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State Charter School Application

For Authorization By

The State Charter Schools Commission

of Georgia

Applicant School Name:

Georgia School for Innovation and the Classics

Applicant Contact Address:

Robert Buchwitz

2943 Keysville Road Hephzibah, Georgia 30815

PETITION COVER PAGE

Part I. Proposed Charter School Information

Name of Proposed Charter School:__ Georgia School for Innovation and the Classics______

Name of the Georgia nonprofit corporation that will hold the charter if granted:

_______ Hephzibah Charter Foundation, Inc.______________________________________

Check one:

X The proposed charter school has a state‐wide attendance zone.

The proposed charter school has a state‐wide attendance zone but offers only virtual instruction.

The proposed charter school has a defined attendance zone that is not state‐wide.

LEA in which the School will be Located:__Richmond County Schools_______

LEA(s) that will be Included in the Proposed Attendance Zone: Statewide

Prospective Address for School Location: _________Storey’s Mill and Fulcher Road_____________

Part II. Petition Contact Information Applicants must designate one individual to serve as the contact for official communications. Please note that this information is often requested and provided pursuant to the Georgia Open Records Act. Petitioners should avoid listing personal numbers and email addresses whenever possible. Name: ___Robert Buchwitz_____________________ Title: __Governing Board Chairperson___________ Physical Address: _2943 Keysville Road, Hephzibah, GA 30815 Phone Number: __706‐799‐5704 ______________________________ Fax Number: _706‐592‐9824___

Email Address: [email protected]_______________________________________________

Part III. Assurances and Signatures All assurances must be initialed in blue ink by the chairperson of the proposed charter school’s governing board. The charter petitioner (or school leader) and chairperson must sign below the final assurance in blue ink to further indicate understanding and agreement to the requirements of governing a state charter school.

_____ 1. This petition was submitted to appropriate the local board of education(s) as required by O.C.G.A. § 20‐

2‐2084(c) on the following date:___N/A__________________. _____ 2. This petition was approved by the governing board of the proposed charter school on the following

date:______May 13, 2014__________________. _____ 3. If a charter is granted, the proposed charter school programs, services, and activities will operate in

accordance with the terms of the charter and all applicable federal, state, and local laws, rules, and regulations.

These assurances are agreed to by:

________________________________________________________________ ______________________ Charter Petitioner or School Leader Date

________________________________________________________________ ______________________ Governing Board Chairperson Date

STATE CHARTER SCHOOL EXECUTIVE SUMMARY

Name of Proposed Charter School: Georgia School for Innovation and the Classics________

Proposed Opening Date: __August 2015_____ Proposed Charter Term: _5 years______________

Grade Range: __K‐12______ Will the School Enroll All Grades the First Year? (Yes/No): __No____

Expected Initial Enrollment: __694______________ Proposed Full Enrollment: ___1046_________

For each year of the proposed charter term, indicate the number of students the charter school plans to serve. Please note that the SCSC reserves the right to condition expansion and increased enrollment on the charter school’s ability to meet performance goals and compliance requirements.

In the box below, use fewer than 350 words to state the charter school’s mission and describe how the school will meet its statutory charge of increasing student achievement through academic and organizational innovation.

The mission of the Georgia School for Innovation and the Classics (GSIC) is to develop a public K-12 school of excellence founded on a core of classical education throughout that includes partnerships with key civic, industry, and higher education entities to integrate classroom learning with the workplace for students at the secondary level. We envision the school being a catalyst for intense collaboration between GSIC and the nearby Fort Gordon military installation, Plant Vogtle nuclear power plant, and sustainable farming initiatives of the Hephzibah Agricultural Center. GSIC is committed to excellence in all its endeavors including delivering a classical education centered on the three phases of the classical Trivium: grammar (grades 1-4), logic (grades 5-8), and rhetoric (grades 9-12) with an employment of the Socratic method throughout the classroom experience. Supplemented by at least four optional Career Pathways for secondary students including: Linguistics, Nuclear Technology, Sustainable Agriculture, and Entertainment Technology, secondary students at GSIC will have the option to participate in partnerships with foreign language related enterprises on Fort Gordon, nuclear technology opportunities at Plant Vogtle, sustainable agriculture programs at the Hephzibah Agricultural Center, and music and film industry partners with opportunities in the area of entertainment technology. The intent of the classical educational model and subsequent statewide attendance zone is the development of a culture of high expectation to serve students from nearby rural south Richmond, Burke, Jenkins Counties and Fort Gordon and capitalize on the reality of nearby Fort Gordon and Plant Vogtle being regional employment centers that draw their employment base from a much wider, multi-county area. The critical thinking skills developed

K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Yr 1 72 80 84 84 88 88 66 66 66 0 0 0 0 694

Yr 2 72 80 84 84 88 88 88 66 66 66 0 0 0 782

Yr 3 72 80 84 84 88 88 88 88 66 66 66 0 0 870

Yr 4 72 80 84 84 88 88 88 88 88 66 66 66 0 958

Yr 5 72 80 84 84 88 88 88 88 88 88 66 66 66 1046

through the rigorous use of the Socratic Method throughout the curriculum will foster an ethic of self-leadership and be a platform for learning the four Classical Virtues: Wisdom, Justice, Temperance, and Courage. GSIC will require five years of classical Latin for grades 3-7 and five years of a modern language in grades 8-12 and will include opportunities for professional internships and off campus learning opportunities at a minimum for students involved in one of the Career Pathways.

In the box below, use fewer than 350 words to describe the charter school’s academic program, specifically focusing on its innovation and need for flexibility and any special characteristics, such as a special population, a special curriculum, or some other feature or features which enhance educational opportunities.

As a model for other schools across Georgia who have an interest in using a classical educational core to support the delivery of a wide variety of supplemental offerings or career pathways, GSIC’s mission and vision will be accomplished through an exceptional commitment to the Socratic Method, substantial partnerships, hands-on-learning, and student mentorship that will affect the lives of students in K-16 and beyond. GSIC’s core mission will include developing relevant and innovative educational, training, and business opportunities that will create a direct post-secondary and industry pipeline(s) to support workforce key development efforts throughout the region.

GGCIS’s statewide attendance zone will provide equal access and opportunity to enroll in the school and it is the school’s objective to reach students representative of the racial and socioeconomic diversity in the community. This statewide approach is based upon the lack of public educational options available to students in south Richmond, Burke, Jefferson, McDuffie, Glascock, Warren, and Jenkins Counties, all of which are located within 30 miles of the GSIC campus. Additionally, due to the even broader geographic area throughout east Georgia in which workers at Fort Gordon and Plant Vogtle currently commute, a statewide attendance zone will allow the children of these workers to be able to commute with their parents and benefit from the opportunities GSIC will provide. A statewide attendance zone removes any artificial barriers to limit GSIC from maximizing its attendance at each grade level.

Key goals of the effort are to develop a public K-12 school of excellence founded on a core of classical education throughout that includes partnerships with key civic, industry, and higher education entities to integrate classroom learning with the workplace for students at the secondary level.

Trivium as Academic Foundation Nuclear Technology Linguistic Studies Sustainable Agriculture Entertainment Technology – Digital Media and Technology; Music and Entrepreneurship; Graphic Arts

and Design; Interdisciplinary Business and Project Management; Music, Film/TV, and Entertainment Industry Production, Business, and Management

In the box below, use fewer than 350 words to describe the charter school’s organizational structure, specifically focusing on its innovation and need for flexibility, its general partnership structure with an educational management organization (EMO) if any, and the school’s community interest and need.

EGSIC will be governed by a group of local stakeholders and civic leadership connected to the local and regional business, industry, education, and legal communities. The Board is comprised of talented and experienced members of the East Georgia region who have tremendous civic capacity to uphold the mission and vision of EGSIC through visible leadership, stewardship, and a commitment to quality education for area students. The EGSIC Board will provide strategic direction and oversight impacting education of EGSIC students and will connect the school to the broader local and state initiatives aligned to the collaborative model of the school.

The charter flexibility will allow GCIS to increase student confidence and achievement via civic engagement, partnerships, and entrepreneurship through collaboration with industry, higher education, and civic partnerships creating opportunities for positive interaction as well as area/filed specific enterprises centered around youth and corresponding partners

EGSIC will not contract with a traditional Education Service Provider; however, EGSIC has developed relationships to ensure a seasoned and effective management team covering all areas of charter planning, development, implementation, and operations. The EGSIC Support and Resource Team is comprised of professionals positioned to ensure a full suite of planning, development, and support services with extensive experience and expertise in public education.

The initial EGSIC Support and Resource Team is comprised of the following lead organizations:

Ed Innovation Partners – Strategic and School Planning, Resource Development, Planning and Implementation Transition, and School/Board Compliance.

Croft & Associates – Facility Programming, Planning, Design, and Management. McGuireWoods LLP – Legal counsel and administration from petition to start-up. Human Resources and Back Office Provider(s) – EGSIC will also continue due-diligence and engage

appropriated School management/consulting support with particular emphasis on Personnel and Finance. The Board of Directors, School Leadership, and current Support and Resource Team are actively engaging and vetting potential providers.

STATE CHARTER SCHOOL PETITION CONTENTS

Identify the appropriate page number in the petition or appendix where the following information may be located:

DESCRIPTION OF THE EDUCATIONAL PROGRAM

1. Page______ Describe the focus of the curriculum. 2. Page______ Describe the instructional methods to be used in the charter school, including

any distinctive or unique instructional techniques or educational programs. 3. Page______ Describe the anticipated teacher‐to‐student ratio and the rationale for

maintaining this ratio. 4. Page______ Describe how the charter school will meet the needs of students identified as

gifted and talented. 5. Page______ Describe any extracurricular or other auxiliary educational activities the charter

school may offer, including the description of any partnerships between the charter school and local school system or other agency addressing these activities.

6. Page______ If this is a charter high school, describe how the charter high school will determine that a student has satisfied the requirements for high school graduation, including the credits or units to be earned and the completion credentials to be awarded.

STATE AND FEDERALLY MANDATED SERVICES

7. Page______ For students with disabilities, describe how the charter school will provide state and federally mandated services under both the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, including the school’s plans to evaluate and identify students with disabilities; to develop, review and revise IEPs; to integrate special education into the general education program; to deliver special education and related services; to ensure that the school facility meets the requirements of other related laws including the ADA and Section 504; to address student discipline; to handle programming disputes involving parents; to ensure confidentiality of special education records; to purchase services from special education vendors; and to secure technical assistance and training.

8. Page______ For English Learners (ESOL), describe how the charter school will provide state and federally mandated services.

9. Page______ Describe how the charter school will provide supplemental educational services, or a flexible learning program when required by the Elementary and Secondary Education Act (ESEA) or applicable waiver thereof.

10. Page______ Describe how the charter school will provide remediation in required cases pursuant to SBOE Rule 160‐4‐5‐.01 and ESEA or applicable waiver thereof.

DESCRIPTION OF ASSESSMENT METHODS

11. Page______ Describe the charter school’s assessment plan to obtain student performance data for each student, including the students’ baseline achievement data, which will be used in connection with the academic performance‐based goals and measurable objectives stated in the petition.

12. Page______ Explain how the charter school will ensure all students participate in all state‐mandated assessments.

13. Page______ Describe how the charter school’s assessment plan will measure student improvement and over what period of time.

14. Page______ Describe how the charter school will use this assessment data to monitor and improve achievement for students.

PERFORMANCE‐BASED GOALS AND MEASURABLE OBJECTIVES

15. Page______ Describe the academic performance‐based goals and related measurable objectives for the charter school. Academic goals must be related to state and federal assessment standards. For each goal, provide measurable objectives that address each grade and content area for each year of the charter term. Academic goals should be rigorous, yet realistic and attainable, and to the extent possible, should be developed in connection with the students’ baseline achievement levels.

16. Page______ Describe how these academic goals and measurable objectives will comply with the Single Statewide Accountability System.

17. Page______ Describe the organizational and management performance‐based goals and measurable objectives for the charter school. Organizational and management goals and measurable objectives should describe and measure the effectiveness, viability and competency of the organization, which may include, for example, financial management and performance, operational management, and satisfaction of a range of stakeholders.

WAIVERS

18. Page______ State whether the charter school will utilize the broad flexibility from law, rule, and regulation permitted by O.C.G.A. § 20‐2‐2065(a), and if so, include illustrative examples of how the charter school will implement the flexibility to meet or exceed the performance‐based goals and to increase student achievement.

19. Page______ If the school will not utilize this flexibility, list the specific waivers requested and the rationale for each. Describe further how each waiver will help the school meet or exceed the performance‐based goals and to increase student achievement.

DESCRIPTION OF SCHOOL OPERATIONS

20. Page______ Describe how the charter school intends to fulfill all responsibilities of acting as its own LEA.

21. Page______ Describe the attendance zone for the charter school. 22. Page______ Describe the rules and procedures that will govern the admission of students to

the charter school. 23. Page______ Describe whether the charter school will use any enrollment priorities pursuant

to O.C.G.A. § 20‐2‐2066(a)(1). 24. Page______ Describe the steps that the school will take to reach students representative of

the racial and socioeconomic diversity in the attendance zone for the charter school.

25. Page______ Describe the charter school’s plan for recruiting students and for maintaining/increasing enrollment.

26. Page______ Describe the rules and procedures concerning student discipline and student dismissal (including code of conduct and student due process procedures).

27. Page______ Describe the rules and procedures concerning how the school will address grievances and complaints from students, parents, and teachers, including the role the governing board will play in resolving such grievances and complaints.

28. Page______ Describe generally the charter school’s employment procedures and policies. 29. Page______ State whether certification by the Georgia Professional Standards Commission

will be required, and if not, describe the training and experience that will be required and the procedure for determining whether a teacher has demonstrated competency in the subject area(s) in which he/she will teach as required by ESEA.

30. Page______ Describe whether the charter school will use the state salary schedule, and if another schedule will be used, provide that schedule.

31. Page______ Describe the charter school’s procedures to ensure that staff members are subject to fingerprinting and background checks.

32. Page______ Describe the charter school’s insurance coverage, including the terms and conditions and coverage amounts thereof.

33. Page______ Describe whether transportation services will be provided and, if so, briefly describe the transportation program for the school. If transportation services are not provided, describe how this will not be a barrier to eligible students to attend the school.

34. Page______ Describe whether the charter school will provide food services (including participation in federal school meals programs), and if so, briefly describe the proposed food services programs.

35. Page______ State whether the charter school will elect to participate in the State Health Benefit Plan as provided pursuant to O.C.G.A. § 20‐2‐880 and § 20‐2‐910.

PARENT AND COMMUNITY INVOLVEMENT

36. Page______ Describe how parents, community members, and other interested parties were involved in developing the petition and will be involved in the school, including involvement with the governing body of the school. This may include letters of

support, signed petitions, sign‐in sheets from town hall meetings discussing the proposal, or other indicia of community interest.

DEMONSTRATION OF FISCAL FEASIBILITY AND CONTROLS

37. Page______ Describe the level of autonomy the charter school will have over budgets and expenditures.

38. Page______ Describe the plans for ensuring that the charter school will be subject to an annual financial audit by an independent Georgia‐licensed certified public accountant.

39. Page______ Identify the school’s chief financial officer and describe how that person’s credentials comply with requirements of the State Board of Education.

40. Page______ Provide a proposed timeline as to when the charter school will begin to receive state funding to when operations begin.

41. Page______ Describe the charter school’s plans for securing other sources of funding, including funding from corporations, individuals, foundations, philanthropic groups, or any other source.

DESCRIPTION OF GOVERNANCE STRUCTURE

42. Page______ Describe how the governing board will comply with the provisions of O.C.G.A. §§ 50‐14‐1 et seq. and 50‐18‐70 et seq..

43. Page______ Describe the governing board’s function, duties, and role, including the board’s role as it relates to the charter school’s mission.

44. Page______ Identify Reqeach member and describe the composition of the governing board, how and when governing board members will be selected, how long each governing board member will serve, and how governing board members may be removed from office.

45. Page______ List any proposed business arrangements or partnerships with existing schools, educational programs, businesses, or nonprofit organizations and disclose any potential conflicts of interest.

46. Page______ Disclose any potential conflicts of interest of the founding board members. 47. Page______ Describe how the governing board will ensure that current and future board

members avoid conflicts of interest. 48. Page______ Describe how the governing board will ensure effective organizational planning

and financial stability. 49. Page______ Describe the method that the local board and the charter school plan to utilize

for resolving conflicts. 50. Page______ State if the charter school intends to contract, or has contracted for, the services

of a for‐profit entity or any other educational management agency. If so, describe how the contract will be in the best educational and financial interests of the charter school.

51. Page______ Describe the decision making process and due diligence exercised by the founding/governing board in choosing to contract with the educational management organization.

FACILITIES

52. Page______ Describe the school facility that the charter school will use and its location. State whether the school facility is new or existing. If the facility plans for the charter school have not been finalized, the petition should describe prospective facilities and the steps the charter school is taking to attain a permanent facility.

53. Page______ Describe any modifications necessary for utilizing the space for educational purposes.

54. Page______ Provide documentation of ownership or a copy of the lease of the facility. If ownership documentation or a lease is unavailable, provide a timeline for obtaining such facilities or providing such documentation.

55. PAGE______ Provide a Certificate of Occupancy, or a timeline for obtaining a Certificate of Occupancy, prior to students occupying the proposed facility.

56. PAGE______ Provide the school’s emergency safety plan, or a timeline for preparing a safety plan in accordance with O.C.G.A. § 20‐2‐1185 and submitting it to the Georgia Emergency Management Agency.

APPENDICES

App. ______ Contains an official copy of the certificate of incorporation from the Georgia

Secretary of State for the Georgia nonprofit corporation that will hold the

charter if approved.

App. ______ Contains a copy of the by‐laws for the nonprofit corporation that will hold the

charter if approved.

App. ______ Contains a copy of any admissions application (pre‐lottery) the charter school

proposes to use.

App. ______ Contains the charter school’s proposed annual calendar and a draft of the

charter school’s daily school schedule.

App. ______ Contains a monthly cash flow projection detailing revenues and expenditures for

the charter school’s first two (2) years of operation.

App. ______ Contains alternative monthly cash flow spreadsheets projecting revenues and

expenditures that assumes 65% of the projected student enrollment for the first

two (2) years of operation.

App. ______ Contains spreadsheets projecting cash flow, revenue estimates, budgets, and

expenditures on an annual basis for the first five (5) years of the charter term.

App. ______ Contains documentation of any sources of revenue appearing in the

spreadsheets that are anticipated to come from private sources.

App. ______ Contains a copy of any agreements with other local schools or school systems for

services that will be provided to the charter schools, including for the charter

school students’ participation in extracurricular activities such as interscholastic

sports and clubs.

App. ______ Contains a copy of any intended contracts for the provision of educational

management services or the provision of supplemental educational services and

remediation. Such contracts shall describe the specific services for which the

contracting organization is responsible. In the case of a management

organization, such contracts shall clearly delineate the respective roles and

responsibilities of the management organization and the governing board in the

management and operation of the charter school.

App. ______ Contains a copy of any contracts, leases, deeds or any intended contracts or

leases for facilities for the charter school.

Georgia School for Innovation and the Classics – 2014 Petition Cycle

Charter Rationale

A. Founding Board Motivation

The mission of the Georgia School for Innovation and the Classics (GSIC) is to develop a public K-

12 school of excellence founded on a core of classical education throughout that includes partnerships

with key civic, industry, and higher education entities to integrate classroom learning with the workplace

for students at the secondary level. We envision the school being a catalyst for intense collaboration

between GSIC and the nearby Fort Gordon military installation, Plant Vogtle nuclear power plant, and

sustainable farming initiatives of the Hephzibah Agricultural Center.

GSIC is committed to excellence in all its endeavors including delivering a classical education

centered on the three phases of the classical Trivium: grammar (grades 1-4), logic (grades 5-8), and

rhetoric (grades 9-12) with an employment of the Socratic method throughout the classroom experience.

Supplemented by at least four optional Career Pathways for secondary students including: Linguistics,

Nuclear Technology, Sustainable Agriculture, and Entertainment Technology, secondary students at

GSIC will have the option to participate in partnerships with foreign language related enterprises on Fort

Gordon, nuclear technology opportunities at Plant Vogtle, sustainable agriculture programs at the

Hephzibah Agricultural Center, and music and film industry partners with opportunities in the area of

entertainment technology.

The intent of the classical educational model and subsequent statewide attendance zone is the

development of a culture of high expectation to serve students from nearby rural south Richmond, Burke,

Jenkins Counties and Fort Gordon and capitalize on the reality of nearby Fort Gordon and Plant Vogtle

being regional employment centers that draw their employment base from a much wider, multi-county

area. The critical thinking skills developed through the rigorous use of the Socratic Method throughout

the curriculum will foster an ethic of self-leadership and be a platform for learning the four Classical

Virtues: Wisdom, Justice, Temperance, and Courage. GSIC will require five years of classical Latin for

grades 3-7 and five years of a modern language in grades 8-12 and will include opportunities for

1


professional internships and off campus learning opportunities at a minimum for students involved in one

of the Career Pathways.

As a model for other schools across Georgia who have an interest in using a classical educational core

to support the delivery of a wide variety of supplemental offerings or career pathways, the Georgia

School for Innovation and the Classics’ mission and vision will be accomplished through an exceptional

commitment to the Socratic Method, substantial partnerships, hands-on-learning, and student mentorship

that will affect the lives of students in K-16 and beyond. GSIC’s core mission will include developing

relevant and innovative educational, training, and business opportunities that will create a direct post-

secondary and industry pipeline(s) to support workforce key development efforts throughout the region.

Georgia School for Innovation and the Classics will be open to all K-12 students STATEWIDE. This

statewide attendance zone will provide equal access and opportunity to enroll in the school and it is the

school’s objective to reach students representative of the racial and socioeconomic diversity in the

community. This statewide approach is based upon the lack of public educational options available to

students in south Richmond, Burke, Jefferson, McDuffie, Glascock, Warren, and Jenkins Counties, all of

which are located within 30 miles of the GSIC campus. Additionally, due to the even broader geographic

area throughout east Georgia in which workers at Fort Gordon and Plant Vogtle currently commute, a

statewide attendance zone will allow the children of these workers to be able to commute with their

parents and benefit from the opportunities GSIC will provide. Lastly, a statewide attendance zone

removes any artificial barriers to limit GSIC from maximizing its attendance at each grade level.

Need for Charter Flexibility: The charter school model offers a tuition-free alternative from conventional

public schools. They are publicly-funded, but operate independently under a performance contract with

the local school district or the Georgia State Charter Schools Commission and the Georgia Department of

Education. Charter schools provide opportunities for parents and individuals from across the community

to actively participate in decisions about the school allowing for greater innovation and programs specific

to the school versus a “one-size-fits-all” approach.

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Because of charter schools ability to be largely stake holder and community driven they offer the

opportunity to meet the exact needs and desires of those who are served. Students can attend a school that

is just right for them, rather than being a round peg in a square whole because of their zip code. Because

of the local control aspects of a charter school and the flexibility waivers these schools also offer the

opportunity for innovation that may not be possible in the large scale of a district. Expectations at a

charter school lend themselves to a more involved parent population, and as many studies have suggested,

parent involvement tremendously improves student outcomes

The Georgia School for Innovation and the Classic’s model is in the best interest of regional and

statewide stakeholders as well. GCIS collaborative approach will synergize partnerships and forge new

opportunities, insight, and best practices in industry, education, and civic engagement while serving as a

catalyst for:

Affecting meaningful and positive change and opportunities for students across GA

Developing strategic partnerships and increasing local, state, and national impact of programs and partnerships;

Increasing entrepreneurial opportunities for GSIC partners, providers, and the students/communities;

Developing relevant and innovative educational and training opportunities and post-secondary and industry pipeline(s);

Providing support, infrastructure, and capacity to local, regional, and national efforts of affiliated partners and serve as a catalyst for community, educational transformation, workforce, and economic development activities

Overarching GCIS Collaborative Goals

1)To develop a public K-12 school of excellence founded on a core of classical education throughout that includes partnerships with key civic, industry, and higher education entities to integrate classroom learning with the workplace for students at the secondary level. Anticipated areas include, but are not limited to:

Trivium as Academic Foundation

Nuclear Technology Linguistic Studies Sustainable Agriculture Entertainment Technology – Digital Media and Technology; Music and Entrepreneurship;

Graphic Arts and Design; Interdisciplinary Business and Project Management; Music, Film/TV, and Entertainment Industry Production, Business, and Management

3


2)To increase student confidence and achievement via civic engagement, partnerships, and entrepreneurship through collaboration with industry, higher education, and civic partnerships creating opportunities for positive interaction as well as area/filed specific enterprises centered around youth and corresponding partners through:

Involvement of skilled specialists who are prepared to work hands-on with youth

Daily and weekly progressive activities with projects culminating into events and/or presentation

Social/Community centered activities to develop character, commitment, and outreach

Other areas including summer programming, career exploration, campus and industry field trips

3)To ensure that GSIC benefits from a network of partners who believe that there are many mutual benefits academically, socially, and workforce related to this collaborative effort.

