owned
and hired vehicle liability.
4. Umbrella Insurance with limits of liability excess of Employer’s Liability Insurance, Commercial
General Liability Insurance and Automobile Liability Insurance in the amount of not less than
$3,000,000.
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DeKalb PATH Academy Exhibit 18
5. Educators’ Legal Liability Insurance with limits of not less than $2,000,000 each claim
$2,000,000 in the annual aggregate for all claims. Coverage shall include insurance coverage
for DCSD, its appointed and elected officials, departments, agencies, boards, commissions, its
directors and officers, trustees, agents, employees, volunteers and students while
participating in internship programs. Coverage is to also cover Employment Practices Liability.
6. Property Insurance coverage shall be “all risks” and in sufficient amounts to cover the
replacement cost of all structures and contents for property owned or leased by the Charter
School. Insurance policy shall be endorsed to name DCSD as a Loss Payee as their interest may
appear. Deductible or Self-Insured Retentions shall not exceed $100,000 per loss.
7. Crime and Fidelity Bond in the sum of not less than $1,000,000 per occurrence. Coverage shall
include coverage for Employee Theft and Dishonesty, Forgery or Alteration, Theft of Money
and Securities, Robbery and Burglary, Computer Fraud, Funds Transfer Fraud and Money
Orders, Counterfeit Currency and Impersonation Fraud and shall cover liability to 3rd Parties.
Other Insurance Provisions
The aforementioned insurance policies shall contain or be endorsed to contain, the following
provisions:
1. A provision that coverage afforded under such policies shall not expire, be canceled or altered
without at least forty-five (45) days prior written notice to DCSD.
2. Workers’ Compensation and Employer’s Liability and Property insurance policies shall contain a
waiver of subrogation in favor of DCSD, its appointed and elected officials, departments,
agencies, boards, commissions, its officers, agents, employees and volunteers.
3. Commercial Employer’s Liability, General Liability, Automobile Liability and Umbrella Liability
insurance policies shall include an appropriate endorsement making DCSD, its appointed and
elected officials, departments, agencies, boards, commissions, its directors and officers,
trustees, agents, employees, volunteers and students while participating in internship programs,
Additional Insureds under such policies.
A copy of these endorsements shall be provided to DCSD.
Claims-Made Policies
If any insurance policy is written on a claims-made coverage form:
1. The retroactive date must be shown, and this date must be before the execution date of charter
contract.
2. Insurance must be maintained and evidence of insurance must be provided for at least three (3)
years after completion of charter agreement.
3. If coverage is canceled or non-renewed, and not replaced with another claims-made policy form
with a retroactive date prior to the charter agreement, charter school must purchase extended
reporting period coverage for a minimum of three (3) years after completion of charter
agreement.
4. A copy of the claims reporting requirements must be submitted to DCSD.
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DeKalb PATH Academy Exhibit 18
Verification of Insurance Coverage
1. Charter school shall furnish DCSD with Certificates of Insurance and certified copy of all
insurance policies including Additional Insured, Waiver of Subrogation, and Endorsements.
However, failure to obtain the required documents shall not waive the Charter School’s
obligation to provide them. The certificates, policies and endorsements shall contain the
following information:
a. Name and address of agent/broker;
b. Name and address of insured;
c. Name of insurance company, underwriting syndicate, or other insuring entity;
d. Description of coverage in standard terminology;
e. Policy period;
f. Policy Number;
g. Limits of liability;
h. Name and address of certificate holder;
i. Acknowledgment to the DCSD of notice requirements of material adverse change;
j. Signature of authorized agent/broker;
k. Telephone number of authorized agent/broker; and
l. Details of policy exclusions applicable to theses Assurances in comments section of
Insurance Certificate.
2. In addition to the certificates of insurance, policies and endorsements, the Charter School’s
broker/ insurer shall provide copies of the policy endorsements evidencing the coverage(s) for
DCSD through the Indemnification and Insurance obligations assumed by the Charter School.
All certificates/endorsements evidencing primary and excess layers shall be renewed and kept
current and up to date on an annual or lesser time basis as needed.
3. All Risk Property Insurance should be in sufficient amounts to cover the replacement cost of
all structures and contents to their full value for property owned or leased by the Charter
School. Policy(ies) shall be endorsed to name DCSD as a Loss Payee as their interest may
appear.
4. Under all coverage required hereunder, the policy(ies) shall be endorsed to include the
following terms and conditions: Except for any acceptable secondary layer of protection, the
policies shall be primary and not excess to any other coverage provided by or available to
DCSD.
Self- Insured Retentions
Director of Risk Management may require the Charter School to purchase coverage with a lower
retention or provide financial proof of its ability to pay losses and related investigations, claim
administration, and defense expenses within the retention.
Non-Limitation on Charter School’s Liability
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DeKalb PATH Academy Exhibit 18
The obligations for the Charter School to procure and maintain insurance shall not be construed to
waive or restrict other obligations and it is understood that insurance in no way limits liability of
Charter School whether or not same is covered by insurance.
Insurance Ratings
All of the insurance policies specified shall be written on a form acceptable to DCSD and all companies
providing insurance required by charter agreement must meet the minimum financial security
requirements of Best’s Rating not less than A and Best’s Financial Size Category not less than Class X.
Special Risks or Circumstances
DCSD reserves the right to modify these requirements, including limits, based on the nature of the
risk, prior experience, insurer, coverage, or other circumstances.
Charter School’s Property Insurance
The Charter School assumes sole responsibility for loss or damage to its property.
Other Obligations
1. Entire Agreement. These Assurances constitute the entire agreement between the Charter
School, DeKalb Board of Education, and District, with respect to the matters set forth herein
and supersedes all prior, contemporaneous, written or oral negotiations, agreements, or
understandings between the parties regarding such matters, but does not supersede the
charter contract, which sets forth the entire agreement between the Charter School, DeKalb
Board of Education, and State Board of Education. A scanned or photocopy of these
Assurances will be deemed an original.
2. Waiver. No failure or delay by the DeKalb Board of Education, or district designee, in
exercising any right or remedy herein shall operate as a waiver thereof. The rights and
remedies of the District under these Assurances are cumulative and are not exclusive of any
rights or remedies which it would otherwise have herein.
3. No Violation. The Charter School represents and warrants that the execution of, and
performance under, these Assurances will not be a breach of, violation of, or conflict with any
other contract or agreement to which it is a party or subject, including the charter contract.
4. Headings/Interpretation of MOU. The headings contained in these Assurances are for
convenience only and shall not affect in any way the meaning or interpretation of this
document.
5. Severability. In the event that any term or provision of these Assurances is found to be, or
becomes by operation of law, invalid, unenforceable or void, the remaining terms and
provisions shall not be affected thereby and shall remain in full force and effect, and the
invalid, unenforceable or void term or provision shall be deemed not to be a part of these
Assurances.
6. Governing Law. These Assurances shall be governed by and construed and enforced in
accordance with the laws of the State of Georgia.
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DeKalb PATH Academy Exhibit 18
7. Notices. Unless otherwise provided In the charter contract, or these Assurances, all notices
shall be In writing and shall be sent by electronic mall, U.S.P.S. regular mall, personally
delivered, overnight delivery service or certlned mall, postage prepaid. Notices shall be
deemed given (a) on the date delivered if delivered personally or by electronic mall, (b) on the
first business day following the date of dispatch if delivered by overnight delivery service or (c)
three days after deposit in the United States mall with adequate postage affixed if sent
certified or by regular mail.
Enforcement. The Charter School acknowledges that if, in the judgment of DCSD, the Charter School
is in material breach of one or more provisions of the charter and if such material breach is not fully
cured within thirty (30) days after the receipt of written notice to the Charter School identifying the
breach and what must be done to cure it, DCSD shall be authorized to initiate termination procedures
set forth in O.C.G.A. 20-2-2068 and the accompanying State Board Rule.
Notices shall be addressed as follows:
To the District:
Attn: Superintendent
DeKalb County School District
1701 Mountain Industrial Boulevard
Stone Mountain, Georgia 30083
With a copy to:
Director
School Innovation Department
1701 Mountain Industrial Boulevard
Stone Mountain, Georgia 30083
Agreed to and accepted by the Charter School:
As the Chair of the Governing Board for the Charter School, I provide legal assurance that the Charter
School understands and will adhere to the requirements contained in this Letter of Assurances.
Governing Board Chair
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DeKalb PATH Academy Exhibit 19
DeKalb PATH does not have 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
651
DeKalb PATH Academy Exhibit 20
652
DeKalb PATH Academy Exhibit 20
653
654
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DeKalb PATH Academy Exhibit 21
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DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
SAFE SCHOOL STUDENT & FACULTY POPULATION
Student(s) Population: 368
Faculty/Staff Population: 45
Transportation: 7 (Buses Needed to Evacuate)
Exceptional Ed Student(s) Population: 24
Exceptional Ed Student(s) Transportation:N/A (Buses Needed to Evacuate)
Primary Relocation Site: Oglethorpe University
Primary Reunification Site: Same
Secondary Relocation Site: Costco
Secondary Reunification Site: Same
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CGIW1197 DEKALB PATH ACADEMY PAGE 2
10/03/2024 TIME 03:38 PM
DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
SAFE SCHOOL EMERGENCY PLANNING COMMITTEE
Principal : Crystal Felix-Clarke Phone No.: 917-375-2869
Asst. Principal: Dr. Veronica Perry Phone No.: 678-230-0002
Asst. Principal: N/A Phone No.: N/A
Other Staff : Ethiopia Gebremedhin Phone No.: 678-558-0453
Other Staff : Sergio Martinez Phone No.: 678-732-2994
Counselor : Renzo Gobea Phone No.: 404-820-5874
Teacher : Brian Payne Phone No.: 404-396-4043
Teacher : Tremayne Jackson Phone No.: 470-487-4621
Custodian : Sonia Sagredo Phone No.: 678-982-6743
Student : Selena Lopez
Parent : N/A
Law Enforcement: N/A
Fire Department: N/A
Community Leader:Bonnie Birrell
Other : Evelyn Mendez
Other : Dr. Ana Alcaraz
Other : James Kane
Other : N/A
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CGIW1197 DEKALB PATH ACADEMY PAGE 3
10/03/2024 TIME 03:38 PM
DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
SCHEDULE OF EMERGENCY DRILLS
Primary and secondary reunification sites have been identified and posted: Yes
Each classroom has primary and secondary evacuation routes posted: Yes
Primary and secondary relocation sites within the building have been
posted: Yes
Fire/Evacuation Drill Dates:
State law requires 2 drills within first 10 days of school and
at least one drill for each subsequent month.
