State Charter School Application For Authorization By The State Charter Schools Commission of Georgia

Applicant School Name:

St. Augustine Preparatory Academy of Excellence Applicant Contact Address: 24 Live Oak Court Forsyth, Georgia 31029

STATE CHARTER SCHOOL PETITION COVER PAGE Part I. Proposed Charter School Information Name of Proposed Charter School: St. Augustine Preparatory Academy of Excellence High School Name of the Georgia nonprofit corporation that will hold the charter if granted: Start-up Check one: The proposed charter school has a state-wide attendance zone. State Charter Schools Commission of Georgia Cycle Page 1 of 165 2013 Petition

The proposed charter school has a state-wide attendance zone but offers only virtual instruction. The proposed charter school has a defined attendance zone that is not state-wide. LEA in which the School will be Located:_______________________________________________________ LEA(s) that will be Included in the Proposed Attendance Zone: Bibb County Prospective Address for School Location: Macon, Georgia Part II. Petition Contact Information Applicants must designate one individual to serve as the contact for official communications. Name: Dr. Fletcher Johnson Title: Executive Director Physical Address: 24 Live Oak Court Phone Number: 478-994-8488 Fax Number: NA at this time Email Address: fletjhnsn@aol.com Part III. Assurances and Signatures All assurances must be initialed in blue ink by the chairperson of the proposed charter school’s governing board. The charter petitioner (or school leader) and chairperson must sign below the final assurance in blue ink to further indicate understanding and agreement to the requirements of governing a state charter school. _____ 1. This petition was submitted to appropriate the governance council(s) as required by O.C.G.A. § 20-2-2084(c) on the following date:_______________________. _____ 2. This petition was approved by the governing board of the proposed charter school on the following date:________________________. _____ 3. If a charter is granted the proposed charter school programs, services, and activities will operate in accordance with the terms of the charter and all applicable federal, state, and local laws, rules, and regulations. These assurances are agreed to by: ___________________________________________________________________ Charter Petitioner or School Leader Date ________________________________________________________________ Governing Board Chairperson Date

STATE CHARTER SCHOOL
EXECUTIVE SUMMARY Name of Proposed Charter School St. Augustine Preparatory Academy of Excellence Proposed Opening Date: August 3, 2014 Grade Range: 9th – 12th Expected Initial Enrollment: 240 Proposed Charter Term: 5 years Proposed Full Enrollment: 500

For each year of the proposed charter term, indicate the number of students the charter school plans to serve. Please note that the SCSC reserves the right to condition State Charter Schools Commission of Georgia Cycle Page 2 of 165 2013 Petition

expansion and increased enrollment on the charter school’s ability to meet performance goals and compliance requirements. K 1 2 3 4 5 6 7 8 9 10 11 12 Total Yr 1 125 125 125 125 Yr 2 125 125 125 125 Yr 3 125 125 125 125 Yr 4 125 125 125 125 Yr 5 125 125 125 125 In the box below, state the charter school’s mission and describe how the school will meet its statutory charge of increasing student achievement through academic and organizational innovation.

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STATEMENT OF MISSION Because St. Augustine Preparatory Academy strives to be the catalyst for preparing students for college opportunities and beyond, the Charter School System’s mission is as follows: The mission of St. Augustine Preparatory Academy of Excellence is to provide a learning environment that promotes excellence, leadership, and encourages global competitiveness in an ever-changing world. Vision Our vision for St. Augustine Preparatory Academy of Excellence is to provide a variety of opportunities for students to be successful in their future endeavors. • • • • • • Teachers will demonstrate a high level of knowledge competencies and support student learning in areas of pedagogy relating to Science, Technology, Engineering and Math. Students will be taught using differentiated instructional strategies targeted in meeting various readiness levels, learning styles and interests while using real-world connections. Students will have access to anchor papers, exemplars and rubrics making expectations and criteria accessible for attaining academic goals. Teachers will utilize differentiated assessments via formative, summative of and for learning in order to evaluate student mastery levels of subject matter content. Teacher and student conferences will be conducted throughout the lessons to ensure adequate whole group, small group or individual instruction is provided with clarity and remediation for all learners. A viable, rigorous, aligned and paced curriculum will be provided for all departments and revised as a continuous improvement process for all content areas and courses at each grade level in order to adjust instruction to meet the needs of the learners.

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In the box below, describe the charter school’s academic program, specifically focusing on its innovation and need for flexibility and any special characteristics, such as a special population, a special curriculum, or some other feature or features which enhance educational opportunities.

St. Augustine will be a catalyst in Bibb County to promote acceptance, respect, and unity by embracing and celebrating cultural diversity within the school and community in order to promote community unity. The students will be enriched by participating in online e-college forums using modules, drop-boxes, blogs, Google cloud connect, Tabpilot, iPads, iPods, notebooks, iphones and e-mail communication within their courses with an emphasis on high tech, high touch, high expectations, high student involvement and project-based learning. By connecting with colleges, careers and professionals, students are expected to engage in the process of goal setting by researching and visiting college sites. The curriculum will be advanced with students taking a Advanced Placement courses in Math and Science. The track will be rigorous with participating in dual enrollment in order to increase college and career pathways to success.

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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.

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St. Augustine will be comprised of teachers who are empowered to lead initiatives that reflect a focus on student achievement by collaborating in a data-driven environment that analyzes results in order to assess students’ individual needs while providing remedial opportunities for students to close gaps in disciplines. Administration and teachers will serve as student mentors in an effort to create a climate of care and acceptance in order for students to feel a sense of security in reaching academic targets. A strategic plan will be utilized to examine and reflect on specific measurable goals in an effort to increase student achievement. For students who are struggling and need additional learning time, the school will offer remedial support before, during and after-school. Students will be actively involved in their academics for successful learning outcomes through the use of self- and peer-assessments such as rubrics and exemplars. The counselor will also be instrumental in providing guidance and encouragement to students who may be afraid of entering college. Therefore, students will have an opportunity to visit college sites and sit in on lectures.

Start-Up Charter Petition Cover Pages Part I. Charter School Information Check one:  New Petition

 Renewal Petition

This charter school petition is being submitted by a (check one):  Private Individual(s)  Private Organization Dr. Fletcher Johnson Jr., Ed.D Name of Individual

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STATE CHARTER SCHOOL PETITION CONTENTS Identify the appropriate page number in the petition or appendix where the following information may be located: DESCRIPTION OF THE EDUCATIONAL PROGRAM 1. Page_13_ Describe the focus of the curriculum. 2. Page_13 Describe the instructional methods to be used in the charter school, including any distinctive or unique instructional techniques or educational programs. 3. Page 13 Describe the anticipated teacher-to-student ratio and the rationale for maintaining this ratio. 4. Page_18_ Describe how the charter school will meet the needs of students identified as gifted and talented. 5. Page_14 Describe any extracurricular or other auxiliary educational activities the charter school may offer, including the description of any partnerships between the charter school and local school system or other agency addressing these activities. 6. Page_17 If this is a charter high school, describe how the charter high school will determine that a student has satisfied the requirements for high school graduation, including the credits or units to be earned and the completion credentials to be awarded. STATE AND FEDERALLY MANDATED SERVICES 7. Page_18 For students with disabilities, describe how the charter school will provide state and federally mandated services under both the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, including the school’s plans to evaluate and identify students with disabilities; to develop, review and revise IEPs; to integrate special education into the general education program; to deliver special education and related services; to ensure that the school facility meets the requirements of other related laws including the ADA and Section 504; to address student discipline; to handle programming disputes involving parents; to ensure confidentiality of special education records; to purchase services from special education vendors; and to secure technical assistance and training. 8. Page 18_ For English Learners (ESOL), describe how the charter school will provide state and federally mandated services. 9. Page_18_ Describe how the charter school will provide supplemental educational services, or a flexible learning program when required by the Elementary and Secondary Education Act (ESEA) or applicable waiver thereof. 10. Page_19___ Describe how the charter school will provide remediation in required cases pursuant to SBOE Rule 160-4-5-.01 and ESEA or applicable waiver thereof. State Charter Schools Commission of Georgia 9 of 17 2013 Petition Cycle State Charter Schools Commission of Georgia Cycle Page 8 of 165 2013 Petition

DESCRIPTION OF ASSESSMENT METHODS 11. Page__19____ Describe the charter school’s assessment plan to obtain student performance data for each student, including the students’ baseline achievement data, which will be used in connection with the academic performance-based goals and measurable objectives stated in the petition. 12. Page___19___ Explain how the charter school will ensure all students participate in all state-mandated assessments. 13. Page__19__ Describe how the charter school’s assessment plan will measure student improvement and over what period of time. 14. Page_19__ Describe how the charter school will use this assessment data to monitor and improve achievement for students. PERFORMANCE-BASED GOALS AND MEASURABLE OBJECTIVES 15. Page_20__ Describe the academic performance-based goals and related measurable objectives for the charter school. Academic goals must be related to state and federal assessment standards. For each goal, provide measurable objectives that address each grade and content area for each year of the charter term. Academic goals should be rigorous, yet realistic and attainable, and to the extent possible, should be developed in connection with the students’ baseline achievement levels. 16. Page__20__ Describe how these academic goals and measurable objectives will comply with the Single Statewide Accountability System. 17. Page_20___ Describe the organizational and management performance-based goals and measurable objectives for the charter school. Organizational and management goals and measurable objectives should describe and measure the effectiveness, viability and competency of the organization, which may include, for example, financial management and performance, operational management, and satisfaction of a range of stakeholders. WAIVERS 18. Page___22__ State whether the charter school will utilize the broad flexibility from law, rule, and regulation permitted by O.C.G.A. § 20-2-2065(a), and if so, include illustrative examples of how the charter school will implement the flexibility to meet or exceed the performance-based goals and to increase student achievement. 19. Page______ If the school will not utilize this flexibility, list the specific waivers requested and the rationale for each. Describe further how each waiver will help the school meet or exceed the performance-based goals and to increase student achievement. State Charter Schools Commission of Georgia 10 of 17 2013 Petition Cycle

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DESCRIPTION OF SCHOOL OPERATIONS 20. Page__22___ Describe how the charter school intends to fulfill all responsibilities of acting as its own LEA. 21. Page__22___ Describe the attendance zone for the charter school. 22. Page_22___ Describe the rules and procedures that will govern the admission of students to the charter school. 23. Page__22__ Describe whether the charter school will use any enrollment priorities pursuant to O.C.G.A. § 20-2-2066(a)(1). 24. Page__22___ Describe the steps that the school will take to reach students representative of the racial and socioeconomic diversity in the attendance zone for the charter school. 25. Page__23__ Describe the charter school’s plan for recruiting students and for maintaining/increasing enrollment. 26. Page__23__ Describe the rules and procedures concerning student discipline and student dismissal (including code of conduct and student due process procedures). 27. Page__24__ Describe the rules and procedures concerning how the school will address grievances and complaints from students, parents, and teachers, including the role the governing board will play in resolving such grievances and complaints. 28. Page__69___ Describe generally the charter school’s employment procedures and policies. 29. Page__76__ Describe how and by whom the principal’s performance will be evaluated. 30. Page___69__ State whether certification by the Georgia Professional Standards Commission will be required, and if not, describe the training and experience that will be required and the procedure for determining whether a teacher has demonstrated competency in the subject area(s) in which he/she will teach as required by ESEA. 31. Page___69__ Describe whether the charter school will use the state salary schedule, and if another schedule will be used, provide that schedule. 32. Page__69___ Describe the charter school’s procedures to ensure that staff members are subject to fingerprinting and background checks. 33. Page__69___ Describe the charter school’s insurance coverage, including the terms and conditions and coverage amounts thereof. 34. Page___69___ Describe whether transportation services will be provided and, if so, briefly describe the transportation program for the school. If transportation services are not provided, describe how this will not be a barrier to eligible students to attend the school. 35. Page__70___ Describe whether the charter school will provide food services (including participation in federal school meals programs), and if so, briefly describe the proposed food services programs. 36. Page__69_ State whether the charter school will elect to participate in the State Health Benefit Plan as provided pursuant to O.C.G.A. § 20-2-880 and § 20-2-910. PARENT AND COMMUNITY INVOLVEMENT 37. Page_73__ Describe how parents, community members, and other interested parties were involved in developing the petition and will be involved in the school, including State Charter Schools Commission of Georgia Page 10 of 165 2013 Petition Cycle

involvement with the governing body of the school. This may include letters of support, signed petitions, sign-in sheets from town hall meetings discussing the proposal, or other indicia of community interest. DEMONSTRATION OF FISCAL FEASIBILITY AND CONTROLS 38. Page__74__ Describe the level of autonomy the charter school will have over budgets and expenditures. 39. Page___74__ Describe the plans for ensuring that the charter school will be subject to an annual financial audit by an independent Georgialicensed certified public accountant. 40. Page___74__ Identify the school’s chief financial officer and describe how that person’s credentials comply with requirements of the State Board of Education. 41. Page___74__ Provide a proposed timeline as to when the charter school will begin to receive state to when operations begin. 42. Page__ 74__ Describe the charter school’s plans for securing other sources of funding, including funding from corporations, individuals, foundations, philanthropic groups, or any other source. DESCRIPTION OF GOVERNANCE STRUCTURE 43. Page__75___ Describe how the governing board will comply with the provisions of O.C.G.A. §§ 50-14-1 et seq. and 50-18-70 et seq.. 44. Page__75__ Describe the governing board’s function, duties, and role, including the board’s role as it relates to the charter school’s mission. 45. Page__75___ Describe the composition of the governing board, how and when governing board members will be selected, how long each governing board member will serve, and how governing board members may be removed from office. 46. Page__75___ List any proposed business arrangements or partnerships with existing schools, educational programs, businesses, or nonprofit organizations and disclose any potential conflicts of interest. 47. Page__75__ Disclose any potential conflicts of interest of the founding board members. 48. Page__75___ Describe how the governing board will ensure that current and future board members avoid conflicts of interest. 49. Page____75__ Describe how the governing board will ensure effective organizational planning and financial stability. 50. Page__77___ Describe the method that the local board and the charter school plan to utilize for resolving conflicts. 51. Page__77___ State if the charter school intends to contract, or has contracted for, the services of a for-profit entity or any other educational management agency. If so, describe how the contract will be in the best educational and financial interests of the charter school. 52. Page__77___ Describe the decision making process and due diligence exercised by the founding/governing board in choosing to contract with the educational management organization.

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FACILITIES 53. Page_71__ Describe the school facility that the charter school will use and its location. State whether the school facility is new or existing. If the facility plans for the charter school have not been finalized, the petition should describe prospective facilities and the steps the charter school is taking to attain a permanent facility. 54. Page______ Describe any modifications necessary for utilizing the space for educational purposes. 55. Page______ Provide documentation of ownership or a copy of the lease of the facility. If ownership documentation or a lease is unavailable, provide a timeline for obtaining such facilities or providing such documentation. 56. PAGE______ Provide a Certificate of Occupancy, or a timeline for obtaining a Certificate of Occupancy, prior to students occupying the proposed facility. 57. PAGE___82___ Provide the school’s emergency safety plan, or a timeline for preparing a safety plan in accordance with O.C.G.A. § 20-21185 and submitting it to the Georgia Emergency Management Agency. APPENDICES  App. ______ Contains an official copy of the certificate of incorporation from the Georgia Secretary of State for the Georgia nonprofit corporation that will hold the charter if approved.  App. ______ Contains a copy of the by-laws for the nonprofit corporation that will hold the charter if approved.  App. ______ Contains a copy of any admissions application (pre-lottery) the charter school proposes to use.  App. ___A___ Contains the charter school’s proposed annual calendar and a draft of the charter school’s daily school schedule.  App. ______ Contains a monthly cash flow projection detailing revenues and expenditures for the charter school’s first two (2) years of operation.  App. ______ Contains alternative monthly cash flow spreadsheets projecting revenues and expenditures that assume one-half (1/2) of the projected student enrollment for the first two (2) years of operation.  App. ___B___ Contains spreadsheets projecting cash flow, revenue estimates, budgets, and expenditures on an annual basis for the first five (5) years of the charter term.  App. ______ Contains documentation of any sources of revenue appearing in the spreadsheets that are anticipated to come from private sources.  App. ______ Contains a copy of any agreements with other local schools or school systems for services that will be provided to the charter schools, including for the charter school students’ participation in extracurricular activities such as interscholastic sports and clubs.

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 App. ______ Contains a copy of any intended contracts for the provision of educational management services or the provision of supplemental educational services and remediation. Such contracts shall describe the specific services for which the contracting organization is responsible. In the case of a management organization, such contracts shall clearly delineate the respective roles and responsibilities of the management organization and the governing board in the management and operation of the charter school.  App. ______ Contains a copy of any contracts, leases, deeds or any intended contracts or leases for facilities for the charter school.

Support of Legislative Intent: Maximizing School Level Governance and Decision-Making The St. Augustine Preparatory Academy of Excellence will maximize school level governance and decision making. Specifically, the Executive Director, CFO and Department Chairs will control its own budget and personnel decisions. The Executive Director and a Committee will be responsible for making recommendations for all staff. When an Executive Director vacancy occurs, all staff members, student leadership council, parents, business partners and community members have the option of serving on the search committee. The Executive Director serves to help with the process and organization, but does not vote. The comprised committee reaches a consensus for hire and makes the recommendation to the School Governance Council. Each department can review and choose its own online textbook. Departments will also make decisions regarding supplementary materials and software. The schools will designs its own professional learning plan based on its annual needs assessment via performance data. The Executive Director and staff makes decisions regarding the course offerings and make decisions regarding schedules. The Executive Director and the school leadership team representatives comprised of all departments will decide upon their promotion/retention requirements. The Executive Director and the school leadership team will develop a comprehensive dress code and discipline policy for all students with codes of conduct. Although the Executive Director and Governance Council maintains ultimate responsibility for the success of the school, the leadership team will have limited decision making authority around personnel decisions, financial decisions, curriculum and instruction, resource allocation, establishing and monitoring the achievement of school improvement goals and school operations. By maximizing school level governance, the governing council, will expand the role that parents play in school level decisions. It is the intent of this charter system petition to increase parental and community involvement.

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DESCRIPTION OF THE EDUCATIONAL PROGRAM The St. Augustine Preparatory Academy of Excellence is passionate about its desire to provide a creative, practical, and comprehensive program for its students. Part of the challenge is that we are a new start-up school, but we have big dreams for our students; charter flexibility is critical if we are to implement our plans. Our innovative plan really has seven components that are aligned with goals for students to be prepared for college, technical college, employment in a chosen field making above the minimum wage and leadership roles in the community. Approval of this petition will also insure that these initiatives are realized as attainable and sustainable curricula objectives that provide rigor, relevance and goal setting for preparing students for the 21st century global competitiveness. The anticipated number of students is 500 with a 1 to 25 pupil teacher ratio to ensure maximum instruction and learning. There are 7 components to achieving these goals: Component One (Youth Leadership) We want to establish a youth leadership track for high school students to lead the way in participating in debate clubs, curricula, school improvement planning and community related activities. We want to develop leadership skills among some segments of our community which have been sorely lacking throughout the years and resulted in some of our community being disenfranchised. Students do not choose to stand and lead when given the opportunity in the traditional school setting. Issues in the community impacting our schools center around problems associated with poor leadership, communication, cooperation, and trust, as well as the lack of acceptance of diversity. Through the implementation of ―Youth Leadership St. Augustine, our students will begin learning about the importance and value of communication, cooperation, trust, diversity and leadership beginning in their freshman year. This program will be implemented through the classroom guidance program at the elementary level in conjunction with Youth Leadership classes conducted at the 9th – 12th grade levels by the Cooperative Extension Service of Georgia and local Chamber of Commerce. At the high school level, the Youth Leadership St. Augustine activities will be infused in a locally developed civics course. When students graduate, they understand the importance of good leadership and they have had years to develop the leadership skills necessary for a community to grow and prosper. This component of our plan addresses the critical need in our schools and community but will require charter system flexibility on state approved courses and teacher certification to implement at all levels. Component Two (Science) The second track that we want to establish is a comprehensive Science track in which the curriculum will be focused around the Common Core Georgia Performance Standards and Frameworks. Science exploration that leads to innovative ideas and research that engages the mind for future inventions by incorporating project based activities that stimulate creativity in expanding students’ thought processes in critical analysis. Courses offered in biology, Anatomy and Physiology and Astronomy will challenge students to explore areas of health and NASA related careers. Students will be invited to participate State Charter Schools Commission of Georgia Cycle Page 16 of 165 2013 Petition

in Youth leadership forums focused on health careers. Please note that the increased academic rigor includes the development of a Math and Science lab where all teachers can take their students for Math and Science exploration and experiments. It also includes participation in math lessons designed by teachers who have completed the Math Endorsement. Component Three (Technology) Providing International Baccalaureate classes is the ultimate goal, perhaps through technology, students can experience a more in depth content understanding of subject matters by exploring the website, communicating with others via chat room, discussion boards using (Edmodo online modules) to share, provide inquiry and communicate by engaging, connecting, measuring performance and personalizing the learning for each student. Through the special interactive technology, students will be able to see and speak with the teacher and the teacher will be able to see and speak with our students. This could also be valuable in that students are able to access Spanish, and virtual field trips will also be possible with this technology for all students. The teacher will also be able to assign modules, grade and provide effective feedback in a timely manner. Parent conferences will be more effective with graphic feedback illustrating students’ performance. Providing International Baccalaureate classes is the ultimate goal, perhaps through this technology. Through the purchase of special interactive technology, students will be able to see and speak with the teacher and the teacher will be able to see and speak with our students. This could also be valuable in that students might be able to access Spanish classes, and virtual field trips will also be possible with this technology for all schools. We plan to seek additional funding via grants in order to support technology resources. Component Four (Engineering) The fourth component of our plan is the development of career awareness beginning in the 9th and ending with students having the opportunity to participate in dual enrollment with Central Georgia Technical College, Virginia College, Middle Georgia State College and continue their education past high school through the establishment of our intensive engineering courses in which the school curriculum will be focused around the Common Core Georgia Performance Standards and Frameworks. We strive to ensure that students, especially those from backgrounds traditionally underrepresented in engineering, have the opportunity to realize their aspirations while also contributing their unique ideas, skills, talents, and strengths to the daily life of the College of Engineering. The many diverse groups represented within our student body would be integral to the fabric of college, and programs focusing specifically on pathways to their success contribute to the mission of both the university and the college. Most of our students honestly do not see themselves in professional or skilled careers and therefore school is not viewed as preparation for something bigger once you graduate. Few of our parents are professionals or have jobs requiring specific skills. We must help our students create a future beyond what they know at home or in Bibb County. We would like to establish a Career Academy in the future that will offer courses in Certified Nursing Assistants, Childcare, agriculture and other areas. Of course, we must have charter status in order to apply for this funding. In the meantime, we are committed to expanding our vocational offerings each year with the ultimate goal that every student who graduates from SAPA has the opportunity to graduate with a high school diploma and a certificate in a State Charter Schools Commission of Georgia Cycle Page 17 of 165 2013 Petition

vocational area of interest, therefore being able to continue their education or immediately enter the world of work at a higher rate of pay. This supports our community’s effort to become a Work Ready Community and addresses a critical need for skilled workers in Bibb County. Dual enrollment classes will be offered during the school day at this facility. At that time, additional courses like electrician, plumbing, and construction classes can also be offered because space and equipment will be provided through the grant. The Career Academy will serve as an outpost for local technical Colleges and will serve our entire community in the afternoons and through night classes. Career awareness activities in our schools will include activities sponsored by the counseling program at the school. The implementation of Job Shadowing Opportunities, field trips, the Career and College Fair at the high school provides opportunities for students become aware of the day to day job skills required to become a competent employee. Students will also have an opportunity to serve as pages for the Senate and House members, and the expansion of the Youth Apprenticeship and Shadowing Programs.

Component Five (Math) The fifth component is comprised of math courses with academic rigor so that all students take college prep content classes in which the curriculum will be focused around the Common Core Georgia Performance Standards and Frameworks. The students desperately need and deserve the opportunity to participate in rigorous academic electives in preparation for college. Further, some students need the academic rigor of ―required‖ support classes in reading and math. Plans include the expansion of academic rigor in 2016 and 2017 with the addition of academic electives in each content area including anatomy, calculus and AP calculus, the first and second course in a series for those interested in becoming a nurses, doctors, teachers, etc. This will include gifted courses. This will be possible due to the schools’ decision to operate on the block schedule and the flexibilities including teacher certification, mastery learning, and seat time provided under the charter. All students in 9th grade will participate in a Math 1 course and a Math Support Class. All high school students failing to meet certain criteria will participate in a reading support course. Providing more than just the required basics is critical if our students are to be well prepared for college. Please note that the increased academic rigor includes the development of a Math and Science lab where all teachers can take their students for Math and Science exploration and experiments. It also includes participation in math lessons designed by teachers who have completed the Math Endorsement. Component Six (Fine Arts) The sixth component is that we want to establish is a comprehensive fine arts track. Our students have so many talents in music, voice, art, public speaking, and drama, but these continue to go untapped because of financial and teacher certification issues. Charter flexibility related to teacher certification is absolutely critical if we are to implement this State Charter Schools Commission of Georgia Cycle Page 18 of 165 2013 Petition

part of our plan. The plan is to include drama, symphony, chorus and art. This track also includes our 4-H program which serves all levels where our students participate in district competitions and local competitions each year. We will also further expand the opportunities for our students to perform in various community programs, resulting in an integration of the fine arts and leadership tracks. Component Seven (Literacy and Writing) The seventh component is creating literacy development courses incorporating various genres of reading, effective communication and writing with an emphasis on increasing reading comprehension, critical thinking skills, grammar, mechanics and APA style in which the curriculum will be focused around the Common Core Georgia Performance Standards and Frameworks. Students will be engaged in writing essays, creating resumes, interviewing, and effective oral communication using various forms of correct English. ESOL students will be supported by staff and allowed to engage in peer tutoring sessions to increase their achievement. Courses will also include information for those interested in becoming teachers, a current issues class and a composition/public speaking language arts class. Students will also be able to take a series of foreign language classes in Spanish in order make them more globally competitive in the workforce when communicating with other nationalities. The charter high school counselor along with the registrar will track to ensure that students have satisfied the requirements for high school graduation, including the credits or units to be earned and the completion credentials to be awarded. The counselor will conduct advisement meetings with students and utilize a checklist sheet to ensure that students are meeting the requirements. Students and parents will be provided copies of the information each semester. Students who graduated from high school in 2012 or later must present high school credits for seventeen (17) specified units. The 17 specified units for students who graduated in 2012 or later are: 1. MATHEMATICS: Four (4) units of Mathematics, including Algebra I, Algebra II, Geometry and a fourth year of advanced math or Mathematics I, II, III and a fourth unit of mathematics from the approved list. 2. ENGLISH: Four (4) units of English which have as their emphasis grammar and usage, literature (American, English, World), and advanced composition skills. 3. SCIENCE: Four (4) units of science, with at least one laboratory course from the life sciences and one laboratory course from the physical sciences. Georgia Public High School graduates must have at least one (1) unit of biology, one (1) unit of physical science or physics, one (1) unit of chemistry, earth science, environmental science, and one (1) unit of a fourth science. State Charter Schools Commission of Georgia Cycle Page 19 of 165 2013 Petition

4. SOCIAL SCIENCE: Three (3) units of social science, with at least one (1) unit focusing on United States studies and one (1) unit focusing on world studies. 5. FOREIGN LANGUAGE: Two (2) units in the same foreign language emphasizing speaking, listening, reading, and writing. 6. Note: Students will also have an opportunity to take Advanced Placement courses with College Board approved syllabus in all content area if desired but all students will take at least one AP course unless special needs requires alternate courses.

