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Georgia Cyber Academy Governing Board Attendance Policy

The Board of GCA adopts the following policy, effective on the date of adoption by the Board.

Cumulative Number of Days and Hours Attendance Requirements

Per SBOE Rule 160‐5‐1‐.02, Georgia Cyber Academy students must participate in school learning activities for a minimum of 180 days per school year.

Per SBOE Rule 160‐5‐1‐.02, the minimum number of hours required per school day are as follow:

  • Kindergarten                                4.5 hours per day
  • 1st through 3rd grade                     4.5 hours per day
  • 4th through 5th grade                     5.0 hours per day
  • 6th through 12th grade                   5.5 hours per day

For Kindergarten through 12th grade, time does include Math, Social Studies, Language Arts, Science, Foreign Language, Art, PE, Music, Health, and other Elective courses, as well as, support activities such as tutoring, state testing, and Academic Support Services (per IEP). Time may also include Educational Field Trips, Testing, Counseling, Health Screenings, and extended learning time activities, however additional attendance guidelines for these activities may be outlined in the GCA District Handbook. Also, school sponsored non-instructional activities may count toward attendance hours. Additionally, 30 cumulative health hours and 60 cumulative PE hours are required per year.

For High School, time includes all courses on the approved course list as defined in State Board Rules 160‐4‐2‐.03 and 160‐4‐2‐.20 shall be counted as instructional time (Note: All GCA courses are on the approved course list). In addition, Educational Field Trips, Testing, Counseling, Health Screenings, Academic Support Services (per IEP), and extended learning time activities may be included, however additional attendance guidelines for these activities may be outlined in the GCA District Handbook. Also, school sponsored non-instructional activities may count toward attendance hours.

NOTE: Attendance hours must be logged in a timely manner in accordance with GCA procedure and guidelines. Failure to follow attendance logging procedures may result in withdrawal from GCA.

This policy may be amended at any time in order to align with federal and state laws, rules, regulations, and policies.

Resource Document Links: http://archives.doe.k12.ga.us/DMGetDocument.aspx/180%20school%20days%20and%20number% 20of%20hours%20v2.pdf?p=6CC6799F8C1371F6DD5D156891328E659C3C5FA7A3069FA875C2 D1A494E5994C&Type=D

www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/SBOE Rules/160-5-1-.02.pdf

ATTENDANCE PROTOCOL Developed by Georgia Cyber Academy

Georgia Cyber Academy Governing Board Instructional Class Engagement Policy

Adopted On: 8/16/2017   Last Reviewed On:                       Last Updated On:                                         

The Board of GCA adopts the following policy, effective on the date of adoption by the Board.

Georgia Cyber Academy provides students the opportunity for a more flexible and individualized educational environment. Unlike traditional schools, where all students are a captive audience with prescriptive start and stop times Monday through Friday in alignment with a given school calendar, virtual students may perform their work at a time that better suits their individualized schedules and personal needs. The amount of flexibility that a student has in charting their own educational path is in part dependent upon their individual performance.

Class Engagement Requirements

IMPORTANT: Students may be withdrawn from GCA for failing to abide by the following class engagement requirements. IMPORTANT: Additional rules may apply to meet NCAA requirements for athletic scholarship eligibility.

Class Engagement Requirements Handbook

Kindergarten and 1st grade Detail*

·   Satisfactory Performance (subject avg. ≥ Proficient Level (Score of 3 or 4)/ Passing) Level of Flexibility = Moderate - Students are required to attend the majority of live class connect sessions for a given subject or content area, but may substitute reviewing recordings of live class sessions when they cannot attend due to schedule conflicts provided that they are meeting assignment deadlines, maintaining an overall satisfactory or passing grade, are on track for meeting course/subject completion rate (hours/%), are demonstrating on-level or above proficiency on the reading tests, AND are demonstrating on-level or above proficiency on the MAP assessment. An individualized class participation schedule shall be discussed and formalized with the teacher to determine the actual guidelines and expectations for student participation. If a student is invited to a WIN or tutoring session, then they are required to attend or make alternate arrangements with the teacher to review a given topic. Students that fail to meet assignment deadlines, perform below grade level on Reading Test, perform below grade level on MAP, AND/OR are not on track for course completion requirements (hours/%) regardless of overall performance will be moved to the Traditional Class Structure Flexibility level for that subject.