August(1): 08/06/2024 August(2): 08/14/2024 September: 09/04/2024
October : 10/04/2024 November : 11/04/2024 December : 12/04/2024
January : 01/14/2025 February : 02/04/2025 March : 03/04/2025
April : May : 05/14/2025
Identify primary and secondary relocation sites if evacuation
from the campus is necessary:
Primary: Oglethorpe Grades: 5-8
Primary: Oglethorpe Grades: 5-8
Secondary: Costco Grades: 5-8
Secondary: Costco Grades: 5-8
Tornado Drill(s):
First Semester Date: 09/12/2024 Second Semester Date:
Second Semester Drill is
the Statewide Drill in
February of Each Year.
Intruder (Lockdown) Drills:
First Semester Date: 08/22/2024 Second Semester Date: 01/09/2025
Type of Lockdown: LEVEL 2 Type of Lockdown: LEVEL 3
Safe Schools Audit Score: N/A Safe Schools Audit Score: N/A
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CGIW1197 DEKALB PATH ACADEMY PAGE 4
10/03/2024 TIME 03:38 PM
DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
STAFF EMERGENCY ASSIGNMENTS
Designated staff to prepare and maintain the Emergency Kits:
Ethiopia Gebremedhin Veronica Perry
Designated staff to contact Regional Superintendent:
Crystal Felix-Clarke Veronica Perry
Designated staff to identify missing/absent students and staff:
Ethiopia Gebremedhin Jabria Parker
Designated staff to locate and identify the injured/sick:
Brian Payne Tremayne Jackson
Sergio Martinez
Designated staff to accompany injured/sick to medical facilities:
Cinthya Juarez-Duran Renzo Gobea
Identifed staff trained in First Aid and CPR:
Crystal Whitaker Vasilissa Thornton
Designated staff to handle telephone calls:
Erisela Campa Dulce Molina
Designated staff to receive parents/quardians at reunification site(s):
NOTE: All students must be signed out by a parent or guardian.
Please keep sign-out logs.
Crystal Felix-Clarke Dr. Veronica Perry
Designated staff to show emergency personnel utility and ventilation shutoffs:
Sergio Martinez Brian Payne
Designated staff to assist with pedestrian traffic and on-campus vehicle
traffic:
Brian Payne Jose Ovalle
Designated staff to make temporary ID badges for staff and emergency personnel:
Ethiopia Gebremedhin
Name(s) of person(s) to contact after hours for after-school/extra curricular
activities and programs:
Crystal Felix-Clarke Veronica Perry
Brian Payne
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CGIW1197 DEKALB PATH ACADEMY PAGE 5
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DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
EMERGENCY KITS CHECKLIST ANSWER
A copy of the DCSD Emergency Response Procedures and
Protocols Manual Yes
A copy of the Safe School/Crisis Management Plan Yes
Current call rosters of all students including pertinent
medical information, phone number(s), release information
and contact(s) information Yes
Current list of all staff members including phone numbers
and contact information Yes
Copy of school or district personnel directory with phone
numbers and contact information Yes
10 writing tablets and pens/pencils Yes
10 working magic makers Yes
Signage for Staging Area Yes
500 plain white peel-off name tag stickers (used to identify
students, staff or Crisis Team) Yes
Student release/sign-out sheets Yes
Staff sign-in/sign-out sheets Yes
List of students on off-campus trips Yes
Five sets of safety gloves Yes
Floor/Site Plan of the grounds and surrounding areas
(Faculty floor plan with utility shut offs and detailed
instruction on disablement) Yes
Copies of photographs of the building(interior and exterior) Yes
Copies of student and staff emergency contact/release
information Yes
Emergency Medical Information for the students & staff
(Info. regarding students & staff with medical problems
that may be impacted by evacuation/emergency) Yes
Most recent yearbook Yes
Flashlight and extra batteries Yes
Bullhorn and extra batteries Yes
Cell phone and/or walkie-talkie Yes
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CGIW1197 DEKALB PATH ACADEMY PAGE 6
10/03/2024 TIME 03:38 PM
DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
EMERGENCY KITS CHECKLIST ANSWER
Basic First-Aid Kit Yes
Emergency phone numbers of assistance agencies Yes
Set of master keys Yes
Bus routes and driver contact information Yes
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CGIW1197 DEKALB PATH ACADEMY PAGE 7
10/03/2024 TIME 03:38 PM
DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
ATTENDANCE AND DISCIPLINE ANSWER
Student and parents are informed of student behavioral
expectations and school discipline procedures. Yes
All students and parents receive and sign for a copy of the
current Code of Student Conduct - Student Rights and
Responsibilities and Character Development Handbook. Yes
All students are taught the contents of the Code of Student
Conduct - Student Rights and Responsibilities and Character
Development Handbook. Yes
Grade-appropriate Code of Student Conduct - Student Rights
and Responsibilities and Character Development Handbook
tests are administered to all students. Yes
All absent or new students receive and are taught the Code
of Student Conduct - Student Rights and Responsibilities
and Character Development Handbook. Yes
Weapons, Drugs, Safe School Zone, and Bullying Signs are
posted. Yes
The state-sponsored Weapons and Drugs reporting number
1-877-SAY-STOP is posted. Yes
A daily record of student absences is maintained and parents
are contacted. Yes
Students may be checked out of school ONLY by a parent or
guardian. Yes
The county-sponsored Alert Line reporting number
1-888-475-0482 is posted. Yes
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DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
REPORTING/TRAINING CHECKLIST ANSWER
Violations of state and federal laws that occur on school
property or at school events are reported to a law
enforcement agency. Yes
A record is kept of disruptive, dangerous incidents on
school property or at school events. Yes
Administrators are designated to complete and file accident
and incident reports. Yes
All staff members are aware of child abuse/neglect
reporting requirements. Yes
All staff members are told to report unsafe and potentially
unsafe situations and/or conditions to the administrative
staff. Yes
All staff members are told to report incidents of bullying
and any other types of harassment. Yes
At least one hour of personal safety instruction is
scheduled for the staff. Yes
Each teacher receives a copy of the Emergency Response
Procedures and Protocols manual. Yes
All staff members have or will receive information on the
policy relative to student restraint. Yes
The District will facilitate training of all school-based
and support staff on violence prevention. Staff has been
informed and are expected to participate in training. Yes
All staff received training on the advanced weapons deterren
t systems. Yes
All school staff received training regarding the DCSD Safe S
chool Audit for ensuring school safety. Yes
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CGIW1197 DEKALB PATH ACADEMY PAGE 9
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DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
SAFETY AND SECURITY CHECKLIST ANSWER
All windows are in good repair with no broken or missing
windows. Yes
Surveillance cameras and monitors are in good working order. Yes
Staff members are trained on the proper use and maintenance
of surveillance cameras. Yes
All cameras are operable and the monitors are placed where
staff can see them. Yes
Glass in entrance doors is safety glass. Yes
Door-locking hardware is in proper working order. Yes
Door panic bars are operable and in good working condition. Yes
Handrails and non-slip steps are provided in stairways. Yes
Access to electrical panels in all areas is restricted. Yes
All portals/hatches are secured with hasps and padlocks. No
Response: Not Applicable
Mobile classrooms, outbuildings, and storage sheds are
secured and locked. No
Response: Not Applicable
Building access control is assigned to an administrator. Yes
Keys and duplicates are kept in a locked key cabinet. Yes
Master keys are kept to a minimum and the control access
system is monitored. Yes
Keys and employee IDs are collected from employees who no
longer work in the office. Yes
All keys are checked in and accounted for at the end of the
school year. Yes
Areas around the building and mobile classrooms are lighted. Yes
Chemical storage areas are locked and inventoried on a
regular basis. Yes
Science lab equipment and chemicals are secured and
inventoried on a reqular basis. Yes
Access to bus loading areas is restricted during arrival
and dismissal. Yes
Staff members are assigned to student parking areas at
arrival and dismissal. No
Response: Not Applicable
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CGIW1197 DEKALB PATH ACADEMY PAGE 10
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DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
SAFETY AND SECURITY CHECKLIST ANSWER
Parking areas are supervised during the school day or can
be seen from the school. Yes
An area is designated as the pick-up/drop-off area for car
riders. Yes
Exterior and interior walls are free from graffiti. Yes
Graffiti is reported to the school police immediately and
not cleaned until cleared by police. No
Response: Not Applicable
School personnel know locations of shutoffs for water, gas,
HVAC vents. Yes
Hallways are clear of travel impediments during the school
day and during night activities. Yes
Vehicle access to playground/athletic areas is restricted. Yes
All playground/athletic areas are fenced and are supervised
when students are present. Yes
Playground and athletic equipment is in good repair and is
inspected frequently. Yes
Visitor policy signs and trespassing signs are displayed in
plain view and are in good repair. Yes
All visitors, including parents, are required to sign in at
the front office and wear an ID badge. Yes
All visitors check out upon leaving the building and turn in
their ID badge. Yes
Visitor parking is clearly marked. No
Response: Not Applicable
All employees wear ID badges at all times during work/school
hours. No
Response: Not Applicable
All commercial deliveries are made at one designated
entrance. Yes
All commercial deliveries are inventoried by an employee. Yes
Delivery persons are accompanied by an employee. Yes
All food deliveries are inspected and inventoried by food
service personnel. Yes
Students are issued parking permits for school parking only
upon proof of a valid driver's license. No
Response: Not Applicable
667
CGIW1197 DEKALB PATH ACADEMY PAGE 11
10/03/2024 TIME 03:38 PM
DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
SAFETY AND SECURITY CHECKLIST ANSWER
Student access to parking areas during the school day is
restricted. Yes
Student drivers are aware that vehicles are subject to
search when on school property. Yes
Employees are aware of their responsibility for items in
their vehicle while on DCSD property. Yes
Students are restricted from entering or remaining in
vacant classrooms. Yes
At the end of the work/school day, all exterior doors and
restrooms are checked. Yes
Classroom-to-office communications is operable and
routinely tested. Yes
Walkie-talkies are strategically located throughout the
building and are in fair working condition. Yes
All school equipment has been labeled and inventoried. Yes
An updated equipment inventory is maintained throughout the
school year. Yes
All fundraising money or checks are given to the bookkeeper
daily. Yes
All fundraising money or checks are placed in the school
vault daily. Yes
Building vault has controlled access and can be opened from
the inside. No
Response: Not Applicable
School cafeteria daily receipts are transported with an
escort to the office/vault area. No
Response: Not Applicable
Cafeteria is arranged so tables and chairs do not block
access to doors. Yes
Fire extinguisher, First Aid Kit, and Choking Posters are in
the break-area/cafeteria. Yes
Student medicine procedures are available to student and
parents. Yes
Student medicine is identified by name, doctor, dispensing
instructions, and is dated. Yes
Student medicine is secured (locked) with controlled access
at all times. Yes
668
CGIW1197 DEKALB PATH ACADEMY PAGE 12
10/03/2024 TIME 03:38 PM
DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
SAFETY AND SECURITY CHECKLIST ANSWER
Students sign and date each time they take their medication. Yes
Students take their medication in the office area. Students
may keep asthma medication or Epi-Pen with them if they
have a doctors note. Yes
All student medication is picked up by parent at the end of
the school year. Yes
School staff is aware of proper response to blood and other
body fluid spills. Yes
Students/staff use lab/science safety equipment at all times
during experiments and lessons. Yes
Science/lab safety procedures are posted, reviewed, and
practiced. Yes
Fire extinguishers are located throughout the building and
are routinely inspected. Yes
The locations of fire extinguishers are clearly marked and
fire extinguishers are accessible. Yes
Staff members have been trained on proper use of fire
extinguishers. Yes
Mechanical rooms and other hazardous material storage areas
are locked. No
Response: Not Applicable
Area at and near the dumpster is clean and free of
flammables. Yes
All vehicles are kept out of all fire lanes at all times. Yes
Boiler room is clean, free of debris, and is NOT used for
storage. No
Response: Not Applicable
Access to boiler room is restricted and the boiler room is
routinely inspected. No
Response: Not Applicable
Restrooms are clean and are inspected on a regularly basis
throughout the day. Yes
Procedures are in place to evacuate disabled students and
staff/visitors. Yes
Copies of the Emergency Response Procedures and Protocols
manual are distributed to all staff members. Yes
669
CGIW1197 DEKALB PATH ACADEMY PAGE 13
10/03/2024 TIME 03:38 PM
DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
SAFETY AND SECURITY CHECKLIST ANSWER
New and temporary staff members are informed of emergency
and safety procedures. Yes
The staff is trained in Intruder Alert Procedures,
including the alert and clear signals. Yes
School bus safety rules are distributed to all students. Yes
All students participate in school bus emergency evacuations
drills twice per year. Yes
For every field trip, a complete manifest of students and
staff is on each school bus and a copy is left at the
school. Yes
The intrusion alarm system and fire alarm system are
operational and are periodically inspected and tested. Yes
A list is maintained of staff members who are trained and
authorized to activate and deactivate the alarm system. Yes
The Midland Digital Weather/Hazard Alert Monitor is
operational and located where staff can hear the alarm.