GSIC, Ed Innovation Partners, C7 Collaborative, Croft & Associates, and key stakeholders will

undertake a rigorous and comprehensive planning, implementation, and collaborative development

process to further define need, demand, and structure of GSIC as it pertains to infrastructure and asset

integration. This process will serve as a catalyst for collaborative development among vested

community, industry, postsecondary, and business organizations. This will ensure that GSIC builds

and maintains community, regional, and state support for all phases of development, implementation,

operation, governance, management, and evaluation.

Previous community forums and engagement activities has included multiple community meetings

around the planning, design, and development of a charter school option to serve Richmond County.

Stakeholders initiated the process outlined above. Preliminary feedback from community meetings, online

surveys, and online/paper support petitions were integrated into the current application. Additionally, as

outlined, there will be a continuous feedback loop established between the GCIS team, the stakeholders,

and the State Charter Schools Commission as well as the “Intensive” engagement aspect of the planning,

implementation, and collaborative development that occurs between June 2014 and May 2015 that

ensures momentum and sustained ownership by GCIS stakeholders. This will also include expansion of

the governing board to include key industry and state leadership as well as the formation of key advisory

bodies.

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Educational Program and Strategies

A. Focus of the Curriculum

The mission of the Georgia School for Innovation and the Classics (GSIC) is to develop a public K-

12 school of excellence founded on a core of classical education throughout that includes partnerships

with key civic, industry, and higher education entities to integrate classroom learning with the workplace

for students at the secondary level. We envision the school being a catalyst for intense collaboration

between GSIC and the nearby Fort Gordon military installation, Plant Vogtle nuclear power plant, and

sustainable farming initiatives of the Hephzibah Agricultural Center.

GSIC is committed to excellence in all its endeavors including delivering a classical education

centered on the three phases of the classical Trivium: grammar (grades 1-4), logic (grades 5-8), and

rhetoric (grades 9-12) with an employment of the Socratic method throughout the classroom experience.

Supplemented by at least four optional Career Pathways for secondary students including: Linguistics,

Nuclear Technology, Sustainable Agriculture, and Entertainment Technology, secondary students at

GSIC will have the option to participate in partnerships with foreign language related enterprises on Fort

Gordon, nuclear technology opportunities at Plant Vogtle, sustainable agriculture programs at the

Hephzibah Agricultural Center, and music and film industry partners with opportunities in the area of

entertainment technology.

The intent of the classical educational model and subsequent statewide attendance zone is the

development of a culture of high expectation to serve students from nearby rural south Richmond, Burke,

Jenkins Counties and Fort Gordon and capitalize on the reality of nearby Fort Gordon and Plant Vogtle

being regional employment centers that draw their employment base from a much wider, multi-county

area. The critical thinking skills developed through the rigorous use of the Socratic Method throughout

the curriculum will foster an ethic of self-leadership and be a platform for learning the four Classical

Virtues: Wisdom, Justice, Temperance, and Courage. GSIC will require five years of classical Latin for

grades 3-7 and five years of a modern language in grades 8-12 and will include opportunities for

5


professional internships and off campus learning opportunities at a minimum for students involved in one

of the Career Pathways.

As a model for other schools across Georgia who have an interest in using a classical educational core

to support the delivery of a wide variety of supplemental offerings or career pathways, the Georgia

School for Innovation and the Classics’ mission and vision will be accomplished through an exceptional

commitment to the Socratic Method, substantial partnerships, hands-on-learning, and student mentorship

that will affect the lives of students in K-16 and beyond. GSIC’s core mission will include developing

relevant and innovative educational, training, and business opportunities that will create a direct post-

secondary and industry pipeline(s) to support workforce key development efforts throughout the region.

GSIC faculty will act on the belief that students must have a clear foundation for learning before they

can understand the importance of education and further believe that the classical education curriculum

best serves an individual’s long term intellectual goals over the traditional modern, progressive models

because classical education

values knowledge for its own sake; upholds the standards of correctness, logic, beauty, and importance intrinsic to the liberal arts; demands moral virtue of its adherents; and prepares human beings to assume their places as responsible citizens in the world at large.

Classical education uses history – from ancients to moderns — as its organizing theme. Other subject

areas are linked to history. For example, a student studying ancient Greece in history will read the

literature of ancient Greeks, such as The Iliad and The Odyssey and the work of the ancient poet Homer.

Art class might focus on drawing perspectives using examples of classical Greek architecture. Related

math and science topics would include a discussion of the work of the Greek mathematician, Archimedes.

While history is the backbone of a classical education, no core subject is neglected.

The GSIC approach ensures a consistent ethic of entrepreneurship and self-leadership while applying

practical skills to turn creative excellence into sustainable enterprises while creating a powerful platform

for learning the four Classical Virtues: Wisdom, Justice, Temperance, and Courage.

6


We know that students today are digital learners and enjoy utilizing a variety of technology to

enhance their learning experiences. Thus, through the use of the blended learning model students and

their teachers can expand the classroom far beyond the walls of the school as well as beyond the hours of

the traditional school day by using an assortment of technology integration..

B. Instructional Program and Educational Innovation/Distinctions

GSIC founders believe that students must have a clear foundation for learning before they can

understand the importance of education, innovation, and leadership. We believe that the classical

education curriculum best serves a student’s long-term intellectual goals because classical education:

values knowledge for its own sake;

upholds the standards of correctness, logic, beauty, and importance intrinsic to the liberal arts;

demands moral virtue of its adherents;

prepares human beings to assume their places as responsible citizens in the world at large.

Classical education is developmentally appropriate and uses history from ancients to moderns as its

organizing theme, exposes GSIC to great minds of history by developing their thinking skills through

research and reflection, and is organized around a concept called the “Trivium.”

The Trivium is simply a means of describing the learning stages of children as they mature. Parents

often recognize the stages through which their children pass as they grow. The Trivium guides the

educational methods to best develop a knowledgeable, thoughtful, and articulate student. As the name

implies, there are three stages represented in the Trivium: Grammar, Logic, and Rhetoric and these stages

correlate to the students’ developmental stage in life.

Grammar – Grades K-6: During the Grammar phase, children are particularly adept at memorization.

Young children learn songs, rhymes, and recite facts with relative ease. Because young children are so

eager to memorize that they will make up non-sensical playground rhymes, we challenge them by

providing substantial subject matter for them to memorize. Each subject has its own “grammar.”

Grammar in the context of the classical educational model is defined as the elementary principles of a

science or art. In science, children memorize facts about nature. In math, children learn addition,

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subtraction, multiplication and division. They learn how to work out problems which sets the foundation

for the next stage of development. Reading is a central theme of classical education and children at this

stage work on spelling, the parts of speech, the assembling of words to make properly punctuated

sentences, etc. This stage focuses on four areas of language: spelling, grammar, reading, and writing.

GSIC will also introduce the study of Latin during this stage. In Latin, teachers emphasize vocabulary to

better prepare students for the study of modern languages. Throughout each year in Grammar School,

classically educated children learn the factual foundation of each subject with the main focus of this

period of time being content.

Logic – Grades 7-8: The Logic phase involves arranging facts into organized statements and arguments.

During the middle school years, children are beginning to think independently. This is a curious age for

students and they often question and wonder why things occur or have occurred. They often develop a

propensity for questioning facts as well as adults. Classical education teaches children in this phase to

connect the facts to be able to give a well-reasoned discussion on a topic. Students learned the

fundamentals of language in the Grammar years and are now ready to analyze language. In science,

students develop and test hypotheses. They continue the study of astronomy and earth science that they

first studied in the 2nd grade. This work has and will continue to prepare them to begin work in chemistry

during their 7th grade year and an introduction to physics in their 8th grade year. In math, a student begins

to use the facts he has previously learned to understand more complex math ideas and the relationships of

numbers. Students are able to logically orient numbers through the more abstract concepts of algebra and

trigonometry. During this time a student must be a strong reader. The introduction of the study of formal

logic helps students understand cause and effect. Practice in making written and oral arguments helps to

further develop these skills.

Rhetoric-Grades 9-12: Rhetoric is the art of communicating well. Once a student has obtained

knowledge of the facts (grammar) and developed the skills necessary to arrange those facts into

arguments (logic), he must develop the skill of communicating those arguments to others (rhetoric).

Classical education helps students develop their minds to think and articulate concepts to others. Writing

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papers, researching, and orating ideas are skills required in all subjects and for students in grades 9-12

writing is done continuously. Language Grammar, usage and mechanics continue to be reinforced.

Advanced Placement classes become a routine part of the classical education experience. The math series

moves students from Algebra I through trigonometry or calculus. High school science students study

biology, astronomy, chemistry and physics and classical education models require that students study

science for all 4 years of their high school experience. A classical education model adds polish to the

skills students develop and create a well-rounded student who can communicate effectively. Students will

model these skills during their Senior Capstone class.

As indicated earlier, GSIC scholars in the 3rd grade will begin their study of Latin. We know that the

study of Latin develops within a student an understanding of the etymology of words, and research shows

that as students study Latin they build a stronger vocabulary and understand the rules and organization of

the written and spoken word. Additionally, we know that students of Latin have increased scores on

standardized tests in not only verbal areas but math as well. Latin is systematic, rigorous and analytic and

in fact, is the basis of many languages and is, therefore the ideal tool for preparing to learn other

languages. GSIC will require Latin for 5 years in grades 3-7 and modern language for 5 years in grades

8-12.

Students today are digital learners and enjoy a variety of technology to enhance their learning

experiences. As educators we recognize the exciting opportunities that technology presents but are also

aware of the over-reliance of the use of technology in place of true learning. We know that technology

must be used as a tool in the educational process but not the foundation for the curriculum. Learning

must be the driving force. Therefore, technology will be used throughout our curricular model to

supplement our information resources so that our GSIC scholars will not only develop the ability to learn

but will also be comfortable consumers in a digital era.

Foreign Languages: It is a requirement that all students attending GSIC learn a second language to

complement the English language, as well as, compete in a global society once they graduate. Georgia

Performance Standards are in place for all foreign languages that will be taught. Before students begin

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their foreign language education they must complete several years of Latin. This will give students a

solid basis for their understanding of the English language as well as many other languages they may

pursue for mastery.

Daily Schedule at GSIC: The daily schedule will see an extended instructional day of eight hours. This

extended schedule will allow the students to receive instruction in their core subjects, as well as, the

GSIC’s unique programming electives in agriculture, art, entrepreneurship, linguistics, technology, career

pathways, foreign language and many of the other large variety of educational opportunities available to

GSIC students. The academic day will consist of 390 minutes of time devoted to academic, collaborative

programs, and language instruction.

Each student in Kindergarten through Third grade will see elective/partnership instructor in each

discipline each day for thirty (30) minutes. This exposure to elective areas will result in a deeper

understanding and appreciation for each discipline. It will also allow for the student to develop their

talents (intelligences) in other areas and foster creativity and innovation across disciplines. This will lead

both student and parent a clearer choice of pathway and postsecondary preparations as the student

progresses through GSIC.

Sixth through Eighth grade will receive two and a half hours of targeted electives each day to

complement their academic instruction. The students in these grades will be able to concentrate on two

(2) or three (3) elective areas and receive more intense instruction to develop more complex skills as well

as instill leadership and entrepreneurship.

Core academic instruction will consist of 1200 minutes per week in Mathematics, Reading, Science,

and Social Studies. Students will receive a total of 1950 minutes of instruction each week.

Additional Framework, Academic, and/or Curricular Supports: In the design, development, and

implementation of the school, GSIC leadership and stakeholders are utilizing the following:

Hillsdale College’s Barney Charter School Initiative

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A key enabler for the development of the core curricular program of GSIC is the nationally

recognized Barney Charter School Initiative, a project of Hillsdale College devoted supporting the launch

of classical K-12 charter schools. To advance the founding of classical charter schools, the Barney

Charter School Initiative works with school founding groups who are creating and implementing the

school’s academic program. Drawing upon the experience of faculty members who have led classical

schools, these new schools are promoting community-centric liberal arts and civic education in America’s

public schools.

New classical charter schools that have recently been or will soon be opening through the Barney

Charter School Initiative include:

Founders Classical Academy - Lewisville (Lewisville, TX)

Estancia Valley Classical Academy (Moriarty, NM)

Savannah Classical Academy (Savannah, GA)

Northwest Arkansas Classical Academy (Bentonville, AR)

Atlanta Classical Academy (Atlanta, GA)

Mason Classical Academy (Naples, FL)

Founders Academy of Las Vegas (Las Vegas, NV)

Founders Classical Academy - Leander (Leander, TX)

Pineapple Cove Classical Academy (Palm Bay, FL)

GSIC will work closely with the following three other Georgia-based classical charter schools:

Atlanta Classical Academy, Savannah Classical Academy, and the Academy of Classical Education in

Macon to implement a classical educational program that is successful within a Georgia educational

context.

Nuclear Technology: In conjunction with the Southern Company Cooperative Education Program, the

Georgia Department of Adult and Technical Education, and the Georgia Department of Education, GSIC

will develop a Nuclear Technology Career Pathway program of study that will include not less than 4

full-credit courses including a nuclear facility OSHA related course, Introduction and Intermediate

Nuclear Technology, and a Nuclear Technology Internship.

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Linguistics: In conjunction with the Fort Gordon Civilian Personnel Advisory Center, GSIC will

develop a linguistics internship program to support the broad diversity of linguist skills required on post

including Arabic, Chinese, Russian, and other high-need language programs. This program will be a vital

supplement to the in-class content for students who choose the Linguistics Career Pathway.

Sustainable Agriculture: In conjunction with the University of Georgia Extension and the Hephzibah

Agricultural Center, this program will include both course work and extensive hands-on opportunities to

develop students interests in the field of sustainable agriculture that includes the use of low impact

pesticides, herbicides, and fertilizers; local sourcing; sustainable farming practices; biomass recycling;

hydroponic farming; sustainable livestock management; and other topics. Students will have access to

programs at the 150 acre Hephzibah Agricultural Center that will include participation in an economically

viable working historic farm and a complex of hydroponic greenhouses.

Extracurricular, Collaborative, and Other Programs and Supports

Arts, Industry, and Entrepreneurship at GSIC: Arts, Industry, and Entrepreneurship Programs at

GSIC will be a catalyst for developing community, state and nationwide partnerships exposing GSIC

students and region to resources otherwise unavailable. This is accomplished through an effective and

efficient framework connecting/coordinating partners (such as those listed below) and other stakeholders

across sectors. A partnership with the C7 Collaborative and others ensures a structure that maximizes

resources and ensures efficiencies in partnerships, programming, and connectivity to industry, higher

education, and others committed to the character-building, leadership, innovation, and entrepreneurship.

These include, but not limited to, the following:

Southern Company Cooperative Education Program

Fort Gordon Civilian Personnel Advisory Center

University of Georgia Extension

Hephzibah Agricultural Center

The Augusta Players

C7 Collaborative

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Club Car, Inc.

Ed Innovation Partners

Georgia Music Foundation

Georgia Regents University-Augusta

Junior Achievement – Augusta District

Kennesaw State University Music and Entertainment Program

Georgia Department of Economic Development

University of South Carolina – Spark Laboratory

This collaborative model will offer a balance of service and academics while developing student

entrepreneurship and creative business practices. GSIC’s drama, music, dance, visual and graphic art,

and production spaces will be housed at the school and, eventually, in a state-of-the-art Arts Space. Also

integral is a best-in-class audio/visual production studio and laboratory. This space will include a full

audio visual production studio, independent sound rooms, and an adjoining laboratory with student

stations to support production and integration of business and entrepreneurial concepts. This will

complement band, choral, music, and other spaces and support daily announcements, school news casts,

music/film/television productions, coverage of school events, and projects of interest to the community.

The studio will catalyze student-community engagement in music, film, television and integrate the area’s

and Georgia’s rich art, music, and creative assets as well as becoming a model that is sustainable and

repeatable.

GSIC will partner with and utilize the C7 Collaborative Framework as the catalyst and structure for

its extracurricular and collaborative programs. The C7 Collaborative framework of Asset-Driven

Opportunities and Direct Programs & Services is structured as an evolving platform and seamless

support mechanism to empower youth by encouraging confidence, character, and individuality through

positive interpersonal interactions, hands-on learning, creative connectivity, and mentorships in the lives

of children who otherwise lack opportunities for creative, service, leadership, and/or entrepreneurial

endeavors. These supports and activities lead to assisting students in defining their unique pathway of life

through “self-confidence and the realization that our unique qualities make us who we are.”

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The C7 Collaborative creates access to enrichment, extracurricular, and collaborative programs

otherwise unavailable in a traditional school day or after-school programs. The vision is to increase

exposure, opportunity, and connectivity for students of all ages to expand their worldview and to instill

the Critical Seven© - Confidence, Character, Creativity, Citizenship, Community, Collaboration, and

Career - specifically utilizing age appropriate and relevant strategies, programs, relationships, venues,

and platforms with increased intensity, exposure, and rigor at age appropriate levels. This is designed to

boost student access, confidence, and achievement by promoting the C7 Concepts via engaging projects

and activities integrating a community’s creative and entrepreneurial assets through a variety of partners,

pathways, and opportunity.

A C7 Signature Program is accomplished through and effective and efficient framework

connecting/coordinating partners and other stakeholders across multiple industries, sectors, and

opportunities. This framework ensures a structure that catalyzes student-community engagement and

boosts student confidence and achievement by promoting the C7 Concepts via engaging projects and

activities integrating the area’s creative and entrepreneurial assets through:

Development of positive interpersonal activities and opportunities from mentoring, work experience and advice & guidance to internship and other support from community and industry partners.

Collaborative projects and hands-on activities to foster creativity, self-confidence and leadership. Involvement of community and industry partners and skilled specialists prepared to work with youth Ongoing and progressive group activities with projects that culminate in a performance and/or

showcase designed by students involved and in collaboration with community and industry partners. Social and Community centered activities to develop character, commitment, and outreach Transformation of school environments, after-school programs, or other environments into C7

Collaborative Partnerships creating opportunities for positive interaction and personal growth as well as creative and entrepreneurial enterprises “owned” and managed by youth.

Other areas that include summer programming options, career exploration, campus and industry field trips, internships, and others to be identified

GSIC’s Asset-Driven Opportunities are identified, structured, and/or facilitated upon the

school/stakeholder’s needs and are designed to integrate the particular assets of the school/community

that best serve the students. C7 Leadership and partners will facilitate strategic planning and development

to with GSIC to identify most effective and efficient structure and supports to accomplish stated goals as

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well as support the resource development and planning components of the partnership/programs.

Anticipated components at GSIC includes the following.

C7 Character and Leadership Education: Appropriate structure, programs, services, and/or

support will be implemented to ensure moral formation of the students/participants will integrated into

their overall experience in the program, activities, and interactions. Respect, Self-Confidence, and

Individuality will be a regular and explicit focus of C7 supported activities. These themes will be

continually reinforced through situational problem-solving, role-playing, the learning contracts,

collaborative work, mentoring, and the multi-year relationships with Partners/Leaders. Character

development will be woven through interactions and activities and reinforced through a culture of mutual

respect and high expectation whether in the classroom, in the studio, at home, or elsewhere.

Structured Mentorships and Student-Centered Partnerships: The C7 Collaborative Mentoring

Model includes structured mentoring activities, often connected to the community and service learning

opportunities, as well as Postsecondary Exploration and Preparation Activities focused on exposure,

preparation, and experiential opportunities with local and state colleges and universities. Each aspect of

this program will be uniquely developed, coordinated, and supported based on student/youth needs and

the assets and commitment of the stakeholders. Examples of the Collaborative Mentoring Model include,

but are not limited to, the following:

One-One Mentoring: One-One relationships with positive adult interactions

Small Group Mentoring: Small-group relationships with emphasis on specific student needs

Special Interest Mentors/Volunteers: Programs based on special talents/skills of volunteers and matched with corresponding student groups

Student Partners: Small group activities with college students interacting with project youth

Readers: Adult volunteers committed to literacy activities in group settings

Shadow Program: College Faculty, Staff, and Students and/or other professionals hosting project youth

Postsecondary Exploration and Preparation Program: Intense Postsecondary Exposure and Preparation activities corresponding to appropriate ages of development

Youth Conferences: Workshops developed for middle school and high school students and parents showcasing student/mentor work and activities/projects

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Students Helping Students: “At-risk” secondary students serving as positive role models (readers) in supervised settings with elementary students.

For a Day Program: “A Day in the Life” with industry professionals, college age mentors, and others in their area of interest (ie art, music, film, writing, etc)

Special Activities and Programs: On-going exposure, exploration, and preparation activities for students K-12

C7 Service Learning: Service Learning serves as a sense of pride and efficacy for students,

families and communities. Students involved in service learning develop a sense of civic responsibility,

team work and initiative. Service learning has a history of positive outcomes for middle, secondary, and

postsecondary students.

C7 Exposure Activities: Exposure activities provide opportunities for students to learn about the

world beyond—to explore areas such as arts, natural science, ecology, dance and movement, and music.

These opportunities allow students to explore different types of intelligence. Creative students are often

disenfranchised in the traditional K-12 curriculum. For a number of students with strengGSIC in areas

other than linguistic and mathematical, such opportunities provide opportunities to excel, to dream, to

connect and to question. For students who find their “niche” and connect with industry experience

and/or post-secondary study, the results can be highly motivating.

Character through Arts, Business, and Entrepreneurship: This is driven through structured and

sustainable relationships with area art organizations, music/film studios, businesses, and other educational

institutions for partnership and contractor opportunities between the C7 Collaborative school and the

identified partner. The intent is to develop relationships with local providers, centers, and programs to

create shared opportunities and programs for students.

Comprehensive Career Exploration through Community Partnerships: This framework allows

the school and its students to work with partners such as Chambers of Commerce, Development

Authorities, and major local business and industry during and after-school to develop a comprehensive

career exploration and planning experience for students with an emphasis on self-knowledge and

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investigation. Additionally, the outcome is to create a continuum of opportunity and services from K-16

and allow students to be better prepared for postsecondary outcomes and careers of choice.

C7 Essentials Programs: Components include Conflict Resolution, Team-Building, Goal Setting,

and diverse opportunities featuring skill-sets “essential” for students in today’s society. These

themes/activities will be integrated in a sequence agreed upon by school leaders/partners and integrated in

enrichment programs AND student academics as determined by teachers, coordinators, and others.

Music and Entrepreneurship: This includes development of partnership programs and activities

associated with the Music and Entertainment Industry through ongoing collaboration with local and state

organizations as well as the vast C7 network of relationships throughout the music and entertainment

industry. These Music and Entrepreneurship Program provides the following:

Connections and After-School/Enrichment Model

Leadership and Team-Building through the Music and Entertainment Industry

Music and Entertainment Entrepreneurship

Careers of the Music and Entertainment Industry

Collaborative and Culminating Projects: These are key to the success of transforming school

environments, after-school programs, community-based organizations, summer camps, or other

environments into C7 Collaborative Partnerships creating opportunities for positive interaction and

personal growth as well as creative enterprises “owned” and managed by youth. The type of projects are

as vast as the imagination and assets of each participant and/or organization. Structure exists for cross-

disciplinary opportunities aligned with partnerships, pathways, and stakeholder interest. See below for an

example geared toward middle and high school students focused on music and entrepreneurship:

Example Collaborative and Culminating Project: The C7 Youth Production Company (Middle and High School)

The C7 Youth Production Company Overview

The C7 Youth Production Company (YPC) model transforms student organizations/ after-school programs and community-based organizations into production companies owned and managed by Youth. Participants are responsible for all aspects of the enterprise – they will create and develop content, develop marketing strategies, design artwork, and develop/manage as critical work-streams involved. They must sustain their company by

17


offering their products back to the greater community. This development and reinforcement of entrepreneurial skills puts both the artistic and business side into the hands of the youth in order to reinforce academic learning, social development, and career skills—all of which are essential to success.

Approach

YPC generally establish four departments at each site: music, production, art, and marketing. Each department focuses on a set of responsibilities and collaboratively to launch and sustain each YPC “Product.” Each YPC is a partnership among key players and stakeholders and the YPC will establish student internships and career training opportunities through outlined partnership programs in each of the department areas.

Creative expression, entrepreneurship, social skills, character building, and academic reinforcement are at the core of YPC. Each “session” will begin and conclude with participant journal entry as well as integrated mathematical concepts into the business forecast of the YPC. In recognizing the importance of linking learning and life, C7’s YPC can reconnect children to education by transforming classrooms into production studios and blank paper into business plans.

YPC program implementation includes customized curriculum with student materials, teacher lesson plans, and the tools to establish a center-based production/recording studio. Each participating site culminates with a release and launch party. C7 will collaborate with all sites in the network to ensure support and sustainability of each YPC.

Other extracurricular and Auxiliary Programs

GSIC Partnership/Collaborative Opportunities

Integrated Character

Education and Citizenship

C7 Character and Leadership Education

Mentorship Opportunities

C7 Partnership (described above)

Increased Cultural

Competency and Foreign Language Options

Foreign Language Curriculum/Offerings at all grade levels

Enhanced after school and connections offerings

Extracurricular Programs Committed to Foreign Language

Rosetta Stone

Identify and foster a network of community-based partners essential to the foreign language and cultural studies options to be outlined by Governing Council, Students/Families, Staff, and other key stakeholders.