STATE AND FEDERALLY MANDATED SERVICES Students With Disabilities For students with disabilities, the charter school will provide state and federally mandated services by hiring certificated Special Education teachers who is highly qualified in accommodating students with identified disabilities in order to ensure compliance and oversight IEPs and 504 plans. Some of the teachers may serve in a co-teach setting to reduce the pupil teacher ratio of serving multiple levels in order to ensure adequate services for identified learners. This will also allow students to mainstream in a classroom environment. Gifted For students identified as gifted, the charter school will provide state and federally mandated services by hiring certificated teachers with a gifted endorsement who is highly qualified in accommodating students with identified disabilities in order to ensure compliance and oversight. Some of the teachers may serve in a co-teach setting to reduce the pupil teacher ratio of serving multiple levels in order to ensure adequate services for identified learners. Supplemental Services Teachers will provide additional remediation for students who are struggling with extended time on task in required cases pursuant to SBOE Rule 160-4-5-.03 and NCLB. Certified teachers will serve students who are identified and those needing remediating in an extended-day after-school setting. The charter school will also seek 21st Century After-School funding in order to provide after-school enrichment for students needing additional support. ESOL For students identified as ESOL, the charter school will provide state and federally mandated services by hiring certificated teachers with an ESOL endorsement who is State Charter Schools Commission of Georgia Page 20 of 165 2013 Petition Cycle

highly qualified in accommodating students with identified English Language Deficiencies in order to ensure compliance and oversight using the WIDA (World-Class Instructional Design and Assessment) and the GADOE ESOL/Title III Resource Guide. Some of the teachers may serve in a co-teach setting to reduce the pupil teacher ratio of serving multiple levels in order to ensure adequate services for identified learners. There may be times where students are participating in pull-out sessions to individualize instruction as based on their level of competency in learning the English language. Remediation For students needing remediation, teachers will provided guided instruction, differentiated instruction, utilize peer tutors, co-teachers and allow extended time for struggling learners. In compliance with IEPs (Individual Education Plans), SSTs (Student Support Team) plans and 504 plans, teachers will make provisions within their instructional plans to accommodate learners as required by law in required cases pursuant to SBOE Rule 160-4-5-.03 and NCLB. Teachers will meet parents regularly to ensure that they are involved in the plans undertaken, amended or proposed to be terminated as based on the students’ progress relating to remediation. The school will offer four months of extended day after-school tutorials for 2 days a week as based on the availability of funding in reading and math. The charter school will apply for 21st Century after-school funding to support remediation on a more frequent basis along with enrichment for students who may need additional academic and enrichment support. The demographic area that the charter is proposing to serve reflects a high poverty rate that needs after-school support. DESCRIPTION OF ASSESSMENT METHODS Assessment Plan SAPA will develop an accountability plan that would allow the organization to collect baseline data using EOCT Mid-Month, Semester Report Cards, main administration EOCT and Advanced Placement exams to develop baseline data for targeting SMART (Specific Measurable Attainable Realistic Time-Oriented) goals. Participating in State Mandated Exams SAPA will participate in the scheduled state-mandated EOCT exams in order to assess student performance as it relates to the prescribed curricula. Assessment Plan Measures SAPA will create a strategic plan with target percentage goals for student achievement over time with an emphasis on increasing academic performance in content areas relating to specific grade levels. Assessment Data Monitoring State Charter Schools Commission of Georgia Cycle Page 21 of 165 2013 Petition

SAPA will collaborate and develop initiatives along with action steps to monitor student progress through the use of a (CIP) Continuous Improvement Plan that will be a data driven guide in monitoring instruction, curriculum, assessments and data relating to student learning. The data will be used in leadership, curriculum and administrative meetings to monitor progress with student advisement sessions imbedded to provide individualized student support as based on goal setting. A Balanced Score Card will be utilized for annual reporting in order to determine whether or not curriculum objectives have been met and targets attained. PERFORMANCE-BASED GOALS AND MEASURABLE OBJECTIVES Assessment is one of the current strengths of Schools, and they would bring that strength to improving the instructional program over the next 5 years. Assessments would be highly individualized with teachers taking each child’s current status and needed progress into consideration as instruction is planned on a weekly basis, and student achievement is used to provide feedback and annual evaluation to each teacher. The following formal instruments would be utilized to obtain assessment data on students: 1) All state mandated assessments- CRCT’s, EOCT 2) Reading software 3) Teacher-made rubrics and grading, especially in writing. All teachers will be trained on scoring writing using rubrics. They would grade writing samples together and their grading is validated by comparison to the other teacher’s work. 4) On-line assessments to measure progress against standards 5) Nine-weeks benchmark tests 6) Mid-Term Reports The School culture will utilize a strategic continuous improvement plan highlighting areas of objectives relating to the list below. Achievement targets will be established and discussed in curriculum, administrative and professional learning communities. These targets will be visible through the use of visual reporting and student will be celebrated for the milestones achieved as they progress toward the intended targets. Performance and survey results will provide feedback necessary for reflective practice in improving student achievement as measured. Strategic Objective #1 – Attaining High Academic Achievement & Success o Closing the achievement gap for minority students, SWD and economically disadvantaged students o Using Instructional Best Practices to include Learning Focused, Vocabulary, and Differentiated Instruction Strategies o Using Common Assessments and Planning Strategic Objective #2 – Developing Organizational Effectiveness o Recruiting, hiring, and retaining quality teachers, financial management Strategic Objective #3 – Ensuring Student/Stakeholder Engagement & Loyalty State Charter Schools Commission of Georgia Cycle Page 22 of 165 2013 Petition

o Creating a safe learning environment for students and staff o Improving student attendance o Increasing parent, community and business involvement Strategic Objective #4 – Ensuring Quality Professional Learning o Creating an effective and efficient professional learning plan o Providing training that meets the needs of all teachers o Develop action plans with measurable goals to close the knowing-doing gap Waivers St. Augustine Preparatory Academy chooses to utilize the broad flexibility from law, rule, and regulation permitted by O.C.G.A. § 20-2-2065(a). The waiver would allow students to be counted present for half of the day instead of being required to attend 330 minutes of instruction while the rest of that can be utilized for remediation. Teachers can also utilize time for professional development and planning. The waiver will also allow teachers who have degrees in other fields to cross into teaching alternate classes. For example, a chemist may be able to teach chemistry. For students who are taking Advanced Placement courses, it would be beneficial to have an expert who has practiced the field for a living and can explains the components of physics and chemistry for advanced learners. This will also impact student achievement in a positive prospective. How Assessment Data Monitors Progress and Improves Achievement: St. Augustine will conducted monthly curriculum meetings during planning where data is reviewed in terms of examining student progress as it relates to achievement in various disciplines. Teachers will need to be able to identify weakness and strengths of learners as it relates to specific concepts. They will need to discuss strategies used in remediation and plans to re-assess for gap revisions. At that time student achievement data are analyzed and plans are made to address individual needs. Student work is also examined by the group with rubrics for satisfactory performance constructed. Teacher commentaries will be invited regarding successful work. At an initial conference each year, administrators will review CRCT scores from the previous year with each teacher, including grade level performance and individual classroom teacher results. Goals will be set for the students and the teacher for the year. Achievement of these goals will factor into annual teacher evaluations. Pre/post CRCT data will be used to analyze and predict student performance. Teachers receive data on each current child. Grade distributions will be reviewed at progress report time, approximately each 4 ½ weeks and at the end of each nine weeks. These grades will be compared to assessment data to see if there is a close correlation between the teacher’s assessment of progress and the data obtained from the more formal assessments. Teachers will review the data gathered and carefully consider to indicate areas of weakness/need for re-teaching and focus for the after school program as well as identifying the classes that are succeeding in preparing students for the state tests and successful completion of the grade or graduation. State Charter Schools Commission of Georgia Cycle Page 23 of 165 2013 Petition

Success along the way on the benchmarks will be celebrated by the school and students will be recognized for progress which motivates them to do even better. The assessments will let teachers know where they are in covering the curriculum so that they can be sure that all performance standards are addressed before time for the statewide tests. Statement Regarding Accountability Provisions of O.C.G.A. Section 20-14-30 The charter school will not waive the accountability provisions of O.C.G.A. § 20-14-30 through § 20-14-41 and federal accountability requirements.

DESCRIPTION OF SCHOOL OPERATIONS St. Augustine Preparatory School Attendance Zone The St. Augustine Preparatory Academy Charter High School’s Attendance Zone will be open to any and all students who reside in the state of Georgia. Students will be assigned to classes based on their grade levels: 9-12. However, transportation will only be allotted for students within certain 15 mile radius. All students in grades 11 and 12 at St. Augustine Preparatory Academy School may choose to be dually enrolled at the local colleges or vocational schools. Rules and Procedures to Govern Student Admission Student admissions application will be accepted for the school and enrollment will be based on the lottery of selection. However, students will be placed on a waiting list if the enrollment is reaches capacity. Parents/guardians, however, must provide proof of residency in Georgia and guardianship of the child if they are not the natural parents. Enrollment Priorities There are no enrollment priorities. All students in Georgia may attend the academy for their grade level. Steps to Reach Students Representative of Racial and Socioeconomic Diversity of the Community Application for this charter is a major step in providing programs so attractive that students from home and private schools will be willing to return to public school. It is a major goal of the St. Augustine Governance Council, Presentations are frequently conducted in the community regarding progress of the public schools; community organizations have partnered with the public schools to achieve the goals of improvement for all children; and parents of home and private school students are beginning to ask questions and request tours of the facilities. All these activities will be continued and expanded under a system charter environment. Rules and Procedures for Discipline and Dismissal State Charter Schools Commission of Georgia Cycle Page 24 of 165 2013 Petition

Each school’s Code of Conduct is based upon the St. Augustine Governance Council Code of Conduct. Because discipline issues are frequently different at each age level, it seems appropriate to include expectations at each school separately. The following excerpts from the Student Handbook outline disciplinary expectations and consequences: DISCIPLINE RESPONSIBILITY The goal of St. Augustine Preparatory School is to maintain a high level of educational progress, student attendance, and to minimally utilize suspension and expulsion. The discipline of the school (which includes school events, the school day, and transportation) is under the direction of the director with assistance from the school staff. SEARCH AND SEIZURE The following rules shall apply to the search of school property assigned to a specific The following rules shall apply to the search of school property assigned to a specific student such as lockers, desks, etc., and the seizure of items in a student’s possession. 1. Desks and other property owned by the school may be assigned and checked periodically by school employees. No item shall be removed without the knowledge of the student or his/her parents. 2. There should be reasonable cause for school authorities to believe that the school property conceals items violating a criminal law or school rules. 3. Search of an area assigned to a student should, when possible, be made in the presence of the student. 4. Items such as firearms, weapons, drugs, or alcoholic beverages or other possessions reasonably determined to be a threat to the safety or security of others, and items which are used to disrupt or interfere with the educational process, may be seized by the school authorities. 5. Upon reasonable cause for school authorities to believe that a student possesses items referred to in paragraph 4 above upon his/her person or in his/her private property, school authorities shall request a search of the student or private property. Any student refusing may be detained until permission is given by parent or a search warrant issued. 6. The school director will inform the law of items found of criminal nature. STUDENT RULES GENERAL RULES

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The primary responsibility of St. Augustine Preparatory School and its staff shall be to provide the highest quality education possible. In order to accomplish this goal, students must discipline themselves to the extent that enables education to take place for them as well as all other students. The following rules, regulations, and due process procedure are designed to protect all members of the educational community in the exercise of their rights and duties. St. Augustine School Administration, Faculty and Staff are required to make it mandatory that a student of this school shall adhere to the following disciplinary rules and regulations. DISRUPTION OF SCHOOL A student shall not by use of violence, force, noise, coercion, threat, intimidation, fear, passive resistance, or any other conduct intentionally to cause the disruption or obstruction of any lawful mission, process or function of the school. DAMAGE OR DESTRUCTION OF SCHOOL PROPERTY A student shall not intentionally cause or attempt to cause damage to school property or steal school property. Repeated damage or theft involving school property can result in long term suspension from school as well as possible criminal action. CARE OF BUILDING Students will not deface the walls, doors, or restrooms of the building with their hands, feet, or writing instruments nor attach any item to the wall with tape, glue, etc. DAMAGE OR DESTRUCTION OF PRIVATE PROPERTY A student shall not intentionally cause or attempt to cause damage to private property or steal or attempt to steal private property either on the school grounds or during a school activity, function, or event off the school grounds. Repeated damage or theft involving private property can result in long term suspension or recommendation for expulsion from school as well as possible criminal action. ASSAULT ON A SCHOOL EMPLOYEE A student shall not intentionally cause or attempt to cause physical injury or intentionally behave in such a way as could reasonably cause physical harm to a school employee, when such action is in any manner related to school activities. PHYSICAL ABUSE OF A STUDENT OR OTHER PERSON NOT EMPLOYED BY THE SCHOOL A student shall not intentionally do serious bodily injury to any person: 40

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1. On the school grounds during and immediately before or immediately after school hours. 2. On the school grounds at any other time when the school is being used by a school group. 3. Off the school grounds at a school activity, function, or event, or on a school bus transporting students to or from school or a school activity. 4. On a school bus transporting students to or from school or to or from any school related activity. WEAPONS AND DANGEROUS INSTRUMENTS A student shall not knowingly possess, handle, or transmit any object that can reasonably be considered a weapon: 1. On the school grounds during and immediately after school hours. 2. On the school grounds at any other time when the school is being used by a school group. 3. Off the school grounds at a school activity, function, or event. 4. On a school bus transporting students to or from school or to or from any school related activity NARCOTICS, ALCOHOLIC BEVERAGES, STIMULANT DRUGS AND TOBACCO A student shall not knowingly possess, use, transmit, or be under the influence of any narcotic drug, hallucinogenic drug, amphetamine, barbiturate, marijuana, alcoholic beverage, or intoxicant of any kind: Before, during, and after school hours. 2. On the school grounds at any other time when the school is being used by any school group. 3. Off the school grounds at a school activity, function, or event. 4. On a school bus transporting students to or from any school activity. USE OF TOBACCO A student shall not use tobacco while on school property during school or any school function or event. This includes smoking, chewing, and dipping snuff. State Charter Schools Commission of Georgia Cycle Page 27 of 165 2013 Petition

DISRESPECT A student shall not through physical actions, gestures, or verbal abuse or otherwise show disrespect toward a teacher, or any other school employee. A student shall not intentionally fail to obey lawful and reasonable requests of a teacher or any school employee. PROFANITY AND OBSCENE LANGUAGE A student shall not use profane and/or obscene language in the presence of any teacher, employee, or student: 1. On the school grounds immediately before or immediately after school hours. On the school grounds at any other time when the school is being used by a school group. 3. Off the school grounds at a school activity, function, or event. 4. On a school bus transporting students to or from any school activity. SPECIFIC RULES Daily Procedures Students are to report to their designated locations immediately upon arriving at the school building by bus, car, or walking. Morning Procedures for P.E. Room and Hallways Walk silently on the right side of the hall in a single-file line Do not copy homework Sit up and sit quietly Do not sit near Coach Blount’s office Consequences Warning Moved Lunch Detention Removed from area Lunch Room Procedures Keep your book bag and books with you at breakfast Observe and obey all stop signs Stay in line while being served Stay in your seat Talk quietly to those sitting near you Consequences Warning Move to end of the line State Charter Schools Commission of Georgia Cycle

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Breakfast – quiet table/Lunch – lunch detention Additional lunchroom policies All breakfasts and lunches will be eaten in the cafeteria. Each student in responsible for cleaning up his/her eating area after the meal in the cafeteria. Each student will take his/her tray to the window when given permission by the adult in charge. No food or drinks can be taken from the cafeteria. Students are expected to show good manners and quiet, orderly behavior in the cafeteria. Hall Procedures Use quiet voices inside the building Treat everyone and everyone’s property with respect Keep hands and feet to yourself For everyone’s safety, do not run in the building Follow directions given by an adult the first time Consequences (see classroom procedures)

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Classroom Procedures The teacher has the right and the duty to add other rules to keep order in his/her classroom. Stay in your seat Do not disrupt class in any way Keep hands and feet to yourself Treat everyone and everyone’s property with respect Follow directions given by an adult the first time Consequences for K – 2nd grade Reminder warning Official warning Lose 5 minutes of recess Time out in another room Referral: 1) ISS – 1 hour 2) ISS – rest of the day 3) ISS – 1day or corporal punishment 4) ISS – 2 days 5) ISS – 2 days/mandatory parent conference 6) OSS – 1 day Consequences for 3rd – 5th grade Warning Lose 5 minutes of recess (3rd grade only) Lunch detention Reflection time in another classroom Referral: 1) ISS – rest of the day 2) ISS – 1 day 3) ISS – 2 days 4) OSS – 1 day 5) OSS – 2 days 6) Alternative ISS 5. Upon reasonable cause for school authorities to believe that a student possesses items referred to in paragraph 4 above upon his/her person or in his/her private property, school authorities shall request a search of the student or private property. Any student refusing may be detained until permission is given by parent or a search warrant issued. 6. The school director will inform the law of items found of criminal nature. Fighting State Charter Schools Commission of Georgia Cycle Page 30 of 165 2013 Petition

No fighting is allowed at school, on the school bus, or at any school function. Students will be suspended from school or the school bus for a minimum of three to five days. (see page 19) Encouraging Fighting Students who encourage fighting or arguments among other students will also receive appropriate consequences. Junk Food Chewing gum, bubble gum, candy, carbonated drinks or other junk food is not allowed at school. Firecrackers, etc. No firecrackers or ―poppers‖ are allowed at school. Profanity, etc. Profanity or vulgar talk among students and from students to teachers is not allowed. Vulgar language is not allowed on items of clothing, on body parts, in writing or on school property. Student Harassment Students are not to harass fellow students at any time. Harassment is a verbal or physical action that may instigate conflict. Disrespect to Teachers Students are not to talk back to or be disrespectful in any way to teachers or other staff members. Leaving School Early Parents should report to the front office before pickup or drop-off of students. No student is allowed to leave early unless he/she has been cleared by the teacher and the office and released to a responsible adult who has been properly identified. Students who bring notes for early checkout are to present them to the office for a signature by the director/assistant director or the office staff. The note will be copied, filed, and returned to the student. Parents who come early for students will sign the student out in the office and the student will be called to the office to leave. Please remember that any visitor, including parents, must have an office pass before going out into the building. Students are not permitted to leave the campus during the day without written permission from the office and a written statement from the parent. Students are to leave the campus promptly when school is dismissed. No student is to reenter the building except for an emergency, or for special programs. Makeup Work State Charter Schools Commission of Georgia Cycle Page 31 of 165 2013 Petition

It is the responsibility of the student/parent to arrange for makeup work after an absence. The teacher is required to offer makeup work to students with excused absences. The teacher may offer but is not required to give makeup work for unexcused absences. A student may make up major grades (not daily grades) for any absence. Stealing Students caught stealing will receive appropriate consequences or suspension. Repeat offenders will be referred to the parents and to the Warrenton Police Department. Money at School and Other Personal Possessions Students are not to borrow or lend money at school. All lending of money or any personal possession such as clothes or school supplies is the responsibility of the student and not of the school. Students who bring money to school are solely responsible for the safekeeping of the money and the school bears no responsibility. Weapons and Other Dangerous Instruments Knives, guns, sticks, razors, matches, cigarette lighters, or any type of instrument which can be used as a weapon to damage people or property are not allowed at school. Any such weapon or instrument will be confiscated and disposed of by the school. Toys NO TOYS of any description are allowed at school due to the distractions and problems they can cause among students. This includes cards as well. These items will be taken by the teacher and returned at the end of the semester. Electronic Equipment Radios, tape recorders, ―boom boxes,‖ beepers, electronics or computer disks, CD’s games, audio/video tapes or any other electronic equipment are NOT allowed at school. These items will be taken at the first offense and returned at the end of the school year. Care of Books and Other School Equipment The care of all books and school property issued to students is the responsibility of the students. In the event that school books, library books or other school property is lost or damaged the students are expected to pay for them. Textbooks, library books belonging to the school will be kept from direct contact with the floor and should be covered if possible. These books should not be left on the school bus or anywhere else that they could become lost or damaged. Sick or Injured students Parents of students who become sick or injured at school will be contacted either at work or at home. Please BE SURE that the school has an emergency telephone number and knows the procedure that the parents want followed in case of a severe emergency. Please make the school aware of any medical condition a student has so the school will be able to handle the condition appropriately. State Charter Schools Commission of Georgia Cycle Page 32 of 165 2013 Petition

Absences When a student is absent, the parent is required to send a note or doctor’s excuse explaining the reason for the absence within three days. Absences considered excused are: (1.) Death in the immediate family (send an obituary with the excuse – maximum of three days excused), (2.) Sickness of the student, (3.) Religious reasons confirmed by the church accompanied by a list of dates at the beginning of each semester. Doctor and Dental appointments for check-ups are unexcused. If the student is sick, have the doctor/dentist’s office write the reason for the visit. If no reason is written, it will be assumed to be a check-up. School Supplies All students need to come to class with ample paper and pencils, etc., to do the required work. There is a school store from which students may buy pencils and paper if needed. Hall Passes No student is allowed to leave the classroom without written permission from the teacher. Hall passes are required at all grade levels. Hall passes may be waived at the discretion of the director. Students are not allowed to interrupt classes or loiter in the hallways while classes are in session. Dusting of Erasers No erasers may be dusted on the building, trees, or utility poles. Visitors VISITORS MUST CHECK IN WITH THE OFFICE FOR IDENTIFICATION AND TO RECEIVE AN OFFICE PASS BEFORE GOING TO THE CLASSROOMS OR ANYWHERE ELSE IN THE BUILDING. Visitors are not allowed to accompany students to school. Friends and relatives of students are not to be brought to school to visit. Parents, including parents who work in the school, should make an appointment with their child’s teacher before going to the classrooms. Interruptions during class hours should take place only under emergency conditions. Students released by their teachers to go to other classrooms should have a pass and an emergency reason for interrupting another class. School Telephone THE SCHOOL TELEPHONE IS A BUSINESS PHONE. All uses of the telephone by students should be an emergency. Any student using the telephone should have the permission of his/her teacher and a member of the office staff. Students should NOT have to call home to find out what to do about coming home at end of the day. They should know what bus to ride, whether to wait to be picked up and whose house to go to without having to call home. State Charter Schools Commission of Georgia Cycle Page 33 of 165 2013 Petition

Permission to Ride a Different Bus or to be Picked Up IF STUDENTS ARE TO RIDE A DIFFERENT BUS FROM THE ONE THEY ARE ASSIGNED TO RIDE, BE PICKED UP BY SOMEONE ELSE OTHER THAN A PARENT, OR ARE TO GO TO A PLACE OTHER THAN HOME, A NOTE MUST BE SENT TO THE TEACHER SIGNED BY THE PARENT. That note will be sent to the office for approval and a copy filed in the office. The bus driver will expect to see the note before allowing the student to ride. All bus messages must be called in to the school office before 2:00 p. m. daily. INCIDENTS REQUIRING IMMEDIATE REFERRAL: DISCIPLINARY PROCEDURES/ACTIONS Serious Issues with School Wide Consensus All discipline matters will be handled subject to the discretion of the Director or Assistant Director. #1 Disrespect 1st Offense: ISS – 1 day Parent contacted 2nd Offense: OSS – 1 day Parent conference required 3rd Offense: OSS – 2 days Parent attendance during school is required for one day before student can return to regularly 2 Profane language/gestures (must be heard/seen by Faculty or Staff member) 1st Offense: Parent contacted Child must repeat/describe act to the parent Lunch detention (2 days) 2nd Offense: Parent conference required ISS (K-2: 1day ISS; 3-5: 2 days ISS) 3rd Offense: OSS – 2 days

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**If directed toward faculty or staff (even if implied) immediate suspension for first offense (2 days), second offense (4 days), and third offense (10 days and hearing officer notified). #3 Touching Any boy or girl putting his/her hand on members of the opposite sex or on members of the same sex on their private parts will be sent home immediately. 1st Offense: Immediate suspension Parent contacted 2nd Offense: Immediate suspension for 3 days Parent conference required #4 Fighting 1st Offense: OSS – 3 days 2nd Offense: OSS – 5 days 3rd Offense: OSS – 10 days Referred to the hearing officer #5 Aggressive behavior (threatening or intimidation) 1st Offense: Warning- parents contacted, student conference Attend session with counselor 2nd Offense: Lunch detention – 3 days Parent conference required Attend sessions with counselor 3rd Offense: ISS – 2 days Attend sessions with counselor 4th Offense OSS – 3 days State Charter Schools Commission of Georgia Cycle Page 35 of 165 2013 Petition

Attend sessions with counselor 5th Offense OSS – 10 days and referred to the hearing officer Attend sessions with counselor #6 Possession of Weapon/Threat of Harm This includes anything that can be or is used as a weapon and any threat to harm or bring something to school to harm others. If a student finds him/herself in possession of a weapon, he/she must turn it in to an adult IMMEDIATELY. Every Offense: Immediate 10 day suspension Parent contacted Referred to the hearing officer #7 Destruction of property 1st Offense: Parents notified Clean-up what has been destroyed The student must write an apology note to be placed in file 2nd Offense 2 days ISS Clean-up what has been destroyed Parents will be notified Child must describe what has happened to the parent 3rd Offense 1 day OSS Clean-up what has been destroyed Parents will be notified Child must describe what has happened to the parent **Expensive Items: Student is sent home until the parent accompanies him/her for a conference. A plan is developed between the parent and teacher (contract/action plan). Restitution must be made including an apology note. #8 Computer Misuse This includes, but is not limited to, tampering with other students’ work, using other students’ log-in or password, or damaging computer equipment (hardware, software, etc.) 1st Offense: State Charter Schools Commission of Georgia Cycle Page 36 of 165 2013 Petition

Parents contacted Loss of computer privileges for the remainder of the nine weeks 2nd Offense: Parent contacted Loss of computer privileges for the remainder of the year #9 Leaving an area without permission 1st Offense Lunch detention – 2 days Parents contacted 2nd Offense: ISS – 1 day Parents contacted 3rd Offense ISS – 2 days Parents contacted #10 Stealing All valuables must be secured 1st Offense: ISS – 1 day Notify parents the same day that the incident occurs Child must describe what has happened to the parent If applicable, restitution must be made 2nd Offense: OSS – 1 day Parents contacted If applicable, restitution must be made 3rd Offense: OSS – 2 days Parents contacted Police contacted If applicable, restitution must be made #11 Failure to accept disciplinary action Immediate suspension Student must complete the consequences they refused after returning to school after suspension. State Charter Schools Commission of Georgia Page 37 of 165 2013 Petition Cycle

#12 Assault/battery against any employee Parents contacted Immediate suspension for 10 days Referred to hearing officer Students must understand that unnecessary noise, movement on the bus, throwing objects or any other behaviors that may cause the driver to become distracted will not be tolerated. We want to provide safe passage to and from school and to do so students must adhere to the rules and regulations of the buses and its’ drivers. #13 Bus Referrals 1st Offense – Warning 2nd Offense – 3 days suspension 3rd Offense – 5 days suspension 4th Offense – 10 days suspension

Police Plan: After the 10th referral, the student will be placed on a police plan. There will be a meeting with the parents, the police, and the administration. If the parent refuses to attend, the meeting will be held without the parents and a letter will be mailed to the parents. After being placed on the police plan, another referral will result in the parent being required to spend the day with the student from 8:00 – 3:00. After that, all referrals will be sent to the police who will file them with the Department of Juvenile Justice. ***If a student is suspended from ISS, the student must serve the remaining ISS time when they return to school before attending classes again. Discipline of Disabled Students State Charter Schools Commission of Georgia Cycle Page 38 of 165 2013 Petition

Disabled students are not exempt from school disciplinary processes, nor are they entitled to remain in a particular educational program when their conduct substantially impairs the education of other children in the program. However, federal and state law and regulations require public schools to meet the individual educational needs of disabled children to the extent that current educational expertise permits. A disabled student’s staffing committee may prescribe or prohibit specified disciplinary measures for an individual student by including appropriate provisions in the student’s Individual Education Plan (IEP). The committee must take into consideration the student’s disabling condition when deciding whether or not staff may use a particular form of discipline. Administrative authorities should observe any such provisions contained in a disabled student’s IEP, except that a staffing committee may not prohibit the initiation of proceedings for suspension or expulsion, which are conducted in accordance with the law and policy. The administration may suspend a disabled student unless a suspension is prohibited by the student’s IEP. At the end of the suspension, the school should return the student to the same educational placement if appropriate. The administration may immediately remove, for a short period of time, a disabled student who is endangering himself/herself or others. Expulsion of a disabled student is equivalent to a change in educational placement and therefore requires special procedures. Before a disabled student may be expelled, a multi-disciplinary team must determine whether or not there is a connection or casual relationship between the handicapping condition and the misconduct. Only then would expulsion resulting in cessation of educational services for the student be allowable. The school district will continue to provide a free and appropriate education as set forth in a student’s IEP for expelled students with disabilities. Nothing contained in this administrative rule will be construed as limiting an administrator’s ability to remove a disabled student from school immediately under emergency conditions. Expectations increase for children in their middle years, as do the students’ propensity to make more reckless decisions than they did in their early years. With that in mind, the following excerpt is appropriate from the St. Augustine Preparatory AcademyMiddle School Handbook: CODE OF CONDUCT It is the purpose of the St. Augustine Preparatory Academy School District to operate each school in a manner that will provide an orderly process of education and that will provide for the welfare and safety of all students who attend the schools within the district. In accordance with that purpose, the Board of Education has adopted a policy which requires all schools to adopt codes of conduct which require students to conduct themselves at all times in a manner that facilitates a learning environment for themselves and other students. These standards for behavior require students to respect each other and school district employees, to obey student behavior policies adopted by the Board State Charter Schools Commission of Georgia Cycle Page 39 of 165 2013 Petition

and to obey student behavior rules established at each school and on each bus within the district. The school’s primary goal is to educate, not to punish; however, when the behavior of an individual student comes in conflict with the rights of others, corrective actions may be necessary for the benefit of that individual and the school as a whole. Accordingly, students shall be governed by policies, regulations and rules set forth in this Code of Conduct. The Code of Conduct is effective at school or on school property at any time; off school grounds at any school activity, function or event and while traveling to and from such events; and on vehicles provided for student transportation by the school system. Also, students may be disciplined for conduct off campus which is felonious or which may pose a threat to the school’s learning environment or the safety of students and employees. Parents are encouraged to become familiar with the Code of Conduct and to be supportive of it in their daily communication with their children and others in the community. AUTHORITY OF THE DIRECTOR The director is the designated leader of the school and, in concert with the staff, is responsible for the orderly operation of the school. In cases of disruptive, disorderly or dangerous conduct not covered in this Code, the director may undertake corrective measures which he or she believes to be in the best interest of the student and the school provided any such action does not violate the school board policy or procedures. The director may, at his discretion, reduce a written penalty due to circumstances unless the penalty is prescribed by Board policy or state law. The authority and discretion of the director to reduce penalties is absolute. Teachers and other employees of the St. Augustine Preparatory Academy School System are not to take misbehavior or disrespect by students personally. This will prevent adults from attempting to get the director to maximize penalties because of their own emotional involvement with the incident. DISCIPLINE PROCEDURES When it is necessary to impose discipline, school administrators and teachers will follow a written discipline process. The degree of discipline to be imposed by each school official will be in proportion to the severity of the behavior of a particular student and will take into account the student’s discipline history, the age of the student and other relevant factors. The Code of Conduct provides a systematic process of behavioral correction in which inappropriate behaviors are followed by consequences. Disciplinary actions are designed to teach students self-discipline and to help them substitute inappropriate behaviors with those that are consistent with the character traits from Georgia’s Character Education Program. State Charter Schools Commission of Georgia Cycle Page 40 of 165 2013 Petition

The following disciplinary actions may be imposed for any violation of this Code of Conduct unless St. Augustine Governance Council Policy or state law requires a specific disciplinary action. • Warning and/or counseling with a school administrator or counselor • Loss of privileges, Isolation or time out • Temporary removal from class or activity • Notification of parents Parent conference • Detention . In-school-suspension, Short-term or Long-term . Temporary placement in an Alternative Education Program • Short-term suspension out-of-school . Referral to a Disciplinary Hearing • Suspension or expulsion from the school bus • Referral to law enforcement or juvenile court officials: Georgia law requires that certain acts of misconduct be referred to the appropriate law enforcement officials. The School will refer any act of misconduct to law enforcement officials when school officials determine such referral to be necessary or appropriate. The maximum punishments for an offense include long-term suspension for more than ten days or expulsion, including permanent expulsion, but those punishments will be determined only by a disciplinary hearing as outlined in the St. Augustine Governance Council policies. Before a student is suspended for ten days or less, the director or designee will inform the student of the offense for which the student is charged and allow the student to explain his or her behavior. If the student is suspended, the student’s parents will be notified when possible. School officials may involve law enforcement when evidence surrounding a situation necessitates their involvement or when there is a legal requirement that an incident be reported. School officials may search a student if there is reasonable suspicion the student is in possession of an item that is illegal or against school rules. Student book bags, school lockers, desks and other school property are subject to inspection and search by school authorities at any time without further notice to students or parents. Students are required to cooperate if asked to open book bags, lockers or any vehicle brought on campus. Metal detectors and drug/weapon police dogs may be utilized at school or at any school function including activities occurring outside normal school hours or off the school campus at the discretion of administrators. BEHAVIOR WHICH WILL RESULT IN DISCIPLINARY ACTION Possession, sale, use in any amount, distribution or being under the influence of any narcotic drug, hallucinogenic drug, amphetamine, barbiturates, marijuana, or alcoholic State Charter Schools Commission of Georgia Cycle Page 41 of 165 2013 Petition

beverage or other intoxicant or being in possession of items that are associated with drug use. Possession, distribution, attempted sale or sale of substances represented as drugs or alcohol, although they are not. Sale, attempted sale, distribution, possession or being under the influence of a prescription or over the counter drug. Possession or use of a weapon or dangerous instrument. A student shall not possess, use, handle or transmit any object that reasonably can be considered a weapon. Students who possess firearms on campus will be subject to a minimum of a one calendar year suspension and will be referred to law enforcement officials. Verbal or physical assault includes threats of bodily harm and/or sexual assault, of school personnel, students, or persons attending school-related functions. Immediate suspension and an automatic referral to a disciplinary hearing will result if a student is alleged to have committed an assault upon a teacher or other school personnel; possible referral to a disciplinary hearing if a student is alleged to have committed an assault upon another student or a person attending a school-related function. Battery, including sexual battery, and physical acts of violence towards teachers, administrators, other school personnel, other students, or persons attending schoolrelated functions 52

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All students in grades nine through twelve who are alleged to have engaged in fighting or to have committed an assault or battery will be referred to appropriate law enforcement officials, unless the physical contact was in defense of self, as provided in Georgia law. Defense does not include retaliation. If the student is found to have committed an act of physical violence against a teacher, school bus driver, school official or school employee the student shall be permanently expelled from attending school in the St. Augustine Preparatory Academy School District. The Board of Education, in its discretion, may allow enrollment in the alternative school. If a student has not yet reached ninth grade and if the hearing officer so recommends, the local board may permit a student to reenroll in the regular public school for grades nine through 12. The violation will be reported to the proper law enforcement officials. If the student is a juvenile the referral shall include a request for a petition alleging delinquent behavior. Disrespectful conduct toward teachers, administrators, other school personnel, other students, or persons attending school-related functions. Any unwelcome behavior based on a student’s race, national origin, sex, or disability is prohibited, including verbal or non-verbal taunting, physical contact, unwelcome sexual advances, requests for sexual favors, and other verbal or physical contact of a sexual nature. Possession or use of tobacco in any form. Damaging or defacing personal properly or school property (vandalism). If a student intentionally causes substantial damage, on school premises, to the personal property of a teacher, other school official, employee or other student, the student will be referred to a student disciplinary hearing if the school director, in his discretion, believes the damage could justify the expulsion or long-term suspension of the student. Extortion or attempted extortion. Possession and/or use off fireworks or any explosive. Activating a fire alarm under false pretenses or making a bomb threat. Insubordination, disorderly conduct, disobeying school rules, regulations, or directives; disobeying directives given by teachers, administrators, or other school staff. Classroom and school disturbances. Violation of school dress code.

