Wynnton Arts Academy Charter School Petition

Transcription

Charter School Petition Application
and Instructions
Conversion Charter School
(including High School Clusters)
“The mission of the Georgia Public
Charter Schools Program is to
increase student achievement
through academic and
organizational innovation by
encouraging local school districts to
utilize the flexibility offered by
chartering.”
Wynnton Arts Academy, Columbus, GA
Charter Schools Division
2053 Twin Towers East
205 Jesse Hill Jr. Drive, SE
Atlanta, Georgia 30334
404-657-0515 (phone)
404-657-6978 (fax)
http://public.doe.k12.ga.us/pea_charter.aspx
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C.
Application Checklist
ALL APPLICANTS: Be sure that you have included each of the following as
part of your petition application. All applicants must submit an ORIGINAL and
TWO COPIES of each of the materials listed below, unless otherwise indicated.
Charter Petition Cover Pages (original and two copies) (form attached
below)
Executive Summary (original and two copies) (instructions attached
below)
Charter Petition Checklist (original and two copies) (form attached
below)
Charter Petition (original and two copies)
Charter Petition on CD, in Microsoft Word or .pdf format (one copy)
Copy of Letter of Intent submitted to the local board of education and
the State Board of Education (three copies)
Any other documents necessary to respond to charter petition
requirements (e.g., appendices) (original and two copies)
RENEWAL APPLICANTS ONLY: A redlined version of the charter
petition showing all additions and deletions (original and two copies)
Applicants must send or deliver completed applications to:
Georgia Department of Education
Charter Schools Division
2053 Twin Towers East
205 Jesse Hill Jr. Drive, SE
Atlanta, Georgia 30334
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Conversion Charter Petition Cover Pages
This form is for use by an existing public school seeking to convert to a
charter school. Applicants must attach these petition cover pages (pages 4
to 15 of the application) to the front of the petition.
Part I. Charter School Information
Check one:
x New Petition
Name of Proposed Charter School
 Renewal Petition
Wynnton Arts Academy______________
Local School System ____Muscogee County School District______________
School address
2303 Wynnton Road, Columbus, Georgia 31906
School contact person
Nancy Johnson
Principal
Name
Address of school contact
Title
2303 Wynnton Road, Columbus, Georgia 31906
Telephone number of school contact
(706) 748-3147
Fax number of school contact
(706) 748-3151
E-mail address of school contact
[email protected]
____
Grade Levels Served _____Pre-K - 5________
Ages Served _________4-12_____________
Proposed Opening/Renewal Date ___8/1/09____
Proposed Charter Term ____10 years_________
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For each year of the proposed charter term, please indicate in the table below the
number of pupils the charter school plans to serve.
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
Yr 6
Yr 7
Yr 8
Yr 9
Yr 10
K
60
60
60
60
60
60
60
60
60
60
1
80
80
80
80
80
80
80
80
80
80
2
60
60
60
60
60
60
60
60
60
60
3
80
80
80
80
80
80
80
80
80
80
4
80
80
80
80
80
80
80
80
80
80
5
60
60
60
60
60
60
60
60
60
60
6
7
8
9
10
11
12
Total
420
420
420
420
420
420
420
420
420
420
Is this school currently in, or has it ever been, in Needs Improvement status under
NCLB?
 No
X Yes
If so, when? 1999-2000 through
2004-2005 (6 years)
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Part II. Assurances and Signatures
1. This petition has been agreed to, by secret ballot, by a majority of the faculty and
instructional staff members at a meeting called with two weeks’ advance notice
during which time a complete petition draft was available for review.
Date of Vote
February 7, 2005
Total Number of Faculty and Instructional Staff
Number Approving
__43__
43
Percent Approving
Percent Disapproving
Number Disapproving __0__
_100%___
_0%
_____________________________
Principal’s Signature
Date
2. This petition has been agreed to, by secret ballot, by a majority of the parents or
guardians of the students enrolled in the school who were present at a meeting called
for the purpose of deciding whether to submit the petition. Two weeks’ advance
notice of the meeting was published during which time a complete petition draft was
available for review.
Date of Meeting
October 13, 2005
Total Number of Parents Attending Meeting
127
Number Approving
94%
119
Percent Approving
Number Disapproving ___8___
Percent Disapproving __6%_
_____________________________
Principal’s Signature
Date
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3. This charter petition was approved by the
Board of Education on _____________________.
Date
_____________________________________
Superintendent
________________________
Date
_____________________________________
Chair, Local Board of Education
________________________
Date
4. Petitioner(s) assure(s) that 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.
_____________________________________
Authorized Representative, Charter School
________________________
Date
Page 4 of 5
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Part III. Executive Summary
Please provide an executive summary of the charter petition. The executive
summary for a new charter school petition should be no more than (2)
pages in length. The executive summary for a renewal charter school
Petition ma y exceed two pages.
The executive summary should follow the general format set forth below:
Basic Information:
Charter School Name: Wynnton Arts Academy
Type: Conversion
Approved by the Muscogee County School District on ______________________.
Mission
The Mission of Wynnton Arts Academy is to continue our tradition of excellence
in education through the positive interaction of students, staff, parents and community in
order to prepare for successful living by igniting the desire for life long learning through
immersion in the Arts.
Academic Program
Strategies to increase student achievement:
The academic program of Wynnton Arts Academy is aligned with the mission and
vision of the school. To educate our students and integrate the arts within the curriculum,
Wynnton Arts Academy has the following performance objectives:
•
•
•
•
•
•
To improve reading skills
To improve writing and communication skills
To improve inquiry and mathematical skills
To improve social and peer interactions through the implementation of fine
arts
To raise student self-esteem
To improve community involvement and support of the Arts.
Examples of organizational innovation:
The goals and objectives of the academic program will be met through the integration of
the arts throughout the curriculum and in the extended day program by following the
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guidelines set forth in the Georgia Performance Standards (GPS) and the National
Standards for Art Education.
Wynnton Arts Academy is a Title I School wide Program school that experienced
six years of Needs Improvement status. As required by the No Child Left Behind Law,
the faculty, staff, and stakeholders designed a plan to improve student achievement based
on an arts integration model. In 2003-2004, prior to implementation of Arts Integration,
73% of students in the “All” category met or exceeded standards in English/Language
Arts. Spring 2007 CRCT test scores demonstrated that 81.6% of our students
met/exceeded standards. With respect to sub groups, black students increased their
scores by 5.9%, students with disabilities increased their scores by 35.9%, and
economically disadvantaged students increased their performance by 7%. ESOL students
are classified as too few to measure as a sub group, although teacher analysis indicates
that their scores improved significantly as well. In the area of mathematics, improvement
in the “All” category increased from 66% to 75.9%. Sub- group performances also
increased, as is demonstrated by black students (3.8% increase), students with disabilities
(41.4% increase), and economically disadvantaged (10% increase). Again, ESOL
students are classified as too few to measure as a sub group, but teacher analysis
indicated significant improvement. This resulted in removal from the Needs
Improvement status. The school has now achieved AYP (Adequate Yearly Progress) for
the past three years.
Organization
Examples of organizational innovation:
Wynnton Arts Academy is and will continue to be governed by the Wynnton Arts
Governance Board, not undermining the guidelines set forth by the Muscogee County
School District and the state of Georgia
The community supports the charter petition. PTA members approved the request
for a charter during a meeting at the beginning of the 2005-2006 school year. 100% of
faculty and staff supported the charter petition.
Operated by Education Management Organization: No
Evidence of the petition being in the “public interest”: The Arts Integration Model
incorporates drama, music, art, and dance into the existing curriculum. The Fine Arts
instructors collaborate with classroom teachers to enhance instruction. In addition the
students participate in one fine art class Monday through Thursday. On Friday thirty
minute specialty classes are offered to small groups to perfect an art skill. It is in the
public interest to produce students who can contribute to the community as a whole.
Stake holders were surveyed, interviewed, and participated in all facets of the charter
application development. Parents overwhelmingly supported our pursuit to become a
Charter School. Parent and community volunteers were interviewed in order to gain a
better understanding of how we can better support them in their efforts to support the
students and teachers at Wynnton Arts Academy.
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LETTER OF INTENT
Submitted to the Muscogee County School District in April 2005.
On April 25, 2005, upon motion of Mr. Wells,
seconded by Mr. Walker, the Board unanimously
approved Wynnton Elementary to apply for a charter
school planning grant.
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Wynnton Arts Academy Charter School
Petition
2303 Wynnton Road
Columbus, Georgia 31906
A Muscogee County School
POWER OF THE ARTS
Primary Contact: Nancy C. Johnson, Principal
Wynnton Arts Academy
2303 Wynnton Road
(706) 748-3147
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(706) 748-3151 Fax
[email protected]
Charter School Petition
Table of Contents
Table of Contents ……………………………………………………………………... 16
Wynnton Arts Academy Charter School Petition . .. ……………………………….… 19
APPENDIX A ………………………………………………………………………..
History of Wynnton Arts Academy ……………………………………………..…
Rationale …………………………………………………………………………...
Vision for Educating Students ……………………………………………………
Vision for Enrichment ……………………………………………………………..
30
30
31
32
33
APPENDIX B
Mission ……………………………………………………………………………… 34
Beliefs ……………………………………………………………………………… 34
Priorities ……………………………………………………………………………... 34
APPENDIX C
Code of Conduct …………………………………………………………………….. 35
Student Behavior Plan ………………………………………………………………. .36
APPENDIX D
Personnel Policies …………………………………………………………………… 51
Current Employees ……………………………………………………………. 51
Future Employees ……………………………………………………………… 51
Evaluations ……………………………………………………………….……. 53
Calendar …………………………………………………………………….….. 53
Payroll Services …………………………………………………………….….. 53
APPENDIX E
Dress Code Policy ………………………………………………………….………
54
APPENDIX F
Teacher/Parent/Student Compact ..…………………………………………………… 55
Attendance Policy …………………………………………………………………….56
APPENDIX G
Class Schedules ……………………………………………………………………… 57
Annual Schedule ……………………………………………….................................. 58
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APPENDIX H
Measurable Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
National Standards K-5……………………………………………………………......61
Drama ………..…………….………………………………………………………..61
Visual Arts ……………………………………………………………………...…. 63
Music ………………………………………………………………………………. 64
Dance ………………………………………………………………………………. 65
Arts Performance Rubrics ………………………………………..……………… .. 69
Music ……………………………………………………………………………69
Visual Arts ……………………………………………………………………... 72
Dance …………………………………………………………………………... 74
Drama …………………………………………………………………………...76
Use of Assessment Data…………………………………………………………78
APPENDIX I
Finances ……………………………………………………………………………… 79
Funding …………………………………………………………………………….. 79
Financial Policies …………………………………………………………………... 79
Financial Plan for the First Fiscal Year ……………………………………………. 80
Other Sources of Income…………………………………………………………… 80
APPENDIX J
Waivers ………………………………………………………………………………. 81
State Waivers ………………………………………………………………………. 81
County Waivers ……………………………………………………………………. 81
APPENDIX K
Family Arts Association ………………………………………………………...…..83
APPENDIX L
Family Literacy Program ……………………………………………………………84
APPENDIX M
School Improvement Plan: Goals and Strategies ……………………………….…..85
Reading …………………………………………………………………………….. 85
Writing……………………………………………………………………………… 88
Math . . ………………………………………………………………………………91
APPENDIX N
MCSD Wage Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
APPENDIX O
Charter School Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Attachment 1
Five Year Budget Projections ……………………………………………………….. .97
Attachment 2
Monthly Cash Flow Budget …………………………………………………………. .98
Attachment 3
Certificate of Completion ……………………………………………………………. .99
Attachment 4
Certificate of Occupancy ……………………………………………………………. 100
Attachment 5
Certificate of Coverage ……………………………………………………………… 102
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Attachment 6
Per Pupil Allocation …………………………………………………………………. 103
Attachment 7
Comparative Statement of Net Assets ………………………………………………. 104
Attachment 8
General Fund Revenues-Last Ten Fiscal Years ……………………………………....105
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Wynnton Arts Academy Charter School Petition
1.
Control and Management: Wynnton Arts Academy shall be subject to the
control and management of the Muscogee County Board of Education as
provided herein and in a manner consistent with the Charter School Act of
1998 and the Constitution of the State of Georgia.
2.
Public School: Wynnton Arts Academy shall be a public, nonsectarian,
nonreligious, nonprofit school organized and operated under the laws of the
State of Georgia, which is not home based and which shall be located in the
facility listed herein.
3.
Educational Program: Wynnton Arts Academy shall serve the students and
community by integrating the arts into the curriculum; thereby providing a
multi-dimensional education which will ensure that learning is nurtured, well
rounded and a solid foundation for the future. (See APPENDIX K)
APPENDIX A describes an overview of the school’s History and Rationale
for request of the charter.
APPENDIX B gives the Mission, Beliefs, and Priorities of our school.
APPENDIX C addresses the Wynnton Discipline Plan and Code of Conduct.
APPENDIX D outlines the Personnel Policy.
APPENDIX E describes the Dress Code Policy for students.
APPENDIX F outlines the Parent/Student Contract and Attendance Policy.
APPENDIX G gives a basic outline of Class Schedules.
APPENDIX H lists the National Standards for Drama, Art, Music, and Dance,
Performance Checklists and Rubrics
APPENDIX I gives a brief description of Wynnton Arts Academy’s Finances.
APPENDIX J details the Waivers associated with the Extension Program.
APPENDIX K gives a brief description of the Family Arts Association.
APPENDIX L describes the Family Literacy Program
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APPENDIX M. details the School Improvement Plan: Goals and Strategies
APPENDIX N provides the MCSD Wage Scale
APPENDIX O is the Charter School Application
Stakeholders: This Charter will enable us to better meet community needs
and generate greater community involvement by making parents/guardians
active participants in all aspects of their children’s education. A variety of
educational programs and extra curricular activities will be carefully planned
to bring students, families, faculty, and community together to enhance the
learning process.
One of the goals of the Charter is for every Wynnton parent to become active
in school, and to take part in their child’s education. See
Teacher/Parent/Student Compact (APPENDIX F).
Wynnton has received overwhelming support from the local arts organizations
and artisans. The Columbus Museum, Columbus State University Music and
Theater Departments, the Springer Opera House, The Columbus River Center,
The Midtown Project, The Columbus Public Library, The Columbus Ballet,
The Columbus Symphony, The Liberty Theater, and the Wynnton Arts
Foundation have been instrumental in encouraging and supporting the vision
for an elementary fine arts school. By utilizing the Art resources available in
Columbus, students will be provided with exemplary instruction and support
in the Fine Arts Curriculum. Use of the resources is integrated by the Arts
Coordinator to assure that students and their families have access to the rich
resources that are available locally. Wynnton’s central location is ideal for
collaboration with all Columbus Arts facilities.
Support has been and will be provided by Wynnton’s current Partners in
Education, the Junior League of Columbus, and Wynnton United Methodist
Church. Additional support has been and will be provided by the Wynnton
Alumni Society. Members from these groups play a significant role in the
design of the charter petition.
Stakeholder Involvements: Each grade level selected one teacher to
represent them on the Wynnton Art Design Team. These grade level
representatives have been instrumental in the research, school design, program
design, and curriculum components. The Wynnton Arts Design Team are
members of the stakeholder group drafting the Charter Petition.
Parents were represented on the Charter Design Team and participated in
workshops to further their understanding of the Charter process and the
concept of Arts Integration. Parents will continue to have opportunities to
become familiar with the area community Arts resources through planned
parent workshops and tours of the various Arts facilities as outlined above.
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The Team was directly responsible for developing the petition in its entirety.
4.
5.
6.
7.
8.
Grades and Schedule: Wynnton Arts Academy shall provide instruction to
pupils in grades Pre-K through five, according to the schedule attached hereto
for informational purposes only as APPENDIX G. The range in ages of
students of Wynnton Arts Academy shall be four through twelve.
