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Georgia Connections Academy
School Handbook Supplement
2019-2020
This Supplement provides school-specific information in addition to the general policies
documented in the School Handbook: General Portion. Because this Supplement does not
constitute the full set of policies related to your Connections Academy school, please be sure to
read the School Handbook: General Portion along with this Supplement. Both of these
documents may be updated during the year as needed. If there are any discrepancies between
this Handbook Supplement and the General Handbook, the policies in this Supplement override
policies in the General Handbook and are the binding policies that should be followed.
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Table of Contents
2 School Mission and Overview ................................................................................... 5
2.1 Mission Statement .............................................................................................................. 5
3 School Organization and Roles ................................................................................ 5
3.1 Roles and Responsibilities ................................................................................................. 5
3.3 School Information ............................................................................................................. 5
Accreditation ...................................................................................................................................... 6
3.4 School Schedule ................................................................................................................ 7
3.4.1 The GACA 2019-2020 School Calendar .................................................................................. 7
3.4.2 Required Instructional Hours .................................................................................................... 8
3.5 Enrollment, Withdrawal, and Transfers ............................................................................... 8
Maximum Age to Enroll ..................................................................................................................... 8
Enrollment of Students Suspended or Expelled from another School .............................................. 9
3.5.3 Enrollment after the Start of the School Year........................................................................... 9
Additional Information for High School .............................................................................................. 9
3.6.3 Mandatory Testing* ................................................................................................................ 10
3.7.4 Placement Changes during the School Year (Lower School) ................................................ 12
Placement, Promotion, and Retention (Lower School) ................................................................... 12
3.8 Scoliosis Screening ........................................................................................................... 13
4 Attendance ................................................................................................................ 13
Performance Based Attendance Requirements .............................................................................. 13
4.1 Attendance and Reported Student Address ...................................................................... 14
4.2 Marking and Verifying Attendance..................................................................................... 15
Connexus Attendance Codes and System Controls ....................................................................... 16
Unexcused Absences ...................................................................................................................... 16
Excused Absences .......................................................................................................................... 17
Vacation Days ................................................................................................................................. 17
Truancy and Withdrawal .................................................................................................................. 18
4.3 Escalation Status ............................................................................................................... 19
4.4 Acknowledgement of Schoolwide Attendance and Truancy Policy ................................... 20
5 Honor Roll ................................................................................................................. 20
Honor Roll ........................................................................................................................................ 20
Honor Roll with Distinction .............................................................................................................. 20
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Principal’s List .................................................................................................................................. 20
6 High School Programs and Policies ....................................................................... 21
Promotion ........................................................................................................................................ 21
Graduation and Diploma Requirements .......................................................................................... 22
Early Graduation ............................................................................................................................. 23
Area and Subject Requirements ..................................................................................................... 23
National Collegiate Athletic Association (NCAA) Eligibility ............................................................. 25
Grades and Grade Point Averages (GPA) ...................................................................................... 25
Class Rank ...................................................................................................................................... 25
Release of High School Records .................................................................................................... 26
Prerequisites .................................................................................................................................... 26
Schedule Changes .......................................................................................................................... 27
Transcripts ....................................................................................................................................... 27
Credit from other Schools ................................................................................................................ 27
Credit for Coursework Completed in a Non-Standard School ........................................................ 27
High School Courses Taken in Lower School ................................................................................. 29
College Courses .............................................................................................................................. 30
Advanced Placement ...................................................................................................................... 30
AP Testing ....................................................................................................................................... 31
