Charter School Petition Application and Instructions

Conversion Charter School (including High School Clusters)

“The mission of the Georgia Public Charter Schools Division Charter Schools Program is to 2053 Twin Towers East increase student achievement 205 Jesse Hill Jr. Drive, SE through academic and Atlanta, Georgia 30334 organizational innovation by 404-657-0515 (phone) encouraging local school districts to 404-657-6978 (fax) utilize the flexibility offered by http://public.doe.k12.ga.us/pea_charter.aspx chartering.”

Wynnton Arts Academy, Columbus, GA May 2008 1

C. Application Checklist

ALL APPLICANTS: Be sure that you have included each of the following as part of your petition application. All applicants must submit an ORIGINAL and TWO COPIES of each of the materials listed below, unless otherwise indicated.

‰ Charter Petition Cover Pages (original and two copies) (form attached below) ‰ Executive Summary (original and two copies) (instructions attached below) ‰ Charter Petition Checklist (original and two copies) (form attached below) ‰ Charter Petition (original and two copies) ‰ Charter Petition on CD, in Microsoft Word or .pdf format (one copy) ‰ Copy of Letter of Intent submitted to the local board of education and the State Board of Education (three copies) ‰ Any other documents necessary to respond to charter petition requirements (e.g., appendices) (original and two copies) ‰ RENEWAL APPLICANTS ONLY: A redlined version of the charter petition showing all additions and deletions (original and two copies)

Applicants must send or deliver completed applications to:

Georgia Department of Education Charter Schools Division 2053 Twin Towers East 205 Jesse Hill Jr. Drive, SE Atlanta, Georgia 30334

Wynnton Arts Academy, Columbus, GA May 2008 2 Conversion Charter Petition Cover Pages

This form is for use by an existing public school seeking to convert to a charter school. Applicants must attach these petition cover pages (pages 4 to 15 of the application) to the front of the petition.

Part I. Charter School Information

Check one: x New Petition  Renewal Petition

Name of Proposed Charter School Wynnton Arts Academy______

Local School System ____Muscogee County School District______

School address 2303 Wynnton Road, Columbus, Georgia 31906

School contact person Nancy Johnson Principal Name Title

Address of school contact 2303 Wynnton Road, Columbus, Georgia 31906

Telephone number of school contact (706) 748-3147 ____

Fax number of school contact (706) 748-3151

E-mail address of school contact [email protected]

Grade Levels Served _____Pre-K - 5______Ages Served ______4-12______Proposed Opening/Renewal Date ___8/1/09____ Proposed Charter Term ____10 years______

Wynnton Arts Academy, Columbus, GA May 2008 3 For each year of the proposed charter term, please indicate in the table below the number of pupils the charter school plans to serve.

K 1 2 3 4 5 6 7 8 9 10 11 12 Total Yr 1 60 80 60 80 80 60 420 Yr 2 60 80 60 80 80 60 420 Yr 3 60 80 60 80 80 60 420 Yr 4 60 80 60 80 80 60 420 Yr 5 60 80 60 80 80 60 420 Yr 6 60 80 60 80 80 60 420 Yr 7 60 80 60 80 80 60 420 Yr 8 60 80 60 80 80 60 420 Yr 9 60 80 60 80 80 60 420 Yr 10 60 80 60 80 80 60 420

Is this school currently in, or has it ever been, in Needs Improvement status under NCLB?  No X Yes If so, when? 1999-2000 through 2004-2005 (6 years)

Wynnton Arts Academy, Columbus, GA May 2008 4 Part II. Assurances and Signatures

1. This petition has been agreed to, by secret ballot, by a majority of the faculty and instructional staff members at a meeting called with two weeks’ advance notice during which time a complete petition draft was available for review.

Date of Vote February 7, 2005

Total Number of Faculty and Instructional Staff 43

Number Approving __43__ Percent Approving _100%___

Number Disapproving __0__ Percent Disapproving _0%

______Principal’s Signature Date

2. This petition has been agreed to, by secret ballot, by a majority of the parents or guardians of the students enrolled in the school who were present at a meeting called for the purpose of deciding whether to submit the petition. Two weeks’ advance notice of the meeting was published during which time a complete petition draft was available for review.

Date of Meeting October 13, 2005

Total Number of Parents Attending Meeting 127

Number Approving 119 Percent Approving 94%

Number Disapproving ___8___ Percent Disapproving __6%_

______Principal’s Signature Date

Wynnton Arts Academy, Columbus, GA May 2008 5 3. This charter petition was approved by the Board of Education on ______. Date

______Superintendent Date

______Chair, Local Board of Education Date

4. Petitioner(s) assure(s) that the proposed charter school programs, services, and activities will operate in accordance with the terms of the Charter and all applicable federal, state, and local laws, rules, and regulations.

______Authorized Representative, Charter School Date

Page 4 of 5

Wynnton Arts Academy, Columbus, GA May 2008 6 Part III. Executive Summary Please provide an executive summary of the charter petition. The executive summary for a new charter school petition should be no more than (2) pages in length. The executive summary for a renewal charter school Petition ma y exceed two pages.

The executive summary should follow the general format set forth below:

Basic Information:

Charter School Name: Wynnton Arts Academy Type: Conversion

Approved by the Muscogee County School District on ______.

Mission

The Mission of Wynnton Arts Academy is to continue our tradition of excellence in education through the positive interaction of students, staff, parents and community in order to prepare for successful living by igniting the desire for life long learning through immersion in the Arts.

Academic Program

Strategies to increase student achievement: The academic program of Wynnton Arts Academy is aligned with the mission and vision of the school. To educate our students and integrate the arts within the curriculum, Wynnton Arts Academy has the following performance objectives:

• To improve reading skills • To improve writing and communication skills • To improve inquiry and mathematical skills • To improve social and peer interactions through the implementation of fine arts • To raise student self-esteem • To improve community involvement and support of the Arts.

Examples of organizational innovation: The goals and objectives of the academic program will be met through the integration of the arts throughout the curriculum and in the extended day program by following the

Wynnton Arts Academy, Columbus, GA May 2008 7 guidelines set forth in the Georgia Performance Standards (GPS) and the National Standards for Art Education.

Wynnton Arts Academy is a Title I School wide Program school that experienced six years of Needs Improvement status. As required by the No Child Left Behind Law, the faculty, staff, and stakeholders designed a plan to improve student achievement based on an arts integration model. In 2003-2004, prior to implementation of Arts Integration, 73% of students in the “All” category met or exceeded standards in English/Language Arts. Spring 2007 CRCT test scores demonstrated that 81.6% of our students met/exceeded standards. With respect to sub groups, black students increased their scores by 5.9%, students with disabilities increased their scores by 35.9%, and economically disadvantaged students increased their performance by 7%. ESOL students are classified as too few to measure as a sub group, although teacher analysis indicates that their scores improved significantly as well. In the area of mathematics, improvement in the “All” category increased from 66% to 75.9%. Sub- group performances also increased, as is demonstrated by black students (3.8% increase), students with disabilities (41.4% increase), and economically disadvantaged (10% increase). Again, ESOL students are classified as too few to measure as a sub group, but teacher analysis indicated significant improvement. This resulted in removal from the Needs Improvement status. The school has now achieved AYP (Adequate Yearly Progress) for the past three years.

Organization Examples of organizational innovation: Wynnton Arts Academy is and will continue to be governed by the Wynnton Arts Governance Board, not undermining the guidelines set forth by the Muscogee County School District and the state of Georgia

The community supports the charter petition. PTA members approved the request for a charter during a meeting at the beginning of the 2005-2006 school year. 100% of faculty and staff supported the charter petition.

Operated by Education Management Organization: No

Evidence of the petition being in the “public interest”: The Arts Integration Model incorporates drama, music, art, and dance into the existing curriculum. The Fine Arts instructors collaborate with classroom teachers to enhance instruction. In addition the students participate in one fine art class Monday through Thursday. On Friday thirty minute specialty classes are offered to small groups to perfect an art skill. It is in the public interest to produce students who can contribute to the community as a whole. Stake holders were surveyed, interviewed, and participated in all facets of the charter application development. Parents overwhelmingly supported our pursuit to become a Charter School. Parent and community volunteers were interviewed in order to gain a better understanding of how we can better support them in their efforts to support the students and teachers at Wynnton Arts Academy.

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Wynnton Arts Academy, Columbus, GA May 2008 11

Wynnton Arts Academy, Columbus, GA May 2008 12

Wynnton Arts Academy, Columbus, GA May 2008 13 LETTER OF INTENT

Submitted to the Muscogee County School District in April 2005.

On April 25, 2005, upon motion of Mr. Wells, seconded by Mr. Walker, the Board unanimously approved Wynnton Elementary to apply for a charter school planning grant.

Wynnton Arts Academy, Columbus, GA May 2008 14

Wynnton Arts Academy Charter School Petition

2303 Wynnton Road Columbus, Georgia 31906

A Muscogee County School

POWER OF THE ARTS

Primary Contact: Nancy C. Johnson, Principal Wynnton Arts Academy 2303 Wynnton Road Columbus, Georgia 31906 (706) 748-3147

Wynnton Arts Academy, Columbus, GA May 2008 15 (706) 748-3151 Fax [email protected]

Wynnton Arts Academy Charter School Petition

Table of Contents

Table of Contents ……………………………………………………………………... 16 Wynnton Arts Academy Charter School Petition . .. ……………………………….… 19

APPENDIX A ……………………………………………………………………….. 30 History of Wynnton Arts Academy ……………………………………………..… 30 Rationale …………………………………………………………………………... 31 Vision for Educating Students …………………………………………………… 32 Vision for Enrichment …………………………………………………………….. 33

APPENDIX B Mission ……………………………………………………………………………… 34 Beliefs ……………………………………………………………………………… 34 Priorities ……………………………………………………………………………... 34

APPENDIX C Code of Conduct …………………………………………………………………….. 35 Student Behavior Plan ………………………………………………………………. .36

APPENDIX D Personnel Policies …………………………………………………………………… 51 Current Employees ……………………………………………………………. 51 Future Employees ……………………………………………………………… 51 Evaluations ……………………………………………………………….……. 53 Calendar …………………………………………………………………….….. 53 Payroll Services …………………………………………………………….….. 53

APPENDIX E Dress Code Policy ………………………………………………………….……… 54

APPENDIX F Teacher/Parent/Student Compact ..…………………………………………………… 55 Attendance Policy …………………………………………………………………….56

APPENDIX G Class Schedules ……………………………………………………………………… 57 Annual Schedule ………………………………………………...... 58

Wynnton Arts Academy, Columbus, GA May 2008 16 APPENDIX H Measurable Objectives ...... 60 National Standards K-5……………………………………………………………...... 61 Drama ………..…………….………………………………………………………..61 Visual Arts ……………………………………………………………………...…. 63 Music ………………………………………………………………………………. 64 Dance ………………………………………………………………………………. 65 Arts Performance Rubrics ………………………………………..……………… .. 69 Music ……………………………………………………………………………69 Visual Arts ……………………………………………………………………... 72 Dance …………………………………………………………………………... 74 Drama …………………………………………………………………………...76 Use of Assessment Data…………………………………………………………78 APPENDIX I Finances ……………………………………………………………………………… 79 Funding …………………………………………………………………………….. 79 Financial Policies …………………………………………………………………... 79 Financial Plan for the First Fiscal Year ……………………………………………. 80 Other Sources of Income…………………………………………………………… 80 APPENDIX J Waivers ………………………………………………………………………………. 81 State Waivers ………………………………………………………………………. 81 County Waivers ……………………………………………………………………. 81 APPENDIX K Family Arts Association ………………………………………………………...…..83 APPENDIX L Family Literacy Program ……………………………………………………………84 APPENDIX M School Improvement Plan: Goals and Strategies ……………………………….…..85 Reading …………………………………………………………………………….. 85 Writing……………………………………………………………………………… 88 Math . . ………………………………………………………………………………91 APPENDIX N MCSD Wage Scale ...... 94 APPENDIX O Charter School Application ...... 95 Attachment 1 Five Year Budget Projections ……………………………………………………….. .97 Attachment 2 Monthly Cash Flow Budget …………………………………………………………. .98 Attachment 3 Certificate of Completion ……………………………………………………………. .99 Attachment 4 Certificate of Occupancy ……………………………………………………………. 100 Attachment 5 Certificate of Coverage ……………………………………………………………… 102

Wynnton Arts Academy, Columbus, GA May 2008 17 Attachment 6 Per Pupil Allocation …………………………………………………………………. 103 Attachment 7 Comparative Statement of Net Assets ………………………………………………. 104 Attachment 8 General Fund Revenues-Last Ten Fiscal Years ……………………………………....105

Wynnton Arts Academy, Columbus, GA May 2008 18

Wynnton Arts Academy Charter School Petition

1. Control and Management: Wynnton Arts Academy shall be subject to the control and management of the Muscogee County Board of Education as provided herein and in a manner consistent with the Charter School Act of 1998 and the Constitution of the State of Georgia.

2. Public School: Wynnton Arts Academy shall be a public, nonsectarian, nonreligious, nonprofit school organized and operated under the laws of the State of Georgia, which is not home based and which shall be located in the facility listed herein.

3. Educational Program: Wynnton Arts Academy shall serve the students and community by integrating the arts into the curriculum; thereby providing a multi-dimensional education which will ensure that learning is nurtured, well rounded and a solid foundation for the future. (See APPENDIX K)

APPENDIX A describes an overview of the school’s History and Rationale for request of the charter.

APPENDIX B gives the Mission, Beliefs, and Priorities of our school.

APPENDIX C addresses the Wynnton Discipline Plan and Code of Conduct.

APPENDIX D outlines the Personnel Policy.

APPENDIX E describes the Dress Code Policy for students.

APPENDIX F outlines the Parent/Student Contract and Attendance Policy.

APPENDIX G gives a basic outline of Class Schedules.

APPENDIX H lists the National Standards for Drama, Art, Music, and Dance, Performance Checklists and Rubrics

APPENDIX I gives a brief description of Wynnton Arts Academy’s Finances.

APPENDIX J details the Waivers associated with the Extension Program.

APPENDIX K gives a brief description of the Family Arts Association.

APPENDIX L describes the Family Literacy Program

Wynnton Arts Academy, Columbus, GA May 2008 19 APPENDIX M. details the School Improvement Plan: Goals and Strategies

APPENDIX N provides the MCSD Wage Scale

APPENDIX O is the Charter School Application

Stakeholders: This Charter will enable us to better meet community needs and generate greater community involvement by making parents/guardians active participants in all aspects of their children’s education. A variety of educational programs and extra curricular activities will be carefully planned to bring students, families, faculty, and community together to enhance the learning process.

One of the goals of the Charter is for every Wynnton parent to become active in school, and to take part in their child’s education. See Teacher/Parent/Student Compact (APPENDIX F).

Wynnton has received overwhelming support from the local arts organizations and artisans. The Columbus Museum, Columbus State University Music and Theater Departments, the Springer Opera House, The Columbus River Center, The Midtown Project, The Columbus Public Library, The Columbus Ballet, The Columbus Symphony, The Liberty Theater, and the Wynnton Arts Foundation have been instrumental in encouraging and supporting the vision for an elementary fine arts school. By utilizing the Art resources available in Columbus, students will be provided with exemplary instruction and support in the Fine Arts Curriculum. Use of the resources is integrated by the Arts Coordinator to assure that students and their families have access to the rich resources that are available locally. Wynnton’s central location is ideal for collaboration with all Columbus Arts facilities. Support has been and will be provided by Wynnton’s current Partners in Education, the Junior League of Columbus, and Wynnton United Methodist Church. Additional support has been and will be provided by the Wynnton Alumni Society. Members from these groups play a significant role in the design of the charter petition.