Attendance Zone: The attendance zone is determined by the Muscogee
County School District Board of Education.
Enrollment and Attendance Information: All students in the Wynnton Arts
Academy attendance zone will be eligible to attend Wynnton Arts Academy.
The school will admit students from outside its attendance zone, and if there
are more applicants than open spaces, a random lottery will be conducted to
admit students to the charter school. The only enrollment preferences for
students outside the attendance zone are the siblings of students currently
enrolled in the school, students whose parent or guardian is a member of the
governing board of the school, or is a full time teacher, paraprofessional, or
other employee of the school district. Students assigned to Wynnton Arts
Academy due to hardship will be accepted . Students with disabilities will be
admitted when assigned by Programs for Exceptional students to identified
programs.
Non Discrimination: Wynnton Arts Academy shall not discriminate against
students on the basis of race, creed, disability, color, origin, gender, national
origin, religion, or ancestry, or for special educational services. This will be
accomplished by:
(a). implementing an application that is entirely non-discriminatory;
(b) advertising through a variety of media, including the Columbus LedgerEnquirer, The Columbus Times, Eco-Latino, The Bayonet, etc., and (c) school
district and Midtown, Inc. web-sites.
Students Served: Wynnton Arts Academy serves students from pre K through
5th grade including students with disabilities in the areas of mental retardation
(mildly, moderately, and severe-profound), specific learning disabilities,
hearing impaired, orthopedically handicapped, speech and behavior disorders.
This also includes resource and self contained students. Wynnton also serves
numerous ESOL students and gifted students in addition to the traditional
population. State and Federally mandated services will be provided by highly
qualified special education teachers and ESOL teachers both in traditional
classrooms and in self-contained classrooms. SBOE Rule 160-4-5-.03 states
that any school in Needs Improvement (NI) will provide supplemental
educational services. At the current time, Wynnton Arts Academy is not in
Needs Improvement status, and has achieved AYP for the last three years.
Should the school fall into the Needs Improvement category, supplemental
educational services will be provided as required by law. SBOE rules 160-4-5.03 and 160-4-5-.01 require remediation be provided for schools in Needs
Improvement. Again, since Wynnton Arts Academy is not in NI, remediation
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is not provided at this time, however, should the school fall into NI status,
remediation will be provided as required by law. The charter school shall
comply with all federal, special education laws and regulations, including
Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with
Disabilities Act, and the Individuals with Disabilities in Education Act. Every
child at Wynnton Arts Academy will be exposed to the gifted and talented
approaches to learning through the Arts Integration Model. Students will work
independently and in groups to develop the skills needed to acquire and learn
the knowledge identified in the state’s performance standards. They also will
develop the skills to problem solve, reason, communicate, and make
connections with other information. Students will demonstrate their
accomplishments through a combination of tests, writings, presentations,
classroom participation, and individual interactions as deemed appropriate by
the classroom teacher. They will keep a portfolio of their work to document
progress and to give teachers, administrators and parents an additional
assessment of their skill development. All students currently served in pull-out
programs will continue to have those quality services. Gifted and talented
students will be pulled out to attend St. Elmo Gifted Center one day per week.
9.
Student Withdrawal: A student who resides outside our attendance zone may
withdraw without penalty from Wynnton Arts Academy at any time.
However, if a student within our attendance zone moves outside of our area
and still wishes to attend Wynnton Arts Academy, the student could continue
to attend the charter school by submitting an application and participating in
the open enrollment and lottery process.
10.
School Evaluation Procedures: An annual report will be prepared and
provided to stakeholders including parents or guardians of students attending
Wynnton Arts Academy, the community, the Wynnton Arts Academy Local
School Council, Wynnton Family Action Support Team, the Muscogee County
Board of Education, and the Georgia State Board of Education, by July 1st of
each year. The Annual Report will indicate the progress made in the previous
year in meeting the performance-based goals identified in the charter and
include all state-mandated assessment scores and state-mandated
accountability indicators. The charter school will by October 1, submit an
annual report complying by all requirements set out in O.C.G.A. § 20-22067.1(c)(1)-(6). This annual report will include all State-mandated
assessment and accountability scores.
11.
Transportation: Transportation will be provided for students based on
Muscogee County School District Transportation Policy.
12.
Food Service: Food services will be provided by the Muscogee County
School District Nutrition Department. Qualified students will continue to be
eligible for the free or reduced lunch and breakfast program. Any extended
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day activities would be contracted out to Muscogee County School District
Food Nutrition Department or a third party.
13.
Governance and Operation: The Charter School shall utilize the Local
School Council as the governance/policymaking board, which shall be subject
to the provisions of O.C.G.A. 50-14-1 et seq. (Open and Public Meetings)
and O.C.G.A. 50-18-70 et seq. (Inspection of Public Records). The role,
function, and composition of the board shall be as follows:
The composition of the Wynnton Arts Academy Local School
Council/Governance Board will be: the Principal, a member of the Wynnton
Arts Foundation, a member of the Wynnton Alumni Association, two Parent
Representatives (one of which must be the Chairperson of the Family Arts
Association (See Appendix K)), a member from the local business community,
the Fine Arts Coordinator, and the Family Literacy Coordinator, two teachers
(one from Pre-K through 2nd grade, and one from 3rd through 5th grade), and a
paraprofessional. These members will be selected and will serve in accordance
with state of Georgia Local School Council rules and regulations.
Should it become necessary for a member to be removed form the
Council/Board or is unable to serve, they will be removed in accordance with
Georgia state regulations for Local School Councils.
The function and duties of the Wynnton Arts Academy Governance Board will
be that of an advisory organization, and will include upholding the school’s
mission and vision by participating in school functions, and assuming
leadership roles. The performance of the principal will be evaluated in
accordance with the policies of the Muscogee County School District. The
Local School Council/Governing Board will review organizational planning on
a quarterly basis, and make suggestions for improvement as they deem
necessary. The Council/Board has expressed a strong interest in assisting with
the various fund raising projects that assist in sustaining the school. The
Principal shall be the chairperson. The Secretary will be elected from the
Wynnton Arts Academy Governance Board with each member having equal
input.
Resolution of grievances, conflicts, and other associated matters will occur in
compliance with the policies of the Muscogee County School District. The
policy for the MCSD for employees is:
In order to provide the best possible educational climate and program for the
Muscogee County School District, and to establish harmonious and effective
relationships among those working toward this goal, administrative review
procedures are established to resolve satisfactorily individual differences which
would tend to unsettle or undermine the effective functioning of the school
system. School District employees are encouraged to solve difficulties and
problems informally within the school or department.
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DEFINITIONS
"Complaint" means a claim by any full-time employee of any local unit of
administration who is substantially affected in his or her employment relationship
by an alleged violation of statutes, policies, rules, or regulations or written
agreements with which the Muscogee County School District is required to
comply. Full-time employees are not temporary employees such as substitute
teachers and part-time workers.
"Central Office Administrator" means the local School System Superintendent or
the director of a Regional Education Service Agency (RESA). The Library
Director will serve as the Central Office Administrator for library employees.
"Local Unit of Administration" means the local Board of Education or the local
board of control of a RESA. The Muscogee County Library Board will serve as
the Local Unit of Administration for library employees.
"Administrator" means the individual at each level, if applicable, designated by
the local unit of administration to preside over and make decisions with respect to
complaints.
PURPOSE
The purpose of administrative review procedures is to secure, at the lowest
possible administrative or supervisory level, proper and equitable solutions to
complaints and to guarantee orderly succession of procedures within which
solutions may be pursued. It shall be incumbent upon all district employees to
follow these procedures to settle their complaints. This process shall:
• Ensure that a complaint is considered fairly, with all due speed, and without
prejudice or reprisal to the aggrieved person.
•
Encourage employee expression regarding conditions that affect him/her.
•
Provide a specific procedure which will facilitate the understanding of district
policies.
•
Build confidence in the sincerity and integrity of the procedure as a means to
establish the facts upon which a complaint is based and come to a fair
conclusion.
NATURE OF APPEALS
A. Performance ratings contained in personnel evaluations and professional
development plans pursuant to O.C.G.A. 20-2-210 and job performance shall not
be subject to complaint under the provisions of this policy. The termination, non-
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renewal, demotion, suspension, or reprimand of any employee, as set forth in
O.C.G.A 20-2-240 et. seq., and the revocation, suspension or denial of certificates
of any employee, as set forth O.C.G.A 20-2-940 et. seq., and the revocation,
suspension, or denial of certificates of any employee, as set forth in O.C.G.A 202-790 et. seq., shall not be subject to complaint under the provisions of this
policy.
B. A certified employee who chooses to appeal under Code Section 20-2-1160
shall be barred from pursuing the same complaint under this policy.
PROCEDURE
1. Since it is important to a good relationship that complaints be processed as
rapidly as possible, every effort will be made by all parties to expedite the
following process.
2. A complaint by the employee at the initial level shall be in writing, clearly
stating the intent to access the complaints' policy and specifically setting forth the
statute, policy, rule, or regulation or written agreement of the local unit of
administration that is alleged to have been violated or with which the Local Unit
of Administration has failed to comply. All employees must request in writing
successive levels of review.
3. The complainant shall be entitled to file a complaint within ten (10) days
from the most recent incident upon which the complaint was based. The
complainant shall have ten (10) days to file an appeal at any level up to and
including the Local Unit of Administration. The total time frame shall not exceed
sixty (60) days from the initiation of the complaint until notification to the
complainant of the decision rendered by the Local Unit of Administration.
If a decision at one level is not appealed to the next level of the procedure within
the time limit specified, the complaint will be deemed to be discontinued and
further appeal shall be barred; however, another complaint may be submitted
upon reoccurrence.
4. Each decision is to be made in writing and dated. Each decision shall contain
findings of fact and reasons for the particular resolution reached. The decision
reached at each complaint level shall be sent to the complainant by mail or handdelivered by a person designated by the Superintendent at the time specified
below by not later than twenty (20) days of the decision.
5. The failure of an administrator to communicate a decision to the employee
within the specified time limit shall permit the employee to proceed to the next
step in the administration review procedures.
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6. At any level below the Central Office Administrator, neither the administrator
nor the complainant shall have a representative (legal or nonlegal) present to
assist or make the presentation. At the Central Office Administration and at the
Local Unit of Administration level, the complainant shall be entitled to have an
individual of his or her choice present to assist or make the presentation. At the
Local Unit of Administration level nothing shall prevent the local unit from
having an attorney present to serve as a law officer who shall rule on issues of law
and who shall not participate in the presentation of the case for the administrator
or the complainant.
7. An accurate record of the proceedings shall be kept at each level. The
proceedings shall be recorded by mechanical means, preserving all evidence.
These shall be made available at all times to the parties involved. The presence of
a third person at any level below the Central Office Administrator or Local Unit
of Administration level is not permitted.
8. Written notice, as hereinafter set forth, shall be given to the complainant of
each hearing at each level by hand delivery or by sending a copy by certified mail
to the last known address.
9. The complainant cannot present additional evidence at each level of the
complaint process, unless it is submitted by the complainant five (5) days prior to
the set date for the level two and level three hearing to the administrator presiding
over the hearing. The Board of the Local Unit of Administration, when hearing
an appeal from a prior complaint level shall hear the complaint de novo.
10. All costs and fees shall be borne by the party incurring them unless
otherwise agreed upon by the parties involved, except that the cost of preparing
and preserving the record of the proceedings shall be borne by the Local Board of
Education.
11. The complainant shall be entitled to an opportunity to be heard, to present
relevant evidence and to examine witnesses at each level set out below.
12. The complainant shall not be subject to any reprisal as a result of filing a
complaint under the policy. Should any reprisal occur, the complainant may refer
the matter to the professional practices committee.
13. Complaints and grievances should be submitted and answered using the
Complaint And Grievance Form.
LEVEL ONE
When an employee has a complaint under the provisions of this policy, he/she
shall file the complaint in writing with the Level One Administrator who shall be
the principal or other immediate supervisor giving the facts of the alleged
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violation relating to statutes, policies, rules, or regulations. The complainant shall
comply with the applicable procedures set forth above and the hearing conducted
in accordance with said procedures.
The Level One Administrator shall record the date of filing on the complaint and
shall give notice to the complainant of the time and place of the hearing, either by
mail or hand delivery. When notice is given by mail, it shall be sent by first class
mail to the address set forth in the complaint. If no address was included in the
complaint, then the notice shall be sent to the last known address of the
complainant on file with the Board of Education. The Level One Administrator
shall conduct a hearing on the complaint, render a decision thereon and send it to
the complainant as set above in “Section 4-Procedure” within ten (10) days of the
filing of the complaint. The decision shall be dated and a copy shall be sent to the
complainant as provided in “Section 4-Procedure” above.
LEVEL TWO
A complainant dissatisfied with the decision at level one shall be entitled to
appeal to the Central Office Administrator by filing written notice of appeal with
the Office of the Superintendent. The appeal must be filed within ten (10)
calendar days after the complainant is notified of the Level One decision. The
Central Office Administrator shall obtain copies of all minutes, transcripts,
documents and other records relating to the complaint and shall conduct a
hearing, in accordance with the Procedure hereinabove set forth, render a decision
and send it to the complainant as set above in “Section 4- Procedure” within ten
(10) calendar days of the date of the filing of the appeal. The hearing may be
conducted by any designated representative of the Level Two Administrator who
shall promptly submit his or her recommendations and findings to the Level Two
Administrator for final decision.
LEVEL THREE
If the complaint is not resolved at Level Two, the employee may, no later than ten
(10) calendar days after receipt of the decision by the Superintendent, appeal to
the Local Unit of Administration, the Muscogee County Board of Education. The
appeal shall be made in writing, and all papers relating to the complaint shall be
attached. The Board of Education shall conduct a hearing on the complaint in
accordance with the Procedures hereinabove, set forth, render a decision, and send
it to complainant as set forth above in Section 4, Procedures. The decision of the
Board will be final on all complaints unless an appeal is made to the State Board
of Education.
Complaints are to be processed as rapidly as possible; therefore, the number of
days indicated at each level should be considered as maximum, and every effort
should be made to expedite the process. In the event a complaint is filed at such
time that it cannot be processed through all the steps in the procedure by the end
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of the school year, and if left unresolved until the beginning the following year, it
could result in irreparable harm to a party in interest. By mutual agreement of all
parties in interest the time limits set forth herein will be reduced so the procedure
may be completed prior to the end of the school year, or as soon thereafter as
possible.
Appeals from the decision of the Local Unit of Administration to the State Board
of Education shall be governed by the State Board Policy and O.C.G.A. 20-21160.
Procedures to address grievances from parents and students will be in accordance
with MCSD policies and are found in Appendix C.
16.
Personnel: The proposed staff qualifications, employee recruitment
procedures, hiring practices, compensation, and employee evaluation
procedures are described in APPENDIX D.
17.
Facility: Wynnton’s facility, located at 2303 Wynnton Road, Columbus,
Georgia, is a public school owned by Muscogee County, which is in
compliance with all building codes and safety regulations.
18.
Financial Policies, Procedures, and Control: Wynnton Arts Academy shall
operate according to the budget provided by Muscogee County School District.
(See Appendix I)
19.
Budget: See Attachment 1 and 2.
20.
The Annual Funding Amount and Per-Pupil Allocation: See Attachment 1
and 6.
21.
Payment: Upon receipt of Charter Grant funds to the Muscogee County
School District, Wynnton Arts Academy will be notified and accounts
established for expenditure of funds.
22.
Tuition and Fees: Wynnton Arts Academy shall not charge tuition or fees to
any student except as may be authorized for local boards by O.C.G.A. §20-2133. Reasonable fees may be charged for extension activities.
23.
Outside Funding: Wynnton Arts Academy may accept charitable donations
on behalf of the Charter School. Such charitable donations shall not change
the financial obligations discussed above.
24.