·   Unsatisfactory Performance (subject avg. ≤ Developing Level (Score of 1 or 2)/ Failing) Level of Flexibility = Traditional Class Structure - Students that are maintaining an overall unsatisfactory or failing grade in a given subject or content area are required to attend live class connect sessions in that core subject area. If a student is invited to a WIN or tutoring session, then they are required to attend or make alternate arrangements with the teacher to review a given topic.

2nd grade - 12th Handbook Class Engagement Requirements

2nd through 12th grades Detail*

·   A Performance (Course/Subject Avg. 90 to 100+) Level of Flexibility = Full Students that are maintaining a 90 or above average in a given course/subject area, are meeting assignment deadlines, are on-track for meeting course/subject completion rate (hours/%), are demonstrating on- grade level or above proficiency on the MAP/Reading Test assessment, AND received a proficient or distinguished level rating on the prior year’s Milestones EOG/EOC Assessment in that core content area are encouraged to attend live whole class connect sessions and/or view the recorded class sessions, but they are not required to do so. However, if they perform poorly in a given lesson area (79 or below), then they are required to attend the corresponding live class connect review session or view the recording of that class connect. If a student is invited to a WIN session then they are encouraged to attend, but it is optional. If a student is invited to a tutoring session, then they are required to attend or make alternate arrangements with the teacher to review the given topic. Students with a Subject/Course Average of 90 or above that fail to meet any area of the qualifying criteria for Full Flexibility will be afforded only Extended Flexibility. Students that demonstrate below-grade level performance in a tested subject per MAP/Reading Test assessment AND/OR received Beginning Learner on the prior year’s EOG/EOC test regardless of course/subject average will be moved to the Traditional Class Structure flexibility level for that subject.

·   B Performance (Course/Subject Avg. 80 to 89) Level of Flexibility = Extended - Students that are maintaining an 80 to 89 average in a given course/subject area, are meeting assignment deadlines, are on-track for meeting course/subject completion rate (hours/%), are demonstrating on- grade level or above proficiency on the MAP/Reading Test assessment, AND received a proficient or distinguished level rating on the previous year’s Milestones EOG/EOC Assessment in that core content area are encouraged to attend live whole class connect sections in that core subject area, but they are not required to do so. However, they are required to view at least a majority of the recorded class sessions at a time that better suits their schedule. If they perform poorly in a given lesson area (79 or below), then they are required to attend the corresponding live class connect review session or view the recording of that class connect. If a student is invited to a WIN session then they are encouraged to attend, but it is optional. If a student is invited to a tutoring session, then they are required to attend or make alternate arrangements with the teacher to review the given topic. Students with a Subject/Course Average of 80 to 89 that fail to meet any area of the qualifying criteria for Extended Flexibility will be afforded only Moderate Flexibility. Students that demonstrate below-grade level performance in a tested subject per MAP/Reading Test assessment AND/OR received Beginning Learner on the prior year’s EOG/EOC tests regardless of course/subject average will be moved to the Traditional Class Structure flexibility level for that subject.

·   C+ Performance (Course/Subject Avg. 75 to 79) Level of Flexibility = Moderate - Students that are maintaining a 75 to 79 average in a given course/subject area, are meeting assignment deadlines, are on-track for meeting course/subject completion rate (hours/%), are demonstrating on-grade level or above proficiency on the MAP/Reading Test assessment, AND received a developing learner or above rating on the previous year’s Milestones EOG/EOC Assessment in that core content area are required to attend the majority of live whole class connect sessions in that core subject area, but may substitute viewing recordings of those live class sessions when they cannot attend the live sessions due to schedule conflicts. An individualized class participation schedule shall be discussed and formalized with the teacher and/or counselor to determine the actual attendance guidelines and expectations for student participation. If a student is invited to a WIN or tutoring session, then they are required to attend or make alternate arrangements with the teacher to review the given topic. Students with a Subject/Course Average of 75 to 79 that fail to meet any area of the qualifying criteria for Moderate Flexibility will be afforded only Limited Flexibility. Students that demonstrate below-grade level performance in a tested subject per MAP/Reading Test assessment AND/OR received Beginning Learner on the prior year’s EOG/EOC tests regardless of course/subject average will be moved to the Traditional Class Structure flexibility level for that subject.