Stakeholder Involvements: Each grade level selected one teacher to represent them on the Wynnton Art Design Team. These grade level representatives have been instrumental in the research, school design, program design, and curriculum components. The Wynnton Arts Design Team are members of the stakeholder group drafting the Charter Petition.

Parents were represented on the Charter Design Team and participated in workshops to further their understanding of the Charter process and the concept of Arts Integration. Parents will continue to have opportunities to become familiar with the area community Arts resources through planned parent workshops and tours of the various Arts facilities as outlined above.

Wynnton Arts Academy, Columbus, GA May 2008 20

The Team was directly responsible for developing the petition in its entirety.

4. Grades and Schedule: Wynnton Arts Academy shall provide instruction to pupils in grades Pre-K through five, according to the schedule attached hereto for informational purposes only as APPENDIX G. The range in ages of students of Wynnton Arts Academy shall be four through twelve. 5. Attendance Zone: The attendance zone is determined by the Muscogee County School District Board of Education. 6. Enrollment and Attendance Information: All students in the Wynnton Arts Academy attendance zone will be eligible to attend Wynnton Arts Academy. The school will admit students from outside its attendance zone, and if there are more applicants than open spaces, a random lottery will be conducted to admit students to the charter school. The only enrollment preferences for students outside the attendance zone are the siblings of students currently enrolled in the school, students whose parent or guardian is a member of the governing board of the school, or is a full time teacher, paraprofessional, or other employee of the school district. Students assigned to Wynnton Arts Academy due to hardship will be accepted . Students with disabilities will be admitted when assigned by Programs for Exceptional students to identified programs. 7. Non Discrimination: Wynnton Arts Academy shall not discriminate against students on the basis of race, creed, disability, color, origin, gender, national origin, religion, or ancestry, or for special educational services. This will be accomplished by: (a). implementing an application that is entirely non-discriminatory; (b) advertising through a variety of media, including the Columbus Ledger- Enquirer, The Columbus Times, Eco-Latino, The Bayonet, etc., and (c) school district and Midtown, Inc. web-sites. 8. Students Served: Wynnton Arts Academy serves students from pre K through 5th grade including students with disabilities in the areas of mental retardation (mildly, moderately, and severe-profound), specific learning disabilities, hearing impaired, orthopedically handicapped, speech and behavior disorders. This also includes resource and self contained students. Wynnton also serves numerous ESOL students and gifted students in addition to the traditional population. State and Federally mandated services will be provided by highly qualified special education teachers and ESOL teachers both in traditional classrooms and in self-contained classrooms. SBOE Rule 160-4-5-.03 states that any school in Needs Improvement (NI) will provide supplemental educational services. At the current time, Wynnton Arts Academy is not in Needs Improvement status, and has achieved AYP for the last three years. Should the school fall into the Needs Improvement category, supplemental educational services will be provided as required by law. SBOE rules 160-4-5- .03 and 160-4-5-.01 require remediation be provided for schools in Needs Improvement. Again, since Wynnton Arts Academy is not in NI, remediation

Wynnton Arts Academy, Columbus, GA May 2008 21 is not provided at this time, however, should the school fall into NI status, remediation will be provided as required by law. The charter school shall comply with all federal, special education laws and regulations, including Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act, and the Individuals with Disabilities in Education Act. Every child at Wynnton Arts Academy will be exposed to the gifted and talented approaches to learning through the Arts Integration Model. Students will work independently and in groups to develop the skills needed to acquire and learn the knowledge identified in the state’s performance standards. They also will develop the skills to problem solve, reason, communicate, and make connections with other information. Students will demonstrate their accomplishments through a combination of tests, writings, presentations, classroom participation, and individual interactions as deemed appropriate by the classroom teacher. They will keep a portfolio of their work to document progress and to give teachers, administrators and parents an additional assessment of their skill development. All students currently served in pull-out programs will continue to have those quality services. Gifted and talented students will be pulled out to attend St. Elmo Gifted Center one day per week.

9. Student Withdrawal: A student who resides outside our attendance zone may withdraw without penalty from Wynnton Arts Academy at any time. However, if a student within our attendance zone moves outside of our area and still wishes to attend Wynnton Arts Academy, the student could continue to attend the charter school by submitting an application and participating in the open enrollment and lottery process.

10. School Evaluation Procedures: An annual report will be prepared and provided to stakeholders including parents or guardians of students attending Wynnton Arts Academy, the community, the Wynnton Arts Academy Local School Council, Wynnton Family Action Support Team, the Muscogee County Board of Education, and the Georgia State Board of Education, by July 1st of each year. The Annual Report will indicate the progress made in the previous year in meeting the performance-based goals identified in the charter and include all state-mandated assessment scores and state-mandated accountability indicators. The charter school will by October 1, submit an annual report complying by all requirements set out in O.C.G.A. § 20-2- 2067.1(c)(1)-(6). This annual report will include all State-mandated assessment and accountability scores.

11. Transportation: Transportation will be provided for students based on Muscogee County School District Transportation Policy.

12. Food Service: Food services will be provided by the Muscogee County School District Nutrition Department. Qualified students will continue to be eligible for the free or reduced lunch and breakfast program. Any extended

Wynnton Arts Academy, Columbus, GA May 2008 22 day activities would be contracted out to Muscogee County School District Food Nutrition Department or a third party.

13. Governance and Operation: The Charter School shall utilize the Local School Council as the governance/policymaking board, which shall be subject to the provisions of O.C.G.A. 50-14-1 et seq. (Open and Public Meetings) and O.C.G.A. 50-18-70 et seq. (Inspection of Public Records). The role, function, and composition of the board shall be as follows:

The composition of the Wynnton Arts Academy Local School Council/Governance Board will be: the Principal, a member of the Wynnton Arts Foundation, a member of the Wynnton Alumni Association, two Parent Representatives (one of which must be the Chairperson of the Family Arts Association (See Appendix K)), a member from the local business community, the Fine Arts Coordinator, and the Family Literacy Coordinator, two teachers (one from Pre-K through 2nd grade, and one from 3rd through 5th grade), and a paraprofessional. These members will be selected and will serve in accordance with state of Georgia Local School Council rules and regulations. Should it become necessary for a member to be removed form the Council/Board or is unable to serve, they will be removed in accordance with Georgia state regulations for Local School Councils.

The function and duties of the Wynnton Arts Academy Governance Board will be that of an advisory organization, and will include upholding the school’s mission and vision by participating in school functions, and assuming leadership roles. The performance of the principal will be evaluated in accordance with the policies of the Muscogee County School District. The Local School Council/Governing Board will review organizational planning on a quarterly basis, and make suggestions for improvement as they deem necessary. The Council/Board has expressed a strong interest in assisting with the various fund raising projects that assist in sustaining the school. The Principal shall be the chairperson. The Secretary will be elected from the Wynnton Arts Academy Governance Board with each member having equal input.

Resolution of grievances, conflicts, and other associated matters will occur in compliance with the policies of the Muscogee County School District. The policy for the MCSD for employees is:

In order to provide the best possible educational climate and program for the Muscogee County School District, and to establish harmonious and effective relationships among those working toward this goal, administrative review procedures are established to resolve satisfactorily individual differences which would tend to unsettle or undermine the effective functioning of the school system. School District employees are encouraged to solve difficulties and problems informally within the school or department.

Wynnton Arts Academy, Columbus, GA May 2008 23

DEFINITIONS

"Complaint" means a claim by any full-time employee of any local unit of administration who is substantially affected in his or her employment relationship by an alleged violation of statutes, policies, rules, or regulations or written agreements with which the Muscogee County School District is required to comply. Full-time employees are not temporary employees such as substitute teachers and part-time workers.

"Central Office Administrator" means the local School System Superintendent or the director of a Regional Education Service Agency (RESA). The Library Director will serve as the Central Office Administrator for library employees.

"Local Unit of Administration" means the local Board of Education or the local board of control of a RESA. The Muscogee County Library Board will serve as the Local Unit of Administration for library employees.

"Administrator" means the individual at each level, if applicable, designated by the local unit of administration to preside over and make decisions with respect to complaints.

PURPOSE

The purpose of administrative review procedures is to secure, at the lowest possible administrative or supervisory level, proper and equitable solutions to complaints and to guarantee orderly succession of procedures within which solutions may be pursued. It shall be incumbent upon all district employees to follow these procedures to settle their complaints. This process shall: • Ensure that a complaint is considered fairly, with all due speed, and without prejudice or reprisal to the aggrieved person.

• Encourage employee expression regarding conditions that affect him/her.

• Provide a specific procedure which will facilitate the understanding of district policies.

• Build confidence in the sincerity and integrity of the procedure as a means to establish the facts upon which a complaint is based and come to a fair conclusion.

NATURE OF APPEALS

A. Performance ratings contained in personnel evaluations and professional development plans pursuant to O.C.G.A. 20-2-210 and job performance shall not be subject to complaint under the provisions of this policy. The termination, non-

Wynnton Arts Academy, Columbus, GA May 2008 24 renewal, demotion, suspension, or reprimand of any employee, as set forth in O.C.G.A 20-2-240 et. seq., and the revocation, suspension or denial of certificates of any employee, as set forth O.C.G.A 20-2-940 et. seq., and the revocation, suspension, or denial of certificates of any employee, as set forth in O.C.G.A 20- 2-790 et. seq., shall not be subject to complaint under the provisions of this policy.

B. A certified employee who chooses to appeal under Code Section 20-2-1160 shall be barred from pursuing the same complaint under this policy.

PROCEDURE

1. Since it is important to a good relationship that complaints be processed as rapidly as possible, every effort will be made by all parties to expedite the following process.

2. A complaint by the employee at the initial level shall be in writing, clearly stating the intent to access the complaints' policy and specifically setting forth the statute, policy, rule, or regulation or written agreement of the local unit of administration that is alleged to have been violated or with which the Local Unit of Administration has failed to comply. All employees must request in writing successive levels of review.

3. The complainant shall be entitled to file a complaint within ten (10) days from the most recent incident upon which the complaint was based. The complainant shall have ten (10) days to file an appeal at any level up to and including the Local Unit of Administration. The total time frame shall not exceed sixty (60) days from the initiation of the complaint until notification to the complainant of the decision rendered by the Local Unit of Administration.

If a decision at one level is not appealed to the next level of the procedure within the time limit specified, the complaint will be deemed to be discontinued and further appeal shall be barred; however, another complaint may be submitted upon reoccurrence.

4. Each decision is to be made in writing and dated. Each decision shall contain findings of fact and reasons for the particular resolution reached. The decision reached at each complaint level shall be sent to the complainant by mail or hand- delivered by a person designated by the Superintendent at the time specified below by not later than twenty (20) days of the decision.

5. The failure of an administrator to communicate a decision to the employee within the specified time limit shall permit the employee to proceed to the next step in the administration review procedures.

Wynnton Arts Academy, Columbus, GA May 2008 25 6. At any level below the Central Office Administrator, neither the administrator nor the complainant shall have a representative (legal or nonlegal) present to assist or make the presentation. At the Central Office Administration and at the Local Unit of Administration level, the complainant shall be entitled to have an individual of his or her choice present to assist or make the presentation. At the Local Unit of Administration level nothing shall prevent the local unit from having an attorney present to serve as a law officer who shall rule on issues of law and who shall not participate in the presentation of the case for the administrator or the complainant.

7. An accurate record of the proceedings shall be kept at each level. The proceedings shall be recorded by mechanical means, preserving all evidence. These shall be made available at all times to the parties involved. The presence of a third person at any level below the Central Office Administrator or Local Unit of Administration level is not permitted.

8. Written notice, as hereinafter set forth, shall be given to the complainant of each hearing at each level by hand delivery or by sending a copy by certified mail to the last known address.

9. The complainant cannot present additional evidence at each level of the complaint process, unless it is submitted by the complainant five (5) days prior to the set date for the level two and level three hearing to the administrator presiding over the hearing. The Board of the Local Unit of Administration, when hearing an appeal from a prior complaint level shall hear the complaint de novo.

10. All costs and fees shall be borne by the party incurring them unless otherwise agreed upon by the parties involved, except that the cost of preparing and preserving the record of the proceedings shall be borne by the Local Board of Education.

11. The complainant shall be entitled to an opportunity to be heard, to present relevant evidence and to examine witnesses at each level set out below.

12. The complainant shall not be subject to any reprisal as a result of filing a complaint under the policy. Should any reprisal occur, the complainant may refer the matter to the professional practices committee.

13. Complaints and grievances should be submitted and answered using the Complaint And Grievance Form.

LEVEL ONE

When an employee has a complaint under the provisions of this policy, he/she shall file the complaint in writing with the Level One Administrator who shall be the principal or other immediate supervisor giving the facts of the alleged

Wynnton Arts Academy, Columbus, GA May 2008 26 violation relating to statutes, policies, rules, or regulations. The complainant shall comply with the applicable procedures set forth above and the hearing conducted in accordance with said procedures.

The Level One Administrator shall record the date of filing on the complaint and shall give notice to the complainant of the time and place of the hearing, either by mail or hand delivery. When notice is given by mail, it shall be sent by first class mail to the address set forth in the complaint. If no address was included in the complaint, then the notice shall be sent to the last known address of the complainant on file with the Board of Education. The Level One Administrator shall conduct a hearing on the complaint, render a decision thereon and send it to the complainant as set above in “Section 4-Procedure” within ten (10) days of the filing of the complaint. The decision shall be dated and a copy shall be sent to the complainant as provided in “Section 4-Procedure” above.

LEVEL TWO

A complainant dissatisfied with the decision at level one shall be entitled to appeal to the Central Office Administrator by filing written notice of appeal with the Office of the Superintendent. The appeal must be filed within ten (10) calendar days after the complainant is notified of the Level One decision. The Central Office Administrator shall obtain copies of all minutes, transcripts, documents and other records relating to the complaint and shall conduct a hearing, in accordance with the Procedure hereinabove set forth, render a decision and send it to the complainant as set above in “Section 4- Procedure” within ten (10) calendar days of the date of the filing of the appeal. The hearing may be conducted by any designated representative of the Level Two Administrator who shall promptly submit his or her recommendations and findings to the Level Two Administrator for final decision.

LEVEL THREE

If the complaint is not resolved at Level Two, the employee may, no later than ten (10) calendar days after receipt of the decision by the Superintendent, appeal to the Local Unit of Administration, the Muscogee County Board of Education. The appeal shall be made in writing, and all papers relating to the complaint shall be attached. The Board of Education shall conduct a hearing on the complaint in accordance with the Procedures hereinabove, set forth, render a decision, and send it to complainant as set forth above in Section 4, Procedures. The decision of the Board will be final on all complaints unless an appeal is made to the State Board of Education.

Complaints are to be processed as rapidly as possible; therefore, the number of days indicated at each level should be considered as maximum, and every effort should be made to expedite the process. In the event a complaint is filed at such time that it cannot be processed through all the steps in the procedure by the end

Wynnton Arts Academy, Columbus, GA May 2008 27 of the school year, and if left unresolved until the beginning the following year, it could result in irreparable harm to a party in interest. By mutual agreement of all parties in interest the time limits set forth herein will be reduced so the procedure may be completed prior to the end of the school year, or as soon thereafter as possible.

Appeals from the decision of the Local Unit of Administration to the State Board of Education shall be governed by the State Board Policy and O.C.G.A. 20-2- 1160.

Procedures to address grievances from parents and students will be in accordance with MCSD policies and are found in Appendix C.

16. Personnel: The proposed staff qualifications, employee recruitment procedures, hiring practices, compensation, and employee evaluation procedures are described in APPENDIX D.

17. Facility: Wynnton’s facility, located at 2303 Wynnton Road, Columbus, Georgia, is a public school owned by Muscogee County, which is in compliance with all building codes and safety regulations.