NOTE: Contact Student Relations if the monitor is not
operational. Yes
All students and staff members are brought into the building
from mobile classrooms during storm warnings. No
Response: Not Applicable
Emergency early dismissal procedures are in place and
practiced. Yes
Staff members are designated to secure the building after
school hours. Yes
A list is maintained of after-school/extra-curricular
activities and programs. Yes
On teacher work days and other non-student days, including
summer days, staff work schedules are arranged for the
safety of the staff and security of the building. Yes
The Front Office Area is arranged with security in mind:
surveillance camera, desks facing the doorway, clear
check-in and check-out procedures, walkie-talkie available
at all times. Yes
The school has inplemented an anti-bullying and
anti-harassment program/strategy. Yes
A procedure has been established to track reports made by
students and staff of bullying and harassment incidents. Yes
670
CGIW1197 DEKALB PATH ACADEMY PAGE 14
10/03/2024 TIME 03:38 PM
DeKalb PATH Academy SAFE SCHOOL PLAN Exhibit 22
School Year 2024-2025
SAFETY AND SECURITY CHECKLIST ANSWER
A procedure has been established to investigate reports made
by victims of bullying or reports made by their parents. Yes
The school has a committee charged with developing a plan
for the analysis of discipline, attendance, other student
surveys/data and staff surveys in order to develop
prevention activities and strategies. Yes
Elementary Schools: The school has implemented or has plans
to implement the DeKalb County Fire Departments Risk Watch
Program. No
Response: Not Applicable
Procedures have been developed for two-way communication
with portable classrooms/modules. No
Response: Not Applicable
Portable classrooms are locked when unoccupied. No
Response: Not Applicable
Portable classroom doors are locked when class is in
session. No
Response: Not Applicable
671
DeKalb PATH Academy Exhibit 23
5 YEAR BUDGET PROJECTION
School Name: Dekalb PATH Academy FY2025 FY2026 FY2027 FY2028 FY2029 FY2030
Planning Year % of Total Year 1 % of Total Year 2 % of Total Year 3 % of Total Year 4 % of Total Year 5 % of Total
ASSUMPTIONS Notes
Number of Students 368 368 368 368 368
Facility Square Footage 16404 16404 16404 16404 16404
Number of Full Time Employees 44 44 44 44 44
Full Time Employees (eligible for benefits) 44 44 44 44 44
Number of Administrators 5 5 5 5 5
Number of Teachers 31 31 31 31 31
Number of Other Instructional Staff 3 3 3 3 3
Number of Clerical Staff 3 3 3 3 3
Number of Maintenance Staff 3 3 3 3 3
Number of Food Service Staff 4 4 4 4 4
Student Teacher Ratio 24:01:00 24:01:00 24:01:00 24:01:00 24:01:00
Revenue Per Pupil (State and/or Local) $14,425 $14,858 $15,304 $15,763 $16,236
Average Teacher Salary $65,986 $67,306 $68,652 $70,025 $71,426
REVENUES
State and/or Local Revenue (Rev Per Pupil* $0 $5,308,400 93.5% $5,467,744 93.6% $5,631,872 93.6% $5,800,784 93.7% $5,974,848 93.8%
3% District Administrative Fee (Explain any $0 ($159,252) -2.8% ($164,032) -2.8% ($168,956) -2.8% ($174,024) -2.8% ($179,245) -2.8%
Meal Fees $380,000 6.7% $391,400 6.7% $403,142 6.7% $415,236 6.7% $427,693 6.7%
Federal Grant Revenue $149,179 2.6% $149,179 2.6% $149,179 2.5% $149,179 2.4% $149,179 2.3% 90% of PATH's Average Audited Federal Grant Revenue for the Previous 3 years = ((210503+148301+138460)/3)*.9
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
Total Revenues $0 $5,678,327 $5,844,291 $6,015,237 $6,191,176 $6,372,475
EXPENSES
PERSONNEL
Principal #DIV/0! $177,468 2.8% $181,017 3.2% $184,638 3.2% $188,330 3.2% $192,097 3.2% Salary in line with the DCSD schedule with a 2% salary increase yearly.
Social Services (Social Worker/Counselor/Nurse) #DIV/0! $32,946 0.5% $32,946 0.6% $34,277 0.6% $34,963 0.6% $41,120 0.7% Salary in line with the DCSD schedule with a 2% salary increase yearly.
Technology Support #DIV/0! $84,917 1.4% $86,616 1.5% $88,348 1.6% $90,115 1.5% $91,917 1.6% 3%
Teachers $0 #DIV/0! $2,045,579 32.5% $2,086,490 37.3% $2,128,220 37.4% $2,170,785 37.3% $2,214,200 37.4% Salary in line with the DCSD schedule with a 2% salary increase yearly.
Arts/PE/Comp Sci #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% Included in Line #39 for all teachers
Athletics/Extracurricular Coaches #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
Guidance Counselor #DIV/0! $150,119 2.4% $153,121 2.7% $156,183 2.7% $159,307 2.7% $162,493 2.7% Salary in line with the DCSD schedule with a 2% salary increase yearly.
Special Education Teacher #DIV/0! $279,582 4.4% $285,174 5.1% $290,877 5.1% $296,695 5.1% $302,629 5.1% Salary in line with the DCSD schedule with a 2% salary increase yearly.
Office Manager #DIV/0! $88,434 1.4% $90,203 1.6% $92,007 1.6% $93,847 1.6% $95,724 1.6%
Office Assistant #DIV/0! $107,100 1.7% $109,242 2.0% $111,427 2.0% $113,655 2.0% $115,928 2.0%
Business manager #DIV/0! $81,400 1.3% $83,232 1.5% $84,897 1.5% $86,595 1.5% $88,326 1.5%
Maintenance #DIV/0! $136,680 2.2% $139,414 2.5% $142,202 2.5% $145,046 2.5% $147,947 2.5%
Food Service #DIV/0! $147,900 2.4% $150,858 2.7% $153,875 2.7% $156,953 2.7% $160,092 2.7%
Retirement Benefits #DIV/0! $667,616 10.6% $680,968 12.2% $694,587 12.2% $708,479 12.2% $722,649 12.2%
Health Benefits #DIV/0! $208,581 3.3% $211,710 3.8% $214,885 3.8% $221,332 3.8% $224,652 3.8%
FICA #DIV/0! $38,553 0.6% $39,324 0.7% $40,111 0.7% $40,913 0.7% $41,731 0.7%
Other Payroll Expenses/Taxes #DIV/0! $1,225 0.0% $1,225 0.0% $1,225 0.0% $1,225 0.0% $1,225 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
Total Personnel $0 #DIV/0! $4,248,100 67.6% $4,331,539 77.5% $4,417,759 77.6% $4,508,239 77.4% $4,602,730 77.8%
INSTRUCTION
Textbooks #DIV/0! $3,000 0.0% $3,000 0.1% $3,000 0.1% $3,000 0.1% $3,000 0.1% We are 97% software instruction.