·   C- Performance (Course/Subject Avg. 70 to 74) Level of Flexibility = Limited - Students that are maintaining a 70 to 74 average in a given course/subject area, are meeting assignment deadlines, are on-track for meeting course/subject completion rate (hours/%), are demonstrating at least on-grade level proficiency on the MAP/Reading Test assessment, AND received a developing learner or above rating on the previous year’s Milestones EOG/EOC Assessment in that core content area are required to attend all live whole class connect sessions in that core subject area. However, they may occasionally arrange to review a recording of those live class sessions when they cannot attend the live sessions due to a scheduling conflict provided that the teacher is aware and previous arrangements have been made. An individualized class participation schedule shall be discussed and formalized with the teacher and/or counselor to determine the actual attendance guidelines and expectations for student participation. If a student is invited to a WIN or tutoring session, then they are required to attend or make alternate arrangements with the teacher to review a given topic. Students with a Subject/Course Average of 70 to 74 that fail to meet any area of the qualifying criteria for Limited Flexibility will be afforded only Traditional Class Structure Flexibility. Students that demonstrate below-grade level performance in a tested subject per MAP/Reading Test assessment AND/ORreceived Beginning Learner on the prior year’s EOG/EOC tests regardless of course/subject average will be moved to the Traditional Class Structure flexibility level for that subject.

·   D/F/I Performance (Course/Subject Avg. 69 and Below) Level of Flexibility = Traditional Class Structure- Students that are maintaining a 69 or below average in a given course/subject area, demonstrating below-grade level proficiency on the MAP/Reading Test assessment, AND/OR received a beginning learner rating on the previous year’s Milestones EOG/EOC Assessments in that core content area are required to attend all live whole class connect sessions in that core subject area. A traditional excuse must be submitted to the teacher for all live class absences and the absence will be considered either excused or unexcused**. If a student is invited to a WIN or tutoring session, then they are required to attend or make alternate arrangements with the teacher to review a given topic.

*NOTES: 2nd and 3rd grade subjects do not have the prior year’s Milestones EOC/EOG performance level rating as part of their qualifying criteria to determine class engagement flexibility level. If a student has an IEP and class attendance is addressed, then the IEP would be the leading document governing that student’s class attendance requirements. LIFE Students are not governed by this policy.

** Traditional Class Structure Level of Flexibility Excused/Unexcused Absences from Live Class Connect Sessions Defined Students are REQUIRED to view the recordings of missed live class connect sessions, whether the lack of participation was considered excused or unexcused.

 

GEORGIA CYBER ACADEMY GOVERNING BOARD PROMOTION AND RETENTION POLICY

Adopted On: 4/18/2018    Last Reviewed On: 3/12/2019 Last Updated On:      4/24/2019    

The Board of GCA adopts the following policy, effective on the date of adoption by the Board.

Georgia Cyber Academy (“GCA”) is a charter school that is provided under O.C.G.A. Section 20-2-2065 a waiver of certain requirements of Title 20 of the Official Code of Georgia, including but not limited to the requirements of

O.C.G.A. Sections 20-2-282 through 285 regarding the retention and promotion of students. Consistent with the flexibility provided to GCA under O.C.G.A. Section 20-2-2065, GCA desires to establish an appropriate policy regarding the procedures for promotion, placement and retention of its students.