This includes employment of qualified staff and the development of relationships with area postsecondary partners for foreign language/cultural education partnerships.

Arts, Entertainment,

and Entrepreneursh

ip Programs

Integrated Art Programs

Expanded “Specials” Options in the elementary level

Identify and foster relationships with area art organizations, studios, businesses, and other educational institutions for partnership and contractor opportunities between members, employees, students, faculty, staff and GSIC Arts Programs.

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and Enrichment Activities

Multiple “Connections” options in Middle School

Arts and Entrepreneurship Aligned Pathways

Integrated and after-school enrichment opportunities including:

Music and Entrepreneurship Program

Develop relationships with local providers and Centers/Programs for Performing and Visual Arts to create shared opportunities and programs.

Implement C7 Framework connecting/coordinating partners and other stakeholders in the arts, entertainment, and education sectors. This ensures a structure that maximizes resources and ensures efficiencies in partnerships, programming, and connectivity to industry, higher education, and others committed to the arts, creativity, and student entrepreneurship.

Post-Secondary

Partnership and

Structured Mentorship Programs

Collaborative Mentoring Model that includes structured mentoring activities (one-one, small group, and peer-mentoring)

Community Service/Service Learning Activities

Postsecondary Exploration and Preparation Activities focused on exposure, preparation, and experiential opportunities with local and state colleges and universities.

Facilitate partnership opportunities with Chamber of Commerce and its members, local and state governmental entities, local businesses, and local service clubs and organizations for volunteer/mentoring opportunities as well as demonstration opportunities in internship, career exploration, and citizenship areas.

Structure opportunities for local and regional Institutions of Higher Education (IHEs) and other identified IHE students, faculty, and staff to be involved in both curricular aspects and mentoring components.

Facilitate and coordinate opportunities with various local, state, and regional Institutions of Higher Education to develop Postsecondary and Exploration Programs.

Enhanced Academic and Enrichment

Activities

Club and Activity Days: These are planned to foster the academic and social growth of the students. Clubs will be organized by interest of the teacher as well as the students. Concepts for clubs include: Debate, Chess, Math, Science, Art, Dance, Music, Drama, Gaming, 4H, Spanish, French, Arabic, Mandarin, Beta club, Student Council, Anime, Environment , Technology, ROTC, etc

Interscholastic Competitions: As a component of the academic health of the students, an “exhibition” component of their daily academic program will be added to each subject area. When students are required to demonstrate their knowledge in an exhibition or presentation format, the level of the work produced by the student increases to a much higher level. The students will be required to participate in at least two of the academic games/exhibitions in one of the following areas: Math Olympics, One Act Theater Competitions, etc.

Interscholastic Athletics: As identified by stakeholder opportunities and partnerships will be created to develop athletic programming to meet the needs of the students.

C. Student-Teacher Ratio

The anticipated teacher-to-student ratio will vary from grade level. In Kindergarten the ratio is

anticipated at 1:18 with a paraprofessional. In grades 1-9 the ratio projected at 1:20. In grades 10-12 the

ratio would be 1:24. Based on the enrollment of students with disabilities, GSIC will hire and

train the appropriate number of teachers/paraprofessionals to ensure adherence to the federal and

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state guidelines for class size and caseload, to ensure all necessary IEP services are being

implemented. Georgia School for Innovation and the Classics is knowledgeable of the

placement and service delivery of students with disabilities. Appropriately certified teachers will

serve students meeting the eligibility criteria for special education in our educational program, as

specified in students’ individualized education program (IEP).

A. Student Discipline

Georgia School for Innovation and the Classics is committed to creating the safest and most inclusive

learning environment possible. In order to achieve this, all students are expected to follow established

rules and decorum. Students who are disruptive not only hurt their ability to learn, but hurt the other

students’ abilities to learn. At GSIC, that will not be acceptable - Students should learn self-discipline and

be able to develop it through the guidance of the faculty and staff of the school.

Discipline will be used as a learning tool for the students to learn from their mistakes and reflect

on how to make the best choices they can. It is the goal of GSIC to provide all students with the tools

necessary to behave in an acceptable manner. As such, GSIC will provide a Code of Conduct for all

students with their enrollment packet. Copies of the Student Code of Conduct will be distributed to each

student and parent at the beginning of the school year. Parents will be asked to review this with their

student, and both the parent and student will sign the receipt and understanding form indicating that they

understand the Code of Conduct.

The GSIC Code of Conduct will utilize a progressive method of discipline. ("Progressive

discipline processes, shall be designed to create the expectation that the degree of discipline will be in

proportion to the severity of the behavior leading to the discipline, that the previous discipline history of

the student being disciplined and other relevant factors will be taken into account, and that all due process

procedures required by federal and state law will be followed." (O.C.G.A. § 20-2-735)

Because GSIC is a school of choice, parents are choosing to send their student to school to learn

in an unimpeded fashion. While teachers can control some negative behaviors by changing a student’s

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seat in the classroom, calling home, etc. that is not the purpose of having the teacher in the classroom.

The teacher’s purpose is to teach. It is unfair to the majority of students if one or two students refuse to be

respectful to his fellow learners and disrupt the learning environment. The Code of Conduct will reflect

the consequences for infractions. (All discipline of students with disabilities must follow the requirements

of Section 504 of the Rehabilitation Act of 1973, IDEA, and the Georgia Special Education rules.)

The final Code of Conduct and corresponding Parent/Student Handbook integrating that Code of

Conduct will be developed and adopted by the school prior to school opening. Additionally, Georgia

School for Innovation and the Classics, when necessary, will work collaboratively with the Georgia

Department of Education and/or State Charter Schools Commission on severe disciplinary matters to

ensure compliant and proper discipline process and/or referrals to alternative learning environments.

B. Gifted and Talented Students

GSIC will identify the students as gifted and talented in accordance with the eligibility criteria stated

in the SBOE Rule 16 0-4-2-.38. After eligibility has been established according to SBOE 16 0-4-2-.38,

GSIC will exercise the right to waive the requirement of adhering to the specific delivery models defined

in SBOE 160-4-2-.38 in order to choose or develop the instructional delivery models that best align

within the instructional philosophy of Georgia School for Innovation and the Classics. Any innovative

model developed by GSIC will be fully documented, describing the rationale for the special model, the

goals and objectives for the program, the advanced nature of the curriculum which will be provided to

gifted learners, how the model's effectiveness will be evaluated, how gifted Full Time Equivalent (FTE)

funding will be generated and documented, and the anticipated fiscal impact of the model (i.e., how many

FTE will be generated.) Any instructional model used will ensure that identified students receive at least

five segments per week (or the yearly equivalent) of gifted education services, delivered by a teacher

having the gifted endorsement attached to the Georgia Teaching Certificate. GSIC will maintain

documentation of a rigorous curriculum that enriches, extends, and accelerates learning in the gifted

students' areas of strength for the number of segments claimed for FTE being provided. Additionally,

GSIC will comply with state criteria for designated gifted evaluation and placement but will utilize the

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flexibility waiver to develop gifted art/music/dance/theater mentor ships and for independent study as part

of the gifted model. GSIC will rely on portfolio assessment for placement and continuation.

C. High School Planning, Development, and Components The matrix found below identifies the specific course requirements a high school student must take in

order to earn a high school diploma. Students must meet these requirements in order to be awarded a high

school diploma from GSIC.

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Preliminary Graduation Requirements and Course of Study for Entering GSIC HS Freshmen

Graduation Expectations GSIC

HS

GSIC

Honors*

English/ Language Arts 4 Units 4 Units

Mathematics 4 Units 4 Units

Science 4 Units* 4 Units

Social Studies 4 Units 4 Units

Health/Safety .5 Unit .5 Unit

Physical Education .5 Unit .5 Unit

Fine Arts/Computer Tech/CTAE/ROTC 3 Units** 3 Units**

Modern Language/Latin 2 Units

Electives 5 Units 3 Units

Completion of Internship, Community, Project, or Capstone Project 1 unit 1 unit

Participate in Student Organization affiliated w/ the CTAE or Fine Arts Pathway Yes Yes

Completion of 2 Advanced Placement Courses Yes

Become a member of the National Technical Honor Society, National Honor Art, National Honor Society, or Thespian Society

Yes

Total Units 26

1 Unit = 2 semesters of credit Promotion requirements to: Grade 10 = 5 units Grade 11 = 11 units* Grade 12 = 16 units Students must meet diploma requirements in three areas:

Assessments: students are required to post passing scores on the End of Course Tests (GHSGT) and the Georgia High School Writing Test (GHSWT).

Courses: students must complete specific course requirements as outlined by the graduation rule. Credits: students must earn 23 units as a minimum state requirement for graduation (with the expectation of

26 units at ACEHS)

*4th Science and Computer Applications may be used to meet both science and elective requirement

**Student must complete 3 units in a CTAE pathway to complete the pathway; student must complete 2 years of the same foreign language for admissions to Georgia Board of Regents

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Georgia School for Innovation and the Classics High School Development Timeline

January 2015 -February 2016

Engage stakeholders to further establish a long-term vision and infrastructure for GSIC o Forums o Survey o Focus Groups

Facilitate long-term strategic plan and develop five-year plan. Refine projected course of study, graduation requirements, and infrastructure for desired

career pathways to ensure foundation is established for rising ninth graders. Outline interscholastic inquiry and other extracurricular program identification/development

Identify sports programs and begin processes to become member of GHSA Finalize and approve the 2016-2017 GSIC High School Student Handbook and Course

Catalog to outline all policy, procedure, expectations, etc will be approved no later than February 1, 2016. This will include, but not be limited to, detailed descriptions of the following:

o Graduation Requirements o Course of Study o Graduation Plan o Graduation and Postsecondary Worksheet o Honors Program, Expectations, and Track o Advanced Placement Program (AP) o Extended Academic Programs o Extracurricular Programs o Georgia Virtual School (GAVS) o Promotion o Scheduling o Schedule Changes o Transfer and Home School Credit o ALL SCHOOL POLICIES (INCLUDING THOSE ABOVE)

February 2016

Distribute 2016-2017 GSIC High School Student Handbook and Course Catalog to students/parents

Schedule school counselor meetings with 8th grade students and parents to ensure students/parents:

o Understand high school terms, credits and registration for electives o Choose career pathway (if applicable)

Register eighth grade students for ninth grade Determine pathway offerings for incoming freshmen based on registration. Hire and/or identify teachers and additional support staff for all core subjects and career

pathway courses/electives. Purchase needed text books, technology, and instructional items

2016-17 Academic Year

Operationalize strategic plan/vision at GSIC HS

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Academic Objectives, Plans, and Waivers

The following goals and objectives will outline expectations of Georgia School for Innovation

and the Classics success in meeting the CCRPI requirements in year one. An annual evaluation of data

will be used to adjust benchmarks for future goals to ensure continuous improvement and increased

student achievement. GSIC’s performance-based goals and objectives based on established local and

state data, coupled with individual student goal-setting and parent support of academic growth with

specific strategies, ensure improved student achievement and compliance with the Single Statewide

Accountability System (SSAS) in accordance with O.C.G.A. § 20-2-2063.

Students’ scores from the previous year’s administration of the Criterion-Referenced Competency

Tests, where available, will serve as a baseline for student performance. The results of the end-of-year

Criterion-Referenced Competency Tests will serve as a post-test to measure how well students have

performed.

D. Academic Goals

The State Charter Schools Commission and the Georgia State Board of Education shall hold

Georgia School for Innovation and the Classics accountable for the full performance of each of the

academic goals listed below. The requirements of each goal are independent of and do not supersede the

requirements of any other goal.

Goal 1: GSIC will perform above the level

that would place it on the Priority Schools list, the Focus Schools list, or the Alert Schools list.

GSIC will also meet all targets (currently CCRPI and State Performance Targets), as defined by Georgia state requirements and the state's waiver of No Child Left Behind, subject to any amendment, waiver or reauthorization thereof. Students will demonstrate proficiency and improvement over prior years’ performance.

Measure 1: During each year of the charter term, GSIC will meet or exceed all State Performance Targets and all other statewide-accountability requirements as established by the Department each year for all content areas of the Criterion-Referenced Competency Test (CRCT), the End of Course Test (EOCT) and the graduation rate.

Measure 2: From a baseline established during the 2014-2015 school year, GSIC will increase the percentage of charter school students who meet or exceed state standards on each content area of the CRCT by 4% each year until in Year 5 of the charter term, the scores will be greater than or equal to the State or district average, whichever is higher.

Measure 3: During each year of the charter term, the percentage of charter school students scoring in the

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Exceeds category in all subject areas on the CRCT will exceed the baseline average by 2%.

Goal 2: GSIC will demonstrate proficiency and improvement on national norm-referenced assessments.

Measure 1: The percentage of students who meet or exceed their RIT growth targets on MAP testing, as developed by NWEA, will increase by 2% each year of the charter term.

Goal 3: GSIC will demonstrate middle school readiness.

Measure 1: In each year of the charter term, 80% of students will score Meets or Exceeds on the Grade Five Writing Assessment.

Goal 4: GSIC will demonstrate high school readiness

Measure 1: In each year of the charter term, 80% of students will score Meets or Exceeds on the Grade Eight Writing Assessment.

Goal 5: GSIC will develop and implement policies, programs, and procedures leading to full implementation and utilization of the Classical Educational Model.

Measure 1: One hundred percent (100%) of teachers will have on-going specific professional learning, and there is evidence of its implementation in classroom instruction.

Measure 2: One hundred percent (100%) of teachers will integrate partnership expertise in the curriculum at least once per semester through an ongoing school-wide relationship with business, community, and post-secondary institutions.

E. Student Assessment

A comprehensive assessment is critical to demonstrate student level of mastery of the required

content and crucial skills of the Common Core GPS as well to provide all stakeholders with relevant and

specific information to make informed instructional, programmatic, and developmental-appropriate

decisions in the best interest of students.

Assessment of student performance will be achieved using formative and summative assessments,

as well as various instructional strategies employed by GSIC teachers. Teachers will collect baseline data

from the NWEA MAP test and MAP for Primary Grades. Teachers will also use specific instructional

strategies to activate students’ background knowledge, and to help students focus their learning. Students

will participate in the appropriate state assessments as mandated by state law. GSIC will use the CRCT

state assessment in the areas of mathematics, science, social studies, reading, and language arts in grades

3, 6 and 8. Kindergarten will be assessed through G-Kids. In Grades K- 8, GSIC will use NWEA as a

nationally normed assessment since it aligns with Common Core and is an adaptive computer based

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benchmark for non-CRCT. GSIC will also use a performance-based mastery system that will be

developed by the faculty that will track every standard that the Common Core Standards address in grades

Kindergarten through 8th grade. These will be tracked by online portfolios and will be available to

parents. GSIC will develop a common rubric to assess the skills needed for project-based learning

(Inquire, Design, Create, Share) to evaluate content, and creativity. Great care will be taken to ensure that

student assessment goes beyond “content compliance” and multiple-choice tests.

Teachers will also use formative assessments that include publisher and teacher-created

assessments, as well as assessments from supplemental material to obtain performance data for each

student. Examples of teacher-created formative assessments include but are not limited to:

Teacher-created content tests Multi-year capstone Science and Engineering Fair Projects Student portfolios Journals Teacher observations Probing questions Writing samples that focus on the development of expository, narrative, persuasive,

and analytical writing skills Anecdotal records of the student’s performance Attitude inventories

Teachers will also have access to Weekly Standards Assessments, common formative

assessments aligned to their textbooks and the Common Core GPS, that include objective questions for

quick check of content material, as well as essay type questions that require critical thinking and writing

skills. Teachers will be required to monitor and assess students throughout the year in order to target

learning gaps and improve achievement for students. All curriculum decisions are made by analyzing

student data in the context of sociocultural factors in a truly holistic manner.

F. Participation in State-Mandated Assessments

GSIC will participate in state mandated assessments in addition to routine student assessments.

GSIC will ascribe to defined performance measures for each state assessment (Criterion-Referenced

Competency Tests, writing assessment, end-of-course tests, and norm-referenced tests as applicable) for

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each year and for the life of the charter. GSIC will participate in all state-mandated assessments as

outlined above and will follow all state rules, policies, and procedures for Georgia public schools as

provided in the annual Georgia Student Assessment Handbook. Additionally, GSIC will designate a

school test coordinator to represent the school. The school test coordinator and school principal, in

cooperation with the state test coordinator, are responsible for test storage and security once the test is

distributed to schools.

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Assessment Plan, Student Improvement, and Measurement over Time to Meet Academic Goals GSIC is committed to collecting and analyzing student performance data to activate prior

knowledge, determine baseline levels of student achievement, and to drive instructional planning.

A. Benchmark Tests

GSIC will use a “growth model” of measuring student achievement using Northwestern

Evaluation Association’s MAP (Measure of Academic Progress) tests, which are adaptive based on

student need. Each answer is evaluated independently to determine the next test question. At the

completion of the test, the student receives a RIT (Rausch unIT) score. Teachers use these scores, or RIT

bands, to determine how to individualize instruction based on student need. Because the test is adaptive,

we can determine the growth of each individual student based on his or her independent learning and

measure growth.

A significant component unique to NWEA is DesCartes, a learning continuum resource aligned to

state standards. DesCartes allows teachers to translate the raw data into personalized instruction, select

appropriate topics, and specific skills that a student might need remediation or acceleration in. This

variety assists in providing immediate student growth scores to teachers four times a year so they

can analyze and compare the growth and achievement of each individual student. Northwest Evaluation

Association (NWEA) assessments use a measurement scale that has proven to be exceptionally stable and

valid over time. MAP is taken on a computer and took the place of ITBS tests. Like ITBS, it also is

composed of multiple choice response questions.

Key characteristics of this test include:

It has no time limits so students may work at their own pace to achieve at their best. MAP is adaptive. The computer adjusts the difficulty of the next question by how the test

taker performs on the previous questions. Simply, the questions become more difficult or less difficult with each question—thus producing a very realistic performance range for each student.

MAP scores are shown at its completion providing students with immediate feedback. MAP scores are part of an equal interval scale. Each interval on the scale is equal in size Year to year MAP scores portray true growth in performance of each student. Scores range between 140 and 300. This range is called a RIT scale, Rash unIT, which is a

unit of measure that uses individual item difficulty values to estimate student achievement.

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Grade-independent: Because the tests are adaptive and the test items displayed are based on student performance, not age or grade, a score means the same thing. For example, a third grader who received a score of 210 and a fourth grader who received a score of 210 are learning at the same level. This allows growth to be measured.

Equal-interval: The RIT scale is infinite, but most student scores fall between the values of 140 and 300. Like meters or pounds, the scale is equal-interval, meaning that the distance between 170 and 182 is the same as the distance between 240 and 252. This allows educators to apply simple mathematical equations to the scores to determine information such as the mean and median scores in a class or grade.

Stability: More than twenty years after it was first implemented, scores along the RIT scale mean the same thing. As a result, educators can confidently measure growth over many years.

B. Criterion Reference Competency Test

The Criterion Referenced Competency Tests program includes assessments in reading, English-

language arts, mathematics, social studies and science in grades 3 through 8. Student achievement data is

used to report educational status and annual progress for individual students, schools, districts, and the

state. The Criterion Referenced Competency Tests measures student performance on selected benchmarks

in reading/language arts, social studies, science, and mathematics as defined by Georgia’s Performance

Standards. The Standards articulate challenging content that Georgia students are expected to know and

skill areas they are expected to perform. The administration of the Criterion Referenced Competency

Tests is “summative” in nature. The results are distributed to the school and the parents and are the basis

for Georgia’s Single Statewide Accountability System.

These are mandatory tests created by the state of Georgia. They are based on the Common Core

Georgia Performance Standards (CCGPS) in reading, English-language arts, and mathematics and the

Georgia Performance Standards (GPS) in science and social studies.

They are used in three types of accountability

1) Federal Funding/Title 1 2) School Performance Standards 3) Promotion and retention

The CRCT reports student achievement in terms of performance levels:

1) Exceeds the Standard 2) Meets the Standard 3) Does Not Meet the Standard

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C. End of Course Tests (EOCT)

The EOCT program was created to improve student achievement through effective instruction

and assessment of the standards in the eight EOCT core high school courses. The EOCT program helps to

ensure that all Georgia students have access to a rigorous curriculum that meets high performance

standards. The purpose of the EOCT is to provide diagnostic data that can be used to enhance

instructional programs. GSIC middle school students who take high school courses may be assessed on

the EOCT if appropriate or the CCRPI replacement.

The A+ Educational Reform Act of 2000, O.C.G.A. ^20-2-281, mandates that the State Board of

Education adopt end-of-course assessments in grades nine through twelve for core subjects to be

determined by the State Board of Education. With educator input, and State Board approval, the End-of-

Course Testing program is currently comprised of the following eight content area assessments.

Social Studies

United States History Economics/Business/Free Enterprise

Science

Biology Physical Science

Mathematics

Algebra I Geometry

English Language Arts

Ninth Grade Literature and Composition American Literature and Composition

* Each EOCT is aligned with Georgia standards

Any student enrolled in and/or receiving credit for an EOCT course, regardless of grade level will be

required to take the EOCT upon completion of that course. The EOCT is the final exam for an EOCT

course. The state requires the school system to calculate the student’s final grade in the course by using

the EOCT score as a percentage of the final grade in the class. The Georgia DOE determines this

percentage. The student must have a final course grade of 70 or above to pass the course and to earn

credit for that course.

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D. End-of-Pathways Assessment

GSIC high school students will be assessed through the End-of-Pathways Assessment upon

completion of a high school CTAE pathway which is a “direct response” to the Perkins IV Legislation,

specifically, Core Indicator 2S1 which mandates states to implement “a valid and reliable assessment

model linked directly to industry validated standards.”

E. Georgia Kindergarten Inventory of Developing Skills

Georgia Kindergarten Inventory of Developing Skills has replaced the Georgia Kindergarten

Assessment Program – Revised (GKAP-R). Georgia Kindergarten Inventory of Developing Skills

(GKIDS) is fully aligned to the Common Core GPS and represents the most accurate and appropriate

assessment of first-grade readiness. The Georgia Kindergarten Inventory of Developing Skills provides

baseline and ongoing information to stakeholders to assess how well kindergarten students are acquiring

the knowledge and skills described in the Common Core GPS. This gives educators the opportunity to

provide early remediation to ensure 1st grade readiness.

F. Georgia’s Writing Assessment Program

Writing is a key component of the Common Core GPS. Georgia’s Writing Assessment Program evaluates

a student’s writing performance in grades 3, 5 and 8 in four domains: Ideas, Organization, Style, and

Conventions. The Georgia Grade Three Writing Assessment consists of teacher evaluation of student

writing and covers four types of writing: narrative, informational, persuasive and response to literature.

Following the rubrics and guidelines for scoring outlined in the Grade 3 Assessment and Instructional

Guide, teachers score collected student writing samples produced throughout the year. Students in grades

5 and 8 are tested in March and January respectively and scored by two independent raters using an

analytic and holistic standardized scoring system.

G. Teacher Keys Effectiveness System

The Georgia Department of Education has recently embarked on a process to measure value-

added dimensions of student learning, the effect that teachers are having on student growth in a core area.

An assessment system called the Teacher Keys Effectiveness System (TKES) looks at the growth of

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students compared to their peers with similar testing experiences as measured by the CRCT, EOCT, or

other state-wide standardized tests. We do not currently know how these measures of growth will affect

other growth measures that we will use at GSIC. However, we will not duplicate methods that the GA

DOE may use to measure student achievement and growth, thereby minimizing the amount of time that

students spend on test-taking; we will incorporate this system as needed and appropriate to maximize

instructional time.

G. Georgia’s College and Career Ready Performance Index (CCRPI)

The CCRPI will replace Georgia’s previous school measure accountability system, Adequate

Yearly Progress. The CCRPI is in the pilot phase but will be used next school year. As the GA DOE

updates and tweaks this measurement system, our student assessment system and school goals will mirror

these updates.

H. Student Data Tracking

GSIC anticipates using the Statewide Longitudinal Data System (SLDS) Infinite Campus as our

data tracking software.

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Education of Special Populations

A. Students with Disabilities

Georgia School for Innovation and the Classics is designed to support and enhance the social and

emotional development of ALL its students, as well as their academic growth. We acknowledge that we

are responsible for serving all Special Education students according to requirements of other LEAs, and in

accordance with Section 504, IDEA, and other laws related to educating special needs students. As part of

this responsibility, we will ensure that appropriate staff and instructional resources are provided to

identify, instruct, monitor, evaluate, and report.

In order to ensure that the needs of our students are met, GSIC will form a Special Education

Committee to ensure compliance with state and national regulations and mandates. The committee will

also handle disputes involving parents (following the school’s grievance policy), form relationships with

special education vendors, and research and recommend technical assistance and training.

The committee will implement a Student Support Team (SST) in accordance with SBOE Rule 160-4-2-

.32. Student Support Teams (SST) will be responsible for:

Identification of learning and/or behavior problems.

Assessment, if necessary.

Educational plan.

Implementation.

Follow-up and support.

Continuous monitoring and evaluation.