Purchase Agreement: The Muscogee County Board of Education and
Wynnton Arts Academy may enter into a purchase agreement or agreements
providing for the purchase by Wynnton Arts Academy from the Muscogee
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County School Board of Education of certain goods, services, and materials in
connection with the operation of Wynnton Arts Academy.
25.
Waiver Requests: Wynnton Arts Academy shall be subject to provisions of
Title 20, State and Local Board Rules, Regulations, Policies and Procedures,
except for those waivers granted in Appendix J. Nothing in Appendix J nor in
any other provisions contained herein should be interpreted to mean that
Wynnton Arts Academy is waived from the accountability provisions of
O.C.G.A. §20-14-30 through §20-14-41.
26.
Compliance with Laws and Regulations: Wynnton Arts Academy shall
comply with all federal, state, local rules, regulations, court orders, and statutes
relating to Civil Rights; insurance; the protection of the physical health and
safety of school students, employees, and visitors; conflicting interest
transactions; and the prevention of unlawful conduct. Furthermore, Wynnton
Arts Academy shall be subject to all laws relating to unlawful conduct in or
near a public school; the provisions of Part 3 Article 2 of the Charter 14 of this
title; and all reporting requirement of O.C.G.A. §20-2-320.
27.
Insurance and Indemnification: Wynnton Arts Academy shall be bonded
and insured in accordance with the policies of the Muscogee County School
Board.
If to Wynnton Arts Academy:
2303 Wynnton Rd.
Columbus, GA 31906
If to the Muscogee County Board of Education:
1200 Bradley Drive
Columbus, GA 31901
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APPENDIX A
HISTORY OF WYNNTON ARTS ACADEMY
Wynnton Arts Academy is located in the center of Columbus and is the oldest school in
continuous use as a school facility in the State of Georgia. Founded June 17, 1843, the
original building has seen many uses, including a boys’ academy, a two room school, a
cafeteria, and a library. The interior of the building has exposed brick walls with no
paneling and no plastering. The building, listed on the National Register of Historic
Places since 1972, predates local public schools by thirty-four years.
The original building has been enveloped by an ever-expanding Wynnton Arts Academy.
A three story building was added in 1918 with wing additions built in 1922 and 1923. In
1948, seven classrooms, an auditorium with stage, and a cafeteria were added. At that
time the original building became the school library. Beginning in 2002, extensive
renovations were undertaken on the entire school building. All original wood floors were
uncovered and refinished, along with new lighting, plumbing, heating and air, cabling,
and painting in the classrooms. The library (original building) was converted to a
museum to house the school’s historical collections, paintings, and memorabilia. A new
addition was added and includes a cafeteria, music room, media center, and gymnasium.
The old cafeteria was converted into an art room, computer lab, and drama classroom.
The school is fortunate to have an auditorium that is supported by the Wynnton Arts
Foundation, a community group. The Wynnton Arts Foundation was founded in 2002
and converted the existing auditorium into a legitimate black box theatre, complete with a
sound and light system that students operate.
The Muscogee County School Board approved Wynnton Elementary School as a Fine
Arts Magnet in the spring of 2005, and the school name changed to Wynnton Arts
Academy. The Muscogee County School Board approved a phase-in plan for the
program over a three year period. The 2005-2006 school year saw the addition of a fulltime drama teacher, half-time art and music teachers, and a half-time Arts Coordinator.
The 2006-2007 school year included the addition of full-time art and music teachers, a
half-time assistant principal for instruction, a half-time arts coordinator, and an arts clerk.
The 2007 - 2008 year adds a dance teacher. The program was based on an Arts
Integration Model whereby the arts are incorporated into the existing curriculum. All
students, including self-contained special education classes, participate in the arts
program. Upon approval of the charter application, the school will change from being a
magnet school to a charter school.
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RATIONALE
Wynnton Arts Academy is a Title I School wide Program school that experienced
six years of Needs Improvement status. As required by the No Child Left Behind Law,
the faculty, staff, and stakeholders designed a plan to improve student achievement based
on an arts integration model. In 2003-2004, prior to implementation of Arts Integration,
73% of students in the “All” category met or exceeded standards in English/Language
Arts. Spring 2007 CRCT test scores demonstrated that 81.6% of our students
met/exceeded standards. With respect to sub groups, black students increased their
scores by 5.9%, students with disabilities increased their scores by 35.9%, and
economically disadvantaged students increased their performance by 7%. ESOL students
are classified as too few to measure as a sub group, although teacher analysis indicates
that their scores improved significantly as well. In the area of mathematics, improvement
in the “All” category increased from 66% to 75.9%. Sub- group performances also
increased, as is demonstrated by black students (3.8% increase), students with disabilities
(41.4% increase), and economically disadvantaged (10% increase). Again, ESOL
students are classified as too few to measure as a sub group, but teacher analysis
indicated significant improvement. This resulted in removal from the Needs
Improvement status. The school has now achieved AYP (Adequate Yearly Progress) for
the past three years.
Research supports the utilization of fine arts into the academic curriculum. G.
Thomas Houlihan, Executive Director of the Council of Chief State School Officers, said,
“In the No Child Left Behind Act, Congress named the arts as one of the core subjects
that all schools should teach.” Critical Links: Learning in the Arts and Student
Academic and Social Development published by the National Arts Education Partnership
in May, 2002, points to strong relationships between learning in the arts and fundamental
cognitive skills and capacities used in mastering other school subjects, including reading,
writing, and mathematics.
The reviews of 62 outstanding arts education studies – and the interpretive
essays – in “Critical Links” reveal important relationships between
learning in the arts and cognitive capacities (thinking skills) and motivations
that underlie academic achievement and effective social behavior. The
studies suggest that for certain populations – students from economically
disadvantaged circumstances, students needing remedial instruction, and
young children – learning in the arts may be especially helpful in boosting
learning and achievement.
The integration of fine arts into the existing curriculum is a critical link to academic
success and crucial to the development of cognitive skills and student motivation. A link
between the arts, academic and social skills, and motivation is evident in six major areas
listed below:
•
Reading and Language Development – Basic Reading Skills, Literacy, Writing
•
Mathematics – Spatial Reasoning, Spatial-Temporal Reasoning Skills,
Mathematical Concepts
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•
Fundamental Cognitive Skills and Capacities – Spatial Reasoning, Theorizing,
Problem Solving, Creative Thinking
•
Motivation to Learn – Active Engagement, Attention, Persistence, Increased
Attendance, Educational Aspirations
•
Effective Social Behavior – Self-Confidence, Self-Identity, Conflict Resolution,
Collaboration, Empathy, Social Tolerance
•
School Environment – Positive Context for Learning
The studies also identified three strategic processes that enable students to learn:
•
Communication, which includes reading, composing, creating, speaking,
performing, and listening;
•
Thinking, which includes problem solving, decision making, and investigating;
•
Social Interactions, which includes interpersonal exchanges and personal
management.
The student population for the 2006 - 2007 school year was approximately 400 students
for grades Pre-Kindergarten – 5 including special education students. Approximately 18
students participate in the ESOL Program. Mobility and free or reduced lunch rates
remain constant each year with little variation.
In reviewing the school demographics, it was concluded that at-risk factors play a
significant part in the learning experience of our students. We strongly believe that arts
education will help our students not only become successful learners, but contributing
members of society.
Vision for Educating Students: The Arts Integration Model
The Arts Integration Model incorporates drama, music, art, and dance into the existing
curriculum. The Fine Arts instructors collaborate with classroom teachers to enhance
instruction. In addition the students participate in one fine art class Monday through
Thursday. On Friday thirty minute specialty classes are offered to small groups to perfect
an art skill.
Texts and materials approved by the State and Muscogee County School District will be
utilized. Other materials and services that would be considered essential or necessary for
a comprehensive Arts Integration Program will be secured through a combination of Title
I, district, and Charter funds.
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Arts Integration compliments traditional arts instruction and affirms the relevance of the
arts in the school curriculum. The arts are deeply immersed in other content areas, and
provide an engaging way to teach all content standards. For many children, the arts are
the critical factor for achieving academic success. Students apply knowledge learned in
one area to challenges in other areas. Combining knowledge from different disciplines
serves students well in school and in life. Arts Integration captivates children’s
imaginations and provides meaningful strategies for engaging students in thinking and
learning.
Vision for Enrichment
A public school conversion charter maximizes the effectiveness of the Arts Integration
Model. The charter would create program flexibility and enable the school to develop
stronger ties between parents and community fine arts resources through extended day
programs in the arts. The school day would be extended two hours to allow specialty
instruction in the four Fine Arts areas. Parents and students would select extended day
specialty classes based on student interests. Outside professionals in the arts will be
employed to provide extended day arts activities. Extended day instruction will be based
on the National Arts Standards (See APPENDIX H). Students would select
extracurricular and supplemental educational activities including: classical ballet, jazz,
modern dance, strings, horn, guitar, keyboard, percussion, clay, textiles, voice, oil,
watercolor, tiles, stage direction, sound, light, television, and other forms of electronic
media.
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APPENDIX B
Mission Statement
The Mission of Wynnton Arts Academy is to continue our tradition of excellence
in education through the positive interaction of students, staff, parents and
community in order to prepare students for successful living by igniting the desire
for life long learning through immersion in the Arts.
Beliefs
The Wynnton Arts Academy beliefs are:
•
•
•
•
•
•
The arts support the development of the whole child.
The arts provide students the avenue through which they can
enhance their mental, emotional, physical, and social skills.
The arts promote self-discipline, creativity, and confidence to
succeed.
The arts support student achievement across the curriculum.
The arts remove boundaries and allow students to explore the world
in new ways.
The arts are an effective tool for building self-esteem.
Priorities
The Wynnton Arts Academy priorities are:
•
•
•
•
Promote student self-esteem and motivation.
Increase interaction among and between students, staff, parents, and
community.
Increase educators’ knowledge and application of effective teaching.
Promote respect among students for each other, for rules, and for
property.
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APPENDIX C
LOCAL SCHOOL CODE OF CONDUCT AND DISCIPLINE PLAN FOR
WYNNTON ARTS ACADEMY
Wynnton Arts Academy supports the success of each individual student; combining
knowledge from different disciplines captivates children’s imaginations and provides
meaningful strategies for engaging students in thinking and learning. This requires the
participation of every student and parent.
Code of Conduct
The code of conduct has been established as required by the Muscogee County School
Board policy. Students, teachers, and parents have been involved in creating a list of
possible offenses. The principal is the final authority in the interpretation of this code.
This code of conduct is a supplement to the Muscogee County School District’s
BEHAVIOR CODE AND DISCIPLINE POLICY and does not restate many of the
regulations set down in the district’s code. A copy of this district code will be sent home
at the beginning of the school year.
It is the belief of this faculty of Wynnton Arts Academy that good discipline and learning
go hand in hand. It is impossible to do an effective job of teaching unless the students
develop self control, good manners, and respectful consideration of the rights and
property of others. Therefore, for teaching to be effective, students are expected to
conduct themselves in an orderly manner at all times, following rules and procedures that
will be listed in the code of conduct, as well as other rules that will be established from
time to time as the need arises. Referrals will be based on repeated Parent Alerts and
Administrative Referrals indicating non-compliance of Wynnton Arts Academy’s Code
of Conduct.
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STUDENT BEHAVIOR PLAN
The faculty and staff of Wynnton Arts Academy expect students to behave properly.
Positive rewards will be used to encourage good student behavior. Five school-wide rules
have been established to enhance learning and reinforce good behavior. Every student is
expected to follow all rules and show respect for themselves and others.
THE FIVE “BEES”
1.
2.
3.
4.
5.
BE PREPARED TO FOLLOW ALL TEACHER DIRECTIONS.
BE RESPECTFUL.
BE A GOOD LISTENER.
BE NICE.
BE KIND.
To help students and parents understand the rules, we have broken down the
meanings of the rules into two categories: minor and major offenses. Students and
parents should remember that the list is not all-inclusive and the staff will use their
judgment as professional educators to decide what is appropriate.
Student dismissal rules and procedures for Wynnton Arts Academy will continue to
be the policies of the Muscogee County School District. All local policies/procedures,
state and federal laws and regulations will be followed when disciplining students with
disabilities. Those policies are as follows:
XIV. Suspension and Expulsion
Suspension or expulsion, which deprives a student the privilege of attending the regular school program, is authorized
for student behavior that is in volition of the school's Code of Conduct or Board Policy. Principals can suspend students
for a period not longer than ten (10) school days. The Board supports leaving the authority and responsibility to
administer suspension up to ten (10) days to the principal.
For periods longer than ten (10) school days and for permanent expulsion, the principal must submit a written
recommendation to the Superintendent of Education who will provide for a hearing which will ensure procedural and
substantive due process.
A. Offenses
Rule 1. Disruption and Interference with School
No student shall:
a. Occupy any school building, gymnasium, school grounds, properties or part thereof
with intent to deprive others of its use, or where the effect is to deprive others of its
use;
b. Block the entrance or ext of any school building or property or corridor or room
thereof as to deprive others of access thereto;
c. Set fire to or otherwise damage any school building or property;
d. Discharge, display or otherwise threaten to use any firearms, explosives or other
weapons on school premises;
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e. Prevent or attempt to prevent the convening or continued functioning of any school,
class, activity or lawful meeting or assembly on the school campus;
f. Prevent students from attending a class or school activity;
g. Except under the direct instruction of the principal, block normal pedestrian or
vehicular traffic on a school campus or adjacent grounds;
h. Continuously and intentionally make noise or act in any other manner so as to interfere
with the teacher's ability to conduct his/her class;
. In any other manner, by the use of violence, force, nose, coercion, threat, intimidation,
fear, passive resistance, or any other conduct, intentionally cause the disruption of
any lawful mason, process or function of the school, or engage in any such conduct
for the purpose of causing the disruption or obstruction of any such lawful mason,
process or function;
j. Refuse to identify himself/herself upon request of any teacher, principal,
superintendent, school bus driver, or other authorized school personnel;
k. Use profanity or obscene language;
l. Urge, encourage or counsel other students to violate any of the preceding paragraphs of
this rule.
Rule 2. Damage or Destruction of School Property
A student shall not cause or attempt to cause damage to school property or to steal or
attempt to steal school property. Parents of students who shall be guilty of defacing or
injuring any of the school property shall make restitution for all damage, and in default of
such arrangement, students may be suspended from school and not allowed to reenter
without permission from the principal.
Rule 3. Damage or Destruction of Private Property
A student shall not cause or attempt to cause damage to private property or to steal or
attempt to steal private property ether on the school grounds or during a school activity,
function or event off school grounds.
Rule 4. Bullying/Cyberbullying
The Muscogee County School District, in accordance with O.C.G.A §20-2751.4, which is
applicable to students in grades kindergarten through twelve, prohibits bullying behavior
of a student by another student.
Bullying behavior is defined as:
Any pattern of written or verbal expression or any physical act or gesture that is intended
to ridicule, humiliate, intimidate, or cause measurable physical or emotional distress upon
one or more students in the school, on the school grounds, in school vehicles, at
designated school bus stops, or at school activities or sanctioned events.
Cyberbullying is when a student is tormented, threatened, harassed, humiliated,
embarrassed, or otherwise targeted by another student/students using the Internet,
interactive and digital technologies or mobile phones.
All students and parents will receive notification of the anti-bullying behavior policy via
the Muscogee County School District Behavior Code and Discipline Policy handbook
annually. Posters will be displayed at all schools with the Student Hotline number. Each
student will receive a “Stop the Bullying .. Know the Laws Against Bullying” pocket
card.
Incidents of bullying behavior may be reported anonymously by a citizen, parent, or
student to the Student Hotline number (706-748-2267) or to the State of Georgia at 1-
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800-children or on the web site at www.cycc.state.ga.us Incidents may be reported
directly to the principal, teacher or other school district personnel verbally or in writing.