End of Pathway Testing .................................................................................................................. 31
Students Driving to Sanctioned Events ........................................................................................... 31
7 Services for Special Populations ............................................................................ 33
7.1 Individuals with Disabilities Education Act (IDEA) Eligible Students ................................. 33
Enrollment Requirements ................................................................................................................ 33
During the School Year ................................................................................................................... 34
Conducting IEP Meetings ................................................................................................................ 34
Special Education and Related Services ........................................................................................ 34
New Referrals .................................................................................................................................. 34
7.2 Rehabilitation Act of 1973: Section 504 Eligible Students ................................................. 35
Enrollment Requirements ................................................................................................................ 35
During the School Year ................................................................................................................... 35
Reevaluation .................................................................................................................................... 35
Section 504 Accommodations ......................................................................................................... 36
New Referrals .................................................................................................................................. 36
7.3 Accommodations and Enrollment Status........................................................................... 37
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7.4 Gifted Students .................................................................................................................. 37
8 Suicide Awareness, Intervention and Prevention ................................................. 37
Prevention ....................................................................................................................................... 37
Intervention ...................................................................................................................................... 38
Postvention ...................................................................................................................................... 38
9 Conduct, Due Process, Grievance and Communication ...................................... 39
9.2 Bullying and Other Prohibited Behaviors ........................................................................... 39
Complaints ....................................................................................................................................... 43
Privacy/Confidentiality ..................................................................................................................... 44
9.3 Discipline and Due Process for Students .......................................................................... 44
Discipline Measures ........................................................................................................................ 44
Due Process for Students ............................................................................................................... 48
Suspension (up to 10 days) ............................................................................................................ 48
Suspension of an additional 10 days, or an Expulsion ................................................................... 48
Disciplinary Hearing ........................................................................................................................ 49
Discipline for Students with Disabilities ........................................................................................... 49
9.4 Academic Honesty ............................................................................................................ 49
Academic Integrity ........................................................................................................................... 49
9.5 Grievance Policy for Caretakers ........................................................................................ 50
Caretaker Remedies ....................................................................................................................... 51
Grievance Process .......................................................................................................................... 51
Resolution of the Complaint at the United States Department of Education Level ......................... 54
Student and Employee Communications ........................................................................................ 55
10 Educational Materials Provided by the School .................................................... 55
10.2.2 Technology Provided by Connections Academy ................................................................. 55
10.2.4 Use of Personal Equipment and Software ........................................................................... 55
10.2.5 Use of the Internet ................................................................................................................ 55
Internet Safety Policy ...................................................................................................................... 55
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2 SCHOOL MISSION AND OVERVIEW
2.1 Mission Statement
The mission of Georgia Connections Academy is to exemplify a collaborative virtual school
where our students meet high expectations through mastery of challenging academic material in
preparation for successful college and career experiences.
3 SCHOOL ORGANIZATION AND ROLES
3.1 Roles and Responsibilities
A primary goal at GACA is encouraging parent involvement. Select the appropriate link below to
review a copy of GACA’s Title I Parent and Family Engagement Policy and Compact developed
as part of the Title I funding plan. Feedback is welcome; please send a WebMail message to the
parent involvement coordinator at any time.
** The 2019-2020 SY Title I Parent and Family Engagement Policy and Compact will be added once
approved **
3.3 School Information
School Information School Contact
School Phone Number (678) 825 – 3258
School Fax Number (770) 623 – 6029
School Address 2763 Meadow Church Rd, Suite 208 Duluth GA 30097
School Hours 8:00 a.m. – 4:00 p.m., M-F
Technical and General Support 1-800-382-6010
Executive Director Brazilia Bilal-Page
Lead Principal To Be Determined
High School Principal (Grades 9-12) Jennifer Boyter
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High School Assistant Principal Brooke Parker
Lower School Principal (Grades 5-8) Amy Wilcox
Lower School Assistant Principal Tricia Weatherspoon
WebMail All staff and support services are located in the Education Management System’s (Connexus®) WebMail address book.
Board of Directors Refer to the Board Info web page for most current contact information
Accreditation
Georgia Connections Academy is accredited by the Southern Association of Colleges and
Schools Council on Accreditation and School Improvement (SACS CASI), an accrediting
division of AdvancED.