In meeting the needs of these students, GSIC will design and implement a comprehensive strategy that

incorporates the following:

A focus on early intervention and identification of needs

A process that is efficient and closely monitored, benefitting the student by ensuring delays in addressing needs are avoided

A strict adherence to the Response to Intervention process

Professional development for “regular” education teachers that supports accommodating various student needs through instructional modifications

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Opportunities for each student to remain in the regular classroom as the least restrictive environment when it is developmentally, socially, and academically appropriate

Allocation of appropriate resources and support for Special Education teachers and staff to do their jobs well

Extensive training for teachers in research-supported teaching strategies to provide students with clear, consistent delivery of information in all content areas

A belief that traditional classroom teachers are vital in the education process of students with special needs, and they will serve as active participants in all aspects of meeting the instructional needs of these students. GSIC will focus on early identification and intervention of children with learning, physical, and

emotional difficulties. GSIC staff will be fully trained on implementing the Response to Intervention

process. Students that have been through the RTI process and qualify for further screening and testing

will be tested in a timely manner to assure proper placement. GSIC will hire or contract a qualified

psychometrist or psychologist to administer, score and interpret tests. GSIC will ensure that all students

qualified for Special Education services will be placed in his/her Least Restrictive Environment according

to SBOE Rule 160-4-7-.07. GSIC will use the same models used in other LEAs to serve special education

student such as full and modified inclusion, resource services, pull-out models, push-in models, and self-

contained models, and will ensure the placement meets the needs of the individual student. GSIC will hire

or contract with qualified and properly certified staff (i.e., speech language pathologist, physical and

occupational therapist, etc.) needed to meet the needs of our Special Education population.

In accordance with federal regulations, GSIC will comply with all applicable requirements of Part

B of the Individuals with Disabilities Act (IDEA). Children with disabilities who attend GSIC and their

parents will retain all rights under Part B of the IDEA. For example, all students with disabilities

attending the charter school will receive services in accordance with a properly developed Individualized

Education Program (IEP) as specified in SBOE Rule 160-4-7-.06, and all procedural safeguards will be

met in terms of provisions such as parental consent and written notice of meetings and confidentiality of

records. Educational goals, accommodations, and discipline procedures will be clearly stated in the IEP

and reviewed and revised yearly. Qualified and appropriately certified personnel will provide all special

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education services and develop, review, and revise IEPs. All identified Special Education students will

have a current eligibility report developed according to state and federal regulations.

To the extent appropriate for a student’s Least Restrictive Environment, inclusion will be the

model preferred. Students with special needs will uniquely benefit from the project-based approach with

an emphasis on students’ individual gifts and from being taught by teachers trained to differentiate

instruction for a complete range of diverse students. Students will benefit from greater interaction with

regular classroom teachers and peers in a supportive, differentiated environment valuing all students’

unique gifts. Students with special needs will find that the emphasis on training for positive, respectful

classroom management will result in classroom environments that are peaceful, nourishing and

welcoming places that allow the students to flourish in all areas of their development.

B. English Language Learners (ESOL): Georgia School for Innovation and the Classics is committed to

meeting each child’s individual educational needs; therefore, the school will implement an English

Speakers of Other Languages (ESOL) program in accordance with Georgia Department of Education

guidelines to meet the needs of qualifying students. GSIC will adhere to SBOE Rule 160-4-5-.02. Every

family at GSIC will complete a Home Language Survey upon enrollment at GSIC. Students that submit a

Home Language Survey indicating that English is not the first language will be evaluated using the state-

adopted English proficiency measure. All qualified students will receive language assistance using one of

the delivery models suggested in SBOE Rule 160-4-5-.02. Students in the program will be evaluated

annually to determine continued eligibility. GSIC will provide professional development opportunities for

teachers, seek teachers with ESOL endorsements, or contract ESOL services if needed.

C. Supplemental Education Services Language: GSIC will provide supplemental education services in

required cases pursuant to State Board of Education Rule 160-4-5-.03 and No Child Left Behind, subject

to any amendment, waiver or reauthorization thereof.

D. Remediation: GSIC will provide remediation in required cases pursuant to State Board of Education Rule 160-4-5-.01 and No Child Left Behind, subject to any amendment, waiver or reauthorization thereof.

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Utilization of Waivers

GSIC will utilize the broad flexibility from law, rule, and regulation permitted by O.C.G.A § 20-2-

2065(a). GSIC requests to exercise all waivers save for such waivers that would restrict the school from

receiving funding or otherwise render the school unable to receive state or local funding. GSIC will

comply with all the requirements of the Single Statewide Accountability System. GSIC will not waive

any provisions that State law does not allow such as:

the Charter Schools Act (O.C.G.A. § 20-2-2061 through §20-2-2071); the accountability assessment program (O.C.G.A. § 20-14-30 through §20-14-41); the Open Meetings Act (O.C.G.A. § 50-14-1 through §50-14-6) and the Open Records Act

(O.C.G.A. § 50-18-70 through § 50-18-79); federal, state, and local statutes, rules, regulations, and court orders relating to civil rights; special

education; insurance; the protection of the physical health and safety of students, employees, and visitors; conflicting interest transactions; and the prevention of unlawful conduct;

laws relating to unlawful conduct in or near a public school; laws prohibiting the charging of tuition or fees to attend a public school, except as may be

authorized by O.C.G.A. § 20-2-133; the reporting requirements of O.C.G.A. § 20-2-320; and the brief period of quiet reflection provision of O.C.G.A. § 20-2-1050.

The broad waiver permitted by O.C.G.A § 20-2-2065(a) is essential in allowing GSIC the ability to

implement the arts per the mission and vision of the board resulting in exceptional student achievement as

defined in the performance goals and objectives. GSIC will comply with all requirements of the Single

Statewide Accountability System and meet or exceed the performance based goals included in the charter

and approved by the Board of Education, including but not limited to raising student achievement.

Examples of GSIC Utilization of the Broad Flexibility Waiver Formation and Duties of Local School Councils

GSIC wants to create its own governance board (GSIC Governing Board) to guide the progress of the school. The GSIC Governing Board will be compromised of local community leaders and parents who support and are invested in the success of this school. Granting this waiver permits GSIC to be more efficient and timely in achieving its goals to provide a unique educational experience and venue for increased academic achievement.

Class Size - O.C.G.A. Section 20-2-182(i) and SBE Rule 160-5-1-.08: student achievement.

At times class size may need to be altered to facilitate increased student achievement. The goal is to maintain a class size of 18-20 students, but situations might arise where this is impractical given specific instructional formats, such as theatre or music. In such cases, student collaboration and learning would be improved through granting of this waiver. The appropriate class sizes will be measured by the achievement toward the

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mission of GSIC as found in the Accountability and Evaluation section of this petition.

Textbooks - O.C.G.A. Section 20-2-1010 and Electronic Format of Textbooks: O.C.G.A.

Section 20-2-1015 and SBE

Rule 160-4-4-.10(k):

Education to implement a textbook which may not yet be adopted by the State of Georgia, but would be in the best interest of continuous improvement in student achievement for our students. However, it is our goal to adopt textbooks approved by the State of Georgia. The importance of flexibility in textbook selection will be measured by the achievement toward the mission of GSIC as found in the application.

Duty Free Lunch Period -

O.C.G.A. Section 20-2-218:

GSIC requests the flexibility to construct a daily schedule that best meets the needs of both teachers and students. Situations may arise when it is appropriate to assign teachers to assist students during the lunch period. Having this option via the waiver enables GSIC to manage financial resources and promote increased student-teacher time together to forge strong relationships in a venue outside the normal classroom toward increasing student performance and enhancing the closeness of the school community. The importance of flexibility in developing staff schedules will be measured by the achievement toward the mission of GSIC as found in the charter application.

Scheduling for Instruction –

SBOE Rule 160-4-2-.16

In a continuing effort to provide the optimal environment for student learning GSIC requests this waiver in order to have the flexibility to construct a daily schedule that best meets the needs of both teachers and students. The importance of flexibility in developing staff schedules will be measured by the achievement toward the mission of GSIC as found in the charter application.

Expenditure of Funds -

O.C.G.A. Section 20-1-167:

GSIC is engaged in building and expanding a unique educational program over the duration of the charter term. GSIC requests to waive expenditure requirements of Quality Basic Education (QBE) funds. GSIC plans to rollover residual funds to be used the following year to extend and improve GSIC's instructional resources and programs versus returning these funds to the state. This flexibility will greatly increase GSIC’s ability to directly improve student academic performance and achievement across our innovative curriculum.

Professional Learning – SBOE Rule 160-3-3-.04 and 160-3-3-.10; Appropriate

Organizations to provide In-Service or Continuing

Education O.C.G.A. 20-2-201(c):

GSIC proposes to offer its staff with professional learning through providers that may not be approved through the Georgia Department of Education. Effectiveness will be measured through the identified outcomes in the charter application.

Substitute Teachers – SBOE Rule 160-5-1-.05:

The school would like the flexibility in choosing qualified substitute teachers in the school including the use of qualified mentors, community volunteers, and others screened according to established school policy. Effectiveness will be measured through student achievement and staff satisfaction outcomes outlined in this charter application.

Certification requirements for teachers:

We believe that there must be an alternative path for individuals wishing to teach who hold degrees in areas of expertise such as the fine arts, business and entrepreneurship, and marketing. We will utilize the flexibility waiver so that individuals in these areas could be hired to teach classes in literature/

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rhetoric, music, visual arts, dance, etc. GSIC will still hire highly-qualified and/or certified teachers in core academic areas as required; however, we plan to utilize the waiver to bring in industry expertise where possible.

School Day – SBOE Rule 160-

5-1-.02:

In order to maximize instructional time and to ensure that students are served by the most efficient schedule, GSIC proposes to waive this state rule to develop a school day that meets the needs of the students. Effectiveness will be measured through the identified student achievement and stakeholder satisfaction outcomes in the charter application.

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Organizational Goals, Measures, and Operational Action Plan

GSIC proposes a comprehensive set of measures to evaluate school performance, operational

management and satisfaction of stakeholders. These measures include customer satisfaction of staff,

parents and financial health. GSIC will capitalize on existing tools and techniques to gather critical data

from key stakeholders that will feed directly into the annual school improvement plan.

A. Organizational Goals: The fulfillment of the following organizational goals will be reported annually

by GSIC in addition to their Annual Report.

Goal 1: The Charter School will be economically sustainable.

Measure 1: Each year, GSIC will operate in a fiscally sound manner as measured by an external audit that is submitted on time to the Authorizer.

Measure 2: Actual and proposed budgets for each school year will demonstrate effective allocation of resources.

Measure 3: Yearly balance sheets will demonstrate that GSIC maintains adequate cash reserves.

Measure 4: GSIC will meet all Generally Accepted Accounting Practices (GAAP) as demonstrated by external, annual audit reports.

Measure 5: GSIC will meet all financial reporting deadlines.

Goal 2: GSIC shall ensure all Governing Board Members receive effective training.

Measure 1: All Governing Board members shall participate in training at least once annually.

Measure 2: The Governing Board shall meet at least monthly while school is in session.

Goal 3: GSIC shall promote a positive school experience that engages students, parents and teachers.

Measure 1: According to data reported by the Governor’s Office of Student Achievement Report Card, in each year of the charter, the percentage of students absent 15 days or more shall not exceed 10% and shall improve by 2 percentage points each year until the percentage of students absent 15 days or more is below 5%.

Measure 2: Each year, 90% of parent respondents will indicate that they are at least “satisfied” with the overall quality of their child’s education as measured via an annual survey conducted at the conclusion of the school year, in which the options are very unsatisfied, unsatisfied, somewhat satisfied, satisfied, and very satisfied. The survey response rate will exceed the baseline rate set in Year 1 by 2% each year.

Measure 3: Each year, 90% of teachers will indicate that they are at least “satisfied” with the overall quality of their job as measured via an annual survey conducted at the conclusion of the school year, in which the options are very unsatisfied, unsatisfied,

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somewhat satisfied, satisfied, and very satisfied. The survey response rate will be at least 85% of teachers surveyed.

B. Action Plan to Achieve Organizational Performance Objectives and Flexibility Needed

Employment Procedures and Policies: All GSIC faculty and staff will be employees of the

school. As outlined, the Support and Resource Team will support GSIC in the areas of Finance and

Personnel/Human Resources. Our Support and Resource Team specifically has experience in all aspects

of human resources management and coaching to train school leaders.

The Support and Resource Team will work collaboratively with GSIC Leadership and its

Governing Board to develop, implement, and manage key areas of Employment Procedure/Policy and

Human Resources including GSIC Charter School Personnel Manual (which will include a plan on how

to address employee-related issues, employee grievances and termination procedures.). Upon completion,

the Manual can be provided to the authorizer. Specific areas of support:

Coaching - Leadership Training for Principals and Administrators

Efficiency Audits

Employee Discipline

Employee Investigations

Evaluation/Documentation Training

Exit Interviews

Facilitate at Executive Level

HR/Personnel Analysis

Salary Compensation

Social Media Issues

Teaching Staff/Recruitment

Testing Investigations

Personnel of GSIC in addition to any other requirements shall be subject to all of the

requirements contained in GSIC Personnel Manual. GSIC will evaluate employees using the Georgia

Teacher Keys Effectiveness System (TKES). This system is used to support the continuous growth and

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development of each teacher. School leaders will provide formative assessment opportunities for teachers,

including teacher input throughout the year and will provide a summative assessment annually.

Principal Evaluation: The GSIC Governing Board ultimately holds the principal accountable

through the performance expectations defined by the board. A rigorous performance evaluation process

has been developed that aligns expectations to the GSIC vision/mission. In addition, the principal attends

all Board meetings and provides status updates on a routine basis. An appraisal of the principal’s

performance takes place annually. The principal’s evaluation includes the following components:

Curriculum, Assessment, Standards-Based Instruction, Data Analysis, Organizational Culture,

Professional Learning and Development, Performance Management and Process Improvement, Managing

Operations, Leading Change, and Relationship Development.

The principal is accountable to the Governing Board of the school as the authority in charge of

(1) implementing the mission and vision of the school, (2) maintaining the academic integrity of the

school, (3) managing the school and the faculty, and (4) supervising the students. In addition, the

principal should set budget priorities and have general knowledge of the school’s fiscal status. As the

leader of the school, the principal must exhibit moral and ethical character. The principal is the executive

decision-maker for the operation of the school and is ultimately responsible for the success of the

education of the students in accordance with the goals and guidelines established in the charter document

and the vision of the Governing Board. The Governing Board will evaluate the principal annually.

Performance Management – Principal Evaluation Tool: A formal evaluation is conducted at the

end of the year. The following are the categories included in the Principal Evaluation Tool. For each

factor specific criteria has been identified in terms of what performance is expected. The state developed

Leader Keys is researched-based and will be implemented next year through the Georgia Department of

Education statewide. The Georgia DOE (2012) describes the instrument in the following manner:

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Current research has emphasized that quality leadership at the school and district levels

significantly impacts student achievement. Therefore, improving performance on the vast array of skills

needed by educational leaders is crucial for the academic success of students and also the economic future

of Georgia. To lead the nation in improving student achievement, Georgia’s educational leaders must be

equipped with skills to direct the important work of teaching and learning. The Leader Keys Evaluation

System is based on Georgia’s Leadership Performance Standards that have been adopted by the Board of

Regents and the Professional Standards Commission. In the same manner that the School Keys standards

define the work of high performing schools and the CLASS Keys™ elements guide the practice of

highly-effective teachers, the Leader Keys standards will provide a new focus for leaders as they work to

implement practices to improve student learning and drive the professional growth of school and district

staff.

Leader Keys is organized into ten broad strands: Curriculum, Assessment, Standards-Based

Instruction, Data Analysis, Organizational Culture, Professional Learning and Development, Performance

Management and Process Improvement, Managing Operations, Leading Change, and Relationship

Development. These ten strands are further defined with performance standards and rubrics with

accompanying evidence and artifacts. Sixty-six of the 72 Leadership Performance Standards are included

in the ten strands, and the remaining six have been added to the new Georgia Leader Duties and

Responsibilities component, which details important professional behaviors required of all leaders. The

Leader Keys Evaluation System serves as both a formative and summative instrument to identify a

leader’s level of skill on performance standards.

The intent of Leader Keys is twofold:

1. To increase both the quantity and quality of the feedback that leaders receive from their supervisors.

2. To allow districts and schools flexibility to target job-specific skills and individual performance issues that will have the greatest impact on student learning and continuous improvement.

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The Georgia Department of Education encourages the use of Leader Keys for the annual evaluation of

district and school leaders and provides training to districts upon request.

Setting Performance Expectations (Principals)

Performance expectations are communicated in August of each year in two ways:

1. Criteria on Leader Keys: All criteria that the Principal is evaluated on are communicated in August. Given the range of responsibilities for which principals are accountable, the August communication ensures that specific expectations are set.

2. Principal Goals: Developed from the GSIC Strategic Plan as well as a School Improvement Plan.

Certification, Training, and Subject Area Competency: Teachers who apply for employment at

GSIC will be given priority if they hold a GPSC certificate including endorsements in other areas beyond

their area of expertise. GSIC will also consider individuals who may not hold a Georgia certificate but

who have evidenced mastery in their field through a variety of means including a degree in the area of

their expertise and/or a work history of exemplary nature in their field of expertise. Teachers who have

the following will be reviewed more favorably by the hiring committee:

Advanced degrees in the area of a teacher’s expertise

Advanced Placement Endorsement

Gifted Endorsement

Reading Endorsement

ESOL Endorsement

Successful prior experience (expand on these expectations as far as arts areas)

Salary Schedule: A detailed Staffing Matrix and Qualifications will be approved by GSIC’s Governing Board no later than January 2015 for inclusion in its Personnel Manual as well as to ensure an adequate recruitment window. This will be provided to the Authorizer upon approval. Additionally, our Provider, as outlined in this petition, will support financial payroll functions as outlined.

Teachers will be compensated on a schedule closely aligned to the state salary schedule while

taking into consideration the budget conditions and opportunities of the school. The final schedule,

developed collaboratively between governing board and support team, will be provided as outlined above.

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C. Background Checks and Safety

Staff fingerprinting and criminal history background check are required for all positions, as per

O.C.G.A 20-2-211. These will be conducted in accordance with applicable state law and sound business

practices and at subsequent intervals as required by state law. Any applicant for a position will be

requested to complete the required criminal history request and consent forms prior to the start date of

employment. As a condition of employment, employees will have a local background check completed

yearly. In addition, the applicant will be advised that confirmation will be sought from the appropriate

authorities. Any cost of fingerprinting and criminal background checks will be covered by prospective

employees as well as ny volunteers and/or partner who may…..

B. Teacher Certification

Elementary and secondary teachers must hold a Bachelor’s or higher Degree in Education or related

discipline, demonstrate content-area mastery, and be “highly qualified” in each core academic subject

they teach. Core academic subjects are: Language Arts/Reading, English, Science, Mathematics, and

Social Studies. ESE and ELL teachers must be “highly qualified” in core subjects that they may teach to

their students (through a state exam and hold a Clear Renewable certificate in the appropriate subject area

through The Georgia Professional Standards Commission (GAPSC)). Therefore, the goal is to hire a staff

(teachers and administrators) that holds valid certification with the Georgia Professional Standards

Commission.

Core Academic Teachers will hold a clear Renewable Certificate and meet the requirements of the

GAPSC. Paraprofessionals with instructional support duties will meet guidelines of Section 1119 of the

No Child Left Behind Act and ESEA. Substitute teachers will be required to meet local and/or state board

policy concerning qualifications and training and be paid at a daily rate. All personnel will be in

compliance with the Drug Free Public Work Force Act of 1990.

In non-core academic areas, GSIC will utilize industry expertise and partners to fill the needs of the

school and reach the needs of the students. It is our intention to hire teachers/instructors that have

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experience in their respective artistic fields and can bring that expertise to the classroom in a unique way.

GSIC will look at recruit instructors across industry when possible. While we will look at these

individuals to supplement the instruction at GSIC, the leadership will ensure that professional

development is offered to assist these instructors with the tools and skills needed to be effective in the

classrooms. GSIC will also utilize local artists in our afterschool programs to enrich the learning of our

students.

C. Salary Schedule

The GSIC Governing Board believes that it is in the best interest of both the school and its employees

to fairly compensate our workforce for the value of the work provided and have structured the

compensation system in a way reflective of the resources of the school.

GSIC’s salaries will be comparable to GAPSC but structured differently. The school will use a salary

worksheet to calculate starting salaries in a fair and consistent manner. GSIC anticipates using the State

Salary Schedule as a base and, in consideration of charter school funding, calculating base pay at 92%

(.92) which provides for a base at each category as follows (state in parentheses):

T-4 - $30,750 ($33,424) T-5 - $35,363 ($38,438) T-6 - $39,960 (43.435) T-7- $44,356 (48,213)

Additionally, GSIC will add a one-percent (1%) Years-of-Service Rate above base per year of

service. In this example, a T-4 with 10 years would be compensation $33,825 in this model (vs

$35,460 on the state-salary schedule).

The above is a projected sample outlining the direction GSIC will consider in developing

its schedule. A 2015-2016 salary schedule will be adopted prior to January 1, 2015 to ensure

accurate and efficient recruitment and budgeting.

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F. Insurance Coverage

GSIC plans to participate in the State Health Program in year one while also exploring other

possibilities and options for employees. This process will be supported by the Support and Resource

Team and appropriate Vendors.

Please find a schedule of insurances in the exhibits section which clearly describes the insurance

coverage that will be utilized by GSIC and its board. The schedule of insurance also includes terms,

conditions, and coverage amounts.

G. Grievances

Georgia School for Innovation and the Classics believes that in order for the school to run

smoothly, grievances should be resolved quickly and fairly. A proper chain of command is in place and

will be communicated to the parents before opening of school.

GSIC believes it to be important for any issue that arises be addressed with and to the individual

it involves. Students and parents who have a grievance should discuss the issue first with the teacher. The

student and/or parent will contact the teacher and schedule a conference. It is not acceptable to attempt to

conference with the teacher during the instructional day without first scheduling a conference. If the

parent believes the issue was not resolved as a consequence of their meeting with the teacher, the parent

can then schedule a meeting with the assistant principal or the principal.

If the parent then feels that the issue has still not been resolved satisfactorily, then a grievance can be

submitted to the Governing Board and a meeting will be scheduled with the committee that oversees

grievances.

Teachers that wish to file a grievance will do so in writing to the Governing Board and the

committee that oversees personnel will schedule a meeting to investigate and resolve the grievance.

GSIC’s formal grievance policy will be adopted and available to the authorizers during the

planning and implementation phase (spring 2015) of the process.

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H. Transportation

Transportation will not be provided for students. Like many charter schools, it is anticipated that

the families who enroll at GSIC will make arrangements for their own transportation. Should school

leadership and staff determine the absence of transportation services is a barrier preventing interested

families from attending GSIC, we will work with the PTO, parents, churches and other community

organizations to develop a carpool and/or shuttle options for our scholars where feasible.

I. Food Services

GSIC will provide food service to all students, faculty and other personnel, including

participation in federal school meals programs. As part of the planning and implementation phase, GSIC

will perform due-diligence and identify a qualified vendor and/or food service solution.

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Area Ten: Governance and School-Level Decision Making

Except as otherwise provided by law, all meetings of the Georgia School for Innovation and the

Classics Governing Board (“Board”) shall be open to the public in accordance with OCGS §50-14-1 et

seq. All resolutions, rules, regulations or other official actions adopted, or taken shall be made at

meetings which are open to the public as required by law. In addition, the public will at all times be

afforded access to GSIC Board meetings that are required to be open to the public per state law. Visual,

sound, and visual and sound recording during open meetings of the GSIC Board shall be permitted.

The Board will post the time, place, and dates of regular meetings. Such information will be

available to the general public and a notice containing such information will be posted and maintained in

a conspicuous place available to the public. Meetings will be held in accordance with a regular schedule

unless circumstances necessitate canceling or postponing any regularly scheduled meeting. Whenever any

meeting required to be open to the public is to be held at a time or place other than at the time and place

prescribed for regular meetings, the Board will give due notice by posting a written notice for at least 24

hours at the place of regular meetings and other written notice required by law.

Prior to any meeting, the GSIC Board will make available an agenda of all matters expected to

come before the board at the meeting. The agenda shall be available upon request and shall be posted as

far in advance of the meeting as reasonably possible. The minutes of any GSIC Board meeting will be

promptly recorded and such records shall be open to public inspection once approved as official by the

GSIC Board. Said minutes shall, as a minimum, include the names of the members present at the

meeting, a description of each motion or other proposal made, and a record of all votes. In the case of a

roll-call vote the name of each person voting for or against a proposal will be recorded and in all other

cases it shall be presumed that the action taken was approved by each person in attendance unless the

minutes reflect the name of the persons voting against the proposal or abstaining.

All records of the school, except those which by order of a court by state law are prohibited or

specifically exempted from being open to inspection by the general public, will be open for a personal

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inspection by any citizen of Georgia at a reasonable time and place and those in charge of such records

will not refuse this privilege to any citizen.