Each reported incident of bullying behavior will be investigated by the
principal/designee, and in some cases school security, and a disposition determined
which may include a suspension from school or a referral to the Student Discipline
Tribunal. Students who make a false report of an incident of bullying behavior will also
receive a disposition.
Circumstances of each act of bullying may, in the judgment of the Muscogee County
School District, require a more severe penalty or punishment of expulsion. Students that
have committed bullying behavior for the third time in a school year shall receive, at a
minimum, the following penalties:
Students in grades K-5 shall be assigned to the Elementary Saturday School Program for
six (6) weeks.
Students in grades 6-12 shall be assigned an alternative school for the remainder of the
school year in which the violation occurs.
The Muscogee County School District shall ensure that the local superintendent and all
principals, assistant principals, school counselors, resource officers, and other appropriate
staff complete a research based training program, annually, relating to bullying behavior.
Muscogee County School District shall report to the Department of Education incidents
of bullying behavior pursuant to Code Sections 20-2-740.
Rule 5. Verbal Assault, Physical Assault, Disrespectful Conduct of Students
In accordance with O.C.G.A.§20-2-752, the following conduct of students displayed
during school hours or at school related functions is prohibited and shall be punished in a
manner that the Muscogee County School District deems appropriate to the age of the
student:
1. verbal assault of teachers, administrators, and other school personnel;
2. physical assault or battery of teachers, administrators, and other school personnel;
3. disrespectful conduct toward teachers, administrators, and other school personnel;
4. verbal assault of other students;
5. physical assault or battery of other students;
6. disrespectful conduct toward other students; and
7. verbal assault of, physical assault or battery of, and disrespectful conduct toward
persons attending school-related functions.
When an act of physical violence results in a substantial physical injury to a teacher, the
student, at a minimum, will be suspended from the Muscogee County School District for
the remainder of the semester. Further, for the following semester the student would only
be eligible for enrollment in an alternate educational program. O.C.G.A. 20-2-752.
The school district shall not be limited by this statute but shall be free to impose more
severe disciplinary measures as permitted by other provisions of state law and as set out
in this Behavior Code and Discipline Policy.
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Rule 6. Weapons and Dangerous Instruments
A student shall not possess, use, handle, transmit, or control any object which might reasonably
be considered as a weapon. While not meant to be all inclusive, examples of such objects are any
gun, pistol or device designated or intended to propel a missile of any kind, explosive
compounds, or any dirk, Bowie knife, switch blade knife, ballistic knife, any other knife having a
blade of two or more inches, straight-edge razor, razor blade, spring stick, metal knuckles, black
jack, or any flailing instrument consisting of two or more rigid parts connected in such a manner
as to allow them to swing freely, which may be known as a num chuck, or a fighting chain, or
any disc designed to be thrown or propelled and which may be known as a throwing star or
oriental dart, or any weapon of any kind. O.C.G.A. §16-11-127.1.
While not classified as a "weapon" under Georgia law for purposes of determining a violation of
the Criminal Code (O.C.G.A. §16-11-127.1), the Muscogee County School District in the
enactment and enforcement of this Rule considers a knife which has a blade of less than three
niches in length to be a weapon and thus in violation of this Rule.
A student who wishes to bring any such object which could be reasonably considered to be a
weapon on school grounds as a part of or in conjunction with a class assignment or other school
project shall first receive permission from the office of the principal. This policy is applicable to
students, when they are:
1. on the school grounds at any time;
2. off the school grounds at a school activity, function, or event;
3. en route to and from school and en route to and from school functions, activities, or events;
4. on a school bus or other transportation furnished by the School District.
Any student who is accused of violating this policy will be taken before the Muscogee County
School District Discipline Tribunal. If found guilty of violating this section on weapons and
dangerous instruments, the student will be expelled for a minimum of one calendar year if it is a
first offense. In addition, local police will be summoned to the campus and a charge made
against the student who volutes this policy. Any further violation of this policy will result in
permanent expulsion with no appeal for reentry.
Rule 7. Alcohol, Narcotics, Stimulants, and Other Dangerous Drugs
Constitutional and Statutory Provisions:
It is the responsibility of the Muscogee County Board of Education to safeguard the health,
character, citizenship and personality development of students in the schools. The Muscogee
County Board of Education places the highest priority on the elimination of substance abuse in
the schools and in the community. The use, possession, or transmitting of illicit substances and
the use of alcohol are wrong, harmful, and will not be tolerated. Violation of this policy will be
met with firm and consistent disciplinary measures. Students in the Muscogee County School
District are prohibited from possessing, using, selling, transmitting, intending to transmit, or
being under the influence of alcohol and substances made illegal by the O.C.G.A. 16-30-70 et.
seq. (Dangerous Drug Act) and O.C.G.A. 16-13-20 et. seq. (Georgia Controlled Substance Act):
1. on the school grounds during, immediately before, or immediately 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. within legal proximity to school grounds as designated under Georgia Statutes:
5. en route to and from school;
6. at any school-sponsored function, whether held during or after regular school hours, and
whether held on or off school property;
7. en route to and from school functions, activities, or events;
8. during any time that students are under the jurisdiction of school authorities.
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Substances defined by local and state laws governing dangerous illegal substances are covered
by this policy. Such substances include, but are not limited to:
a. Drugs (stimulants, depressants, hallucinogens, inhalants, opiates) including, but not limited to
narcotic drugs, amphetamines, barbiturates, marijuana, cocaine, or any other contraband or
controlled substance or prohibited drug;
b. Alcoholic beverages or intoxicants of any kind;
c. Prescriptive medicine or drugs, with or without medical cause or medical permission, unless
such medications have been registered with the school's guidance department according to
the school's procedures. In all schools, medicines must be registered with the principal.
d. Possession of non-prescription drug/medicine (over the counter) is also prohibited. ALL
MEDICATION (Prescription/non-prescription/over-the-counter) IS TO BE TURNED IN
TO THE OFFICE PRIOR TO THE BEGINNING OF THE SCHOOL DAY.
Parental permission to have or use substances prohibited by this policy, including alcohol or
prohibited substances, does not exempt a student from this policy.
The principal or designee shall investigate each alleged violation of this policy as follows:
A. A student accused of violating this policy shall be clearly informed by the principal or
designee of the offense with which he or she is accused and
b. ensure that the disciplinary sanctions imposed by this policy are consistently enforced.
Board Resolution on Drugs
Whereas, it has been observed by member of the Policies and Procedures Committee and other
board members that many recent cases brought before the Superintendent's Discipline
Committee and the full board have dealt with the possession, use, transmission, sale or purchase
of marijuana and;
Whereas, the Muscogee County Board of Education had adopted a policy which cites the
possession, use, transmission, sale or purchase of marijuana and other drugs as being volitions of
the behavior code in the schools and;
Whereas, the Muscogee County Board of Education has the responsibility of providing for the
health and safety of all students during school hours;
Be it therefore resolved, that the Muscogee County Board of Education adopts this resolution as
a strong warning to students that volitions of the policy dealing with marijuana and other drugs
may result in long-term suspension, expulsion and reporting of offenders to the law enforcement
officials of the City of Columbus.
Rule 8. Disregard of Directions or Commands
A student shall not fail to comply with reasonable directions or commands of teachers, student
teachers, substitute teachers, teacher aides, principals, school bus drivers or other authorized
school personnel when:
1. on the school grounds during and before or 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. en route to and from school;
5. en route to and from school functions, activities or events.
Rule 9. Unexcused Absences
A student shall not be absent from school or from any class or other required school function
during required school hours except for illness or other providential cause, except with written
permission of the teacher, principal, or other duly authorized school official nor shall any student
encourage, urge or counsel other students to violate this rule.
Rule 10. Dress and Grooming
All Students
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It is not the intent of the Muscogee County School District to dictate the quality or style of
clothing worn, but rather an effort to encourage good habits and acceptable
Hats
No head coverings i.e., bandanas, do rags, sweat bands
Jewelry
No jewelry with reference to gangs, drugs, hate, violence, or sex is allowed. Items such as chains
on a belt, wallet, etc. and items with spikes are not permitted.
No oversized clothing is allowed.
Each school is expected to create a progressive discipline plan to address dress code volitions
using out of school suspension as the last intervention.
Rule 11. Leaving School Without Permission
No student may leave school at any time during the school day without permission of the
principal.
Rule 12. Acts of Misconduct
A student may be suspended for acts of misconduct, not specifically cited herein, that are
deemed to affect the health and safety of other students or school personnel and/or to disrupt the
educational process.
Rule 13. Tobacco Products in the Schools
Students enrolled in the Muscogee County public schools shall not possess, transmit, or use
tobacco in any form:
1. on the school grounds during or after school hours;
2. on the school grounds at any other time when the school is being used by any group;
3. en route to and from school while on school transportation;
4. off the school grounds while the student is in attendance at any school function, or is
otherwise subject to jurisdiction of school authorities.
Principals can suspend students for a period of not longer than ten (10) days when they are found
guilty of possession, transmission or use of tobacco products in any form.
Rule 14. Gangs
Gangs are herein described as clubs, groups, or organza tons of limited membership, which are
known to the Muscogee county School District through its personal intelligence or through
information furnished through local law enforcement officials, to advocate, practice, engage or
participate unlawful acts such as intimidation, violence, or destruction to property. Gangs shall
not be permitted on school premises or in school faculties, or to conduct any activities, meetings,
or gatherings on or about school faculties, premises, or property at any time. The presence of
such gangs is a threat to the safety and well-being of the students and faculties of the Muscogee
County School District, and disruptive to the education process
1. Membership in or affiliation with gangs as defined above shall not be permitted. Membership
will be determined, by whatever means, from the existence of objective criteria. While not
intended to be an all inclusive list, and in addition to those items set forth in subpart (2)
immediately below, criteria which can serve to indicate membership or affiliation with
gangs include the following:
(a) Direct admission of gang affiliation
(b) Documented information on gang membership
(c) Information from known gang affiliate
(d) Admission of former membership, with continued associations
(e) Photographs indicating gang association, etc.
(f) Association with gang members
2. Wearing of any insignia, and/or uniforms, or other means of any gang identification, or using
or making any signs, signals, or other means of gang communication or identification by
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any student or nonstudent visiting on the premises of any school facility shall not be
permitted.
3. Any attempt to gather or commingle on school premises, faculties, or property for any purpose
by gang members shall be prohibited.
4. No student shall use, employ, or rely upon his or her gang membership or affiliation to
threaten, to intimidate, or to harass verbally or physically other students or employees of
the Muscogee County School District.
5. All of the above prohibitions concerning gangs apply as well to any school functions or events
conducted away from school faculties, property, or premises.
Any student who volutes this policy or any subpart thereof shall be subject to discipline under
the Muscogee County School District Behavior code and Discipline Policy, including the
sanction of expulsion, if warranted under the particular circumstances of a violation.
Rule 15. Student Welfare - Sexual Harassment
Unwelcome sexual advances, requests for sexual favors and other inappropriate oral, written or
physical conduct of a sexual nature when made by a member of the school staff to a student or
when made by any student to another student or system employee constitutes sexual harassment
when:
1. Submission to such conduct is made, ether explicitly or implicitly, a term or condition of an
individual’s education;
2. Submission to or rejection of such conduct by an individual is used as the bass for academic
decisions affecting that individual or;
3. Such conduct has the purpose or effect of substantially interfering with an individual’s
academic or professional performance or creates and intimidating, hostile or offensive
academic environment.
Sexual harassment, as defined above, may include but is not limited to the following:
Verbal harassment or abuse;
Pressure for sexual activity;
Repeated remarks to a person with sexual or demeaning implications;
Unwelcome touching;
Suggesting or demanding sexual involvement accompanied by implied or explicit threats
concerning ones’ grades, job, etc.
Any person, employee, or student who alleges sexual harassment by a staff member or student in
the school district may complain directly to the principal. In addition, each school shall designate
one male and one female employee, ether assistant principals or guidance counselors, to whom
complaints may be made.
The following procedures must be followed:
1. Notify the principal in writing or verbally;
2. The principal has 15 days to investigate. The reply to the parent and student will be made in
writing;
3. If the parent and student do not feel the complaint has been fully resolved, they may, within 5
days, appeal to the appropriate administrator (see list);
4. The appropriate administrator shall have 15 days to investigate and attempt to resolve the
complaint;
5. If the parent and student do not feel the complaint has been resolved, they may within 5 days
appeal to the superintendent of education;
6. Within thirty days of receipt of the written request of the complainant, the Superintendent
shall present the matter to the Board of Education at its regular meeting or at a special
meeting called for that purpose. The Board shall review the original complaint, the
response of the coordinator, the response of the Superintendent and the response of the
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complainant. In addition, the Board may, but is not required to, hear directly from any
individuals with knowledge of any relevant facts relating to the complaint.
7. The Board of Education will ether uphold the recommendation of the Superintendent or
require the System to take some other action in response to the complaint. A copy of the
action of the Board will be furnished to the complainant, ether as a part of the minutes of
the Board of Education or as a separate written statement. The Board shall be the final
reviewing authority within the System.
8. This procedure is available to students and employees through School Board Policy Manuals
available in all school offices, media centers and the central office facilities at:
Title II Coordinator: System
Chief Student Services Officer
539 Brown Avenue
(706) 748-2236
Vocational Education 1120 Bradley Drive
(706) 748-2093
Title VI Coordinator: System
539 Brown Avenue
(706) 748-2236
Human Resources
Muscogee County School District
Post Office Box 2427
Columbus, Georgia 31902-2427
(706) 748-2011
Special Education
Columbus Roberts Center
539 Brown Avenue
(706) 748-2214
Title IX Coordinator: Human Resources
(706) 748-2011
System/Students
539 Brown Avenue
(706) 748-2236
Facilities: System
Chief Operations and Facilities Officer
5661 Lorenzo Road
(706) 748-2371
Section 504 Coordinator: Columbus Roberts Center
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539 Brown Avenue
(706) 748-2215
Human Resources
(706) 748-2011
STATE REFERENCE: State Standards G 10
TITLE II: The Perkins Act 1990
LEGAL REFERENCE: Title VI and VIII of the Civil Rights Act of 1965;
Civil Rights Restoration Act of 1987;
Age Discrimination Act of 1973;
Rehabilitation Act of 1973, Section 504;
Title IX of the Educational Amendments of 1972;
Section 504/ADA Americans Disabilities Act, 28, FR ADA 1990, 101-336;
O.C.G.A, 20-2-211(d); 30-1-1 et seq.; 34-1-2; 34-1-2; 34-5-1 et seq.;
6-6A-1 et seq.; 45-19-29 et seq.
The right to confidentiality, both of the complainant and of the accused, will be respected
consistent with the Board’s legal obligations, and with the necessity to investigate allegations of
misconduct and take corrective action when this conduct has occurred.
A substantiated charge against a student shall subject that student to disciplinary action,
including suspension or expulsion.
B. Rules for Removal of Dangerous Students
1. For Health or Safety
Any student who has a communicable disease that poses a substantial threat to the health or
safety of the school community may be removed from the school by the principal on the
approval of the superintendent until such student no longer poses such a threat.
2. Pediculosis (Head Lice)
When it is discovered that a student has Pediculosis, the principal should immediately notify the
home and request that arrangements be made for the child to be picked up that day and
treatment initiated. The principal should make available the instructions for recommended
treatment as specified by the County Health Department. When the parent has treated the
child and provides proof of treatment (an empty medicated shampoo bottle or box) or a
letter from the Health Department or physician, then the principal can readmit the student
back to school. When the student returns, the student should be monitored for any signs
that lice have returned. If this occurs, then the student will be sent home. If the lice spreads
to several students, it may be advisable to norm the entire class or school of the problem
and the preventative measures. Advice and assistance may be requested from the Health
Department.