The placement or promotion of a student at GCA into a grade, class, or program shall be based on an assessment of the academic achievement of the student and a determination of the education setting in which the student is most likely to receive the instruction and other services needed in order to succeed and progress to the next higher level of academic achievement, in a manner consistent with the policy set forth below.

Georgia Cyber Academy Governing Board Student Discipline and Code of Conduct Policy

Adopted On:     April 24, 2019_ Last Reviewed On:     April 24, 2019      Last Updated On:                                                  

The Board of GCA adopts the following policy, effective on the date of adoption by the Board.

The Georgia Cyber Academy (GCA) Governing Board adopts this Student Discipline and Code of Conduct Policy to establish and implement an age-appropriate student code of conduct designed to create and sustain a learning environment that facilitates all students’ efforts to learn. Student Discipline also will be addressed, consistent with this policy, in a student code of conduct included in the District Handbook. This Policy, and the Student Code of Conduct, will comply with state law and State Board of Education Rules and will include the following:

1.      Standards for student behavior designed to create the expectation that all students will behave t in such amanner as to facilitate a learning environment for all students. The standards will encourage students to respect each other, school faculty/ staff, and any persons attending school functions, and to motivate students to obey student behavior policies adopted by this Board and to obey student behavior rules established at each school.

2.      Student support processes designed to consider, as appropriate, considering the severity of the behavioral problem, support services available at each school, the district and other public entities or community organizations which may assist students to address behavioral problems.

3.      Progressive discipline processes designed to create the expectation that the degree of discipline imposed will be in proportion to the severity of the behavior leading to the discipline and will consider the previous discipline history of the student and other relevant factors, while ensuring that each student receives the due process mandated by federal and state law.

4.      Parental involvement processes designed to enable parents, guardians, teachers and school administrators to work together to improve and enhance student behavior and academic performance. The process should enable parents, guardians and school employees to communicate freely their concerns about student behaviors which detract from the learning environment.

The code of conduct will require disciplinary action for infractions of the code and will include the disciplinary process required by Georgia statute and a hearing officer that meets the training requirements included in O.C.G.A. § 20-2-759 and State Board of Education (SBOE) rule 160-4-8-.15.

The student code of conduct will be distributed to each student at the beginning of the school year and upon enrollment of each new student. The parents/guardians will be requested to sign an acknowledgment of the receipt of the code of conduct and promptly return the acknowledgment to the school.

 

COMPLAINT PROCEDURES

Complaints: Every Student Succeeds Act (ESSA)

Complainants are expected to address complaints or grievances beginning at the school level with the teacher first and then the administration. Central Office personnel should be contacted next, should parents feel the issues have not been resolved. Conference forms, notes and minutes are kept on file as documentation of the issues.

Complaint procedures under the Every Student Succeeds Act (ESSA) are available from the Georgia Cyber Academy Executive Director, Mike Kooi. The complaint procedures describe grounds for complaints, federal programs for which complaints can be filed, information on filing and investigation of a complaint, as well as rights to appeal. The address to which complaints should be filed is included in the procedure. Information regarding complaint procedures is distributed annually to school administrators to share with staff. Copies are also kept on file in each school’s front office.

Grounds for An ESSA Complaint

Any individual, organization or agency (complainant) may file a complaint with Georgia Cyber Academy’s Board of Directors if that individual, organization or agency believes and alleges that a violation of Federal Statute or Federal Regulation that applies to a program under ESSA has occurred. The complaint must allege a violation that occurred not more than one (1) year prior to the date that the complaint is received, unless a longer period is reasonable because the violation is considered systemic or ongoing.

Federal Programs for Which Complaints Can Be Filed

·        Title I, Part A

·        Title 1, School Improvement Grant (SIG) 1003 (a)

·        Title I, Part C

·        Title I, Part D

·        Title II, Part A

·        Title III, Part A

·        Title VI, Part B

·        Title IX

·        McKinney-Vento Act

Complaints originating at the local level as a part of its assurances within ESSA program grant applications and pursuant to Section 9306 of ESSA, an LEA accepting federal funds must have local written procedures for the receipt and resolution of complaints alleging violations of law in the administration of covered programs.