Governing Board’s Functions and Duties

The primary function of the Board of Directors of Georgia School for Innovation and the Classics

will be to decide matters related to the operation of the school, including budgeting, curriculum and

operating procedures. The Board has been established in conventional fashion with non-compensated

officers and directors and will operate in accordance with ratified bylaws. Pursuant to the Charter

Schools Act of 1998, the board will retain ultimate and final authority and responsibility for decision-

making with regard to policy, procedure, finance, curriculum, personnel, resource allocation, monitoring

of achievement and other operating, instructional and non-instructional matters. That said, the Board of

Directors will observe the boundary between governance and management, delegating management tasks

and charges to the lead administrator.

GSIC’s Governing Board will uphold the mission and vision of Georgia School for Innovation

and the Classics through visible leadership and stewardship. Leading by example in personal and

professional endeavors, the GSIC Board will provide strategic oversight impacting education of GSIC

students and will connect the school to the broader local and state communities. The Board will provide

expertise to the school, assist with fundraising, and drive key governance functions and legal

responsibilities including management oversight, strategic planning and policy-making, and fiduciary

requirements.

The GSIC Governing Board will work to ensure there are adequate resources and local

partnerships; serve as a support mechanism on personnel, community, and grievance matters; and support

the school and its staff in accomplishing performance goals set forth in the charter application. Upon

successful completion of training prior to Academic Year 2015-2016, the Board will fulfill the following

responsibilities:

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Approve School Improvement Plan and updates.

Approve Annual Budget and related allocations.

Select the school leader/principal.

Serve as or appoint the Title I Committee (as permitted under federal regulations).

Support the vision and mission of the Charter.

Solicit input from faculty and staff, families and community.

Make decisions upon recommendations from Leadership.

Establish short and long term goals and objectives.

Oversee the preparation and publishing of the annual report.

Periodically evaluate policies, procedures, operations, and propose amendments.

Ensure all decisions and actions are consistent with the charter.

Support and facilitate strategic planning

Develop Code of Conduct and Expectations

Address and Manage Grievances where necessary

Founding/Governing Board Members

The GSIC Board is composed of talented and experienced members of the local community, each

of whom brings a distinct skill set that will be applied in their service to the school and its mission.

Complete details of each member’s skills and experiences necessary to function as a charter school

governing board can be found in Exhibit B. The members of the GSIC founding board are:

Robert J. Buchwitz: Mr. Buchwitz is a 1984 graduate of Hephzibah High School and is currently

serving as the Chairman of the Hephzibah City Commission (a position he has held since 2006). Mr.

Buchwitz has served as an elected member if the Hephzibah City Commission since 1995 and also is a

business owner of multiple businesses in Hephzibah. He has been with Unimin Corp at Hephzibah Mine

since 1986 and serves as Purchasing Supervisor, responsible for Purchasing, Human Resources, Payroll,

and Accounts Payable. In addition, Mr. Buchwitz is Certified Firefighter State and Licensed Real Estate

Agent State in Georgia. Mr. Buchwitz is an active member at Bath Presbyterian Church, is married with

four children, and includes hunting, fishing, and gardening as his hobbies.

Wright McLeod: Mr. McLeod is the Managing Partner of a 4-office, 40 member law firm specializing

in real estate and estate planning. He also has served as a Municipal Judge in Hephzibah, GA since 2010.

Mr. McLeod is a retired Navy Veteran with experience including: Executive Officer, Carrier Group Two

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(aircraft carrier USS Harry S Truman); Operations Officer, Carrier Group Two; Headquarters, Fighter

Wing; Virginia Beach, VA, F-14 Tomcat Weapons Officer; Fighter Squadron ONE FIVE FOUR; Atsugi,

Japan; Operations Officer. 1,700 flight hours; 350 carrier arrested landings; Intern, Joint Chiefs of Staff;

Washington, D.C.; Fighter Squadron ONE; San Diego, CA; Scheduling Officer. Fighter Strike Lead. 53

combat missions Operation DESERT STORM; and F-14 Tomcat Training; San Diego, CA.

Mr. McLeod is a graduate of the UNIVERSITY OF GEORGIA SCHOOL OF LAW with a Juris

Doctorate, Real Estate Management and Litigation. He also received a Master of Arts, Walsh School of

Foreign Policy, National Security Studies at GEORGETOWN UNIVERSITY; studied British Military

History of the Twentieth Century at ST. EDMUND HALL, OXFORD UNIVERSITY; and earned a

Bachelor of Science; Political Science at the UNITED STATES NAVAL ACADEMY. He is married

with 3 children and is an active member of the Church of the Good Shepherd.

Bob Young: Mr. Young is the former mayor of the City of Augusta and senior executive in the cabinet

of President George W. Bush. Bob Young is the President/CEO of the Southeastern Natural Sciences

Academy. His public service followed 26 years as an award-winning broadcast journalist. Last year, Bob

retired as business manager for the Department of Defense Schools in Beaufort, SC. Bob is the owner and

president of Eagle Veterans Services LLC, an industrial supply brokerage. His first novel, The Treasure

Train, was published earlier this year, and he has appeared as an extra in a number of movies. As a

member of the Advisory Council on Historic Preservation, Bob created the Preserve America

Communities Program for The White House and was recognized with the national leadership award in

preservation from the History Channel. Bob attended Wofford College and Augusta State University. He

is an air force veteran of the Vietnam War.

William “Brent” Weir: Brent is the Branch Manager at Ferguson Heating & Cooling in Augusta,

Georgia, where he has been employed since 1994. Born in 1972, he grew up in Hephzibah, Georgia and

graduated from Hephzibah Comprehensive High School in 1991. He received his Bachelor of Science

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and Business “Management and Leadership” from Pamplin College of Business in 2006. Brent is a

member of Hephzibah Baptist Church. He was appointed to Augusta-Richmond County Planning and

Zoning Commission in 2011 and currently holds the seat of Vice Chairman. He enjoys running, hunting

and spending time boating on the lake. He currently resides in Blythe, Georgia with his wife Valerie of

18 years and son Aiden.

Jody Boulineau: Mr. Boulineau has led two churches through successful building programs as well

as successfully retired the debt of two churches and continued to run them debt-free. Mr. Boulineau

was elected in 2005 to the Hephzibah City Council and continues to serve as police commissioner

for the City of Hephzibah. Jody has started and maintained a successful youth & children’s program

within a local church; served six years on the North Georgia Church of God State Youth Board;

served as head counselor for the North Georgia Church of God Youth Camp; and helped expand an

outreach ministry to the children and teens of the Turtle Mountain Indian Reservation in North

Dakota. He received his B.S in Pastoral Ministries from Lee University in Cleveland, Tennessee

and currently serves as Senior Pastor at the Hephzibah Church of God.

Jennifer Leigh Allen: Jennifer is a Georgia certified early childhood educator. She is a former

elementary school teacher of the Effingham county and Richmond county school systems. She is the

owner and main teacher of It Clicks Tutoring, a tutoring service providing before and after school tutoring

for elementary and middle school students in the Hephzibah area. She is a preschool teacher at Reid

Memorial Mother’s Day Out school. She is the nursery director at her church, Hephzibah United

Methodist. She was born and raised in Hephzibah, Ga. She is a graduate of one of the top one hundred

high schools in the country, Davidson Fine Arts school, and she received her bachelor’s in education from

Augusta State University. She and her college sweetheart, Sam, built their home in Hephzibah in 2009,

and live there happily today with their beautiful two year old daughter, Lily and precious one year old son

Jackson.

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Board Composition: The Governing Board of Georgia School for Innovation and the Classics will

initially include no fewer than five (5) voting members and no more than thirteen (13) voting members.

Membership will include one (1) faculty/staff representative (voted from the faculty/staff) and no fewer

than one (1) parent representative. At no time may a simple majority of the board membership be parents

of children attending GSIC. At no time may a parent representative be employed by the school.

The Principal shall attend board meetings and report to the GSIC Board, but the Principal/CEO

shall at no time be considered a voting or non-voting member of the board.

Additionally, the Board will adhere to the following guidelines:

Board members will serve in a volunteer capacity and will not be compensated for services rendered to the Board.

Board members may be reimbursed for actual expenses (such as travel, supplies, etc.) that are directly associated with carrying out their duties as board members.

Each member of the Board will be fingerprinted and have a criminal record check processed prior final board appointment.

The Board will have officers consisting of a Chairperson, Vice Chairperson, Treasurer, and Secretary.

Board Member Recruitment: The Board will implement a nomination/application process for

prospective board members. As part of planning and implementation, GCIS and its Support and Resource

Team will engage in strategic board development to expand board membership and integrate key industry

leadership and other stakeholders. Additionally, advisory committees will be formalized to include

members who do not want to be in a governance role. The ideal candidate to assume the position of

board member on the Georgia School for Innovation and the Classics Board should be able to

demonstrate:

A sincere interest in serving on the Board of Directors

A connection with and commitment to the mission of GSIC

A willingness to undergo necessary training and continuing development related to their service on the board

An understanding that a board member must be a servant-first, not a leader-first

The ability to contribute unique talents to the governance process

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A respect for the boundary that exists between management and governance

An acknowledgment that service on the Board of Directors is service to the whole, rather than to any individual or advocacy group

A personal history of responsibility, respect for the rule of law and good stewardship

An amiable, collaborative and diplomatic nature

As a means of recruiting the appropriate board member candidate a process will be implemented in

order to ensure selection of the ideal candidate. The proposed process shall be as follows:

Need Basis: Positions on the Board shall be filled on an annual, “as-needed” basis. The Board, at its discretion, may fill more than one position, one position or no positions.

Season: Because certain times of the year are not ideal for a thorough screening and consideration of candidates, the Board of Directors shall conduct its review of candidates beginning in April of each year. Candidate applications shall be taken in April and final interviews conducted during July. Appointments to the Board shall be made in August of each year.

Public Announcement: In early April, the Board shall run a public advertisement announcing availability of openings on the Board of Directors. The public announcement should include the qualifications for Board membership, including those stated above. In addition, it shall be noted that qualified applicants must be free from convictions on any crime of moral turpitude.

Application: Each candidate shall submit for review a one-page application and a resume. Applications and resumes shall be reviewed by the committee and qualified applicants called upon to submit to an interview.

Board Training: The Board of Directors shall conduct a training retreat in the spring of each year. Applicants shall be asked to participate in the first-half of the training retreat which shall consist of fundamental governance training including roles and responsibilities of a board member, parliamentary procedure and charter school law and operations. Participation in the board training shall be a condition of consideration for membership.

Interview: Those selected for an interview from the applicant pool will undergo a personal interview with members of the personnel committee and heads of administration.

Presentation to the Board: Following the conclusion of all candidate interviews, the Board shall meet in closed session to receive a report from the personnel committee detailing the results of the application and interview process.

Motion: The Chairperson of the personnel committee shall make, in open session, a motion to appoint qualified applicant to the Board of Directors.

Terms of the Board Members: All members shall serve a two-year term. Initial board members may

serve fewer than two years due to initial staggering, which will be determined during the planning and

implementation phase of school start-up. Terms will be staggered to ensure continuity.

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Removal of Board Members: Any voting member may be removed by an affirmative vote of a two-

thirds majority of the board for any reason deemed appropriate and necessary.

Conflicts of Interest: There are no known conflicts of interest that exist with any proposed business

arrangements or partnership nor with any board members. In order to ensure that the governing board

members, both current and future, avoid conflicts of interest, Georgia School for Innovation and the

Classics will adopt a Conflict of Interest Policy that will also be provided to the Authorizer (see Exhibit H

for state COI Forms).

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Relationship with Educational Service Providers

GSIC will not contract with a traditional Education Service Provider (ESP); however, GSIC

intends to contract with the entities below, and other vendors, in The GSIC Support and Resource

Team to provide services and supports as outlined. The agreement(s) will be in the best educational and

financial interests of GSIC and will be designed to support the governing board’s mission and to assist the

board in meeting all compliance requirements in the charter. All agreements will be provided in a timeline

agreed upon by the local board of education, Georgia’s State Board of Education/Department of

Education Charter Schools Division, and/or Georgia’s State Charter Schools Commission. GSIC’s

governing board will evaluate the effectiveness of the providers and provide status reports as required by

the board, the authorizer, and other stakeholders.

Each of the organizations/providers have been recruited and integrated into the plan with respect

to the capacity, experience, and success of each individually in the charter sector as well as the collective

experiences as a Support and Resource Team.

Founding members have been referred to each organization as well as working collaboratively on

various aspects of the charter school design and development as outlined in below. Founding members

have dialogued with colleagues, clients, and stakeholders of the providers as well as visited schools,

organizations, and other boards of whom the providers support in their respective areas. Additionally, the

founding members and providers have all invested significant in-kind time and resources to ensure the

collaborative vision of bringing a quality school choice option to all Georgia students is accomplished.

GSIC Support and Resource Team: The Georgia School for Innovation and the Classics, in addition to a

strong local governing board, has developed relationships to ensure a seasoned and effective management

team covering all areas of charter planning, development, implementation, and operations. The GSIC

Support and Resource Team is and will be comprised of professionals positioned to ensure a full suite of

planning, development, and support services with extensive experience and expertise in public education.

The initial GSIC Support and Resource Team is comprised of the following lead organizations:

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Ed Innovation Partners – Strategic and School Planning, Resource Development, Planning and Implementation Transition, and School/Board Compliance.

Croft & Associates – Facility Programming, Planning, Design, and Management.

McGuireWoods LLP – Legal counsel and administration from petition to start-up.

Human Resources and Back Office Provider(s) – GSIC will also continue due-diligence and engage appropriated School management/consulting support with particular emphasis on Personnel and Finance. The Board of Directors, School Leadership, and current Support and Resource Team are actively engaging and vetting potential providers and anticipate engagement provider(s) in the outlined work streams no later than December 1, 2014.

Team Overviews and Background

Human Resources and Back Office Provider

TBD

Ed Innovation Partners

Ed Innovation Partners is engineered around team members with decades of combined experience and leadership among higher education, business, K-12 education, local/state government, and non-profit institutions as well as a sustained commitment to educational transformation, workforce development, and community development initiatives. Our team is results-oriented while driving education and business initiatives as well as public-private partnerships characterized by effective leadership, intense collaboration, and measurable outcomes.

Ed Innovation Partners serves as a hub of collaborative resources, services, and solutions to a diverse client base while specializing in public-private partnerships and corresponding wrap-around programs and services essential to successful educational institutions and connectivity to business, industry, and community. Services and resources range from strategic planning, resource development, and other professional services to comprehensive needs such as full organizational management, business development/support, and organizational policy development, guidance, and leadership Ed Innovation Partners brings proven experience and results through complex projects and successful initiatives at the local, regional, and state level. The principals of EIP have played a role in the advisory, planning, development, review, or authorization in dozens of charter applications in the past five years as well as leading successful youth development, charter school, and educational transformation initiatives across the state. The collective efforts of EIP’s principals have produced approval(s) and successful implementation of charter schools creating positive community and student outcomes across Georgia. Approved schools continue to meet/exceed the performance and organizational goals outlined in their respective charter contracts.

Croft & Associates

Recognizing the challenge of providing adequate instructional facilities to start-up charter schools, the founding board has engaged Croft & Associates Architecture of Kennesaw, GA to provide planning, design, and construction administration services to support to GSIC’s facility program. Croft is one of the most respected charter school architects in Georgia and has an educational design practice that has participated in the delivery of more than 160 public, charter, and private schools statewide. Supported by a highly qualified team of architects and engineers, Croft will support GSIC from programming through final occupancy, ensuring that excellent facilities are delivered on time and

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within budget. Croft has secured Macon-based engineer NBP Engineering to assist in due diligence and facility design services. To support project financing, GSIC is consulting with municipal bond advisor Mr. Russell Caldwell who has facilitated the development of more than 130 privately bond financed charter schools nationwide and in Georgia since 2001.

Facilitated by the architect, GSIC participated in a detailed requirements determination and programming process to clearly define the school’s yearly requirements for classroom, laboratory, performing arts, media center, athletics and administrative spaces over the course of the school’s first ten years. Once the ten-year facility program was clearly defined, GSIC began the process of identifying suitable properties in Hephzibah for renovation, tenant-lease, or new construction. As potential sites were identified, a combined team of the architect, founding board members, and lead educators participated in site walks and preliminary “fatal flaw” analysis to determine the viability of each site as a potential short term or permanent facility solution.

McGuire Woods LLP

McGuireWoods is an international, full service law firm with 900 lawyers in 19 offices around the world. McGuireWoods has been a strong, well-respected and expanding firm for more than 175 years. Establishing and operating a charter school in Georgia is a complex process requiring knowledgeable legal representation to assist the school in navigating the myriad of educational, administrative, contractual and funding issues that can crop up on any given day. McGuireWoods comes alongside these educational entrepreneurs and provides sophisticated, cost-effective expertise to help solve these problems for its clients.

McGuireWoods’ charter school practice serves as outside general counsel for numerous metro charter schools and provides advice and counsel on numerous issues, including:

o Charter applications and renewals before state and local authorizers o Labor and employment disputes o Contract negotiations with management companies and other vendors o Special education and Title I issues o Planning and facilities grant applications o Review and revision of board policies and procedures o Facilities Issues - lease agreements, site approvals, and financing

issues o Open Meeting and Open Records Act issues o Employee immigration applications

Development, Support, and Resource Roles

ED INNOVATION PARTNERS

Alongside members of the GSIC Support and Resources Team, Ed Innovation Partners will provide services and supports to GSIC and/or its key stakeholders/partners in the following areas:

Area #1: Facilitate Strategic Planning and Development activities on behalf of GSIC: o School and/or Program Planning and

Development o Strategic Partner-Building and

Stakeholder Engagement o Management/School Opening

Transition

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o Funding Procurement o Program and Best Practices

Alignment

o Needs Assessment and Evaluations o Key Document Development

Outcomes/Deliverables

o Board Development/Recruitment Plan o Board Handbook and Policy Manual o Board Makeup and Effectiveness

Assessment Tool o Referral Form/Process o Recruitment Protocol o Prospect Rating Guide o Compliance and Monitoring Report

o Board Resource Needs Assessment o GSIC Long Term Strategic Plan and

Visioning Document o New Member Orientation o Stakeholder Survey o Stakeholder Focus Groups/Report o Stakeholder Survey Implementation,

Collection, and Analysis

Area #2: Develop, implement, and manage Resource Development, Strategic Partnerships, and Capacity-Building activities on behalf of GSIC:

o Resource Development and Fundraising

o Innovation Development o Strategic Partnerships

o Financial Capacity-Building and o Grant-Writing and External Funding

Management o Talent

o Recruitment

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o Resource Development and Fundraising Plan o Opportunity Profiles and Updates o Development Pipeline and Progress Monitoring Report o External Partnership and Progress Monitoring Report o Project Plans as required o End of Year Report/

Area #3: Support Engagement and External Relations including:

o Stakeholder Engagement o Marketing and Outreach Activities o Advocacy and Relations Strategies o Policy Guidance and Development


o Public Relations Strategy and Communication Policy o Communication/Press Management o Advocacy/Communication Documents

Area #4: Support GSIC Organization/School Guidance and Support in the areas of policy, process, and support services including:

o Capacity-Building o Operations Support and Collaboration o Professional Services o Academic and Instructional Support and Training o Shared Monitoring and Compliance o Definition, Implementation, and Support of Innovative Programs and Partnerships


o Staffing, Support, and Management Matrix for Reporting/Compliance o Training and Professional Development Alignment/Reporting o Compilation of Service Agreements/Contracts for Reporting o Compilation of MOUs/MOAs for Reporting

Area #5: Support identification and procure Client, Vendor, and School Engagement Opportunities in:

o Necessary support and resource services and providers o Student Improvement Services and Professional Development o Specialized Programs such as:

Special Education Services Supplemental Services English Language Learner

Gifted and Talented programs Facilitate Public-Private Partnerships in a variety of contexts incorporating:

o Municipal and education partnerships to create innovative partnerships o Higher education and economic development leaders to create pipeline and training opportunities o Arts, entertainment, and education stakeholders to create projects affecting change and building

infrastructure

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CROFT & ASSOCIATES

Programming Croft & Associates has conducted a programming work session to review GSIC’s facility needs and carefully solicited ideas from the leadership team. This exercise included a discussion of: site selection, renovation versus new construction, number of classrooms, laboratories, performing arts, physical education, media center, assembly spaces, food service, parent drop‐off, parking, sports, and site security. This stage resulted in Croft developing a Facility Program Document which will serve as the basis for site selection, master planning, architectural design, project scheduling, and financial planning.

Site Selection and Due‐diligence

Croft has already completed GSIC’s site selection and due‐diligence efforts. This included: development cost factors, site limitations and constraints, existing facilities usable by GSIC, and any “fatal flaws” that have the potential to render the site unusable to GSIC.

Conceptual Design

Croft completed the conceptual design and site master plan for the GSIC site. This process included a pre‐design work session to review schools needs and solicit specific design ideas from GSIC stakeholders and resulted in the development of a master site plan drawing, building front elevation drawing, and proposed floor‐plan drawing. The master plan drawing is a site specific sketch that reflects important campus amenities and site infrastructure. The front elevation drawing is conceptual in nature and reflects GSIC’s architectural vision for the school building. The proposed floor plan drawing is based upon facility program needs and reflects GSIC’s vision for the interior lay‐out of the facility. These drawings will allow GSIC’s facility vision to be communicated to community stakeholders and includes a written facility narrative.

Architectural Design & Construction Administration Services

Croft will provide architectural design and construction administration services as follows:

Schematic Design is an imaginative stage where the written program is translated into a variety of design sketches that capture the essence of the vision. This stage includes: interior and exterior drawings to capture aesthetic look; site plan sketches; building space plan; adjacency diagram; project schedule and budget. It is at the schematic design stage that a contractor can be engaged to develop a firm construction cost budget.

Design Development is the stage in which schematic design sketches are refined into a detailed design solution. This stage includes: selection of building materials, colors, and finishes; final building floor plans; development of a final site plan that includes grading, drainage, utilities, retention, and amenities; building structural plan; and spaces defined for mechanical, electrical, and plumbing systems.

Construction Documents is the final stage of design in which detailed architectural and engineering drawings are developed to fully articulate the vision to the construction contractor.

Construction Administration is a stage in which Croft will assist GSIC in selecting a construction contractor and serve as the board’s liaison with the contractor throughout the construction process. During contractor selection, Croft will assist the board in interviewing potential contractors, preparing bid documents, selecting a contractor, and generating the final construction contract. During construction, Croft will conduct periodic site visits, verify conformity to design requirements, monitor scheduled progress, conduct contractor payment reviews, approve minor design changes during construction, develop the construction punch list, and conduct final construction inspections.

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MCGUIRE WOODS LLP

McGuireWoods will provide a full array of legal services, as needed, to the administration and the governing board as it navigates the legal complexities of initiating and operating a start-up charter school in Georgia including, but not limited to the following:

Charter applications and renewals before state and local authorizers Labor and employment disputes Contract negotiations with management companies and other vendors Special education and Title I issues Planning and facilities grant applications Review and revision of board policies and procedures Facilities Issues: lease agreements, site approvals, and financing issues Open Meeting and Open Records Act issues Employee Immigration applications

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BACK OFFICE PROVIDER(S)

Once identified, vetted, and engage, provider(s) in the areas of Personnel/Human Resources, Finance and Accounting, and School and Instructional Technology, among others, will join the GSIC Support and Resources Team to provide services and supports to GSIC and/or its key stakeholders/partners including, but not limited, to the following areas:

Human Resource Consulting and Support Services

Budget analysis Recruitment and screening Handbooks and employment policies Reporting and Compliance Payroll Performance Evaluation Benefits Planning Training and Development

Operations, Reporting, Accounting, Student Information and Administration Services Budget Analysis, Planning, and Support Audit Assistance Reporting and Compliance Accounting and financial reporting including accounts payable, accounts receivable, cash

management, disbursements, nutrition accounting and grant accounting Payroll and payroll tax management Vendor screening and bid management Training and Development Student Recruitment and Enrollment Insurance needs analysis and bid management

Facilities, Health and Safety

Facilities Planning and Management Transportation Planning and Management Security Planning and Management Technology Planning and Management Food Service Planning and Management

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Financial Goals, Measures and Action Plan

GSIC’s financial structure includes Governing Board autonomy over budgets and expenditures

and a budget that complies with O.C.G.A § 20-2-171. Additionally, GSIC is subject to an annual

financial audit by an independent Georgia-licensed Certified Public Accountant, in accordance with

O.C.G.A. § 20-2-2065 (b) (7). The financial reporting format shall be in conformity with generally

accepted accounting principles and GSIC will have a Georgia licensed CPA with qualifications in concert

with state requirements to assist in financial management pursuant to O.C.G.A. § 20-2-2065 (b) (7).

A. Financial Planning

GSIC will develop and adopt sound financial management practices and carefully plan, monitor,

and control its finances to ensure fiscal health and viability. Planning includes preparing annual budgets

and cash flow statements beginning with the start-up of operations and continuing for ongoing years.

Monitoring includes comparing budgets to actual results of operations, requiring periodic fiscal reports

and retaining a Georgia licensed certified public accountant (CPA) or the state auditor to audit and report

on the financial statements.