Classroom Supplies #DIV/0! $28,560 0.5% $29,131 0.5% $29,713 0.5% $30,307 0.5% $30,913 0.5%
Computers #DIV/0! $6,000 0.1% $6,000 0.1% $6,000 0.1% $6,000 0.1% $6,000 0.1%
Software #DIV/0! $25,500 0.4% $25,500 0.5% $25,500 0.4% $25,500 0.4% $25,500 0.4%
Field Trips #DIV/0! $8,000 0.1% $8,000 0.1% $10,000 0.2% $10,000 0.2% $10,000 0.2%
Instructional Equipment #DIV/0! $2,050 0.0% $2,080 0.0% $2,121 0.0% $2,163 0.0% $2,207 0.0%
Library and Media Center #DIV/0! $765 0.0% $780 0.0% $795 0.0% $2,500 0.0% $827 0.0%
Student Assessment #DIV/0! $6,630 0.1% $6,762 0.1% $6,897 0.1% $7,035 0.1% $7,176 0.1%
Classroom Furniture #DIV/0! $5,000 0.1% $5,000 0.1% $5,000 0.1% $15,000 0.3% $5,000 0.1%
PE Equipment #DIV/0! $3,000 0.0% $3,000 0.1% $3,000 0.1% $3,000 0.1% $3,000 0.1%
Art Supplies #DIV/0! $3,000 0.0% $3,000 0.1% $3,000 0.1% $3,000 0.1% $3,000 0.1%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
Total Instruction $0 #DIV/0! $91,505 1.5% $92,253 1.7% $95,026 1.7% $107,505 1.8% $96,623 1.6%
SERVICES & SUPPLIES
Student Uniforms #DIV/0! $1,500 0.0% $1,500 0.0% $1,500 0.0% $1,500 0.0% $1,500 0.0%
Athletic Program #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
Office Supplies #DIV/0! $5,000 0.1% $5,000 0.1% $5,000 0.1% $5,000 0.1% $5,000 0.1%
Office Furniture #DIV/0! $4,000 0.1% $4,000 0.1% $4,000 0.1% $4,000 0.1% $4,000 0.1%
Office Computers & Software #DIV/0! $5,000 0.1% $5,000 0.1% $5,000 0.1% $5,000 0.1% $5,000 0.1%
Printing and Copy Services #DIV/0! $1,500 0.0% $1,500 0.0% $1,500 0.0% $1,500 0.0% $1,500 0.0%
Postage and Shipping #DIV/0! $2,000 0.0% $2,000 0.0% $2,000 0.0% $2,000 0.0% $2,000 0.0%
Bookkeeping #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
Audit #DIV/0! $28,000 0.4% $30,000 0.5% $32,000 0.6% $34,000 0.6% $36,000 0.6%
Payroll Services #DIV/0! $13,000 0.2% $15,000 0.3% $15,000 0.3% $15,000 0.3% $15,000 0.3%
709
DeKalb PATH Academy Exhibit 23
Banking Fees #DIV/0! $1,000 0.0% $1,000 0.0% $1,000 0.0% $1,000 0.0% $1,000 0.0%
Legal Services #DIV/0! $30,600 0.5% $31,212 0.6% $31,836 0.6% $32,000 0.5% $32,200 0.5%
Liability & Property Insurance #DIV/0! $100,089 1.6% $100,089 1.8% $100,089 1.8% $100,089 1.7% $100,089 1.7%
Staff Development #DIV/0! $7,500 0.1% $7,500 0.1% $7,500 0.1% $10,000 0.2% $7,500 0.1%
Special Education #DIV/0! $2,500 0.0% $2,500 0.0% $2,500 0.0% $2,500 0.0% $2,500 0.0%
Health Services #DIV/0! $3,500 0.1% $3,500 0.1% $3,500 0.1% $3,500 0.1% $3,500 0.1%
Staff Recruitment #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
Student Recruitment #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
Tech Support #DIV/0! $5,000 0.1% $5,000 0.1% $5,000 0.1% $10,000 0.2% $5,000 0.1%
Phone/Internet Service #DIV/0! $32,320 0.5% $32,643 0.6% $32,969 0.6% $34,288 0.6% $34,974 0.6%
Food Service #DIV/0! $316,200 5.0% $322,524 5.8% $328,974 5.8% $335,553 5.8% $342,265 5.8%
Transportation #DIV/0! $1,100,000 17.5% $300,000 5.4% $300,000 5.3% $300,000 5.2% $300,000 5.1% Current transportation contract ends after FY26, PATH will pursue more afforadable transportation
Health Supplies #DIV/0! $2,500 0.0% $2,500 0.0% $2,500 0.0% $2,500 0.0% $2,500 0.0%
Pest Control #DIV/0! $2,000 0.0% $2,000 0.0% $2,000 0.0% $2,000 0.0% $2,000 0.0%
Janitorial Supplies & Services #DIV/0! $8,000 0.1% $8,000 0.1% $8,000 0.1% $8,000 0.1% $8,000 0.1%
Waste Disposal #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% Included in utilities
Marketing #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
Total Services & Supplies $0 #DIV/0! $1,671,209 26.6% $882,468 15.8% $891,868 15.7% $909,430 15.6% $911,527 15.4%
FACILITIES
Rent/Lease/Mortgage #DIV/0! $159,192 2.5% $163,968 2.9% $168,887 3.0% $173,954 3.0% $179,172 3.0% Lease extension attached as Exhibit 20. 3% increase/year
Grounds Maintenance #DIV/0! $15,500 0.2% $15,500 0.3% $15,500 0.3% $15,500 0.3% $15,500 0.3%
Maintenance & Repair #DIV/0! $10,000 0.2% $10,000 0.2% $10,000 0.2% $10,000 0.2% $10,000 0.2%
Utilities #DIV/0! $91,831 1.5% $92,748 1.7% $93,675 1.6% $97,422 1.7% $99,370 1.7%
Fire Safety and Compliance #DIV/0! $890 0.0% $890 0.0% $890 0.0% $890 0.0% $890 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
Total Facilities $0 #DIV/0! $277,413 4.4% $283,106 5.1% $288,952 5.1% $297,766 5.1% $304,933 5.2%
Total Expenses $0 $6,288,227 $5,589,366 $5,693,605 $5,822,940 $5,915,813
Contingency Fund $0 $100,000 $100,000 $100,000 $100,000
Surplus (Deficit) $0 ($609,900) $154,925 $221,632 $268,236 $356,662
Cash Balance
Beginning Cash (Renewals, conversions, or $3,300,000 $3,300,000 $2,690,100 $2,845,025 $3,066,657 $3,334,893
Net Surplus (Deficit) $0 ($609,900) $154,925 $221,632 $268,236 $356,662
Ending Cash $3,300,000 $2,690,100 $2,845,025 $3,066,657 $3,334,893 $3,691,556 Beginning Cash, Total Receipts, Total Disbursements, Net Revenue & Ending Cash match Cash Flow Proj Y1 and Y2 - Red Flag tab is inaccurate
710
DeKalb PATH Academy Exhibit 23
CASH FLOW PROJECTIONS-YEAR 0/Planning Year
School Name: Dekalb PATH Academy July Aug Sept Oct Nov Dec Jan Feb March April May June Total
(A) BEGINNING CASH $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000
Cash Receipts:
Per Pupil Revenue (local and state share), net LEA Admin fee $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
(B) Total Receipts $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Cash Disbursements:
PERSONNEL
Principal $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Social Services (Social Worker/Counselor/Nurse) $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Technology Support $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Teachers $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Arts/PE/Comp Sci $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Athletics/Extracurricular Coaches $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Guidance Counselor $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Special Education Teacher $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Office Manager $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Office Assistant $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Business manager $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Maintenance $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Food Service $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Retirement Benefits $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Health Benefits $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
FICA $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Other Payroll Expenses/Taxes $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
$0
$0
Total Personnel $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
INSTRUCTION
Textbooks $0
Classroom Supplies $0
Computers $0
Software $0
Field Trips $0
Instructional Equipment $0
Library and Media Center $0
Student Assessment $0
Classroom Furniture $0
PE Equipment $0
Art Supplies $0
$0
$0
Total Instruction $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
SERVICES & SUPPLIES
Student Uniforms $0
Athletic Program $0
Office Supplies $0
Office Furniture $0
Office Computers & Software $0
Printing and Copy Services $0
Postage and Shipping $0
Bookkeeping $0
Audit $0
Payroll Services $0
Banking Fees $0
Legal Services $0
Liability & Property Insurance $0
Staff Development $0
Special Education $0
Health Services $0
Staff Recruitment $0
Student Recruitment $0
Tech Support $0
Phone/Internet Service $0
Food Service $0
Transportation $0
Health Supplies $0
Pest Control $0
Janitorial Supplies & Services $0
Waste Disposal $0
Marketing $0
$0
$0
Total Services & Supplies $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
FACILITIES
Rent/Lease/Mortgage $0
Grounds Maintenance $0
Maintenance & Repair $0
Utilities $0
Fire Safety and Compliance $0
$0
711
DeKalb PATH Academy Exhibit 23
$0
Total Facilities $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
(C) TOTAL DISPURSEMENTS $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
CONTINGENCY FUND $0
(D) NET REVENUE $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
ENDING CASH (A+D) $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000 $3,300,000
712
DeKalb PATH Academy Exhibit 23
CASH FLOW PROJECTIONS-YEAR 1
School Name: Dekalb PATH Academy July Aug Sept Oct Nov Dec Jan Feb March April May June Total
(A) BEGINNING CASH $3,300,000 $3,102,548 $3,047,409 $3,020,270 $2,993,131 $2,965,992 $2,934,853 $2,903,714 $2,876,574 $2,838,935 $2,807,796 $2,774,657
Cash Receipts:
Per Pupil Revenue (local and state share), net LEA Admin fee $429,096 $429,096 $429,096 $429,096 $429,096 $429,096 $429,096 $429,096 $429,096 $429,096 $429,096 $429,096 $5,149,148
Grants $14,918 $14,918 $14,918 $14,918 $14,918 $14,918 $14,918 $14,918 $14,918 $14,918 $149,179
Nutrition $38,000 $38,000 $38,000 $38,000 $38,000 $38,000 $38,000 $38,000 $38,000 $38,000 $380,000
$0
$0
$0
$0
$0
$0
$0
$0
(B) Total Receipts $429,096 $482,014 $482,014 $482,014 $482,014 $482,014 $482,014 $482,014 $482,014 $482,014 $482,014 $429,096 $5,678,327
Cash Disbursements:
PERSONNEL
Principal $14,789 $14,789 $14,789 $14,789 $14,789 $14,789 $14,789 $14,789 $14,789 $14,789 $14,789 $14,789 $177,468