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3.4 School Schedule
3.4.1 The GACA 2019-2020 School Calendar
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3.4.2 Required Instructional Hours
Based on a 180 day school year:
Grade(s) Required Hours of Instruction per Year
5 900
6 – 12 990
3.5 Enrollment, Withdrawal, and Transfers
Maximum Age to Enroll
The maximum enrollment age of a student is determined by state law. The maximum
enrollment age may also vary by student, dependent upon on the program in which a student is
enrolled. In Georgia, the maximum age limits are:
● General education students who turn 21 on or before September 1st
● Students who receive special education and related services who turn 21 on or before
September 1st
● If a student was out of school for 1 or more semesters, the maximum age is 20 on or
before September 1st
Maximum age limits also apply to students who choose to re-enroll. For more information
regarding the maximum enrollment age, please contact the school counselor or administrator
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Enrollment of Students Suspended or Expelled from another School
Students who have been suspended from another school and who are eligible to return to that
school system, but who wish to enroll in GACA, will be required to submit a disciplinary history
to GACA during the enrollment process. The disciplinary history will be reviewed by the School
Leader who will make a final decision regarding enrollment. Students who have been expelled
from another school may not enroll in GACA until their term of expulsion is over. Failure to
disclose a prior suspension or expulsion during the enrollment process that is later verified
through prior school records will result in an immediate withdrawal.
3.5.3 Enrollment after the Start of the School Year
Students may enroll after the start of the school year, provided that there is space available in
the school at the time of application and enrollment is still open. Families should contact the
enrollment team for details on the school’s enrollment capacity at the given time of application
or inquiry. Families enrolling mid-year are subject to all the same enrollment requirements as
families that enroll prior to the start of the school year.
Additional Information for High School
Students who enroll late (defined as enrolling after the first ten (10) days of the start of the
school year) will be contacted by their core content teachers who will conduct a diagnostic
assessment of their content masters. This assessment consists of the Unit Test, which will be
used as a diagnostic to determine if the student has mastered the material or needs to go back
and review the lessons where the standards were presented. If the student does not show
mastery on the standards assessed on the unit test, then they will need to go back and review
the lessons where those standards were presented. The student will then be re-assessed.
If the student is bringing a transfer grade from a previous school, the counselor will send that
information to the student’s teachers to replace the grade up to the point the student enrolled.
For students who are interested in participating in school extracurricular activities or sports at
their local school, parents should fill out the GACA Request for Local School Activities form,
found in the Virtual Library
.The Request for Local School Activities form should be sent to the School Leader to approve.
The Caretaker then needs to take the form to the local school. The decision to approve and
allow the student to participate in activities/sports is that of the local school administrator.
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3.6.3 Mandatory Testing*
The Georgia Milestones Assessment is a mandatory assessment for all students enrolled in
eligible grades. This is a mandated assessment for all public school students and there is not
an option to "opt out" of this testing requirement. Students will receive unexcused absences for
each day of mandatory testing they are absent.
End of Grade Assessment: All students in grades 5-8 must take the Georgia Milestones End
of Grade Assessment (EOG) in the subject areas of Language Arts, Writing, Mathematics,
Science, and Social Studies.
Students in grades 5 and 8 also take the EOG assessment in Science and Social Studies.
Participation in and meeting specific performance levels on the EOG assessment is part of the
promotion policy for students in grades 5-8.End of Course Assessment: Any student enrolled
in and/or receiving credit for an End of Course (EOC course, regardless of grade level, will be
required to take the EOC assessment upon completion of that course. Lower school students
completing an EOC course must take the EOC assessment regardless of whether they are
receiving high school credit.
The EOC Assessment score will count as 20% of the student’s final grade, for those students
who are testing at the completion of the course. In order to receive credit for courses that
require the Georgia Milestones EOC Assessment, students must participate in this
assessment. The student’s course grade will be affected as noted below, based on when and
whether the student participates in the EOC assessment:
For students who do not participate in the regularly scheduled EOC assessment, the
student’s course status will be marked as complete without credit, and the student will be
scheduled to take a make-up EOC.
If the student completes the EOC assessment at the make-up session, the student’s
course grade will be considered complete and the complete without credit status will be
replaced with the course grade.