3. Tinea Corporis (ringworm) and Conjunctivitis (pink eye)
When it is discovered that a student has ringworm or pink eye, the principal should immediately
notify the home and request that arrangements be made for the child to be picked up that
day and treatment notated. Both conditions must be verified by the doctor and treated
before the child may return to school
4. Disrupting School Operations
A student who has been charged with the unlawful selling of narcotics or other serous volitions
of the criminal law may be removed from school by the principal upon the approval of the
superintendent when it is necessary to protect other students or avoid substantial disruption
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to school operations. The school must be able to show that the continued presence of the
student endangers other students or would substantially disrupt school operations. As soon
as the student no longer poses such a threat, he/she shall be reinstated.
C. Administrative Procedures for Short-Term Suspension
In enforcing students' suspensions, the principal shall abide by the following rules:
1. Before taking such action, the principal shall make a thorough investigation of the alleged
misconduct or other violation, making a written memorandum of the facts developed.
2. The principal shall call the student before him/her and advise the student of the charges of
misconduct, or other volitions, and that he/she may be suspended for a period not to exceed
ten (10) school days. The principal shall explain to the student the evidence known to the
school authorities, and permit the student a reasonable opportunity to state his/her version
of the facts and present any evidence he/she has at that time. Generally speaking, since the
hearing will occur almost immediately following the misconduct, it follows that as a
general rule, the notice and hearing provided for above should precede removal of the
student from the school. Where possible and/or practical, the principal shall call the
parents/guardians of the student and ask that they come to school and escort him/her.
3. Within 24 hours after suspension, the principal shall send a letter to the parents of the student
advising them in writing of the suspension, and stating briefly the charges upon which the
suspension was based. This should be done on the forms specified and provided by the
Superintendent's Office. A copy of this letter, together with such other report as the
principal may desire, shall be forwarded immediately to the Chief Student Services Officer
and other personnel identified on the distribution list.
4. A principal may suspend a student without first affording him/her the notice and hearing
provided in Rule 2 herein, where the student is obviously intoxicated, under the influence
of drugs, mentally deranged or where his/her presence otherwise poses a continuing danger
disrupting the academic process. In such cases, however, the hearing required by Rule 2
shall be provided as soon as practicable, usually not later than the next school day.
D. Administrative Procedures for Long-Term Suspension and
Expulsion
Procedure for Long-Term Suspension and Expulsion
Suspension for a period longer than ten school days and permanent expulsion of a student other
than those covered by U.S. Statute 94-142 shall take place in the following manner.
Student Discipline Tribunal
Appointment: At the beginning of each school year, the Board of Education shall appoint a
Student Discipline Tribunal composed of five (5) School Officials, one of who shall be the Chief
Student Services Officer, who shall act as Chairman.
Term: The members of the Tribunal shall serve at the pleasure of the Board of Education and any
or all members may be replaced at any time by majority vote of the Board of Education.
Quorum: Hearings, as hereinafter provided, may be held by a minimum of three (3) members,
including the Chairman, who shall have a vote on all issues.
Discipline Matters to be Heard by the Tribunal
Charges: All charges of volitions of the polices and rules of the School District governing
discipline of students, except those dealt with by the principal under the rules herein set forth,
shall be referred to the Tribunal for hearing and determination. Generally, these are volitions
which would result in long-term suspension or expulsion. All alleged assaults or battery by a
student upon a teacher, other school official, or employee shall be referred to the Tribunal.
Mandatory Charges: Likewise, all alleged assaults or battery by a student on another student and
instances of substantial damage intentionally caused by a student on school premises, to personal
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property belonging to a teacher, other school official, employee or student shall be referred to the
Tribunal, if, in the discretion of the principal, such assault or battery or damage could justify the
expulsion or long-term suspension of the student.
Filing of Complaint
A complaint specifying the disciplinary infraction shall originate the action of the Tribunal and
shall be filed in the Superintendent's office by the principal of the school attended by the student
involved or some other official. In addition to such complaint by the principal, the teacher, other
school official, employee or student who is subjected to an assault or battery, or where property
is damaged, as referred to in the preceding paragraph, shall file a complaint with the School
Administration and with the Board of Education, and such complaint shall also originate action
by the Tribunal. However, failure to file such complaint shall not prevent the Tribunal from
taking action as herein provided.
Hearing
Notice: Reasonable notice of the hearing shall be given all parties, including the parent or
guardian of the student ether personally or by mal. Such notice shall include a statement of the
time, place and nature of the hearing, a short and plan statement of the matters asserted, and a
statement as to the right of all parties to present evidence and to be represented by counsel.
Evidence: All parts must be afforded an opportunity to present and respond to evidence and to
examine and cross examine witnesses on all issues unresolved.
Record: A verbatim electronic or a written record of the hearing shall be made available to all
parts.
Decision: The decision of the Tribunal, which may include short or long-term suspension,
expulsion for the remainder of the school year, permanent expulsion, probation or assignment to
the Alternative School, shall be based solely upon the evidence received. It shall be in writing
and given to all parties within 10 days of the close of the record. Such decision shall be final
unless appealed.
Appeal: Any decision by the Tribunal may be appealed to the Board of Education by filing a
written notice of appeal within 20 days from the date the decision is rendered. This right of
appeal shall apply to the parents or guardian of the child, the complaining party or principal, the
superintendent, or any member of the Board of Education.
Review by the Board
On Appeal: The Board of Education shall review the record and shall render a decision in writing
based solely upon the record which decision shall be given to all parties within ten (10) days
from the date it receives the notice of appeal. The Board may take any action it determines
appropriate, including modification of the decision of the Tribunal and any decision of the Board
shall be final, subject to the right of appeal provided in Code Section 20-2-1160. Reasonable
notice of the time and place where the Board shall hear the appeal shall be given.
Public Meeting and Record
The hearings, both by the Tribunal and the Board of Education shall be closed to the press and
other media, and to the general public. However, such hearings shall be open to all school
officials, including Board Members, complaining parties, and others whom the parent or
guardian may wish to have present.
Transcript
An electronic or written record of the proceedings shall be made available to all parts. The record
shall be preserved as long as the student is in school or until the time of the appeal has passed,
whichever is later. It shall not be subject to public inspection under Article 4 of Chapter 18 of
Title 50 of the Georgia Code. The Board, acting through the superintendent, shall prepare a
written summary of any proceeding hereunder, including a description of the incident and
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disposition thereon, but not containing the names of any part of the incident, which summary
shall be a public record.
Waiver of Disciplinary Tribunal Hearing
Parents/guardians who would like to waive their right to a hearing may sign a waver form to
forego the hearing and accept the agreed upon consequences. Parents/guardians who sign the
waiver are also waiving their right to an appeal.
Return to School
A student who has been suspended long-term or expelled for a definite period, shall report to the
Chief Student Services Officer, along with the parent or guardian for a conference or series of
conferences, before being readmitted to school, and the Assistant Superintendent or principal
may prescribe reasonable guidelines to be followed by the student to assure that the disciplinary
infraction does not recur. Failure to follow such guidelines may result in the filing of another
complaint against the student.
E. Discipline of Students with Disabilities; Composition of Student Discipline Tribunal and
IEP Team
Suspension from School
The principal may suspend a student with disabilities for not more than 10 school days for any
violation of school rules, to the extent that the principal shall suspend a student without
disabilities. Whether or not a suspension or series of suspensions exceeds 10 days, the school
district will make decisions through an appropriately constituted IEP committee regarding a
behavior intervention plan, functional behavioral assessment and a determination of whether
there was or was not a relationship between the student’s disability and the behavior.
Composition of Tribunal and the IEP Committee:
The composition of the Tribunal and the IEP Committee shall be in compliance with the
Individuals with Disabilities Education Act, section 20 U.S.C. §1400 et seq.
Hearing:
In scheduling and holding any hearing, all rules regarding notice and procedure applicable to
student Discipline Hearings shall apply and be the same for hearings hereunder. All rules
prescribed for notice of decision, time for determination and notice, right to present and hear
evidence, representation by counsel, cross examination of witnesses and other rights prescribed
for hearings with all other students shall be preserved for the disabled student and his or her
parents, except and so far as there may be a conflict with IDEA, and then IDEA and applicable
rules and regulations thereunder shall control and such additional rights as of subscribed therein
shall be secured for the disabled student.
Decisions:
There are two basic decisions to be made.
A. If it determined that there has been such a violation, then an IEP Committee, as constituted
under IDEA, shall determine on the record f the violation was
a manifestation of the student’s disability. If the IEP Committee determines that the behavior
was a manifestation of the student’s disability, then the determination and any evidence relevant
thereto should be used by the IEP Committee for consideration in determining how to best
address the disabled student’s situation consistent with IDEA.
B. If it is determined that the violation is not a manifestation of the student’s disability, then,
relevant disciplinary procedures applicable to children without disabilities may be applied
to the disabled child in the same manner in which they would have applied to children
without disables, except as otherwise provided in IDEA under 20 U.S.C. § 1412, which
requires that a free appropriate public education must in some fashion be made available to
all children who have been suspended or expelled from school. This determination should
be referred to an appropriate placement committee or IEP meeting for determination as to
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how these services should be rendered consistent with IDEA. The IEP Committee may
order a change in placement of a student to an appropriate interim alternative educational
setting, another setting, or suspension for not more than 10 school days. If it is the
recommendation of the IEP Committee that a change in placement or suspension be for
more than 10 school days, then the matter will be referred to the Tribunal.
Appeal:
A. Rule Violation: Any party should have the right to appeal any decision of the Tribunal
regarding a violation of the School District disciplinary policy to the Board of Education by
filing a written notice of appeal within 20 days of the date of the decision, as is set forth for
students without disables. A review of these appeals will be made by the Board of
Education in the same manner or fashion as provided for its review of appeals from
students without disabilities. Further, any appeal from, the Board of Education’s decision is
as provided O.C.G.A. 20-2-1160 to the State Board of Education.
B. Determination that Behavior was or was not a Manifestation of the Child’s Disability: Any
party has the right to appeal a determination of the IEP Committee that the child’s behavior
was not a manifestation of the child’s disability or with any decision regarding placement
with the Superintendent of the School District. The School District will therefore arrange
for an expedited hearing in any such case to be conducted by an administrative law
judge/hearing officer, as provided by the Georgia Special Education State Program Plan.
Waiver of Disciplinary Tribunal Hearing
Parents/guardians who would like to waive their right to a hearing may sign a waver form to
forego the hearing and accept the agreed upon consequences. Parents/guardians who sign the
waiver are also waiving their right to an appeal.
F. Reinstatement of Students
After Suspension or Expulsion for the Remainder of the Year
Upon a student's return to school, after long-term suspension, he/she must report to the office of
the Chief Student Services Officer to receive a permit to return to class. Upon the student's return
to school after short-term suspension, he/she must report to the office of the principal to receive a
permit to return to class. The principal shall schedule a conference to be attended by the student,
the student's parent(s) or guardian(s) and the school personnel involved in the case. Failure or
refusal on the part of the student's parent(s) or guardian(s) to appear for the scheduled conference
may result in the principal making a recommendation to the Superintendent for another period of
suspension.
After Permanent Expulsion
A student can be reinstated after permanent expulsion only by vote of the Board of Education to
readmit him/her only after a calendar year has expired.
After Being Convicted of a Crime
The student who has been in a correction or juvenile detention home for conviction of a crime is
required to report with his/her parent(s) or guardian(s) to the office of the Chief Student Services
Officer or his designee for a conference. The conference will be concerned with the student's
assignment and will also provide counseling prior to reentry.
XV. Student Attendance Policy
General Policy Statements
Students shall be in attendance at public schools in accordance with the requirements of the
compulsory school attendance law and for the number of full length days prescribed by law. See
policy JB
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Every parent, guardian or other person residing in the State of Georgia is required to enroll and
send children in their care and charge between the ages of seven and sixteen to school unless the
child is specifically exempt. Children specifically exempt from the requirement of the
compulsory school attendance law are those who are mentally or physically incapacitated to
perform school duties.
Attendance Law
Students may be absent from school only fifteen (15) days per school year. High School
students may only be absent seven (7) days per school year.
Excused Absences
1. Once a student is absent from school or class, a note is to be brought from the parent or
guardian stating the reason for the absence. This note is to be brought to the homeroom
teacher or advisor within three school days of the last date of absence.
2. Children may be temporarily excused from school (1) who are personally ill and whose
attendance in school would endanger their health or the health of others; (2) in whose
immediate family there is a serious illness or death which would reasonably necessitate
absence from school; (3) on special and recognized religious holidays observed by their
faith; (4) when mandated by order of governmental agencies (e.g. court order); (5)
principal's approval of attendance at school related experiences.
3. Children may be excused from school attendance when prevented from such attendance due to
conditions rendering school attendance impossible or hazardous to their health or safety.
4. Children who are at least 12 years of age and are serving as pages of the Georgia General
Assembly shall be credited as present by the school in which they are enrolled for days
messed from school for this purpose.
5. Individual students who have emergencies necessitating their absence from school for a
portion of the school day must have been present for the majority of the school day in order
to be included in the average daily attendance count. When there is cause necessitating an
individual student to be excused from school for a portion of the school day, the student
shall be released from school only to his parent(s), to a person properly identified to school
authorities or upon request by letter or telephone from the parents.
6. A student may request makeup work for an excused absence. Makeup work must be arranged
within three school days after the last date of absence.
Unexcused Absences
Unexcused absences are all failures to attend school other than those specifically excused by the
administration. Unexcused absences shall include but not be limited to the following: (1)
oversleeping; (2) missing the bus; (3) baby-sitting; (4) joining the family for vacation outings;
(5) skipping school and cutting classes.
Procedures:
1. Parent receives notification of new attendance law at the beginning of school. Signatures of
parents and students are kept at the school for one year.
2. After three (3) unexcused absences, the school sends a letter to the parent notifying them of
the unexcused absences.
3. A referral to the School Social Worker is initiated after five (5) unexcused absences. The
School Social Worker sends a letter to the parent.
4. The School Social Worker makes contact with the parent. If the attendance problem is not
resolved, they send a certified letter to the parent.
5. If the parent has filed ungovernable charges against the student, a referral is made to Juvenile
Court. Otherwise, a referral is made to Municipal Court.
Tardy to School - Any student arriving at school following the ringing bell, chime, or other
audible signal established by the Principal and intended to indicate the start of the school day.
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Any student who is on school property bus is not in his or her assigned classroom or other
authorized area following the bell, chime, or other audible signal will be considered tardy to
school.
Tardy to Class - A student is “tardy to class” when he arrives to class following the ringing bell,
chime, or other audible signal indicating the beginning of instructional time.
Excused Tardy - A tardy resulting from events beyond a student’s control, such as an accident,
road closed due to an accident, area power outage, late bus, or other excuses determined by the
Principal or designee as acceptable. Documentation is required to excuse a tardy, if it is for an
appointment.
Unexcused Tardies - Students accumulating three (3) days of unexcused tardies will receive a
phone call from the teacher or office staff/automatic calling system to the parent.
Continued Tardies - 5th - Referral(s) to the Principal or the Principal’s designee for mandatory
parent conference and counselor referral. Consequences may include detention, in-school
suspension, Saturday school, loss of driving privileges, or other actions in accordance with local
school system policy.
(10 or more days) - Referral to the school social worker and to support agencies outside the
school system, as the Principal deems appropriate. Among these agencies are the Department of
Family and Children Services (DFCS), law enforcement, Juvenile Court, Family Connection, or
other external agencies.
Credit for Classes
The school year is 180 days. A student in any Muscogee County school who misses more than
15 days in any class shall not receive credit. In classes that meet for 90 days, a student who
misses more than 7 days shall not receive credit.
The parent or guardian may appeal a decision to withhold credit for an individual student based
on excessive absences. Appeals must be made to the principal in writing within two weeks on the
bass of hardship, extenuating circumstances or other extreme emergences. If the appeal is denied
by the principal, a request in writing may be sent to the Superintendent or his designated
assistant within five school days for an informal review and hearing.