Social Services (Social Worker/Counselor/Nurse) $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $32,946
Technology Support $7,076 $7,076 $7,076 $7,076 $7,076 $7,076 $7,076 $7,076 $7,076 $7,076 $7,076 $7,076 $84,917
Teachers $170,465 $170,465 $170,465 $170,465 $170,465 $170,465 $170,465 $170,465 $170,465 $170,465 $170,465 $170,465 $2,045,579
Arts/PE/Comp Sci $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Athletics/Extracurricular Coaches $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Guidance Counselor $12,510 $12,510 $12,510 $12,510 $12,510 $12,510 $12,510 $12,510 $12,510 $12,510 $12,510 $12,510 $150,119
Special Education Teacher $23,299 $23,299 $23,299 $23,299 $23,299 $23,299 $23,299 $23,299 $23,299 $23,299 $23,299 $23,299 $279,582
Office Manager $7,370 $7,370 $7,370 $7,370 $7,370 $7,370 $7,370 $7,370 $7,370 $7,370 $7,370 $7,370 $88,434
Office Assistant $8,925 $8,925 $8,925 $8,925 $8,925 $8,925 $8,925 $8,925 $8,925 $8,925 $8,925 $8,925 $107,100
Business manager $6,783 $6,783 $6,783 $6,783 $6,783 $6,783 $6,783 $6,783 $6,783 $6,783 $6,783 $6,783 $81,400
Maintenance $11,390 $11,390 $11,390 $11,390 $11,390 $11,390 $11,390 $11,390 $11,390 $11,390 $11,390 $11,390 $136,680
Food Service $12,325 $12,325 $12,325 $12,325 $12,325 $12,325 $12,325 $12,325 $12,325 $12,325 $12,325 $12,325 $147,900
Retirement Benefits $55,635 $55,635 $55,635 $55,635 $55,635 $55,635 $55,635 $55,635 $55,635 $55,635 $55,635 $55,635 $667,616
Health Benefits $17,382 $17,382 $17,382 $17,382 $17,382 $17,382 $17,382 $17,382 $17,382 $17,382 $17,382 $17,382 $208,581
FICA $3,213 $3,213 $3,213 $3,213 $3,213 $3,213 $3,213 $3,213 $3,213 $3,213 $3,213 $3,213 $38,553
Other Payroll Expenses/Taxes $102 $102 $102 $102 $102 $102 $102 $102 $102 $102 $102 $102 $1,225
$0
$0
Total Personnel $354,008 $354,008 $354,008 $354,008 $354,008 $354,008 $354,008 $354,008 $354,008 $354,008 $354,008 $354,008 $4,248,100
INSTRUCTION
Textbooks $3,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $3,000
Classroom Supplies $28,560 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $28,560
Computers $6,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $6,000
Software $25,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $25,500
Field Trips $0 $0 $0 $0 $0 $0 $0 $0 $2,000 $2,000 $2,000 $2,000 $8,000
Instructional Equipment $2,050 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $2,050
Library and Media Center $765 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $765
Student Assessment $6,630 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $6,630
Classroom Furniture $5,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $5,000
PE Equipment $1,500 $0 $0 $0 $0 $0 $0 $0 $1,500 $0 $0 $0 $3,000
Art Supplies $3,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $3,000
$0
$0
Total Instruction $82,005 $0 $0 $0 $0 $0 $0 $0 $3,500 $2,000 $2,000 $2,000 $91,505
SERVICES & SUPPLIES
Student Uniforms $1,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $1,500
Athletic Program $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Office Supplies $5,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $5,000
Office Furniture $4,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $4,000
Office Computers & Software $5,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $5,000
Printing and Copy Services $1,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $1,500
Postage and Shipping $0 $0 $0 $0 $0 $0 $0 $0 $2,000 $0 $0 $0 $2,000
Bookkeeping $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Audit $0 $28,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $28,000
Payroll Services $1,083 $1,083 $1,083 $1,083 $1,083 $1,083 $1,083 $1,083 $1,083 $1,083 $1,083 $1,083 $13,000
Banking Fees $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $1,000
Legal Services $2,550 $2,550 $2,550 $2,550 $2,550 $2,550 $2,550 $2,550 $2,550 $2,550 $2,550 $2,550 $30,600
Liability & Property Insurance $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $100,089
Staff Development $2,500 $0 $0 $0 $0 $0 $0 $0 $2,500 $0 $0 $2,500 $7,500
Special Education $2,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $2,500
Health Services $3,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $3,500
Staff Recruitment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Student Recruitment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Tech Support $2,500 $0 $0 $0 $0 $0 $0 $0 $2,500 $0 $0 $0 $5,000
Phone/Internet Service $2,693 $2,693 $2,693 $2,693 $2,693 $2,693 $2,693 $2,693 $2,693 $2,693 $2,693 $2,693 $32,320
Food Service $26,350 $26,350 $26,350 $26,350 $26,350 $26,350 $26,350 $26,350 $26,350 $26,350 $26,350 $26,350 $316,200
Transportation $91,667 $91,667 $91,667 $91,667 $91,667 $91,667 $91,667 $91,667 $91,667 $91,667 $91,667 $91,667 $1,100,000
Health Supplies $2,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $2,500
Pest Control $167 $167 $167 $167 $167 $167 $167 $167 $167 $167 $167 $167 $2,000
Janitorial Supplies & Services $2,000 $0 $0 $0 $0 $2,000 $2,000 $0 $0 $0 $2,000 $0 $8,000
Waste Disposal $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Marketing $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
$0
$0
Total Services & Supplies $165,434 $160,934 $132,934 $132,934 $132,934 $134,934 $134,934 $132,934 $139,934 $132,934 $134,934 $135,434 $1,671,209
FACILITIES
Rent/Lease/Mortgage $13,266 $13,266 $13,266 $13,266 $13,266 $13,266 $13,266 $13,266 $13,266 $13,266 $13,266 $13,266 $159,192
Grounds Maintenance $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $15,500
Maintenance & Repair $2,000 $0 $0 $0 $0 $2,000 $2,000 $0 $0 $2,000 $2,000 $0 $10,000
Utilities $7,653 $7,653 $7,653 $7,653 $7,653 $7,653 $7,653 $7,653 $7,653 $7,653 $7,653 $7,653 $91,831
Fire Safety and Compliance $890 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $890
$0
$0
Total Facilities $25,100 $22,210 $22,210 $22,210 $22,210 $24,210 $24,210 $22,210 $22,210 $24,210 $24,210 $22,210 $277,413
(C) TOTAL DISPURSEMENTS $626,548 $537,153 $509,153 $509,153 $509,153 $513,153 $513,153 $509,153 $519,653 $513,153 $515,153 $513,653 $6,288,227
CONTINGENCY FUND $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
(D) NET REVENUE (B-C) ($197,452) ($55,139) ($27,139) ($27,139) ($27,139) ($31,139) ($31,139) ($27,139) ($37,639) ($31,139) ($33,139) ($84,557) ($609,900)
713
DeKalb PATH Academy Exhibit 23
ENDING CASH (A+D) $3,102,548 $3,047,409 $3,020,270 $2,993,131 $2,965,992 $2,934,853 $2,903,714 $2,876,574 $2,838,935 $2,807,796 $2,774,657 $2,690,100
714
DeKalb PATH Academy Exhibit 23
CASH FLOW PROJECTIONS-YEAR 2
School Name: Dekalb PATH Academy July Aug Sept Oct Nov Dec Jan Feb March April May June Total
(A) BEGINNING CASH $2,690,100 $2,563,915 $2,579,430 $2,624,945 $2,670,461 $2,715,976 $2,703,491 $2,747,006 $2,792,522 $2,831,037 $2,869,052 $2,910,568
Cash Receipts:
Per Pupil Revenue (local and state share), net LEA Admin fee $441,976 $441,976 $441,976 $441,976 $441,976 $441,976 $441,976 $441,976 $441,976 $441,976 $441,976 $441,976 $5,303,712
Grants $14,918 $14,918 $14,918 $14,918 $14,918 $14,918 $14,918 $14,918 $14,918 $14,918 $149,179
Nutrition $39,140 $39,140 $39,140 $39,140 $39,140 $39,140 $39,140 $39,140 $39,140 $39,140 $391,400
$0
$0
$0
$0
$0
$0
$0
$0
(B) Total Receipts $441,976 $496,034 $496,034 $496,034 $496,034 $496,034 $496,034 $496,034 $496,034 $496,034 $496,034 $441,976 $5,844,291
Cash Disbursements:
PERSONNEL
Principal $15,085 $15,085 $15,085 $15,085 $15,085 $15,085 $15,085 $15,085 $15,085 $15,085 $15,085 $15,085 $181,017
Social Services (Social Worker/Counselor/Nurse) $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $2,746 $32,946
Technology Support $7,218 $7,218 $7,218 $7,218 $7,218 $7,218 $7,218 $7,218 $7,218 $7,218 $7,218 $7,218 $86,616
Teachers $173,874 $173,874 $173,874 $173,874 $173,874 $173,874 $173,874 $173,874 $173,874 $173,874 $173,874 $173,874 $2,086,490
Arts/PE/Comp Sci $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Athletics/Extracurricular Coaches $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Guidance Counselor $12,760 $12,760 $12,760 $12,760 $12,760 $12,760 $12,760 $12,760 $12,760 $12,760 $12,760 $12,760 $153,121
Special Education Teacher $23,764 $23,764 $23,764 $23,764 $23,764 $23,764 $23,764 $23,764 $23,764 $23,764 $23,764 $23,764 $285,174
Office Manager $7,517 $7,517 $7,517 $7,517 $7,517 $7,517 $7,517 $7,517 $7,517 $7,517 $7,517 $7,517 $90,203
Office Assistant $9,104 $9,104 $9,104 $9,104 $9,104 $9,104 $9,104 $9,104 $9,104 $9,104 $9,104 $9,104 $109,242
Business manager $6,936 $6,936 $6,936 $6,936 $6,936 $6,936 $6,936 $6,936 $6,936 $6,936 $6,936 $6,936 $83,232
Maintenance $11,618 $11,618 $11,618 $11,618 $11,618 $11,618 $11,618 $11,618 $11,618 $11,618 $11,618 $11,618 $139,414
Food Service $12,572 $12,572 $12,572 $12,572 $12,572 $12,572 $12,572 $12,572 $12,572 $12,572 $12,572 $12,572 $150,858
Retirement Benefits $56,747 $56,747 $56,747 $56,747 $56,747 $56,747 $56,747 $56,747 $56,747 $56,747 $56,747 $56,747 $680,968
Health Benefits $17,642 $17,642 $17,642 $17,642 $17,642 $17,642 $17,642 $17,642 $17,642 $17,642 $17,642 $17,642 $211,710
FICA $3,277 $3,277 $3,277 $3,277 $3,277 $3,277 $3,277 $3,277 $3,277 $3,277 $3,277 $3,277 $39,324