18. Financial Policies, Procedures, and Control: Wynnton Arts Academy shall operate according to the budget provided by Muscogee County School District. (See Appendix I)

19. Budget: See Attachment 1 and 2.

20. The Annual Funding Amount and Per-Pupil Allocation: See Attachment 1 and 6.

21. Payment: Upon receipt of Charter Grant funds to the Muscogee County School District, Wynnton Arts Academy will be notified and accounts established for expenditure of funds.

22. Tuition and Fees: Wynnton Arts Academy shall not charge tuition or fees to any student except as may be authorized for local boards by O.C.G.A. §20-2- 133. Reasonable fees may be charged for extension activities.

23. Outside Funding: Wynnton Arts Academy may accept charitable donations on behalf of the Charter School. Such charitable donations shall not change the financial obligations discussed above.

24. Purchase Agreement: The Muscogee County Board of Education and Wynnton Arts Academy may enter into a purchase agreement or agreements providing for the purchase by Wynnton Arts Academy from the Muscogee

Wynnton Arts Academy, Columbus, GA May 2008 28 County School Board of Education of certain goods, services, and materials in connection with the operation of Wynnton Arts Academy.

25. Waiver Requests: Wynnton Arts Academy shall be subject to provisions of Title 20, State and Local Board Rules, Regulations, Policies and Procedures, except for those waivers granted in Appendix J. Nothing in Appendix J nor in any other provisions contained herein should be interpreted to mean that Wynnton Arts Academy is waived from the accountability provisions of O.C.G.A. §20-14-30 through §20-14-41.

26. Compliance with Laws and Regulations: Wynnton Arts Academy shall comply with all federal, state, local rules, regulations, court orders, and statutes relating to Civil Rights; insurance; the protection of the physical health and safety of school students, employees, and visitors; conflicting interest transactions; and the prevention of unlawful conduct. Furthermore, Wynnton Arts Academy shall be subject to all laws relating to unlawful conduct in or near a public school; the provisions of Part 3 Article 2 of the Charter 14 of this title; and all reporting requirement of O.C.G.A. §20-2-320.

27. Insurance and Indemnification: Wynnton Arts Academy shall be bonded and insured in accordance with the policies of the Muscogee County School Board.

If to Wynnton Arts Academy: 2303 Wynnton Rd. Columbus, GA 31906

If to the Muscogee County Board of Education: 1200 Bradley Drive Columbus, GA 31901

Wynnton Arts Academy, Columbus, GA May 2008 29 APPENDIX A

HISTORY OF WYNNTON ARTS ACADEMY

Wynnton Arts Academy is located in the center of Columbus and is the oldest school in continuous use as a school facility in the State of Georgia. Founded June 17, 1843, the original building has seen many uses, including a boys’ academy, a two room school, a cafeteria, and a library. The interior of the building has exposed brick walls with no paneling and no plastering. The building, listed on the National Register of Historic Places since 1972, predates local public schools by thirty-four years.

The original building has been enveloped by an ever-expanding Wynnton Arts Academy. A three story building was added in 1918 with wing additions built in 1922 and 1923. In 1948, seven classrooms, an auditorium with stage, and a cafeteria were added. At that time the original building became the school library. Beginning in 2002, extensive renovations were undertaken on the entire school building. All original wood floors were uncovered and refinished, along with new lighting, plumbing, heating and air, cabling, and painting in the classrooms. The library (original building) was converted to a museum to house the school’s historical collections, paintings, and memorabilia. A new addition was added and includes a cafeteria, music room, media center, and gymnasium. The old cafeteria was converted into an art room, computer lab, and drama classroom.

The school is fortunate to have an auditorium that is supported by the Wynnton Arts Foundation, a community group. The Wynnton Arts Foundation was founded in 2002 and converted the existing auditorium into a legitimate black box theatre, complete with a sound and light system that students operate.

The Muscogee County School Board approved Wynnton Elementary School as a Fine Arts Magnet in the spring of 2005, and the school name changed to Wynnton Arts Academy. The Muscogee County School Board approved a phase-in plan for the program over a three year period. The 2005-2006 school year saw the addition of a full- time drama teacher, half-time art and music teachers, and a half-time Arts Coordinator. The 2006-2007 school year included the addition of full-time art and music teachers, a half-time assistant principal for instruction, a half-time arts coordinator, and an arts clerk. The 2007 - 2008 year adds a dance teacher. The program was based on an Arts Integration Model whereby the arts are incorporated into the existing curriculum. All students, including self-contained special education classes, participate in the arts program. Upon approval of the charter application, the school will change from being a magnet school to a charter school.

Wynnton Arts Academy, Columbus, GA May 2008 30 RATIONALE

Wynnton Arts Academy is a Title I School wide Program school that experienced six years of Needs Improvement status. As required by the No Child Left Behind Law, the faculty, staff, and stakeholders designed a plan to improve student achievement based on an arts integration model. In 2003-2004, prior to implementation of Arts Integration, 73% of students in the “All” category met or exceeded standards in English/Language Arts. Spring 2007 CRCT test scores demonstrated that 81.6% of our students met/exceeded standards. With respect to sub groups, black students increased their scores by 5.9%, students with disabilities increased their scores by 35.9%, and economically disadvantaged students increased their performance by 7%. ESOL students are classified as too few to measure as a sub group, although teacher analysis indicates that their scores improved significantly as well. In the area of mathematics, improvement in the “All” category increased from 66% to 75.9%. Sub- group performances also increased, as is demonstrated by black students (3.8% increase), students with disabilities (41.4% increase), and economically disadvantaged (10% increase). Again, ESOL students are classified as too few to measure as a sub group, but teacher analysis indicated significant improvement. This resulted in removal from the Needs Improvement status. The school has now achieved AYP (Adequate Yearly Progress) for the past three years. Research supports the utilization of fine arts into the academic curriculum. G. Thomas Houlihan, Executive Director of the Council of Chief State School Officers, said, “In the No Child Left Behind Act, Congress named the arts as one of the core subjects that all schools should teach.” Critical Links: Learning in the Arts and Student Academic and Social Development published by the National Arts Education Partnership in May, 2002, points to strong relationships between learning in the arts and fundamental cognitive skills and capacities used in mastering other school subjects, including reading, writing, and mathematics. The reviews of 62 outstanding arts education studies – and the interpretive essays – in “Critical Links” reveal important relationships between learning in the arts and cognitive capacities (thinking skills) and motivations that underlie academic achievement and effective social behavior. The studies suggest that for certain populations – students from economically disadvantaged circumstances, students needing remedial instruction, and young children – learning in the arts may be especially helpful in boosting learning and achievement.

The integration of fine arts into the existing curriculum is a critical link to academic success and crucial to the development of cognitive skills and student motivation. A link between the arts, academic and social skills, and motivation is evident in six major areas listed below:

• Reading and Language Development – Basic Reading Skills, Literacy, Writing

• Mathematics – Spatial Reasoning, Spatial-Temporal Reasoning Skills, Mathematical Concepts

Wynnton Arts Academy, Columbus, GA May 2008 31

• Fundamental Cognitive Skills and Capacities – Spatial Reasoning, Theorizing, Problem Solving, Creative Thinking

• Motivation to Learn – Active Engagement, Attention, Persistence, Increased Attendance, Educational Aspirations

• Effective Social Behavior – Self-Confidence, Self-Identity, Conflict Resolution, Collaboration, Empathy, Social Tolerance

• School Environment – Positive Context for Learning

The studies also identified three strategic processes that enable students to learn:

• Communication, which includes reading, composing, creating, speaking, performing, and listening;

• Thinking, which includes problem solving, decision making, and investigating;

• Social Interactions, which includes interpersonal exchanges and personal management.

The student population for the 2006 - 2007 school year was approximately 400 students for grades Pre-Kindergarten – 5 including special education students. Approximately 18 students participate in the ESOL Program. Mobility and free or reduced lunch rates remain constant each year with little variation.

In reviewing the school demographics, it was concluded that at-risk factors play a significant part in the learning experience of our students. We strongly believe that arts education will help our students not only become successful learners, but contributing members of society.

Vision for Educating Students: The Arts Integration Model

The Arts Integration Model incorporates drama, music, art, and dance into the existing curriculum. The Fine Arts instructors collaborate with classroom teachers to enhance instruction. In addition the students participate in one fine art class Monday through Thursday. On Friday thirty minute specialty classes are offered to small groups to perfect an art skill.

Texts and materials approved by the State and Muscogee County School District will be utilized. Other materials and services that would be considered essential or necessary for a comprehensive Arts Integration Program will be secured through a combination of Title I, district, and Charter funds.

Wynnton Arts Academy, Columbus, GA May 2008 32 Arts Integration compliments traditional arts instruction and affirms the relevance of the arts in the school curriculum. The arts are deeply immersed in other content areas, and provide an engaging way to teach all content standards. For many children, the arts are the critical factor for achieving academic success. Students apply knowledge learned in one area to challenges in other areas. Combining knowledge from different disciplines serves students well in school and in life. Arts Integration captivates children’s imaginations and provides meaningful strategies for engaging students in thinking and learning.

Vision for Enrichment

A public school conversion charter maximizes the effectiveness of the Arts Integration Model. The charter would create program flexibility and enable the school to develop stronger ties between parents and community fine arts resources through extended day programs in the arts. The school day would be extended two hours to allow specialty instruction in the four Fine Arts areas. Parents and students would select extended day specialty classes based on student interests. Outside professionals in the arts will be employed to provide extended day arts activities. Extended day instruction will be based on the National Arts Standards (See APPENDIX H). Students would select extracurricular and supplemental educational activities including: classical ballet, jazz, modern dance, strings, horn, guitar, keyboard, percussion, clay, textiles, voice, oil, watercolor, tiles, stage direction, sound, light, television, and other forms of electronic media.

Wynnton Arts Academy, Columbus, GA May 2008 33 APPENDIX B

Mission Statement

The Mission of Wynnton Arts Academy is to continue our tradition of excellence in education through the positive interaction of students, staff, parents and community in order to prepare students for successful living by igniting the desire for life long learning through immersion in the Arts.

Beliefs

The Wynnton Arts Academy beliefs are:

• The arts support the development of the whole child. • The arts provide students the avenue through which they can enhance their mental, emotional, physical, and social skills. • The arts promote self-discipline, creativity, and confidence to succeed. • The arts support student achievement across the curriculum. • The arts remove boundaries and allow students to explore the world in new ways. • The arts are an effective tool for building self-esteem.

Priorities

The Wynnton Arts Academy priorities are:

• Promote student self-esteem and motivation. • Increase interaction among and between students, staff, parents, and community. • Increase educators’ knowledge and application of effective teaching. • Promote respect among students for each other, for rules, and for property.

Wynnton Arts Academy, Columbus, GA May 2008 34 APPENDIX C

LOCAL SCHOOL CODE OF CONDUCT AND DISCIPLINE PLAN FOR WYNNTON ARTS ACADEMY

Wynnton Arts Academy supports the success of each individual student; combining knowledge from different disciplines captivates children’s imaginations and provides meaningful strategies for engaging students in thinking and learning. This requires the participation of every student and parent.

Code of Conduct

The code of conduct has been established as required by the Muscogee County School Board policy. Students, teachers, and parents have been involved in creating a list of possible offenses. The principal is the final authority in the interpretation of this code.

This code of conduct is a supplement to the Muscogee County School District’s BEHAVIOR CODE AND DISCIPLINE POLICY and does not restate many of the regulations set down in the district’s code. A copy of this district code will be sent home at the beginning of the school year.

It is the belief of this faculty of Wynnton Arts Academy that good discipline and learning go hand in hand. It is impossible to do an effective job of teaching unless the students develop self control, good manners, and respectful consideration of the rights and property of others. Therefore, for teaching to be effective, students are expected to conduct themselves in an orderly manner at all times, following rules and procedures that will be listed in the code of conduct, as well as other rules that will be established from time to time as the need arises. Referrals will be based on repeated Parent Alerts and Administrative Referrals indicating non-compliance of Wynnton Arts Academy’s Code of Conduct.

Wynnton Arts Academy, Columbus, GA May 2008 35 WYNNTON ARTS ACADEMY

STUDENT BEHAVIOR PLAN

The faculty and staff of Wynnton Arts Academy expect students to behave properly. Positive rewards will be used to encourage good student behavior. Five school-wide rules have been established to enhance learning and reinforce good behavior. Every student is expected to follow all rules and show respect for themselves and others.

THE FIVE “BEES”

1. BE PREPARED TO FOLLOW ALL TEACHER DIRECTIONS. 2. BE RESPECTFUL. 3. BE A GOOD LISTENER. 4. BE NICE. 5. BE KIND.

To help students and parents understand the rules, we have broken down the meanings of the rules into two categories: minor and major offenses. Students and parents should remember that the list is not all-inclusive and the staff will use their judgment as professional educators to decide what is appropriate. Student dismissal rules and procedures for Wynnton Arts Academy will continue to be the policies of the Muscogee County School District. All local policies/procedures, state and federal laws and regulations will be followed when disciplining students with disabilities. Those policies are as follows:

XIV. Suspension and Expulsion Suspension or expulsion, which deprives a student the privilege of attending the regular school program, is authorized for student behavior that is in volition of the school's Code of Conduct or Board Policy. Principals can suspend students for a period not longer than ten (10) school days. The Board supports leaving the authority and responsibility to administer suspension up to ten (10) days to the principal. For periods longer than ten (10) school days and for permanent expulsion, the principal must submit a written recommendation to the Superintendent of Education who will provide for a hearing which will ensure procedural and substantive due process. A. Offenses Rule 1. Disruption and Interference with School No student shall: a. Occupy any school building, gymnasium, school grounds, properties or part thereof with intent to deprive others of its use, or where the effect is to deprive others of its use; b. Block the entrance or ext of any school building or property or corridor or room thereof as to deprive others of access thereto; c. Set fire to or otherwise damage any school building or property; d. Discharge, display or otherwise threaten to use any firearms, explosives or other weapons on school premises;

Wynnton Arts Academy, Columbus, GA May 2008 36 e. Prevent or attempt to prevent the convening or continued functioning of any school, class, activity or lawful meeting or assembly on the school campus; f. Prevent students from attending a class or school activity; g. Except under the direct instruction of the principal, block normal pedestrian or vehicular traffic on a school campus or adjacent grounds; h. Continuously and intentionally make noise or act in any other manner so as to interfere with the teacher's ability to conduct his/her class; . In any other manner, by the use of violence, force, nose, coercion, threat, intimidation, fear, passive resistance, or any other conduct, intentionally cause the disruption of any lawful mason, process or function of the school, or engage in any such conduct for the purpose of causing the disruption or obstruction of any such lawful mason, process or function; j. Refuse to identify himself/herself upon request of any teacher, principal, superintendent, school bus driver, or other authorized school personnel; k. Use profanity or obscene language; l. Urge, encourage or counsel other students to violate any of the preceding paragraphs of this rule. Rule 2. Damage or Destruction of School Property A student shall not cause or attempt to cause damage to school property or to steal or attempt to steal school property. Parents of students who shall be guilty of defacing or injuring any of the school property shall make restitution for all damage, and in default of such arrangement, students may be suspended from school and not allowed to reenter without permission from the principal. Rule 3. Damage or Destruction of Private Property A student shall not cause or attempt to cause damage to private property or to steal or attempt to steal private property ether on the school grounds or during a school activity, function or event off school grounds. Rule 4. Bullying/Cyberbullying The Muscogee County School District, in accordance with O.C.G.A §20-2751.4, which is applicable to students in grades kindergarten through twelve, prohibits bullying behavior of a student by another student. Bullying behavior is defined as: Any pattern of written or verbal expression or any physical act or gesture that is intended to ridicule, humiliate, intimidate, or cause measurable physical or emotional distress upon one or more students in the school, on the school grounds, in school vehicles, at designated school bus stops, or at school activities or sanctioned events. Cyberbullying is when a student is tormented, threatened, harassed, humiliated, embarrassed, or otherwise targeted by another student/students using the Internet, interactive and digital technologies or mobile phones. All students and parents will receive notification of the anti-bullying behavior policy via the Muscogee County School District Behavior Code and Discipline Policy handbook annually. Posters will be displayed at all schools with the Student Hotline number. Each student will receive a “Stop the Bullying .. Know the Laws Against Bullying” pocket card. Incidents of bullying behavior may be reported anonymously by a citizen, parent, or student to the Student Hotline number (706-748-2267) or to the State of Georgia at 1-

Wynnton Arts Academy, Columbus, GA May 2008 37 800-children or on the web site at www.cycc.state.ga.us Incidents may be reported directly to the principal, teacher or other school district personnel verbally or in writing. Each reported incident of bullying behavior will be investigated by the principal/designee, and in some cases school security, and a disposition determined which may include a suspension from school or a referral to the Student Discipline Tribunal. Students who make a false report of an incident of bullying behavior will also receive a disposition.