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APPENDIX D
PERSONNEL POLICIES:
Current Employees:
1. The Human Resources Department of Muscogee County School District will
continue to allocate employees to Wynnton Arts Academy under the system of
hiring for all County schools with the exception of extended day arts personnel.
All Wynnton personnel shall be fingerprinted and have a criminal background
check prior to employment.
2. Administrative, Faculty, and Paraprofessional staff will remain employees of
Muscogee County Board of Education, with no alteration in salary, workers
compensation, insurance, health, retirement, and other benefits. Teachers and
administrators are certified by GAPSC. Paraprofessionals must meet the
requirements of the Muscogee County School District.
Future Employees:
1. Wynnton Arts Academy will continue to draw candidates from the Muscogee
County Human Resources Department, but reserves the right to locate candidates
on its own, who possess highly qualified Georgia certification and who are
eligible for employment by Muscogee County Schools. These candidates will be
specialists/professionals in the fine arts, and will be required to have professional
certification/qualifications in their areas of expertise.
2. Wynnton Arts Academy can choose to utilize non-Georgia certified faculty in
extended day activities. The Human Resources Department and the Principal will
determine appropriate criteria for the hiring and utilization of non-certified
faculty. The teachers will only be utilized in accordance with SACS/CASI
guidelines.
3. New hires will be eligible for benefits from the Muscogee County Board of
Education under the same rules and regulations as other employees.
4. Teacher salaries for the regular school day are in accordance with the salary scale
of the Muscogee County School District. The scale is located in Appendix N.
5. The employment procedures, including requirements for background checks and
fingerprinting are:
MUSCOGEE COUNTY BOARD OF EDUCATION GBD...http://www.gsba.com/policymanuals/policies/muscogee/gbd.htm
1 of 3 6/17/2004 1:10 PM
Board Policy Descriptor Code: GBD
Professional Personnel Hiring
Administration of an Oath
The Muscogee County School District shall uphold the State law which requires that
every teacher in the public schools, colleges, and universities and other employees of the
District take and subscribe to a solemn oath to uphold, support and defend the
constitutions and laws of Georgia and of the United States. The oath of each teacher or
other employee of the District shall be filed in the Office of the Superintendent of the
local school district in the form of the State “Security Questionnaire.” No teacher or
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other employee who fails to take and subscribe to such oath shall be employed.
Procedures for Staffing
The staffing for the School District is a joint responsibility of the Chief Human
Resources Officer and the principals, directors/supervisors. Whenever a vacancy
occurs, the administrator should notify the Human Resources Office immediately so that
steps can be taken to find the most qualified person available for this position.
Consultation with the personnel officer should proceed with the following action:
1. It will be the responsibility of the Chief Human Resources Officer to make a
thorough investigation of the personnel files and recommend to the administrator the
best-qualified person(s) available.
2. The Chief Human Resources Officer will discuss the qualifications of the best
applicant(s) with the administrator and arrange for the applicant(s) to have an
interview with the administrator.
3. After the administrator has had an interview with the applicant(s), a
recommendation shall be made to the Assistant Superintendent for Personnel for or
against employment.
4. If the application is recommended by the administrator and the Chief Human
Resources Officer concurs with the recommendation, the applicant shall return to the
Personnel Office and sign a contract as well as complete all other employment
paperwork necessary for employment in the Muscogee County School District.
5. The recommendation then goes to the Superintendent who refers it to the Board of
Education for confirmation.
2 of 3 6/17/2004 1:10 PM
It should be noted that the Human Resources Department will work with the principals
and directors in recommending paraprofessionals, secretaries, substitute teachers,
custodians, plant services personnel, school nutrition workers and all other support
personnel for employment, following the same basic procedure as for professional
personnel.
Work Experience
The Muscogee County School District seeks to employ knowledgeable and experienced
professionals who are properly certified. Thus, professionals will be granted the benefit
of their verified total work experience in this system and other PSC accepted accredited
school systems when determining pay levels upon being hired. This would also include
three (3) years of creditable military service.
Fingerprinting/Criminal Records Check
Effective July 1, 2000 all personnel, certificated as well as noncertificated, employed by
the Board shall be fingerprinted and have a criminal record check. A certificated person
may, however, be employed under a provisional or temporary contract for a maximum
of 200 days to allow for the receipt of the results of the criminal record check.
All certificated personnel whose employment is renewed in this school district after July
1, 2000 shall have a criminal record check made as required above upon certificate
renewal application for which the person is employed to the Professional Standards
Commission.
Additionally, all non-certificated employees will have a criminal record check
completed every fifth (5th) year of employment.
EMPLOYMENT OF RELATIVES
It is the policy of Muscogee County School District to allow the employment of
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relatives.
The following application of this policy will be used when determining employment,
promotion, or transfer:
Immediate relative(s) may not be employed or work in the same department or A.
3 of 3 6/17/2004 1:10 PM
school where they would be working under the same immediate supervisor.
Relatives may not work directly under each other as subordinate superior
relationship.
B.
Employees who marry each other are responsible to report such marriage to
Human Resources. Senior administration will review each case on its own merit
to determine appropriate action to take, if any.
C.
For the purpose of this policy, immediate relatives are: spouse, parent/step-parent,
child/step-child, brother, sister, brother in-law, sister in-law, father in-law, mother
in-law or grandparents.
D.
ADOPTED: March 18, 2002
LAST REVISED: November 17, 2003
MUSCOGEE COUNTY BOARD OF EDUCATION
Evaluations:
All personnel will be evaluated by an administrator a minimum of one time each year
in accordance with MCSD Policies and Procedures.
Calendar
Wynnton Arts Academy will follow the Muscogee County School District Board of Education
calendar
Payroll Services
All Wynnton Arts Academy personnel shall be employees of Muscogee County School District.
Payroll services shall continue to be provided by the Muscogee County School District. The
establishment of the Charter School shall have no effect on salaries or benefits.
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APPENDIX E
Dress Code Policy
The Dress Code is required of all students attending Wynnton Arts Academy. Families
experiencing financial difficulties or hardships may privately seek assistance through the Parent
Coordinator and requests for the Sara Spano Clothing Bank.
Uniform Shirts:
Navy, white, and red solid colored button up shirts, (polo style, button up, or turtleneck).
No emblems or logos other than the school logo are allowed. Any Wynnton Arts
Academy shirts may be worn in lieu of the collared shirt.
Hooded, zipped up sweatshirts will not be worn during the school day while inside.
Uniform Bottoms:
Navy or Khaki shorts, slacks, skirts, dresses, skorts or jumpers. Sweatpants or wind
pants will not be permitted. Slacks must be properly fitted around the waist held up by a
brown or black belt.
Shoes:
Sneakers are the only shoes permitted to wear at ALL times, regardless of attire.
Daily Dress Requirements for ALL Students:
1. Pants shall be pulled up and not hanging below the waist.
2. Shirts will be neatly tucked in at all times.
3. No spaghetti straps, tube tops, or tank tops will be worn.
4. Shorts, skirts, and skorts will be no shorter than 2 inches above the knee.
Parents of students who repeatedly violate the daily dress code requirements will be referred to
the Family Literacy Coordinator to help rectify the problem.
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APPENDIX F
Teacher/Parent/Student Compact
This agreement is not a condition to participating in the charter lottery, but rather is
something that the student and his/her parent/guardian are required to sign in order
to complete enrollment once it is offered to the student.
As A Parent/Guardian, I Will:
•
•
•
•
•
•
•
•
•
Remain actively involved in my child’s education by supporting his/her learning process
both at home and at school;
Ensure that my child attends school each day, arrives promptly and remains throughout
the day;
Ensure that my child is rested, groomed, dressed in accordance with the school’s dress
code, and has the necessary supplies and signed papers he/she needs;
Participate in school meetings and parent/teacher conferences;
Support the school’s policy for maintaining discipline;
Ensure that my child does his/her assigned homework each day;
Provide at least 10 hours of volunteer service by my family per year;
Take my child(ren) to two (2) cultural events during the school year;
Understand that if I do not adhere to the above statements and do not want my child to
participate in the fine arts program, he/she will be transferred to a designated school in
Muscogee County.
As A Student, I Will:
•
•
•
Be the best I can be and believe in myself;
Come to school prepared and listen to all instructions;
Be honest, fair, and respectful.
As A Teacher, I Will:
•
•
•
Treat each student with respect and dignity;
Provide meaningful learning opportunities;
Keep parents/guardians informed of student progress.
Signature(s) of Parent(s)/Guardian(s) _________________________________________
Signature of Student ______________________________________________________
Signature of Teacher: _____________________________________________________
Date___________________________________ Grade _________________________
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ATTENDANCE POLICY
Any student who has been absent shall bring to the teacher, a written excuse, signed by the
parent/guardian stating the cause of the absence. Students will be expected to make up all missed
lessons because of absence or tardiness.
Unexcused Absences and Tardiness
Absences and Tardiness not documented as excused, in the above manner, are unexcused.
• A letter will be sent to the parent/guardian for unexcused absences at 3, 5, 10, and 15
days.
•
After 5 unexcused absences or tardies, the parent will automatically receive a letter from
the school. The student and parent will be required to attend an extended day training
program at the school on specified dates. Training will be provided by the Family
Literacy Coordinator, the school Social Worker, and selected teachers. The training
program will include participation in academic tutoring for students and tips for effective
parenting strategies for parents.
Parents or guardians should be aware that non-compliance with attendance policies may result in
the following: referral of student to the school truancy officer and possible retention of the
student in the current grade.
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APPENDIX G
Basic Class Schedule that teachers adapt to their classroom:
Each classroom teacher adheres to the following segments:
2 hours Language Arts Block/Reading Block
2 hours Math Block
45 minutes of common planning time for teachers/students during art integration (drama, art,
music, and dance)
30 minute lunches
75 minutes rotating block for science and social studies
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The calendar year for Wynnton Arts Academy for 2008-2009 will begin on Monday,
August4, 2008, and will end on Wednesday, May 27, 2009.
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APPENDIX H
Measurable objectives for the charter school are as follows:
Academic achievement
o The percent of students in all the groups meeting/exceeding the standard in
reading/language arts as measured by the spring administration of the Georgia Criterion
Referenced Competency Test will increase from72% to 75% in 2008, with continued
yearly 3 percentage point increases in years 2009, 2010, 2011, 2012, and 2013.
o The percent of students in all the groups meeting/exceeding the standard in writing for
grades 3 and 5 as measured by the spring administration of the Georgia Curriculum
Based Assessment will increase 3 percentage points in 2009, 2010, 2011, 2012 and 2013.
o The percent of students in all the groups meeting/exceeding the standard in mathematics
as measured by the spring administration of the Georgia Criterion Referenced
Competency Test will increase 3 percentage points in 2009, 2010, 2011, 2012, and 2013.
Fine Arts achievement
o For Music, students in all grades will achieve 90% mastery in the following areas:
¾ Singing alone and with others, a varied repertoire of music,
¾ Performing on instruments, alone and with others, varied repertoire of music,
¾ Improvising melodies, variations, and accompaniments,
¾ Composing and arranging music to accompany readings or dramatizations,
¾ Reading and notating music
¾ Listening to, analyzing, and describing music,
¾ Evaluating music and music performances,
¾ Understanding relationships between music, and other arts, and disciplines
outside the arts, and
¾ Understanding music in relation to history and culture.
o For Visual Arts, students in all grades will achieve 90% mastery in the following areas:
¾ Understanding and applying media, techniques and processes,
¾ Using knowledge of structures and functions,
¾ Choosing and evaluating a range of subject matter, symbols, and ideas,
¾ Understanding the visual arts in relation to history and cultures,
¾ Reflecting upon and assessing the characteristics and merits of their work and
the work of others, and
¾ Making connections between visual arts and other disciplines.
o For Dance, students in all grades will achieve 90% mastery in the following areas:
¾ Identifying and demonstrating movement elements and skills in performing
dance,
¾ Understanding choreographic principals, processes, and structures,
¾ Understanding dance as a way to create and communicate meaning,
¾ Applying and demonstrating critical and creative thinking skills in dance,
¾ Demonstrating and understanding dance in various cultures and historical
periods,
¾ Making connections between dance and healthful living, and
¾ Making connections between dance and other disciplines.
o For Drama, students in all grades will achieve 90% mastery in the following areas:
¾ Script writing by planning and recording improvisations based on personal
experience and heritage, imagination, literature and history,
¾ Acting by assuming roles and interacting in improvisations
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¾ Designing by visualizing and arranging environments for classroom
dramatization,
¾ Directing by planning classroom dramatizations,
¾ Researching by finding information to support classroom dramatization,
¾ Comparing and connecting art forms by describing theater, dramatic media,
and other art forms,
¾ Analyzing and explaining personal preferences and constructing meanings
from classroom dramatizations and from theater, film, television, and
electronic media productions,
¾ Understanding context by recognizing the role of the teacher, film, television,
and electronic media in daily life.
Goals are listed as Content Standards and objectives are listed as Achievement Standards. The
National Standards are universally accepted as criteria for achievement in the Fine Arts. In order
for our students to take their places in society we must do everything in our power to utilize all
techniques to assist the students in mastering basic educational skills in the core academic areas.
We have demonstrated on the CRCT that Arts Integration plays a significant role in assisting our
students in academic performance. It is in the public interest for our future leaders to achieve at
the highest possible levels.
National Standards for Drama, Art, Music, and Dance
Drama Theater Standards K-5
Through role-playing, scriptwriting, and developing characters in particular circumstances,
students create situations and actions that allow them to make sense of their world and to
understand those who are different from them.
Content Standard 1: Script writing by planning and recording improvisations based on
personal experience and heritage, imagination, literature, and history.
Achievement Standard:
Students
a. collaborate to select interrelated characters, environments, and situations for
classroom dramatization
b. improvise dialogue to tell stories, and formalize improvisations by writing or
recording the dialogue
Content Standard 2: Acting by assuming roles and interacting in improvisations.
Achievement Standard
Students
a. collaborate to select interrelated characters, environments, and situations for
classroom dramatizations
b. use variations of locomotor and nonlocomotor movement and vocal pitch, tempo, and
tone for different characters
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c. assume roles that exhibit concentration and contribute to the action of classroom
dramatizations based on personal experience and heritage, imagination, literature, and
history
Content Standard 3: Designing by visualizing and arranging environments for classroom
dramatization.
Students
a. visualize environments and construct6 designs to communicate locale and
mood
using visual elements (such as space, color, line, shape, texture) and aural aspects using a
variety of sound sources
b. collaborate to establish playing spaces for classroom dramatizations and to select and
safely organize available materials that suggest scenery, properties, lighting, sound,
costumes, and makeup
Content Standard 4: Directing by planning classroom dramatizations.
Students
a. collaboratively plan and prepare improvisations and demonstrate various ways of
staging classroom dramatizations
Content Standard 5: Researching by finding information to support classroom
dramatization.
Students
a. communicate information to peers about people, events, time, and place related to
classroom dramatizations
Content Standard 6: Comparing and connecting art forms by describing theater, dramatic
media, and other art forms.
Students
a. describe visual, aural, oral, and kinetic elements in theatre, dramatic media, dance,
music, and visual arts
b. compare how ideas and emotions are expressed in theatre, dramatic media, dance,
music, and visual arts
c. select movement, music, or visual elements to enhance the mood of a classroom
dramatization
Content Standard 7: Analyzing and explaining personal preferences and constructing
meanings from classroom dramatizations and from theater, film, television, and electronic
media productions.
Students
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a. identify and describe the visual, aural, oral, and kinetic elements of classroom
dramatizations and dramatic performances
b. explain how the wants and needs of characters are similar to and different from their
own
c. articulate emotional responses to and explain personal preferences about the whole as
well as the parts of dramatic performances
d. analyze classroom dramatizations and, using appropriate terminology, constructively
suggest alternative ideas for dramatizing roles, arranging environments, and developing
situations along with means of improving the collaborative processes of planning,
playing, responding, and evaluating.