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If the student does not take the EOC assessment within two (2) terms (not including
summer), the grade for the course becomes a 50/F. (For example, a student is
scheduled to take the EOC assessment in December and does not attend the student
will not receive credit for the course. If the student also does not attend the Spring EOC
assessment make-up and does not attend the Winter make-up the course grade is
changed to a 50/F.)
Students who do not take the EOC after three (3) administration opportunities, and
therefore have a 50/F due to a refusal to complete the requirement, are not eligible for
credit recovery for that course and will be required to repeat the entire course.
*Students with Individualized Education Programs (IEP) are expected to meet the above criteria
as they are provided with accommodations to reach the standards.
Students enrolling from homeschool, non-accredited programs, or programs outside of Georgia
are required to take and earn a score of 70 or higher on the EOC assessment prior to receiving
credit for the course. According to Georgia state law, students are allowed only one (1)
administration to validate credit. If during this one (1) administration a student scores below a
70, the student will be required to retake the B section of the course and EOC assessment at
the conclusion of the course.
All state testing takes place at locations designated by GACA throughout the state. Families will
be provided with their testing site based on the county of residence on file. It is the caretaker’s
responsibility to ensure that their address, including county of residence is correct and updated
throughout the school year, to ensure proper placement for state testing. More detailed
information on test dates and locations is provided by the school on the State Testing Message
Board.
*For additional information about the criteria for promotion to the next grade level, please see
the “Placement, Promotion and Retention” section of this Supplement.
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3.7.4 Placement Changes during the School Year (Lower School)
Placement changes may be requested by a family or by a teacher in consultation with the
family. All placement change requests are subject to review and approval by the School Leader
or designee. Placement changes will be determined based on several factors which include
but are not limited to lesson completion, performance on coursework and assessments,
placement tests (during enrollment), and teacher judgment. Placement changes may be in one
of two areas – course changes and grade level changes. Refer to section 6 (High School
Program and Policies) in this Supplement for information related to changing courses at the high
school level.
Placement, Promotion, and Retention (Lower School)
Grades 5-8
Students enrolled in grades 5-8 must meet all of the following criteria in order to be promoted to
the next grade level:
Passing grade* in Language Arts, Mathematics, Science, and Social Studies; and
Scoring as a Distinguished Learner, Proficient Learner, or Developing Learner on the
Georgia Milestones Assessment in all tested subjects required by the Georgia State
Department of Education; and
Participation on all tests included in the Georgia Milestones End of Grade
Assessment.
Per the guidelines established by the Georgia Department of Education,
• Reading: a student who has a Below Grade Level Reading status in grade 8 will
require remediation and successful retesting in ELA in order to be promoted to the
next grade level.
• Mathematics: a student who is classified as a Beginning Learner in grades 5 and 8
will require remediation and successful retesting in mathematics in order to be
promoted to the next grade level.
*Passing grade is defined as end of year course average of 70% or higher. Semesters A and B
will be combined for a final course average.
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Students with Individualized Education Programs (IEP) are expected to meet the promotion
criteria aligned to each grade band as they are provided with accommodations to reach the
standards.
Students Participating in the Georgia Alternative Assessment
Participation in all collection periods of the Georgia Alternative Assessment is required for
students identified by their Individualized Education Program (IEP).
3.8 Scoliosis Screening
In accordance with state law, scoliosis screening is available to students between the ages of
ten (10) and fifteen (15) years old. GACA encourages parents/caretakers to have students
screened by their healthcare provider, or their local health services department. Additionally,
GACA will partner with a healthcare professional to provide two (2) scoliosis screenings per
year, one in September and one in January, for students in grades 6 and 9. Parents/caretakers
of students in grades 6 and 9 will be notified prior to the GACA screening dates. Parents/
caretakers may opt out of the screening by notifying the school in writing within five (5) days of
receiving the notification.
For more information on available screenings in your area, please contact your local health
services department or your student’s healthcare provider. For further information on GACA’s
scoliosis screening program, please review GACA’s “Important Information Regarding Scoliosis
Screenings,” or contact the School Leader.