Circumstances of each act of bullying may, in the judgment of the Muscogee County School District, require a more severe penalty or punishment of expulsion. Students that have committed bullying behavior for the third time in a school year shall receive, at a minimum, the following penalties: Students in grades K-5 shall be assigned to the Elementary Saturday School Program for six (6) weeks. Students in grades 6-12 shall be assigned an alternative school for the remainder of the school year in which the violation occurs. The Muscogee County School District shall ensure that the local superintendent and all principals, assistant principals, school counselors, resource officers, and other appropriate staff complete a research based training program, annually, relating to bullying behavior. Muscogee County School District shall report to the Department of Education incidents of bullying behavior pursuant to Code Sections 20-2-740. Rule 5. Verbal Assault, Physical Assault, Disrespectful Conduct of Students In accordance with O.C.G.A.§20-2-752, the following conduct of students displayed during school hours or at school related functions is prohibited and shall be punished in a manner that the Muscogee County School District deems appropriate to the age of the student: 1. verbal assault of teachers, administrators, and other school personnel; 2. physical assault or battery of teachers, administrators, and other school personnel; 3. disrespectful conduct toward teachers, administrators, and other school personnel; 4. verbal assault of other students; 5. physical assault or battery of other students; 6. disrespectful conduct toward other students; and 7. verbal assault of, physical assault or battery of, and disrespectful conduct toward persons attending school-related functions. When an act of physical violence results in a substantial physical injury to a teacher, the student, at a minimum, will be suspended from the Muscogee County School District for the remainder of the semester. Further, for the following semester the student would only be eligible for enrollment in an alternate educational program. O.C.G.A. 20-2-752. The school district shall not be limited by this statute but shall be free to impose more severe disciplinary measures as permitted by other provisions of state law and as set out in this Behavior Code and Discipline Policy.

Wynnton Arts Academy, Columbus, GA May 2008 38

Rule 6. Weapons and Dangerous Instruments A student shall not possess, use, handle, transmit, or control any object which might reasonably be considered as a weapon. While not meant to be all inclusive, examples of such objects are any gun, pistol or device designated or intended to propel a missile of any kind, explosive compounds, or any dirk, Bowie knife, switch blade knife, ballistic knife, any other knife having a blade of two or more inches, straight-edge razor, razor blade, spring stick, metal knuckles, black jack, or any flailing instrument consisting of two or more rigid parts connected in such a manner as to allow them to swing freely, which may be known as a num chuck, or a fighting chain, or any disc designed to be thrown or propelled and which may be known as a throwing star or oriental dart, or any weapon of any kind. O.C.G.A. §16-11-127.1. While not classified as a "weapon" under Georgia law for purposes of determining a violation of the Criminal Code (O.C.G.A. §16-11-127.1), the Muscogee County School District in the enactment and enforcement of this Rule considers a knife which has a blade of less than three niches in length to be a weapon and thus in violation of this Rule. A student who wishes to bring any such object which could be reasonably considered to be a weapon on school grounds as a part of or in conjunction with a class assignment or other school project shall first receive permission from the office of the principal. This policy is applicable to students, when they are: 1. on the school grounds at any time; 2. off the school grounds at a school activity, function, or event; 3. en route to and from school and en route to and from school functions, activities, or events; 4. on a school bus or other transportation furnished by the School District. Any student who is accused of violating this policy will be taken before the Muscogee County School District Discipline Tribunal. If found guilty of violating this section on weapons and dangerous instruments, the student will be expelled for a minimum of one calendar year if it is a first offense. In addition, local police will be summoned to the campus and a charge made against the student who volutes this policy. Any further violation of this policy will result in permanent expulsion with no appeal for reentry. Rule 7. Alcohol, Narcotics, Stimulants, and Other Dangerous Drugs Constitutional and Statutory Provisions: It is the responsibility of the Muscogee County Board of Education to safeguard the health, character, citizenship and personality development of students in the schools. The Muscogee County Board of Education places the highest priority on the elimination of substance abuse in the schools and in the community. The use, possession, or transmitting of illicit substances and the use of alcohol are wrong, harmful, and will not be tolerated. Violation of this policy will be met with firm and consistent disciplinary measures. Students in the Muscogee County School District are prohibited from possessing, using, selling, transmitting, intending to transmit, or being under the influence of alcohol and substances made illegal by the O.C.G.A. 16-30-70 et. seq. (Dangerous Drug Act) and O.C.G.A. 16-13-20 et. seq. (Georgia Controlled Substance Act): 1. on the school grounds during, immediately before, or immediately after school hours; 2. on the school grounds at any other time when the school is being used by any school group; 3. off the school grounds at a school activity, function, or event; 4. within legal proximity to school grounds as designated under Georgia Statutes: 5. en route to and from school; 6. at any school-sponsored function, whether held during or after regular school hours, and whether held on or off school property; 7. en route to and from school functions, activities, or events; 8. during any time that students are under the jurisdiction of school authorities. Wynnton Arts Academy, Columbus, GA April 2008 - 39 - Substances defined by local and state laws governing dangerous illegal substances are covered by this policy. Such substances include, but are not limited to: a. Drugs (stimulants, depressants, hallucinogens, inhalants, opiates) including, but not limited to narcotic drugs, amphetamines, barbiturates, marijuana, cocaine, or any other contraband or controlled substance or prohibited drug; b. Alcoholic beverages or intoxicants of any kind; c. Prescriptive medicine or drugs, with or without medical cause or medical permission, unless such medications have been registered with the school's guidance department according to the school's procedures. In all schools, medicines must be registered with the principal. d. Possession of non-prescription drug/medicine (over the counter) is also prohibited. ALL MEDICATION (Prescription/non-prescription/over-the-counter) IS TO BE TURNED IN TO THE OFFICE PRIOR TO THE BEGINNING OF THE SCHOOL DAY. Parental permission to have or use substances prohibited by this policy, including alcohol or prohibited substances, does not exempt a student from this policy. The principal or designee shall investigate each alleged violation of this policy as follows: A. A student accused of violating this policy shall be clearly informed by the principal or designee of the offense with which he or she is accused and b. ensure that the disciplinary sanctions imposed by this policy are consistently enforced. Board Resolution on Drugs Whereas, it has been observed by member of the Policies and Procedures Committee and other board members that many recent cases brought before the Superintendent's Discipline Committee and the full board have dealt with the possession, use, transmission, sale or purchase of marijuana and; Whereas, the Muscogee County Board of Education had adopted a policy which cites the possession, use, transmission, sale or purchase of marijuana and other drugs as being volitions of the behavior code in the schools and; Whereas, the Muscogee County Board of Education has the responsibility of providing for the health and safety of all students during school hours; Be it therefore resolved, that the Muscogee County Board of Education adopts this resolution as a strong warning to students that volitions of the policy dealing with marijuana and other drugs may result in long-term suspension, expulsion and reporting of offenders to the law enforcement officials of the City of Columbus. Rule 8. Disregard of Directions or Commands A student shall not fail to comply with reasonable directions or commands of teachers, student teachers, substitute teachers, teacher aides, principals, school bus drivers or other authorized school personnel when: 1. on the school grounds during and before or after school hours; 2. on the school grounds at any other time when the school is being used by a school group; 3. off the school grounds at a school activity, function or event; 4. en route to and from school; 5. en route to and from school functions, activities or events. Rule 9. Unexcused Absences A student shall not be absent from school or from any class or other required school function during required school hours except for illness or other providential cause, except with written permission of the teacher, principal, or other duly authorized school official nor shall any student encourage, urge or counsel other students to violate this rule. Rule 10. Dress and Grooming All Students

Wynnton Arts Academy, Columbus, GA April 2008 - 40 - It is not the intent of the Muscogee County School District to dictate the quality or style of clothing worn, but rather an effort to encourage good habits and acceptable Hats No head coverings i.e., bandanas, do rags, sweat bands Jewelry No jewelry with reference to gangs, drugs, hate, violence, or sex is allowed. Items such as chains on a belt, wallet, etc. and items with spikes are not permitted. No oversized clothing is allowed. Each school is expected to create a progressive discipline plan to address dress code volitions using out of school suspension as the last intervention. Rule 11. Leaving School Without Permission No student may leave school at any time during the school day without permission of the principal. Rule 12. Acts of Misconduct A student may be suspended for acts of misconduct, not specifically cited herein, that are deemed to affect the health and safety of other students or school personnel and/or to disrupt the educational process. Rule 13. Tobacco Products in the Schools Students enrolled in the Muscogee County public schools shall not possess, transmit, or use tobacco in any form: 1. on the school grounds during or after school hours; 2. on the school grounds at any other time when the school is being used by any group; 3. en route to and from school while on school transportation; 4. off the school grounds while the student is in attendance at any school function, or is otherwise subject to jurisdiction of school authorities. Principals can suspend students for a period of not longer than ten (10) days when they are found guilty of possession, transmission or use of tobacco products in any form. Rule 14. Gangs Gangs are herein described as clubs, groups, or organza tons of limited membership, which are known to the Muscogee county School District through its personal intelligence or through information furnished through local law enforcement officials, to advocate, practice, engage or participate unlawful acts such as intimidation, violence, or destruction to property. Gangs shall not be permitted on school premises or in school faculties, or to conduct any activities, meetings, or gatherings on or about school faculties, premises, or property at any time. The presence of such gangs is a threat to the safety and well-being of the students and faculties of the Muscogee County School District, and disruptive to the education process 1. Membership in or affiliation with gangs as defined above shall not be permitted. Membership will be determined, by whatever means, from the existence of objective criteria. While not intended to be an all inclusive list, and in addition to those items set forth in subpart (2) immediately below, criteria which can serve to indicate membership or affiliation with gangs include the following: (a) Direct admission of gang affiliation (b) Documented information on gang membership (c) Information from known gang affiliate (d) Admission of former membership, with continued associations (e) Photographs indicating gang association, etc. (f) Association with gang members 2. Wearing of any insignia, and/or uniforms, or other means of any gang identification, or using or making any signs, signals, or other means of gang communication or identification by Wynnton Arts Academy, Columbus, GA April 2008 - 41 - any student or nonstudent visiting on the premises of any school facility shall not be permitted. 3. Any attempt to gather or commingle on school premises, faculties, or property for any purpose by gang members shall be prohibited. 4. No student shall use, employ, or rely upon his or her gang membership or affiliation to threaten, to intimidate, or to harass verbally or physically other students or employees of the Muscogee County School District. 5. All of the above prohibitions concerning gangs apply as well to any school functions or events conducted away from school faculties, property, or premises. Any student who volutes this policy or any subpart thereof shall be subject to discipline under the Muscogee County School District Behavior code and Discipline Policy, including the sanction of expulsion, if warranted under the particular circumstances of a violation. Rule 15. Student Welfare - Sexual Harassment Unwelcome sexual advances, requests for sexual favors and other inappropriate oral, written or physical conduct of a sexual nature when made by a member of the school staff to a student or when made by any student to another student or system employee constitutes sexual harassment when: 1. Submission to such conduct is made, ether explicitly or implicitly, a term or condition of an individual’s education; 2. Submission to or rejection of such conduct by an individual is used as the bass for academic decisions affecting that individual or; 3. Such conduct has the purpose or effect of substantially interfering with an individual’s academic or professional performance or creates and intimidating, hostile or offensive academic environment. Sexual harassment, as defined above, may include but is not limited to the following: Verbal harassment or abuse; Pressure for sexual activity; Repeated remarks to a person with sexual or demeaning implications; Unwelcome touching; Suggesting or demanding sexual involvement accompanied by implied or explicit threats concerning ones’ grades, job, etc. Any person, employee, or student who alleges sexual harassment by a staff member or student in the school district may complain directly to the principal. In addition, each school shall designate one male and one female employee, ether assistant principals or guidance counselors, to whom complaints may be made. The following procedures must be followed: 1. Notify the principal in writing or verbally; 2. The principal has 15 days to investigate. The reply to the parent and student will be made in writing; 3. If the parent and student do not feel the complaint has been fully resolved, they may, within 5 days, appeal to the appropriate administrator (see list); 4. The appropriate administrator shall have 15 days to investigate and attempt to resolve the complaint; 5. If the parent and student do not feel the complaint has been resolved, they may within 5 days appeal to the superintendent of education; 6. Within thirty days of receipt of the written request of the complainant, the Superintendent shall present the matter to the Board of Education at its regular meeting or at a special meeting called for that purpose. The Board shall review the original complaint, the response of the coordinator, the response of the Superintendent and the response of the Wynnton Arts Academy, Columbus, GA April 2008 - 42 - complainant. In addition, the Board may, but is not required to, hear directly from any individuals with knowledge of any relevant facts relating to the complaint. 7. The Board of Education will ether uphold the recommendation of the Superintendent or require the System to take some other action in response to the complaint. A copy of the action of the Board will be furnished to the complainant, ether as a part of the minutes of the Board of Education or as a separate written statement. The Board shall be the final reviewing authority within the System. 8. This procedure is available to students and employees through School Board Policy Manuals available in all school offices, media centers and the central office facilities at:

Title II Coordinator: System Chief Student Services Officer 539 Brown Avenue Columbus, Georgia 31906 (706) 748-2236 Vocational Education 1120 Bradley Drive Columbus, Georgia 31906 (706) 748-2093 Title VI Coordinator: System Chief Student Services Officer 539 Brown Avenue Columbus, Georgia 31906 (706) 748-2236 Human Resources Muscogee County School District Post Office Box 2427 Columbus, Georgia 31902-2427 (706) 748-2011 Special Education Columbus Roberts Center 539 Brown Avenue Columbus, Georgia 31906 (706) 748-2214 Title IX Coordinator: Human Resources Muscogee County School District Post Office Box 2427 Columbus, Georgia 31902-2427 (706) 748-2011 System/Students Chief Student Services Officer 539 Brown Avenue Columbus, Georgia 31906 (706) 748-2236 Facilities: System Chief Operations and Facilities Officer 5661 Lorenzo Road Columbus, Georgia 31904 (706) 748-2371 Section 504 Coordinator: Columbus Roberts Center Wynnton Arts Academy, Columbus, GA April 2008 - 43 - 539 Brown Avenue Columbus, Georgia 31906 (706) 748-2215 Human Resources Muscogee County School District Post Office Box 2427 Columbus, Georgia 31902-2427 (706) 748-2011 STATE REFERENCE: State Standards G 10 TITLE II: The Perkins Act 1990 LEGAL REFERENCE: Title VI and VIII of the Civil Rights Act of 1965; Civil Rights Restoration Act of 1987; Age Discrimination Act of 1973; Rehabilitation Act of 1973, Section 504; Title IX of the Educational Amendments of 1972; Section 504/ADA Americans Disabilities Act, 28, FR ADA 1990, 101-336; O.C.G.A, 20-2-211(d); 30-1-1 et seq.; 34-1-2; 34-1-2; 34-5-1 et seq.; 6-6A-1 et seq.; 45-19-29 et seq. The right to confidentiality, both of the complainant and of the accused, will be respected consistent with the Board’s legal obligations, and with the necessity to investigate allegations of misconduct and take corrective action when this conduct has occurred. A substantiated charge against a student shall subject that student to disciplinary action, including suspension or expulsion. B. Rules for Removal of Dangerous Students 1. For Health or Safety Any student who has a communicable disease that poses a substantial threat to the health or safety of the school community may be removed from the school by the principal on the approval of the superintendent until such student no longer poses such a threat. 2. Pediculosis (Head Lice) When it is discovered that a student has Pediculosis, the principal should immediately notify the home and request that arrangements be made for the child to be picked up that day and treatment initiated. The principal should make available the instructions for recommended treatment as specified by the County Health Department. When the parent has treated the child and provides proof of treatment (an empty medicated shampoo bottle or box) or a letter from the Health Department or physician, then the principal can readmit the student back to school. When the student returns, the student should be monitored for any signs that lice have returned. If this occurs, then the student will be sent home. If the lice spreads to several students, it may be advisable to norm the entire class or school of the problem and the preventative measures. Advice and assistance may be requested from the Health Department. 3. Tinea Corporis (ringworm) and Conjunctivitis (pink eye) When it is discovered that a student has ringworm or pink eye, the principal should immediately notify the home and request that arrangements be made for the child to be picked up that day and treatment notated. Both conditions must be verified by the doctor and treated before the child may return to school 4. Disrupting School Operations A student who has been charged with the unlawful selling of narcotics or other serous volitions of the criminal law may be removed from school by the principal upon the approval of the superintendent when it is necessary to protect other students or avoid substantial disruption Wynnton Arts Academy, Columbus, GA April 2008 - 44 - to school operations. The school must be able to show that the continued presence of the student endangers other students or would substantially disrupt school operations. As soon as the student no longer poses such a threat, he/she shall be reinstated. C. Administrative Procedures for Short-Term Suspension In enforcing students' suspensions, the principal shall abide by the following rules: 1. Before taking such action, the principal shall make a thorough investigation of the alleged misconduct or other violation, making a written memorandum of the facts developed. 2. The principal shall call the student before him/her and advise the student of the charges of misconduct, or other volitions, and that he/she may be suspended for a period not to exceed ten (10) school days. The principal shall explain to the student the evidence known to the school authorities, and permit the student a reasonable opportunity to state his/her version of the facts and present any evidence he/she has at that time. Generally speaking, since the hearing will occur almost immediately following the misconduct, it follows that as a general rule, the notice and hearing provided for above should precede removal of the student from the school. Where possible and/or practical, the principal shall call the parents/guardians of the student and ask that they come to school and escort him/her. 3. Within 24 hours after suspension, the principal shall send a letter to the parents of the student advising them in writing of the suspension, and stating briefly the charges upon which the suspension was based. This should be done on the forms specified and provided by the Superintendent's Office. A copy of this letter, together with such other report as the principal may desire, shall be forwarded immediately to the Chief Student Services Officer and other personnel identified on the distribution list. 4. A principal may suspend a student without first affording him/her the notice and hearing provided in Rule 2 herein, where the student is obviously intoxicated, under the influence of drugs, mentally deranged or where his/her presence otherwise poses a continuing danger disrupting the academic process. In such cases, however, the hearing required by Rule 2 shall be provided as soon as practicable, usually not later than the next school day.

D. Administrative Procedures for Long-Term Suspension and Expulsion Procedure for Long-Term Suspension and Expulsion Suspension for a period longer than ten school days and permanent expulsion of a student other than those covered by U.S. Statute 94-142 shall take place in the following manner. Student Discipline Tribunal Appointment: At the beginning of each school year, the Board of Education shall appoint a Student Discipline Tribunal composed of five (5) School Officials, one of who shall be the Chief Student Services Officer, who shall act as Chairman. Term: The members of the Tribunal shall serve at the pleasure of the Board of Education and any or all members may be replaced at any time by majority vote of the Board of Education. Quorum: Hearings, as hereinafter provided, may be held by a minimum of three (3) members, including the Chairman, who shall have a vote on all issues. Discipline Matters to be Heard by the Tribunal Charges: All charges of volitions of the polices and rules of the School District governing discipline of students, except those dealt with by the principal under the rules herein set forth, shall be referred to the Tribunal for hearing and determination. Generally, these are volitions which would result in long-term suspension or expulsion. All alleged assaults or battery by a student upon a teacher, other school official, or employee shall be referred to the Tribunal. Mandatory Charges: Likewise, all alleged assaults or battery by a student on another student and instances of substantial damage intentionally caused by a student on school premises, to personal Wynnton Arts Academy, Columbus, GA April 2008 - 45 - property belonging to a teacher, other school official, employee or student shall be referred to the Tribunal, if, in the discretion of the principal, such assault or battery or damage could justify the expulsion or long-term suspension of the student. Filing of Complaint A complaint specifying the disciplinary infraction shall originate the action of the Tribunal and shall be filed in the Superintendent's office by the principal of the school attended by the student involved or some other official. In addition to such complaint by the principal, the teacher, other school official, employee or student who is subjected to an assault or battery, or where property is damaged, as referred to in the preceding paragraph, shall file a complaint with the School Administration and with the Board of Education, and such complaint shall also originate action by the Tribunal. However, failure to file such complaint shall not prevent the Tribunal from taking action as herein provided.

Hearing Notice: Reasonable notice of the hearing shall be given all parties, including the parent or guardian of the student ether personally or by mal. Such notice shall include a statement of the time, place and nature of the hearing, a short and plan statement of the matters asserted, and a statement as to the right of all parties to present evidence and to be represented by counsel. Evidence: All parts must be afforded an opportunity to present and respond to evidence and to examine and cross examine witnesses on all issues unresolved. Record: A verbatim electronic or a written record of the hearing shall be made available to all parts. Decision: The decision of the Tribunal, which may include short or long-term suspension, expulsion for the remainder of the school year, permanent expulsion, probation or assignment to the Alternative School, shall be based solely upon the evidence received. It shall be in writing and given to all parties within 10 days of the close of the record. Such decision shall be final unless appealed. Appeal: Any decision by the Tribunal may be appealed to the Board of Education by filing a written notice of appeal within 20 days from the date the decision is rendered. This right of appeal shall apply to the parents or guardian of the child, the complaining party or principal, the superintendent, or any member of the Board of Education. Review by the Board On Appeal: The Board of Education shall review the record and shall render a decision in writing based solely upon the record which decision shall be given to all parties within ten (10) days from the date it receives the notice of appeal. The Board may take any action it determines appropriate, including modification of the decision of the Tribunal and any decision of the Board shall be final, subject to the right of appeal provided in Code Section 20-2-1160. Reasonable notice of the time and place where the Board shall hear the appeal shall be given. Public Meeting and Record The hearings, both by the Tribunal and the Board of Education shall be closed to the press and other media, and to the general public. However, such hearings shall be open to all school officials, including Board Members, complaining parties, and others whom the parent or guardian may wish to have present. Transcript An electronic or written record of the proceedings shall be made available to all parts. The record shall be preserved as long as the student is in school or until the time of the appeal has passed, whichever is later. It shall not be subject to public inspection under Article 4 of Chapter 18 of Title 50 of the Georgia Code. The Board, acting through the superintendent, shall prepare a written summary of any proceeding hereunder, including a description of the incident and Wynnton Arts Academy, Columbus, GA April 2008 - 46 - disposition thereon, but not containing the names of any part of the incident, which summary shall be a public record. Waiver of Disciplinary Tribunal Hearing Parents/guardians who would like to waive their right to a hearing may sign a waver form to forego the hearing and accept the agreed upon consequences. Parents/guardians who sign the waiver are also waiving their right to an appeal. Return to School A student who has been suspended long-term or expelled for a definite period, shall report to the Chief Student Services Officer, along with the parent or guardian for a conference or series of conferences, before being readmitted to school, and the Assistant Superintendent or principal may prescribe reasonable guidelines to be followed by the student to assure that the disciplinary infraction does not recur. Failure to follow such guidelines may result in the filing of another complaint against the student. E. Discipline of Students with Disabilities; Composition of Student Discipline Tribunal and IEP Team Suspension from School The principal may suspend a student with disabilities for not more than 10 school days for any violation of school rules, to the extent that the principal shall suspend a student without disabilities. Whether or not a suspension or series of suspensions exceeds 10 days, the school district will make decisions through an appropriately constituted IEP committee regarding a behavior intervention plan, functional behavioral assessment and a determination of whether there was or was not a relationship between the student’s disability and the behavior. Composition of Tribunal and the IEP Committee: The composition of the Tribunal and the IEP Committee shall be in compliance with the Individuals with Disabilities Education Act, section 20 U.S.C. §1400 et seq. Hearing: In scheduling and holding any hearing, all rules regarding notice and procedure applicable to student Discipline Hearings shall apply and be the same for hearings hereunder. All rules prescribed for notice of decision, time for determination and notice, right to present and hear evidence, representation by counsel, cross examination of witnesses and other rights prescribed for hearings with all other students shall be preserved for the disabled student and his or her parents, except and so far as there may be a conflict with IDEA, and then IDEA and applicable rules and regulations thereunder shall control and such additional rights as of subscribed therein shall be secured for the disabled student. Decisions: There are two basic decisions to be made. A. If it determined that there has been such a violation, then an IEP Committee, as constituted under IDEA, shall determine on the record f the violation was a manifestation of the student’s disability. If the IEP Committee determines that the behavior was a manifestation of the student’s disability, then the determination and any evidence relevant thereto should be used by the IEP Committee for consideration in determining how to best address the disabled student’s situation consistent with IDEA. B. If it is determined that the violation is not a manifestation of the student’s disability, then, relevant disciplinary procedures applicable to children without disabilities may be applied to the disabled child in the same manner in which they would have applied to children without disables, except as otherwise provided in IDEA under 20 U.S.C. § 1412, which requires that a free appropriate public education must in some fashion be made available to all children who have been suspended or expelled from school. This determination should be referred to an appropriate placement committee or IEP meeting for determination as to Wynnton Arts Academy, Columbus, GA April 2008 - 47 - how these services should be rendered consistent with IDEA. The IEP Committee may order a change in placement of a student to an appropriate interim alternative educational setting, another setting, or suspension for not more than 10 school days. If it is the recommendation of the IEP Committee that a change in placement or suspension be for more than 10 school days, then the matter will be referred to the Tribunal. Appeal: A. Rule Violation: Any party should have the right to appeal any decision of the Tribunal regarding a violation of the School District disciplinary policy to the Board of Education by filing a written notice of appeal within 20 days of the date of the decision, as is set forth for students without disables. A review of these appeals will be made by the Board of Education in the same manner or fashion as provided for its review of appeals from students without disabilities. Further, any appeal from, the Board of Education’s decision is as provided O.C.G.A. 20-2-1160 to the State Board of Education. B. Determination that Behavior was or was not a Manifestation of the Child’s Disability: Any party has the right to appeal a determination of the IEP Committee that the child’s behavior was not a manifestation of the child’s disability or with any decision regarding placement with the Superintendent of the School District. The School District will therefore arrange for an expedited hearing in any such case to be conducted by an administrative law judge/hearing officer, as provided by the Georgia Special Education State Program Plan. Waiver of Disciplinary Tribunal Hearing Parents/guardians who would like to waive their right to a hearing may sign a waver form to forego the hearing and accept the agreed upon consequences. Parents/guardians who sign the waiver are also waiving their right to an appeal. F. Reinstatement of Students After Suspension or Expulsion for the Remainder of the Year Upon a student's return to school, after long-term suspension, he/she must report to the office of the Chief Student Services Officer to receive a permit to return to class. Upon the student's return to school after short-term suspension, he/she must report to the office of the principal to receive a permit to return to class. The principal shall schedule a conference to be attended by the student, the student's parent(s) or guardian(s) and the school personnel involved in the case. Failure or refusal on the part of the student's parent(s) or guardian(s) to appear for the scheduled conference may result in the principal making a recommendation to the Superintendent for another period of suspension. After Permanent Expulsion A student can be reinstated after permanent expulsion only by vote of the Board of Education to readmit him/her only after a calendar year has expired.

After Being Convicted of a Crime The student who has been in a correction or juvenile detention home for conviction of a crime is required to report with his/her parent(s) or guardian(s) to the office of the Chief Student Services Officer or his designee for a conference. The conference will be concerned with the student's assignment and will also provide counseling prior to reentry. XV. Student Attendance Policy General Policy Statements Students shall be in attendance at public schools in accordance with the requirements of the compulsory school attendance law and for the number of full length days prescribed by law. See policy JB

Wynnton Arts Academy, Columbus, GA April 2008 - 48 - Every parent, guardian or other person residing in the State of Georgia is required to enroll and send children in their care and charge between the ages of seven and sixteen to school unless the child is specifically exempt. Children specifically exempt from the requirement of the compulsory school attendance law are those who are mentally or physically incapacitated to perform school duties. Attendance Law Students may be absent from school only fifteen (15) days per school year. High School students may only be absent seven (7) days per school year. Excused Absences 1. Once a student is absent from school or class, a note is to be brought from the parent or guardian stating the reason for the absence. This note is to be brought to the homeroom teacher or advisor within three school days of the last date of absence. 2. Children may be temporarily excused from school (1) who are personally ill and whose attendance in school would endanger their health or the health of others; (2) in whose immediate family there is a serious illness or death which would reasonably necessitate absence from school; (3) on special and recognized religious holidays observed by their faith; (4) when mandated by order of governmental agencies (e.g. court order); (5) principal's approval of attendance at school related experiences. 3. Children may be excused from school attendance when prevented from such attendance due to conditions rendering school attendance impossible or hazardous to their health or safety. 4. Children who are at least 12 years of age and are serving as pages of the Georgia General Assembly shall be credited as present by the school in which they are enrolled for days messed from school for this purpose. 5. Individual students who have emergencies necessitating their absence from school for a portion of the school day must have been present for the majority of the school day in order to be included in the average daily attendance count. When there is cause necessitating an individual student to be excused from school for a portion of the school day, the student shall be released from school only to his parent(s), to a person properly identified to school authorities or upon request by letter or telephone from the parents. 6. A student may request makeup work for an excused absence. Makeup work must be arranged within three school days after the last date of absence. Unexcused Absences Unexcused absences are all failures to attend school other than those specifically excused by the administration. Unexcused absences shall include but not be limited to the following: (1) oversleeping; (2) missing the bus; (3) baby-sitting; (4) joining the family for vacation outings; (5) skipping school and cutting classes. Procedures: 1. Parent receives notification of new attendance law at the beginning of school. Signatures of parents and students are kept at the school for one year. 2. After three (3) unexcused absences, the school sends a letter to the parent notifying them of the unexcused absences. 3. A referral to the School Social Worker is initiated after five (5) unexcused absences. The School Social Worker sends a letter to the parent. 4. The School Social Worker makes contact with the parent. If the attendance problem is not resolved, they send a certified letter to the parent. 5. If the parent has filed ungovernable charges against the student, a referral is made to Juvenile Court. Otherwise, a referral is made to Municipal Court. Tardy to School - Any student arriving at school following the ringing bell, chime, or other audible signal established by the Principal and intended to indicate the start of the school day. Wynnton Arts Academy, Columbus, GA April 2008 - 49 - Any student who is on school property bus is not in his or her assigned classroom or other authorized area following the bell, chime, or other audible signal will be considered tardy to school. Tardy to Class - A student is “tardy to class” when he arrives to class following the ringing bell, chime, or other audible signal indicating the beginning of instructional time. Excused Tardy - A tardy resulting from events beyond a student’s control, such as an accident, road closed due to an accident, area power outage, late bus, or other excuses determined by the Principal or designee as acceptable. Documentation is required to excuse a tardy, if it is for an appointment. Unexcused Tardies - Students accumulating three (3) days of unexcused tardies will receive a phone call from the teacher or office staff/automatic calling system to the parent. Continued Tardies - 5th - Referral(s) to the Principal or the Principal’s designee for mandatory parent conference and counselor referral. Consequences may include detention, in-school suspension, Saturday school, loss of driving privileges, or other actions in accordance with local school system policy. (10 or more days) - Referral to the school social worker and to support agencies outside the school system, as the Principal deems appropriate. Among these agencies are the Department of Family and Children Services (DFCS), law enforcement, Juvenile Court, Family Connection, or other external agencies. Credit for Classes The school year is 180 days. A student in any Muscogee County school who misses more than 15 days in any class shall not receive credit. In classes that meet for 90 days, a student who misses more than 7 days shall not receive credit. The parent or guardian may appeal a decision to withhold credit for an individual student based on excessive absences. Appeals must be made to the principal in writing within two weeks on the bass of hardship, extenuating circumstances or other extreme emergences. If the appeal is denied by the principal, a request in writing may be sent to the Superintendent or his designated assistant within five school days for an informal review and hearing.