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Violation of bus rules. In addition to the rules found in student handbooks and posted on school buses, students shall obey the following rules while on the school bus: use of electronic devices, including but not limited to cell phones, pagers, radios, tape or compact disc players, or any other types of electronic devices is not allowed; use of mirrors, lasers, flash cameras or other lights or reflective devices in a manner that might interfere with the driver’s operation of the school bus also is prohibited. While on the bus, all students shall abide by disciplinary rules found in this handbook and Board of Education policies, including but not limited to, rules and policies prohibiting fighting, bullying, physical assault or battery of other persons on the school bus, physical acts of violence, 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. Violations of such disciplinary rules may result in disciplinary action, including suspension from school or referral to a student disciplinary hearing. If a student engages in bullying or in physical assault or battery toward another person on the bus, the student’s parent or guardian must meet with the school director or his or her designee for the purposes of forming a school bus contract. The contract shall provide for ageappropriate discipline, penalties and restrictions for student bus misconduct and may include assigned seating, ongoing parental involvement and bus suspension.

Use of profane, vulgar, or obscene words or indecent exposure. Possession of pocket pager, cell phone or electronic communication device, except for health or other unusual reasons approved by the Board of Education. Inappropriate public displays of affection. Gambling or possession of gambling devices. Moving and non-moving driving violations. Giving false information to school officials. Cheating on school assignments. Unexcused absence, chronic tardiness, skipping class, leaving campus without permission. Bullying. Georgia law mandates that upon a finding that a student in grades 6-12 has committed the offense of bullying (as defined by state law) for the third time in a school year, the student shall be assigned to an alternative school. Criminal law violations. A student who has committed a violation of the criminal laws and whose presence on the school campus may endanger the safety of other students or cause substantial disruption to the school operation may be subject to disciplinary action State Charter Schools Commission of Georgia Cycle Page 44 of 165 2013 Petition

including in-school suspension, short-term suspension and referral to a disciplinary hearing. Bullying. Georgia law mandates that upon a finding that a student in grades 6-12 has committed the offense of bullying (as defined by state law) for the third time in a school year, the student shall be assigned to an alternative school setting. Criminal law violations. A student who has committed a violation of the criminal laws and whose presence on the school campus may endanger the safety of other students or cause substantial disruption to the school operation may be subject to disciplinary action including in-school suspension, short-term suspension and referral to a disciplinary hearing. DEFINITION OF TERMS Assault: Any threat or attempt to physically harm another person or any act which reasonably places another person in fear of physical harm. (Example: threatening language or swinging at someone in an attempt to strike) Battery: Intentionally making physical contact with another person in an insulting, offensive, or provoking manner or in a way that physically harms the other person (Example: fighting) Bullying: In accordance with Georgia law, bullying is defined as (I) any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present ability to do so; or (2) any intentional display of force such as would give the victim reason to fear or expect immediate bodily harm. Chronic disciplinary problem student: a student who exhibits a pattern of behavioral characteristics which interfere with the learning process of students around him or her and which are likely to recur. Corporal punishment: physical punishment of a student by a school official in the presence of another school official. Detention: a requirement that the student report to a specified school location and to a designated teacher or school official to make up work missed. Detention may require the student’s attendance before school or after school. Students are given a warning one day in advance so transportation arrangements can be made by parent or guardian. Disciplinary hearing: School officials appointed by the Board of Education to sit as fact finder and judge with respect to student disciplinary matters. Dress code: the current dress code is explained in the student handbook.

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Drug: the term drug does not include prescriptions issued to the individual, aspirin or similar medications and/or cold medications that are taken according to product use recommendations and board policy. Caffeine pills are considered drugs. Expulsion: Suspension of a student from a public school beyond the current school quarter or semester; such action may be taken only by a disciplinary hearing. Extortion: Obtaining money or goods from another student by violence, threats, or misuse of authority. Fighting: Conflict involving two students in which serious blows are thrown by both students. If only one student throws a blow or blows the incident is an assault, not a fight. Mild horseplay including mild pushing, shoving, or wrestling action is not fighting but may be considered instigation of conflict since many of these incidents lead to fighting. Fireworks: The term ―fireworks‖ means any combustible or explosive composition or any substance or combination of substances or articles prepared for the purpose of producing a visible or audible effect by combustion, explosion, or detonation; as well as articles containing any explosive or flammable compound; and tablets and other devices containing an explosive substance. Gambling: Engaging in a game or contest in which the outcome is dependent upon chance even though accompanied by some skill, and in which a participant stands to win or lose something of value. In-School Suspension: Removal of a student from class or regular school program and assignment of that student to an alternative program isolated from peers. Physical acts of violence: Physical violence means (1) intentionally making physical contact of an insulting or provoking nature with the person of another; or (2) intentionally making physical contact which causes physical harm to another unless such physical contacts or physical harms were in defense of himself or herself, as provided in Georgia law. Suspension: Removal of a student from the regular school program for a period not to exceed 10 days (short-term) or for a period greater than 10 days (long-term, which may be imposed only by a disciplinary hearing). During the period of suspension, the student is excluded from all school-sponsored activities including practices, as well as competitive events, and/or activities sponsored by the school or its employees. The period of suspension ends at 3:30 P.M. on the last day of the suspension. Students may attend any activity after 3:30 P.M. with the exception of playing in a sports event when the coach says not to.

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Theft: The offense of taking or misappropriating any property of another with the intention of depriving that person of the property, regardless of the manner in which the property is taken or appropriated. Waiver: A waiver is an agreement not to contest whether a student has committed an infraction of the Code of Conduct and the acceptance of consequences in lieu of a disciplinary hearing. Weapons: The term weapon is defined as any object which is or may be used to inflict bodily injury or to place another in fear for personal safety or well-being. The following things may be defined as dangerous weapons: any pistol, revolver, or any weapon designed or intended to propel a missile of any kind, or any dirk, any bat, club, or other bludgeon-type weapon, any stun gun or taser, bowie knife, switchblade knife, ballistic knife, any other knife, straight-edge razor or razor blade, spring stick, metal knucks, chains, blackjack, or any flailing instrument consisting of two or more rigid parts connected in such a way as to allow them to swing freely, which may be known as a nunchuk, or fighting chain, throwing star or oriental dart, or any weapon of like kind. STUDENT SUPPORT PROCESSES The St. Augustine Governance Council provides a variety of resources which are available at every school within the district to help address student behavioral problems. The school discipline process will include appropriate consideration of support processes to help students resolve such problems. These resources include Student Support Teams, school counselors, chronic disciplinary problem student plans, and other appropriate programs. PARENTAL IN VOLVEMENT This Code of Conduct is based on the expectation that parents, guardians, teachers and school administrators will work together to improve and enhance student behavior and academic performance and will communicate freely their concerns about, and actions in response to, student behavior that detracts from the learning environment. School administrators recognize that two-way communication through personal contacts is extremely valuable; therefore, they provide information to parents as well as on-going opportunities for school personnel to hear parents’ concerns and comments. Parents and students should contact the director of the school if specific questions arise related to the Code of Conduct. The Code of Conduct specifies within its standards of behavior various violations of the Code which may result in a school staff member’s request that a parent or guardian come to the school for a conference. Parents are encouraged to visit the schools regularly and are expected to be actively involved in the behavior support processes designed to promote positive choices and behavior. Georgia law mandates that any time a teacher or director identifies a student as a chronic disciplinary problem student, the director shall notify by telephone call and by mail the student’s parent or guardian of the disciplinary problem, invite the parent or guardian to State Charter Schools Commission of Georgia Cycle Page 47 of 165 2013 Petition

observe the student in a classroom situation, and request at least one parent or guardian to attend a conference to devise a disciplinary and behavioral correction plan. Georgia law also states that before any chronic disciplinary problem student is permitted to return to school from suspension or expulsion, the school shall request by telephone call and by mail at least one parent or guardian to schedule and attend a conference to devise a disciplinary and behavioral correction plan. The law allows a governing board to petition the juvenile court to require a parent to attend a school conference. If the court finds that the parent or guardian has willfully and unreasonably failed to attend a conference requested by the director or teachers pursuant to the laws cited above, the court may order the parent or guardian to attend such a conference, order the parent or guardian to participate in such programs or such treatment as the court deems appropriate to improve the student’s behavior, or both. After notice and opportunity for hearing, the court may impose a fine, not to exceed $500.00, on a parent or guardian who willfully disobeys an order of the court under this law. OFFENSES AND THEIR PENALTIES All discipline matters will be handled subject to the discretion of the Director or his designee unless specified by law or governance counsel policy. On the next few pages are listed some possible offenses and the penalties which each carries. Please read them carefully. It is YOUR responsibility to know the rules. Students are responsible for all consequences. 1. Weapons and Dangerous Instruments It is unlawful for any person to carry, possess, or have under control any weapon at a school building, school function, or on school property, or on a bus or other transportation furnished by the school. Penalty for possession: Knife—10 days suspension immediately, legal authorities contacted, a disciplinary hearing is called. Gun— Suspended pending a disciplinary hearing, legal authorities contacted, criminal charges filed. Penalty for use of any weapon: Suspended pending a disciplinary hearing, legal authorities contacted, and criminal charges filed. 2. Drugs/Alcohol The sale or distribution of these substances on school property is prohibited. The possession of, use of, or being under the influence of these substances is also prohibited. This section includes all drugs except those prescribed by and taken under the care of a doctor. In addition, a student found guilty of a drug or alcohol State Charter Schools Commission of Georgia Cycle Page 48 of 165 2013 Petition

offense not involving the school may be sent to a disciplinary hearing and suspended/expelled from school. Penalty for Distribution: Immediate suspension pending a disciplinary hearing; legal authorities notified. Penalty for Use: Immediate suspension pending a disciplinary hearing; parents and legal authorities notified. 3. Use of Tobacco Students are instructed to refrain from the use of all tobacco products while at school, on a school bus, and at any time while representing St. Augustine Preparatory AcademyMiddle School as a member of any team or organization. 57 4. Theft or Vandalism of Public or Private Properly Penalty: First offense—Parental Contact and 3 days in-school suspension. Second offense—3 days suspension. Third offense—5 days suspension. Fourth offense—Suspension pending the outcome of a disciplinary hearing. 5. Harassment (Intimidation/Threatening/Instigation of Conflict Penalty): First Offense—2 days In-school suspension, parents notified. Second Offense—3 days In-school suspension, parents notified. Third Offense—2 days suspension, parents notified. Fourth Offense—3 days suspension, parents notified. Fifth Offense—10 days suspension and a disciplinary hearing called. Violence/Assault/Battery/Fighting/Instigating Conflict/Bullying/Threatening. There is a No-Tolerance Policy for any type of violence. Fighting, threatening, and/or intimidation of another student or students is strictly prohibited. Bringing off-campus conflicts to school will result in serious consequences. Carrying gossip or threats between students is strictly prohibited and considered Instigation of Conflict. Intense arguing and mild pushing or shoving are also Instigation of Conflict. Fighting or assault involves serious hitting with intent to do bodily harm. Threatening to kill someone or to commit terrorist acts rises to a higher level and may result in long term suspension, calling a disciplinary hearing, and calling the police. Bullying and its consequences are defined by state law and include the threat, ability, and intention to do serious bodily harm. 6. Assault/Fighting/Battery, Bullying (as defined by state law) Penalty: First offense—2 days suspension. Counseling session with student and parents. Police called. Second offense—3 days suspension. Counseling session with parents, counselor, and student. Police called. State Charter Schools Commission of Georgia Cycle Page 49 of 165 2013 Petition

Third offense—Ten days suspension, pending disciplinary hearing. Police called. ―All students in grades six through twelve who are alleged to have engaged in fighting or to have committed an assault or battery will be referred to appropriate law enforcement officials, unless the physical contact was in defense of himself or herself as provided in Georgia law.—St. Augustine Preparatory AcademyBoard Policy JCDA 7. Horseplay: mild physical contact without the intent to do bodily harm; usually in a playful manner. Includes mild pushing, shoving, or wrestling. First Offense—1 day ISS. Second Offense—2 days ISS. Third Offense—3 days ISS. Additional offenses will require more serious consequences at the director’s discretion. 8. GANG RELATED INVOLVEMENT. This does not have to be gangs originating from outside Warren County, but also refers to students who pick a name for their group and are then involved in threats or intimidation of other students. Penalty: First Offense involving no physical contact or verbal threat to do bodily harm—2 days In-school suspension, parents called, and students referred to guidance counselor. Second Offense with no physical contact or verbal threat to do bodily harm-- 3 days suspension, parents called, and students referred to guidance counselor. Third Offense involving no physical contact or verbal threat to do bodily harm, or the first offense involving physical contact or verbal threat to do bodily harm, or the first offense involving affiliation with a gang originating outside Warren County— Ten days suspension pending disciplinary hearing. 9. Classroom and School Disturbances Acts that cause substantial disruption of learning opportunities and/or threaten the safety of other students are against the rules. Penalty: First offense—One half day In-school suspension. Second offense—One day In-school suspension. Third offense—Two days In-school suspension. Fourth offense—Three days In-school suspension. Fifth offense—One day suspension. Sixth offense—Two days suspension. Seventh offense—3 days suspension. Eighth offense—10 days suspension and disciplinary hearing called. 10. Disrespect State Charter Schools Commission of Georgia Cycle Page 50 of 165 2013 Petition

This includes the willful refusal to carry out instructions of a school employee, the refusal to identify oneself to a school employee upon request, and backtalk to a teacher or other employer. Failure to attempt class work after being told to do so by a teacher three times is disrespect. Penalty: First offense—1 day of In-school suspension. Second offense—2 days In-school suspension. Third offense—3 days in-school suspension. Fourth offense—1 day suspension. Fifth offense—2 days suspension. Sixth offense—3 days suspension. Seventh offense—10 days suspension and disciplinary hearing called. 11. Inappropriate Comments, Profanity, and Obscene Language. The use of profane, obscene, and vulgar and/or threatening words or gestures will not be tolerated. Backtalk to a teacher that does not include profanity falls under rule #10 above. Penalty: (If directed at a student) First offense—1 day In-school suspension. Second offense—2 days In-school suspension. Third offense—3 days in-school suspension. Fourth offense—1 day suspension. Fifth offense-2 days suspension. Sixth offense—3 days suspension. Seventh offense—10 days suspension and disciplinary hearing called. Third offense—5 days suspension. Fourth offense—10 days suspension and disciplinary hearing called. 12. Misbehavior on School Bus. The school bus is an extension of the classroom and appropriate behavior is expected to be the same as in the classroom. Penalty: The penalties for misbehavior at school may be enforced for bus misbehavior in place of any temporary or permanent suspension from the bus or together with bus suspension. ―If a student engages in bullying, as that term is defined in Georgia law, or in physical assault or battery of another person on the school bus, the parents or guardians must meet with appropriate school district personnel to form a school bus behavior contract for the student. This contract will provide progressive age-appropriate discipline, penalties, and restrictions for student misconduct on the bus. The contract may include assigned seating, State Charter Schools Commission of Georgia Cycle Page 51 of 165 2013 Petition

ongoing parental involvement, and suspension from riding the bus.—St. Augustine Preparatory AcademyBoard Policy JCDA 13. Truancy and Skipping Class Truancy is defined as absence from school during any part of the school day without the consent of a parent and/or the knowledge of school officials. Class work missed due to truancy may not be made up and the student’s grade will suffer accordingly. The first offence will require 2 days in-school suspension and penalties will grow progressively worse with additional offenses. A student is truant when he/she: Leaves school without signing out in the office; Leaves school without permission of an administrator or his designee; Is absent from school without prior written permission from parents; Is absent from class without permission of the teacher; Is out of assigned area; Does not report to the office when sent by a teacher. 14. Possession of a beeper/paging system, cellular phone, game device, music playing device School policy prohibits the possession or use of a cellular phone, an electronic paging device, game device, music playing device or radio by any student while on school grounds or at a school sponsored activity. The item will be taken from the student, held in the middle school office, and returned when the parent/guardian comes and picks it up. The student will be assigned one day of In-school suspension for the first offense and additional offenses will require progressively more severe penalties. If the student is found to possess such an item during state academic testing the minimum penalty is two days in-school suspension. If the student uses an electronic device during state academic testing, the test will be invalidated and a minimum of five days out-of-school suspension will be imposed. 15. Eating And/Or Drinking In Class Students are not to eat or drink in any classroom unless the director has approved of an activity. All drink cans and paper should be disposed of properly in trash containers. Students are not allowed to bring food purchased from fast food restaurants into the lunchroom. Students are not allowed to receive food brought from outside the school during the day; any student attempting to do so will have the food confiscated by the administration. Penalty for the first offense will be one day in-school suspension and additional offenses will require progressively more severe penalties. 16. Lying To School Officials, Falsifying the Signature of a Parent or School Employee Students guilty of these behaviors will be sent to in-school suspension for one day on the first offense and additional offenses will require progressively more severe penalties. 17. Gambling

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Gambling in any form is not permitted on the school campus. This includes activities such as playing cards, flipping or matching coins, rolling dice, etc. for money or other things of value. Teachers will confiscate any money or materials used in such a manner and refer the students involved to the director. Students guilty of this offense will receive one day in-school suspension on the first offense and additional offenses will require progressively more severe penalties. 18. Sexual Harassment Students should be aware of the following policy as it refers to inappropriate personal interactions, both on the immediate school grounds and at school functions. Definition: It is a violation of school rules for any student to have any inappropriate personal contact either physically or verbally with another student, school employee, or other person while on a school campus Penalty: (Toward a student) First offense: Warning and school counseling; parents contacted; parents of victim contacted. Second offense: 2 days ISS; parents and parents of victim contacted. Third offense: 1 day OSS; parents and parents of victim contacted. Fourth Offense: 10 days suspension and a disciplinary hearing called. In addition to the above penalties, the student will be subject to action by the appropriate law enforcement agencies. Penalty: (Spoken sexual comments to or sexual touching of an employee by a student) First offense: 3 days suspension. Second offense: 10 days suspension and disciplinary hearing called. 19. Misconduct During Assemblies Assemblies and pep rallies are held for several purposes: to teach, to entertain, to honor, to display school spirit, and to celebrate. Depending upon the purpose of the assembly, there is a specific type of behavior expected of the audience. Therefore, there is a zero tolerance for misbehavior during any assembly. Students who misbehave will be removed from the assembly and dealt with at the discretion of the director. 20. Dress Code Violation—Teachers should give a strike each time they have to remind a student to comply with the dress code. When the strike folder is exhausted each nine weeks, teachers will call for the security guard or director to escort the student to ISS on offenses one through three. Teachers will not write a formal discipline referral until the student gets to offense four below which will require three days ISS. After following all these procedures the teacher will write a discipline referral for ―Disrespect‖ starting with offense four below and each offense thereafter. Penalties: State Charter Schools Commission of Georgia Cycle Page 53 of 165 2013 Petition

First Offense: One half day ISS Second Offense: One day ISS Third Offense: Two days ISS Fourth Offense: Three days ISS for ―Disrespect‖ Fifth Offense: One day OSS for ―Disrespect‖ Sixth Offense: Two days OSS for ―Disrespect‖ Each further offense will require more severe penalty. Tardies and Early Releases—Accumulated tardies to school and early releases from school will result in the student being assigned to ISS by the Director and the parents called. Penalties: Five tardies or five early releases—One day ISS Ten tardies or early releases—Two days ISS Fifteen tardies or early releases—Three days ISS Attendance The following circumstances will permit students to be temporarily excused from attending school and be allowed to make up their work for a grade. A. Students who are ill and whose attendance in school would endanger their health or the health of others. B. Students in whose immediate family there is a serious illness or death. C. Recognized religious holidays of a student’s faith provided the parent turns in a list of such holidays before the end of the first week of school. D. Prearranged absences for other reasons and/or extreme hardships, subject to the discretion of the director. Unlawful Absences/Unexcused Absences where class work may not be made up for a grade. A. Students who are willfully absent from school without the knowledge of their parent/guardian. B. Students who are absent from school without acceptable cause with knowledge of their parent/guardian. C. Students who are suspended out-of-school or expelled. D. Routinely scheduled doctor or dentist appointments. E. Death in the family. F. Religious holidays other than those submitted the first week of school and approved. G. College visits exceeding five days without prior approval by the director. H. Family trips and/or vacations. Excessive Absences Parents will be contacted by letter and an explanation requested when a student misses 5 days combined excused and unexcused absences. After ten combined excused and State Charter Schools Commission of Georgia Cycle Page 54 of 165 2013 Petition

unexcused absences the school will refer the student to juvenile court unless an attendance hearing committee decides otherwise. The juvenile court will hold a hearing with the parents and the student present and decide any penalties that are to be applied. Students are expected to be in school on a regular basis to achieve specific curriculum objectives. Any and all work missed from a class must be made up, if the student is to receive credit for the class. When lawful absences occur, immediate attention is to be given by the teacher, student, and parent to work missed by the student. Special efforts must be made by each of these to see that missed work has been made up. The teacher will specify a reasonable period of time to make up the work, based upon the total number of consecutive days missed, unless prior arrangements have been made. An automatic zero or unsatisfactory grade for absences in this category is not permitted. However, after reasonable efforts have been made by school personnel without success, a zero or unsatisfactory grade may be given. Students are to make up work within three days of returning to school, unless the Director grants additional days. Notes of excused absences must be shown to the appropriate teachers within two days of returning to school and must be left with the home room teacher At the high school level, many of the expectations are the same, but 14-18-year-olds should begin to act as emerging adults, and the 18-year-olds are considered adults in the community. Therefore, disciplinary consequence could be more severe, even resulting in permanent expulsion. Therefore, it is appropriate to include the high school disciplinary code from their handbook as well: The St. Augustine Preparatory Academy High School Code of Conduct is based upon the St. Augustine Governance Council Code of Conduct.
A. BEHAVIOR POLICIES Consequences for infractions of school rules are deliberately progressive. Detention is for minor offenses; in-school suspension for those more serious and where there is a need to remove the student from the general population; and out-of-school suspension is reserved for the most serious offenses. Students who are in violation of the rules and regulations governing St. Augustine Preparatory Academy High School may be subject to one or more of the following disciplinary actions: 1. Detention. Detention may be a punishment for those students who have unexcused tardiness (less than 5-mins.) to school/class, or who break a class rule for the first time. Teacher Morning Detention (7:30a.m.–7:55a.m.) will be assigned by the teacher, and parent contact will be made by the teacher as an intervention to improve student behavior. Students assigned to detention will be expected to bring enough work to keep them busy throughout detention. Refusal to attend detention and/or misbehaving while in detention are serious offenses. The penalty for either of these offenses may result in one day of ISS. Administration may require that the detention still be served. 2. School Suspension (ISS). In-school suspension is an alternative to suspending students out of school which allows them to complete their class work. Therefore, it is less detrimental to the learning process. It is held in a room designated for that purpose in the school building and the students are isolated from the general population. When a student is assigned to ISS,

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he/she will not be able to represent WCHS as a member of any team, or in an extracurricular activity such as band, chorus, or literary. 3. Out-of-School Suspension (OSS) Conventional suspension is for those students who have committed major infractions or those who have a list of repeated minor infractions. It involves the student being unable to attend school or any school-related activity for a designated number of days. A student who is suspended will be able to make up any major test or project for a grade. Conventional suspension will not exceed ten days. 4. Long-term suspension (LTS). Long term suspension is for those students who have been to a discipline hearing with the hearing officer. LTS limits a student from attending school for a specific period of time. LTS may be with or without a for attending the Alternative School at the discretion of the hearing officer. 5. Expulsion. Expulsion is for those students who, by their actions as chronic discipline problems or as perpetrators of major offenses, have made plain that the student body is better without their presence. If such problems occur, the director may recommend expulsion to the hearing officer for a recommendation to the board of education, which will review the situation before making a decision. Expulsion may be implemented only after a due process hearing. 5. Corporal punishment. Paddling of a student by the director or his/her designee must take place in the presence of another school official. Advance written notice is required if a parent or guardian does not want corporal punishment used as a disciplinary option. B. PARENTAL INVOLVEMENT The Student Handbook is based on the expectation that parents, guardians, teachers and school administrators will work together to improve and enhance student behavior and academic performance and will communicate freely their concerns about, and actions in response to, student behavior that detracts from the learning environment. School administrators recognize that two-way communication through personal contacts is extremely valuable; therefore, they provide information to parents as well as on-going opportunities for school personnel to hear parents’ concerns and comments. Parents and students should contact the director of the school if specific questions arise related to the Student Handbook. The Student Handbook specifies student expectations, standards of behavior, and various violations which may result in a request for a conference with the parent or legal guardian. Parents are encouraged to visit St. Augustine Preparatory Academy High School regularly and to be actively involved in the academic and behavior support processes designed to promote positive choices and behavior. Georgia law mandates that any time a teacher or director identifies a student as a chronic disciplinary problem student, the director shall notify the student’s parent or guardian by telephone call and by mail of the disciplinary problem, invite the parent or guardian to observe the student in a classroom situation, and request at least one parent or guardian to

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attend a conference to devise a disciplinary and behavioral correctional plan. The law even allows the governance council to petition the juvenile court to become involved in the process, and the juvenile court has the legal authority to do so. C. PYRAMID OF INTERVENTION St. Augustine Preparatory Academy High School has implemented a pyramid of Intervention that addresses the needs of our students on three levels, all students, ―at risk ‖ students, and ―severely at risk‖ students. See the administration for more details. D. STUDENT „CODE OF CONDUCT‟ OFFENSES All discipline matters will be handled subject to the discretion of the director or assistant director. On the next few pages are listed some possible offenses and the penalties which each carries. Please read them carefully. It is YOUR responsibility to know the rules. Students are responsible for all consequences. Teachers set the tone for what happens in their classrooms. It is the teachers’ responsibilities to maintain appropriate classroom decorum by utilizing effective classroom management. Such techniques will include warnings, student conferences, changing seating arrangements, contacting parents, and parent conferences. When these measures have been implemented and there has been no change in behavior, the school administration will accept a referral. This procedure does not apply to extreme behavior such as drugs, alcohol, weapons, etc. where consequences are determined by law. Also, students may be disciplined for conduct off campus that is felonious or which may pose a threat to the school’s learning environment or the safety of students and employees. Such conduct should be reported by students and employees alike. A student who has been ARRESTED, CHARGED, OR CONVICTED in court with a MISDEMEANOR OR FELONY offense occurring off school property and whose presence at school is reasonably certain to endanger other students or staff or cause substantial disruption to the educational climate may be disciplined and/or suspended from school. The student may be suspended by the director until this decision could be made by the hearing officer. 1. Actions Preceding a Fight/Disruption –Students who participate in activities that result in a confrontation leading to a fight, the strong possibility of a fight, or cause a substantial disruption to the school activities, will be subject to suspension. Discipline 1st offense--Minimum of 2-days suspension (the degree of disruption will determine the actual length of the suspension and also determine whether the suspension will be ISS or OSS. If students have been previously warned, the suspension will be OSS). 2nd offense--4-days ISS/OSS 3rd offense---6-days ISS/OSS 2. Accumulated/Multiple Offenses: Students who have nearly ten or more suspensions (several violations) of the Code of Conduct may be subject to discipline for accumulated offenses. Students charged with accumulated offenses will be referred to the WCBOE hearing

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officer with a minimum recommendation of long-term suspension and consideration for placement at the alternative school. 3. Alcohol: Refer to “Drugs/Alcohol” for disciplinary action.