4 ATTENDANCE
Performance Based Attendance Requirements
Students are considered present if they are actively engaged in their courses. “Actively engaged
in a course” is defined by the following:
1. Completing GACA and course assigned assessments by the due date
2. Completion of assigned tasks that teachers have designated as critical to the course
which may include: interventions, assessments, and LiveLesson attendance
3. Submitting Connexus assigned lessons daily
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Successful completion of these tasks indicates that a student was present for the week.
Critical Course Tasks:
Students have a grace period of five (5) school days after the due date to submit or complete
the assigned task that has been designated as a critical course assignment. Failure to complete
the Critical Course Task by the grace period will result in an accumulation of overdue lessons
which could lead to administrative withdrawal.
4.1 Attendance and Reported Student Address
Students enrolled at Georgia Connections Academy must be residents of the state of Georgia.
Students are expected to complete work each day from the reported address provided during
enrollment in Georgia Connections Academy. Caretakers are responsible for reporting any
change of address and providing substantiating documentation within one week of move to the
enrollment department. Failure to update address records could result in withdrawal from the
school.
Any student traveling outside of the state of Georgia for longer than five (5) consecutive school
days (5) must complete a mandatory location transfer form and this travel must be approved by
the School Leader. Traveling outside of the state for longer than five (5) consecutive school
days without prior approval could result in withdrawal from GACA. Travel will NOT be approved
during mandatory state testing. Students are required to attend and will not be excused for any
reason.
Georgia State Law Attendance Requirements
School age students have a right to a free public school education; they have a responsibility to
attend school. Regular attendance is essential if students are to benefit fully from the
educational opportunities provided for them. Unless excused by GACA’s Compliance
Coordinator, students are expected to be in school according to Georgia’s Compulsory
Attendance laws.
The State has recognized the importance of regular attendance by enacting a compulsory
attendance law for students under the age of sixteen (16). This law requires parents or
guardians to see that their children attend school, and it provides penalties for failure to do so.
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Penalties are also provided for anyone, including other students, who encourages or induces
students to be absent or who employs or harbors a student who should be in school.
The school has designated a Compliance Coordinator and School Wide Attendance
Compliance Committee who are authorized and required to file a petition in the Juvenile and
Domestic Relations Court to obtain compliance with the truancy laws.
Attendance Hours Required weekly attendance hours are determined by grade level. Required
weekly attendance hours must be met within seven (7) days after the start of a new week
(Sunday-Saturday) for the student to be considered in good standing. The required weekly
hours are as follows:
5th grade - 25 hours per week (five (5) courses)
6th grade - 8th grade: 28 hours per week (six (6) courses
9th grade - 12th grade: 28 hours per week (six (6) courses)
4.2 Marking and Verifying Attendance
Learning Coaches document student attendance in the Education Management System
(Connexus) based on completed lessons. The School verifies that the attendance records are
accurate based on lesson completion. Attendance hours should be entered DAILY Monday –
Friday by the Learning Coach. Learning Coaches lose access to the attendance log 48 hours
after the close of the previous week and any changes must then be requested through the
student’s homeroom teacher.
The attendance log allows up to eight (8) student attendance hours to be entered each day. If a
student is not completing lessons Monday - Friday, the Learning Coach MUST enter zero (0)
hours. Learning Coaches should enter between one (1) and eight (8) hours for all days where a
student is completing lessons. (See Attendance Codes below). Attendance hours may be
entered on Saturday or Sunday if lessons are being completed, but logging attendance hours on
the weekend is not required.
Students should log in and complete lessons each day using their username and password.
Five (5) days of non-attendance, or the equivalent of five (5) days of missing hours as required
per grade level and/or twenty-five (25) overdue lessons will result in truant status. Ten (10) days
of non-attendance, or the equivalent of ten (10) days of missing hours as required per grade
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level, will result in the student being withdrawn for truancy. If a student is withdrawn for truancy,
he/she is not eligible to re-enroll until the next school year. A student will only be allowed to re-
enroll if he/she provides evidence of one (1) full semester (August-December or January - May)
of successful attendance at another accredited school.