Other Payroll Expenses/Taxes $102 $102 $102 $102 $102 $102 $102 $102 $102 $102 $102 $102 $1,225
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
$0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Total Personnel $360,962 $360,962 $360,962 $360,962 $360,962 $360,962 $360,962 $360,962 $360,962 $360,962 $360,962 $360,962 $4,331,539
INSTRUCTION
Textbooks $3,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $3,000
Classroom Supplies $29,131 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $29,131
Computers $6,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $6,000
Software $25,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $25,500
Field Trips $0 $0 $0 $0 $0 $2,000 $0 $0 $2,000 $2,000 $2,000 $0 $8,000
Instructional Equipment $2,080 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $2,080
Library and Media Center $780 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $780
Student Assessment $6,762 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $6,762
Classroom Furniture $5,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $5,000
PE Equipment $1,500 $0 $0 $0 $0 $0 $0 $0 $0 $1,500 $0 $0 $3,000
Art Supplies $3,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $3,000
work study $0
Out of state field study $0
$0
$0
Total Instruction $82,753 $0 $0 $0 $0 $2,000 $0 $0 $2,000 $3,500 $2,000 $0 $92,253
SERVICES & SUPPLIES
Student Uniforms $1,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $1,500
Athletic Program $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Office Supplies $5,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $5,000
Office Furniture $4,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $4,000
Office Computers & Software $5,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $5,000
Printing and Copy Services $0 $0 $0 $0 $0 $1,500 $0 $0 $0 $0 $0 $0 $1,500
Postage and Shipping $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $2,000 $0 $2,000
Bookkeeping $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Audit $0 $30,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $30,000
Payroll Services $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $1,250 $15,000
Banking Fees $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $83 $1,000
Legal Services $2,601 $2,601 $2,601 $2,601 $2,601 $2,601 $2,601 $2,601 $2,601 $2,601 $2,601 $2,601 $31,212
Liability & Property Insurance $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $8,341 $100,089
Staff Development $2,500 $0 $0 $0 $0 $0 $0 $0 $2,500 $0 $0 $2,500 $7,500
Special Education $2,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $2,500
Health Services $3,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $3,500
Staff Recruitment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Student Recruitment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Tech Support $2,500 $0 $0 $0 $0 $0 $0 $0 $2,500 $0 $0 $0 $5,000
Phone/Internet Service $2,720 $2,720 $2,720 $2,720 $2,720 $2,720 $2,720 $2,720 $2,720 $2,720 $2,720 $2,720 $32,643
Food Service $26,877 $26,877 $26,877 $26,877 $26,877 $26,877 $26,877 $26,877 $26,877 $26,877 $26,877 $26,877 $322,524
Transportation $25,000 $25,000 $25,000 $25,000 $25,000 $25,000 $25,000 $25,000 $25,000 $25,000 $25,000 $25,000 $300,000
Health Supplies $2,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $2,500
Pest Control $1,000 $0 $0 $0 $0 $500 $0 $0 $0 $0 $0 $500 $2,000
Janitorial Supplies & Services $2,000 $0 $0 $0 $0 $2,000 $0 $0 $0 $2,000 $0 $2,000 $8,000
Waste Disposal $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
Marketing $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0
$0
$0
Total Services & Supplies $98,872 $96,872 $66,872 $66,872 $66,872 $70,872 $66,872 $66,872 $71,872 $68,872 $68,872 $71,872 $882,468
FACILITIES
Rent/Lease/Mortgage $13,664 $13,664 $13,664 $13,664 $13,664 $13,664 $13,664 $13,664 $13,664 $13,664 $13,664 $13,664 $163,968
Grounds Maintenance $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $1,292 $15,500
Maintenance & Repair $2,000 $0 $0 $0 $0 $2,000 $2,000 $0 $0 $2,000 $0 $2,000 $10,000
Utilities $7,729 $7,729 $7,729 $7,729 $7,729 $7,729 $7,729 $7,729 $7,729 $7,729 $7,729 $7,729 $92,748
Fire Safety and Compliance $890 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $890
$0
$0
Total Facilities $25,575 $22,685 $22,685 $22,685 $22,685 $24,685 $24,685 $22,685 $22,685 $24,685 $22,685 $24,685 $283,106
715
DeKalb PATH Academy Exhibit 23
(C) TOTAL DISPURSEMENTS $568,162 $480,519 $450,519 $450,519 $450,519 $458,519 $452,519 $450,519 $457,519 $458,019 $454,519 $457,519 $5,589,366
CONTINGENCY FUND $0 $0 $0 $0 $0 $50,000 $0 $0 $0 $0 $0 $50,000 $100,000
(D) NET REVENUE (B-C) ($126,186) $15,515 $45,515 $45,515 $45,515 ($12,485) $43,515 $45,515 $38,515 $38,015 $41,515 ($65,543) $154,925
ENDING CASH (A+D) $2,563,915 $2,579,430 $2,624,945 $2,670,461 $2,715,976 $2,703,491 $2,747,006 $2,792,522 $2,831,037 $2,869,052 $2,910,568 $2,845,025
716
DeKalb PATH Academy Exhibit 23
School Name: Dekalb PATH Academy Planning Year Year 1 Year 2 Year 3 Year 4 Year 5
Surplus (Deficit) OK Red Flag! OK OK OK OK
Ending Cash Balance OK OK OK OK OK OK
Total Facilities Costs>15% of Total Expenses #DIV/0! OK OK OK OK OK
Cash Flow Projections:
Do the Cash Flow Proj. From the 5yr Budget match yr 0-2 Cash Flow Proj.?
YES NO NO
717
DeKalb PATH Academy Exhibit 23 Addendum
5 YEAR BUDGET PROJECTION
School Name: Dekalb PATH Academy FY2025 FY2026 FY2027 FY2028 FY2029 FY2030
Planning Year % of Total Year 1 % of Total Year 2 % of Total Year 3 % of Total Year 4 % of Total Year 5 % of Total
ASSUMPTIONS Notes
Number of Students 368 368 368 368 368
Facility Square Footage 16404 16404 16404 16404 16404
Number of Full Time Employees 44 44 44 44 44
Full Time Employees (eligible for benefits) 44 44 44 44 44
Number of Administrators 5 5 5 5 5
Number of Teachers 31 31 31 31 31
Number of Other Instructional Staff 3 3 3 3 3
Number of Clerical Staff 3 3 3 3 3
Number of Maintenance Staff 3 3 3 3 3
Number of Food Service Staff 4 4 4 4 4
Student Teacher Ratio 24:01:00 24:01:00 24:01:00 24:01:00 24:01:00
Revenue Per Pupil (State and/or Local) $14,425 $14,858 $15,304 $15,763 $16,236
Average Teacher Salary $65,986 $67,306 $68,652 $70,025 $71,426
REVENUES
State and/or Local Revenue (Rev Per Pupil* $0 $5,308,400 93.5% $5,467,744 93.6% $5,631,872 93.6% $5,800,784 93.7% $5,974,848 93.8%
3% District Administrative Fee (Explain any $0 ($159,252) -2.8% ($164,032) -2.8% ($168,956) -2.8% ($174,024) -2.8% ($179,245) -2.8%
Meal Fees $380,000 6.7% $391,400 6.7% $403,142 6.7% $415,236 6.7% $427,693 6.7%
Federal Grant Revenue $149,179 2.6% $149,179 2.6% $149,179 2.5% $149,179 2.4% $149,179 2.3% 90% of PATH's Average Audited Federal Grant Revenue for the Previous 3 years = ((210503+148301+138460)/3)*.9
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
0.0% 0.0% 0.0% 0.0% 0.0%
Total Revenues $0 $5,678,327 $5,844,291 $6,015,237 $6,191,176 $6,372,475
EXPENSES
PERSONNEL
Principal #DIV/0! $177,468 2.8% $181,017 3.2% $184,638 3.1% $188,330 3.1% $192,097 3.1% Salary in line with the DCSD schedule with a 2% salary increase yearly.
Social Services (Social Worker/Counselor/Nurse) #DIV/0! $32,946 0.5% $32,946 0.6% $34,277 0.6% $34,963 0.6% $41,120 0.7% Salary in line with the DCSD schedule with a 2% salary increase yearly.
Technology Support #DIV/0! $84,917 1.4% $86,616 1.5% $88,348 1.5% $90,115 1.5% $91,917 1.5% 3%
Teachers $0 #DIV/0! $2,045,579 32.5% $2,086,490 37.3% $2,128,220 35.4% $2,170,785 35.4% $2,214,200 35.6% Salary in line with the DCSD schedule with a 2% salary increase yearly.
Arts/PE/Comp Sci #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% Included in Line #39 for all teachers
Athletics/Extracurricular Coaches #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
Guidance Counselor #DIV/0! $150,119 2.4% $153,121 2.7% $156,183 2.6% $159,307 2.6% $162,493 2.6% Salary in line with the DCSD schedule with a 2% salary increase yearly.
Special Education Teacher #DIV/0! $279,582 4.4% $285,174 5.1% $290,877 4.8% $296,695 4.8% $302,629 4.9% Salary in line with the DCSD schedule with a 2% salary increase yearly.
Office Manager #DIV/0! $88,434 1.4% $90,203 1.6% $92,007 1.5% $93,847 1.5% $95,724 1.5%
Office Assistant #DIV/0! $107,100 1.7% $109,242 2.0% $111,427 1.9% $113,655 1.9% $115,928 1.9%
Business manager #DIV/0! $81,400 1.3% $83,232 1.5% $84,897 1.4% $86,595 1.4% $88,326 1.4%
Maintenance #DIV/0! $136,680 2.2% $139,414 2.5% $142,202 2.4% $145,046 2.4% $147,947 2.4%
Food Service #DIV/0! $147,900 2.4% $150,858 2.7% $153,875 2.6% $156,953 2.6% $160,092 2.6%
Retirement Benefits #DIV/0! $667,616 10.6% $680,968 12.2% $694,587 11.6% $708,479 11.6% $722,649 11.6%
Health Benefits #DIV/0! $208,581 3.3% $211,710 3.8% $214,885 3.6% $221,332 3.6% $224,652 3.6%
FICA #DIV/0! $38,553 0.6% $39,324 0.7% $40,111 0.7% $40,913 0.7% $41,731 0.7%
Other Payroll Expenses/Taxes #DIV/0! $1,225 0.0% $1,225 0.0% $1,225 0.0% $1,225 0.0% $1,225 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
Total Personnel $0 #DIV/0! $4,248,100 67.6% $4,331,539 77.5% $4,417,759 73.6% $4,508,239 73.6% $4,602,730 74.0%
INSTRUCTION
Textbooks #DIV/0! $3,000 0.0% $3,000 0.1% $3,000 0.0% $3,000 0.0% $3,000 0.0% We are 97% software instruction.