Wynnton Arts Academy, Columbus, GA April 2008 - 50 - APPENDIX D

PERSONNEL POLICIES:

Current Employees:

1. The Human Resources Department of Muscogee County School District will continue to allocate employees to Wynnton Arts Academy under the system of hiring for all County schools with the exception of extended day arts personnel. All Wynnton personnel shall be fingerprinted and have a criminal background check prior to employment. 2. Administrative, Faculty, and Paraprofessional staff will remain employees of Muscogee County Board of Education, with no alteration in salary, workers compensation, insurance, health, retirement, and other benefits. Teachers and administrators are certified by GAPSC. Paraprofessionals must meet the requirements of the Muscogee County School District.

Future Employees:

1. Wynnton Arts Academy will continue to draw candidates from the Muscogee County Human Resources Department, but reserves the right to locate candidates on its own, who possess highly qualified Georgia certification and who are eligible for employment by Muscogee County Schools. These candidates will be specialists/professionals in the fine arts, and will be required to have professional certification/qualifications in their areas of expertise. 2. Wynnton Arts Academy can choose to utilize non-Georgia certified faculty in extended day activities. The Human Resources Department and the Principal will determine appropriate criteria for the hiring and utilization of non-certified faculty. The teachers will only be utilized in accordance with SACS/CASI guidelines. 3. New hires will be eligible for benefits from the Muscogee County Board of Education under the same rules and regulations as other employees. 4. Teacher salaries for the regular school day are in accordance with the salary scale of the Muscogee County School District. The scale is located in Appendix N. 5. The employment procedures, including requirements for background checks and fingerprinting are: MUSCOGEE COUNTY BOARD OF EDUCATION - GBD...http://www.gsba.com/policymanuals/policies/muscogee/gbd.htm 1 of 3 6/17/2004 1:10 PM Board Policy Descriptor Code: GBD Professional Personnel Hiring Administration of an Oath The Muscogee County School District shall uphold the State law which requires that every teacher in the public schools, colleges, and universities and other employees of the District take and subscribe to a solemn oath to uphold, support and defend the constitutions and laws of Georgia and of the United States. The oath of each teacher or other employee of the District shall be filed in the Office of the Superintendent of the local school district in the form of the State “Security Questionnaire.” No teacher or Wynnton Arts Academy, Columbus, GA April 2008 - 51 - other employee who fails to take and subscribe to such oath shall be employed. Procedures for Staffing The staffing for the School District is a joint responsibility of the Chief Human Resources Officer and the principals, directors/supervisors. Whenever a vacancy occurs, the administrator should notify the Human Resources Office immediately so that steps can be taken to find the most qualified person available for this position. Consultation with the personnel officer should proceed with the following action: 1. It will be the responsibility of the Chief Human Resources Officer to make a thorough investigation of the personnel files and recommend to the administrator the best-qualified person(s) available. 2. The Chief Human Resources Officer will discuss the qualifications of the best applicant(s) with the administrator and arrange for the applicant(s) to have an interview with the administrator. 3. After the administrator has had an interview with the applicant(s), a recommendation shall be made to the Assistant Superintendent for Personnel for or against employment. 4. If the application is recommended by the administrator and the Chief Human Resources Officer concurs with the recommendation, the applicant shall return to the Personnel Office and sign a contract as well as complete all other employment paperwork necessary for employment in the Muscogee County School District. 5. The recommendation then goes to the Superintendent who refers it to the Board of Education for confirmation. MUSCOGEE COUNTY BOARD OF EDUCATION - GBD...http://www.gsba.com/policymanuals/policies/muscogee/gbd.htm 2 of 3 6/17/2004 1:10 PM It should be noted that the Human Resources Department will work with the principals and directors in recommending paraprofessionals, secretaries, substitute teachers, custodians, plant services personnel, school nutrition workers and all other support personnel for employment, following the same basic procedure as for professional personnel. Work Experience The Muscogee County School District seeks to employ knowledgeable and experienced professionals who are properly certified. Thus, professionals will be granted the benefit of their verified total work experience in this system and other PSC accepted accredited school systems when determining pay levels upon being hired. This would also include three (3) years of creditable military service. Fingerprinting/Criminal Records Check Effective July 1, 2000 all personnel, certificated as well as noncertificated, employed by the Board shall be fingerprinted and have a criminal record check. A certificated person may, however, be employed under a provisional or temporary contract for a maximum of 200 days to allow for the receipt of the results of the criminal record check. All certificated personnel whose employment is renewed in this school district after July 1, 2000 shall have a criminal record check made as required above upon certificate renewal application for which the person is employed to the Professional Standards Commission. Additionally, all non-certificated employees will have a criminal record check completed every fifth (5th) year of employment. EMPLOYMENT OF RELATIVES It is the policy of Muscogee County School District to allow the employment of Wynnton Arts Academy, Columbus, GA April 2008 - 52 - relatives. The following application of this policy will be used when determining employment, promotion, or transfer: Immediate relative(s) may not be employed or work in the same department or A. MUSCOGEE COUNTY BOARD OF EDUCATION - GBD...http://www.gsba.com/policymanuals/policies/muscogee/gbd.htm 3 of 3 6/17/2004 1:10 PM school where they would be working under the same immediate supervisor. Relatives may not work directly under each other as subordinate superior relationship. B. Employees who marry each other are responsible to report such marriage to Human Resources. Senior administration will review each case on its own merit to determine appropriate action to take, if any. C. For the purpose of this policy, immediate relatives are: spouse, parent/step-parent, child/step-child, brother, sister, brother in-law, sister in-law, father in-law, mother in-law or grandparents. D. ADOPTED: March 18, 2002 LAST REVISED: November 17, 2003 MUSCOGEE COUNTY BOARD OF EDUCATION

Evaluations:

All personnel will be evaluated by an administrator a minimum of one time each year in accordance with MCSD Policies and Procedures. Calendar

Wynnton Arts Academy will follow the Muscogee County School District Board of Education calendar Payroll Services All Wynnton Arts Academy personnel shall be employees of Muscogee County School District. Payroll services shall continue to be provided by the Muscogee County School District. The establishment of the Charter School shall have no effect on salaries or benefits.

Wynnton Arts Academy, Columbus, GA April 2008 - 53 - APPENDIX E

Dress Code Policy

The Dress Code is required of all students attending Wynnton Arts Academy. Families experiencing financial difficulties or hardships may privately seek assistance through the Parent Coordinator and requests for the Sara Spano Clothing Bank.

Uniform Shirts:

Navy, white, and red solid colored button up shirts, (polo style, button up, or turtleneck). No emblems or logos other than the school logo are allowed. Any Wynnton Arts Academy shirts may be worn in lieu of the collared shirt.

Hooded, zipped up sweatshirts will not be worn during the school day while inside.

Uniform Bottoms:

Navy or Khaki shorts, slacks, skirts, dresses, skorts or jumpers. Sweatpants or wind pants will not be permitted. Slacks must be properly fitted around the waist held up by a brown or black belt.

Shoes:

Sneakers are the only shoes permitted to wear at ALL times, regardless of attire.

Daily Dress Requirements for ALL Students: 1. Pants shall be pulled up and not hanging below the waist. 2. Shirts will be neatly tucked in at all times. 3. No spaghetti straps, tube tops, or tank tops will be worn. 4. Shorts, skirts, and skorts will be no shorter than 2 inches above the knee.

Parents of students who repeatedly violate the daily dress code requirements will be referred to the Family Literacy Coordinator to help rectify the problem.

Wynnton Arts Academy, Columbus, GA April 2008 - 54 - APPENDIX F

Wynnton Arts Academy Teacher/Parent/Student Compact This agreement is not a condition to participating in the charter lottery, but rather is something that the student and his/her parent/guardian are required to sign in order to complete enrollment once it is offered to the student.

As A Parent/Guardian, I Will:

• Remain actively involved in my child’s education by supporting his/her learning process both at home and at school; • Ensure that my child attends school each day, arrives promptly and remains throughout the day; • Ensure that my child is rested, groomed, dressed in accordance with the school’s dress code, and has the necessary supplies and signed papers he/she needs; • Participate in school meetings and parent/teacher conferences; • Support the school’s policy for maintaining discipline; • Ensure that my child does his/her assigned homework each day; • Provide at least 10 hours of volunteer service by my family per year; • Take my child(ren) to two (2) cultural events during the school year; • Understand that if I do not adhere to the above statements and do not want my child to participate in the fine arts program, he/she will be transferred to a designated school in Muscogee County.

As A Student, I Will:

• Be the best I can be and believe in myself; • Come to school prepared and listen to all instructions; • Be honest, fair, and respectful.

As A Teacher, I Will:

• Treat each student with respect and dignity; • Provide meaningful learning opportunities; • Keep parents/guardians informed of student progress.

Signature(s) of Parent(s)/Guardian(s) ______

Signature of Student ______

Signature of Teacher: ______

Date______Grade ______

Wynnton Arts Academy, Columbus, GA April 2008 - 55 - ATTENDANCE POLICY

Any student who has been absent shall bring to the teacher, a written excuse, signed by the parent/guardian stating the cause of the absence. Students will be expected to make up all missed lessons because of absence or tardiness.

Unexcused Absences and Tardiness

Absences and Tardiness not documented as excused, in the above manner, are unexcused. • A letter will be sent to the parent/guardian for unexcused absences at 3, 5, 10, and 15 days.

• After 5 unexcused absences or tardies, the parent will automatically receive a letter from the school. The student and parent will be required to attend an extended day training program at the school on specified dates. Training will be provided by the Family Literacy Coordinator, the school Social Worker, and selected teachers. The training program will include participation in academic tutoring for students and tips for effective parenting strategies for parents.

Parents or guardians should be aware that non-compliance with attendance policies may result in the following: referral of student to the school truancy officer and possible retention of the student in the current grade.

Wynnton Arts Academy, Columbus, GA April 2008 - 56 - APPENDIX G

Basic Class Schedule that teachers adapt to their classroom:

Each classroom teacher adheres to the following segments:

2 hours Language Arts Block/Reading Block 2 hours Math Block 45 minutes of common planning time for teachers/students during art integration (drama, art, music, and dance) 30 minute lunches 75 minutes rotating block for science and social studies

Wynnton Arts Academy, Columbus, GA April 2008 - 57 - Wynnton Arts Academy, Columbus, GA April 2008 - 58 - The calendar year for Wynnton Arts Academy for 2008-2009 will begin on Monday, August4, 2008, and will end on Wednesday, May 27, 2009.

Wynnton Arts Academy, Columbus, GA April 2008 - 59 - APPENDIX H Measurable objectives for the charter school are as follows: Academic achievement o The percent of students in all the groups meeting/exceeding the standard in reading/language arts as measured by the spring administration of the Georgia Criterion Referenced Competency Test will increase from72% to 75% in 2008, with continued yearly 3 percentage point increases in years 2009, 2010, 2011, 2012, and 2013. o The percent of students in all the groups meeting/exceeding the standard in writing for grades 3 and 5 as measured by the spring administration of the Georgia Curriculum Based Assessment will increase 3 percentage points in 2009, 2010, 2011, 2012 and 2013. o The percent of students in all the groups meeting/exceeding the standard in mathematics as measured by the spring administration of the Georgia Criterion Referenced Competency Test will increase 3 percentage points in 2009, 2010, 2011, 2012, and 2013. Fine Arts achievement o For Music, students in all grades will achieve 90% mastery in the following areas: ¾ Singing alone and with others, a varied repertoire of music, ¾ Performing on instruments, alone and with others, varied repertoire of music, ¾ Improvising melodies, variations, and accompaniments, ¾ Composing and arranging music to accompany readings or dramatizations, ¾ Reading and notating music ¾ Listening to, analyzing, and describing music, ¾ Evaluating music and music performances, ¾ Understanding relationships between music, and other arts, and disciplines outside the arts, and ¾ Understanding music in relation to history and culture. o For Visual Arts, students in all grades will achieve 90% mastery in the following areas: ¾ Understanding and applying media, techniques and processes, ¾ Using knowledge of structures and functions, ¾ Choosing and evaluating a range of subject matter, symbols, and ideas, ¾ Understanding the visual arts in relation to history and cultures, ¾ Reflecting upon and assessing the characteristics and merits of their work and the work of others, and ¾ Making connections between visual arts and other disciplines. o For Dance, students in all grades will achieve 90% mastery in the following areas: ¾ Identifying and demonstrating movement elements and skills in performing dance, ¾ Understanding choreographic principals, processes, and structures, ¾ Understanding dance as a way to create and communicate meaning, ¾ Applying and demonstrating critical and creative thinking skills in dance, ¾ Demonstrating and understanding dance in various cultures and historical periods, ¾ Making connections between dance and healthful living, and ¾ Making connections between dance and other disciplines. o For Drama, students in all grades will achieve 90% mastery in the following areas: ¾ Script writing by planning and recording improvisations based on personal experience and heritage, imagination, literature and history, ¾ Acting by assuming roles and interacting in improvisations

Wynnton Arts Academy, Columbus, GA April 2008 - 60 - ¾ Designing by visualizing and arranging environments for classroom dramatization, ¾ Directing by planning classroom dramatizations, ¾ Researching by finding information to support classroom dramatization, ¾ Comparing and connecting art forms by describing theater, dramatic media, and other art forms, ¾ Analyzing and explaining personal preferences and constructing meanings from classroom dramatizations and from theater, film, television, and electronic media productions, ¾ Understanding context by recognizing the role of the teacher, film, television, and electronic media in daily life.

Goals are listed as Content Standards and objectives are listed as Achievement Standards. The National Standards are universally accepted as criteria for achievement in the Fine Arts. In order for our students to take their places in society we must do everything in our power to utilize all techniques to assist the students in mastering basic educational skills in the core academic areas. We have demonstrated on the CRCT that Arts Integration plays a significant role in assisting our students in academic performance. It is in the public interest for our future leaders to achieve at the highest possible levels.

National Standards for Drama, Art, Music, and Dance

Drama Theater Standards K-5

Through role-playing, scriptwriting, and developing characters in particular circumstances, students create situations and actions that allow them to make sense of their world and to understand those who are different from them.

Content Standard 1: Script writing by planning and recording improvisations based on personal experience and heritage, imagination, literature, and history.

Achievement Standard: Students a. collaborate to select interrelated characters, environments, and situations for classroom dramatization b. improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue

Content Standard 2: Acting by assuming roles and interacting in improvisations.