Therefore, a complaint should not be filed with the Georgia Department of Education until every effort has been made to resolve though local written complaint procedures. If the complainant has tried to file a complaint with Georgia Cyber Academy to no avail, the complainant must provide the Georgia Department of Education with written evidence of their attempt to resolve the issue with Georgia Cyber Academy.

All Other Complaint Procedures

A.   Students, parents/guardians, and any other individual who may have a complaint should address it first at the school level (for example, a complaint about a classroom-related matter should first be addressed with the teacher) and then with school administration. If the complaining party believes the issues have not been resolved by school administration, he or she should send a formal complaint as described in this procedure to the general counsel for the Georgia Cyber Academy (the “School”) Board, whose information is provided below.

B.  Conference forms/notes/minutes are kept on file as documentation of the issues.

C. Students, parents/guardians, and any other individual may file a complaint with the Georgia Cyber Academy Board if he or she believes and alleges that a violation of state law or regulation has occurred. The complaint must allege a violation that occurred not more than one (1) year prior to the date that the complaint is received unless a longer period is reasonable because the violation is considered systemic or ongoing.

D.  A formal complaint must be filed in writing and signed by the complainant. The complaint must include the following:

1.  Complainant’s name, contact information, and relationship to the School.

2.  A statement that the School has violated a requirement of state law or regulation.

3.  The date on which the violation occurred.

4.  A description or explanation or the alleged violation.

5.  The names and contact information of individuals who can provide additional information.

6.  Copies of all applicable documents supporting the complainant’s allegations.

E.  The complaint must be delivered electronically to Georgia Cyber Academy Board Counsel, Alexa Ross, and Board Chair, Kenneth Tennyson:

Alexa Ross, Esq. ROBBINS ROSS ALLOY BELINFANTE LITTLEFIELD LLC aross@robbinsfirm.com

Kenneth Tennyson, Georgia Cyber Academy Board Chair: ktennyson@georgiacyber.org

 F. For a complaint directed to the Board, within ten (10) business days of receipt of the complaint, the Board or Board Designee will issue a Letter of Acknowledgement tothe complainant confirming that the complaint has been received and informing the complainant as to additional information needed, the ways in which the Board will investigate the complaint, and any other pertinent information. The complainant will promptly and in writing inform the Board of whether he or she will provide additional information and otherwise respond to the Board’s Letter of Acknowledgement.

If additional information or an investigation is necessary, the School, through the Board, will complete its investigation and issue a Letter of Findings within 60 calendar days of receiving all requested information from the complainant or notice that the complainant has provided all information of which he or she is aware.

If a violation has been found, the School, by and through the Board, will take corrective action as promptly as reasonably possible and in no event later than 60 days from the date of the Letter of Findings.

G.  If the complaint is not resolved at the Board level, the complainant has the right to request review of the Board’s decision by the Georgia State Charter Schools Commission (“SCSC”). The Board will upon request provide the complainant with the information needed to request SCSC review.

Discrimination Notices

NON-DISCRIMINATION POLICY

Georgia Cyber Academy shall not discriminate in their educational programs, activities or employment practices based on race, color national origin, sex, disability, age, religion, ancestry or any other legally protected classification. This policy is in accordance with state and federal laws, including Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, the Americans with Disabilities Act of 1990 and the Georgia Cyber Academy Human Relations Act.

Information relative to special accommodation, grievance procedure and the designated responsible official for compliance with Title VI, Title IX and Section 504 may be obtained by contacting: Mike Kooi, Executive Director at mkooi@georgiacyber.org

GCA is committed to creating a safe, healthy learning environment for all students that enhances personal safety and encourages respect, dignity, and equality among students. GCA complies with the following laws:

NON-DISCRIMINATION

(Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Title II, Sec 504 of the Rehabilitation Act of 1973, Age Discrimination Act of 1975, The Americans with Disabilities Act of 1990, and the Boy Scouts of America Equal Access Act of 2001)

The Georgia Cyber Academy (GCA) Board of Directors is committed to providing a working and learning environment free from discrimination, harassment, intimidation and bullying.