4. Bullying: Refer to Fighting/Assault/Battery/Bullying offense in the code of conduct for discipline. Threatening, and/or intimidation of another student or students are strictly prohibited . In accordance with Georgia Law, bullying is defined as (1) Any willful attempt or threat to inflict injury on another person, when accompanied by an apparent present ability to do so; or (2) Any intentional display of force that would give the victim reason to fear or expect immediate bodily harm. Georgia law mandates that if a student in grades 6-12 has committed the offense of bullying for the third time in a school year, the student shall be assigned to an alternative school.
5. Bus Misbehavior: The school bus and the school bus stop location is an extension of the classroom and appropriate behavior is expected to be the same as in the classroom. Riding the bus is a privilege and not a right. Bus Contract: If a student engages in bullying, as that term is defined in Georgia law, or in physical assault or battery of another person on the school bus, the parents or guardians must meet with appropriate school district personnel to form a school bus behavior contract for the student. This contract may provide progressive age-appropriate discipline, penalties, and restrictions for student on the bus (for example, assigned seating, ongoing parental involvement, and suspension from riding the bus with continued misbehavior). Discipline 1st offense---*Warning and/or Detention/ISS/OSS 2nd offense—4-days *ISS/OSS (Bus Contract possibility) 3rd offense---10-days *OSS *Depending on the severity of the misbehavior. May also result in bus suspension and the student/parent must provide their own transportation. 6. Cell Phones and Electronic Devices-(Tape Player, Radio Walkman, Electronic Games, CD player, MP3 Player, IPOD, Beeper, etc.). Such devices, when not used by a teacher for instructional purposes, are not allowed at school. Cell phones and electronic devices should be left in a vehicle or placed in a locker and should remain there until school ends. Students should not have a cell phone in a backpack, book bag, pocket, purse, or anywhere in their possession from the beginning of school (7:45a) until school dismisses (3:15p). If a phone/electronic device is on during class/school day and interrupts instruction/school activity, it may be considered as class/school disruption as well as a violation of the cell phone/electronic device policy. Teacher/school employee will confiscate the phone/electronic device and the code of conduct discipline will occur. A student who willfully refuses to give the phone/electronic device will be subject to additional discipline as outlined according to the code of conduct.

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Discipline 1st offense-----*Warning and item will be taken from student and returned to parents after one week. Student, parent, and the administrator will sign the phone/electronic device information/receipt sheet. 2nd offense---Student will be assigned 1-day of ISS. Item will be taken from student and returned to parents after one month. Student, parent, and the administrator will sign the phone/electronic device information/receipt sheet. 3rd offense-- Student will be assigned 4-days of ISS. Item will be taken from student and returned to parents at the end of that semester. Student, parent, and the administrator will sign the phone/electronic device information/receipt sheet. 4th offense—Student will be referred the hearing officer with a charge of willful refusal to comply with school rules and regulations. 7. Cheating: Honesty is very important for students to be as successful as possible. Students may not use the writings or work from another person in a manner, which represents the work as that of the student. Discipline -Students will receive a zero from the teacher on the assignment containing the cheating/plagiarized information. -Teacher will contact the parent/guardian based on the offense. -Teacher will have a discipline referral placed in the student’s folder documenting earning the grade and the parent contact. When a teacher is reasonably sure that a student is cheating, the teacher will take up the student’s paper. Another test may be given at the discretion of the teacher. A teacher has the right to move students as they deem appropriate in order to prevent cheating. Cheating on standardized tests will result in serious consequences: a. The test will be ruled invalid b. Suspension from school and/or recommendation for a hearing 8. Computer/Technology Violations: Each class will have appropriate rules regarding use of the computers and other equipment available to students. Students are expected to follow those rules. In addition, there is the issue of computer trespass. Students may not use computers in any manner other than instructed by the school staff and may visit only those Internet sites approved by their instructor.

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At no time should students visit such websites as My Space, or check their personal email account while at school. Activities such as deleting materials, altering or damaging or causing the computer to malfunction in any manner will not be tolerated. Students who commit computer/technology violations are subject to loss of computer privileges for the remainder of the year. Computer trespass discipline is as follows: Discipline 1st offense-----2-days ISS; financial restitution and parent contact 2nd offense----4-days ISS; financial restitution and parent contact 3rd offense----Administrative discretion and parent contact 9. Cutting Class/Truancy: Cutting/truancy is defined as absence from school during any part of the school day without the consent of a parent and/or the knowledge of school officials. Class work missed due to cutting/truancy (unexcused absence time) may not be made up and the student’s grade will suffer accordingly. A student is truant when the student……….. • comes to school but does not attend all classes. • cuts a class or classes; absent/cut a part of a class without permission by a teacher (for example, walking the halls during class time without a pass), or • becomes ill and goes home or stays in the restroom instead of reporting to the office, or • leaves school without signing out in the office, or • is absent from school without prior written permission from parents. Discipline 1st offense--- 2-days ISS, parent contact 2nd offense—4-days ISS, parent contact 3rd offense--- 5-days OSS, parent contact 10. Disorderly Conduct/Horseplay: Students who Students who disrupt school, the learning environment, or who pose a threat to the health, safety or welfare of students, staff and others have committed the act of disorderly conduct. This includes acts of violence, the use of obscene, vulgar or profane language during, before or after school, or at school activities. Discipline 1st offense--- 4-days ISS/OSS (Depends on severity of the infraction: parent involvement with a behavior intervention plan to be developed) 2nd offense—6-days ISS/OSS (Depends on severity of the infraction: parent involvement with a behavior intervention plan to be developed) 3rd offense---Referral to the WCSS hearing officer 11. Disruption of Class/School: Appropriate behavior is expected at all times. Teachers write a discipline referral (and send a copy to the front office for the student’s discipline file: *Teacher Warning/Written Assignment and teacher contacts parent, and/or *Morning Detention (7:30a.m.–7:55a.m.) with the Teacher and parent contact Students who consistently disrupt class/school will be subject to additional administrative disciplinary actions. Parents of students referred to the office for disruption will be contacted and discipline may include: Discipline 1st offense--- 2-days ISS (Depends on severity of the infraction: parent involvement with a behavior intervention plan to be developed)

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2nd offense—4-days ISS (Depends on severity of the infraction: parent involvement with a behavior intervention plan to be developed) 3rd offense---Administrative Discretion 12. Dress Code – St. Augustine Preparatory Academy High School ex expects students to dress appropriately for school. The purpose of the dress code is not to make the school the ―fashion police‖. The dress and personal appearance of each student should be a positive reflection on the student body and the school. No clothing shall encourage drug/alcohol use, violence, or have a sexual reference. There is also the safety aspect of dressing appropriately for school. A suggestion is, if there’s any question as to the appropriateness of an item, don’t wear it. Continuous violation of the dress code policy may lead to a suspension pending a disciplinary hearing to determine the student’s future educational opportunities. Note: (a) Minor dress code violations offenses will be corrected on the spot by/at the request of a teacher and/or administrator. If the student fails to correct the dress code violation, they will be immediately referred to the office as an act of ― willful refusal” and will result in ISS and/or OSS. (b) Classes such as Physical Education (PE), various laboratories, and many vocational classes may have additional requirements or concerns regarding clothing. For safety purposes, jewelry should not be worn in PE classes, science labs, welding, etc. Also, students may not wear their PE uniforms/clothing to other classes unless they are in complete compliance with the dress code. If a dress code violation is unable to be corrected immediately the student will be placed in ISS at that time by an administrator until the violation is resolved. Further ISS and/or OSS may be assigned. Discipline 1st offense--- Warning and change of clothes (stay in ISS until clothing arrives) 2nd offense—Detention and change of clothes (stay in ISS until clothing arrives) 3rd offense---1-day ISS and change of clothes (stay in ISS until clothing arrives) 4th offense---See ―Willful Refusal” discipline in code of conduct 5th offense---Administrative discretion St. Augustine Preparatory Academy High School provides the following examples of what is considered INAPPROPRIATE for school. This is not a complete list and should be used as a guide (SAPA reserves the right to decide what’s suitable and appropriate for the school environment): a. Caps, hats, bandannas, headbands, hoods (or other types of headgear) cannot be worn in the school building except for recreational activities. (They may not be worn at formal or cultural activities.). There is a No Tolerance policy for bandannas, doo-rags, wave caps, etc. Head covers worn for religious reasons must be approved by the administration. b. Sunshades or dark glasses, unless prescribed by a doctor or eye professional, may not be worn in the school building except for recreational activities. (They may not be worn at formal or cultural activities).

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c. Students must be fully clothed at all times with no bare midriffs, bare sides, or bare shoulders. Shirts or blouses are not to be tied so as to expose the midriff area. Shoulder straps on clothing must be at least 2 inches in width. Clothing that may be considered provocative such as See-through clothing, skintight clothing, clothing exposing excessive cleavage, etc. is not allowed. d. Under garments cannot be worn as outerwear and should not be visible. e. Pants must be fastened and worn at the waistline. Belts must also be fastened and worn properly. Words across the rear of the pants are not allowed. ―Baggy ‖, torn, tattered, ripped pants, pants with holes or frayed bottoms, pants that drag the floor, ―low rise ‖ pants that expose the torso or hips, cut-offs, pajamas, wind suits that are opaque (or ―see through ‖), exposed boxer shorts are not allowed. f. Belts, sash, and straps must be worn appropriately. g. Shorts, skirts, skorts, and dresses must be at least mid-thigh or fingertip length (whichever one is longer). If a skirt or dress has a split, the top of the split must be at least mid-thigh or fingertip length (whichever on is longer). Gym shorts, biking shorts, spandex and hiking pants, etc. are inappropriate for classes other than P.E. h. Shirts - Sleeveless/ muscle/body shirts, etc. (i.e., ― Wife-Beaters” brand of T-shirts), pajamas, etc. are not allowed. Fleece may be worn. Students may wear shirts or blouses outside of their pants or skirt if the shirt or blouse does not hang below the mid-thigh. In particular, shirts that are straight-edged around the circumference and/or have slits in the 2 side seams are allowed to be worn outside of the pants. Belts are still required to ensure that pants are not ―hanging low in the baggy style. If shirts are worn inside the pants, the shirt may be loosened and allowed to fall no more than three inches below the belt. Shirts must adhere to the code of conduct and is at the discretion of the administration. Administrators reserve the discretion to decide what’s suitable on the school campus. i. Provocative wording should not be on any clothing. Clothing with reference to an illegal substance (including alcohol, drugs, and tobacco), gang affiliation, racial expression, profanity, obscenity, vulgarity, or sex, is prohibited. j. Shoes or sandals must be worn. Bedroom shoes are not permitted. k. Students may not wear jewelry in pierced areas of the body other than the ear (i.e., eyebrow, tongue, lip, etc.). This is also a safety concern. l. Extreme out-of-season clothing is not allowed. For example, Trench coats, are not to be worn in the building.

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13. Drugs/Alcohol – While at school or at a school activity, or traveling to/from school, students should not use, transmits, possess, or be under the influence of any drug/alcoholic beverage. The sale or distribution of these substances on school property is also prohibited. Also, while at school or at a school activity, or traveling to/from school, students should not use, transmit, possess, or be under the influence of any illegal drug, or any legal drug used illegally or in a manner other than that prescribed by a doctor. Discipline Immediate OSS pending a hearing; parents and legal authorities may be notified. Law Note: ILLEGAL DRUGS AND INTOXICATING BEVERAGES Students should be aware of the following policy as it refers to the possession, use, and sale of drugs and alcohol, both on the immediate school grounds and at school functions. 1. School-related Offenses. It is a violation of school rules for any student to possess, use, or offer to sell, barter, give away, exchange, or be under the influence of any intoxicating beverage, beer, wine, narcotic drug, or any controlled substance referred to in Section 16-1321, et. seq. of the OCGA while on a school campus. 2. Non-School Related Offenses. It is a violation of school rules for any student to (1) sell, barter, exchange, give away, or (2) offer to sell, barter, exchange, or give away, or (3) possess with the intention to sell, barter, exchange, or give away an intoxicating beverage, beer, wine, or any narcotic drug or other controlled substance referred to in Section 16-1321, et. seq. of the OCGA, at any school-sponsored function or event held primarily for students or whenever students constitute a substantial part of the persons attending or for who such function or event is directed, at any place, without regard to whether or not it is on school grounds or at any school or student-sponsored function. Conviction of a student in a court of Georgia, the United States, or any other state shall be admissible as evidence and shall constitute proof of guilt of the offense charged. 3. Definitions. As used in these rules, narcotic drugs or controlled substances shall include, without limitation, any of the following: A. Any substance held out or offered by any student for sale, barter, or giving away where such student by his or her actions in any way suggests, implies, represents, or acts in such manner indicating that such substance is a narcotic drug or controlled substance. B. Any prescription drug or controlled substance where the student possessing or offering same for sale, barter, exchange, or giving away same (1) is either not legally entitled to have such prescription narcotic drug or controlled substance; (2) offers to sell, barter, exchange, or give same away; or (3) where such prescription drug or controlled substance is not in the original, labeled container. 4. Penalties. Violation of any of these rules shall be punished as follows: permanent expulsion from the public schools of the local district; expulsion or suspension for the remainder of the quarter, semester, or school year; suspension for any lesser time; In-school Suspension; assignment to a special school for disciplinary students maintained or provided for by the local school district; or any lesser punishment in the discretion of the governance council or other responsible authority which hears and determines the matter. In determining the punishment, consideration shall be given to the age and intelligence of the

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student; the seriousness of the offense; the prior disciplinary record of the student; and any circumstances showing aggravation or mitigation. 5. Reporting to Law Enforcement Officials. All directors or other school officials or employees in charge of the investigation at the school level shall, as soon as practicable, report any offense defined under this policy to the Director or other person designated to receive such reports. The Director or designee shall immediately report to appropriate law enforcement officials all cases involving sale, barter, exchange, give away, or possession with intent to do any of the above. 6. Furnishing Information to Law Enforcement Officials. Upon request from any sheriff, policeman, detective, state or federal drug enforcement representative, or other state or local law enforcement official, school officials shall furnish any information in their possession or control relating to any violation of these rules which reasonably might be considered a violation of any criminal law.

14. Early Dismissal – To be dismissed from school early, the student must sign out in the front office. To sign out, students will need the following: a. A written note from their parent/guardian, which includes a telephone number for verification. The note must be brought to the office in the morning before school begins, or b. Have the parent/guardian come into the office at the time of dismissal to sign the student out. For security purposes, a picture ID is required for the parent/guardian to sign the student out.
15. Eating and/Or Drinking In Class- Snacks and drinks cannot be sold during lunch as the sale of such items is in competition with the school lunch program. Snacks and drinks must meet new nutritional standards and can only be sold after school. Students are not to eat or drink in any classroom. All drink cans and paper should be disposed of properly in trash containers. Students are not allowed to bring food purchased from fast food restaurants into the school. Students are not allowed to receive food brought from outside the school during the day; the food of any student attempting to do so will be confiscated. Discipline Administrative Discretion 16. Electronic Devices: Refer to “Cell Phones and Electronic Devices” for disciplinary action. 17. Failure to Serve Detention/In-School Suspension – Unless excused by a valid absence, students who do not serve detention, or who are removed due to disruption of detention may receive the following: Discipline for failure to serve detention 1st offense--- 1-day ISS 2nd offense—2-days ISS 3rd offense---4-days ISS 4th offense---Administrative Discretion Discipline for failure to serve ISS -Student will receive OSS for the remainder of their assigned ISS days.

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18. Fighting/Assault/Battery/Bullying - There is a No-Tolerance Policy for any type of violence. Fighting, assault, battery, threatening, and/or intimidation (bullying) of another student or students are strictly prohibited. A student is considered fighting whether that student initiates or retaliates as a participant. Bringing off-campus conflicts to school will result in serious consequences. All students in grades six through twelve who are alleged to have engaged in fighting or to have committed an assault or battery will be referred to appropriate law enforcement officials, unless the physical contact was in defense of himself or herself as provided in Georgia law. Discipline-Fighting 1st offense--- minimum 4 days OSS, parent conference 2nd offense—referral to the WCBOE hearing officer Discipline-Assault/Bullying 1st offense--- 2- 4 days OSS, parent conference 2nd offense—5 days OSS, parent conference 3rd offense--- referral to the WCBOE hearing officer Discipline-Battery 1st offense--- 4 days OSS, parent contact 2nd offense—5 days OSS, parent contact 3rd offense--- referral to the SAPA hearing officer 19. Gambling-Gambling in any form is not permitted on the school campus. This includes activities such as playing cards, flipping or matching coins, rolling dice, etc. for money or other things of value. Teachers will confiscate any money or materials used in such a manner and refer the students involved to the Office. Any dice or cards found on a student regardless of whether gambling has occurred will be confiscated. Discipline 1st offense--- 2 days ISS, parent contact 2nd offense—4 days ISS, parent contact 3rd offense--- 6 days OSS, parent contact 4th offense---Administrative discretion 20. Gang Activity –No student or group of students may engage in activities associated with gangs. Examples include dressing in a manner to ―display colors ‖, any display of gang signs, assembling for any purpose that may cause a disruption, or for the purpose of intimidation, threatening, etc. other students or groups. Discipline Director discretion and possibly reporting to the appropriate authorities. 21. Horseplay ( refer to ―Disorderly Conduct/Horseplay‖ in the code of conduct): Playful acts that cause a disruption will not be tolerated.

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22. Inappropriate Comments, Language, or Gestures: The use of inappropriate comments/language/gestures including improper, profane, obscene, and vulgar language or gestures at school or at school events is unacceptable.

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Discipline 1st offense--- 2 days ISS, parent contact 2nd offense—4 days ISS, parent contact 3rd offense--- 6 days OSS, parent contact 4th offense---long term suspension (administrative discretion) 23. Lack of Application (sleeping in class, lack of class materials, etc.): Students are expected to be prepared for all classes and pay attention to instruction. This includes wearing the appropriate clothing/uniforms for classes such as PE and vocational classes that require uniforms of safety equipment. It is not acceptable for a student to sleep in class. Discipline for lack of application may include: Discipline a. Teacher Warning b. Teacher contacts parent c. Writing assignment(s) d. Teacher detention e. In-school suspension (see ―willful refusal” in code of conduct) f. Out-of-school suspension 24. Lunchroom Misconduct: Proper conduct is expected in the cafeteria/lunchroom. Students who cut in line, throw food, leave their trays or trash on or under the tables, are loud and disruptive, etc., will be subject to disciplinary action. Students may receive more severe discipline if their offense contributed to an unsafe environment (for example, “food fight). Discipline 1st offense---Warning 2nd offense—Detention/ISS (depending on severity of offense), parent contact 3rd offense--- 2 days ISS, parent contact 4th offense---2 days OSS (administrative discretion) 25. Lying (or giving false information) to School Officials; Unauthorized possession/use of school passes, documents, etc. – Students may not possess any official school documents including hall passes, progress reports, admit slips, etc. Also, students may not forge, alter or change any signatures, dates, times, etc. with the intention of misrepresenting or misinforming the school, any business, or their parent/guardian. Lying, giving false/inaccurate information, distorting the facts, details, persons involved, etc., in order to deceive any school official is not acceptable behavior. Discipline 1st offense--- 5 days ISS, parent contact 2nd offense—6 days ISS/OSS (administrative discretion), parent contact 3rd offense---Referral to the WCBOE hearing officer 75

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26. Out-of-area; being In an Off-Limits Area (for example, has a pass, but not one to that area or went someplace else when they were supposed to be in the lunchroom), Discipline 1st offense---Warning, 2 days lunch detention 2nd offense— 1 day ISS parent contact 3rd offense---2 days ISS, parent contact 4th offense---4 days ISS, parent contact 27. Parking Violations: Only those students who purchased parking permits may park their vehicles on campus during the school day. Students who park the unregistered vehicles on campus, park in any space other than the one assigned to them, do not display their permit, go to their car during the day, allow others to use their vehicles, etc. will be subject to the appropriate disciplinary actions which may include the loss of their parking permit or having their vehicle towed at their expense. The minimum suspension of parking privileges will be for 30 school days. Students receiving 1-day of OSS/2 days of ISS will have their driving privileges suspended for a minimum of 30-school year. Discipline 1st offense--- Detention 2nd offense—1-day ISS, loss of driving permit, and parent contact 3rd offense---2-days ISS, loss of driving permit, and parent contact 4th offense---Administrative discretion 28. Public Display of Affection (PDA): Students are allowed only to hold hands while at school. Contact beyond this is discouraged and not allowed. Discipline 1st offense--- 1-day ISS, parent contact 2nd offense—up to 3-days ISS, parent contact 3rd offense---3 days OSS to possible long term suspension, parent contact 4th offense---Administrative discretion 29. Rude and Disrespect: Rude and disrespectful behavior directed towards any school staff member will not be tolerated. Discipline 1st offense--- 2-days ISS 2nd offense—4-days ISS, parent conference 3rd offense---6 days OSS, parent conference 4th offense---Administrative discretion 30. Sexual Harassment: Sexual Harassment is a violation of school rules for any student to have any inappropriate personal contact either physically or verbally with another student, school employee, or other person while on a school campus. In addition to the discipline, the student will be subject to action by the appropriate law enforcement agencies. Discipline 1st offense---Warning, referral to Guidance Counselor, 5-days ISS, and parent contact. 2nd offense—5-days OSS, parent contact 3rd offense---Suspended pending referral to the SAPA hearing officer

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31. Sleeping in Class: refer to ―Lack of Application” for disciplinary action. 32. Sororities, Fraternities, and other Non-School Clubs/Organizations: The school does not recognize organizations such as sororities, fraternities, or other secret/exclusive clubs. No activities by any of these organizations will be allowed on campus before, during or after school, at school activities, or at any time the school has jurisdiction over students. Students participating in hazing or any other such disruptive activity will be subject to disciplinary action. Discipline 1st offense--- 2-days ISS, parent contact 2nd offense—4-days ISS, parent contact 3rd offense---6 days OSS, parent contact 4th offense---Administrative discretion 33. Tardy policy: The tardy policy will follow the guidelines set by the current attendance protocol and school policy. Continuous violation of the tardy policy may lead to a suspension pending a disciplinary hearing to determine the student’s future educational opportunities. Tardiness not only means loss of instructional time for the tardy student, it is also disruptive to the teaching and learning activities being conducted in the classroom. Tardiness to class will be dealt with according to the following procedures: Excused Tardiness: Tardiness will be excused for the following reasons only Late bus Illness substantiated by a written note from parent/guardian, doctor, or dentist that constitutes an official legal document brought to school with the student Circumstances approved and documented by the Director Unexcused Tardiness: Student will be considered tardy if they are not seated and ready to begin class work when the tardy bell rings. The following reasons constitute unexcused tardiness when they cause the student to report to school after the school day has begun: Oversleeping Missing the bus

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Discipline for Unexcused Tardiness Tardy 1 to 5 – Warning – Discipline referral documented to Social Worker (due to attendance implications). Tardy 6 to 9 – Warning – Discipline referral documented to Social Worker (due to attendance implications). Tardy 10+- Out of school suspension; Discipline referral documented to Social Worker (due to attendance implications). (Please refer to the ATTENDANCE POLICY as noted earlier in this student handbook and the Notice of Attendance Procedures for St. Augustine Preparatory Academy School Student that parents received the 1st week of school. Beyond 5-minutes tardy to class may result in an unexcused absence which could jeopardize earning class credit.) 34. Theft/Receiving/Possession (or) Vandalism of Public or Private Property: Any student who steals or takes possession of property belonging to another person, the school, (to include stealing or ―hiding‖ food on the lunch tray) etc., will be subject to the below noted discipline. All discipline will include administrator’s discretion, parent/guardian contact; and restitution to be made. Police and legal authorities will be notified if necessary, and criminal charges may be filed. Discipline 1st offense---For items with the following value in addition to parent contact : $0-$50 = 2 days ISS/OSS + restitution $51-$100 = 2 days ISS/OSS + restitution $100+ = 6 days ISS/OSS + restitution 2nd offense—Double the above discipline. 3rd offense---10 days OSS + restitution , parent contact, and to a hearing 35. Threats/Intimidation towards Others: Refer to ― Fighting/Assault/Battery/Bullying” for disciplinary action. 36. Tobacco: Students are instructed to refrain from the possession and use of all tobacco products while at school, on a school bus, and at any time while representing WCHS as a member of any team or organization. Discipline 1st offense--- 3-days ISS, parent contact 2nd offense—3-days OSS, parent contact 3rd offense--- 5-days OSS, parent contact

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4th offense---Administrative discretion and/or referral to the SAPA hearing officer. 37. Truancy: Refer to ―Cutting‖ for disciplinary action. 38. Vandalism of Public or Private Property: Refer to ―Theft/Vandalism‖ for disciplinary action. 39. Weapons (and Dangerous Instruments): Students are not to bring any form of guns, knives, explosive (purchased or homemade), razor blades, martial arts devices, or any other device that is intended to be used as a weapon. It is unlawful for any person to carry, possess, or use any weapon at a school building, a school function, or on school property, or on a bus, or other transportation furnished by the school. Discipline Immediate suspension and removal from school. The suspension will be until a hearing and will carry the recommendation of long-term suspension or expulsion. 40. Willful Refusal/Defiance: A student commits willful refusal when they refuse to immediately follow school staff directives. Discipline 1st offense--- 2-days ISS/OSS (Depends on severity of the infraction.) Parent involvement with a behavior intervention plan to be developed) 2nd offense—4-days ISS/OSS (Depends on severity of the infraction. Parent involvement with a behavior intervention plan to be developed) 3rd offense---6 days OSS, parent contact (Depends on severity of the infraction. Parent involvement with a behavior intervention plan to be developed) 4th offense---Administrative discretion Addressing Grievances and Complaints from Students, Parents, and Teachers Complaints and grievances will be resolved according to St. Augustine Governance Council Policy and Procedures, as will conflicts between the charter school and/or its school council. Resolving Student Complaints: Students who have complaints regarding other students meet with their teachers, counselors or administration to resolve those conflicts. Should the matter not be resolved at that level in that order, the student should bring the complaint to the director. If not resolved at that level, the student has the right to request the consideration of the board of education. Students who have complaints against teachers should carry their concerns to the director. If satisfaction is not reached, they may schedule an appointment with the director. If the matter remains unresolved, an appeal to the governance council is appropriate. Students who have complaints regarding the school director should schedule an appointment with the director to discuss the matter. If it cannot be resolved at that level, it would be appropriate to appeal to the governance council. Resolving Parent Complaints In a similar manner to the procedures quoted for students, a parent must meet with teacher if the complaint is in regard to a classroom event or procedure. If satisfaction is not reached,

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then the parent should set an appointment to consult with the director. If the matter is not resolved at that level, then an appointment with the director is in order. If the director does not solve the problem to the satisfaction of the parent, then the parent can request to present his/her case to the board of education. Further appeal to the State Board of Education is possible, according to law. Resolving Faculty/Staff Complaints: If a teacher or staff member has a complaint that cannot be solved in consultation with the director of the school, he/she can make an appointment to appeal his/her grievance to the director. If satisfaction is not reached at that level, then the teacher or staff member can request to present his/her case to the board of education. Employment Procedures and Policies Administrative, Faculty, and Special and Paraprofessional staff will remain employees of the St. Augustine Governance Council. Required Certification and/or Training and Experience and Meeting Highly Qualified Requirements of NCLB Though certified, highly qualified teachers (As required for No Child Left Behind) will be hired in all core areas, the Charter System may choose to utilize non-Georgia certified faculty in certain elective/connections/special areas classes . Bachelor’s degrees will be a minimum requirement, preferably in the area to be taught, with experience and special talent considered as qualifiers, especially in the areas of the fine arts. The Governing Board and the director will determine appropriate criteria for the hiring and utilization of noncertified faculty. Salary Schedule to Be Used All employees will be paid on the St. Augustine Preparatory Academy salary schedule. The state salary schedule will be used and supplements superimposed. Fingerprinting and Background Checks Procedures New hires will be subject to fingerprint and criminal record checks under the same rules as other employees. Employee Insurance Coverage All employees of the St. Augustine Governance Council are afforded the benefits as provided by the State of Georgia through the State Health Benefits Program. Description of Transportation Services All applicable laws will be followed by the St. Augustine Preparatory Academy Charter School as they provide transportation services for the students. All students can ride the bus to and from school, no matter where they live in the county at this time. No one is asked to walk to a bus stop within ¼ mile to reduce risk of accidents. Transportation is also provided late in the afternoon from the after-school programs. Transportation will comply with applicable law.

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Description of Food Services Provided St. Augustine Preparatory Academy will cprovide food services, including breakfast and lunch, to all the students who attend. The school will participate in federal ―Special Provisional meal program. Schools Currently in Needs Improvement Status and How They Will Be Supported St. Augustine Preparatory Academy High School is the only school in the system currently in Needs Improvement Status. The administration, faculty and instructional staff will identify ways to provide individualized support for each student as identified in the sections regarding the educational program and using assessment to improve individual student achievement. The Charter System will provide support of their efforts through budgeting of needed personnel, instructional materials and equipment, and support programs. The after-school program, Saturday School and summer opportunities are examples of such efforts. In addition, Title II funds will be applied for in order to provide Active Boards, calculators and other equipment for math instruction.

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Long range planning for improvement includes better math preparation of students who will move into the high school over the coming years. All teachers in grades 3-5 are gaining the math certification endorsement as required by the local board. All math teachers at every grade level participate in the RESA math consortium that meets every month to refine their content knowledge further and to improve instructional methods used. The middle and high schools received a state math and science grant, and partnered with Brenau College to increase content knowledge. In addition, the director and faculty members will be held accountable in their annual evaluations for achieving their annual goals and for the achievement of the students for whom they are responsible. FACILITIES St. Augustine Preparatory Academy The St. Augustine Preparatory Academy High School facility will be located in Macon Georgia. It is proposed to open in August of 2014. I am currently in seeking a definitely location and have been corresponding with Bibb County officials as shown below who provided me with a list of facilities.

Bibb County School District Vacant Properties Property Address Alex IV Butler Early Childhood Hamilton ES King ES Miller A & B 3769 Ridge Ave, 31210 3705 Earl St, 31204 1870 Pio Nono Ave, 31204 1307 Shurling Dr, 31211 2675 Montpelier Ave, 31204 2840 Hollis Rd, 31204

Surplus No 01.21. 10 No 11.20.08 No

Sq. Ft. 28,579

Acreag e 5.73 23.12

46,205 71,106

7.00 4.00

Neel Academy

No

A=59,89 13.00 0 B=56,86 0 39,244 6.20

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E-mail Correspondence Regarding a Facility BCSD Vacant Schools From Brenda Stokes bstokes@bibb.k12.ga.ushide details To fletjhnsn fletjhnsn@aol.com Cc Marty Drawhorn mdrawhorn.Maintenance@bibb.k12.ga.us 2013.06.13_List_of_Vacant_Prop...docx (15 KB) Dr. Johnson, I've attached the list of currently vacant properties. I mistakenly told you that Butler is the only property classified as surplus but my research today shows that King is also. Please contact Marty Drawhorn, Director of Maintenance, if you would like to see any of the properties. He can be reached at 478 779-3543 or mdrawhorn.Maintenance@bibb.k12.ga.us. Brenda M. Stokes, LEED AP Director of Construction Bibb County School District 484 Mulberry Street Macon, GA 31201 478 765-8506 O 478 318-4006 C 478 765-8545 F www.bibb.k12.ga.us www.facebook.com/bibbschools www.twitter.com/bibbschoolswww.youtube.com/bibbschools
Certificates of Occupancy The certificate of Occupancy for St. Augustine Preparatory Academy will be obtained as soon as I can locate an appropriate facility, but before it opens in 2014. Emergency Safety Plan See Appendix C. St. Augustine Preparatory Academy will be covered under the system’s safety plan.