Attendance hours are a legal record of school attendance and entering these hours should be
taken seriously and be part of the school day for the Learning Coach. Homeroom teachers and
the Attendance Coordinator will regularly check the student’s attendance records. If hours are
entered for a certain day, but no lesson completion can be verified by the homeroom teacher,
the hours will be changed to an unexcused absence.
Connexus Attendance Codes and System Controls
The following attendance codes are available in Connexus:
Code Definition Who Records?
0 – 8 Hours of Schooling Learning Coach or Teachers (w/log note from Learning Coach
V Vacation
Learning Coach
E Excused
Attendance Coordinator
U Unexcused Attendance Coordinator
Unexcused Absences
There are three (3) instances in which a student will receive an unexcused absence.
1. Any weekday that does not reflect hours worked in the attendance log will be
recorded as an unexcused absence. This may be corrected via request to the
student’s homeroom teacher if the student was completing lessons on that school
day.
2. Any weekday where a student did not complete lessons will be recorded as an
unexcused absence unless the Caretaker designates 0 hours in the attendance log.
3. Failure to attend mandatory state testing for any reason will result in an unexcused
absence.*
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Homeroom teachers and the Attendance Coordinator are responsible for verifying and/or
updating hours entered that do not reflect lesson completion. Hours logged by a Caretaker or
Learning Coach which cannot be verified with lesson completion will be overridden to an
unexcused absence.
*There are no exceptions to participating in state testing, as it is a requirement per the Georgia
Department of Education and the Georgia Connections Academy Charter Contract.
Excused Absences
Excused absences may be granted after submission of substantiating documentation (e.g.,
doctor’s notes). Absences due to illness without a doctor’s note should be recorded as zero (0)
hours, and a plan to make up those hours should be created with the homeroom teacher.
Documentation should be submitted to the student’s Homeroom teacher or Attendance
Coordinator within 48 hours of the absence. Students who are granted an excused absence
should discuss making up attendance hours with their teacher(s). In the event of prolonged
absences, please contact the Attendance Coordinator as soon as possible to discuss the
student’s circumstances.
Only GACA-Sanctioned events (field trips, etc.) will count as excused absences.
If a student is absent due to illness for more than ten (10) consecutive days, the homeroom
teacher should be notified prior to the ten (10) school day mark to avoid withdrawal.
Vacation Days
Students are allocated “Vacation” days based on the number of weekdays in the school
calendar that are marked as non-school days on the GACA school calendar (e.g. Labor Day,
Spring break, etc.). A student may choose to use their vacation days on a different date than the
non-school days, with prior approval from the student’s homeroom teacher, and a student must
be on pace with their lessons. For example, a student may choose to work on Labor Day and
take the next day off. The Learning Coach would record hours of attendance on Labor Day, as
though it were a regular school day, and then mark the following day off as “V” for vacation.
Excessive use of vacation days will send a student into Alarm status and may result in the
replacement of used vacation days with unexcused absences. Please note that a student will
not have access to teachers during GACA school holidays.
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A student who knows in advance that he/she will be absent must notify their homeroom teacher.
If a student will be absent, the student should work with their subject area teachers to create a
plan for maintaining their schedule and Live Lessons to keep current with all assignments and
lessons.
Truancy and Withdrawal
Regular attendance in school for all students, including those students with reduced course
load, individualized education plan or 504 plans, is the joint responsibility of the student and
Caretaker. Attendance is defined as being actively engaged in courses. Actively engaged in a
course indicates that the student has completed the following:
1. District and course assigned assessments (if applicable)
2. Critical course due/date deadline assigned tasks (if applicable)
3. Submitted Connexus assigned lessons daily
Successful completion of these tasks indicates that a student was present for the week
Truancy is defined as any child subject to compulsory attendance laws who during the school
year has more than five (5) days of unexcused absences and/or twenty-five (25) or more
overdue lessons. Truancy is a serious offense that requires corrective action by the School and
the Caretaker.
