Hephzibah Charter Academy
Wide Goal Setting (at the year‘s onset, teachers and administrators analyze th
previous year‘s data to set school
-wide improvement goals for the new year);
Personalized Learning Plans (PLP) (designed to track the individual student‘s strengths and
weaknesses, PLPs are collaboratively developed between students, parents and teachers toempower students to track their own progress);
Progress Monitoring and Assessment (tracks specific and measurable goals regardingattendance, test scores, graduation rates and teacher retention to inform data-driven decisionmaking);
Innovative Measurement Tools to Drive Research-Based Instruction & Data Analysis(employs state-of-the art technology like the student information system, Teacher eGradeBook, and Narrative Report Card);
Technology to Support Student Engagement (using interactive white boards, interactivetablets, and document cameras,
Character Education Program (promotes an increase in student motivation toward academiclearning by incorporating student interest with real-world experiences);
Academic Intervention and Acceleration (using diagnostic assessments and benchmark data,students receive additional instruction and practice on identified areas, with teachersinstructing before and after school, through content area integration);
Supplemental Programing (collaboration and community integration through which character and academic education meet with engaged stakeholders in extracurricular and auxiliaryactivities);
Meaningful parental engagement is an essential element of
A ComprehensiveParental Involvement Program and Family-School-Community partnership model is plannedfor HCA.
In the box below, describe the charter school’s organizational structure, specifically focusing on its
innovation and need for flexibility, its general partnership structure with an educational
management organization (EMO) if any, and the school’s community interest and need.
The Georgia Charter Educational Foundation (GCEF) was formed in 2009 for the sole purpose of openingquality charter schools in the state of Georgia. GCEF is interested in advancing the educational options of parents and students throughout the state of Georgia and creating cutting-edge and industry relevantcharter schools. By facilitating the growth of charter schools across the state, the GCEF collaborationcreates a powerful platform for innovation, best-practices, and replication and, most importantly, giveschildren opportunities to thrive into the future.GCEF has successfully opened and is operating two high quality charter schools in collaboration withCSUSA
Cherokee Charter Academy and Coweta Charter Academy
and served over 1,300 students in2012-2013. Through economies of scale, appropriate resources, and organizational maturity theGCEF/CSUSA collaboration ensures best practices and success at each of its schools and looks to expandits successful core model while also integrating a variety of Communities of Character, partnerships, programs, and training.
The strategic vision for HCA and its stakeholders is ambitious
advancing the educational options of parents and students
. Like all quality charter schools, the communities, stakeholders, and partners of HCA are committed to developing innovative learning environments where all students areself-motivated, productive citizens and are prepared to reach their potential in 21st century educationaland workforce opportunities with an emphasis on civic engagement and integration of innovative programs and partnerships. The mission is to create rigorous and supportive learning environments