Classroom Supplies #DIV/0! $28,560 0.5% $29,131 0.5% $29,713 0.5% $30,307 0.5% $30,913 0.5%
Computers #DIV/0! $6,000 0.1% $6,000 0.1% $6,000 0.1% $6,000 0.1% $6,000 0.1%
Software #DIV/0! $25,500 0.4% $25,500 0.5% $25,500 0.4% $25,500 0.4% $25,500 0.4%
Field Trips #DIV/0! $8,000 0.1% $8,000 0.1% $10,000 0.2% $10,000 0.2% $10,000 0.2%
Instructional Equipment #DIV/0! $2,050 0.0% $2,080 0.0% $2,121 0.0% $2,163 0.0% $2,207 0.0%
Library and Media Center #DIV/0! $765 0.0% $780 0.0% $795 0.0% $2,500 0.0% $827 0.0%
Student Assessment #DIV/0! $6,630 0.1% $6,762 0.1% $6,897 0.1% $7,035 0.1% $7,176 0.1%
Classroom Furniture #DIV/0! $5,000 0.1% $5,000 0.1% $5,000 0.1% $15,000 0.2% $5,000 0.1%
PE Equipment #DIV/0! $3,000 0.0% $3,000 0.1% $3,000 0.0% $3,000 0.0% $3,000 0.0%
Art Supplies #DIV/0! $3,000 0.0% $3,000 0.1% $3,000 0.0% $3,000 0.0% $3,000 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
Total Instruction $0 #DIV/0! $91,505 1.5% $92,253 1.7% $95,026 1.6% $107,505 1.8% $96,623 1.6%
SERVICES & SUPPLIES
Student Uniforms #DIV/0! $1,500 0.0% $1,500 0.0% $1,500 0.0% $1,500 0.0% $1,500 0.0%
Athletic Program #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
Office Supplies #DIV/0! $5,000 0.1% $5,000 0.1% $5,000 0.1% $5,000 0.1% $5,000 0.1%
Office Furniture #DIV/0! $4,000 0.1% $4,000 0.1% $4,000 0.1% $4,000 0.1% $4,000 0.1%
Office Computers & Software #DIV/0! $5,000 0.1% $5,000 0.1% $5,000 0.1% $5,000 0.1% $5,000 0.1%
Printing and Copy Services #DIV/0! $1,500 0.0% $1,500 0.0% $1,500 0.0% $1,500 0.0% $1,500 0.0%
Postage and Shipping #DIV/0! $2,000 0.0% $2,000 0.0% $2,000 0.0% $2,000 0.0% $2,000 0.0%
Bookkeeping #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
Audit #DIV/0! $28,000 0.4% $30,000 0.5% $32,000 0.5% $34,000 0.6% $36,000 0.6%
718
DeKalb PATH Academy Exhibit 23 Addendum
Payroll Services #DIV/0! $13,000 0.2% $15,000 0.3% $15,000 0.2% $15,000 0.2% $15,000 0.2%
Banking Fees #DIV/0! $1,000 0.0% $1,000 0.0% $1,000 0.0% $1,000 0.0% $1,000 0.0%
Legal Services #DIV/0! $30,600 0.5% $31,212 0.6% $31,836 0.5% $32,000 0.5% $32,200 0.5%
Liability & Property Insurance #DIV/0! $100,089 1.6% $100,089 1.8% $100,089 1.7% $100,089 1.6% $100,089 1.6%
Staff Development #DIV/0! $7,500 0.1% $7,500 0.1% $7,500 0.1% $10,000 0.2% $7,500 0.1%
Special Education #DIV/0! $2,500 0.0% $2,500 0.0% $2,500 0.0% $2,500 0.0% $2,500 0.0%
Health Services #DIV/0! $3,500 0.1% $3,500 0.1% $3,500 0.1% $3,500 0.1% $3,500 0.1%
Staff Recruitment #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
Student Recruitment #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
Tech Support #DIV/0! $5,000 0.1% $5,000 0.1% $5,000 0.1% $10,000 0.2% $5,000 0.1%
Phone/Internet Service #DIV/0! $32,320 0.5% $32,643 0.6% $32,969 0.5% $34,288 0.6% $34,974 0.6%
Food Service #DIV/0! $316,200 5.0% $322,524 5.8% $328,974 5.5% $335,553 5.5% $342,265 5.5%
Transportation #DIV/0! $1,100,000 17.5% $300,000 5.4% $300,000 5.0% $300,000 4.9% $300,000 4.8% Current transportation contract ends after FY26, PATH will pursue more afforadable transportation
Health Supplies #DIV/0! $2,500 0.0% $2,500 0.0% $2,500 0.0% $2,500 0.0% $2,500 0.0%
Pest Control #DIV/0! $2,000 0.0% $2,000 0.0% $2,000 0.0% $2,000 0.0% $2,000 0.0%
Janitorial Supplies & Services #DIV/0! $8,000 0.1% $8,000 0.1% $8,000 0.1% $8,000 0.1% $8,000 0.1%
Waste Disposal #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0% Included in utilities
Marketing #DIV/0! $0 0.0% $0 0.0% $0 0.0% $0 0.0% $0 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
Total Services & Supplies $0 #DIV/0! $1,671,209 26.6% $882,468 15.8% $891,868 14.9% $909,430 14.8% $911,527 14.7%
FACILITIES
Rent/Lease/Mortgage #DIV/0! $159,192 2.5% $163,968 2.9% $480,000 8.0% $480,000 7.8% $480,000 7.7% Lease extension attached as Exhibit 20. 3% increase/year. Years 3-5 adjusted to account for potential new facility
Grounds Maintenance #DIV/0! $15,500 0.2% $15,500 0.3% $15,500 0.3% $15,500 0.3% $15,500 0.2%
Maintenance & Repair #DIV/0! $10,000 0.2% $10,000 0.2% $10,000 0.2% $10,000 0.2% $10,000 0.2%
Utilities #DIV/0! $91,831 1.5% $92,748 1.7% $93,675 1.6% $97,422 1.6% $99,370 1.6%
Fire Safety and Compliance #DIV/0! $890 0.0% $890 0.0% $890 0.0% $890 0.0% $890 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
#DIV/0! 0.0% 0.0% 0.0% 0.0% 0.0%
Total Facilities $0 #DIV/0! $277,413 4.4% $283,106 5.1% $600,065 10.0% $603,812 9.9% $605,760 9.7%
Total Expenses $0 $6,288,227 $5,589,366 $6,004,718 $6,128,986 $6,216,641
Contingency Fund $0 $100,000 $100,000 $100,000 $100,000
Surplus (Deficit) $0 ($609,900) $154,925 ($89,481) ($37,810) $55,835
Cash Balance
Beginning Cash (Renewals, conversions, or $3,300,000 $3,300,000 $2,690,100 $2,845,025 $2,755,544 $2,717,734
Net Surplus (Deficit) $0 ($609,900) $154,925 ($89,481) ($37,810) $55,835
Ending Cash $3,300,000 $2,690,100 $2,845,025 $2,755,544 $2,717,734 $2,773,568 Beginning Cash, Total Receipts, Total Disbursements, Net Revenue & Ending Cash match Cash Flow Proj Y1 and Y2 - Red Flag tab is inaccurate
719
Marian Simpson
DeKalb PATH Academy Exhibit 24
CAREER PROFILE:
• Detail-oriented, efficient and organized professional.
• Possess strong analytical and problem-solving skills, with the ability to make well thought out
decisions.
• Resourceful in the completion of projects, effective at multi-tasking.
• Advanced in Microsoft Office: Word, Excel, Access, Outlook and PowerPoint.
• Experience with QuickBooks Pro and ADP.
• Experience with SAP Accounting System.
• Yearly tax preparer.
PROFESSIONAL EXPEREINCE
Dekalb PATH Academy, Atlanta, GA
Chief Financial Officer
2023-Present
• Responsible for all cash management, insurance, budgeting and financial reporting.
• Coordinates development of annual operating, capital and program budgets.
• Ensures cash flow is compatible with operations by overseeing day-to-day accounting,
recording, reporting and internal-control activities of the organization.
• Work with school administration to develop budget proposals and ensure contract/grant
compliance and reporting.
• Responsible for HR functions such as running payroll, benefits management, and
onboarding new staff.
• Comply with school district and state financial requirements.
• Maintaining time management reports and PTO reports for all staff members.
Dekalb Preparatory Academy, Decatur, GA
School Operations Manager/Business Manager
2018-2023
• Maintaining time management reports and PTO reports for all staff members.
• Overseeing the semi-monthly payroll process for 70 staff members in ADP Workforce.
• Responsible for compiling and submitting all information and data for Title I, ESSER II
and III and all other grants awarded.
• Responsible for completing garnishment reports and calculations and responding to writ
of garnishment within the allocated time of 10 to 20 days.
• Management of onboarding and off boarding all staff members.
• Conducting New Hire Orientation for all onboarding staff members.
• Management of the Georgia Professional Standards Certification program for all
teachers and leaders schoolwide.
• Responsible for health care management for all staff members including enrolling,
canceling and setting up COBRA.
• Responsible for writing and updating job descriptions.
• Management of proper coding for accounts payable, cash receipts, payroll, cash
disbursements and other transactions within QuickBooks and Bill.com.
• Reconciling contractors time to submit invoices.
• Managing funding for field trips and fundraisers.
• Receiving all funds collected within the school and preparing and securing for deposit.
• Organizing and implementing Teacher Appreciation Week.
• Managing Human Resource/Finance Department Newsletter using Canva.com and
Smores.
• Responsible for the procurement of all supplies within all departments of the
720
organization.
• Liaison between the school and vendors for facility repairs and implementations.
DeKalb PATH Academy Exhibit 24
• Coordinates maintenance efforts with outside contractors and technicians in
collaboration with Maintenance Supervisor.
• Ensure the school facilities are safe, clean, and highly operational throughout the year.
• Maintain and audit facilities equipment inventories.
Fulton County Government, Atlanta, GA
Accountant I 2017-2018
• Performs professional accounting duties independently and provides lead direction to accounting
or financial support staff as required.
• Interprets court documents and makes appropriate adjustments and entries.
• Research information for customers and external auditors.
• Processes a variety of documentation associated with department/division operations, within
designated timeframes and per established procedures receives and reviews various
documentation, including invoices, customer billings, and division specific items; modifies and
deletes data entry transactions as necessary; and completes, processes, forwards or retains as
appropriate.
• Prepares or completes various forms, reports, correspondence, and other documentation,
including reconciliation reports, reimbursement requests, and receipts; compiles data for further
processing or for use in preparation of department reports; and maintains computerized and/or
hardcopy records.
• Maintains a current, comprehensive knowledge and awareness of applicable laws, regulations,
principles and practices relating to government accounting, financial reporting and/or grant
accounting and administration; maintains professional affiliations; and attends
webinars, meetings, workshops, hearings, and training sessions as required; may provide
related training and guidance to staff.
Perfect Image, Marietta, GA
Bookkeeper/Office Manager 2014-2017
• Maintains all records for accounts receivable and accounts payable activities.
• Maintains subsidiary accounts by verifying, allocating, and posting transactions.
• Responsible for all bank deposits and bank reconciliations.
• Duties include but not limited to: maintaining and balancing all accounts, preparing and verifying
invoices, reimbursement requests and preparing and posting journal entries.
• Analyzes and prepared tax reports for correct payment to Department of Revenue for sales and
use tax.
• Orders supplies for all departments as needed.
• Creates client surveys using Survey Monkey.
• Creates email lists and campaigns using Mail Chimp and Businesswise.
• Helps with posting marketing material and content for WordPress blog.
• Performs clerical/administrative functions.
• Enters data, type, generate purchase orders.
• Handles phone calls and incoming mail.
• Prepares correspondence letters and reports for clients and prospective clients.
NCO Financial Systems, Inc. (bought TSYS Total Debt Management in 2010), Norcross, GA
Client Accounting Representative 2004-2014
• Researching and analyzing data to provide clients with details for questions with remittances.
• Experienced in the SAP & FACS system with researching and creating checks/ACH/wire
payments.
• Functions as a first line of contact to the client and vendors to resolve issues.