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PARENT AND COMMUNITY INVOLVEMENT How Parents, Community Members and Others Were Involved in Developing the Petition After numerous conversations, observations and research regarding the pressing need to seek strategies to increase the academic achievement in the state of Georgia, it was incumbent upon me to endeavor in to launching a new state of the art charter school. How Parents, Community Members and Others Are and Will Be Involved in the Charter System: Like most every other rural system in the state, St. Augustine Preparatory Academy School has to work hard to get the level of parental involvement that is desired. Many efforts on the part of the administration, faculty and staff at each school are directed at informing and involving parents in the education and planning for the future of their children. The school expects to see the existing levels of commitment improve over the next 3 years as a result of higher expectations for parents as well as for their children, especially given the high level of commitment from the broader community as evidenced in my conversations with members of the school community. : At St. Augustine Preparatory Academy School: Parents will be contacted by teachers and administration to express an interest in the students education. As an administrator, this is something I have enjoyed doing for years. All parents at the elementary school sign the handbook, code of conduct, survey permission forms, internet forms, 21st Century applications. Parents are invited to Open House, Parent Orientations, Honor’s Programs, and student performances. There will be a parent/community computer lab and center at the high school for the community and the elementary parents to use to have access to computers, books, reference materials, and the internet. It is a known fact that when parents improve their own skills, they encourage their children to do the same. The Parent University program assertively involves parents through activities such as: o Reading night o Movie night o Doughnuts for Dad o Grandparents Day o Tea for Mom o Numerous parenting workshops The Broader Community: Community support for the Charter school will be essential to the longevity and sustainability of school. Partnering with local businesses, organizations and other ventures will expose our initiatives. Some examples of partnerships include:

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• •

A mentoring program for the high school through our Communities in Schools Program is working well with some of the business representatives serving as mentors; A mentoring program and youth apprenticeship program through the Chamber of Commerce will be instituted with mentors recruited from a number of community sources. The director of St. Augustine Preparatory Academy has an open door policy, and community members are welcome to visit, ask questions and even take tours.

DEMONSTRATION OF FISCAL FEASIBILITY AND CONTROLS How Federal, State and Local Funds Will Be Distributed Each spring the director and the CFO will review the state allocation sheet, the grants that the school system will be working under for the next year, and the taxes that the system expects to collect. During this time each Department will be completing a needs assessment so that they know what they will need in terms of teaching positions, supplies, textbooks, administrative items, professional learning, etc. The director works with the dept. chairs to provide them with a budget allocation from which they develop their own school budgets. Specifically, the schools decide where, how and for what their money will be spent. They return a budget that outlines where the money will be spent to the Chief Financial Officer who then includes this in the system budget that he or she will upload to the state. See proposed budget and per-pupil allocations in Appendix B. Annual Financial Audit To ensure sound fiscal management, the Charter School will follow the policies and procedures established by the Governance council, the Georgia Department of Audits and the federal government. The annual audit will be conducted by representatives from the Georgia Department of Audits. The Method of Determining School Enrollment for Calculating Funding A state approved software program, SASI, will be used to collect and submit enrollment data that the state will use to determine funding eligibility. Timeline to Begin Operation and Generating Funding St. Augustine Preparatory Academy Charter System, if approved, will begin operations and generate funding as of the first day of school, 2014 - 2015. The St. Augustine Preparatory Academy Charter System will comply with the federal monitoring requirements for schools receiving federal funds. Plans for Securing Other Sources of Funding A number of grants will be, applied for: 1) 21st Century After-School Grant 2) Bill Gates Foundation Grant 3) Regional grant writing through Family Connections and Communities in Schools;

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4) Plans are underway to contact several foundations and investigate federal TEA grants, particularly in funding outdoor classrooms. DESCRIPTION OF GOVERNANCE STRUCTURE The Charter School shall utilize the governing board for the school, The executive director will be the Instructional Leader and Chief Executive Officer of each school. The governance council will serve as the ultimate governing body. The Governance Council will consider recommendations coming from the director/director. This governing council will work with the director to make decisions and recommendations regarding personnel, curriculum, calendars, finances and budgets, professional learning, textbooks, reports cards, promotion and retention requirements, school improvement goals and initiatives, and school operations. Governing Board and Public Meetings/Public Records The Governing Board for each charter system school will be subject to the provisions of O.C.G.A. § 500-14-1 et. seq. (Open and Public Meetings) and O.C.G.A. § et. seq. (Inspection of Public Records). Governing Board‟s Function, Duties, and Composition. The governing board’s function is to ensure the smooth operation of each school. The duties include but are not limited to decisions and recommendations regarding personnel, school improvement goals and initiatives, budgets, resources, curriculum, calendars, and school operations, professional learning, textbooks, report cards and promotion/retention requirements. The governing board will be composed of the director, and at least four staff members and 2 parents/community members. Governing Board selection, term of service, and removal from office. The director will insure that at least four staff members are selected by the school staff to serve on the council. The director will also insure that at least four parents/community members and/or business partners are selected to serve. The director and at least four staff members and four parents/community members. Governing Board selection, term of service, and removal from office. The director will insure that at least four staff members are selected by the school staff to serve on the council. The director will also insure that at least four parents/community members and/or business partners are selected to serve. The director may have parents vote on representatives during parent meetings and/or issue personal invitations to serve on this council. The term of service will be two years beginning July 1 and ending on June 30 of the second year. Each governing board will set its own bylaws. If a governing board member does not fulfill his responsibility to participate regularly in the governing board meetings, he/she can be replaced by a vote of the board with the director notifying the member that he/she has had to be replaced to ensure that the board runs efficiently and smoothly. Governing Board and Conflicts of Interest Governing boards will be subject to all St. Augustine Preparatory Academy policy regarding conflicts of interest such as policies related to bidding for contracts, etc. Governing Board‟s Role in Upholding the school ‟s Mission and Vision

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It will be the practice that all recommendations made by the Governing Board must be viewed in light of the school’s mission, vision and beliefs. Any recommendations that are not aligned to the mission, belief and vision statements of the school system will not be brought forward. Governing Board‟s Role in Evaluating the Director The governing board members will each be given a director appraisal form on an annual basis that is to be anonymously completed and returned to the director. This will be the same form that all teachers in the school have the opportunity to complete regarding the performance of their director. Appraisal forms for teachers and governing board members will be distributed at the same time each year to further insure anonymity. How the governing board will ensure effective organizational planning and financial stability The CFO will work with the director and the governing boards each year regarding the allotment of personnel positions, budget allocations and grant monies available to the school. The council will consider the results of needs assessments regarding courses to be offered; organizational improvements needed; supplies, instructional materials, administrative supplies, textbooks, etc. that are needed; and professional learning that is desired. From the information provided by the director and the needs assessments completed at the school level, the governing board will develop a plan to ensure effective organizational planning and financial stability. The Governing Board‟s role in resolving teacher, parent, and student grievances and other conflicts. The Governing Board shall uphold the St. Augustine Preparatory Academy School policies on resolving teacher, parent, and student grievances and other conflicts as described in the section on addressing complaints from students, parents and teachers. How will parents, community members, and or other interested parties be involved in the system charter school‟s governing council. 93

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Parents, community members and stakeholders at large will be represented on the governing board. Further, the business of the board will be conducted in publicly held meetings where input from parents, community members and other interested parties may be received as part of the printed agenda. Proposed business arrangements, partnerships with existing schools, educational programs, business, or nonprofit organizations and disclosure of conflicts of interest . Community support for the public charter schools is increasing and by inviting businesses to partner with us, the door can continue to revolve as others follow suit in supporting our initiatives.

Describe the method that the local board and the system charter school plan to utilize for resolving conflicts. Complaints and grievances will be resolved through St. Augustine Governance Council Policy and Procedures as will conflicts between the charter school and/or its councils.
Services of for-profit entities or educational management agencies. None—no NCLB supplemental services are needed at this time, and that is the only possible situation that might result in a contract with a for-profit entity. Criteria by which the charter system‟s charter may be revoked, in addition to those provided for in O.C.G.A. §20-1-2065. None STATEMENT ON ANNUAL REPORT The charter school will, by October 1 of each year that the charter is in effect, submit an annual report that includes all State-mandated assessment and accountability scores and complies with all requirements set out in O.C.G.A. § 20-2-2067.1(c)(1)-(6).

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St. Augustine Governing Board
Resolution Re: Charter Application Whereas the school Executive Director and governing board are committed to the students, academic excellence and the community at large; and Whereas the school has the opportunity to apply to develop a charter and to apply for charter funding to carry out plans for educating youth; and Whereas there are already efforts underway for Bibb County to be designated as a Work Ready Community; and Whereas parents and students have expressed their desire to have more academic rigor and vocational offerings at the high school level; and Whereas the efforts to support academic excellence and provide additional academic and vocational opportunities are also supported by our true local leaders—both AfricanAmerican and Caucasian—as well as our business and community partners; and Whereas the schools have developed plans for improvement that can be worked into a system charter, which maximizes local decision making in many areas; and Whereas we must always be sure that we are faithful to our students and our commitment to consider their best interests; and Whereas it is time for all of us to come together, be on the same team and work to provide the absolute best for all of our students; Be it, therefore, resolved that the Governing Board of St. Augustine Preparatory Academy of Excellence has officially approved the submission of a Charter System Petition to the State Board of Education. ___________________________ Mrs. Valerie Johnson, Chairperson ___________________________ Mrs. Angela Farley ___________________________ Dr. Fletcher Johnson ___________________________ Mrs. Lisa Johnson ___________________________ Mrs. Mamie Stewart _________________________ Date _________________________ Date _________________________ Date _________________________ Date _________________________ Date

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REQUIRED APPENDIX A St. Augustine Preparatory Academy Calendar
NOTE: Minor modifications may occur in the subsequent years, depending on recommendations from the schools and the vote of the governing board.

St. Augustine Preparatory Academy Calendar
2014-2015 August 1…………………………………...Director Meet With Teachers August 5……………………………School-Wide Professional Learning August 6-7……………………………………………………Pre-Planning August 8……………………………………………..First Day of School September 1…………………………………………...Holiday/Labor Day September 12…………………………………………..Progress Reports October 20…………………………………………………...Report Cards October 18 ……..Student Holiday/Teacher Professional Learning Day October 19………………………………...Student and Teacher Holiday November 17……………………………………………Progress Reports November 24-28 …………………………………Holidays/Thanksgiving December 17-19…………………………………………………….Exams December 19………..Early release Day (11:30) End of First Semester December 20-Janaury 2…………………………….Holidays/Christmas January 5...Student Holiday/Teacher Professional Learning/Work Day January 6…………………………………First Day of Second Semester January 12..………………………………………………….Report Cards January 20……………………………………Holiday/Martin Luther King February 9………………………………………………Progress Reports February 17-20………………………………Holidays/Mid-Winter Break February 23…….Student Holiday/Teacher Professional Learning Day March 19……………………………………………………..Report Cards April 6-10…………………………………………………….Spring Break April 23…………………………………………………..Progress Reports May 18-21…………………………………………………………..Exams May 22….Last Day of School/End of Second Semester/Early Release (11:30) May 24…………………………………………………………Graduation May 28……………………………………………………….Report Cards

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LETTER OF INTENT ST. AUGUSTINE PREPARATORY ACADEMY OF EXCELLENCE Bibb County School District Macon, Georgia 31201 (478) 994-8488 fletjhnsn@aol.com January 23, 2013 Georgia Department of Education Charter Schools Division 2053 Twin Towers East 205 Jesse Hill Jr. Drive, SE Atlanta, GA 30334 Cc: Ms. Jane Drennan, Deputy Director of Teaching and Learning RE: Letter of intent to open St. Augustine Preparatory Academy of Excellence Charter School In accordance with Georgia State Board of Education Rule 160-4-9-.04, please accept our letter of intent to submit a petition for St. Augustine Preparatory Academy of Excellence Charter School in the Bibb County district. Our vision for St. Augustine Preparatory Academy of Excellence is to provide a variety of opportunities for students to be successful in their future endeavors. The mission of St. Augustine Preparatory Academy of Excellence is to provide a learning environment that promotes excellence, leadership, and encourages global competitiveness in an ever-changing world. St. Augustine Preparatory Academy of Excellence proposes to open for the FY14 – FY15 school year, serving grades 9th – 12th with an anticipated population of 500 students. We look forward to working with you towards the completion of our petition and the successful start of our school year. Sincerely,

Fletcher Johnson Jr., Ed.D. Executive Director State Charter Schools Commission of Georgia Cycle Page 83 of 165 2013 Petition

REQUIRED APPENDIX B

St. Augustine Preparatory Academy High School
St. Augustine High 2014-2015 School Estimated Budget and Per Pupil Expenditures Revenue: Federal, State & Local PER PUPIL REVENUE Expenses: Instructional Salaries & Benefits PER PUPIL EXPENDITURE Pupil Services Salaries & Benefits PER PUPIL EXPENDITURE Media Salaries & Benefits PER PUPIL EXPENDITURE Administration Salaries & Benefits PER PUPIL EXPENDITURE Maintenance & Operations Salaries and Benefits PER PUPIL EXPENDITURE Professional Learning PER PUPIL EXPENDITURE Supplies/Textbooks PER PUPIL EXPENDITURE Equipment PER PUPIL EXPENDITURE Total PER PUPIL EXPENDITURE 243 $1,801,484.08 $ 7,413.51 2014-2015 2014-2015 2014-2015

242 $1,855,528.61 $ 7,667.47

247 $1,911,194.47 $ 7,737.63

257 $1,968,530.30 $ 7,659.65

$1,089,386.81 $ 4,483.07 $ 81,894.38 $ 337.01 $ 56,220.76 $ 231.36 $ 179,202.37 $ 737.46 $ 126,943.74 $ 522.40 $ 53,649.27 $ 220.78 180533.73 742.94 $ 26,378.00 $ 108.55 $1,801,484.08 $ 7,413.51

$1,122,068.41 $ 4,636.65 $ 84,351.21 $ 348.56 $ 57,907.38 $ 239.29 $ 184,578.44 $ 762.72 $ 130,752.05 $ 540.30 $ 55,258.75 $ 228.34 $ 185,949.74 768.39 $ 27,169.34 $ 112.27 $1,855,559.57 $ 7,667.60

$1,155,730.47 $ 4,679.07 $ 86,881.75 $ 351.75 $ 59,644.60 $ 241.48 $ 190,115.79 $ 769.70 $ 134,674.61 $ 545.24 $ 56,916.51 $ 230.43 $ 191,528.23 775.42 $ 27,984.42 $ 113.30 $1,911,069.48 $ 7,737.12

$1,190,402.38 $ 4,631.92 $ 89,488.20 $ 348.20 $ 61,433.94 $ 239.04 $ 195,819.27 $ 761.94 $ 138,714.85 $ 539.75 $ 58,624.01 $ 228.11 $ 197,274.08 767.60 $ 28,823.95 $ 112.16 $1,968,097.25 $ 7,657.97

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REQUIRED APPENDIX C

St. Augustine Preparatory Academy of Excellence

Emergency Operations Plan

2014-2015
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Table of Contents Section I – Introduction A. Goal B. Authority C. Purpose OPERATIONAL SECTIONS Section II – Emergency/Crisis Codes 6

7

Section III – Roles and Responsibilities 8 A. Site-level Response B. Responsibilities of St. Augustine Preparatory School Team member 11 C. Responsibilities of Site-Level Administrators 12 Section IV – Site-Level Emergency Response Teams A. Emergency Response Team Members B. Chain of Command C. Site-Level Response Team Members D. Site Demographics Section V – Relocation Sites/Staging Areas A. Emergency Relocation Sites (Primary/Secondary) B. Incident Command Center C. Family Reunification Site D. Media Staging Area E. Bus Evacuation Staging Area F. Miscellaneous Staging Areas TRAINING SECTIONS Section VI – Detailed Training Information A. Emergency Codes and Procedures B. Evacuation Protocol C. School Cancellation Protocol D. Notification of Parents Protocol E. Family Reunification Protocol 35-36 F. Emergency School Shelter Protocol G. Media Protocol H. Communication Equipment Protocol I. Post-Crisis Procedures Section VII – Natural Disasters A. Earthquakes State Charter Schools Commission of Georgia Cycle Page 86 of 165 20 20 21 21-24 25 25 26 26 26 26 27 28-32 33-34 34 34 36 37 37-38 38 39-40 2013 Petition

B. C. D. E. F.

Floods Hurricanes Thunderstorms Tornadoes Winter Storms

40-41 41-42 42-43 44-45 45-46 47 48-51 51-53 53 54 54-56 56-58 58-59 59-60 61-63 63-66 66-68 69-70 71 72 72-73 73-74 74-75 75-76 77

Section VIII – Hazardous Materials A. Biological, Chemical, Radiological/Nuclear Section IX – Acts of Violence/Acts of Terrorism A. Bomb Threats, Explosions and Suspicious Packages B. Civil Disturbance C. Hostage Barricade/Gunfire on Campus D. Intruder, Suspicious Person E. Missing Student, Kidnapping or Child-napping F. Report of a Weapon on Campus G. Weapons, Violent Incidents H. Sexual Assault Section X – Accidents A. Injury, Illness, Suicide and Death B. Fire C. Utility Failures, Gas Leaks Section XI – Transportation and Field Trips Section XII – School Functions during Non-Instructional Hours Section XIII – Awareness/Education Program A. General B. Early Childhood C. Elementary, Middle and High Schools D. Severe Weather Awareness Week E. Resources Section XIV – Appendices A. Checklists (To be added by the site) 1. Floor Plan 2. Site Plan 3. Bomb Threat 4. Emergency Evacuation Operations Kit B. Forms 1. Bus Occupants Sheet 2. Emergency Student Release Sheet C. Lists 1. Emergency Phone Numbers State Charter Schools Commission of Georgia Cycle Page 87 of 165

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D.

2. Shelter Information Miscellaneous 1. Sample Media Press Releases 2. Copy of Senate Bill 74

Section I Introduction Definition: Provides an overview of the school system’s progressive course of action to ensure the highest level of safety and well being of its students, staff and visitors. Goal, Authority and Purpose.

Topics:

A. Goal
All students will be educated in learning environments that are safe drug-free, and conducive to learning.

B. Authority
State Board Policy EBB, Emergency Preparedness Plan and Senate Bill 74 requires that personnel and students in every public school in Georgia be aware of the hazards which threaten their lives and safety, and be prepared to take appropriate action in the event of any imminent or actual disaster. School personnel must also be aware of their roles in working with local emergency State Charter Schools Commission of Georgia Cycle Page 88 of 165 2013 Petition

responder, parent, students, teachers, community leaders and other local agencies when planning for or responding to local emergency crisis or disasters. The policy requires that every local school develop, periodically update, and implement a written emergency preparedness plan. St. Augustine Preparatory Academy has developed this comprehensive program to be used as a guideline in the event of emergencies. This school-wide protocol will be used by the site to outline emergency procedures. C. Purpose The purpose of the St. Augustine Preparatory Academy Emergency Plan is to prepare students, staff, and others to respond appropriately and responsibly to emergency and crisis situations while on school grounds or at school related events. SECTION II EMERGENCY/CRISIS CODES

-- Total school lockdown. Students and staff will remain in classrooms and follow instructions provided by the local school administration (intruder, drug search, or hostage situation). CODE RED

CODE GREY

-- Indicates impending severe weather and may be initiated for thunderstorm watch and warning, tornado watch and warning, hail storms, high winds, winter weather events, flashfloods, etc.

CODE ORANGE

-- Indicates a bomb threat

and the building should be evacuated immediately. Students and staff should be moved at least 1000 feet away from the building. While evacuating, staff should look for unusual devices and listen for suspicious noises.

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CODE YELLOW

-- Caution/Alert. Possible crisis situation. Extra supervision should be posted at appropriate areas. Outside doors should be locked including those leading to portable classrooms or other areas where classes are held. Outside activities must be moved indoors.

CODE GREEN

--THE SITE-LEVEL ADMINISTRATOR WILL DESIGNATE AS AN “ALL CLEAR” SIGNAL.

SECTION III ROLES AND RESPONSIBILITIES Definition: Outlines the roles and responsibilities of the school if an emergency/disaster affects the school or occupants. School-wide; Individual departments; Individual positions.

Topics:

SCHOOL-WIDE A school-level response team of trained individuals will be ready to respond to crisis events requiring more intense intervention than can be handled by the sitelevel team. At the site, a response team should be designated with specific roles assigned. Whenever a crisis event occurs, the school-level response team leader should be contacted immediately. Determination will be made at that time about the level of response appropriate for the crisis event. This may include:
1.

handled by site-level response team Page 90 of 165 2013 Petition

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2.

law enforcement

St. Augustine Preparatory Academy works in conjunction with several community agencies to prevent crisis situations as well as to respond to emergency events. These agencies include police and sheriff’s department, fire department, emergency management personnel, environmental protection personnel and medical and psychological/counseling professionals. These community agencies have been involved in determining necessary preparations and precautions to offset violence or other emergencies. They are also involved in planning for crisis response and coordination of community and school services. As a part of this preparation, these agencies, as well as GEMA officials will participate in mock tabletop drills to rehearse emergency scenarios with school personnel. In addition, “real-life” drills will be conducted periodically. These agencies have been provided with all school system emergency procedures. C. St. Augustine Preparatory Academy Response When it is determined that the primary site-level response team is to be activated, the director, his or her secretary and the public information liaison will be positioned at the St. Augustine Preparatory Academy Communication Center. St. Augustine Preparatory Academy Response Team St. Augustine Preparatory Academy Response Team Leader – Fletcher Johnson Pupil Services Liaison – TBA Psychological/Clinical Liaison – TBA Public Information Liaison – TBA Campus Liaison – TBA Parent Liaison – TBA Medical Liaison – TBA Transportation Liaison – TBA Security Liaison – TBA Facilities Liaison – TBA Ongoing assessment of the crisis situation will determine the need for additional response team involvement. If additional personnel is needed the following can be notified: A. Responsibilities of St. Augustine Preparatory Academy Team Members All team members are responsible for: State Charter Schools Commission of Georgia Cycle Page 91 of 165 2013 Petition

• • • •

Developing and implementing of the St. Augustine Preparatory Academy Emergency Operations Plan Assisting in the development and implementation of site-level emergency operations plans Keeping site-level administrator informed of situation as appropriate. Assisting site-level administrator with decisions/emergency plans as appropriate. 1. Executive Director - Dr. Fletcher Johnson

Appoints the St. Augustine Preparatory Academy response team Leader. Ensures that St. Augustine Preparatory Academy has developed and implemented a site-level emergency operations plan. Enables the St. Augustine Preparatory Academy response team leader to establish directions and time frame in drills for various emergencies. Enables the St. Augustine Preparatory Academy response team leader to provide time frame for staff development and in-service training for emergency preparedness procedures, first aid, CPR, etc. Enables the St. Augustine Preparatory Academy response team leader to activate regarding the canceling/restarting of school. Directs all operations at St. Augustine Preparatory Academy Communications Center. The St. Augustine Preparatory Academy response team will gather information from all aspects in the emergency for use in making decisions and will communicate this information to Law Enforcement.

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2. Counselor - TBA Communicates with the Executive Director regarding the initial management of the emergency.  Assumes the role and responsibilities of the Executive Director in the case of his or her absence.  Enables the St. Augustine Preparatory Academy response team to assist with evaluation of the emergency and the assessment of the need for additional response team involvement.  Coordinates briefings of emergency with staff, faculty, and administration.  Gathers information from all aspects in the emergency which is communicated with the Executive Director.  Coordinates post-emergency debriefing regarding emergency procedures and discussion of improvements needed.

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3. Assistant – TBA

Assumes the role and responsibilities of the assistant director I for administrative services in his or her absence. Pupil Services Liaison – TBA

3.

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Reports to the assistant for administrative services at the emergency site. Directs involvement of the psychological services liaison and the medical liaison. Coordinates psychologists, counselors, and social workers in developing an emergency operations plan for assisting all schools and families affected (siblings at other schools, parents/guardians working in the school system, etc.) Provides factual information to the St. Augustine Preparatory Academy response team leader or Law Enforcement. Directs parents/guardians to other support services as needed. Assists in other areas designated by the site-level response team leader. Medical Liaison – TBA

4.

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Reports to the pupil services liaison at the emergency site. Serves as a facilitator for accessing and assisting medical personnel responding to the crisis. Forms a team of St. Augustine Preparatory Academy medical personnel (nurses) to respond immediately. Coordinates training programs for nurses, staff, etc. in CPR, first aid. Establishes and activates a community medical support team as needed. Coordinates communication between the hospital(s) and the central office. Assigns and directs other system staff to assist at the hospital(s) with students, adults, and families.

6. Psychological/Clinical Liaison – TBA Works with site-level psychological/clinical liaisons to help train the counselors (as needed) to complete the following tasks:  Train school-based team members  Identify at-risk students  Make appropriate referrals for various services State Charter Schools Commission of Georgia Page 93 of 165 2013 Petition Cycle

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Work with families regarding stressful situations  Provide individual and group crisis counseling  Teach staff and families to recognize effects that emergency and/or disasters have on students. Responds to requests from schools when individual students have urgent psychological/clinical needs that might not be related to a more general school crisis. Establishes a network of psychologists and counselors within the school system that can respond in the event of a crisis. Establishes a broader network of community members who might respond when more extensive psychological/counseling intervention is needed. Coordinates training programs for these teams. Organizes and facilitates the response of the appropriate team(s) to the crisis event. This might include the need to provide for the emotional and psychological needs of students and staff housed in emergency shelters. Assists individual students and staff with their emotional needs that may result from emergency and/or disaster situations. Communicates information with other school personnel as needed. Oversees the provision of possible longer-term support services and/or referral to outside psychological/counseling agencies if and when the need arises. Reports to pupil services liaison at the emergency site.

7. Parent Liaison – TBA
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Ensures there are visitors’ sign-in and sign-out stations for parents/guardians arriving at the school. Establishes a plan for having an up-to-date roster of names of students (include students away on school-related activities or absent from school). Establishes a plan for identifying all injured or missing students or adults involved in the emergency. Assists with releasing students. Assists with relocation of students if the crisis requires this procedure. Provides factual information to parents/guardians who may come to the school site. Directs all concerned parents/guardians to the family reunification site when appropriate. Assists with designating a staff member to be at the hospital to collect information about injuries and to report the information to the Executive Director. Assists with designating a staff member to notify parent/guardians and spouses of the injured. Page 94 of 165 2013 Petition

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Assists in other areas designated by the St. Augustine Preparatory Academy response team leader. Reports to the site-level response team leader at the emergency site.

8. Campus Liaison – TBA
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Maintains adequate supplies of food and water for emergency use. Rotates supplies to ensure freshness. Trains in mass feeding practices under emergency conditions in accordance with school relocation site plan. Practices kitchen safety laws, rules and regulations at all times. Reports to the emergency site as appropriate.

9. Security Liaison – TBA
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Reports immediately to the emergency site. Serves as a liaison between the emergency school site and the emergency support teams that may be needed. Assists in securing the use of emergency shelters (churches, armories, gym, etc.) Assists with emergency medical services, local police and sheriff’s departments, fire departments, the State Patrol, and GEMA. Assists with search-and-rescue operations when needed. Has alternate communication means available. These may include bullhorns, battery operated loud speakers, walkie-talkies, beepers and cellular phones.

10. Facilities Liaison – TBA
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Responds to crisis situation in cases where facilities are involved such as: smoke in building, fire, flooding, etc. Works directly with the St. Augustine Preparatory Academy response team leader to make decisions regarding facilities and maintenance. Coordinates and supervises all facilities and maintenance services in an emergency situation. Makes building and site plans available and keeps this information updated. Ensures that areas of facilities can be secured or opened. Serves as a liaison between site-level administration and facilities and maintenance employees. Designates appropriate maintenance employees to respond to the emergency site. Takes necessary action to ensure that buildings, students and staff are safe. Page 95 of 165 2013 Petition

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Maintains emergency equipment (ex: fire alarms, intercoms, burglar alarms, camera systems) throughout school system. Supervises building assets during and after a crisis situation. Assists emergency agencies with information regarding floor plans, accessibility after lock-down, etc. Works with Georgia Emergency Management Agency (GEMA) to establish evacuation staging areas. Maintains logs on activities and events scheduled outside of normal school hours. Reports to the emergency site as appropriate.

11. Public Information Liaison – Fletcher Johnson and Counselor
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Reports immediately to the St. Augustine Preparatory Academy Communication Center. Crafts key messages and/or questions and answers together with those most knowledgeable about situation. Distributes key messages to telephone operators at the communication center and other sites as needed. Assures that information about situation continues to be available and accurate. Refers media to another agency, when that agency is in control of crisis, to report on their involvement. Reports school system’s information about school system’s involvement in the situation and our actions. Serves as point of contact for St. Augustine Preparatory Academy and external public. Speaks on situation or has someone who is prepared available to speak at all times. Stays with the story and situation as long as media is interested. Updates and distributes key messages as information changes. Sets up mechanisms for flow of information from St. Augustine Preparatory Academy to the public that need to know – web site, telephone operations, person to person, etc.

12. Transportation Liaison – TBA
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Reports immediately to the emergency site as appropriate. Works directly with St. Augustine Preparatory Academy response team leader to make decisions to transport students to school, from school, or to designated areas. Coordinates and supervises all transportation services. Trains or arranges training for bus drivers regarding the St. Augustine Preparatory Academy Emergency Operations Plan.

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Maintains a list of all bus drivers and alternate bus drivers and names and contact information of those who could respond to an emergency. Ensures that emergency bus evacuation procedures are in place in accordance with state standards. Confirms that all site-level administrators have instructed students on these procedures and have practiced the emergency evacuation procedures on all school buses. Ensures that all school buses have first aid kits and communication devices available for emergency use.