Achievement Standard Students a. collaborate to select interrelated characters, environments, and situations for classroom dramatizations b. use variations of locomotor and nonlocomotor movement and vocal pitch, tempo, and tone for different characters

Wynnton Arts Academy, Columbus, GA April 2008 - 61 - c. assume roles that exhibit concentration and contribute to the action of classroom dramatizations based on personal experience and heritage, imagination, literature, and history

Content Standard 3: Designing by visualizing and arranging environments for classroom dramatization.

Achievement Standard Students a. visualize environments and construct6 designs to communicate locale and mood using visual elements (such as space, color, line, shape, texture) and aural aspects using a variety of sound sources b. collaborate to establish playing spaces for classroom dramatizations and to select and safely organize available materials that suggest scenery, properties, lighting, sound, costumes, and makeup

Content Standard 4: Directing by planning classroom dramatizations.

Achievement Standard: Students a. collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations

Content Standard 5: Researching by finding information to support classroom dramatization.

Achievement Standard: Students a. communicate information to peers about people, events, time, and place related to classroom dramatizations

Content Standard 6: Comparing and connecting art forms by describing theater, dramatic media, and other art forms.

Achievement Standard: Students a. describe visual, aural, oral, and kinetic elements in theatre, dramatic media, dance, music, and visual arts b. compare how ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts c. select movement, music, or visual elements to enhance the mood of a classroom dramatization

Content Standard 7: Analyzing and explaining personal preferences and constructing meanings from classroom dramatizations and from theater, film, television, and electronic media productions.

Achievement Standard: Students Wynnton Arts Academy, Columbus, GA April 2008 - 62 - a. identify and describe the visual, aural, oral, and kinetic elements of classroom dramatizations and dramatic performances b. explain how the wants and needs of characters are similar to and different from their own c. articulate emotional responses to and explain personal preferences about the whole as well as the parts of dramatic performances d. analyze classroom dramatizations and, using appropriate terminology, constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations along with means of improving the collaborative processes of planning, playing, responding, and evaluating.

Content Standard 8: Understanding context by recognizing the role of theater, film, television, and electronic media in daily life.

Achievement Standard: Students

a. identify and compare similar characters and situations in stories and drama from and about various cultures, illustrate with classroom dramatizations, and discuss how theatre reflects life b. identify and compare the various settings and reasons for creating dramas and attending theatre, film, television, and electronic media productions

Visual Arts Standards for K-5

These standards help students learn the characteristics of the visual arts by using a wide range of subject matter, symbols, meaningful images, and visual expressions, to reflect their ideas, feelings, and emotions, and to evaluate the merits of their efforts.

Content Standard 1: Understanding and applying media, techniques, and processes.

Achievement Standard: Students a. know the differences between materials, techniques, and processes b. describe how different materials, techniques, and processes cause different responses c. use different media, techniques, and processes to communicate ideas, experiences, and stories d. use art materials and tools in a safe and responsible manner

Content Standard 2: Using knowledge of structures and functions.

Achievement Standard: Students a. know the differences among visual characteristics and purposes of art in order to convey ideas b. describe how different expressive features and organizational principles cause different responses Wynnton Arts Academy, Columbus, GA April 2008 - 63 - c. use visual structures and functions of art to communicate ideas

Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas.

Achievement Standard: Students a. explore and understand prospective content for works of art b. select and use subject matter, symbols, and ideas to communicate meaning

Content Standard 4: Understanding the visual arts in relation to history and cultures.

Achievement Standard: Students a. know that the visual arts have both a history and specific relationships to various cultures b. identify specific works of art as belonging to particular cultures, times, and places. c. demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.

Achievement Standard: Students a. understand there are various purposes for creating works of visual art b. describe how people’s experiences influence the development of specific artworks c. understand there are different responses to specific artworks

Content Standard 6: Making connections between visual arts and other disciplines.

Achievement Standard: Students a. understand and use similarities and differences between characteristics of the visual arts and other arts disciplines b. identify connections between the visual arts and other disciplines in the curriculum

Music Standards for K-5

Performing, creating, and responding to music are the fundamental music processes in which humans engage. Singing, playing instruments, moving to music, and creating music enable them to acquire musical skills and knowledge that may not be developed in any other way.

Content Standard 1: Singing, alone and with others, a varied repertoire of music

Achievement Standard: Students a. sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture and maintain a steady tempo Wynnton Arts Academy, Columbus, GA April 2008 - 64 - b. sing expressively, with appropriate dynamics, phrasing, and interpretation c. sing from memory a varied repertoire of songs representing genres and styles from diverse cultures

d. sing ostinatos, partner songs, and rounds e. sing in groups, blending vocal timbres, matching dynamic levels, and responding to cues of a conductor

Content Standard 2: Performing on instruments, alone and with others, varied repertoire of music

Achievement Standard: Students a. perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo b. perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments c. perform expressively a varied repertoire of music representing diverse genres and styles d. echo short rhythms and melodic patterns e. perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor f. perform independent instrumental parts while other students sing or play contrasting parts

Content Standard 3: Improvising melodies, variations, and accompaniments

Achievement Standard: Students a. improvise answers in the same style to given rhythmic and melodic phrases b. improvise simple rhythmic and melodic ostinato accompaniments c. improvise simple rhythmic variations and simple melodic embellishments on familiar melodies d. improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means

Content Standard 4: Composing and arranging music to accompany readings or dramatizations

Achievement Standard: Students a. create and arrange music to accompany readings or dramatizations b. create and arrange short songs and instrumental pieces within specified guidelines c. use a variety of sound sources when composing

Content Standard 5: Reading and noting music Wynnton Arts Academy, Columbus, GA April 2008 - 65 -

Achievement Standard: Students a. read whole, half, doted half, quarter, and eighth notes and rests in 2/4, 3/4/ and 4/4 meter signatures b. use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys c. identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing d. use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher

Content Standard 6: Listening to, analyzing, and describing music

Achievement Standard; Students a. identify simple music forms when presented aurally b. demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures c. use appropriate terminology in explaining music, music notation, music instruments and voices, an music performances d. identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices and male and female adult voices e. respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music

Content Standard 7: Evaluating music and music performances

Achievement Standard: Students a. devise criteria for evaluating performances and compositions b. explain, using appropriate music terminology, their personal preferences for specific works and styles

Content Standard 8: Understanding relationships between music, and other arts, and disciplines outside the arts

Achievement Standard: Students a. identify similarities and differences in the meanings of common terms used in the various arts b. identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music

Content Standard 9: Understanding music in relation to history and culture

Achievement Standard: Students Wynnton Arts Academy, Columbus, GA April 2008 - 66 - a. identify by genre or style aural examples of music from various historical periods and cultures b. describe in simple terms how elements of music are used in music examples from various cultures of the world c. identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use d. identify and describe roles of musicians in various music settings and cultures e. demonstrate audience behavior appropriate for the context and style of music performed

Dance Standards for K-5

Through dance education, students can also come to an understanding of their own culture and begin to respect dance as a part of the heritage of many cultures. As they learn and share dances from around the globe, as well as from their own communities, children gain skills and knowledge that will help them participate in a diverse society.

Content Standard 1: Identifying and demonstrating movement elements and skills in performing dance.

Achievement Standard Students a. accurately demonstrate nonlocomotor/axial movements (such as bend, twist, stretch, swing) b. accurately demonstrate eight basic locomotor movements (such as walk, run, hop, jump, leap, gallop, slide, and skip), traveling forward, backward, sideward, diagonally, and turning c. create shapes a low, middle, and high levels d. demonstrate the ability to define and maintain personal space e. demonstrate movements in straight and curved pathways f. demonstrate accuracy in moving to a musical beat and responding to changes in tempo g. demonstrate kinesthetic awareness, concentration, and focus in performing movement skills h. attentively observe and accurately describe the action (such a skip, gallop) and movement elements (such as levels, directions) in a brief movement study

Content Standard 2: Understanding choreographic principles, processes, and structures

Achievement Standard: Students a. create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment; identify each of these parts of the sequence b. improvise, create, and perform dances based on their own ideas and concepts from other sources c. use improvisation to discover and invent movement and to solve movement problems d. create a dance phrase, accurately repeat it, and then vary it (making changes in the time, space, and/or force/energy) e. demonstrate the ability to work effectively alone and with a partner f. demonstrate the following partner skills: copying, leading and following, mirroring Wynnton Arts Academy, Columbus, GA April 2008 - 67 -

Content Standard 3: Understanding dance as a way to create and communicate meaning.

Achievement Standard: Students a. observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures) b. take an active role in a class discussion about interpretations of and reactions to a dance c. present their own dances to peers and discuss their meanings with competence and confidence

Content Standard 4: Applying and demonstrating critical and creative thinking skills in dance.

Achievement Standard: Students a. explore, discover, and realize multiple solutions to a given movement problem, choose their favorite solution and discuss the reasons for that choice b. observe two dances and discuss how they are similar and different in terms of one of the elements of dance (such as space) by observing body shapes, levels, pathways

Content Standard 5: Demonstrating and understanding dance in various cultures and historical periods.

Achievement Standard: Students a. perform folk dances from various cultures with competence and confidence b. learn and effectively share a dance from a resource in their own community; describe the cultural and/or historical context c. accurately answer questions about dance in a particular culture and time period

Content Standard 6: Making connections between dance and healthful living.

a. identify at least three personal goals to improve themselves as dancers b. explain how healthy practices enhance their ability to dance, citing multiple examples

Content Standard 7: Making connections between dance and other disciplines

Achievement Standard: Students a. create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science) b. respond to a dance using another art form; explain the connections between the dance and their response to it (such as stating how their paintings reflect the dance they saw)

Wynnton Arts Academy, Columbus, GA April 2008 - 68 - Music Rubric

Not Mastered Mastered

Criteria / Performance Indicators Singing alone and with others, a varied repertoire of music • Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo • Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor • Students will be able to sing expressively, with appropriate dynamics, phrasing, and interpretation • Students will be able to identify and sing from memory, a variety of musical styles: 1. Jazz 2. Disney soundtracks 3. Classical 4. Hip Hop 5. Reggae 6. Folk Songs 7. Romantics Performing on instruments, alone and with others, varied repertoire of music • Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor • Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts • Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments • Students will be able to identify and perform the following instruments: 1. percussion 2. strings

Wynnton Arts Academy, Columbus, GA April 2008 - 69 - 3. piano/keyboard 4. horns Improvising melodies, variations, and accompaniments • Students will be able to create and repeat clapping games • Students will be able to identify and create simple songs and lullabies • Students will be able to create and use alliteration and rhyme • Students will be able to create simple rhythm games Composing and arranging music to accompany readings or dramatizations • Students will create and arrange short songs and instrumental pieces within specific guidelines • Students will be able to compose simple pieces through experimentation and editing of their work • Students will use feedback from groups to rearrange pieces • Students will be able to create and arrange music to accompany readings or dramatizations Reading and notating music • Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures • Students will be able to use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher • Students use a system to read simple pitch notation in the treble clef in major keys • Students will be able to identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing Listening to, analyzing, and describing music • Students will be able to identify the following musical terms: 1. rhythm – long, short

2. pulse or beat 3. harmony

4. texture – thick or thin

5. form

6. timbre

Wynnton Arts Academy, Columbus, GA April 2008 - 70 - 7. melody 8. tempo – fast or slow 9. pitch – high or low Evaluating music and music performances • Students devise criteria for evaluating performances and compositions • Students will be able to explain, using appropriate music terminology, their personal preferences for specific musical works and styles Understanding relationships between music, and other arts, and disciplines outside the arts • Students will be able to identify how music is being used to regulate movements • Students will be able to create movements such as fundamental, locomotor, axial, interpretive, and patterned rhymes (hand jive) to music Understanding music in relation to history and culture. • Students will be able to understand how early humans and animals used music for communication ideas • Students will be able to see how music increases harmony and social bonding • Students will be able to understand the importance of music in countries such as Japan and Africa Grading Scale: Student receives a “Satisfactory” score if 70% or more of the presented content is mastered within a grading period.

Wynnton Arts Academy, Columbus, GA April 2008 - 71 - Visual Arts Rubric

Not Mastered Mastered

Criteria / Performance Indicators Understanding and applying media, techniques, and processes. • Drawing and Painting • Printmaking • Sculpting/Modeling • Designing • Craft • Photography Using knowledge of structures and functions. • Students will be able to identify the four components of art: 1. Artistic Perception 2. Creative Expression 3. Historical and Cultural Context 4. Aesthetic Valuing • Students will describe how different expressive features and organizational principles cause different responses • Students know the difference among visual characteristics and purposes of art in order to convey ideas Choosing and evaluating a range of subject matter, symbols, and ideas. • Students will be able to manipulate and explore a variety of art materials to bring out problem solving skills • Students will select and use subject matter, symbols, and ideas to communicate meaning • Students will explore and understand prospective content for works or art • Students will be able to evaluate a variety of art compositions Understanding the visual arts in relation to history and cultures.

Wynnton Arts Academy, Columbus, GA April 2008 - 72 - • Students will be able to infer ideas in relation to historical art pieces • Students will demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art • Students will be able to draw conclusions regarding culture through visual representations • Students will identify specific works of art as belonging to a particular culture, time, and place Reflecting upon and assessing the characteristics and merits of their work and the work of others. • Students will be able to reflect at the end of their work session, evaluating the following: 1. What they like about the assignment they have completed 2. What they have learned 3. What they want to improve 4. What they want to learn next Making connections between visual arts and other disciplines. • Students will understand that popular media is a hybrid of sound, movement, animation, illustration, written text, and visual images • Students will be able to identify connections between the visual arts and other disciplines in the curriculum • Students will understand and use similarities and differences between characteristics of the visual arts and other disciplines Grading Scale: Student receives a “Satisfactory” score if 70% or more of the presented content is mastered within a grading period.

Wynnton Arts Academy, Columbus, GA April 2008 - 73 - Dance Rubric

Not Mastered Mastered

Criteria / Performance Indicators Identifying and demonstrating movement elements and skills in performing dance. • Students will be able to demonstrate and define the parameters of their personal space. (Spatial awareness-in place) • Students will be able to travel throughout the workspace while still maintaining their personal space. (Spatial awareness through space. • Students will be able to create shapes at low, middle, and high levels Understanding choreographic principals, processes, and structures. • Students will be able to identify different dance forms including cultural, representation, presentational, and expressive dance. • Students will be able to create a sequence with a beginning, middle, and end both with and without rhythmic accompaniment • Students will be able to use improvisation to discover and invent movement and to solve movement problems • Students will demonstrate the ability to work alone and with a partner Understanding dance as a way to create and communicate meaning. • Students will be able to draw upon a variety of resources such as poetry, music, literature, and curriculum to communicate interpretations through dance • Students will be able to retell a story through movement • Students will demonstrate the following partner skills: copying, leading and following, and mirroring Applying and demonstrating critical and creative thinking skills in dance. • Students will be able to guide their learning of dance using the following questions:

Wynnton Arts Academy, Columbus, GA April 2008 - 74 - 1. What was communicated by the dance? 2. What kinds of movements were used in the dance? 3. Was the dance meaningful and effective? Why or why not? 4. What role did music play in communicating meaning? Demonstrating and understanding dance in various cultures and historical periods. • Students will be able to reenact various culture dances and discuss their meanings. • Students learn and effectively share a dance from a resource in their own community and describe the cultural and/or historical context • Students will be able to perform folk dances from various cultures with competence and confidence • Students will show an understanding of how many cultures communicate through dance. Making connections between dance and healthful living. • Students identify at least three personal goals to improve themselves as dancers • Students explain how healthy practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples • Students will be able to identify the benefits of dance as an exercise. Making connections between dance and other disciplines. • Students will be able to create a project that reveals similarities and differences between various art disciplines • Students will be able to cite example of dance concepts, such as balance, shape, and patterns, that are used in other disciplines Grading Scale: Student receives a “Satisfactory” score if 70% or more of the presented content is mastered within a grading period.