Content Standard 8: Understanding context by recognizing the role of theater, film,
television, and electronic media in daily life.
Students
a. identify and compare similar characters and situations in stories and drama from and
about various cultures, illustrate with classroom dramatizations, and discuss how theatre
reflects life
b. identify and compare the various settings and reasons for creating dramas and
attending theatre, film, television, and electronic media productions
Visual Arts Standards for K-5
These standards help students learn the characteristics of the visual arts by using a wide range of
subject matter, symbols, meaningful images, and visual expressions, to reflect their ideas,
feelings, and emotions, and to evaluate the merits of their efforts.
Content Standard 1: Understanding and applying media, techniques, and processes.
Students
a. know the differences between materials, techniques, and processes
b. describe how different materials, techniques, and processes cause different
responses
c. use different media, techniques, and processes to communicate ideas, experiences,
and stories
d. use art materials and tools in a safe and responsible manner
Content Standard 2: Using knowledge of structures and functions.
Students
a. know the differences among visual characteristics and purposes of art in order to
convey ideas
b. describe how different expressive features and organizational principles cause
different responses
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c. use visual structures and functions of art to communicate ideas
Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and
ideas.
Students
a. explore and understand prospective content for works of art
b. select and use subject matter, symbols, and ideas to communicate meaning
Content Standard 4: Understanding the visual arts in relation to history and cultures.
Students
a. know that the visual arts have both a history and specific relationships to various
cultures
b. identify specific works of art as belonging to particular cultures, times, and places.
c. demonstrate how history, culture, and the visual arts can influence each other in
making and studying works of art
Content Standard 5: Reflecting upon and assessing the characteristics and merits of their
work and the work of others.
Students
a. understand there are various purposes for creating works of visual art
b. describe how people’s experiences influence the development of specific artworks
c. understand there are different responses to specific artworks
Content Standard 6: Making connections between visual arts and other disciplines.
Students
a. understand and use similarities and differences between characteristics of the visual
arts and other arts disciplines
b. identify connections between the visual arts and other disciplines in the curriculum
Music Standards for K-5
Performing, creating, and responding to music are the fundamental music processes in which
humans engage. Singing, playing instruments, moving to music, and creating music enable them
to acquire musical skills and knowledge that may not be developed in any other way.
Content Standard 1: Singing, alone and with others, a varied repertoire of music
Students
a. sing independently, on pitch and in rhythm, with appropriate timbre, diction, and
posture and maintain a steady tempo
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b. sing expressively, with appropriate dynamics, phrasing, and interpretation
c. sing from memory a varied repertoire of songs representing genres and styles from
diverse cultures
d. sing ostinatos, partner songs, and rounds
e. sing in groups, blending vocal timbres, matching dynamic levels, and responding to
cues of a conductor
Content Standard 2: Performing on instruments, alone and with others, varied repertoire
of music
Students
a. perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a
steady tempo
b. perform easy rhythmic, melodic, and chordal patterns accurately and independently on
rhythmic, melodic, and harmonic classroom instruments
c. perform expressively a varied repertoire of music representing diverse genres and
styles
d. echo short rhythms and melodic patterns
e. perform in groups, blending instrumental timbres, matching dynamic levels, and
responding to the cues of a conductor
f. perform independent instrumental parts while other students sing or play contrasting
parts
Content Standard 3: Improvising melodies, variations, and accompaniments
Students
a. improvise answers in the same style to given rhythmic and melodic phrases
b. improvise simple rhythmic and melodic ostinato accompaniments
c. improvise simple rhythmic variations and simple melodic embellishments on familiar
melodies
d. improvise short songs and instrumental pieces, using a variety of sound sources,
including traditional sounds, nontraditional sounds available in the classroom, body
sounds, and sounds produced by electronic means
Content Standard 4: Composing and arranging music to accompany readings or
dramatizations
Students
a. create and arrange music to accompany readings or dramatizations
b. create and arrange short songs and instrumental pieces within specified guidelines
c. use a variety of sound sources when composing
Content Standard 5: Reading and noting music
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Students
a. read whole, half, doted half, quarter, and eighth notes and rests in 2/4, 3/4/ and 4/4
meter signatures
b. use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the
treble clef in major keys
c. identify symbols and traditional terms referring to dynamics, tempo, and articulation
and interpret them correctly when performing
d. use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns
presented by the teacher
Content Standard 6: Listening to, analyzing, and describing music
Achievement Standard;
Students
a. identify simple music forms when presented aurally
b. demonstrate perceptual skills by moving, by answering questions about, and by
describing aural examples of music of various styles representing diverse cultures
c. use appropriate terminology in explaining music, music notation, music instruments
and voices, an music performances
d. identify the sounds of a variety of instruments, including many orchestra and band
instruments, and instruments from various cultures, as well as children’s voices and male
and female adult voices
e. respond through purposeful movement to selected prominent music characteristics or
to specific music events while listening to music
Content Standard 7: Evaluating music and music performances
Students
a. devise criteria for evaluating performances and compositions
b. explain, using appropriate music terminology, their personal preferences for specific
works and styles
Content Standard 8: Understanding relationships between music, and other arts, and
disciplines outside the arts
Students
a. identify similarities and differences in the meanings of common terms used in the
various arts
b. identify ways in which the principles and subject matter of other disciplines taught in
the school are interrelated with those of music
Content Standard 9: Understanding music in relation to history and culture
Students
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a. identify by genre or style aural examples of music from various historical periods and
cultures
b. describe in simple terms how elements of music are used in music examples from
various cultures of the world
c. identify various uses of music in their daily experiences and describe characteristics
that make certain music suitable for each use
d. identify and describe roles of musicians in various music settings and cultures
e. demonstrate audience behavior appropriate for the context and style of music
performed
Dance Standards for K-5
Through dance education, students can also come to an understanding of their own culture and
begin to respect dance as a part of the heritage of many cultures. As they learn and share dances
from around the globe, as well as from their own communities, children gain skills and
knowledge that will help them participate in a diverse society.
Content Standard 1: Identifying and demonstrating movement elements and skills in
performing dance.
Students
a. accurately demonstrate nonlocomotor/axial movements (such as bend, twist, stretch,
swing)
b. accurately demonstrate eight basic locomotor movements (such as walk, run, hop,
jump, leap, gallop, slide, and skip), traveling forward, backward, sideward, diagonally,
and turning
c. create shapes a low, middle, and high levels
d. demonstrate the ability to define and maintain personal space
e. demonstrate movements in straight and curved pathways
f. demonstrate accuracy in moving to a musical beat and responding to changes in tempo
g. demonstrate kinesthetic awareness, concentration, and focus in performing movement
skills
h. attentively observe and accurately describe the action (such a skip, gallop) and
movement elements (such as levels, directions) in a brief movement study
Content Standard 2: Understanding choreographic principles, processes, and structures
Students
a. create a sequence with a beginning, middle, and end, both with and without a rhythmic
accompaniment; identify each of these parts of the sequence
b. improvise, create, and perform dances based on their own ideas and concepts from
other sources
c. use improvisation to discover and invent movement and to solve movement problems
d. create a dance phrase, accurately repeat it, and then vary it (making changes in the
time, space, and/or force/energy)
e. demonstrate the ability to work effectively alone and with a partner
f. demonstrate the following partner skills: copying, leading and following, mirroring
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Content Standard 3: Understanding dance as a way to create and communicate meaning.
Students
a. observe and discuss how dance is different from other forms of human movement
(such as sports, everyday gestures)
b. take an active role in a class discussion about interpretations of and reactions to a
dance
c. present their own dances to peers and discuss their meanings with competence and
confidence
Content Standard 4: Applying and demonstrating critical and creative thinking skills in
dance.
Students
a. explore, discover, and realize multiple solutions to a given movement problem, choose
their favorite solution and discuss the reasons for that choice
b. observe two dances and discuss how they are similar and different in terms of one of
the elements of dance (such as space) by observing body shapes, levels, pathways
Content Standard 5: Demonstrating and understanding dance in various cultures and
historical periods.
Students
a. perform folk dances from various cultures with competence and confidence
b. learn and effectively share a dance from a resource in their own community; describe
the cultural and/or historical context
c. accurately answer questions about dance in a particular culture and time period
Content Standard 6: Making connections between dance and healthful living.
a. identify at least three personal goals to improve themselves as dancers
b. explain how healthy practices enhance their ability to dance, citing multiple examples
Content Standard 7: Making connections between dance and other disciplines
Students
a. create a dance project that reveals understanding of a concept or idea from another
discipline (such as pattern in dance and science)
b. respond to a dance using another art form; explain the connections between the dance
and their response to it (such as stating how their paintings reflect the dance they saw)
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Music Rubric
Mastered
Not
Mastered
Criteria / Performance Indicators
Singing alone and with others, a varied repertoire of music
•
•
•
•
Students sing independently, on pitch and in rhythm, with
appropriate timbre, diction, and posture, and maintain a steady
tempo
Students sing in groups, blending vocal timbres, matching
dynamic levels, and responding to the cues of a conductor
Students will be able to sing expressively, with appropriate
dynamics, phrasing, and interpretation
Students will be able to identify and sing from memory, a
variety of musical styles:
1. Jazz
2.
Disney soundtracks
3.
Classical
4.
Hip Hop
5.
Reggae
6.
Folk Songs
7.
Romantics
Performing on instruments, alone and with others, varied
repertoire of music
•
•
•
•
Students perform in groups, blending instrumental timbres,
matching dynamic levels, and responding to the cues of a
conductor
Students perform independent instrumental parts (e.g., simple
rhythmic or melodic ostinatos, contrasting rhythmic lines,
harmonic progressions, and chords) while other students sing
or play contrasting parts
Students perform easy rhythmic, melodic, and chordal patterns
accurately and independently on rhythmic, melodic, and
harmonic classroom instruments
Students will be able to identify and perform the following
instruments:
1. percussion
2.
strings
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3.
piano/keyboard
4.
horns
Improvising melodies, variations, and accompaniments
•
•
•
•
Students will be able to create and repeat clapping games
Students will be able to identify and create simple songs and
lullabies
Students will be able to create and use alliteration and rhyme
Students will be able to create simple rhythm games
Composing and arranging music to accompany readings or
dramatizations
•
•
•
•
Students will create and arrange short songs and instrumental
pieces within specific guidelines
Students will be able to compose simple pieces through
experimentation and editing of their work
Students will use feedback from groups to rearrange pieces
Students will be able to create and arrange music to accompany
readings or dramatizations
Reading and notating music
•
•
•
•
Students read whole, half, dotted half, quarter, and eighth notes
and rests in 2/4, 3/4, and 4/4 meter signatures
Students will be able to use standard symbols to notate meter,
rhythm, pitch, and dynamics in simple patterns presented by
the teacher
Students use a system to read simple pitch notation in the treble
clef in major keys
Students will be able to identify symbols and traditional terms
referring to dynamics, tempo, and articulation and interpret
them correctly when performing
Listening to, analyzing, and describing music
•
Students will be able to identify the following musical terms:
1. rhythm – long, short
2.
pulse or beat
3.
harmony
4.
texture – thick or thin
5.
form
6.
timbre
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7.
melody
8.
tempo – fast or slow
9.
pitch – high or low
Evaluating music and music performances
•
•
Students devise criteria for evaluating performances and
compositions
Students will be able to explain, using appropriate music
terminology, their personal preferences for specific musical
works and styles
Understanding relationships between music, and other arts,
and disciplines outside the arts
•
•
Students will be able to identify how music is being used to
regulate movements
Students will be able to create movements such as fundamental,
locomotor, axial, interpretive, and patterned rhymes (hand jive)
to music
Understanding music in relation to history and culture.
•
•
•
Students will be able to understand how early humans and
animals used music for communication ideas
Students will be able to see how music increases harmony and
social bonding
Students will be able to understand the importance of music in
countries such as Japan and Africa
Grading Scale: Student receives a “Satisfactory” score if 70% or more of the presented content
is mastered within a grading period.
April 2008
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Visual Arts Rubric
Mastered
Not
Mastered
Understanding and applying media, techniques, and
processes.
•
•
•
•
•
•
Drawing and Painting
Printmaking
Sculpting/Modeling
Designing
Craft
Photography
Using knowledge of structures and functions.
•
•
•
Students will be able to identify the four components of
art:
1. Artistic Perception
2. Creative Expression
3. Historical and Cultural Context
4. Aesthetic Valuing
Students will describe how different expressive features
and organizational principles cause different responses
Students know the difference among visual
characteristics and purposes of art in order to convey
ideas
Choosing and evaluating a range of subject matter,
symbols, and ideas.
•
•
•
•
Students will be able to manipulate and explore a
variety of art materials to bring out problem solving
skills
Students will select and use subject matter, symbols,
and ideas to communicate meaning
Students will explore and understand prospective
content for works or art
Students will be able to evaluate a variety of art
compositions
Understanding the visual arts in relation to history and
cultures.
April 2008
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•
•
•
•
Students will be able to infer ideas in relation to
historical art pieces
Students will demonstrate how history, culture, and the
visual arts can influence each other in making and
studying works of art
Students will be able to draw conclusions regarding
culture through visual representations
Students will identify specific works of art as belonging
to a particular culture, time, and place
Reflecting upon and assessing the characteristics and
merits of their work and the work of others.
•
Students will be able to reflect at the end of their work
session, evaluating the following:
1. What they like about the assignment they have
completed
2. What they have learned
3. What they want to improve
4. What they want to learn next
Making connections between visual arts and other
disciplines.
•
•
•
Students will understand that popular media is a hybrid
of sound, movement, animation, illustration, written
text, and visual images
Students will be able to identify connections between
the visual arts and other disciplines in the curriculum
Students will understand and use similarities and
differences between characteristics of the visual arts and
other disciplines
April 2008
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Dance Rubric
Mastered
Not
Mastered
Identifying and demonstrating movement elements and
skills in performing dance.
•
•
•
Students will be able to demonstrate and define the parameters
of their personal space. (Spatial awareness-in place)
Students will be able to travel throughout the workspace while
still maintaining their personal space. (Spatial awareness
through space.
Students will be able to create shapes at low, middle, and high
levels
Understanding choreographic principals, processes, and
structures.
•
•
•
•
Students will be able to identify different dance forms
including cultural, representation, presentational, and
expressive dance.
Students will be able to create a sequence with a beginning,
middle, and end both with and without rhythmic
accompaniment
Students will be able to use improvisation to discover and
invent movement and to solve movement problems
Students will demonstrate the ability to work alone and with a
partner
Understanding dance as a way to create and communicate
meaning.
•
•
•
Students will be able to draw upon a variety of resources such
as poetry, music, literature, and curriculum to communicate
interpretations through dance
Students will be able to retell a story through movement
Students will demonstrate the following partner skills: copying,
leading and following, and mirroring
Applying and demonstrating critical and creative thinking
skills in dance.
•
Students will be able to guide their learning of dance using the
following questions:
April 2008
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1.
What was communicated by the dance?
2.
What kinds of movements were used in the dance?
3.
Was the dance meaningful and effective? Why or
why not?
4.
What role did music play in communicating meaning?
Demonstrating and understanding dance in various cultures
and historical periods.
•
•
•
•
Students will be able to reenact various culture dances and
discuss their meanings.
Students learn and effectively share a dance from a resource in
their own community and describe the cultural and/or historical
context
Students will be able to perform folk dances from various
cultures with competence and confidence
Students will show an understanding of how many cultures
communicate through dance.
Making connections between dance and healthful living.
•
•
•
Students identify at least three personal goals to improve
themselves as dancers
Students explain how healthy practices (such as nutrition,
safety) enhance their ability to dance, citing multiple examples
Students will be able to identify the benefits of dance as an
exercise.
Making connections between dance and other disciplines.
•
•
Students will be able to create a project that reveals similarities
and differences between various art disciplines
Students will be able to cite example of dance concepts, such as
balance, shape, and patterns, that are used in other disciplines
April 2008
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Drama Rubric
Mastered
Not
Mastered
Script writing by planning and recording improvisations
based on personal experience and heritage, imagination,
literature, and history.