B. Financial Controls

GSIC will establish a strong system of internal controls to ensure assets are protected, laws are

complied with, and valid and reliable data are maintained and reported. GSIC will account for its revenue

and expenses and will budget using the accrual basis of accounting in accordance with generally accepted

accounting principles for not-for-profit organizations including:

Cash flow statements will show receipts and disbursements on a monthly basis along with beginning and ending balances;

Cash flow statements will show that GSIC will have adequate resources to pay its expenses throughout the year;

Receipts and disbursements on the cash flow statement will be consistent with the amounts in the budget; and

Governing board will approve all budgets and cash flow statements. GSIC’s enrollment count will be determined for purposes of calculating charter school funding pursuant

to O.C.G.A. § 20-2-2068.1(c) and GSIC acknowledges that the proposed budgets will be calculated upon

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a projected enrollment. Revenue items will be adjusted to reflect actual enrollment upon the school’s

opening and enrollment reporting. Adjustments will be made monthly (up or down) and FTEs by program

will adjust at the October FTE count. Payments from state and local earnings will be paid monthly

beginning July through June 30th. Projected expenditures will adjust (up or down) to provide for actual

instructional requirements and other expenditure items. Additionally, GSIC will comply with federal

monitoring requirements for schools receiving federal funds and will adhere to these general requirements

for all budgets and cash flow documents:

GSIC will operate on a July 1 to June 30 fiscal year. GSIC’s budgets will be consistent with the school's mission, vision, objectives and goals. GSIC’s budgets will show estimated revenue and expenses for each year and be balanced. GSIC’s revenues will be equal to or greater than expenses. GSIC’s budget will include a narrative describing estimated revenue and expenses. GSIC’s budgets and cash flow statements will be in the format prescribed in the application. GSIC’s revenue estimates are conservative and expense estimates are realistic.

C. Budget

GSIC will ensure a quality budget through a budget developed using the GADOE/SCSC budget

template that is consistent with all parts of the proposal, including school mission, educational program,

and staffing plan. GSIC will follow Financial Procedures in compliance with Financial Management for

Georgia Local Units of Administration and ensure strong internal controls and segregation of duties. The

budget will not rely on loans or unsecured grant funds. Additionally, our budget reflects:

Demonstrated knowledge of practical matters relevant to school operation; Realistic assessments of projected revenues and expenditures; Sound and logical financial assumptions; Resources deployed over time in a manner that aligns with school goals; Cash flow and financial projections that are free of deficit over five years; Rigorous and consistent internal / fiscal control procedures; and Reasonable Educational Management Fees to the charter that do not duplicate services or

products offered at no cost by the school system or reflected in other budget lines.

D. Audit

GSIC shall be subject to an annual financial audit conducted by an independent Georgia licensed

Certified Public Accountant, in accordance with O.C.G.A. 20-2-2065(b)(7). GSIC will bear this expense,

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as planned for in the school’s budget. The audit will be prepared and submitted within 90 days of the

school’s fiscal year end. GSIC will provide the Governing Board and Georgia Department of Education

with a copy of the management letter from the audit as well as any responses to the auditor’s findings

with a corrective plan, which shall be prepared and submitted within thirty (30) days from the date of the

management letter.

In the event that the charter is not renewed or is terminated, GSIC shall submit a financial audit

for the final year of operation, prepared by an independent Georgia-licensed certified public accountant.

This audit shall include a detailed inventory of all assets and any balance of public funds will revert back

to Georgia Department of Education. GSIC will notify Georgia Department of Education immediately if

the school is contemplating the cessation of operations, and will cooperate to the extent necessary to

provide an orderly return of the students to their local school. If GSIC ceases operations for any reason,

the school personnel and its governing board will cooperate fully and be responsible for appropriately

safeguarding and distributing the school’s assets and completing the school’s business and affairs.

E. Chief Financial Officer Function

GSIC will contract for outside services, including the role of CFO, meeting the criteria as

outlined in The Support and Resource Team to engage and provide necessary business and financial

support as well as a lead who meets the criteria outlined by charter school law. Additionally, the GSIC

Board will designate a member with the appropriate accounting/business background to provide direct

oversight and reporting to the board in this area.

F. Funding Timeline

Georgia School for Innovation and the Classics’ enrollment count will be determined for

purposes of calculating charter school funding pursuant to O.C.G.A. § 20-2-2068.1(c) and GSIC

acknowledges that the proposed budgets will be calculated upon a projected enrollment. Revenue items

will be adjusted to reflect actual enrollment upon the school’s opening and enrollment reporting.

Adjustments will be made monthly (up or down) and FTEs by program will adjust at the October FTE

count. Payments from state and local earnings will be paid monthly beginning July through June 30th.

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Projected expenditures will adjust (up or down) to provide for actual instructional requirements and other

expenditure items.

G. Other Funding

As part of its Strategic Planning and School Development Process, GSIC will develop a

comprehensive Five-Year Resource Development Plan. This plan will be completed during the planning

and implementation period and will be designed to shift the focus to a more entrepreneurial approach to

resource development versus the traditional school-funding model. The plan will address the following:

Traditional School Funding Streams and Supports

Program Revenue and Flow-Through, Industry Investors

Individual Donors

Foundation Donors

Corporate Sponsorship

Board Support

Event Revenue/Fundraisers

Other Grants

Annual Campaign/Giving Opportunities

By going beyond the traditional funding model (upon which the school’s budget is designed), GSIC will

have the ability to expand opportunities for students and leverage its network of partners local, regional,

and national.

H. Financial Goals and Measures

GSIC’s financial goals and measures to ensure the school is economically viable and sustainable

are outlined above as well as within the organizational goals of the school.

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Student Admissions

A. Attendance Zone

Georgia School for Innovation and the Classics will be open to all K-12 students STATEWIDE.

This statewide attendance zone will provide equal access and opportunity to enroll in the school and it is

the school’s objective to reach students representative of the racial and socioeconomic diversity in the

community. This statewide approach is based upon the lack of public educational options available to

students in south Richmond, Burke, Jefferson, McDuffie, Glascock, Warren, and Jenkins Counties, all of

which are located within 30 miles of the GSIC campus. Additionally, due to the even broader geographic

area throughout east Georgia in which workers at Fort Gordon and Plant Vogtle currently commute, a

statewide attendance zone will allow the children of these workers to be able to commute with their

parents and benefit from the opportunities GSIC will provide. Lastly, a statewide attendance zone

removes any artificial barriers to limit GSIC from maximizing its attendance at each grade level.

B. Rules and Procedures Governing Admission of Students

In accordance with O.C.G.A. 20-2-2066 (1)(A), Georgia School for Innovation and the Classics

will admit students of any race, color, nationality and ethnic origin, religion, sexual orientation, or gender.

Georgia School for Innovation and the Classics shall enroll an eligible student, as defined by GADOE,

who resides within the attendance zone and submits a timely application unless the number of

applications exceeds the capacity of a program, class, grade level or building. In such cases, all applicants

shall have an equal chance of being admitted through a random lottery process.

To be eligible for enrollment at Georgia School for Innovation and the Classics, students residing

in the attendance zone must submit a timely application to Georgia School for Innovation and the Classics

in accordance with the deadline set by the school. Georgia School for Innovation and the Classics may not

use admissions criteria or applications that would not otherwise be used at a traditional public school,

including requests for letters of recommendation, essays, resumes, or information regarding a student’s

school or community activities, grades, test scores, attendance record, or disciplinary history. Georgia

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School for Innovation and the Classics may use applications for the purpose of verifying the student’s

residence within the school’s attendance zone. Georgia School for Innovation and the Classics may gather

relevant information from students after enrollment is determined.

If the number of timely applicants received by Georgia School for Innovation and the Classics

exceeds the capacity of a program, class, grade level or building, Georgia School for Innovation and the

Classics shall ensure that such applicants have an equal chance of being admitted through a random

lottery.

C. Enrollment Priorities Pursuant to O.C.G.A. § 20-2-2066(a)(1)

In accordance with O.C.G.A. § 20-2-2066(a)(1)(A), Georgia School for Innovation and the

Classics elects to give enrollment preference to the following categories of applicants and in the following

priority:

Siblings of students enrolled in the Charter School; and Students whose parent or guardian is a member of the Governing Board of the

Charter School or is a full-time teacher, professional, or other employee at the Charter School.

D. Steps to Reach Students Representative of the Racial and Socioeconomic Diversity of the Area

The Founders of GSIC have held multiple forums in different parts of the community to make

the community aware of the formation of Georgia School for Innovation and the Classics. The Founders

of GSIC have also connected with area organizations and churches to provide information and to invite

questions. GSIC will continue to reach out to local civic groups and others to provide information on the

proposed school. As the process continues, GSIC will seek all opportunities to present information about

the school to those interested.

E. Student Recruitment and Maintaining/Increasing Enrollment

GSIC will be highly visible and aggressive in its plan to recruit and maintain its students while at

the same time fostering within the school community a well-disciplined mind-set and a pride in the

culture and values of the organization. Through the use of Open House activities and the frequent

invitation of local media to cover activities at the school, GSIC will make every effort to be a viable

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choice for all Georgia students. In addition, partnerships will be established with local arts organizations

and businesses so their clients can be made aware of GSIC. GSIC will be represented at community

events such as Arts in the Park and the Columbus Day Festival. Student artwork will be displayed

throughout the community, specifically in local businesses and fine arts establishments. Student artwork

will be entered into community contests in an effort to not only showcase the talent at GSIC, but also to

help with student recruitment and strengthening the school community relationships. Performances by

GSIC students at various community events will further strengthen the relationship between the school

and community.

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Area Sixteen: Facility and Facility Plan

FACILITIES

A. Site Selection

Using an analytical hierarchy (AHP) site selection process that included 31 site selection

criteria, GSIC conducted a detailed analysis of three potential school sites owned by the City to

select the 50-acre site below at the intersection of Storey’s Mill and Fulcher Road. This site was

selected due to its suitability to support a broad attendance zone and the future growth of the

school.

Site Master Plan

B. Facility Funding

GSIC will take advantage of the City’s municipal bonding capacity as well as a very

favorable USDA low-interest loan program to finance the construction of a K-8 facility designed

to serve up to 800 students at a 50-acre site currently owned by the City at the intersection of

Storey’s Mill and Fulcher Roads in Hephzibah. By adding one grade level each year, GSIC will

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fund the Grade 9‐12 expansion of a 400 student high school facility in the 2018‐2019 school year.

Once complete, GSIC will be able to serve up to 1,200 students in grades K‐12.

GSIC has also engaged municipal bond advisor Mr. Russell Caldwell to develop a capital

finance action plan and develop detailed financial metrics to make the school eligible for USDA

low-interest loan funding and be a strong candidate for municipal bond funding. Mr. Caldwell,

who has facilitated the development of more than 130 privately bond financed charter schools in

Georgia and nationwide since 2001, as concluded that the partnership between HSIC and the

City will be a very strong model for start-up charter schools statewide.

C. Planning/Design/Construction

As part of GSIC’s visioning and community outreach process, the City engaged Croft &

Associates architecture of Kennesaw, GA to conduct facility programming, site selection

support, site master planning, and conceptual design for what will be the GSIC campus.

Building Concept Drawing

The building concept drawing above is a ground-level sketch of the K-8 facility as

viewed from the school’s main entryway off of Storey’s Mill Road. In support of the City’s

vision of developing an exceptional public charter school, the concept drawing captures the feel

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of a warm and attractive public building that is the centerpiece of a high-quality rural

community, using materials that are economical and respectful of the school’s surrounding

natural environment.

The program for the initial 680-800 student elementary/middle school is estimated at

58,968 square feet and consists of 36 core instructional classrooms plus a middle school science

laboratory; classrooms for middle and elementary school art, music, and special education;

middle and elementary guidance; media center; gymnasium; kitchen and cafeteria; and

administrative offices. The program for the 350-400 student high school consists of 14 core

instructional units plus two combined science instructional/laboratory classrooms. The facility is

estimated at 41,132 square feet and includes art, music, and special education classrooms;

guidance; media center; cafeteria; competition gymnasium; and administrative offices.

GSIC plans to accomplish the construction of the estimated $7.6 million facility using a

Construction Manager at-Risk procurement financed by a low-interest rural development loan

from the US Department of Agriculture. This loan program which provides interest rates in the

4.00% range for terms of 40-years is very favorable to HSIC and will allow the facility to be more

easily financed within the business model provided in Appendix D. As an alternative to USDA

funding, the City has the ability to construct the school using its bonding authority to obtain

municipal bonds for the construction of the school, backed by the school’s monthly lease

payments. GSIC acknowledges that it will be required to develop and submit an emergency safety

plan in compliance with Georgia §20-2-1185, School Safety Plans to the Georgia Emergency

Management Agency (GEMA) for approval.

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Georgia School for Innovation and the Classics (GSIC) Facility Program

D. Timeline

GSIC’s school development timeline and key charter approval milestones are provided below: Date Milestone October 2014 Approval of HSIC charter from State Charter School Commission November 2014 Final Approval and Charter Contract from State Board of Education November – December 2014 Architectural & Engineering Design December 2014 – June 2015 Facility Construction June 2015 Certificate of Occupancy July 2015 Furniture, fixtures, and equipment moved into the facility August 2015 2015-2016 School Year Begins

REQUIREMENT SF/UNIT #UNIT SF TOTAL #UNIT SF TOTAL

GRADE K 660 4 2640 0

GRADE 1 660 4 2640 0

GRADE 2 660 4 2640 0

GRADE 3 660 4 2640 0

GRADE 4 660 4 2640 0

GRADE 5 660 4 2640 0

GRADE 6 660 4 2640 0

GRADE 7 660 4 2640 0

GRADE 8 660 4 2640 0

GRADE 9 660 0 4 2640

GRADE 10 660 0 4 2640

GRADE 11 660 0 3 1980

GRADE 12 660 0 3 1980

SCIENCE LAB MS 900 1 900 0

SCIENCE LAB HS 1,400 0 2 2800

ART ES 900 1 900 0

ART MS 900 1 900 0

ART HS 1,400 0 1 1400

MUSIC ES 900 1 900 0

MUSIC MS 1,400 1 1400 0

MUSIC HS 1,800 0 1 1800

SPECIAL ED ES 700 1 700 0

SPECIAL ED MS 700 1 700 0

SPECIAL ED HS 700 0 1 700

MEDIA CENTER ES/MS 3,000 1 3000 0

MEDIA CENTER HS (SMALL) 2,400 0 1 2400

GUIDANCE ES/MS 500 1 500 0

GUIDANCE HS 500 0 1 500

ADMIN OFFICES 2,000 1 2000 1 2000

CAFÉTERIA ES/MS 2,400 1 2400 0

CAFÉTERIA HS 1,800 0 1 1800

GYMNASIUM, SMALL PRACTICE 5,500 1 5500 0

GYMNASIUM, SMALL COMPETITION 9,000 0 1 9000

KITCHEN 1,800 1 1800 0

0.30 0.30

58,968 41,132

CIRCULATION FACTOR

TOTAL BUILDING AREA

FACILITY PROGRAMELEM & MID SCHOOL HIGH SCHOOL

(AUG 2015) (AUG 2019)

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Area Seventeen: MOU for Facility

□ Yes, we have an MOU and it is provided as Exhibit ___.

X No, we do not have an MOU.

Area Eighteen: Certificate of Occupancy (CO) for the Facility

□ Yes, we have a CO and it is provided as Exhibit ___.

X No, we do not have a CO but plan to have one by __May 15, 2014________

Area Nineteen: Emergency Safety Plan Pursuant to O.C.G.A. § 20-2-1185 for Facility

□ Yes, we have an emergency safety plan and it is provided as Exhibit ___.

X No, we do not have an emergency safety plan but plan to submit one to the Georgia Emergency Management Agency by ____May 15, 2015_________

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Appendix A: Board Documents

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Appendix B: Founding Board Member Bios and Background

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Current Governing Board Members (May 2014)

Robert J. Buchwitz: Mr. Buchwitz is a 1984 graduate of Hephzibah High School and is currently

serving as the Chairman of the Hephzibah City Commission (a position he has held since 2006). Mr.

Buchwitz has served as an elected member if the Hephzibah City Commission since 1995 and also is a

business owner of multiple businesses in Hephzibah. He has been with Unimin Corp at Hephzibah Mine

since 1986 and serves as Purchasing Supervisor, responsible for Purchasing, Human Resources, Payroll,

and Accounts Payable. In addition, Mr. Buchwitz is Certified Firefighter State and Licensed Real Estate

Agent State in Georgia. Mr. Buchwitz is an active member at Bath Presbyterian Church, is married with

four children, and includes hunting, fishing, and gardening as his hobbies.

Wright McLeod: Mr. McLeod is the Managing Partner of a 4-office, 40 member law firm specializing

in real estate and estate planning. He also has served as a Municipal Judge in Hephzibah, GA since 2010.

Mr. McLeod is a retired Navy Veteran with experience including: Executive Officer, Carrier Group Two

(aircraft carrier USS Harry S Truman); Operations Officer, Carrier Group Two; Headquarters, Fighter

Wing; Virginia Beach, VA, F-14 Tomcat Weapons Officer; Fighter Squadron ONE FIVE FOUR; Atsugi,

Japan; Operations Officer. 1,700 flight hours; 350 carrier arrested landings; Intern, Joint Chiefs of Staff;

Washington, D.C.; Fighter Squadron ONE; San Diego, CA; Scheduling Officer. Fighter Strike Lead. 53

combat missions Operation DESERT STORM; and F-14 Tomcat Training; San Diego, CA.

Mr. McLeod is a graduate of the UNIVERSITY OF GEORGIA SCHOOL OF LAW with a Juris

Doctorate, Real Estate Management and Litigation. He also received a Master of Arts, Walsh School of

Foreign Policy, National Security Studies at GEORGETOWN UNIVERSITY; studied British Military

History of the Twentieth Century at ST. EDMUND HALL, OXFORD UNIVERSITY; and earned a

Bachelor of Science; Political Science at the UNITED STATES NAVAL ACADEMY. He is married

with 3 children and is an active member of the Church of the Good Shepherd.

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Bob Young: Mr. Young is the former mayor of the City of Augusta and senior executive in the cabinet

of President George W. Bush. Bob Young is the President/CEO of the Southeastern Natural Sciences

Academy. His public service followed 26 years as an award-winning broadcast journalist. Last year, Bob

retired as business manager for the Department of Defense Schools in Beaufort, SC. Bob is the owner and

president of Eagle Veterans Services LLC, an industrial supply brokerage. His first novel, The Treasure

Train, was published earlier this year, and he has appeared as an extra in a number of movies. As a

member of the Advisory Council on Historic Preservation, Bob created the Preserve America

Communities Program for The White House and was recognized with the national leadership award in

preservation from the History Channel. Bob attended Wofford College and Augusta State University. He

is an air force veteran of the Vietnam War.

William “Brent” Weir: Brent is the Branch Manager at Ferguson Heating & Cooling in Augusta,

Georgia, where he has been employed since 1994. Born in 1972, he grew up in Hephzibah, Georgia and

graduated from Hephzibah Comprehensive High School in 1991. He received his Bachelor of Science

and Business “Management and Leadership” from Pamplin College of Business in 2006. Brent is a

member of Hephzibah Baptist Church. He was appointed to Augusta-Richmond County Planning and

Zoning Commission in 2011 and currently holds the seat of Vice Chairman. He enjoys running, hunting

and spending time boating on the lake. He currently resides in Blythe, Georgia with his wife Valerie of

18 years and son Aiden.

Jody Boulineau: Mr. Boulineau has led two churches through successful building programs as well

as successfully retired the debt of two churches and continued to run them debt-free. Mr. Boulineau

was elected in 2005 to the Hephzibah City Council and continues to serve as police commissioner

for the City of Hephzibah. Jody has started and maintained a successful youth & children’s program

within a local church; served six years on the North Georgia Church of God State Youth Board;

served as head counselor for the North Georgia Church of God Youth Camp; and helped expand an

outreach ministry to the children and teens of the Turtle Mountain Indian Reservation in North

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Dakota. He received his B.S in Pastoral Ministries from Lee University in Cleveland, Tennessee

and currently serves as Senior Pastor at the Hephzibah Church of God.

Jennifer Leigh Allen: Jennifer is a Georgia certified early childhood educator. She is a former

elementary school teacher of the Effingham county and Richmond county school systems. She is the

owner and main teacher of It Clicks Tutoring, a tutoring service providing before and after school tutoring

for elementary and middle school students in the Hephzibah area. She is a preschool teacher at Reid

Memorial Mother’s Day Out school. She is the nursery director at her church, Hephzibah United

Methodist. She was born and raised in Hephzibah, Ga. She is a graduate of one of the top one hundred

high schools in the country, Davidson Fine Arts school, and she received her bachelor’s in education from

Augusta State University. She and her college sweetheart, Sam, built their home in Hephzibah in 2009,

and live there happily today with their beautiful two year old daughter, Lily and precious one year old son

Jackson.

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Appendix C: Sample Annual Calendar

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Georgia School for Innovation and the Classics 2015-2016

Sample Calendar

DATE EVENT July 30-31, August 3-4 Pre-PlanningAugust 5 First Day of SchoolAugust 19 Early Release DaySeptember 4 Progress ReportsSeptember 7 Labor Day HolidaySeptember 16 Early Release DayOctober 7 End of 1st Reporting PeriodOctober 12 Fall BreakOctober 13 Fall Break/Teacher WorkdayOctober 16 Report CardsOctober 21 Early Release DayNovember 11 Early Release DayNovember 12 Progress ReportsNovember 23-27 Thanksgiving HolidayDecember 18 Early Release Day/End of 1st SemesterDecember 21-January 1 (inclusive) HolidaysJanuary 4 Teacher WorkdayJanuary 5 First Day of Second SemesterJanuary 7 Report CardsJanuary 15 Early Release DayJanuary 18 Martin Luther King, Jr. HolidayFebruary 5 Progress ReportsFebruary 15 Winter BreakFebruary 16 Winter Break/Teacher WorkdayMarch 9 Early Release DayMarch 10 End of 3rd Reporting PeriodMarch 17 Report CardsApril 4-11 Spring Break HolidayApril 20 Early Release DayApril 19 Progress ReportsMay 20 Early Release Day/End of 2nd Semester May 23-25 Post PlanningMay 25 Report Cards

First Semester 90 Days Early Release – 12:00PM Second Semester 90 Days Total 180 Days

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Appendix D: Budget Items

84

School Name: FY2015 FY2016 FY2017 FY2018 FY2019 FY2020 Notes

Planning Year% of Total

Year 1% of Total

Year 2% of Total

Year 3% of Total

Year 4% of Total

Year 5% of Total

AssumptionsSquare Footage of Facility

Student-Teacher Ratio 20 20 20 20 20

Average Teacher Salary 38000 39,140 40,314 41,523 42,769 Base + 3%

Students in a Brick-and-Mortar Setting-total

Number of Students in Kindergarten 72 72 72 72 72

Number of Students in Grades 1-3 248 248 248 248 248



Number of Students in Grades 9-12 66 132 198 286

Students in a Virtual Setting-total

Number of Students in Kindergarten (Virtual)

Number of Students in Grades 1-3 (Virtual)




Number of Administrators 2 2 2 2 2

Number of Teachers 43 49 55 61 67 Includes Core, Language, and Arts/Extra

Number of Other Instructional Staff 7 8 9 10 10 Paraprofessional, SPED, Others

Number of Clerical Staff 2 2 3 3 3 Business Manager, Adm, Asst., Off. Mgr

Number of Maintenance Staff 1 1 1 1 1 Director - Remainder Contracted

Number of Food Service Staff

Number of Full-Time Employees Eligible for Benefits 54 62 70 76 83

Number of Full-Time Employees 56 62 70 76 83

State Revenue Per Brick-and-Mortar Pupil $5,796.54 $6,408.26 $6,372.93 $6,344.10 $6,318.83

State Revenue Per Virtual Pupil

State Revenue Per Pupil (see Instructions tab) $5,796.54 $6,408.26 $6,372.93 $6,344.10 $6,296.32

State Revenue (see Instructions tab) $4,022,798.55 102.04% $4,498,264.13 102.04% $4,973,729.72 102.04% $5,449,195.30 102.04% $5,923,322.12 102.04%

2% SCSC Administrative Withhold ($80,455.97) -2.04% ($89,965.28) -2.04% ($99,474.59) -2.04% ($108,983.91) -2.04% ($118,466.44) -2.04%

Meal Fees 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

Total Revenues $0.00 $3,942,342.58 100.00% $4,408,298.85 100.00% $4,874,255.12 100.00% $5,340,211.40 100.00% $5,804,855.67 100.00%

PersonnelPrincipal $70,000.00 1.78% $76,500.00 1.76% $78,030.00 1.61% $79,591.00 1.49% $81,182.00 1.41% CEO Year 2 Base + 2% Annual Increase

Other Administrators (Asst. Principal, Curriculum Director…) $65,000.00 1.65% $71,400.00 1.64% $72,828.00 1.50% $74,284.00 1.39% $75,769.00 1.31% Dean of Students - Yr 2 Base + 2% Annual