Wynnton Arts Academy, Columbus, GA April 2008 - 75 - Drama Rubric

Not Mastered Mastered

Criteria / Performance Indicators Script writing by planning and recording improvisations based on personal experience and heritage, imagination, literature, and history. • Students will be able to use background knowledge and experience to initiate script. • Students will use group work to get the responsibility of giving and taking from others, solving problems, and making decisions. • Students will develop an understanding of themselves and of others. Acting by assuming roles and interacting in improvisations • Students will be able to reenact recent events. • Students will be able to use improvisations to demonstrate what has been learned by the class so far. • Students will be able to use role play to interact with others and adjust their in-role responses to the cues of others. Designing by visualizing and arranging environments for classroom dramatization. • Students will design the set using the classroom environment. • Students will arrange pieces in a way to offer suggestions of the setting. • Students will be able to create the “mood” of the production. Directing by planning classroom dramatizations. • Students will be able to show character relationships at the beginning of a scene • Students will be able to show a disturbance of the plot balance • Students will find conflict resolution Researching by finding information to support classroom dramatization. • Students will be able to use various types of media to support classroom dramatization • Students will be able to communicate information to peers Wynnton Arts Academy, Columbus, GA April 2008 - 76 - about people, events, time, and place related to classroom dramatizations Comparing and connecting art forms by describing theater, dramatic media, and other art forms. • Students will be able to describe visual, aural, oral, and kinetic elements in theatre, dramatic media, dance, music, and visual arts • Students will compare how ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts • Students will be able to select movement, music, or visual elements to enhance the mood of a classroom dramatization Analyzing and explaining personal preferences and constructing meanings from classroom dramatizations and from theater, film, television, and electronic media productions. • Students will explain how the wants and needs of characters are similar to and different from their own • Students will be able to articulate emotional responses to and explain personal preferences about the whole as well as the parts of dramatic performances • Students will understand that popular media is a hybrid of sound, movement, animation, illustration, written text, and visual images Understanding context by recognizing the role of theater, film, television, and electronic media in daily life. • Students will reflect upon the following questions when they experience a media they enjoy:

1. What is the meaning behind the message? 2. What is this text, print, or electronic trying to say to me? 3. How does it do this-through words and through images? 4. How does is make me feel? 5. How do the visual effects have an impact on the reader? 6. What are the producers trying to communicate? 7. What are the motivations of the producer? How did I receive the text as a reader?

Grading Scale: Student receives a “Satisfactory” score if 70% or more of the presented content is mastered within a grading period.

Wynnton Arts Academy, Columbus, GA April 2008 - 77 - Use of Assessment Data

Student achievement data collected annually includes: Criterion Reference Competency Test (CRCT), Iowa Test of Basic Skills (ITBS), Muscogee Accountability Program (MAP), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), STAR Reading, Star Math, Accelerated Math (AM), Accelerated Reading (AR), and the Fine Arts Rubrics (based on the National Standards).

Once the data is collected, the Office of Testing and Research of the Muscogee County School District analyzes the raw data from the standardized tests. The data analysis is provided to all administers and staff of Wynnton Arts Academy who use that analysis to pinpoint areas where improvement is needed as well as to identify techniques that are yielding positive results.

Data from MAP, DIBELS, STAR reading and math, AR and AM, and the Fine Arts Rubrics are analyzed within the school. Again, instructional decisions are based on demonstrations of student competencies and areas needing improvement.

The overwhelming improvement evidenced in our student test scores indicates that our administrators, faculty, and staff utilize the test data to optimize student achievement and learning.

Wynnton Arts Academy, Columbus, GA April 2008 - 78 - APPENDIX I

Wynnton Arts Academy Finances

Funding

Wynnton Arts Academy proposes that the Muscogee County Board of Education and the Georgia Department of Education will continue to provide funding for Wynnton in accordance with State and County guidelines. Wynnton Arts Academy will continue to receive funding at the same rate or according to the guidelines applied to all other Muscogee County Schools.

Fiscal accountability will be maintained through the Muscogee County School’s Division of Finance for any funding provided by the Muscogee County Board of Education and the State Board of Education. Wynnton Arts Academy will participate in annual audits conducted by the local school board.

Financial Policies:

To assure sound fiscal management, Wynnton Arts Academy will follow the policies and procedures established by the Muscogee County School Board. Wynnton Arts Academy will follow the policies and procedures of the Muscogee County School Board for disbursement.

As a charter School, Wynnton Arts Academy recognizes that there may be additional funds and grant opportunities available. Wynnton Arts Academy will seek additional funding opportunities..

In order to ensure sound fiscal practices, the following steps will be taken:

1. An annual budget will be drawn up by the principal and the Fine Arts Design Team based on the School Improvement Plan and the annual goals of Wynnton Arts Academy.

2. When additional funding becomes available, the principal and the Fine Arts Design Team, will present recommendations to the Wynnton Arts Academy faculty, staff, and stakeholders as to the best use of the funding.

3. Any funds received will follow the policies and procedures of the Muscogee County School District in regard to deposit and disbursement.

4. Robinson, Grimes, an independent auditing CPA organization (licensed by the state of Georgia), annually performs an audit of every portion of the Muscogee County School District, including Wynnton Arts Academy. The audit is financed by the Muscogee County School District. As a charter school, Wynnton Arts Academy will comply with the federal monitoring requirements for schools receiving federal funds

All assets, including the school building, are property of the local board of education.

Wynnton Arts Academy, Columbus, GA April 2008 - 79 -

Financial Plan for the First Fiscal Year

As a conversion charter school, Wynnton Arts Academy will continue to receive funding in accordance with State and County guidelines. Please see the attachments for additional financial information. (Attachment 1, Attachment 2)

Other Sources of Funding

There are four major outside sources of funding for Wynnton Arts Council. They are grants, funds from our Partners In Education, the Wynnton Arts Foundation, and several fund raising projects. a) Grants – Faculty members of Wynnton Arts Academy will complete grant applications to corporate, state, and foundation organizations to secure funds for activities. The faculty will be aided by the staff of the Deputy Superintendent in these endeavors. b) Partners in Education – The Junior League of Columbus, Georgia and Wynnton United Methodist Church serve as Partners in Education for Wynnton Arts Academy, and endeavor to assist with as much funding and supplementary materials as they are financially capable. c) Wynnton Arts Foundation – Wynnton Arts Academy is the oldest active school in the state of Georgia. The Wynnton Arts Foundation, founded in 2002, is committed to providing a state of the art performing arts theater in the school. d) Fund Raising Projects – Annually Wynnton Arts Academy conducts four fund raising projects. These are Square One Art, Reach Art, Cookie Sales, and America’s Lemonade.

Wynnton Arts Academy, Columbus, GA April 2008 - 80 - APPENDIX J

Waivers

Wynnton Arts Academy requests the following waivers:

State Waivers

Specific exemptions requested from the Georgia Department of Education will include:

1. Wynnton Arts Academy can choose to utilize non-Georgia certified faculty in teaching capacities for extended day instruction. (Rule 505-2-09 and Rule 160-5-1-22(3)) The principal and the Wynnton Arts Academy Governance Board will determine the appropriate criteria for the hiring and utilization of non-certified personnel for extended day classes.

2. Wynnton Arts Academy faculty or staff can supervise, within SACS/CASI guidelines up to 33 students either inside or outside on school property during lunch, recess, fine arts, and transitional time. (O.C.G.A. § 20-2-323) This waiver will allow for large groups of students to be involved in stage productions and rehearsals. This waiver is consistent with the intent of O.C.G.A. § 20-2-323 as students will be supervised in an appropriate manner. Our anticipated teacher to student ratio is 20:1 for Pre-K and Kindergarten (with a paraprofessional), 21:1 (with a paraprofessional) in grades 1-3, and 28:1 in grades 4 and 5.

3. Wynnton Arts Academy reserves the right to purchase text books and other instructional materials not on the approved text book list for extended day instruction. These materials will be aligned with QCC, GPS, and National Standards. (O.C.G.A. §20-2-10-10)

This waiver will allow more flexibility in the selection of supplemental text books and instructional materials for use in the extended day program and classrooms. This flexibility is needed for the integration of the arts into the existing curriculum. Books and resources are needed to ensure the National Arts Standards are appropriately addressed. This waiver is consistent with the intent of O.C.G.A. §20-2-10-10 because text books and other resources will be aligned with QCC, GPS, National Standards, and arts integration guidelines.

County Waivers

Specific exemptions requested from the Muscogee County Board of Education include:

1. Wynnton Arts Academy will foster parental involvement through a Teacher/Parent/Student Compact. (Refer to APPENDIX F)

A Family Arts Association will be created so that parents can actively participate in the fine arts program and student events. The Family Arts Association will not be affiliated with the state and local Parent Teacher Association, but will be designed by its members. (See APPENDIX L)

2. Wynnton Arts Academy will require a school uniform policy. (Muscogee County School District Policy JCDB) Wynnton Arts Academy, Columbus, GA April 2008 - 81 -

Wynnton Arts Academy requires a dress code policy that includes a required uniform. Research has shown that student safety and school culture are improved with the wearing of uniforms. Wynnton Arts Academy’s motto is “Dress for Success”.

3. Wynnton Arts Academy will institute an extended school day. (Muscogee County School District Policy AF)

Wynnton Arts Academy will require an extended school day past the 3:15 dismissal time for in- depth fine arts instructional programs. Professionals from the community will be contracted to provide specialized classes in visual art, drama, music, and dance.

Wynnton Arts Academy, Columbus, GA April 2008 - 82 - APPENDIX K

Family Arts Association

The Wynnton Family Arts Association will be an organization of parents, faculty, staff, and interested individuals. The Association will support the goals of the school and participate in fund raising, classroom celebrations, fine arts programs, and any other activities that may require volunteers. The Family Arts Association is not affiliated with the Georgia Council Parent Teacher Association.

The General Membership will elect the Chairperson, Assistant Chairperson, Secretary, and Treasurer. The officers will be elected annually by the membership. They shall have the right to raise funds for school projects and arts activities. The Family Arts Association will meet four times per year in a general membership meeting. There will be an annual membership fee.

Wynnton Arts Academy, Columbus, GA April 2008 - 83 - APPENDIX L

FAMILY LITERACY PROGRAM

To facilitate strong parental participation, parent workshops will be held at Wynnton. Parents will be strongly encouraged to attend. The Family Literacy Coordinator will encourage parental involvement and track each family’s Charter commitment.

Wynnton Arts Academy, Columbus, GA April 2008 - 84 -

APPENDIX M

School Improvement Plan 2006-2007 System and School Name: Muscogee County School District, Wynnton Arts Academy School Year:

2007 Wynnton Arts Academy, Columbus, GA April 2008 - 85 -

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APPENDIX N

MUSCOGEE COUNTY SCHOOL DISTRICT

ANNUAL SALARY SCHEDULE 2007-2008

TEACHERS

:YEARS PROV PROF PROV PROF PROV PROF PROV PROF STEP T4 T-2 EXP BT-4 T-4 BT-5 T-5 BT-6 T-6 BT-7 T-7 0,1,2 E 33,592 34,544 30,816 35,496 34,729 40,457 39,938 45,419 45,129 50,151 3 1 34,530 35,508 30,816 36,488 35,771 41,597 41,136 46,690 46,483 51,562 4 2 35,493 36,500 30,816 37,508 36,844 42,770 42,370 48,014 47,877 53,033 5 3 36,487 37,523 30,816 38,560 37,949 43,980 43,641 49,382 49,313 54,550 6 4 37,507 38,572 30,816 39,995 39,467 45,633 45,387 51 ,251 51,286 56,626 7 5 38,560 39,657 30,816 41,121 40,651 46,926 46,749 52,712 52,825 58,250 8 6 39,643 40,772 30,816 42,851 42,480 48,917 48,853 54,961 55,202 60,746 9,10 7 40,769 41,930 30,816 44,071 43,754 50,321 50,319 56,550 56,858 62,513 11,12 Ll 41,929 43,123 30,816 45,328 45,067 51,767 51,829 58,187 58,564 64,329 13,14 L2 43,123 44,353 30,816 46,623 46,419 53,257 53,384 59,871 60,321 66,200 15,16 L3 44,329 45,594 30,816 47,931 47,812 54,921 54,986 61,730 62,131 68,246 17,18 L4 45,571 46,873 30,816 49,278 49,246 56,710 56,636 63,720 63,995 70,429 19,20 L5 46,851 48,190 30,816 50,665 50,723 58,305 58,335 65,523 65,915 72,430 21 L6 48,169 49,546 30,816 52,094 52,245 60,283 60,085 67,714 67,892 74,825

Wynnton Arts Academy, Columbus, GA April 2008 - 94 - Appendix O WYNNTON ARTS ACADEMY APPLICATION FORM

Name ______Last First Middle Date______

Social Security Number ______

Date of Birth ______

Address ______Street City State Zip Code

Father/Guardian’s Name ______Home telephone ______E-mail address ______Name of Employer ______Work telephone ______

Mother/Guardian’s Name ______Home telephone ______E-mail address ______Name of Employer ______Work telephone ______

Name of current school ______

Grade next year (circle one) Kindergarten First Second Third Fourth Fifth

Address of current school ______Street City State Zip Code

Write a short paragraph stating why you want your child to attend Wynnton Arts Academy: ______

A current report card must accompany this completed application. (The report card does not in any way affect your child’s acceptance to Wynnton Arts Academy.)

Wynnton Arts Academy, Columbus, GA April 2008 - 95 - Return the completed application to:

Wynnton Arts Academy 2303 Wynnton Road Columbus, Georgia 31906 Telephone: (706) 748-3147 Fax: (706) 748-3151 E-mail: [email protected]

Wynnton Arts Academy, Columbus, GA April 2008 - 96 - Attachment 1

Five Year Budget Projections

This budget is only an estimate.

Wynnton Arts Academy’s transportation and lunch program will continue to be managed and financed by Muscogee County Schools utilizing revenues from the Muscogee County School System, the Georgia Department of Education and the United States Department of Education.

Current 2006-07 2007-08 2008-09 2009-10 2010-11 Revenue Federal, Georgia $1,943,682 $2,040,866 $2,142,909 $2,250,055 $2,362,558 $2,480,686 and Local

Local $97,607 $102,487 $107,612 $112,992 $118,642 $124,574

Title I $245,125 $205,100 $205,100 $220,000 $220,000 $230,000 Total $2,286,414 $2,348,454 $2,455,621 $2,583,047 $2,701,200 $2,835,260

Current 2006-07 2007-08 2008-09 2009-10 2010-11 Expenditures School $147,715 $155,101 $162,856 $170,999 $179,549 $188,526 Administration Instruction - K $237,514 $249,390 $261,859 $274,952 $288,700 $303,135 Instruction 1-3 $664,375 $697,594 $732,473 $769,097 $807,552 $847,930 Instruction 4-5 $334,300 $351,015 $368,566 $386,994 $406,344 $426,661 Special $348,022 $365,423 $383,694 $402,879 $423,023 $444,174 Education Media $70,480 $74,004 $77,704 $81,589 $85,669 $89,952 MCSD $97,607 $102,487 $107,612 $112,992 $118,642 $124,574 Title I $245,125 $205,100 $205,100 $220,000 $220,000 $230,000 M&O $141,276 $148,340 $155,757 $163,545 $171,722 $180,308 Total $2,286,414 $2,348,454 $2,455,621 $2,583,047 $2,701,200 $2,835,260

Wynnton Arts Academy, Columbus, GA April 2008 - 97 -

Wynnton Arts Academy, Columbus, GA April 2008 - 98 -

Attachment 3

Wynnton Arts Academy, Columbus, GA April 2008 - 99 - Attachment 4

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Wynnton Arts Academy, Columbus, GA April 2008 - 101 - Attachment 5

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