•
•
•
Students will be able to use background knowledge and
experience to initiate script.
Students will use group work to get the responsibility of giving
and taking from others, solving problems, and making
decisions.
Students will develop an understanding of themselves and of
others.
Acting by assuming roles and interacting in improvisations
•
•
•
Students will be able to reenact recent events.
Students will be able to use improvisations to demonstrate what
has been learned by the class so far.
Students will be able to use role play to interact with others and
adjust their in-role responses to the cues of others.
Designing by visualizing and arranging environments for
classroom dramatization.
•
•
•
Students will design the set using the classroom environment.
Students will arrange pieces in a way to offer suggestions of
the setting.
Students will be able to create the “mood” of the production.
Directing by planning classroom dramatizations.
•
•
•
Students will be able to show character relationships at the
beginning of a scene
Students will be able to show a disturbance of the plot balance
Students will find conflict resolution
Researching by finding information to support classroom
dramatization.
•
•
Students will be able to use various types of media to support
classroom dramatization
Students will be able to communicate information to peers
April 2008
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about people, events, time, and place related to classroom
dramatizations
Comparing and connecting art forms by describing theater,
dramatic media, and other art forms.
•
•
•
Students will be able to describe visual, aural, oral, and kinetic
elements in theatre, dramatic media, dance, music, and visual
arts
Students will compare how ideas and emotions are expressed in
theatre, dramatic media, dance, music, and visual arts
Students will be able to select movement, music, or visual
elements to enhance the mood of a classroom dramatization
Analyzing and explaining personal preferences and
constructing meanings from classroom dramatizations and
from theater, film, television, and electronic media
productions.
•
•
•
Students will explain how the wants and needs of characters are
similar to and different from their own
Students will be able to articulate emotional responses to and
explain personal preferences about the whole as well as the
parts of dramatic performances
Students will understand that popular media is a hybrid of
sound, movement, animation, illustration, written text, and
visual images
Understanding context by recognizing the role of theater,
film, television, and electronic media in daily life.
•
Students will reflect upon the following questions when they
experience a media they enjoy:
1.
What is the meaning behind the message?
2.
What is this text, print, or electronic trying to say to
me?
3.
How does it do this-through words and through
images?
4.
How does is make me feel?
5.
How do the visual effects have an impact on the
reader?
6.
What are the producers trying to communicate?
7.
What are the motivations of the producer? How did I
receive the text as a reader?
April 2008
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Use of Assessment Data
Student achievement data collected annually includes: Criterion Reference Competency Test
(CRCT), Iowa Test of Basic Skills (ITBS), Muscogee Accountability Program (MAP), Dynamic
Indicators of Basic Early Literacy Skills (DIBELS), STAR Reading, Star Math, Accelerated
Math (AM), Accelerated Reading (AR), and the Fine Arts Rubrics (based on the National
Standards).
Once the data is collected, the Office of Testing and Research of the Muscogee County School
District analyzes the raw data from the standardized tests. The data analysis is provided to all
administers and staff of Wynnton Arts Academy who use that analysis to pinpoint areas where
improvement is needed as well as to identify techniques that are yielding positive results.
Data from MAP, DIBELS, STAR reading and math, AR and AM, and the Fine Arts Rubrics are
analyzed within the school. Again, instructional decisions are based on demonstrations of
student competencies and areas needing improvement.
The overwhelming improvement evidenced in our student test scores indicates that our
administrators, faculty, and staff utilize the test data to optimize student achievement and
learning.
April 2008
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APPENDIX I
Wynnton Arts Academy Finances
Funding
Wynnton Arts Academy proposes that the Muscogee County Board of Education and the
Georgia Department of Education will continue to provide funding for Wynnton in accordance
with State and County guidelines. Wynnton Arts Academy will continue to receive funding at
the same rate or according to the guidelines applied to all other Muscogee County Schools.
Fiscal accountability will be maintained through the Muscogee County School’s Division of
Finance for any funding provided by the Muscogee County Board of Education and the State
Board of Education. Wynnton Arts Academy will participate in annual audits conducted by the
local school board.
Financial Policies:
To assure sound fiscal management, Wynnton Arts Academy will follow the policies and
procedures established by the Muscogee County School Board. Wynnton Arts Academy will
follow the policies and procedures of the Muscogee County School Board for disbursement.
As a charter School, Wynnton Arts Academy recognizes that there may be additional funds and
grant opportunities available. Wynnton Arts Academy will seek additional funding
opportunities..
In order to ensure sound fiscal practices, the following steps will be taken:
1. An annual budget will be drawn up by the principal and the Fine Arts Design Team
based on the School Improvement Plan and the annual goals of Wynnton Arts Academy.
2. When additional funding becomes available, the principal and the Fine Arts Design
Team, will present recommendations to the Wynnton Arts Academy faculty, staff, and
stakeholders as to the best use of the funding.
3. Any funds received will follow the policies and procedures of the Muscogee County
School District in regard to deposit and disbursement.
4. Robinson, Grimes, an independent auditing CPA organization (licensed by the state of
Georgia), annually performs an audit of every portion of the Muscogee County School District,
including Wynnton Arts Academy. The audit is financed by the Muscogee County School
District. As a charter school, Wynnton Arts Academy will comply with the federal monitoring
requirements for schools receiving federal funds
All assets, including the school building, are property of the local board of education.
April 2008
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Financial Plan for the First Fiscal Year
As a conversion charter school, Wynnton Arts Academy will continue to receive funding in
accordance with State and County guidelines. Please see the attachments for additional financial
information. (Attachment 1, Attachment 2)
Other Sources of Funding
There are four major outside sources of funding for Wynnton Arts Council. They are grants,
funds from our Partners In Education, the Wynnton Arts Foundation, and several fund raising
projects.
a) Grants – Faculty members of Wynnton Arts Academy will complete grant applications
to corporate, state, and foundation organizations to secure funds for activities.
The faculty will be aided by the staff of the Deputy Superintendent in these
endeavors.
b) Partners in Education – The Junior League of Columbus, Georgia and Wynnton United
Methodist Church serve as Partners in Education for Wynnton Arts Academy,
and endeavor to assist with as much funding and supplementary materials as
they are financially capable.
c) Wynnton Arts Foundation – Wynnton Arts Academy is the oldest active school in the
state of Georgia. The Wynnton Arts Foundation, founded in 2002, is
committed to providing a state of the art performing arts theater in the school.
d) Fund Raising Projects – Annually Wynnton Arts Academy conducts four fund raising
projects. These are Square One Art, Reach Art, Cookie Sales, and America’s
Lemonade.
April 2008
- 80 -
APPENDIX J
Waivers
Wynnton Arts Academy requests the following waivers:
State Waivers
Specific exemptions requested from the Georgia Department of Education will include:
1. Wynnton Arts Academy can choose to utilize non-Georgia certified faculty in teaching
capacities for extended day instruction. (Rule 505-2-09 and Rule 160-5-1-22(3)) The principal
and the Wynnton Arts Academy Governance Board will determine the appropriate criteria for
the hiring and utilization of non-certified personnel for extended day classes.
2. Wynnton Arts Academy faculty or staff can supervise, within SACS/CASI guidelines up to 33
students either inside or outside on school property during lunch, recess, fine arts, and
transitional time. (O.C.G.A. § 20-2-323) This waiver will allow for large groups of students to be
involved in stage productions and rehearsals. This waiver is consistent with the intent of
O.C.G.A. § 20-2-323 as students will be supervised in an appropriate manner. Our anticipated
teacher to student ratio is 20:1 for Pre-K and Kindergarten (with a paraprofessional), 21:1 (with
a paraprofessional) in grades 1-3, and 28:1 in grades 4 and 5.
3. Wynnton Arts Academy reserves the right to purchase text books and other instructional
materials not on the approved text book list for extended day instruction. These materials will be
aligned with QCC, GPS, and National Standards. (O.C.G.A. §20-2-10-10)
This waiver will allow more flexibility in the selection of supplemental text books and
instructional materials for use in the extended day program and classrooms. This flexibility is
needed for the integration of the arts into the existing curriculum. Books and resources are
needed to ensure the National Arts Standards are appropriately addressed. This waiver is
consistent with the intent of O.C.G.A. §20-2-10-10 because text books and other resources will
be aligned with QCC, GPS, National Standards, and arts integration guidelines.
County Waivers
Specific exemptions requested from the Muscogee County Board of Education include:
1. Wynnton Arts Academy will foster parental involvement through a Teacher/Parent/Student
Compact. (Refer to APPENDIX F)
A Family Arts Association will be created so that parents can actively participate in the fine arts
program and student events. The Family Arts Association will not be affiliated with the state and
local Parent Teacher Association, but will be designed by its members. (See APPENDIX L)
2. Wynnton Arts Academy will require a school uniform policy. (Muscogee County School
District Policy JCDB)
April 2008
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Wynnton Arts Academy requires a dress code policy that includes a required uniform. Research
has shown that student safety and school culture are improved with the wearing of uniforms.
Wynnton Arts Academy’s motto is “Dress for Success”.
3. Wynnton Arts Academy will institute an extended school day. (Muscogee County School
District Policy AF)
Wynnton Arts Academy will require an extended school day past the 3:15 dismissal time for indepth fine arts instructional programs. Professionals from the community will be contracted to
provide specialized classes in visual art, drama, music, and dance.
April 2008
- 82 -
APPENDIX K
Family Arts Association
The Wynnton Family Arts Association will be an organization of parents, faculty, staff, and
interested individuals. The Association will support the goals of the school and participate in
fund raising, classroom celebrations, fine arts programs, and any other activities that may require
volunteers. The Family Arts Association is not affiliated with the Georgia Council Parent
Teacher Association.
The General Membership will elect the Chairperson, Assistant Chairperson, Secretary, and
Treasurer. The officers will be elected annually by the membership. They shall have the right to
raise funds for school projects and arts activities. The Family Arts Association will meet four
times per year in a general membership meeting. There will be an annual membership fee.
April 2008
- 83 -
APPENDIX L
FAMILY LITERACY PROGRAM
To facilitate strong parental participation, parent workshops will be held at Wynnton. Parents
will be strongly encouraged to attend. The Family Literacy Coordinator will encourage parental
involvement and track each family’s Charter commitment.
April 2008
- 84 -
APPENDIX M
School Improvement Plan 2006-2007
System and School Name: Muscogee County School District, Wynnton Arts Academy School
Year:
2007
April 2008
- 85 -
April 2008
- 86 -
April 2008
- 87 -
April 2008
- 88 -
April 2008
- 89 -
April 2008
- 90 -
April 2008
- 91 -
April 2008
- 92 -
April 2008
- 93 -
APPENDIX N
MUSCOGEE COUNTY SCHOOL DISTRICT
ANNUAL SALARY SCHEDULE
2007-2008
TEACHERS
:YEARS
EXP
0,1,2
3
4
5
6
7
8
9,10
11,12
13,14
15,16
17,18
19,20
21
STEP
E
1
2
3
4
5
6
7
Ll
L2
L3
L4
L5
L6
T4
33,592
34,530
35,493
36,487
37,507
38,560
39,643
40,769
41,929
43,123
44,329
45,571
46,851
48,169
T-2
34,544
35,508
36,500
37,523
38,572
39,657
40,772
41,930
43,123
44,353
45,594
46,873
48,190
49,546
PROV
BT-4
30,816
30,816
30,816
30,816
30,816
30,816
30,816
30,816
30,816
30,816
30,816
30,816
30,816
30,816
PROF
T-4
35,496
36,488
37,508
38,560
39,995
41,121
42,851
44,071
45,328
46,623
47,931
49,278
50,665
52,094
PROV
BT-5
34,729
35,771
36,844
37,949
39,467
40,651
42,480
43,754
45,067
46,419
47,812
49,246
50,723
52,245
PROF
T-5
40,457
41,597
42,770
43,980
45,633
46,926
48,917
50,321
51,767
53,257
54,921
56,710
58,305
60,283
April 2008
PROV
BT-6
39,938
41,136
42,370
43,641
45,387
46,749
48,853
50,319
51,829
53,384
54,986
56,636
58,335
60,085
PROF PROV
BT-7
T-6
45,419 45,129
46,690 46,483
48,014 47,877
49,382 49,313
51 ,251 51,286
52,712 52,825
54,961 55,202
56,550 56,858
58,187 58,564
59,871 60,321
61,730 62,131
63,720 63,995
65,523 65,915
67,714 67,892
- 94 -
PROF
T-7
50,151
51,562
53,033
54,550
56,626
58,250
60,746
62,513
64,329
66,200
68,246
70,429
72,430
74,825
Appendix O
APPLICATION FORM
Name _______________________________________________
Last
First
Middle
Date____________________________
Social Security Number ______________________
Date of Birth ______________________________
Address ____________________________________________________________
Street
City
State
Zip Code
Father/Guardian’s Name __________________________________________________
Home telephone _______________ E-mail address ____________________________
Name of Employer _______________________________________________________
Work telephone _______________
Mother/Guardian’s Name __________________________________________________
Home telephone _______________ E-mail address ____________________________
Name of Employer _______________________________________________________
Work telephone _______________
Name of current school ________________________________________
Grade next year (circle one) Kindergarten
First
Second
Third
Fourth
Fifth
Address of current school _________________________________________________
Street
City
State
Zip Code
Write a short paragraph stating why you want your child to attend Wynnton Arts
Academy:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
A current report card must accompany this completed application. (The report card does
not in any way affect your child’s acceptance to Wynnton Arts Academy.)
April 2008
- 95 -
Return the completed application to:
2303 Wynnton Road
Telephone: (706) 748-3147
Fax: (706) 748-3151
E-mail: [email protected]
April 2008
- 96 -
Attachment 1
Five Year Budget Projections
This budget is only an estimate.
Wynnton Arts Academy’s transportation and lunch program will continue to be managed
and financed by Muscogee County Schools utilizing revenues from the Muscogee County
School System, the Georgia Department of Education and the United States Department
of Education.
Current
Revenue
2006-07
2007-08
2008-09
2009-10
2010-11
$2,040,866
$2,142,909
$2,250,055
$2,362,558
$2,480,686
$97,607
$102,487
$107,612
$112,992
$118,642
$124,574
$245,125
$205,100
$205,100
$220,000
$220,000
$230,000
$2,286,414
$2,348,454
$2,455,621
$2,583,047
$2,701,200
$2,835,260
Current
2006-07
2007-08
2008-09
2009-10
2010-11
$147,715
$155,101
$162,856
$170,999
$179,549
$188,526
$237,514
$664,375
$334,300
$348,022
$249,390
$697,594
$351,015
$365,423
$261,859
$732,473
$368,566
$383,694
$274,952
$769,097
$386,994
$402,879
$288,700
$807,552
$406,344
$423,023
$303,135
$847,930
$426,661
$444,174
$70,480
$97,607
$245,125
$141,276
$74,004
$102,487
$205,100
$148,340
$77,704
$107,612
$205,100
$155,757
$81,589
$112,992
$220,000
$163,545
$85,669
$118,642
$220,000
$171,722
$89,952
$124,574
$230,000
$180,308
$2,286,414
$2,348,454
$2,455,621
$2,583,047
$2,701,200
$2,835,260
Federal, Georgia $1,943,682
and Local
Local
Title I
Total
Expenditures
School
Administration
Instruction - K
Instruction 1-3
Instruction 4-5
Special
Education
Media
MCSD
Title I
M&O
Total
April 2008
- 97 -
April 2008
- 98 -
Attachment 3
April 2008
- 99 -
Attachment 4
April 2008
- 100 -
April 2008
- 101 -
Attachment 5
April 2008
- 102 -
April 2008
- 103 -
April 2008
- 104 -
105

Wynnton Arts Academy Charter School Petition

Transcription

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