• Answers accounting and professional questions by researching and interpreting data.
• Works Ops Net financial systems.
• Accomplishes accounting and organization mission by completing related results as needed.
Accountant Associate II
• Responsible for posting large volumes of payments for debtor accounts into various accounting
systems.
• Prepared daily deposits and made deposits using Remote Deposit Express for bank deposits in
house.
• Provided assistance for the ACH and EFT process with the National Attorney Network (NAN).
• Accomplished accounting and organization mission by completing related results as needed.
Bankruptcy Specialist
• Project management with client portfolios ensuring
721 accurate data coding and recording.
• Assisted with the 10-line switchboard during breaks and lunches.
• Recorded bankruptcy data.
DeKalb
• PATH Academy
Typed 14,000 key strokes an hour. Exhibit 24
EDUCATION
Strayer University Bachelors in Accounting December 2015
CERTIFICATION
Certified Notary of Georgia
New Horizons Project Management Certification April 2022
University of Georgia Human Resource Certification May 2021
Georgia Charter Schools Association Financial Management Certification March 2020
Beautiful You Life Coaching Academy Certification July 2016
722
DeKalb PATH Academy Exhibit 25
DeKalb PATH Academy
Chartered through DeKalb County School District
ASSURANCES FORM AND SIGNATURE SHEET
Georgia law and State Board of Education Rule requires your school to provide assurances that it will do certain
things and comply with certain laws. This Assurance Form enumerates all of these requirements and, when you
submit this signed Signature Sheet with this Assurance Form as part of your Charter School Application Package,
you are providing the legal assurance that your charter school understands and will do these things. This form
must be signed by the school’s governing board chair.
As the authorized representative of the applicant, I hereby certify that the information submitted in this
application for a charter for DeKalb PATH Academy located in DeKalb County is true to the best of my
knowledge and belief; I also certify that if awarded a charter, the school:
1. Shall be nonsectarian in its programs, admissions policies, employment practices, and all other
operations;
2. Shall be subject to the control and management of the local board of the local school system in which
the charter school is located, as provided in the charter and in a manner consistent with the U.S. and
Georgia Constitutions;
3. Shall not discriminate against any student or employee on the basis of race, color, ethnic background,
national origin, gender, disability, age, or sexual orientation;
4. Shall be subject to all federal, state, and local rules, regulations, court orders, and statutes relating to
civil rights; insurance; the protection of the physical health and safety of school students, employees,
and visitors; conflicting interest transactions; and the prevention of unlawful conduct;
5. Shall be subject to the provisions of O.C.G.A § 20-2-1050 requiring a brief period of quiet reflection;
6. Shall ensure that the charter school and its governing board are subject to the provisions of O.C.G.A. §
50-14-1 et seq. (Open and Public Meetings) and O.C.G.A. § 50-18-70 et seq. (Open Records);
7. Shall ensure that the charter school’s governing board members may only receive compensation for
their reasonable and actual expenses incurred in connection with performance of their duties;
8. Shall ensure that the charter school’s governing board members receive initial training and annual
training thereafter, provided by a SBOE-approved vendor pursuant to O.C.G.A. § 20-2-2072 and State
Board of Education Rule 160-4-9-.06;
9. Shall ensure that the charter school’s governing board adopts and abides by a conflict of interest policy;
10. Shall comply with O.C.G.A. §20-2-210(b)(1) and implement an evaluation system as adopted and defined
by the State Board of Education for elementary and secondary school teachers of record, assistant
principals, and principals;
11. Shall comply with the accountability provisions of O.C.G.A. § 20-14-30 through § 20-14-41 and federal
accountability requirements, and participate in statewide assessments;
12. Shall adhere to all provisions of federal law relating to students with disabilities, including the IDEA,
Section 504 of the Rehabilitation Act of 1974, and Title II of the Americans with Disabilities Act of 1990,
as applicable;
13. Shall provide state and federally mandated services for English Language Learners, as applicable;
723
DeKalb PATH Academy Exhibit 25
DeKalb PATH Academy
Chartered through DeKalb County School District
14. Shall provide for supplemental educational services as required by federal law and pursuant to SBOE
Rule 160-4-5-.03, and for remediation in required cases pursuant to SBOE Rule 160-4-5-.01;
15. Shall notify the state of any intent to contract with a for-profit entity for education and/or management
services;
16. Shall notify the state of any changes in for-profit entity contracted with for education and/or
management services;
17. Shall be subject to the requirement that it shall not charge tuition or fees to its students except as may
be authorized by local boards by O.C.G.A. § 20-2-133;
18. Shall comply with federal due process procedures regarding student discipline and dismissal;
19. Shall be subject to all laws relating to unlawful conduct in or near a public school;
20. Shall have a written grievance procedure to resolve student, parent, and teacher complaints;
21. Shall have a written procedure for resolving conflicts between the charter school and the local board of
education;
22. Shall comply with the provisions of O.C.G.A. § 20 -2-211.1 relating to fingerprinting and criminal
background checks;
23. Shall remit payments to TRS on behalf of employees and shall employ teachers in accordance with TRS;
24. Shall ensure that if transportation is provided for its students, the school shall comply with all applicable
state and federal laws;
25. Shall ensure that if the charter school participates in federal school meals programs, then it shall comply
with all applicable state and federal laws and rules;
26. Shall prepare a safety plan in accordance with O.C.G.A. § 20-2-1185 and submit and obtain approval
from the Georgia Emergency Management Agency;
27. Shall comply with the state facility requirements regarding site codes, facility codes, the submission of
architectural plans for any new facility that the school may build or occupy during the charter term and
all other facility requirements as established by the Department;
28. Shall be subject to all reporting requirements of O.C.G.A. § 20-2-160, subsection (e) of O.C.G.A. § 20-2-
161, O.C.G.A. § 20-2-320, and O.C.G.A. § 20-2-740;
29. Shall be subject to an annual financial audit conducted by the state auditor or by an independent
certified public accountant licensed in this state;
30. Shall designate a Chief Financial Officer that meets all requirements as established by the Charter
Schools Rule 160-4-9-.05(2)(h)(1);
31. Shall secure adequate insurance coverage prior to opening and shall maintain such coverage throughout
the charter term in accordance with the laws of the State of Georgia;
32. Shall acknowledge that all criteria used to calculate QBE funding may not be waived;
33. Shall ensure that 90% of QBE funds earned for out-of-system students enrolled in a virtual school must
be spent on their instruction pursuant to O.C.G.A. § 20-2-167.1; and
724
DeKalb PATH Academy Exhibit 25
DeKalb PATH Academy
Chartered through DeKalb ounty School District
34. Shall follow any and all other federal, state, and local laws and regulations that pertain to the applicant
or the operation of the charter school.
This Charter School Application, Assurance Form, and attached Exhibits were approved by the Charter School's
Governing Board on the day of , 202_.
'(3rnNJldl2>�
Governing Board Chair, Charter School
This Charter School Application, Assurance Form, and attached Exhibits were approved by the DeKalb Board of
Education on the day of , 202_.
Chair, DeKalb Board of Education Date
Superintendent, DeKalb Board of Education Date
If a Charter is granted, Petitioners assure that the proposed charter school's programs, services, and activities will
operate in accordance with the terms of the Charter and all applicable federal, state, and local laws, rules, and
��a((!>�
Governing Board Chair, Charter School Date
Chair, DeKalb Board of Education Date
Superintendent, DeKalb Board of Education Date
725
DeKalb PATH Academy Exhibit 26
DeKalb PATH Academy
Chartered through DeKalb County School District
Richard Woods, Georgia's School Superintendent
"Educating Georgia's Future"
O.C.G.A. § 50-36-1(e)(2) Affidavit
By executing this affidavit under oath, as an applicant for a charter school contract from the State Board of Education. as
referenced in O.C.G.A. § 50-36-1, the undersigned applicant verifies one of the following with respect to my application for a
public benefit:
1) � I am a United States citizen.
2) ____ I am a legal permanent resident of the United States.
3) ____ I am a qualified alien or non-immigrant under the Federal Immigration and Nationality Act with an alien
number issued by the Department of Homeland Security or other federal immigration agency.
My alien number issued by the Department of Homeland Security or other federal immigration agency is:
The undersigned applicant also hereby verifies that he or she is 18 years of age or older and has provided at least one
secure and verifiable document (e.g., driver's license, passport, birth certificate), as required by O.C.G.A. § 50-36-l{e)(l),
with this affidavit.
The secure and verifiable document provided with this affidavit can best be classified as:
G- c:\ '.D (
QV':(J>)
In making the above representation under oath, I understand that any person who knowingly and willfully makes a false,
fictitious, or fraudulent statement or representation in an affidavit shall be guilty of a violation of O.C.G.A. § 16-10-20, and
face criminal penalties as allowed by such criminal statute.
Executed in A:\:::lc..,::,.\1 0 (city), G.-4 (state). . �
'B�j � � V\JuJ�
Signature of Governing Board Chair
6.loa\P_L Blrref (
Printed Name of Governing Board Chair
726
DeKalb PATH Academy Exhibit 27
Placeholder for signed Local Board of Education Resolution
727
DeKalb PATH Academy Exhibit 28
RESOLUTION OF GOVERNING BOARD OF DEKALB PATH ACADEMY
APPROVAL OF CHARTER SCHOOL APPLICATION
WHEREAS, DeKalb PATH Academy (“the School”) seeks to provide a high-quality public
education through its innovative educational program, focused on providing a safe,
nurturing, and challenging learning environment that supports local immigrant and refugee
families, by equipping students with the tools they need to pursue a life passion while
enriching their community; and
WHEREAS, the Governing Board of DeKalb PATH Academy has reviewed the or renewal
charter school application and accompanying documentation, including but not limited to
the educational program, governance structure, financial plan, and community impact;
and
WHEREAS, the Governing Board is committed to providing equitable educational
opportunities, increasing student achievement, and ensuring that the school operates in
compliance with applicable state and federal laws, as well as the guidelines established by
DeKalb County School District and the Georgia Department of Education;
NOW, THEREFORE, BE IT RESOLVED that the Governing Board of DeKalb PATH Academy
hereby approves the renewal application for charter school authorization and directs that it
be submitted to DeKalb County School District and the Georgia Department of Education
for consideration and approval.
BE IT FURTHER RESOLVED that the Board Chair or designee is authorized to sign the
application on behalf of the Board and to take any necessary actions to ensure its
successful submission and processing.
Signature Page to Follow
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DeKalb PATH Academy Exhibit 28
APPROVED AND ADOPTED by the Governing Board of DeKalb PATH Academy on this 8th of
October, 2024.
Signed,
Bonnie Birrell, Chair
Governing Board of DeKalb PATH Academy
Marvia Bright, Secretary
Governing Board of DeKalb PATH Academy
I (
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