E. Responsibilities of Site-Level Administrator at School Sites Prior to Crisis Administrator should ensure that the following activities occur at the school sites:  Provide training for all site personnel in safety procedures contained within the emergency operations plan.  Provide all site personnel a copy of the School flip chart for emergency response and keep it readily accessible at all times.  Schedule periodic reviews/drills of procedures with students and staff.  Administration should establish the appropriate prevention/social skills training/conflict resolution/violence prevention/anger management program for their school as designated in this document.  Establish a call tree to inform staff of emergency situations when they are not present in school.  Work with the response team leader to designate a school relocation site should students have to be moved to an alternate location.  Appoint key members of the site-level response team and facilitate their recruitment of members on team divisions as well as necessary training.  Ensure that school system radios are readily available and know that they can be directly used to contact any of the community agencies who are a part of this plan. These agencies have been provided with a dedicated radio to be used solely for this plan.  Secure a readily accessible location for the emergency cellular phone that is vital for many of the emergency operations procedures.  Conduct an annual review before school starts with the school-level campus liaison of the contents of the emergency operations kit. The emergency operations kit should include a copy of the blueprints of the school. Each community agency has been provided with copies of blueprints for the school.  Conduct an annual review of safety preparedness, physical plant and policies to assure a safe environment for students. State Charter Schools Commission of Georgia Page 97 of 165 2013 Petition Cycle

Maintain copies of the updated emergency operations plan that reflects annual personnel changes.

I. Personnel
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Have all staff to carefully monitor the movement of students during transition times. Assign resource officers appropriate duties for emergencies for middle and high school levels.

II. Building Safety and Communication
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Initiate a visitor pass system – Personnel Identification System. Ensure that an adequate communication between classrooms and school office has been developed. Make sure that an adequate number of cellular phones are available. Have an emergency operations plan in place and make sure the plan is well rehearsed. Provide an emergency operations kit that is readily available. Require that exterior doors are locked and the main entrance is monitored. Maintain a video surveillance in school that is operational.

III. Student-Focused Programs

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Plan counseling program with focus on frequent clinical work, consultation, collaborative teaching, and program development in clinical areas. Support alternative schools in conjunction with violence prevention training for identified aggressive youth. Provide consistent pro-social behavior and character education programs appropriate for all grades for elementary schools. Provide life skills training/social resistance training for middle and high school. Also provide a conflict resolution program in each school which incorporates at least two of the following:  Peer Mediation Approach  Process Curriculum Approach  Peaceable Classroom Approach  Peaceable School Approach Provide an effective preparedness program; emergency instructional materials should be worked into the regular curriculum Maintain an up-to-date emergency operations kit which should contain the following: 1. Copy of the site-level emergency operations plan 2. Student release/sign out sheets Page 98 of 165 2013 Petition

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3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Copy of all student and faculty/staff emergency information sheets. Flashlight with extra batteries List of personnel with Southern Linc Bullhorn and additional batteries Change for pay phone A copy of the most recent school yearbook First aid kit Copy of diagrams and/or blueprints for the building Emergency telephone numbers of assistance agencies Copy of photographs of the facility (exterior and interior) Copy of video depicting exterior and interior of the building Current county phone book

SECTION IV
SCHOOL- LEVEL EMERGENCY RESPONSE TEAMS Definition: Information regarding the response team members and crisis management issues in responding to a crisis that affects the system and the school. School - Level Response Team Members; Chain of Command; Dissemination of Information; Identification of Injured and Deceased; Identification Badges.

Topics:

A.

SCHOOL - LEVEL RESPONSE TEAM MEMBERS 1. School-Level Response Team Leader Dr. Fletcher Johnson 2 3. Assistant School Level Leader Campus Liaison Page 99 of 165 TBA TBA 2013 Petition

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4. 5. 6. 7. 8. 9. 10. 11. B.

Facilities Liaison Security Liaison Medical Liaison Parent Liaisons Psychological/Clinical Liaison Public Information Liaison Transportation Liaison Alternate

TBA TBA TBA TBA TBA TBA TBA TBA

CHAIN OF COMMAND 1. School-Level Executive Director – Dr. Fletcher Johnson Executive Director for Operations – TBA Executive Director for Instruction – Dept. Chair ST. AUGUSTINE PREPARATORY ACADEMY SCHOOL RESPONSE TEAM MEMBERS

C.

School: St. Augustine Preparatory Academy of Excellence Site Administrator: Dr. Fletcher Johnson In the continued pursuit to ensure the highest safety possible for students and staff, a site-level emergency response team has been established for each respective site. Committee members work together to review and evaluate the safety concerns affecting the school environment. Members hold their positions on an annual school-year basis and have a minimum of four (4) meetings per school year. SAFETY COMMITTEE MEMBERS Name 1. Fletcher Johnson Leader 2. TBA 3. TBA 4. TBA 5. TBA 6. TBA 7. TBA Liaison 8. Fletcher Johnson State Charter Schools Commission of Georgia Cycle Title School-Level Response Campus Liaison Facilities Liaison Security Liaison Medical Liaison Parent Liaison Psychological/Clinical Public Information Liaison Page 100 of 165 2013 Petition

9. TBA 10. TBA Liaison D. SITE DEMOGRAPHICS

Pupil Services Liaison School-Level Transportation

NAME AND LOCATION Name of School: ST. AUGUSTINE PREPARATORY ACADEMY OF EXCELLENCE Address: TBA City, State, Zip: Macon, GA TBA Telephone Number: TBA Fax Number: TBA Email Address: TBA After Hours Contacts: Name Primary Tele/Pager # 1. Fletcher Johnson 1. 478-994-8488 Directions to the School: TBA A. CONTACTS’ NAMES AND POSITIONS Chief of Security and Safety: Director: Fletcher Johnson Counselor(s): TBA Pager/Cell # 2. 478-972-0574

B.

SIZE AND TYPE

Size: __ __ Square Footage # of floors _______ __ # of exits ______ __ Type: Brick, cement block, etc.__Brick____________________________ C. NUMBER OF STUDENTS/STAFF Students _ __Grade ___125_____ _ __ Grade 125__ __ __Grade 125_____ __Grade 125_____ Spec. Ed. Grade ____unk____ Total # of Students ___500______ anticipated Staff: Administrators Clerical Teachers Teacher Assistants _____1______ _____2______ ____32______ ____4 ______ Page 101 of 165 2013 Petition

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Lunchroom Maintenance Nurse Bus Drivers Total Part-time and Itinerant staff Part-time Itinerant Total Total of Staff Total Number of Individuals _____551____ D. NUMBER OF ROOMS Interior Classrooms Portable Classrooms Misc. Rooms (offices, gym, lunchroom) Total # of Rooms _______TBA___

____7_______ _____3______ _____1______ ____ ______ ____50_____ ______ ____ _____1_ ___ __________ _____1____

_____TBA_____ ______0_____ _____TBA_____

E.

SHELTER INFORMATION Is this site a designated shelter? Is this site an approved American Red Cross Shelter? Does this site have special needs capability? Does this site shelter pets if needed or requested? What is the shelter capacity at this site?

Yes No Yes No Yes No Yes No _____TBA__

F.

LIST OF HAZARDOUS MATERIALS WITHIN 1000 FEET OF SITE Name of Chemical Quantity/Location Common Cleaning SuppliesVary/Classrooms & Maintenance storage rooms

G.

MAPS 1. Campus/Surrounding Areas –Dr. Fletcher Johnson’s Office 2. Fire Exit Routes and Evacuation Assembly Areas - See Appendices 3. Communication Equipment Locations – See Appendices 4. Emergency Equipment Locations – See Appendices 5. Medical Equipment Locations – See Appendices 6. Hazardous Materials Locations - None H. EMPLOYEES TRAINED IN CPR/FIRST AID Is the director familiar with first-aid techniques? Page 102 of 165 √ Yes No

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Other members: TBA I. J. K. L. LOCATION OF FIRST AID KIT – TBA LOCATION OF EMERGENCY COMMUNICATIONS KITS – TBA LOCATION OF EMERGENCY OPERATIONS KIT – TBA

DISSEMINATION OF INFORMATION 1. Location of St. Augustine Preparatory Academy News Media Area: Media Center 2. Designated News Media Spokesperson: Fletcher Johnson and Counselor 3. Means of Communication a. Primary Means: Telephone/Radios/Intercom/Signals/Codes b. Alternate Means: Word of Mouth/Megaphone/Radio/Linc N. IDENTIFICATION OF INJURED AND DECEASED The following individuals will be responsible for identifying injuries and fatalities. Other teachers, as needed, will assist these individuals. These people will form the triage team, which will identify, classify and group the injured people according to the need for attention (injured or deceased). Dr. Fletcher Johnson Counselor O. IDENTIFICATION OF BADGES All persons assisting with the on-site emergency will be required to wear identification badges. __TBA__________ will be responsible for issuing ID badges. DATES PLAN EVALUATED Annually Projected review timeline is July/October of each school year.

P.

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SECTION V RELOCATION SITES/STAGING AREAS NOTE: Because of safety concerns in relocating occupants and/or setting up staging areas, the following information should be held in strict confidence and be provided only to authorized personnel. Outlines information regarding staging areas in the event a crisis affects a school and/or if the school’s occupants have to be relocated. Emergency Relocation Sites; Incident Command Center; Family Reunification Staging Area; Media Staging Area; Public Safety Staging Area; Bus Evacuation Staging Area; Miscellaneous Staging Area.

Definition: Topics:

A. EMERGENCY RELOCATION SITES Primary Site TBA

Secondary Site TBA

Individuals responsible for the Emergency Relocation Sites: Individual’s Name Responsible For Fletcher Johnson Overall evacuation/Secure Site TBA Student Transportation (if needed) TBA Assist in evacuation TBA Assist in evacuation TBA Assist in evacuation TBA Assist in evacuation TBA Assist in evacuation B. INCIDENT COMMAND CENTER Designated emergency personnel will serve as the incident commander(s) and will be in charge of coordinating the response operations among all of the responding agencies. The public assistance agencies listed below represent State Charter Schools Commission of Georgia Cycle Page 104 of 165 2013 Petition

a unified command structure. Primary Site Bibb –Macon County Sheriff Dept. GEMA Agency Person in Charge TBA James Westbrook Secondary Site Agency Name Bibb-Macon County Sheriff Dept. GEMA

C. FAMILY REUNIFICATION STAGING AREA In the event of an emergency, all concerned parents, guardians, relatives and loved ones will be directed to the Family Reunification Area. Primary Site Secondary Site TBA TBA Individuals responsible for the Family Reunification Staging Area: Individual’s Name Responsible For TBA Student schedules and contacts TBA Bringing radios and cell phones TBA Tables/Chairs/Megaphones D. MEDIA STAGING AREA All media will be required to report to and remain in the Media Staging Area. They will not be permitted into other areas and/or to roam freely through the facility. Primary Site Secondary Site (if minor) TBA . Media Center Individuals responsible for the Media Staging Area: Individual’s Name Responsible For Fletcher Johnson/Designee Disseminating information E. BUS EVACUATION STAGING AREA Primary Site TBA Secondary Site TBA

Individuals responsible for the Bus Evacuation Staging Area: Individual’s Name Responsible For TBA TBA Coordinate student pick-up F. MISCELLANEOUS STAGING AREAS (i.e., helipads, rehab, etc.) Back field area behind school State Charter Schools Commission of Georgia Cycle Page 105 of 165 2013 Petition

TRAINING

SECTION VI DETAILED TRAINING INFORMATION

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Definition: Topics:

Provides for the school’s protocols for emergency responses. Emergency Codes and Procedures; Evacuation Protocol; Notification of Parents Protocol; Family Reunification Protocol; Emergency School Shelter Protocol; Media Protocol; Communication Equipment Protocol.

A.

EMERGENCY CODES AND PROCEDURES St. Augustine Preparatory Academy of Excellence School will use the following emergency codes to communicate immediately and effectively with all personnel and students in the facility. The site-level administrator will be the main authority to initiate site lockdowns and evacuations. Each site-level administrator will designate several key personnel who are authorized to make such a decision. All designees will be made aware of their responsibility and the scope of their authority to act. Throughout the remainder of this section, such individuals would perform the duties listed for the site-level administrator when the situation dictates. They would then be relieved of such responsibility upon the arrival of the site-level administrator. At least one employee who has such authority to act should be on duty at all times when the facility is occupied. 1. Code Red (Actual Crisis Response Protocol) a. Examples of situations where Code Red protocol may be initiated: shots being fired on or immediately adjacent to the campus, a stabbing on campus, an explosion near but not on campus, a hostage situation or armed barricaded subject on or immediately adjacent to the campus, natural disasters, hazardous materials incidents, or threats involving weapons of mass destruction which indicate immediate danger, and a civil disturbance that is out of control. b. Dr. Johnson will announce over the intercom that the Code Red protocol is in effect. Runners may be sent, if it is safe to do so, to ensure that personnel in outlying buildings and outside areas are notified. Page 107 of 165 2013 Petition

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c. Staff will immediately lock their rooms and advise students to move away from doors and windows and to sit on the floor. d. If they are not in class at the time the protocol is announced, students should proceed to their assigned class. If it appears unsafe to proceed to their classroom, students should proceed to the nearest classroom. Staff will lock their doors once the hallways near their classrooms are clear of students. If staff members observe imminent danger near their room, they should immediately secure their rooms and notify the main office of the danger via the intercom system or personal cellular telephone. e. Staff not assigned to classroom duties should follow their assigned duties. f. Personnel who are engaged in outdoor activities when the protocol is announced will need to make a prompt determination as to whether it is safer to attempt to enter the building, to take shelter, or to leave the campus to seek shelter in the safest place available. If the decision is made to leave the campus, school employees and students present should move as quickly as possible. A list of all who are evacuated should be made by the staff member present as soon as it is safe to do so. g. Staff should brief students that the site has been placed on a heightened security status as a response to an apparent crisis situation. They should advise students to remain quiet until more can be learned about the situation. Staff should then begin calmly and quietly reviewing emergency evacuation procedures with students to prepare them for possible evacuation. h. Students should not be allowed to leave the classroom without instructions from the main office. i. Staff should not open the door to any classrooms unless they are instructed to do so by a staff member that they recognize by sight or voice. A code word is recommended to ensure that only authorized personnel are allowed in the room. Emergency response personnel may enter the room by using a master key. j. Staff should quickly select an appropriate emergency status card from their roster book and slide it under the door. A card should also be placed in the outside window. 1. Green card—All students currently under the staff member’s supervision are accounted for and the protocol has been properly implemented for that room 2. Yellow card—Student(s) who are in attendance are not present in the room or the staff member has any critical information regarding the crisis situation. 3. Red card—Someone in the room is injured or otherwise requires immediate medical assistance. State Charter Schools Commission of Georgia Cycle Page 108 of 165 2013 Petition

2.

Code Grey (Impending Severe Weather) a. Examples of situations where Code Grey protocol may be initiated: thunderstorm watches/warnings, tornado watches/warnings, hail storms, high winds, winter weather events, flashfloods, etc. b. Dr. Johnson should review the emergency procedures and have them posted in all rooms. c. Dr. Johnson and office staff will monitor weather bulletins including weather radios, TV and/or radio news broadcasts. d. The site-level administrator will keep staff informed concerning the weather situation. e. All staff and students should move from portable classrooms to specified areas. f. The site-level administrator may activate “spotters” when appropriate. Code Orange (Heightened State of Security Requiring Evacuation) a. Examples of situations where Code Orange protocol may be initiated: a bomb threat has been deemed as real, release of chemicals that adversely affect the health and safety of students or staff; and any other event that requires the evacuation of the building. b. The site-level administrator will inform all staff that the Code Orange protocol is being implemented by use of the classroom phone or the intercom. Measures should be taken to ensure that personnel in outlying buildings or areas without intercom/phone/radio capability are notified in person. Staff should be briefed through a designee in person or via a written memorandum regarding the situation. c. If a bomb threat has been verified, all wireless communication should be terminated immediately. All radios and cell phones should be turned off until clearance has been given. d. All students and staff shall evacuate the building immediately and proceed to the designated assembly areas. e. Once at the assembly areas, staff should report the status of their students and staff to the site-level administrator. Runners, color coded signs, and verbal communication may be utilized. Staff should quickly select an appropriate emergency status card from their roster book and hold it up for responders to view. 1. Green card—All students currently under the staff member’s supervision are accounted for and the protocol has been properly implemented for that room. 2. Yellow card—Student(s) who are in attendance are not present in the room or the staff member has any critical information regarding the crisis situation. Page 109 of 165 2013 Petition

3.

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f.

g. h. i.

j.

k.

3. Red card—Someone in the room is injured or otherwise requires immediate medical assistance. Staff shall carry their emergency operations kits with them to their assembly areas. Current student rosters and emergency contact information are required to be taken to the assembly area anytime the building is evacuated. If students are not in class at the time the code is announced they should proceed to the assembly areas. Students will not be allowed to leave the assembly areas unless authorization is obtained from the main office. Staff should brief students that the site has been placed on a Code Orange. Students should be given instructions as appropriate as to what they should do during the Code Orange. Staff not assigned to classroom duties should follow the site’s procedures for evacuation. They should also report any suspicious activity to the main office immediately. The situation may necessitate that all personnel and activities outside the building should be moved to an indoor, secure area or to another outside assembly area unless otherwise instructed by the site-level administrator. While the Code Orange is in effect, staff and students should only return to the building when clearance is obtained from the main office.

4.

Code Yellow (Heightened State of Security/Preventive Lockdown Protocol) a. Examples of situations where Code Yellow protocol may be initiated: weapons on campus; bomb threats; fights that involve numerous individuals, weapons or are gang-related; major crimes or police chases near the school or civil disturbances that pose a threat to students and staff. b. The site-level administrator will inform all staff that the Code Yellow protocol is being implemented by use of the classroom phone or the intercom. Measures should be taken to ensure that personnel in the outlying buildings or areas with intercom/phone/radio capability are notified in person. Staff should be briefed through a designee in person or via a written memorandum regarding the situation. c. If a bomb threat has been verified, all wireless communication should be terminated immediately. All radios and cell phones should be turned off until clearance has been given. At this point, Code Orange protocol will go into effect. d. All students shall be kept in the classroom with the door locked during each class period while the protocol is in effect. Page 110 of 165 2013 Petition

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e. If students are not in class at the time the code is announced, they should proceed to their assigned class. Staff members will lock their doors once the hallways near their rooms are clear of students. If staff members observe imminent danger near their rooms, they should immediately secure their rooms and notify the main office of the danger via the intercom system of classroom phone. f. Students will not be allowed to leave classrooms without authorization from the main office. g. Staff should brief students that the school has been placed on a heightened security status as a precaution and that no imminent danger has been detected. Students should be given instructions as appropriate as to what they should do during the Code Yellow. h. Staff not assigned to classroom duties should follow the site’s procedures for limiting access to their workplace. They should also report any suspicious activity to the main office immediately. i. The situation may necessitate that all personnel and activities outside the building should be moved to an indoor secured area unless otherwise instructed by the site-level administrator. j. While the Code Yellow is in effect, staff should only open classroom doors for other staff members unless clearance is obtained from the main office. 5. Code Green (Return to Normal Operations) a. Once danger has passed, the site-level administrator may be able to put the site back to normal operations. b. The return to normal protocol should be used when: 1. There is not indication that an above normal level of danger exists. 2. Further measures such as evacuation will not be needed. 3. It is possible for the functions of the site or department to continue. c. The site-level administrator will announce that the Return to Normal Operations (Code Green) is in effect via the intercom system. d. Dr. Johnson may wish to make a brief announcement to inform school employees and students of the reason the other codes were utilized. e. In some cases, it may be advisable to prepare a brief written statement to send home to the parents/guardians to provide them with an accurate account of what the school did to provide a safe environment during the situation. Site-level administrators may wish to consult with the system’s public information liaison for guidance in this area. Page 111 of 165 2013 Petition

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6.

Fire Alarm (Ringing of the Fire Alarm) a. Every school is required by Georgia State Law to have an alarm system. This alarm sound should be distinct from any other warning signals used within the school. b. In case of malfunction, an alternate alarm system should be available (e.g., whistle, bullhorn, etc.). c. The signal to return to the building will be at the discretion of the director. The return signal should not be sounded on the Fire Alarm or the school bell. d. Refer to Section XI—Accidents; Section B (Fire), for details in responding to fire alarm events

B.

EVACUATION PROTOCOL When it is necessary to evacuate a school building, the evacuation will be signaled by either a fire alarm, Code Orange or other coded phrase using the public address system. The phrase Code Orange will be used to notify the staff of a bomb threat or explosion. 1. Preparedness The site-level emergency response team should: a. Identify as many assembly points as possible (North, South, East, West) a minimum of 1,000 feet away from the site as possible in the event it becomes necessary to evacuate the site. b. Establish the desired evacuation routes to the assembly areas on an evacuation map. c. Provide for the evacuation of special needs individuals. d. Maintain a copy of the evacuation map at the main/administration office and other areas of the site so that staff and administrators can evacuate with it and be able to refer to it outside. A copy will be placed in the site emergency operations kit. e. Orient staff and students to their specific duties, requirements and responsibilities should an off-campus evacuation become necessary. f. Use the intercom as the primary means of notifying building occupants, when possible. In the event the public address system fails the announcement of an evacuation will be made by a bullhorn or by other effective means of communication. 2. Response a. Maps for building evacuation routes will be posted in all classrooms. For security reasons, only staff members and emergency personnel will know assembly areas. b. Teachers will bring their class record books with them. Page 112 of 165 2013 Petition

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c. Staff will ensure that all students are out of their classrooms and adjoining restrooms and workrooms. d. Staff will close the doors after following their students out of the building. Doors should be left unlocked for emergency personnel. e. The first student in line will be instructed to hold open the exit door(s) until all persons in the class have evacuated. This procedure is to be continued until the building is clear. f. Classes will proceed to their designated assembly areas. Once there, staff members will make note of students who are not present and furnish those names to site administrators as soon as possible. g. Teachers will display their emergency status card from their roster book/emergency operations kit. The cards should be displayed as follows: 1. Green card –All students currently under the staff member’s supervision are accounted for and the protocol has been properly implemented for that room. 2. Yellow card –Student(s) who are in attendance are not present in the room or the staff member has any critical information regarding the crisis situation. 3. Red card –Anyone in the room is injured or otherwise requires immediate medical assistance. h. Staff members will remain with their classes until the administrator sounds an “all clear” signal. i. Administrators will establish and assign personnel to a management post at the evacuation site to assist in the collection of critical information and the management of students and staff. j. Administrators will gather lists of unaccounted students from staff members to provide to the site-level administrator and emergency response personnel. k. Parent liaisons will identify the locations of classes in the assembly area to facilitate the orderly location of students for parents/guardians wishing to pick up their children. l. Staff will direct parents/guardians to the family reunification site to pick up students. m. Security liaisons and site-level administrators will maintain contact with police/fire departments to stay informed about conditions at the site. n. When an off-campus evacuation is called, teachers will follow the same basic steps as outlined in the evacuation protocol. C. SCHOOL CANCELLATION PROTOCOL In the event a school must be closed due to severe weather conditions, hazardous conditions at the school or another event requiring closure, the State Charter Schools Commission of Georgia Cycle Page 113 of 165 2013 Petition

executive director will issue a statement to the staff and parents that school is to be closed. If the school is closed prior to normal school hour operation, staff should listen to local radio and television broadcasts. Notifications will be made via a call tree to notify all staff that the school has been closed. If a school is closed during normal school hour operation, a hotline telephone message will be phoned to the parents. An announcement will be made for the bell sequence. Students will remain in the classroom until the buses or parents/guardians arrive, and school personnel will depart as advised by administrators. D. NOTIFICATION OF PARENTS/GUARDIANS PROTOCOL 1. The school site should have a method by which parents/guardians and the public can be notified of emergency situations. In the event of a crisis situation, the Crisis Communication System (CCS) will be used to notify school personnel and /or parents/guardians. 2. The school-level public information liaison should make arrangements with local and television stations to broadcast emergency bulletins. 3. At the beginning of each school year, parents/guardians will complete a student information form to advise the site administration of student release information. The questionnaire should include the parents’/guardians’ home and business phone numbers, any other contact numbers, and the name and phone number of each child’s doctor (or hospital, clinic, etc.). Under extraordinary circumstances when parents/guardians cannot be notified, the administration will act at its own discretion. 4. Each site’s emergency operations plan will be made available for review by parents/guardians and students upon request. E. FAMILY REUNIFICATION PROTOCOL 1. The excutive director and/or the site-level emergency response team leader will advise staff that the decision to implement the protocol has been reached and to begin setting up the bus evacuation staging areas. 2. The site-level transportation liaison shall advise the site-level transportation liaison via phone or radio to begin routing school buses to the evacuation staging area. 3. Dr. Johnson or designee shall notify the Bibb County Emergency Management Agency of the pre-designated site and establish the site. 4. The Bibb County Emergency Management Agency Director shall notify the 911 Center to have the law enforcement mutual aid implement its protocol for routing traffic to the site and managing traffic control functions at the site. 5. The site-level administrator or designee shall contact the crisis response team members to be dispatched to the family reunification State Charter Schools Commission of Georgia Cycle Page 114 of 165 2013 Petition

6. 7.

8.

9.

site. The executive director shall advise all schools to institute a heightened state of awareness if the incident involves a violent weapons incident. The Bibb County Emergency Management Agency should contact the Georgia Emergency Management Agency and request that GEMA personnel be dispatched (1-800-TRY-GEMA). The public information liaisons will provide the media detailed written instructions to read to the public in order to direct concerned loved ones to the family reunification site. The public information liaisons will provide periodic updates to the media as available and as needed. Upon the arrival of buses at the evacuation staging areas, public safety personnel shall begin loading groups of students and staff on each bus for evacuation to the family reunification site. When possible, buses shall be escorted to the site by law enforcement personnel. When en route to the site, a staff member shall prepare a list of all evacuees on the bus, which will be delivered to the site-level response team leader or designee upon arrival. Upon arrival at the family reunification site: a. The site-level emergency response team leader shall establish a command post. b. Medical and psychological/clinical liaisons will organize the numerous public safety and mental health personnel who will be responding to the site. c. Staff shall check the identification of all non-uniformed personnel who arrive to provide assistance. d. Transportation liaisons or designees will secure an area for arriving students and staff away from waiting family members. e. Parent liaisons shall set up a sign out area. f. Public information liaisons will set up a media staging area. g. Staff should keep evacuees on buses until they can be signed out to waiting parents/guardians one bus at a time. h. Students may only be released to authorized persons using sign out procedures. i. The site-level psychological/clinical liaison should ensure that each parent/guardian receives an information sheet regarding traumatic stress reaction as possible. j. Staff signing out students should instruct parents/guardians to leave the site immediately once they have signed out their students. k. Students who do not have a parent/guardian waiting to pick them up will be taken to a secure area until an authorized person arrives to pick them up.

F. EMERGENCY SCHOOL SHELTER PROTOCOL 1. During an emergency or disaster, people evacuated or left homeless may need temporary shelter. Most school facilities are adaptable to State Charter Schools Commission of Georgia Cycle Page 115 of 165 2013 Petition

2.

3.

4. 5.

6.

accommodating groups in these circumstances. An agreement to permit the use of school resources, grounds and structures during such emergencies has been signed by the executive director and local government officials. Each site should maintain an inventory of available space and an assessment of the capacity of the facilities to accommodate disaster victims. This inventory should be provided to local governing officials and the Emergency Management Director for use during an emergency or disaster. Designation of emergency shelter should be made by school system officials in coordination with local officials, Emergency Management and private relief organizations (e.g., American Red Cross, Salvation Army). The executive director should implement the school cancellation protocol as necessary when the site is designated an evacuation shelter for the community. Open communications will exist between public safety personnel and school system administrators so schools/sites will be notified about crises taking place near the school system site. These situations may require schools to take immediate action. Community groups that utilize a school system site for other purposes such as voting, after-school programs, etc., must follow the system/school safety guidelines.

G. MEDIA PROTOCOL 1. The executive director and the public information liaisons will be the designated persons to work with the media. All media requests will be directed through the executive director, the site-level administrator and/or the site-level public information liaison. 2. At no time will students be interviewed without parental approval. When requests for student interviews are granted, the interview will be completed with minimum loss of instructional time, minimum interruption in the learning environment, and with the approval of the executive director’s office. 3. The school system will assign a location for the media which is convenient for them and which will meet the requirements of both the media and school personnel. 4. As soon after an emergency as is reasonably possible, the executive director and other involved administrators will meet to establish relevant position statements on topics about which the media will have questions. 5. The executive director of instruction and the public information liaison will prepare notes for speakers involved in news conferences and will prepare written statements for the press. State Charter Schools Commission of Georgia Cycle Page 116 of 165 2013 Petition

6. The public information liaison will provide the media personnel with media guidelines established by the school system. 7. The school system maintains a list of local newspapers, radio stations and television stations. A list of statewide newspapers, radio stations and television stations is also maintained. Both lists contain the names of contact persons, telephone numbers and fax numbers. When an emergency occurs, those contacts are notified and plans begin to accommodate their need to gather information about the emergency as soon as possible. 8. The school system should utilize pre-designed press releases to ensure the information is consistent, timely and accurate. Sample press releases are located in the appendices of this plan. H. COMMUNICATION EQUIPMENT PROTOCOL The following items will be placed in each school. 1. At least two telephone lines with published numbers. 2. At least one telephone line with an unpublished number. 3. At least one data line attached via modem to the school computer. 4. All RJ11 jacks for telephone and computer lines. 5. All wall jacks located and marked with wall stickers. 6. A strong recommendation that telephone systems be upgraded to stay active when power is out. 7. At least one portable telephone. 8. Radios for the director, assistant director and other staff who patrol the buildings and grounds (such as custodians). 9. Communication for teachers who have classes on remote areas of the campus (such as physical education classes). 10. A bullhorn. 11. Computer access to the system electronic bulletin board system (via modem). 12. Intercom systems with teacher-initiated call capabilities from each classroom. 13. A current backup copy of all student computer files (on diskette format that can be loaded immediately into a portable computer). In the event of a school emergency, the system may provide additional information capabilities. When system staff arrives at the school, they may bring a portable facsimile machine, a portable computer with modem, portable telephones, and radios. School system staff may also provide other communication devices, as needed or requested. I. POST-CRISIS PROCEDURES 1. For any school crisis/emergency, a post-crisis critique meeting should be held.

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a. All of the key players involved in the management of the crisis should be present including, but not limited to, the emergency response team members and school resource officers. b. Critique participants should review the actions taken and evaluate their effectiveness. 2. Counseling and other clinical support should be provided to students and staff as needed.