In accordance with federal and state laws and local policy, the GCA Board of Directors prohibits the acts of discrimination, harassment, intimidation, bullying, and exclusion towards any individual on the basis of the individual's actual or perceived sex, sexual orientation, gender, gender identity, gender expression, race or ethnicity, ethnic group identification, ancestry, nationality, national origin, religion, color, mental or physical disability, age, alienage, veteran status, parental status, family status, or marital status in admission or access to its programs, facilities, services, activities, employment opportunities, or any aspect of operations. GCA provides equal access and opportunity to the Boy Scouts of America and other designated (outside) youth or community groups to meet on school premises or in school facilities, and prohibits discrimination, harassment, intimidation, bullying, and exclusion towards any individual or group officially affiliated with the Boy Scouts of America or other designated (outside) youth groups listed in Title 36 of the United States Code as a patriotic society.

If students and/or parents have concerns, then they should bring such concerns, in writing, to the attention of their grade band principal. If employees have concerns, then they should bring such concerns, in writing, to the attention of their immediate supervisor. The following persons have been designated to handle inquiries and concerns regarding the Board's non-discrimination policies:

Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, or national origin.

Title IX of the Education Amendments of 1972 prohibits discrimination on the basis of sex. Title IX also prohibits gender- based harassment, which may include acts of verbal, nonverbal, or physical aggression, intimidation, or hostility based on sex or sex-stereotyping, even if those acts do not Monitor for GCA involve conduct of a sexual nature.

The Age Discrimination Act of 1975 prohibits discrimination on the basis of age.

Title II of the Americans with Disabilities Act of 1990 prohibits discrimination on the basis of disability, and Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of disability.

GCA has designated the following individual to investigate alleged violations of Title VI, Title IX, Age Discrimination Act, Title II of the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973:

 Mike Kooi Executive Director

Office: 404-334-4790 Fax: 404-684-8816

Georgia Cyber Academy also complies with the Individuals with Disabilities Education Act ("IDEA").

GCA has designated the following individual to investigate alleged violations of Individuals with Disabilities Education Act ("IDEA"):

Veronica Crenshaw

Office: 404-334-4790 Fax: 404-684-8816

Under the Boy Scouts of America Equal Access Act, no public elementary school or state or local education agency that provides an opportunity for one or more outside youth or community groups to meet on school premises or in school facilities before or after school hours shall deny equal access or a fair opportunity to meet to, or discriminate against, any group officially affiliated with the Boy Scouts of America, or any other youth group listed in Title 36 of the United States Code as a patriotic society.

The following individual has been designated to investigate alleged violations of the Boy Scouts of America Equal Access Act:

Mike Kooi Executive Director

Office: 404-334-4790 Fax: 404-684-8816

REPORTING DISCRIMINATION

Any person who believes that he or she has been the victim of discrimination should report the alleged discrimination within thirty (30) days of the occurrence by:

·       Email

·       Fax

·       Telephone

·       Sending a letter by mail

·       Filing a complaint in person

Once a complaint has been made, designated personnel will begin an investigation, track progress, and determine whether the alleged conduct constitutes a violation of Title VI, Title IX, Title II, Section 504, the Age Discrimination Act , or the Boy Scouts Equal Access Act, and take appropriate action.

Discrimination complaints may be submitted to the GCA Head of School by email, telephone/fax, mail, or in- person.

STUDENT COMPLAINTS:

Angela Lassetter GCA Head of School alassetter@georgiacyber.org

Office: 404-334-4790 Fax: 404-684-8816

PERSONNEL COMPLAINTS:

Angela Lassetter GCA Head of School alassetter@georgiacyber.org

Office: 404-334-4790 Fax: 404-684-8816

For further information from the Office of Civil Rights (OCR) on notices of non-discrimination, call 1-800-421-3481 or visit https://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the address and phone number of the office that serves your area.