Teachers $1,330,000.00 33.79% $1,565,600.00 36.03% $1,814,130.00 37.33% $2,076,150.00 38.93% $2,352,295.00 40.74% 2% Ann.Incr. - Yr1-35 add 5 teachers/year

Arts/PE/Connections Teachers $240,000.00 6.10% $270,000.00 6.21% $300,000.00 6.17% $330,000.00 6.19% $360,000.00 6.24% 8 Staff Y1 adding 1/Year

Athletics/Extracurricular Coaches 0.00% 0.00% 0.00% 0.00% 0.00% Athletic Program Externally Funded

Guidance Counselors $45,000.00 1.14% $45,900.00 1.06% $46,818.00 0.96% $47,754.00 0.90% $48,709.00 0.84% Base + 2% Annual Increase

Special Education Personnel $55,000.00 1.40% $56,100.00 1.29% $57,222.00 1.18% $58,366.00 1.09% $59,533.00 1.03% Base + 2% Annual Increase

Office Manager 0.00% 0.00% $30,000.00 0.62% $30,600.00 0.57% $31,212.00 0.54% Base + 2% Annual Increase

Office Assistant $20,000.00 0.51% $20,400.00 0.47% $20,808.00 0.43% $21,224.00 0.40% $21,649.00 0.37% Base + 2% Annual Increase

Business Manager $30,000.00 0.76% $30,600.00 0.70% $31,212.00 0.64% $31,836.00 0.60% $32,473.00 0.56% Base + 2% Annual Increase

Maintenance Personnel $38,000.00 0.97% $41,200.00 0.95% $42,436.00 0.87% $43,709.00 0.82% $45,020.00 0.78% One Director-All Other Contracted

Food Service Personnel 0.00% 0.00% 0.00% 0.00% 0.00% Contracteed Services and Flow-Through

Retirement Benefits $246,460.00 6.26% $281,420.00 6.48% $324,865.00 6.68% $361,709.00 6.78% $400,306.00 6.93% GA TRS at 12.28%

Health Benefits $120,420.00 3.06% $137,502.00 3.16% $158,729.00 3.27% $176,731.00 3.31% $195,590.00 3.39% Factored at 6%

FICA $200,700.00 5.10% $229,170.00 5.27% $264,548.00 5.44% $294,551.00 5.52% $325,984.00 5.65% Factored at 10%

Other Payroll Expenses/Taxes $100,350.00 2.55% $114,585.00 2.64% $132,274.00 2.72% $147,275.00 2.76% $162,992.00 2.82% Factored at 5%

Other Personnel- Paraprofessionals $114,000.00 $114,000.00 $152,000.00 $152,000.00 $152,000.00 Parapro - Y1-6, Y2-7,Y3-5-8

0.00% 0.00% 0.00% 0.00% 0.00%

Total Personnel Expenses $0.00 $2,674,930.00 67.96% $3,054,377.00 70.30% $3,525,900.00 72.55% $3,925,780.00 73.62% $4,344,714.00 75.25%

5 YEAR BUDGET PROJECTION

Expenses

Revenues

85



Year 1% of Total

Year 2% of Total

Year 3% of Total

Year 4% of Total

Year 5% of Total


Instructional Textbooks $138,800.00 3.53% $55,520.00 1.28% $55,520.00 1.14% $55,520.00 1.04% $55,520.00 0.96% One Series/Year - $200/Student

Classroom Supplies $45,804.00 1.16% $50,830.00 1.17% $56,550.00 1.16% $57,590.00 1.08% $67,990.00 1.18% Workbooks,Consumables, Other - $65/student

Computers $35,000.00 0.89% $35,000.00 0.81% $35,000.00 0.72% $35,000.00 0.66% $35,000.00 0.61% Factored as Technology Lease -

Software $20,000.00 0.51% $22,500.00 0.52% $25,000.00 0.51% $27,500.00 0.52% $30,000.00 0.52% Education Products and General Software

Field Trips 0.00% 0.00% 0.00% 0.00% 0.00% $20/student

Instructional Equipment $13,880.00 0.35% $15,640.00 0.36% $17,400.00 0.36% $17,720.00 0.33% $20,920.00 0.36% Teacher Consumable - factored at 20/student

Library and Media Center 0.00% 0.00% 0.00% 0.00% 0.00% Media Center - External Funds /Campaign

Student Assessment 0.00% 0.00% 0.00% 0.00% 0.00% Testing Materials - Base + 15% annual

Classroom Furniture $100,000.00 2.54% $100,000.00 2.30% $100,000.00 2.06% $125,000.00 2.34% $125,000.00 2.16% FF&E Lease

PE Equipment 0.00% 0.00% 0.00% 0.00% 0.00% FF&E Lease

Art Supplies $17,350.00 0.44% $19,550.00 0.45% $21,750.00 0.45% $22,150.00 0.42% $26,150.00 0.45% $25/student

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

Total Instructional Expenses $0.00 $370,834.00 9.42% $299,040.00 6.88% $311,220.00 6.40% $340,480.00 6.38% $360,580.00 6.25%

Services and Supplies Student Uniforms 0.00% 0.00% 0.00% 0.00% 0.00% *Annual Funf to Support

Athletic Program 0.00% 0.00% 0.00% 0.00% 0.00% External Funding Mechanism

Office Supplies $8,000.00 0.20% $8,400.00 0.19% $8,820.00 0.18% $9,261.00 0.17% 972400.00% 0.17% Base + 5% Annually; Y5=$9,724

Office Furniture 0.00% 0.00% 0.00% 0.00% 0.00% Factored as part of FF&E Lease

Office Computers and Software $8,400.00 0.21% $10,500.00 0.24% $13,125.00 0.27% $16,406.00 0.31% $20,508.00 0.36% Base + 5% Annually

Printing and Copying Services $8,000.00 0.20% $8,400.00 0.19% $8,820.00 0.18% $9,261.00 0.17% $9,724.00 0.17% Base + 5% Annually

Postage and Shipping $6,000.00 0.15% $6,300.00 0.15% $6,489.00 0.13% $6,813.00 0.13% $7,154.00 0.12% Base + 5% Annually

Bookkeeping 0.00% 0.00% 0.00% 0.00% 0.00% Included as part of Office and Support and Mgmt

Audit Fees 0.00% $15,000.00 0.35% $15,750.00 0.32% $16,537.00 0.31% $17,365.00 0.30% Required - Factored with 5% Increase

Payroll Services 0.00% 0.00% 0.00% 0.00% 0.00% Included as part of Support and Mgmt

Banking Fees $3,500.00 0.09% $3,675.00 0.08% $3,641.00 0.07% $3,859.00 0.07% $4,051.00 0.07% Base + 5% Annually

Legal Fees $8,000.00 0.20% $8,800.00 0.20% $9,680.00 0.20% $10,648.00 0.20% $11,713.00 0.20% Base + 10% Annually

Liability and Property Insurance $40,000.00 1.02% $41,200.00 0.95% $42,436.00 0.87% $43,709.00 0.82% $45,020.00 0.78% Base + 3% Annually

Staff Development $24,290.00 0.62% $27,370.00 0.63% $30,450.00 0.63% $31,010.00 0.58% $36,610.00 0.63% $35/FTE

Special Education Contracted Services $24,290.00 0.62% $27,370.00 0.63% $30,450.00 0.63% $31,010.00 0.58% $36,610.00 0.63% $35/FTE In addition to earnings

Health Services and Supplies $30,000.00 0.76% $42,000.00 0.97% $48,000.00 0.99% $51,000.00 0.96% 0.00% Contracted Nursing Services

Staff Recruitment 0.00% 0.00% 0.00% 0.00% 0.00% Included as part of Mgmt and Support

Student Recruitment 0.00% 0.00% 0.00% 0.00% 0.00% Included as part of Mgmt and Support

Technology Support 0.00% 0.00% 0.00% 0.00% 0.00% Included as part of Mgmt and Support

Phone/Internet Service $20,000.00 0.51% $20,400.00 0.47% $20,808.00 0.43% $21,224.00 0.40% $21,648.00 0.37% Base + 2% Annually

Food Service 0.00% 0.00% 0.00% 0.00% 0.00%

Transporation 0.00% 0.00% 0.00% 0.00% 0.00%

Pest Control $5,000.00 0.13% $5,250.00 0.12% $5,512.00 0.11% $5,788.00 0.11% $6,077.00 0.11% Base + 5% Annually

Janitorial Supplies and Services $50,000.00 1.27% $52,500.00 1.21% $55,125.00 1.13% $57,881.00 1.09% $60,775.00 1.05% Base + 5% Annually

Waste Disposal $12,000.00 0.30% 1260000.00% 0.29% $13,230.00 0.27% $13,892.00 0.26% $14,586.00 0.25% Base + 5% Annually (Y2=$12,600)

Marketing $5,000.00 0.13% $5,250.00 0.12% $5,512.00 0.11% $5,788.00 0.11% $6,077.00 0.11% Base + 5% Annually

EMO/CMO Fees 0.00% 0.00% 0.00% 0.00% 0.00%

Support and Management (Business and Program) $190,850.00 4.85% $215,050.00 4.95% $217,599.00 4.48% $238,000.00 4.46% $258,500.00 4.48% $275/FTE - Y1-2; $250/FTE - Y3-5

0.00% 0.00% 0.00% 0.00% 0.00%

Total Services and Supplies Expenses $0.00 $443,330.00 11.26% $510,065.00 11.74% $535,447.00 11.02% $572,087.00 10.73% $566,142.00 9.81%

FacilitiesRent/Lease/Mortgage $400,000.00 10.16% $425,000.00 9.78% $425,000.00 8.74% $425,000.00 7.97% $425,000.00 7.36%

Grounds Maintenance $7,200.00 0.18% $7,560.00 0.17% $7,938.00 0.16% $8,335.00 0.16% $8,752.00 0.15% Base ($650/month) + 5% Annually

Facility Maintenance and Repair $6,000.00 0.15% $10,000.00 0.23% $10,000.00 0.21% $10,000.00 0.19% $10,000.00 0.17%

Utilities $32,000.00 0.81% $36,800.00 0.85% $42,320.00 0.87% $48,668.00 0.91% $55,968.00 0.97% Base + 15% Annually

Fire and Occupational Safety and Compliance $1,800.00 0.05% $1,980.00 0.05% $2,178.00 0.04% $2,396.00 0.04% $2,635.00 0.05% Base + 10 Annualy

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

Total Facilities Expenses $0.00 $447,000.00 11.36% $481,340.00 11.08% $487,436.00 10.03% $494,399.00 9.27% $502,355.00 8.70%

Total Expenses $0.00 $3,936,094.00 100.00% $4,344,822.00 100.00% $4,860,003.00 100.00% $5,332,746.00 100.00% $5,773,791.00 100.00%

Contingency Fund

Surplus (Deficit) $0.00 $6,248.58 $63,476.85 $14,252.12 $7,465.40 $31,064.67

86

School Name: FY2015 FY2016 FY2017 FY2018 FY2019 FY2020

Beginning Cash Total $0.00 $0.00 $6,248.58 $69,725.43 $83,977.55 $91,442.95

Net Surplus (Deficit) $0.00 $6,248.58 $63,476.85 $14,252.12 $7,465.40 $31,064.67

Ending Cash $0.00 $6,248.58 $69,725.43 $83,977.55 $91,442.95 $122,507.62

For start-up charter schools, the amount of beginning cash for the purpose of this template will be equal to the total revenue during the planning year. Accordingly, the charter school should

include any accrued fund balances as revenue for the planning year on the Budget Projection tab.

CASH BALANCES

87

School Name: July August September October November December January February March April May June Total

Beginning Cash: $0.00 $4,985.55 $10,241.10 $11,896.64 $12,682.19 $15,737.74 $18,193.29 $19,778.84 $20,334.39 $21,129.93 $21,385.48 $24,329.03

State Revenue (minus SCSC Admin. Withhold) $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $3,942,342.58 Yes

Meal Fees $0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

Total Cash Reciepts $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $328,528.55 $3,942,342.58 Yes

PersonnelPrincipal $5,835.00 $5,835.00 $5,835.00 $5,835.00 $5,835.00 $5,835.00 $5,835.00 $5,835.00 $5,835.00 $5,835.00 $5,835.00 $5,815.00 $70,000.00 Yes

Other Administrators (Asst. Principal, Curriculum Director…) $5,417.00 $5,417.00 $5,417.00 $5,417.00 $5,417.00 $5,417.00 $5,417.00 $5,417.00 $5,417.00 $5,417.00 $5,417.00 $5,413.00 $65,000.00 Yes

Teachers $110,835.00 $110,835.00 $110,835.00 $110,835.00 $110,835.00 $110,835.00 $110,835.00 $110,835.00 $110,835.00 $110,835.00 $110,835.00 $110,815.00 $1,330,000.00 Yes

Arts/PE/Connections Teachers $20,000.00 $20,000.00 $20,000.00 $20,000.00 $20,000.00 $20,000.00 $20,000.00 $20,000.00 $20,000.00 $20,000.00 $20,000.00 $20,000.00 $240,000.00 Yes

Athletics/Extracurricular Coaches $0.00 Yes

Guidance Counselors $3,750.00 $3,750.00 $3,750.00 $3,750.00 $3,750.00 $3,750.00 $3,750.00 $3,750.00 $3,750.00 $3,750.00 $3,750.00 $3,750.00 $45,000.00 Yes

Special Education Personnel $4,585.00 $4,585.00 $4,585.00 $4,585.00 $4,585.00 $4,585.00 $4,585.00 $4,585.00 $4,585.00 $4,585.00 $4,585.00 $4,565.00 $55,000.00 Yes

Office Manager $0.00 Yes

Office Assistant $1,666.00 $1,666.00 $1,666.00 $1,666.00 $1,666.00 $1,666.00 $1,666.00 $1,666.00 $1,666.00 $1,666.00 $1,666.00 $1,674.00 $20,000.00 Yes

Business Manager $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $30,000.00 Yes

Maintenance Personnel $3,167.00 $3,167.00 $3,167.00 $3,167.00 $3,167.00 $3,167.00 $3,167.00 $3,167.00 $3,167.00 $3,167.00 $3,167.00 $3,163.00 $38,000.00 Yes

Food Service Personnel $0.00 Yes

Retirement Benefits $20,540.00 $20,540.00 $20,540.00 $20,540.00 $20,540.00 $20,540.00 $20,540.00 $20,540.00 $20,540.00 $20,540.00 $20,540.00 $20,520.00 $246,460.00 Yes

Health Benefits $10,035.00 $10,035.00 $10,035.00 $10,035.00 $10,035.00 $10,035.00 $10,035.00 $10,035.00 $10,035.00 $10,035.00 $10,035.00 $10,035.00 $120,420.00 Yes

FICA $16,725.00 $16,725.00 $16,725.00 $16,725.00 $16,725.00 $16,725.00 $16,725.00 $16,725.00 $16,725.00 $16,725.00 $16,725.00 $16,725.00 $200,700.00 Yes

Other Payroll Expenses/Taxes $8,363.00 $8,363.00 $8,363.00 $8,363.00 $8,363.00 $8,363.00 $8,363.00 $8,363.00 $8,363.00 $8,363.00 $8,363.00 $8,357.00 $100,350.00 Yes

Other Personnel- Paraprofessionals $9,500.00 $9,500.00 $9,500.00 $9,500.00 $9,500.00 $9,500.00 $9,500.00 $9,500.00 $9,500.00 $9,500.00 $9,500.00 $9,500.00 $114,000.00 Yes

$0.00 Yes

Total Personnel Expenses $222,918.00 $222,918.00 $222,918.00 $222,918.00 $222,918.00 $222,918.00 $222,918.00 $222,918.00 $222,918.00 $222,918.00 $222,918.00 $222,832.00 $2,674,930.00 Yes

Instructional Textbooks $11,000.00 $11,000.00 $11,000.00 $11,000.00 $11,000.00 $11,000.00 $11,000.00 $11,000.00 $11,000.00 $11,000.00 $11,000.00 $17,800.00 $138,800.00 Yes

Classroom Supplies $3,817.00 $3,817.00 $3,817.00 $3,817.00 $3,817.00 $3,817.00 $3,817.00 $3,817.00 $3,817.00 $3,817.00 $3,817.00 $3,817.00 $45,804.00 Yes

Computers $2,915.00 $2,915.00 $2,915.00 $2,915.00 $2,915.00 $2,915.00 $2,915.00 $2,915.00 $2,915.00 $2,915.00 $2,915.00 $2,935.00 $35,000.00 Yes

Software $10,000.00 $10,000.00 $20,000.00 Yes

Field Trips $0.00 Yes

Instructional Equipment $1,388.00 $1,388.00 $1,388.00 $1,388.00 $1,388.00 $1,388.00 $1,388.00 $1,388.00 $1,388.00 $1,388.00 $13,880.00 Yes

Library and Media Center $0.00 Yes

Student Assessment $0.00 Yes

Classroom Furniture $10,000.00 $10,000.00 $10,000.00 $10,000.00 $10,000.00 $10,000.00 $10,000.00 $10,000.00 $10,000.00 $10,000.00 $100,000.00 Yes

PE Equipment $0.00 Yes

Art Supplies $3,470.00 $3,470.00 $3,470.00 $3,470.00 $3,470.00 $17,350.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

Total Instructional Expenses $22,590.00 $39,120.00 $29,120.00 $32,590.00 $29,120.00 $39,120.00 $32,590.00 $29,120.00 $32,590.00 $29,120.00 $27,732.00 $28,022.00 $370,834.00 Yes

Services and Supplies Student Uniforms $0.00 Yes

Athletic Program $0.00 Yes

Office Supplies $2,000.00 $1,000.00 $1,000.00 $1,000.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $8,000.00 Yes

Office Furniture $0.00 Yes

Office Computers and Software $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $8,400.00 Yes

Printing and Copying Services $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $8,000.00 Yes

Postage and Shipping $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $6,000.00 Yes

Bookkeeping $0.00 Yes

Audit Fees $0.00 Yes

Payroll Services $0.00 Yes

Banking Fees $200.00 $300.00 $300.00 $300.00 $300.00 $300.00 $300.00 $300.00 $300.00 $300.00 $300.00 $300.00 $3,500.00 Yes

Legal Fees $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $8,000.00 Yes

Liability and Property Insurance $3,300.00 $3,300.00 $3,300.00 $3,300.00 $3,300.00 $3,300.00 $3,300.00 $3,300.00 $3,300.00 $3,300.00 $3,300.00 $3,700.00 $40,000.00 Yes

Staff Development $8,000.00 $4,000.00 $2,000.00 $4,000.00 $4,000.00 $2,290.00 $24,290.00 Yes

Special Education Contracted Services $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,290.00 $24,290.00 Yes

Health Services and Supplies $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00 $30,000.00 Yes

Staff Recruitment $0.00 Yes

Student Recruitment $0.00 Yes

Technology Support $0.00 Yes

Phone/Internet Service $1,200.00 $1,800.00 $1,800.00 $1,800.00 $1,800.00 $1,800.00 $1,800.00 $1,800.00 $1,800.00 $1,800.00 $1,800.00 $800.00 $20,000.00 Yes

Food Service $0.00 Yes

Transporation $0.00 Yes

Pest Control $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $5,000.00 Yes

Janitorial Supplies and Services $2,500.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $2,500.00 $50,000.00 Yes

Waste Disposal $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $12,000.00 Yes

Marketing $1,500.00 $1,500.00 $1,500.00 $500.00 $5,000.00 Yes

EMO/CMO Fees $0.00 Yes

Support and Management (Business and Program) $15,000.00 $15,000.00 $15,000.00 $15,000.00 $5,000.00 $10,000.00 $15,000.00 $13,000.00 $19,500.00 $21,000.00 $47,350.00 $190,850.00 Yes

$0.00 Yes

Total Services and Supplies Expenses $40,400.00 $24,200.00 $37,200.00 $35,200.00 $36,200.00 $26,200.00 $34,200.00 $38,700.00 $34,990.00 $39,200.00 $37,700.00 $59,140.00 $443,330.00 Yes

CASH FLOW PROJECTION YEAR 1Equal to Budget

Projection

Cash Disbursements:

Cash Reciepts:

88

FacilitiesRent/Lease/Mortgage $33,335.00 $33,335.00 $33,335.00 $33,335.00 $33,335.00 $33,335.00 $33,335.00 $33,335.00 $33,335.00 $33,335.00 $33,335.00 $33,315.00 $400,000.00 Yes

Grounds Maintenance $600.00 $600.00 $600.00 $600.00 $600.00 $600.00 $600.00 $600.00 $600.00 $600.00 $600.00 $600.00 $7,200.00 Yes

Facility Maintenance and Repair $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $6,000.00 Yes

Utilities $2,600.00 $2,600.00 $2,600.00 $2,600.00 $2,800.00 $2,800.00 $2,800.00 $2,800.00 $2,800.00 $2,600.00 $2,800.00 $2,200.00 $32,000.00 Yes

Fire and Occupational Safety and Compliance $600.00 $600.00 $600.00 $1,800.00 Yes

$0.00 Yes

$0.00 Yes

Total Facilities Expenses $37,635.00 $37,035.00 $37,635.00 $37,035.00 $37,235.00 $37,835.00 $37,235.00 $37,235.00 $37,235.00 $37,035.00 $37,235.00 $36,615.00 $447,000.00 Yes

Total Disbursements $323,543.00 $323,273.00 $326,873.00 $327,743.00 $325,473.00 $326,073.00 $326,943.00 $327,973.00 $327,733.00 $328,273.00 $325,585.00 $346,609.00 $3,936,094.00 Yes

Contingency Fund $0.00 Yes

Net Revenue (Deficit) $4,985.55 $5,255.55 $1,655.55 $785.55 $3,055.55 $2,455.55 $1,585.55 $555.55 $795.55 $255.55 $2,943.55 ($18,080.45) $6,248.58 No

Ending Cash $4,985.55 $10,241.10 $11,896.64 $12,682.19 $15,737.74 $18,193.29 $19,778.84 $20,334.39 $21,129.93 $21,385.48 $24,329.03 $6,248.58 $6,248.58 No

89


Beginning Cash: $0.00 $1,139.24 $7,343.48 $8,547.71 $15,251.95 $21,941.19 $23,630.43 $30,319.66 $37,023.90 $43,728.14 $50,432.38 $57,136.61


Meal Fees $0.00 No

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes




Teachers $130,467.00 $130,467.00 $130,467.00 $130,467.00 $130,467.00 $130,467.00 $130,467.00 $130,467.00 $130,467.00 $130,467.00 $130,467.00 $130,463.00 $1,565,600.00 Yes












FICA $19,098.00 $19,098.00 $19,098.00 $19,098.00 $19,098.00 $19,098.00 $19,098.00 $19,098.00 $19,098.00 $19,098.00 $19,098.00 $19,092.00 $229,170.00 Yes



$0.00 Yes




Computers $3,000.00 $2,900.00 $2,900.00 $2,900.00 $2,900.00 $2,900.00 $2,900.00 $2,900.00 $2,900.00 $2,900.00 $2,900.00 $3,000.00 $35,000.00 Yes

Software $1,875.00 $1,875.00 $1,875.00 $1,875.00 $1,875.00 $1,875.00 $1,875.00 $1,875.00 $1,875.00 $1,875.00 $1,875.00 $1,875.00 $22,500.00 Yes


Instructional Equipment $1,300.00 $1,300.00 $1,300.00 $1,300.00 $1,300.00 $1,300.00 $1,300.00 $1,300.00 $1,300.00 $1,300.00 $1,300.00 $1,340.00 $15,640.00 Yes



Classroom Furniture $8,350.00 $8,350.00 $8,350.00 $8,350.00 $8,350.00 $8,350.00 $8,350.00 $8,350.00 $8,350.00 $8,350.00 $8,350.00 $8,150.00 $100,000.00 Yes


Art Supplies $1,629.00 $1,629.00 $1,629.00 $1,629.00 $1,629.00 $1,629.00 $1,629.00 $1,629.00 $1,629.00 $1,629.00 $1,629.00 $1,631.00 $19,550.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes




Office Supplies $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $8,400.00 Yes



Printing and Copying Services $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $8,400.00 Yes



Audit Fees $5,000.00 $5,000.00 $5,000.00 $15,000.00 Yes


Banking Fees $306.00 $306.00 $306.00 $306.00 $306.00 $306.00 $306.00 $306.00 $306.00 $306.00 $306.00 $309.00 $3,675.00 Yes

Legal Fees $735.00 $735.00 $735.00 $735.00 $735.00 $735.00 $735.00 $735.00 $735.00 $735.00 $735.00 $715.00 $8,800.00 Yes


Staff Development $2,500.00 $2,500.00 $2,500.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 $3,870.00 $27,370.00 Yes


Health Services and Supplies $3,500.00 $3,500.00 $3,500.00 $3,500.00 $3,500.00 $3,500.00 $3,500.00 $3,500.00 $3,500.00 $3,500.00 $3,500.00 $3,500.00 $42,000.00 Yes




Phone/Internet Service $1,700.00 $1,700.00 $1,700.00 $1,700.00 $1,700.00 $1,700.00 $1,700.00 $1,700.00 $1,700.00 $1,700.00 $1,700.00 $1,700.00 $20,400.00 Yes