SECTION VII NATURAL DISASTERS
Definition: In the event of a natural disaster, this section provides an overview of the appropriate response. Earthquakes, Floods; Hurricanes; Thunderstorms; Tornadoes; Winter Storms.

Topics: A.

EARTHQUAKES 1. Warning Earthquakes generally occur without warning 2. Preparation Emergency response teams should: a. Become aware of the geology of the area and local faults that may be potentially hazardous. b. Research and provide students and personnel with earthquake safety information and response procedures.

3. Response a. During the shaking, all persons should stay in place, seek cover under a desk or other sturdy furniture, and cover the neck and head as much as possible. b. Move away from buildings and avoid utility lines, if outdoors. c. If in transit, stop the vehicle quickly and safely in an open area away from overpasses and bridges. Occupants should remain in the vehicle. State Charter Schools Commission of Georgia Page 118 of 165 2013 Petition Cycle

d. The site-level emergency response team should be notified of their activation status by a site administrator and should implement the evacuation protocol when it is safe to do so. e. The site-level campus liaison should turn off all utilities. f. Walkie-talkies and cell phones shall be used for communication. g. Runners should be used only in designated “safe areas”. h. Information should be gathered from staff to determine missing persons. i. Injuries should be addressed and qualified staff should render first aid assistance as it is safe to do so. j. No one should return to the building until clearance is obtained from the emergency personnel. k. Do not use any open flames (candles, matches, etc.). l. The site-level administrator or a designee should listen to the radio/TV for information updates. m. The executive director may implement the school cancellation protocol as appropriate depending on communications, availability of transportation, damage to buildings and residential areas, and road clearance. n. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed. B. FLOODS 1. Warning a. Progressive situation reports are available from the National Weather Service (NWS) and River Forecast Center District Office of the National Oceanic and Atmospheric Administration (NOAA). b. Flash flood warnings are issued by the NWS to the public by radio and television. The BibbCounty Emergency Management Agency will also issue flood warnings. 2. Preparation The emergency response teams should: a. Obtain local history of flooding. b. Know how possible flooding may affect the site, community, bus routes and students’ residential areas. Additional information that may be helpful includes local elevations, elevation relationship to river gauges based on forecasts and topographic map(s) of the area. Flood maps may be obtained by calling the Department of Natural Resources – Flood Plain Management Program at 404-656-6382. c. Plan alternate transportation routes to avoid flood prone areas as needed. State Charter Schools Commission of Georgia Cycle Page 119 of 165 2013 Petition

d. The transportation director should instruct drivers of responsibilities during flash flooding including avoid crossing a flood bridge, caring for children that cannot be taken home, and notifying the site-level emergency response team leader of alternate and hazardous conditions. e. The site-level administrator and the executive director should determine if students living in affected flood area(s) should be taken home early, kept at school or taken to a different location. 3. Response a. The site-level administrator should issue a Code Grey as appropriate. b. The site-level administrator or a designee should monitor weather conditions in an affected area by radio/TV broadcasts, Emergency Notification System pager or weather alert radio. c. The site-level administrator may initiate the evacuation protocol and/or the executive directormay implement the school cancellation protocol as appropriate. d. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed. e. Transportation liaisons should notify bus drivers of emergency transportation plans, if applicable. f. If the situation does not permit, students should be kept at school or at another safe location and the following provisions should be made; shut off water and other utilities; unplug appliances; and pack refrigerators or freezers with dry ice as possible. g. The emergency response team should determine amount, availability and quality of all supplies if the site is a designated evacuation shelter. h. Resume classes only after the determination of the building’s safety, and/or in other designated buildings after the flood. C. HURRICANES 1. Warning a. The National Weather Services issues weather advisories for approaching hurricanes. Two types of advisories are issued depending upon the degree of certainty that a storm will strike an area: i. Hurricane Watch indicates that a hurricane may threaten an area within 36 to 48 hours. It is a first alert for emergency agencies and the general public in the threatened area. When under a hurricane watch continue normal activities, but listen to radio/television stations or weather alert radio for weather service advisories. State Charter Schools Commission of Georgia Cycle Page 120 of 165 2013 Petition

ii. Hurricane Warning indicates that a hurricane is expected to strike an area within 24 hours. The warning contains an assessment of flood danger in coastal, Gulf and inland areas, small craft warnings, gale warnings for the storm’s periphery, and estimated storm effects. 2. Preparation a. The response teams should: i. Learn about the history of hurricanes in the area, elevation of the site above sea level, storm surge zone, and streams or rivers that may flood. ii. Contact the local Emergency Management Agency to locate safe evacuation routes to evacuation shelters. iii. Identify and designate the most appropriate protective areas within buildings. iv. Obtain materials to board windows and provide other protection to buildings and outdoor equipment as necessary. 3. Response a. The site-level administrator should issue a Code Grey as appropriate. b. The site-level emergency response team should i. Store and secure all portable equipment or loose items. ii. Board up all glass areas, lower and securely fasten all blinds and drapes. iii. Check all emergency operations kits and portable and battery operated equipment (i.e., flashlights and generators) for operating condition. iv. Store all drinking water in clean, closed containers, such as glass or clear plastic jugs, bottles or containers. v. Assemble tools that may be necessary to make emergency repairs. vi. Identify areas of the site least exposed to broken glass, flying debris, and possible flooding and downwind or in leeward part of the building. c. Students should remain in the building if time does not permit safe transport home. d. Students and personnel may be evacuated to designated shelters in accordance with local hurricane evacuation plans if necessary. e. The public information liaisons will implement the notification of parents/guardians protocol as needed. f. The campus liaisons should turn off water, gas and electricity at mains. Staff should unplug any appliances when evacuating.

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g. After the storm, avoid the use of lanterns, matches or flammable items until emergency personnel has determined there are no leaking gas lines or other flammable materials present. h. Avoid wet or damaged electrical wires. i. Campus liaisons should check emergency food and water supplies for possible contamination and boil tap water. j. The site-level administrator should report any outdoor hazards such as, loose debris, damaged power lines, broken water mains, sewage leaks, washed-out roads and bridges to the local Emergency Management Agency. k. The executive director and/or the site-level administrators should implement plans to return students to their homes when traveling conditions are deemed safe and transportation is available. l. The executive director or appropriate designee will communicate with local emergency management officials and may implement the school cancellation protocol as appropriate depending on communications, availability of transportation, damage to buildings and residential areas, and road clearance. m. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed. D. THUNDERSTORMS 1. Warning a. The National Weather Service issues the following alerts: i. Severe Thunderstorm Bulletin means that weather conditions are favorable and a thunderstorm may develop. ii. Severe Thunderstorm Watch means that there is a possibility of a storm developing, which would be greater in intensity than the severe storm indicated by the severe thunderstorm bulletin above. iii. Severe Thunderstorm Warning means that a severe thunderstorm has developed and will probably affect those areas stated in the bulletin. 2. Preparation a. Inform personnel and students about the conditions under which severe thunderstorms and tornadoes may form and the possible impact of these storms. b. Identify and designate the most appropriate protective areas within buildings. c. Select and train staff and students to be “severe weather watchers” or “tornado spotters.” State Charter Schools Commission of Georgia Cycle Page 122 of 165 2013 Petition

3. Response a. The site-level administrator should issue a Code Grey as appropriate. b. The site-level administrator or a designee will monitor situation reports by the National Weather Service and/or the National Oceanic and Atmospheric Administration. c. All students should remain in the building unless clearance has been obtained from the main office. d. During severe thunderstorm warnings students and staff should move from portable classrooms to the main building. During watches and/or warnings, outside recess and physical education classes should be cancelled. e. Staff and students should move away from glassed areas during periods of particularly high winds. f. Staff and students should be prepared to move to a safe area as needed. g. The executive director may implement the school cancellation protocol as appropriate depending on communications, availability of transportation, damage to buildings and residential areas, and road clearance. h. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed. i. Should the situation not permit an evacuation/school cancellation, students will be kept at school on an alternate safe location to be determined based upon weather condition and the advice of law enforcement and fire personnel. j. Should students remain at school; the tornado evacuation drill will be followed.

E. TORNADOES 1. Warning a. The notification will be made by the Bibb County Emergency Weather pagers. Schools will also receive notification via central office calls and two-way radios. The National Weather Service issues two types of tornado alerts: i. Tornado Watch indicates that weather conditions are such that a tornado may develop and listen for further updates.

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ii. Tornado Warning indicates that a tornado has been sighted and protective measures should be taken immediately. 2. Preparation The emergency response teams should: a. Inform personnel and students about the conditions under which severe thunderstorms and tornadoes may form and the possible impact of these storms. b. Select and train staff and students to be “severe weather watchers” or “tornado spotters.” c. Conduct tornado safety drills prior to each tornado season. d. Train staff in building security procedures during watches and warnings. e. Determine and designate the best tornado shelter areas in each building such as interior rooms, hallways, lowest floors, enclosed smaller areas away from glass, or on the opposite side of corridor from which the storm is approaching. Areas with free-span roofs such as gymnasiums and cafeterias may not be appropriate shelter areas. f. Determine the quickest way to access available shelter space and the number of persons that can use each area. Post a tornado shelter map/plan in each room with locations and routes to the tornado shelter space(s) to be used by persons in that room. 3. Response a. The site-level administrator should issue a Code Grey as appropriate. b. The site-level administrator or a designee will monitor the local TV/radio stations or weather alert radio for updated information when notified of a tornado watch and: i. Move students from all temporary or mobile classrooms if the watch becomes a warning. ii. Designate tornado “spotters” to assigned central warning points as appropriate. Spotters should have a clear view of the south and west or the direction from which threatening weather approaches. They should communicate with the main office via two-way radios. c. During a watch, all windows and doors should be closed. Portable equipment, outdoor furniture, and other moveable items should be stored away from shelter areas as possible. d. During a warning, all windows and doors should be closed and keep potentially dangerous objects secured and stored as often as possible. State Charter Schools Commission of Georgia Cycle Page 124 of 165 2013 Petition

e. f.

g. h. i. j. k.

Generally, school buses should continue to operate during tornado watches, but not during tornado warnings. Transportation personnel should be instructed on tornado procedures when a tornado approaches. These include the following: i. If in route upon notification, return to the nearest educational facility or fire station if possible and communicate the location and situation to the central office. ii. If involved in an actual storm, remain on the bus. The driver should position all students as low as possible within their compartment below window level and communicate with central office regarding the situation as possible. The site-level administrator will issue a series of short rings of the bell or other predetermined signal to inform staff and students that there is the possibility of danger from a tornado. All building occupants should move quickly and quietly to a temporary shelter area if there is sufficient time to take shelter. Personal belongings should only be taken to provide extra protection (i.e., large books, notebooks or coats may be held over head and shoulders). Everyone should take position for greatest safety by sitting down, head down with hands locked at the back of the neck. Move to inside walls of the room away from the windows, sit on the floor next to a wall or get under desks or other furniture and lie down on the floor face down with books covering the head and neck.

F. WINTER STORMS 1. Warning Winter weather warnings are issued by the National Weather Service (NWS). When the threat of such weather exists, monitor radio/TV, Bibb County Emergency Notification System pagers and/or weather alert radio for bulletins. 2. Preparation a. The site-level emergency response team should inform families of school system procedures regarding the delay, cancellation or early dismissal of school due to weatherrelated conditions. b. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed. c. In the event that a winter storm occurs during a field trip or other event, the site-level administrator will collaborate with State Charter Schools Commission of Georgia Cycle Page 125 of 165 2013 Petition

d.

e.

f.

the executive director’s office to determine appropriate actions. The site-level emergency response team should ensure that all students who walk home are properly dressed for cold weather or are provided transportation in cases of early dismissal. Should a bus become stranded, all students should remain on the bus unless it is dangerous to do so. The bus driver should turn on clearance lights, provide ventilation by lowering windows slightly on the side away from the storm, call for help and utilize winter storm tools as appropriate. Emergency response teams should implement emergency shelter protocol as necessary.

SECTION VIII HAZARDOUS MATERIALS
Definition: In the event of a hazardous material event that affects a school, this section provides an overview of the school’s response. Biological, Chemical, Radiological/Nuclear.

Topics:

A.

BIOLOGICAL, CHEMICAL, RADIOLOGICAL/NUCLEAR 1. Warning Warning of a hazardous materials emergency is usually received directly from emergency response agencies. 2. Preparation The emergency response teams should: a. Determine the best course of action for the most probable agents for each type of hazardous material (i.e., anthrax). b. Identify community agencies and organizations that deal with each type of agent, and keep telephone numbers on the school’s emergency phone list. c. Determine safe areas to which to evacuate/quarantine students and personnel in case an incident occurs on site. Page 126 of 165 2013 Petition

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d. 3.

Offer/encourage training for students, staff and families in first aid and safety.

Response a. Depending upon the situation, students and staff should evacuate to a safe location at right angles to and upwind of the agent. b. In the event that it is dangerous to evacuate, the campus liaison and the site-level emergency response team should take provisions to secure the buildings, including closing all windows, doors and ventilation systems. If possible, move students to rooms without exterior walls. Block air from the outside. c. The medical liaisons and others should render first aid as needed. d. Follow-up action will be determined by emergency response personnel in coordination with site-level officials. e. The site-level administrator may initiate the evacuation protocol and/or the executive director may implement the school cancellation protocol as appropriate. f. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed. g. No one should return to the site after evacuation until the fire department, local Emergency Management Agency or other official agency declares the area safe.

SECTION IX ACTS OF VIOLENCE/ACTS OF TERRORISM
State Charter Schools Commission of Georgia Cycle Page 127 of 165 2013 Petition

Definition:

When a violent event occurs at the school, the following outlines how the school will respond. Bomb Threats, Explosions and Suspicious Packages; Civil Disturbance; Hostage Barricade; Intrude, Suspicious Person; Missing Student, Kidnapping or child-napping; Report of a Weapon on Campus; Weapons, Violent Incidents; Sexual Assault

Topics:

A. BOMB THREATS, EXPLOSIONS AND SUSPICOUS PACKAGES 1. Warning a. A bomb threat may be made in writing, over the telephone or via other communication means. 2. Preparation The emergency response team should a. Train staff and students regarding appropriate behavior during a bomb threat situation. b. Select two or three on-campus evacuation sites. These sites are not to be published. The site-level administrator will select one of the sites at random each time the building is evacuated. c. Establish and train a risk assessment team. The team may include the site-level administrator, School Resource Officer or local law enforcement office, counselor, administrative assistant, secretary and person who received the threat. The Risk Assessment Team will assess the validity of each threat, and will make a recommendation to the site-level administrator whether or not to evacuate the building. The administrator will make the final decision to evacuate or not to evacuate. d. Establish and maintain go-ahead teams to search and secure the evacuation site before students are evacuated to the site. 3. Response General Response a. Immediate reporting of any bomb threat will be made to the executive director’s office and to emergency personnel. State Charter Schools Commission of Georgia Page 128 of 165 2013 Petition Cycle

b. If the bomb threat is written, the note will be evaluated by the Risk Assessment Team to assess the validity of the threat. The note must then be given to the law enforcement officer in charge. c. If the bomb threat is received by telephone, the person receiving the call should: i. Ask questions and fill out the bomb threat checklist (Bibb County School System Emergency Operations Plan Quick Reference). ii. Notify the site-level administrator or designee. d. The risk assessment team will determine if the threat is credible and take the necessary actions. Upon receiving a bomb threat, the following questions should be considered: i. Were specific details regarding the time, location, and composition of the bomb provided by the caller? ii. Did the call specify a reason for the threat (political, religious, revenge, etc.)? iii. Does this threat follow a series of bomb threat hoaxes? iv. Are tests or exams scheduled for the day? v. Does the demeanor of the caller (juvenile background laughter, nervousness, etc.), suggest the call is a hoax? vi. Is the timing of the threat conducive to longer lunch, early release or other benefits for students? vii. Is the time of year significant in the timing of the threats (first day of warm weather, etc.)? e. The site-level administrator should implement a Code Yellow and/or Code Orange, if necessary. When evacuating the building, students and staff should be moved at least 1,000 feet away from the building. All students and staff should face away from the building. f. Staff should scan the facility and grounds near them for suspicious objects and display the appropriate emergency status cards afterward. g. Administrative assistants and/or supervisors should check the status card at each classroom and report to the Incident Command Center. h. The go-ahead team should search and secure the evacuation site. i. Search teams will survey and/or search the public areas in the building(s) to include gyms, halls, restrooms, cafeteria, etc. j. The executive director may implement the school cancellation protocol or the family reunification protocol as appropriate. k. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed. Bomb Threat – Probable Hoax State Charter Schools Commission of Georgia Cycle Page 129 of 165 2013 Petition

If the site-level administrator believes the threat to a probable hoax the following action should be taken: a. Implement the Code Yellow protocol. b. Call emergency agencies and the executive director’s office to report the call and advise that the building is not being evacuated. Bomb Threat – Credible Threat a. The site-level administrator/emergency response team leader should implement the evacuation protocol and send the go-ahead team to the assembly area to secure it. b. Call 911. c. Notify the site-level administrative team and School Resource Officer. d. Notify the executive director’s office and the site-level emergency response team leader. e. When the assembly area has been cleared by the go-ahead team, announce over the PA system: i. We are implementing Code Orange protocol. Please prepare to move your students to the assembly area that will be designated during this announcement. ii. Students, when you are released, take all your personal belongings with you. Book bags should be lined up in the hallway outside of your classroom as you exit the building. iii. Teachers, use the same procedures as for a fire drill to supervise your students. iv. Staff not assigned to other duties should help escort and supervise students. v. Cell phones are not allowed. All cell phones should be turned off immediately. Staff should confiscate any cell phones. vi. Radios should not be used and should be turned off immediately. f. Establish an Incident Command Post outside the building with emergency personnel. g. After the building is evacuated the search teams will search all areas and report to the Incident Command Post after the search or if a suspicious package or object is found during the search. h. Staff in the assembly area should display their emergency status card and the site-level administrator or designee should check all cards. i. If no suspicious packages or objects are found, the site-level administrator will give the “All Clear” signal to return to class. Students shall remain evacuated ONE HOUR past the time the caller indicated the bomb would explode as appropriate. Explosions a. Follow general response and guidelines as outlined above. State Charter Schools Commission of Georgia Cycle Page 130 of 165 2013 Petition

b. First aid should be rendered as needed. Suspicious Package In the event a suspicious package is found: a. Evacuate the building immediately. b. Call 911. c. Do not touch or move the suspicious package. d. Notify the law enforcement in charge. e. Notify the executive director’s office and inform them of the status of the site. f. The site-level administrator should confer with the risk assessment team and emergency response personnel incident commander to make the decision regarding implementing the evacuation protocol. g. The site-level transportation liaison should request transportation to the school reunification site as needed. h. The emergency response teams should implement the Family Reunification protocol, if necessary. i. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed. B. CIVIL DISTURBANCE 1. Warning The school system will use a level code to signal staff of the disruption and location as follows: Level 1: Disruption is near campus but not a threat to students or staff. Level 2: Disruption forces are mobile and pose a possible threat to students or staff. Level 3: Disruption is widespread with large-scale student participation and is a serious threat to students and staff; disruption is most likely on campus. 2. Suggestions/Preparation a. Create a Student Advisory Committee which represents special interests groups, clubs, athletic groups, and social groups to discuss positive actions that school personnel can take to prevent internal occurrences. b. Establish a close working relationship with student government. c. Determine under what conditions outside assistance, law enforcement officials will be present, doors and windows locked, buildings will be evacuated, and personnel will be on duty. d. Develop policies and procedures in coordination with students to address disturbances and demonstrations that require support by law enforcement agencies. State Charter Schools Commission of Georgia Cycle Page 131 of 165 2013 Petition

e. f. g.

h. i.

Organize a family advisory group to assist and participate in resolving school problems. Implement an effective and positive personal approach to promote a calming effect on student unrest. Emergency response teams should create an emergency transportation policy that includes close supervision during dismissal and boarding of buses, release of students in small groups, dispatch one bus at a time, protection of students who walk home, and provision of dismissal decision to law enforcement agencies. The site-level administrator and the clinical/psychological liaisons will provide training for staff and students in conflict management as appropriate. Schools will implement student mediation teams as possible.

3. Response a. When a disturbance or demonstration seems imminent, the sitelevel administrator should calmly notify the site officials, law enforcement, local Emergency Management Agency officials, staff and students as appropriate. b. The site-level administrator may initiate a Code Yellow or a Code Red for building lock down if necessary. If disruption is Level 2 or Level 3, call 911 immediately. c. Normal activities may be maintained by keeping students in small groups away from problem areas and confine the disturbance to a specific area as possible. d. Staff should avoid verbal exchanges or arguments with students and approach group in at least pairs. e. If the disturbance is caused by someone who is not a student or school system personnel, law enforcement should be called. f. The site-level emergency response team should record and report student and/or outsider names and details of incident involved in a disturbance to law enforcement officials. g. When possible, the site-level administrator should arrange a meeting to resolve the problem with the perpetrators of a disturbance away from a large group of students. h. The site-level campus liaison should secure building entrances, guard utilities, fire alarms, furnace rooms, and school equipment as possible. i. The main office should keep switchboard clear for emergency calls. j. The executive director may implement the school cancellation protocol or the family reunification protocol as appropriate. k. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed. State Charter Schools Commission of Georgia Cycle Page 132 of 165 2013 Petition

The following points should be considered by staff members when confronting a fight or other altercation: l. Get help as quickly as possible. It may be necessary to tell a student to get a specific person. m. Dismiss the bystanders. If possible, send every student to a specific location. n. Identify yourself loudly and firmly. Students may not recognize every staff member. o. Use specific commands and directions. “Walk over to that door,” is an example. p. Refer to rules, not personal authority. Relying on personal authority is not always the best course of action. q. Concentrate initial attention on the aggressor. Direct that person to a neutral area (like a nearby classroom). r. Direct the less aggressive person or the other participant in the fight to a different specific location. s. Obtain identification. Speak slowly, deliberately, and objectively. Determine if one or more of the combatants is a non-student. t. Put in writing. Written reports should assist in later sorting out fact from fiction. u. A school administrator should consider debriefing the staff member. Experiences may be used to improve future responses. C. HOSTAGE BARRICADE/GUNFIRE ON CAMPUS 1. Warning a. Staff will be notified by a predetermined intruder alert signal on the intercom. The phrases “Code Yellow” and “Code Red” will be the school system signal for these emergencies: i. Code Yellow – Lock down. Lock all doors and windows and do not allow students to leave their present locations until further notice. ii. Code Red – Lockdown and emergency response. Teachers lock all doors and windows, and do not allow students to leave their present locations until further notice. All administrators and other staff not currently responsible for supervising students move quickly to stated location. iii. Executive director’s office/site-level emergency response team leader. iv. Students of any threat to their safety. b. The site-level emergency response team should implement Code Red protocol. c. If students are outside the building and gunshots are heard, have them lie flat in the best protective area (do not try to walk them back into the building). State Charter Schools Commission of Georgia Cycle Page 133 of 165 2013 Petition

d. e. f.

If students are in the building and gunshots are heard, have them drop to the floor and lie flat. The site-level administrator may initiate the evacuation protocol and/or the executive director may implement the school cancellation protocol as appropriate. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed.

D. INTRUDER SUSPICIOUS PERSON 1. Warning a. The School Resource Officer and/or site-level administrator should be notified immediately of an intruder/suspicious person. Provide the School Resource Officer/administrator with as much information as possible regarding the person’s description, location and what behavior that person is exhibiting. The School Resource Officer/administrator will determine if additional police presence is necessary. 2. Preparation a. Restrict free access to the building to as few doors as possible. b. All exterior doors should have signs that provide directions for visitors advising them to use the main entrance and to report to the main office. c. Students and staff should be discouraged from opening locked doors for others. d. All schools must develop and use a visitor sign-in and identification nametag system using adhesive paper tags. Tags that expire and/or fade after exposure to sunlight after one day are recommended. Any visitor not wearing a nametag may then be considered an intruder/suspicious person. Response a. The site-level administrator will implement Code Yellow or Code Red procedures as necessary. b. All hallways should be cleared of students and staff. Staff should bring into the classroom any students found in the hallway, and lock the door. c. If the intruder/suspicious person approaches and is visibly armed with a weapon, students, staff and other authorized persons should take cover in the nearest room. d. Staff should monitor the location of the intruder/suspicious person if it can be done safely and report his/her location to the School Resource Officer/administrator. Page 134 of 165 2013 Petition

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e. f. g. E.

All windows and blinds should be closed. Staff and students should remain calm and quiet. Staff should use an emergency communication system (i.e., intercoms, handheld radios, call buttons, etc.) as needed.

MISSING STUDENT, KIDNAPPING OR CHILD-NAPPING 1. Warning a. Teachers and attendance clerks should monitor attendance throughout the day and utilize the attendance software to be aware of discrepancies. b. If a discrepancy in a student’s attendance is noted, the main office should be notified immediately. 2. Preparation a. Ensure that student accountability procedures are in place and strictly followed at all times. b. Maintain accurate up-to-date student files, which include: i. Emergency medical information. ii. Emergency contact numbers. iii. Contact information for guardians and individual authorized to check out and make decisions on behalf of the student. iv. Have available a list of those students who are not to be released to anyone except a specific parent or other person. Flag the enrollment cards and emergency health cards of such students. c. Record on the student’s enrollment card any changes in custody only after seeing a dated court order or document (keep on file a copy of that document). d. Report any intruder/suspicious persons who are loitering on or near the campus to the SRO/administrator immediately. e. Enforce visitor identification and accountability procedures for all persons on campus. Response a. Call the executive director or the site-level emergency response team leader who will activate the site-level response team members. b. If appropriate, implement a Code Yellow and/or Code Red if an additional threat or danger is perceived. c. Notify the School Resource Officer immediately. If the situation appears to involve abduction, notify 911 to request law enforcement assistance immediately. Site-level administrators and staff should be ready to search the facility and grounds for missing students. Page 135 of 165 2013 Petition

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d.

e. f. g. h. i.

Site-level administrators will contact the parent/guardian of the missing student as directed by law enforcement. If the missing student is a runaway, the parent should be advised to notify the police. Siblings of the missing student should be monitored at all times. If siblings are in another school facility, the administrator of that facility should be notified. The site-level administrator should provide information to school and staff as available and as appropriate. A description and photograph of the student should be provided by the school to law enforcement and staff members searching for the student. The media liaisons should only release details of the situation to the media with the approval of the emergency response team leaders. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed.

F. REPORT OF A WEAPON ON CAMPUS 1. Warning a. Staff should report any volatile situations or threats to the main office. 2. Preparation a. All schools will post at least one sign near the main entrance advising students and visitors of O.C.G.A. 16-11-127.1 regarding the prohibition of weapons on school grounds. b. Any report that any person has a weapon of any type on school property, or within the school safety zone, should be immediately reported to the police according to state law. c. The site-level administrator should procure training for staff in recognizing possible weapons and weapons screening techniques. Response a. Site-level Administrator’s Response i. Radio for the School Resource Officer and/or call 911 for law enforcement assistance. ii. If a weapon is suspected: 1. Have the School Resource Officer or police officer escort the student to the office or private area for a meeting regarding the suspicions while another administrator carries backpacks, purse, books, and other possessions at a safe distance. Page 136 of 165 2013 Petition

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b.

2. Ensure that at least two (2) adults and a law enforcement office are present at the meeting. 3. Tell the student what is suspected and direct the School Resource Officer or law enforcement officer to carry out the search. Only trained law enforcement should conduct legal searches in which probable cause has been established. 4. Two adults, the law enforcement officer, and the student should also search the student’s locker, desk and other personal belongings. If a weapon is found, the law enforcement officer will remove the student and weapon from the school campus. 5. Notify the parent(s) of the involved student. 6. Notify the executive director’s office of the situation. 7. Follow disciplinary actions according to the St. Augustine School policies. 8. Work with law enforcement requiring mental health assessment when a student is found to be in possession of a weapon on school grounds as appropriate. iii. If a weapon is visible: 1. Notify the executive director’s office which will ensure that the necessary administrators/site-level emergency response team members are notified. 2. Escort police to the scene. 3. Stay out of view of the student. 4. Work with law enforcement officers as directed. 5. Under the advisement of the School Resource Officer and/or law enforcement officers, consider the following options and notify staff: a. Announce “Code Red”. b. Implement evacuation procedures via the PA system (do not use the fire alarm). c. Maintain control and keep students calm. 6. Be ready to implement the family reunification, parent notification and media protocols if necessary. 7. The executive director may implement the school cancellation protocol as appropriate. Teachers Response i. Contact the School Resource Officer and/or site-level administrator as soon as possible. ii. Try to calm the student and others. iii. Do not approach the student who has a weapon. iv. Do not attempt to confiscate the weapon. Page 137 of 165 2013 Petition

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v. vi. vii.

viii. ix.

If the student is visible, or if the student is threatening, ask the student in a calm voice for permission to evacuate the rest of the class. Evacuate quietly if allowed. If an evacuation is not allowed, keep talking with the student until the law enforcement arrives. Ask them the following: 1. Ask them to stop what he/she is doing. 2. Ask them what is wrong or what they want. When law enforcement arrives, do as they advise. After the incident, file a report with law enforcement and give a written report to the site-level administrator and the executive director as soon as possible.

G. WEAPONS, VIOLENT INCIDENTS 1. Warning a. Staff should report any volatile situations or threats to the main office. 2. Preparation a. Site-level administrators should remind staff and students throughout the year that weapons of any type are prohibited on school property and violators will face disciplinary actions including school system protocols and criminal prosecution. b. Staff should be reminded that the crisis scene is also a crime scene when an act of violence has occurred. No attempt should be made to clean up blood or other evidence without the approval of law enforcement. Response a. The site-level administrator or designee should call for the School Resource Officer and/or 911 for law enforcement assistance. Provide information regarding the suspect’s description, location and type(s) of weapons. b. The site-level administrator should notify staff that there is an emergency by use of codes for lockdown and/or evacuation. c. The site-level administrator or designee should ask 911 for emergency medical services (EMS) and to provide coordination for additional resources. d. The site-level administrator or designee should call the executive director’s office/ the site-level emergency response team leader who will ensure that the proper response team is activated. e. The site-level administrator should initiate a Code Yellow, Code Red and/or Code Orange if necessary. Page 138 of 165 2013 Petition

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i.

f. g.

h. i. j. k.

An evacuation should be considered or may be needed when a perpetrator has been confirmed in one specific room or area. At this time, an orderly evacuation coordinated with law enforcement will be carried out. ii. A lockdown should be considered or may be needed when a perpetrator is not confirmed to be isolated in a specific room or area of the school but is roaming the campus. The lockdown will be used until such time as a safe and orderly evacuation can be initiated in coordination with law enforcement. If possible, the emergency response team should attempt to secure any victims to protect them from further harm until EMS arrives. The emergency response team should attempt to obtain the names and locations of any violators, witnesses and/or victims. This information will be provided to responding law enforcement personnel upon their arrival. Do not confront or attempt to disarm anyone who is in possession of any weapon. Disarming a student or intruder will be the responsibility of law enforcement. If a weapon(s) has been dropped or discarded, secure the area where it is located, but do not handle it. Wait for law enforcement to take custody of it. The site-level administrator should implement the family reunification, parent notification and media protocols if necessary. The executive director may implement the school cancellation protocol as appropriate.

H. SEXUAL ASSAULT 1. Warning a. There is usually no warning of an impending sexual assault. Staff should be observant of potentially dangerous situations. 2. Preparation a. Provide education/awareness to staff and appropriate-aged students about the signs and symptoms of sexual harassment and sexual assault. b. Staff should be progressive in interjecting if they witness any signs of sexual harassment and/or sexual assault. c. Counseling should be provided to students who exhibit sexual aggression. Response Page 139 of 165 2013 Petition

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a. b. c. d. e. f. g. h. i. j. k. l.

The School Resource Officer and/or administrator should be contacted immediately. Because a sexual assault crisis scene is a crime scene, law enforcement personnel should be contacted immediately to secure and process the crime scene. The site-level administrator or designee should call 911 to request law enforcement and EMS. Notify the family of the victim. Staff should dissuade the victim from washing, cleaning up or using the restroom as possible. A staff member should be assigned to protect the crime scene Notify and isolate family members who are on campus. The psychological/clinical liaisons should provide counseling to any parties needing assistance. The site-level administrator or designee should obtain preliminary statements from the victim and provide to the law enforcement upon their arrival. After the incident, attempt to determine what security factors (or lack thereof) may have contributed to the assault. The site-level administrator or designee should obtain preliminary statements from the victim and provide to the law enforcement upon their arrival. The executive director may implement the school cancellation protocol as appropriate.

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SECTION X ACCIDENTS
Definition: This section outlines how the school will respond if an accident occurs which may be minor and/or life-threatening. Injury, Illness, Suicide and Death; Fire; Utility Failures, Gas Leaks.

Topics:

A.

INJURY, ILLNESS, SUICIDE AND DEATH 1. Warning a. Warning of widespread illnesses may be released by the Center for Disease Control or other health agency. 2. Preparation a. School nurse and/or the site-level administrator will determine further notification procedures and immediate action. b. If warranted, the School Resource Officer or law enforcement will be notified if the injury is violence related. c. The site-level administrator or designee should contact emergency medical services (EMS) if the illness or injury is of a serious or life-threatening nature. d. The parents or guardians of students or relatives of staff members to apprise them of the situation and to obtain any necessary medical information. e. Establish and maintain a list of emergency medical telephone numbers. Page 141 of 165 2013 Petition

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f. g.

h. i. j.

Establish and maintain a list of staff and students qualified to administer first aid and CPR. Maintain a file of student and personnel home telephone numbers family business phone numbers, names and numbers of other individuals authorized by the family to make decisions regarding emergency treatment. A file listing the names of students with known medical needs with instructions for emergency. Maintain a list of school staff members trained to deliver serious injury and/or death notification in conjunction with emergency response. Provide families with a policy statement of legal responsibilities and liabilities, including school insurance restrictions and actions that will be taken when family members cannot be reached.

3.

Response a. In non-critical situations: i. Administer first aid, if necessary. ii. Contact family members. b. In critical situations: i. The teacher or person in charge should contact the site-level administrator with: 1. Site involved, 2. Nature of emergency, 3. Names/grades of people involved, 4. What action school has taken thus far and 5. Location of emergency. ii. If possible, the teacher or person in charge should begin administering first aid. iii. The site-level administrator and nurse/other staff member(s) will report to the scene. iv. The site-level administrator will stay at the scene to relay instructions to the office. v. School secretary or designee will call 911 and the site-level emergency response team leader with the following information: 1. Site involved, 2. Nature of emergency, 3. Names/grades of people involved, 4. What action school has taken thus far, 5. Location of emergency, 6. Entrance to use and 7. Call-back number. Page 142 of 165 2013 Petition

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vi.

c.

Once the ambulance has been called, a designated person should report to the specified entrance to escort emergency personnel to the scene. vii. The site-level administrator or designee will contact parent(s) or guardian(s) to inform them of the injury or illness. If the family cannot be contacted immediately, act in accordance with the school policy. Continue attempts to contact family members and keep a record of procedures (first aid, administered, etc.), times and actions. viii. The site-level administrator will complete an accident report form. ix. If the student is transported to a hospital, a staff member will accompany the student. x. If violence was involved, keep the incident scene secured. Do not disturb possible evidence, identify witnesses and keep them separated. xi. Parent and media liaisons may implement the family reunification, parent notification and media protocols if necessary. xii. The executive director may implement the school cancellation protocol as appropriate. In the event of a death at school: i. Be aware that any situation involving death is considered a crime scene. Therefore, secure the scene and restrict activity in and around the crime scene. Trained law enforcement personnel should process the scene. ii. Notify family personally and offer support. Trained personnel, in conjunction with uniformed, trained law enforcement personnel should do this. iii. The site-level administrator may limit school activity up to and including a lockdown, if necessary. iv. Parent and media liaisons may implement the family reunification, parent notification and media protocols if necessary. v. The executive director may implement the school cancellation protocol as appropriate. vi. Provide available information to staff, faculty and students. vii. The site-level administrator or designee should remove personal items of the deceased from desks, lockers, etc. Do this in conjunction with mental health personnel to determine the appropriate timing.

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viii. ix.

Stop any pre-incident school notices and/or memos of any kind, from inadvertently being sent to the family of the deceased as possible. The site-level administrator should consult with the psychological/clinical liaisons concerning counseling actions to be taken.

B.

FIRE 1. Warning a. Every school is required by Georgia state law to have a fire alarm system. This alarm sound should be distinct from any other warnings signals used within the school. b. In case of malfunction, an alternate alarm system should be available (i.e., whistle, bullhorn). Students and personnel should be familiar with the alternate alarm(s). c. The return signal to the building will be at the discretion of the site-level administrator. The return signal should not be sounded on the fire alarm or the school bell.

2.

Preparation a. Equipment i. All personnel and students should be familiar with the location and operation of the alarm systems and fire extinguishers. ii. All equipment should be marked and maintained in accordance with local and state regulations. b. Evacuation Plans The site-level administrator and the emergency response teams should: i. Design plans to evacuate the entire school as quickly and as safely as possible. ii. Identify exits, evacuation paths, and alternatives on the floor plan. iii. Evacuation paths should include protective features (i.e., fire walls), avoid hazardous areas (i.e., wooden stairs, boiler rooms) and cross traffic.

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iv. v. vi.

vii.

Identify and mark designated primary and alternate evacuation assembly points at least 1,000 feet from buildings. Include instructions to evacuate crowds attending schools or community functions. Consider assigning rooms on ground floors closest to exits or rooms which open directly to the outside for younger children or children with special needs. Include a list of functions for evacuating the building and designate personnel to check restrooms, classrooms, locker rooms, storage areas and other space that may be occupied by students, visitors or school personnel.

c.

Evacuation Plan Instructions i. Provide to personnel and students at the beginning of the school year and include a method to safeguard records. ii. Provide to all substitute teachers. iii. Post by fire exit diagram. iv. Provide to designated students and staff responsible for closing windows and doors when leaving rooms, checking adjacent restrooms, classrooms, storage areas, assisting students with special needs, and guarding exits to prevent unauthorized persons from entry into buildings. v. Implement drills in accordance to evacuation plans avoiding patterned responses that have students gathering in the same location. vi. Establish personnel to shut down utilities and conduct safety checks of grounds and transportation.

3.

Response a. Report fire to building administrator, pull alarm, and/or use intercom if available. b. School secretary or designee will call 911 and the site-level emergency response team leader with the following information: i. Site involved, ii. Nature of emergency, iii. Names/grades of people involved, iv. What action school has taken thus far, v. Location of emergency, Page 145 of 165 2013 Petition

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c. d. e. used. f. g. h. i. j.

vi. Entrance to use and vii. Call-back number. Implement evacuation protocol No one should stop to pick up personal belongings. If an area is barricaded then nearest exit should be Designated staff members should carry emergency operations kits to evacuation site. The emergency response team should ensure that all known visitors and disabled individuals are assisted out of the building. The campus liaison will shut off utilities during evacuation if possible. Staff should make certain that all windows and doors are closed. Doors should not be locked in the building in order to allow public safety quick access. Teachers and staff will take grade/roster books and take roll of students. Any discrepancies should be reported to administration immediately using colorcoded emergency cards. Everyone should follow all instructions given by law enforcement and emergency personnel. If necessary, students should be assembled at a family reunification site and the family reunification protocol implemented. Parent and media liaisons may implement the family reunification, parent notification and media protocols if necessary. Administrator will use CODE GREEN as an all-clear signal to return to the building. The executive director may implement the school cancellation protocol as appropriate.

k. l. m. n. o. C.

UTILITY FAILURES, GAS LEAKS 1. Warning a. Local emergency management personnel and/or the executive director’s office will notify the site-level administrator of utility failures that affect the campus but are not onsite. 2. Preparation The emergency response teams should: a. Identify possible effects utility loss could have on the school and develop procedures for emergency shutdown.

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b. c. d. e.

Consider the availability of an emergency generator to supply essential needs. Inventory the community resources to locate alternate sources of power and other necessary supplies. Maintain an accurate blueprint of all utility lines and pipes associated with the facility and grounds. Establish and maintain a list of phone numbers, including night and day emergency utility reporting and repair services.

3.

Response a. General i. As soon as utility failure has been discovered, the site-level administrator and/or the main office should be contacted and provided the necessary information to respond and/or repair the problem. ii. The site-level emergency response team leader and/or the facilities and maintenance department should be contacted provided with a description of the problem(s). iii. If necessary, the site-level administrator will report the need to close a school to the executive director. The executive director may implement the school cancellation policy. iv. Parent and media liaisons may implement the family reunification, parent notification and media protocols if necessary. b. Gas Line Leak i. Anyone who detects a gas leak should report it to building administrator using a note or a runner. DO NOT operate any electrical equipment including lights if there is a gas leak. ii. Site-level administrator will notify staff and students by note or runner. iii. School secretary or designee will call 911 and the site-level emergency response team leader with the following information: 1. Site involved, 2. Nature of emergency, 3. Names/grades of people involved, 4. What action school has taken thus far, 5. Location of emergency, 6. Entrance to use and 7. Call-back number. Page 147 of 165 2013 Petition

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iv.

c.

The site-level administrator will implement the evacuation protocol. v. Designated staff members should carry emergency operations kits to the evacuation site. vi. The emergency response team should ensure that all known visitors and disabled individuals are assisted out of the building vii. The campus liaison will shut off utilities during evacuation if possible viii. Staff should make certain that all windows and doors are closed. Doors should not be locked in the building in order to allow public safety quick access. ix. Teachers and staff will take grade/roster books and take roll of students. Any discrepancies should be reported to administration immediately using color-coded emergency cards. x. Everyone should follow all instructions given by law enforcement and emergency personnel. xi. If necessary, students should be assembled at a family reunification site and the family reunification protocol implemented. xii. Parent and media liaisons may implement the family reunification, parent notification and media protocols if necessary. xiii. The executive director may implement the school cancellation protocol as appropriate. xiv. Allow fresh air ventilation if possible. xv. Administrator will use CODE GREEN as an allclear signal to return to the building. Electric Power Failure i. The school secretary or designee will call the power company, the site-level emergency response team leader and/or the facilities and maintenance department. ii. If there is danger of fire, the site level administrator should implement evacuation procedures as in a fire. iii. Students should be relocated from rooms with no windows and/or direct outside ventilation as needed. iv. If power cannot be restored immediately, keep refrigerated food storage units closed to deter spoilage. Page 148 of 165 2013 Petition

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v. vi.

vii.

If an electrical short is suspected, the campus liaison should turn off power at the main control point and follow repair procedures. The site-level administrator may initiate the evacuation protocol and/or the executive director may implement the school cancellation protocol as appropriate. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed.

d.

Water Main Break i. The school secretary or designee will call the power company, the site-level emergency response team leader and/or the facilities and maintenance department. ii. The campus liaison should turn off water at the main control point. iii. Designated persons should relocate articles which may be damaged by water. iv. The site-level administrator may initiate the evacuation protocol and/or the executive director may implement the school cancellation protocol as appropriate. v. The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed.

SECTION XI TRANSPORTATION AND FIELD TRIPS
Definition: Topics: When transporting students/staff or when going on a field trip, this section outlines the procedures for off campus activities. Transportation Safety and Transportation Accidents; Field Trip Safety and Field Trip Accidents.

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A.

TRANSPORTATION SAFETY AND TRANSPORTATION ACCIDENTS 1. Preparation a. An emergency operations kit containing student rosters, a first aid kit, pencils, paper, stick-on name tags, phone number list, signs to display bus numbers, area maps and route maps should be maintained on each bus as appropriate. b. All buses should be outfitted with first aid and body fluid kits. c. All buses should be outfitted with communication equipment including radios and/or cell phones. d. A list of emergency numbers for students and others will be maintained for all field trips. 2. Response a. General Response: i. The bus driver will contact the Transportation Department with: 1. Location of emergency 2. Nature of emergency 3. Number of students involved 4. School(s) of students ii. Transportation secretary or designee will call 911 and tell dispatcher: 1. Location of emergency 2. Nature of emergency 3. Number of students involved 4. School(s) of students 5. Call-back number iii. The transportation director or designee will report to the emergency scene iv. Transportation secretary will contact a school administrator of students involved in the accident v. Site-level administrator will go immediately to the accident scene as possible. vi. The transportation director or designee will contact the system-level emergency response team leader and the executive director’s office. Page 150 of 165 2013 Petition

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vii.

b.

c.

The parent liaisons and the public information liaisons will implement the notification of parents/guardians and media protocols as needed. viii. The transportation department and the Georgia State Patrol will make a written report of the accident and photos will be taken Accidents Without Injuries i. Designated staff should be at the school to receive uninjured students when they arrive at school and should continue to evaluate and meet their needs. Accidents With Injuries i. Qualified persons should provide first aid as needed. ii. Students, staff and others at the accident scene should only discuss the accident with law enforcement and appropriate school system personnel. iii. Assigned administrator(s) and/or clerical personnel will remain at the school. iv. The emergency response teams should assist emergency personnel in identifying injured students and documenting the accident scene activity (compile a list of those injured and those who were not to ensure that all persons present on the bus at the time of the accident have been accounted for in some way). v. The site-level administrator or designee should report to the hospital as necessary. vi. The site-level administrator or designee should advise the staff of hospital(s) to be utilized. vii. Uninjured students will be transported from the accident scene to the school. Designated staff should be at the school to receive uninjured students when they arrive at school and should continue to evaluate and meet their needs. viii. Notify parents of students involved immediately, especially when there are injuries. ix. Emergency personnel will establish an incident command post near the accident site. x. The site-level emergency response team should provide information and assistance for parents and others arriving at the school. xi. Local emergency management will assist in the coordination of response efforts as needed. xii. All film from security cameras will be given to the director of transportation. Page 151 of 165 2013 Petition

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SECTION XII SCHOOL FUNCTIONS DURING NON-INSTRUCTIONAL HOURS
Definition: This section outlines what the school’s protocols are for school functions during non-instructional hours. Overview of the warning, preparation and response.

Topics:

During the school year, some school functions occur before and/or after the normal school hours. Although some of these events are planned, others occur unexpectedly (ice storms, etc.). These events usually involve a lesser number of individuals than during the normal school hours; however, the same safety concerns may still affect the participants during non-instructional hours. 1. 2. Warning a. Notify appropriate personnel as outlined in this plan. Preparation a. Make the same preparations for each safety concern as outlined in this plan. b. Ensure that after hours contact numbers are available to the responsible staff in the event school administrators have to be contacted. c. Assign shifts in order for faculty members to maintain duty of students, telephones, etc. d. Keep accurate records of students who are to be picked-up, by whom, and at what time. Use appropriate check out procedures. e. Determine if any special needs are required (i.e., medication). Response Page 152 of 165 2013 Petition

3.

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a. b. c. d. e.

Make the same preparations for each safety concern as outlined in the plan If an unplanned event occurs, attempt to contact students’ parents/guardians. Continue to do so throughout the night. Keep students in the safest part of the building. Notify appropriate personnel to ensure necessary heating/cooling of the building. Ensure that adequate food and shelter is available.

SECTION XIII AWARENESS/EDUCATION PROGRAM
Definition: This section outlines how the school can be better prepared for responding to emergencies and/or disasters through an awareness/education program. General; Early Childhood; Elementary, Middle and High Schools; Severe Weather Awareness Week/ Resources

Topics:

A.

GENERAL To provide emergency disaster information and develop awareness about communication and warning, emergency preparedness education programs should be provided to students and staff. Emergency/disaster awareness and preparedness is best taught by incorporating materials into existing curriculum. EARLY CHILDHOOD Children need to know that emergencies can happen at any time and how to protect themselves. A teacher may introduce concepts of emergencies and self-help by relating information to everyday experiences. Depending upon the degree of rural or urban character of a community, a teacher should give priority to situations which children are most apt to experience in their home or school environment. Young children should be aware of the natural phenomena and man-made hazards that cause emergencies/disasters. They should be trained in safety and protection procedures, and become acquainted with people

B.

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and agencies providing emergency services. Children should be shown how to help others. 1. Ideas for Teachers a. Take advantage of free materials developed for early childhood emergency preparedness curriculums. Contact your local Emergency Management Agency or local American Red Cross Chapter. b. Invite speakers from community agency functions and/or visit the local Emergency Management Agency, fire department, law enforcement agencies, and emergency medical service providers. c. Include emergency preparedness words such as watch and warning in Language Arts class. d. Prepare math problems involving emergency response time. e. Encourage children to draw maps of their community, designating hazardous areas. f. Ask children to paint murals or make collages about emergencies/disasters. g. Write a play about an emergency situation with a pet and let children become disaster managers, victims, first responders, and pet shelter workers. h. View emergency preparedness videos and discuss with the children. Contact your local Emergency Management Agency or the local American Red Cross to obtain videos. i. Use carefully chosen newspaper and magazine articles to illustrate disasters and their effects. j. Read a story involving children and an emergency situation and ask children to draw a picture about responding to the situation. k. visit sites where natural change is taking place and emphasize both constructive and destructive effects of floods, fires and storms. l. Conduct exercises/drills with children and let them make identification badges.

C.

ELEMENTARY, MIDDLE AND HIGH SCHOOLS Curriculum should include increasingly scientific and technical information about hazards. Teachers may find the student of the psychological and philosophical basis of human reaction to extreme events generates profound and satisfying discussion. 1. and/or Ideas for Teachers Science a. Relate disasters to physical change, conservation, ecology Page 154 of 165 2013 Petition

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b. c. d. e. f. g. h. i.

environmental science. Keep weather charts and note changes on a graph. Study Georgia’s vulnerability to hurricanes, tornadoes, flooding and other natural hazard phenomena and the relationship of weather and climate to geographic location. Discuss hazards overcome and created by science and technology. Discuss how to prepare for hurricanes, floods, tornadoes and other natural disasters. Keep a scrapbook of newspaper clippings to illustrate the scope and effect of natural disasters and benefits of preparedness and mitigation. In earth science, examine natural forces that create disasters (i.e., faulting, volcanism, tsunamis, mass earth movements, sinkholes, etc.). Visit a media weather station and create a school weather station. Study solar and tidal effects on the earth (i.e. global warming).

Language Arts a. Assign novels that relate to disasters for reading and reports. b. Ask students to critique various journalistic approaches to disaster reporting (i.e., sensationalism versus complete and accurate story community updates or helpful requests for assistance). c. Ask students to examine local newspapers filed or kept on microfilm and compare past and present styles of disaster reporting. d. Conduct a historical survey of community disasters, interview older persons, and write a story for the school or local newspaper. Math a. Ask students to locate the epicenter of an earthquake using a world map, compass, and formulas for S and P waves. Family and Consumer Science a. Study emergency mass feeding techniques, food preparation, nutritional planning for people with special needs and water purification. b. Study home techniques for storage, rotation, and preparation of food during emergencies/disasters. Social Studies State Charter Schools Commission of Georgia Cycle Page 155 of 165 2013 Petition

a. b. c. d.

Study hazards in other countries and resources required and available. Compare cultural response to hazards along the eastern coast of the U.S. and the eastern coast of Asia. Enact a play with tourists from other countries visiting the community during an emergency. Study the history and effects of disasters in the U.S. such as the San Francisco earthquake and the Chicago fire.

Biology a. Study the effects of radiation on biological organisms. b. Compare animal instincts to human reactions in time of emergency, danger and disaster. c. Examine ways in which animals and the animal industry are affected by, respond to and recover from disasters. Health and Physical Education a. Offer first aid classes through the local American Red Cross Chapter or other qualified organization. b. Organize rescue teams and train with local volunteer rescue organizations. c. Discuss physical and mental health issues resulting from different types of disasters. d. Study emergency procedures for maintaining sanitary conditions and preserving food/water quality during disasters. D. SEVERE WEATHER AWARENESS WEEK Each year during February, the Severe Weather Awareness Week is conducted. Contact your local Emergency Management Agency or the National Weather Service for exact dates. This week is designed to bring about awareness regarding severe weather events (specifically tornadoes) that affect Georgia. a. Provide students with emergency preparedness information and conduct different activities and exercise/drills throughout the week. b. Set up emergency responder outdoor exhibits and interactive demonstrations (i.e., fire department, emergency medical services, police department, local emergency management agency, utility companies, forestry commission, etc.). c. Request students draw, paint, color and make murals to depict emergency preparedness and mitigation activities, and display in areas such as the cafeteria, meeting rooms and shopping centers. d. Stage a mock emergency such as a tornado or flood with students and teachers acting as victims and first responders. e. Engage students in physical activities associated with emergency response and recovery work from evacuation to crisis counseling. Page 156 of 165 2013 Petition

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E.

RESOURCES In addition to the resources available through school media centers or public libraries, there are booklets, pamphlets, periodicals, and videos concerning natural and manmade disasters available through volunteer organizations, and federal, state and local agencies. 1. Volunteer Organizations Since most of the resources available through volunteer agencies vary according to the type of disaster, contact these groups individually and/or request a catalog of listing of resource materials and costs. Contact your local Emergency Management Agency for a complete listing. • Local American Red Cross Chapter • The Salvation Army • United Way • Georgia Baptist Association Local Agencies In Georgia, community agencies are the first responders to any type of emergency or disaster. These agencies often have materials available to distribute or lend. • Emergency Management Agencies • Fire Departments • Police/Sheriff Departments • Emergency Medical Services • County Health Departments • Community Mental Health Boards • County Department of Family and Children Services • 911 Communications Centers State and Federal Agencies State and federal agencies produce many materials, videos and other publications that are available to communities. Through catalogs, web sites and other listings, they provide a vast array of information, materials and training. Please contact you local Emergency Management Agency for a complete listing. • Georgia Emergency Management Agency • Department of Public Safety • Georgia Forestry Commission • Georgia Department of Human Resources • Federal Emergency Management Agency • Environmental Protection Agency

2.

3.

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SECTION XIV APPENDICES
Definition: This section provides copies of the various checklists, forms, and lists to assist in responding/preparing for a crisis at a school. Floor Plan Checklist; Site Plan Checklist; Bomb Threat Checklist; Emergency Evacuation Kit Checklist (To Go Kit); Bus Occupants Sheet; Student Release Sheet; Emergency Phone Numbers; Shelter Information; Sample Media Press Releases: Senate Bill 74.

Topics:

SECTION XV
BOMB OR BOMB THREAT A package or device present in the school or on the premises which may or may not have exploded. StateTopic: Charter Schools Commission of Georgia Page 158 of 165 2013 Petition Bomb Threat, Explosions and Suspicious Packages Cycle Definition:

1. 2. 3. 4. 5. 6. 7. Roles:

Call 911; this will activate bomb squad. Work with law enforcement agency responding to call Obtain as many details as possible if a bomb threat is made. Record identifying information (see bomb threat call check list). Evacuate the building and move to designated areas. Have teachers and staff look for unusual or suspicious noises devices or disturbances while searching and evacuating the building. Report suspicious items to the bomb squad. Leave door open; do not use light switch. Protect your face ad head with arms, books, coats, etc. from flying debris. Do not use cellular phones, car phones, walkie-talkies or other electronic devices.

Administrators: Determine the need for evacuation and notify staff. Gather information from staff on anything suspicious. Assess injures and assign qualified staff to assist at evacuation site. Secretary: Call emergency numbers listed and take emergency information folder to evacuation site. Teachers: Evacuate to designated area: remain with class and take roll. Custodians: Report to director Phone Numbers Executive Director’s Office number Emergency 911 Try to keep the caller on the phone and ask the following questions: 1. When is the bomb going to explode? 2. Where did you place the bomb? 3. What does the bomb look like? 4. What kind of bomb is it? 5. What will cause the bomb to explode? 6. Did you place the bomb? 7. What is your name? 8. What is your address? State Charter Schools Commission of Georgia Cycle Page 159 of 165 2013 Petition

Identifying Information Sex of the caller: ______________________________________________________. Accent (if detectable): _________________________________________________. Time of call: _________________________________________________________. Did voice sound like an adult? ___________________________________________. Did voice sound like a child? ____________________________________________. Record as many of caller’s word as possible.

Tornado Drill Procedures To: Faculty and Staff From: Dr. F. Johnson, Assistant Director School Term: 2014 - 2015 RE: Tornado Drill Procedures The time has come for us to prepare for bad weather conditions. Please make sure you read and review these procedures with your students. Please see the following Tornado Procedures: 1. A site level administrator will announce (Code Grey) to indicate severe weather as a signal to alert staff to follow tornado procedures. 2. Direct all students into the hallway area outside their classrooms. Refer to posted diagram in order to locate your designated sitting position. 3. Exit classrooms and enter the hallway area. 4. Close all windows and doors, if possible. (designate students if possible) 5. Direct students to kneel down (facing the wall) with their hands over their heads as covering. (Please accommodate students who may be physically challenged or disabled). 6. Keep students away from doors and windows. 7. Faculty and Staff need to move away from doors and windows while monitoring. State Charter Schools Commission of Georgia Cycle Page 160 of 165 2013 Petition

8. In the event of an injury, please notify administration. 9. A site level administrator will announce (Code Green) to indicate All Clear to alert staff that they can return to classrooms and normal school operations. Emergency Operations Response Team Practice Scenarios Sample functional exercise scenario: Airplane crash At 7:35 am a 707 aircraft takes off from the local Airport during a thunderstorm. As it is climbing, it encounters a wind shear condition at an altitude of 250 feet. Within seconds, the plane slams into a commercial/residential area three quarters of a mile south of the airport and five miles from an elementary school and a middle school. Upon impact, the plane is torn apart and leaking jet fuel ignites. Dozens of stores, warehouses, and singlefamily homes are destroyed over a three-block area. There are numerous injuries and fatalities among passengers and people on the ground. A fire has been reported at the elementary school. Fire/rescue units from the city and from the Airport respond to the scene. They encounter a situation that will require their full resources and capabilities. Additional fire/rescue and police units are requested to report to the elementary school, as well as the fire mobile command post. On- lookers and media personnel have arrived and are standing too close to the hazardous area as well as interfering with incident response operations. Parents are calling the school district offices and the schools. Questions 1. Who is in charge at the school level? 2. How will you coordinate the services of many agencies and jurisdictions that will respond? 3. How will you deal with the parents? 4. How will you deal with the media? 5. How will you handle school buses that are en route? 6. How will the victims be treated and transported to hospitals? 7. Where will the family reunification site be set up? 8. Who and what agencies will disseminate official information to the public? Evacuation Plan Instructions Checklist Everyone should follow all instructions given by administrators and law enforcement.

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Everyone should follow the posted evacuation diagram in their classrooms. No one should stop to pick up personal belongings. Teachers and staff will take grade/roster books and take roll of students. Any discrepancies should be reported to administration immediately using color-coded emergency cards. Designate students to close windows and doors when leaving rooms. If an area is barricaded then nearest exit should be used. Evacuate 1000 feet away from the building. Administrator will use CODE GREEN as an all-clear signal to return to the building.

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Emergency Operations Student Release Sheet Note: Please request a picture I.D. and check the restricted pick-up list before releasing a student to a parent or guardian. **If no I.D. is presented, please consult with an administrator.
Date of Release Student Name *Check I.D. and Restricted list Sign-Out Relative Release Time Releasing Staff Member

Emergency Notification St. Augustine Preparatory Academy of Excellence Calling Tree Dr. Fletcher Johnson Contact Number Counselor Contact # Secretary 1 Contact # Page 163 of 165 Secretary 2 Contact #

Designated Staff member staff members numbers staff members numbers staff members numbers staff members numbers Dept. Chair staff members numbers staff members numbers staff members numbers staff members numbers Dept. Chair staff members numbers staff members numbers staff members numbers staff members numbers staff members numbers

Designated Staff member staff members numbers staff members numbers staff members numbers staff members numbers Dept. Chair staff members numbers staff members numbers staff members numbers staff members numbers Dept. Chair staff members numbers staff members numbers staff members numbers staff members numbers staff members numbers

Designated Staff member staff members numbers staff members numbers staff members numbers staff members numbers Dept. Chair staff members numbers staff members numbers staff members numbers staff members numbers Dept. Chair staff members numbers staff members numbers staff members numbers staff members numbers staff members numbers

St. Augustine Preparatory Academy

Memo
To: From: Date: Re:

All Teachers Dr. Fletcher Johnson, Executive Director TBA Emergency Operations Cards and Flip Charts

Emergency Operations Cards and Flip Charts
Please check your classroom Emergency Operations kits that are posted on your classroom walls. Make sure that you have a flip chart and 3 emergency cards (Green, Yellow, & Red). If you need a flip chart or emergency cards, please check off and place this sheet in my box. Emergency Operations kit item(s) needed:

□ □ □ □

Flip Chart Red Card Yellow Card Green Card Page 164 of 165

Note: If you are certified in CPR, please check yes or no.


my office.

Yes

No

If yes, please submit a copy of your certification card to

Teacher’s name___________________________ Grade__________ Classroom number______________

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