Pest Control $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $432.00 $5,250.00 Yes

Janitorial Supplies and Services $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $52,500.00 Yes


Marketing $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $432.00 $5,250.00 Yes


Support and Management (Business and Program) $18,000.00 $18,000.00 $18,000.00 $18,000.00 $18,000.00 $18,000.00 $18,000.00 $18,000.00 $18,000.00 $18,000.00 $18,000.00 $17,050.00 $215,050.00 Yes

$0.00 Yes



Projection

Cash Disbursements:

Cash Reciepts:

90




Utilities $3,100.00 $3,100.00 $3,100.00 $3,100.00 $3,100.00 $3,100.00 $3,100.00 $3,100.00 $3,100.00 $3,100.00 $3,100.00 $2,700.00 $36,800.00 Yes

Fire and Occupational Safety and Compliance $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $1,980.00 Yes

$0.00 Yes

$0.00 Yes




Net Revenue (Deficit) $1,139.24 $6,204.24 $1,204.24 $6,704.24 $6,689.24 $1,689.24 $6,689.24 $6,704.24 $6,704.24 $6,704.24 $6,704.24 $6,340.24 $63,476.85 Yes

Ending Cash $1,139.24 $7,343.48 $8,547.71 $15,251.95 $21,941.19 $23,630.43 $30,319.66 $37,023.90 $43,728.14 $50,432.38 $57,136.61 $63,476.85 $63,476.85 No

91



Year 1% of Total

Year 2% of Total

Year 3% of Total

Year 4% of Total

Year 5% of Total

AssumptionsSquare Footage of Facility

Student-Teacher Ratio 20

Average Teacher Salary 38000 38,000 38,000 38,000 38,000

Students in a Brick-and-Mortar Setting-total

Number of Students in Kindergarten 72 72 72 72 72



Number of Students in Grades 6-8 66 132 198

Number of Students in Grades 9-12

Students in a Virtual Setting-total

Number of Students in Kindergarten (Virtual)





Number of Administrators 2 2 2 2 2

Number of Teachers 22 25 27 29 31 Includes Core, Language, and Arts/Extra

Number of Other Instructional Staff 3 4 5 6 7 Paraprofessional, SPED, Others

Number of Clerical Staff 2 2 3 3 3 Business Manager, Adm, Asst., Off. Mgr

Number of Maintenance Staff 1 1 1 1 1 Director - Remainder Contracted

Number of Food Service Staff

Number of Full-Time Employees Eligible for Benefits

Number of Full-Time Employees 30 34 39 41 44

State Revenue Per Brick-and-Mortar Pupil $5,981.14 $6,591.41 $6,534.25 $6,489.10 $6,452.54

State Revenue Per Virtual Pupil

State Revenue Per Pupil (see Instructions tab) $5,981.14 $6,591.41 $6,534.25 $6,489.10 $6,418.61

State Revenue (see Instructions tab) $2,703,475.19 102.04% $2,943,964.29 102.04% $3,303,575.71 102.04% $3,663,187.13 102.04% $4,022,798.55 102.04%

2% SCSC Administrative Withhold ($54,069.50) -2.04% ($58,879.29) -2.04% ($66,071.51) -2.04% ($73,263.74) -2.04% ($80,455.97) -2.04%

Meal Fees 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

Total Revenues $0.00 $2,649,405.69 100.00% $2,885,085.00 100.00% $3,237,504.20 100.00% $3,589,923.39 100.00% $3,942,342.58 100.00%

PersonnelPrincipal $70,000.00 2.65% $71,400.00 2.47% $72,828.00 2.28% $74,286.00 2.18% $75,777.00 2.10% Base + 2% Annual Increase

Other Administrators (Asst. Principal, Curriculum Director…) $65,000.00 2.46% $66,300.00 2.30% $67,626.00 2.11% $68,978.00 2.03% $70,358.00 1.95% AP - Base + 2% Annual

Teachers $836,000.00 31.65% $950,000.00 32.93% $1,026,000.00 32.06% $1,102,000.00 32.39% $1,178,000.00 32.58% 2% Ann.Incr. - Yr1-22 add 3 Y2 add 2 Y3-5

Arts/PE/Connections Teachers $114,000.00 4.32% $152,000.00 5.27% $190,000.00 5.94% $228,000.00 6.70% $266,000.00 7.36% 3Y1 adding 1/Year

Athletics/Extracurricular Coaches 0.00% 0.00% 0.00% 0.00% 0.00%

Guidance Counselors $45,000.00 1.70% $45,900.00 1.59% $46,818.00 1.46% $47,754.00 1.40% $48,709.00 1.35% Base + 2% Annual Increase

Special Education Personnel $55,000.00 2.08% $56,100.00 1.94% $57,222.00 1.79% $58,366.00 1.72% $59,533.00 1.65% Base + 2% Annual Increase

Office Manager 0.00% 0.00% $30,000.00 0.94% $30,600.00 0.90% $31,212.00 0.86% Base + 2% Annual Increase

Office Assistant $20,000.00 0.76% $20,400.00 0.71% $20,808.00 0.65% $21,224.00 0.62% $21,649.00 0.60% Base + 2% Annual Increase

Business Manager $30,000.00 1.14% $30,600.00 1.06% $31,212.00 0.98% $31,836.00 0.94% $32,473.00 0.90% Base + 2% Annual Increase

Maintenance Personnel $38,000.00 1.44% $41,200.00 1.43% $42,436.00 1.33% $43,709.00 1.28% $45,020.00 1.25% One Director-All Other Contracted

Food Service Personnel 0.00% 0.00% 0.00% 0.00% 0.00% Contracteed Services and Flow-Through

Retirement Benefits $170,324.00 6.45% $190,082.00 6.59% $213,297.00 6.67% $228,256.00 6.71% $243,234.00 6.73% GA TRS at 12.28%

Health Benefits $83,220.00 3.15% $92,874.00 3.22% $104,217.00 3.26% $111,525.00 3.28% $118,844.00 3.29% Factored at 6%

FICA $138,700.00 5.25% $154,790.00 5.37% $173,695.00 5.43% $185,876.00 5.46% $198,073.00 5.48% Factored at 10%

Other Payroll Expenses/Taxes $69,350.00 2.63% $77,395.00 2.68% $86,848.00 2.71% $92,938.00 2.73% $99,036.00 2.74% Factored at 5%

Other Personnel- Paraprofessionals $114,000.00 $114,000.00 $152,000.00 $152,000.00 $152,000.00 Parapro - Y1-6, Y2-7,Y3-5-8

0.00% 0.00% 0.00% 0.00% 0.00%

Total Personnel Expenses $0.00 $1,848,594.00 69.98% $2,063,041.00 71.51% $2,315,007.00 72.35% $2,477,348.00 72.82% $2,639,918.00 73.02%


Expenses

Revenues

92



Year 1% of Total

Year 2% of Total

Year 3% of Total

Year 4% of Total

Year 5% of Total


Instructional Textbooks $45,200.00 1.71% $20,000.00 0.69% $20,000.00 0.63% $20,000.00 0.59% $20,000.00 0.55% One Series/Year - $100/Student

Classroom Supplies $29,380.00 1.11% $32,240.00 1.12% $36,530.00 1.14% $40,820.00 1.20% $45,110.00 1.25% Workbooks,Consumables, Other - $65/student

Computers $20,000.00 0.76% $20,000.00 0.69% $20,000.00 0.63% $20,000.00 0.59% $20,000.00 0.55% Factored as Technology Lease -

Software $10,000.00 0.38% $10,000.00 0.35% $10,000.00 0.31% $10,000.00 0.29% $10,000.00 0.28% Education Products and General Software

Field Trips 0.00% 0.00% 0.00% 0.00% 0.00% $20/student

Instructional Equipment $9,040.00 0.34% $9,920.00 0.34% $11,240.00 0.35% $12,560.00 0.37% $13,880.00 0.38% Teacher Consumable - factored at 20/student

Library and Media Center 0.00% 0.00% 0.00% 0.00% 0.00% Libarary Books- Available Allocation

Student Assessment 0.00% 0.00% 0.00% 0.00% 0.00% Testing Materials - Base + 15% annual

Classroom Furniture $60,000.00 2.27% $60,000.00 2.08% $60,000.00 1.88% $60,000.00 1.76% $60,000.00 1.66% FF&E Lease

PE Equipment 0.00% 0.00% 0.00% 0.00% 0.00% FF&E Lease

Art Supplies $11,300.00 0.43% $12,400.00 0.43% $11,240.00 0.35% $12,560.00 0.37% $13,880.00 0.38% $25/student

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

Total Instructional Expenses $0.00 $184,920.00 7.00% $164,560.00 5.70% $169,010.00 5.28% $175,940.00 5.17% $182,870.00 5.06%

Services and Supplies Student Uniforms 0.00% 0.00% 0.00% 0.00% 0.00% Any Support will be external

Athletic Program 0.00% 0.00% 0.00% 0.00% 0.00%

Office Supplies $8,000.00 0.30% $8,400.00 0.29% $8,820.00 0.28% $9,261.00 0.27% 972400.00% 0.27% Base + 5% Annually; Y5=$9,724

Office Furniture 0.00% 0.00% 0.00% 0.00% 0.00% Factored as part of FF&E Lease

Office Computers and Software $8,400.00 0.32% $10,500.00 0.36% $13,125.00 0.41% $16,406.00 0.48% $20,508.00 0.57% Base + 5% Annually

Printing and Copying Services $8,000.00 0.30% $8,400.00 0.29% $8,820.00 0.28% $9,261.00 0.27% $9,724.00 0.27% Base + 5% Annually

Postage and Shipping $6,000.00 0.23% $6,300.00 0.22% $6,489.00 0.20% $6,813.00 0.20% $7,154.00 0.20% Base + 5% Annually

Bookkeeping 0.00% 0.00% 0.00% 0.00% 0.00% Included as part of Office and Support and Mgmt

Audit Fees 0.00% $15,000.00 0.52% $15,750.00 0.49% $16,537.00 0.49% $17,365.00 0.48% Required - Factored with 5% Increase

Payroll Services 0.00% 0.00% 0.00% 0.00% 0.00% Included as part of Support and Mgmt

Banking Fees $3,500.00 0.13% $3,675.00 0.13% $3,641.00 0.11% $3,859.00 0.11% $4,051.00 0.11% Base + 5% Annually

Legal Fees $8,000.00 0.30% $8,800.00 0.31% $9,680.00 0.30% $10,648.00 0.31% $11,713.00 0.32% Base + 10% Annually

Liability and Property Insurance $28,000.00 1.06% $28,840.00 1.00% $29,705.00 0.93% $31,190.00 0.92% $32,126.00 0.89% Base + 3% Annually

Staff Development $15,820.00 0.60% $27,370.00 0.95% $30,450.00 0.95% $31,010.00 0.91% $36,610.00 1.01% $35/FTE

Special Education Contracted Services $15,820.00 0.60% $27,370.00 0.95% $30,450.00 0.95% $31,010.00 0.91% $36,610.00 1.01% $35/FTE In addition to earnings

Health Services and Supplies 0.00% 0.00% 0.00% 0.00% 0.00%

Staff Recruitment 0.00% 0.00% 0.00% 0.00% 0.00% Included as part of Mgmt and Support

Student Recruitment 0.00% 0.00% 0.00% 0.00% 0.00% Included as part of Mgmt and Support

Technology Support 0.00% 0.00% 0.00% 0.00% 0.00% Included as part of Mgmt and Support

Phone/Internet Service $12,000.00 0.45% $12,240.00 0.42% $12,485.00 0.39% $12,735.00 0.37% $12,989.00 0.36% Base + 2% Annually

Food Service 0.00% 0.00% 0.00% 0.00% 0.00%

Transporation 0.00% 0.00% 0.00% 0.00% 0.00%

Pest Control $5,000.00 0.19% $5,250.00 0.18% $5,512.00 0.17% $5,788.00 0.17% $6,077.00 0.17% Base + 5% Annually

Janitorial Supplies and Services $50,000.00 1.89% $52,500.00 1.82% $55,125.00 1.72% $57,881.00 1.70% $60,775.00 1.68% Base + 5% Annually

Waste Disposal $12,000.00 0.45% 1260000.00% 0.44% $13,230.00 0.41% $13,892.00 0.41% $14,586.00 0.40% Base + 5% Annually (Y2=%12,600)

Marketing 0.00% 0.00% 0.00% 0.00% 0.00% Base + 5% Annually

EMO/CMO Fees 0.00% 0.00% 0.00% 0.00% 0.00%

Support and Management (Business and Program) $124,300.00 4.71% $124,000.00 4.30% $140,500.00 4.39% $157,000.00 4.62% $173,500.00 4.80% $275/FTE - Y1; $250/FTE - Y2-5

0.00% 0.00% 0.00% 0.00% 0.00%

Total Services and Supplies Expenses $0.00 $304,840.00 11.54% $351,245.00 12.17% $383,782.00 11.99% $413,291.00 12.15% $453,512.00 12.54%

FacilitiesRent/Lease/Mortgage $275,000.00 10.41% $275,000.00 9.53% $300,000.00 9.38% $300,000.00 8.82% $300,000.00 8.30%

Grounds Maintenance $6,000.00 0.23% $6,300.00 0.22% $6,615.00 0.21% $6,946.00 0.20% $7,293.00 0.20% Base ($500/month) + 5% Annually

Facility Maintenance and Repair $6,000.00 0.23% $6,300.00 0.22% $6,615.00 0.21% $6,946.00 0.20% $7,293.00 0.20%

Utilities $14,400.00 0.55% $16,560.00 0.57% $16,559.00 0.52% $19,043.00 0.56% $21,899.00 0.61% Base + 15% Annually

Fire and Occupational Safety and Compliance $1,800.00 0.07% $1,980.00 0.07% $2,178.00 0.07% $2,396.00 0.07% $2,635.00 0.07% Base + 10 Annualy

0.00% 0.00% 0.00% 0.00% 0.00%

0.00% 0.00% 0.00% 0.00% 0.00%

Total Facilities Expenses $0.00 $303,200.00 11.48% $306,140.00 10.61% $331,967.00 10.37% $335,331.00 9.86% $339,120.00 9.38%

Total Expenses $0.00 $2,641,554.00 100.00% $2,884,986.00 100.00% $3,199,766.00 100.00% $3,401,910.00 100.00% $3,615,420.00 100.00%

Contingency Fund

Surplus (Deficit) $0.00 $7,851.69 $99.00 $37,738.20 $188,013.39 $326,922.58 *80% Allocated as Contingency

93

School Name: FY2015 FY2016 FY2017 FY2018 FY2019 FY2020

Beginning Cash Total $0.00 $0.00 $7,851.69 $7,950.69 $45,688.88 $233,702.27

Net Surplus (Deficit) $0.00 $7,851.69 $99.00 $37,738.20 $188,013.39 $326,922.58

Ending Cash $0.00 $7,851.69 $7,950.69 $45,688.88 $233,702.27 $560,624.85

For start-up charter schools, the amount of beginning cash for the purpose of this template will be equal to the total revenue during the planning year. Accordingly, the charter school should

include any accrued fund balances as revenue for the planning year on the Budget Projection tab.

CASH BALANCES

94


Beginning Cash: $0.00 $735.81 $1,529.61 $1,723.42 $2,517.23 $2,811.04 $3,504.84 $3,798.65 $4,092.46 $5,386.26 $6,680.07 $7,502.88


Meal Fees $0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes




Teachers $69,667.00 $69,667.00 $69,667.00 $69,667.00 $69,667.00 $69,667.00 $69,667.00 $69,667.00 $69,667.00 $69,667.00 $69,667.00 $69,663.00 $836,000.00 Yes












FICA $11,558.00 $11,558.00 $11,558.00 $11,558.00 $11,558.00 $11,558.00 $11,558.00 $11,558.00 $11,558.00 $11,558.00 $11,558.00 $11,562.00 $138,700.00 Yes



$0.00 Yes




Computers $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,663.00 $20,000.00 Yes

Software $835.00 $835.00 $835.00 $835.00 $835.00 $835.00 $835.00 $835.00 $835.00 $835.00 $835.00 $815.00 $10,000.00 Yes


Instructional Equipment $755.00 $755.00 $755.00 $755.00 $755.00 $755.00 $755.00 $755.00 $755.00 $755.00 $755.00 $735.00 $9,040.00 Yes





Art Supplies $942.00 $942.00 $942.00 $942.00 $942.00 $942.00 $942.00 $942.00 $942.00 $942.00 $942.00 $938.00 $11,300.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes




Office Supplies $2,000.00 $1,000.00 $1,000.00 $1,000.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $8,000.00 Yes



Printing and Copying Services $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $800.00 $8,000.00 Yes



Audit Fees $0.00 Yes


Banking Fees $200.00 $300.00 $300.00 $300.00 $300.00 $300.00 $300.00 $300.00 $300.00 $300.00 $300.00 $300.00 $3,500.00 Yes

Legal Fees $667.00 $667.00 $667.00 $667.00 $667.00 $667.00 $667.00 $667.00 $667.00 $667.00 $667.00 $663.00 $8,000.00 Yes




Health Services and Supplies $0.00 Yes







Pest Control $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $500.00 $5,000.00 Yes

Janitorial Supplies and Services $2,500.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 $2,500.00 $50,000.00 Yes


Marketing $0.00 Yes



$0.00 Yes



Projection

Cash Disbursements:

Cash Reciepts:

95




Utilities $1,167.00 $1,167.00 $1,167.00 $1,167.00 $1,167.00 $1,167.00 $1,167.00 $1,167.00 $1,167.00 $1,167.00 $1,167.00 $1,563.00 $14,400.00 Yes

Fire and Occupational Safety and Compliance $600.00 $600.00 $600.00 $1,800.00 Yes

$0.00 Yes

$0.00 Yes




Net Revenue (Deficit) $735.81 $793.81 $193.81 $793.81 $293.81 $693.81 $293.81 $293.81 $1,293.81 $1,293.81 $822.81 $348.81 $7,851.69 Yes

Ending Cash $735.81 $1,529.61 $1,723.42 $2,517.23 $2,811.04 $3,504.84 $3,798.65 $4,092.46 $5,386.26 $6,680.07 $7,502.88 $7,851.69 $7,851.69 Yes

96


Beginning Cash: $0.00 $117.75 $135.50 $253.25 $271.00 $354.75 $372.50 $456.25 $540.00 $1,923.75 $1,941.50 $2,025.25


Meal Fees $0.00 No

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes




Teachers $79,167.00 $79,167.00 $79,167.00 $79,167.00 $79,167.00 $79,167.00 $79,167.00 $79,167.00 $79,167.00 $79,167.00 $79,167.00 $79,163.00 $950,000.00 Yes












FICA $12,900.00 $12,900.00 $12,900.00 $12,900.00 $12,900.00 $12,900.00 $12,900.00 $12,900.00 $12,900.00 $12,900.00 $12,900.00 $12,890.00 $154,790.00 Yes



$0.00 Yes




Computers $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,667.00 $1,663.00 $20,000.00 Yes

Software $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 $10,000.00 Yes


Instructional Equipment $827.00 $827.00 $827.00 $827.00 $827.00 $827.00 $827.00 $827.00 $827.00 $827.00 $827.00 $823.00 $9,920.00 Yes





Art Supplies $1,034.00 $1,034.00 $1,034.00 $1,034.00 $1,034.00 $1,034.00 $1,034.00 $1,034.00 $1,034.00 $1,034.00 $1,034.00 $1,026.00 $12,400.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes

$0.00 Yes




Office Supplies $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $8,400.00 Yes



Printing and Copying Services $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $700.00 $8,400.00 Yes



Audit Fees $5,000.00 $5,000.00 $5,000.00 $15,000.00 Yes


Banking Fees $306.00 $306.00 $306.00 $306.00 $306.00 $306.00 $306.00 $306.00 $306.00 $306.00 $306.00 $309.00 $3,675.00 Yes

Legal Fees $735.00 $735.00 $735.00 $735.00 $735.00 $735.00 $735.00 $735.00 $735.00 $735.00 $735.00 $715.00 $8,800.00 Yes




Health Services and Supplies $0.00 Yes







Pest Control $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $438.00 $432.00 $5,250.00 Yes

Janitorial Supplies and Services $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $4,375.00 $52,500.00 Yes


Marketing $0.00 Yes



$0.00 Yes



Projection

Cash Disbursements:

Cash Reciepts:

97




Utilities $1,380.00 $1,380.00 $1,380.00 $1,380.00 $1,380.00 $1,380.00 $1,380.00 $1,380.00 $1,380.00 $1,380.00 $1,380.00 $1,380.00 $16,560.00 Yes

Fire and Occupational Safety and Compliance $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $165.00 $1,980.00 Yes

$0.00 Yes

$0.00 Yes




Net Revenue (Deficit) $117.75 $17.75 $117.75 $17.75 $83.75 $17.75 $83.75 $83.75 $1,383.75 $17.75 $83.75 ($1,926.25) $99.00 No

Ending Cash $117.75 $135.50 $253.25 $271.00 $354.75 $372.50 $456.25 $540.00 $1,923.75 $1,941.50 $2,025.25 $99.00 $99.00 No

98

Appendix E: Letter of Intent

(Note: The Petitioner opted for a statewide attendance zone in lieu of the original defined attendance zone; however, the letter is provided as a

matter of reference and information.)

99

2943 Keysville Rd Hephzibah, GA 30815

Phone: 706-799-5704 Email: [email protected]

January 27, 2014

Louis Erste, Director Charter Schools Division Georgia Department of Education 2053 Twin Towers East 205 Jesse Hill Jr. Drive SE Atlanta, GA 30334 Dr. Frank G. Roberson Richmond County School System 864 Broad Street Augusta, GA 30901

Re: Letter of Intent to Apply for Charter School Dear Dr. Roberson: In accordance with Georgia State Board of Education Rule 160-4-9-.04, please accept our letter of intent to apply for a charter school to be located in the Richmond County School District. It is our intent to develop a charter school that integrates best practices and research-based curriculum with dynamic learning opportunities in collaboration with local and regional partners. Our efforts are driven by our core belief that all children, through a superior school culture and support system, become self-motivated life-long learners, and are prepared to enter, compete, and succeed in secondary and postsecondary educational opportunities and careers of choice. We plan to create a superior culture and accomplish rigorous performance goals through the implementation of an educational model driven by the Guaranteed and Viable Curriculum which is a research-based and data-driven delivery model. Additionally, strong character and citizenship programs and expectations, foreign language opportunities at all grade levels, and personalized learning plans, will be integrated with the rigorous and data-driven curriculum to create a truly unique learning environment where students and the community are driven by high expectations and achievement. We anticipate an August 2015 opening with a proposed K-8 grade configuration and 900-1,200 students at full-enrollment. Sincerely, Robert Buchwitz, Founding Board Member Hephzibah Charter Academy

100

Appendix F: Insurance Coverage

101

Insurance Coverage Worker’s Compensation and Employer’s Liability Insurance: Georgia School for Innovation and the Classics shall procure and maintain Worker's Compensation and Employers Liability Insurance for all of its employees. Worker's Compensation insurance policies shall include GEORGIA under Section 3A and shall include Other States coverage and Voluntary Compensation.

Worker’s Compensation Limits: Statutory

Employers Liability Limits:

Each Accident $1,000,000

Disease - Policy Limit $1,000,000

Disease - Each Employee $1,000,000

Commercial General and Umbrella Liability Insurance: Georgia School for Innovation and the Classics shall procure and shall maintain commercial general liability (CGL) and if necessary, commercial umbrella insurance with a limit of not less than $2,000,000 each occurrence, as shall protect Georgia School for Innovation and the Classics from claims for damages for bodily injury, including accidental death, as well as from claims for property damages, which may arise from the operation of Georgia School for Innovation and the Classics. The CGL and commercial umbrella insurance shall be written on an occurrence basis. Business Auto and Umbrella Liability Insurance: Georgia School for Innovation and the Classics shall procure and maintain business automobile liability (BAP), and if necessary, commercial umbrella liability insurance with a limit of not less than $2,000,000 each occurrence. Business auto insurance shall be written on an occurrence basis. Such insurance shall cover liability arising out of any auto (including owned, hired, and non-owned autos). Property Damage Insurance: Georgia School for Innovation and the Classics shall procure and shall maintain in force property damage insurance on all of its buildings and facilities. The insurance shall apply on a replacement cost basis. The insurance required by this subparagraph shall be written to cover all risks of physical loss except those specifically excluded in the policy, and shall insure at least against the perils of fire and extended coverage, theft, vandalism, malicious mischief, and collapse. Certificates: Georgia School for Innovation and the Classics shall furnish the Georgia Charter Schools Commission with a certificate(s) of insurance, executed by a duly authorized representative of each insurer, showing compliance with the insurance requirements set forth above. The insurance certificates must provide the following information:

Name and address or authorized agent

Name and address of insured

Name of insurance company(ies)

Description of policies

Policy Number(s)

Policy Period(s)

Limits of liability

Name and address of School District as certificate holder

Signature of authorized agent

Telephone number of authorized agent

Mandatory thirty (30) day notice of cancellation/non-renewal

102

Appendix G: Conflict of Interest Forms

103

104

105

106

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