Any student who has reached truant status will be required to attend a compliance meeting with
their Caretaker and will be issued a mandatory attendance and participation contract which must
be followed to avoid withdrawal. Failure to adhere to the mandatory Attendance Contract will
result in withdrawal from Georgia Connections Academy. Failure to attend this mandatory
meeting will result in disabled Caretaker accounts and potential suspension of student.
Students who have not completed a lesson within Connexus for ten (10) consecutive days will be
automatically withdrawn from the School. It is the responsibility of the Learning Coach to inform
the Compliance Coordinator of circumstances that would contribute to this level of absence/non-
compliance.
In order to avoid truancy, the Caretaker must ensure that the following activities are taking place:
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Learning Coach or Caretaker enters attendance hours each day of school.
The student completes all assigned lessons and assessments.
The student participates in educational activities for the required number of hours.
The student is available for regularly scheduled telephone calls with teachers.
The student attends all assigned LiveLesson® sessions.
The student is able to demonstrate that he/she is doing his/her own schoolwork.
The student attends mandatory state testing.
The Learning Coach or Caretaker has communicated with the homeroom teacher in
advance if he/ or she needs to deviate from the regular school calendar (for example,
switching a vacation and school day).
4.3 Escalation Status
Enrolled students are in one of three escalation statuses at all times:
1. On-Track
2. Approaching Alarm
3. Alarm
This status is based on several criteria, as outlined in the School Handbook: General Portion,
and is a combination of measures that indicate if a student is demonstrating adequate
participation (and therefore attendance) in the program. This not only includes the actual
attendance hours recorded by the Learning Coach, but also lesson and assignment completion
rates, and amount of communication with the teacher. Therefore, even though a Learning
Coach may record a high number of instructional hours in the attendance records, if a student’s
work completion rates are not on track or if he/ she fails to communicate on a regular basis with
the teacher, he/ she will be placed into an escalated (Approaching Alarm or Alarm) status. It is
important to recognize that just marking proper attendance will not keep a student’s escalation
status On-Track.
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When a student is in the Approaching Alarm status, he/ she is in danger of being withdrawn.
The school will work with the family to help get the student’s attendance back on track. If these
efforts fail, the student will be escalated to the Alarm status which could quickly lead to the
student’s official withdrawal.
4.4 Acknowledgement of Schoolwide Attendance and Truancy Policy
Caretakers and students ten (10) years of age or older by September 1 must acknowledge the
Truancy Policy Data View within thirty (30) days of the student’s first day of school.
5 HONOR ROLL
Any student enrolled in and/or receiving credit for an EOC course, regardless of grade level, will
be required to take the EOC assessment upon completion of that course. Lower school students
completing an EOC course must take the EOC assessment regardless of whether they are
receiving high school credit. Students enrolling from non-accredited programs are required to
take and pass the EOC assessment prior to receiving credit for the course.
Honor Roll
Students who achieve a cumulative Grade Point Average (GPA) of 3.00-3.32 (without rounding)
for the semester, will be named to the Honor Roll.
Honor Roll with Distinction
Students who achieve a cumulative GPA of 3.33 - 3.99 (without rounding) for the semester, will
be named to the Honor Roll with Distinction.
Principal’s List
Students who achieve a cumulative GPA of 4.00 or higher (without rounding) for the semester,
will be named to the Principal's List.
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6 HIGH SCHOOL PROGRAMS AND POLICIES
Promotion
The following courses require participation in the Georgia Milestones End of Course
Assessment.
• Algebra 1
• Geometry
• 9th Grade Literature and Composition
• American Literature
• United States History
• Economics
• Biology
• Physical Science
In order to receive credit for courses that require the Georgia Milestones EOC Assessment,
students must participate in this assessment. The student’s course grade will be affected as
noted below, based on when and whether the student participates in the EOC assessment:
• For students who do not participate in the regularly scheduled EOC assessment, the
student’s course status will be marked as complete without credit, and the student will be
scheduled to take a makeup EOC at the next available opportunity.
• If the student completes the EOC assessment at the make-up session, the student’s
course grade will be considered complete and the complete without credit status
replaced with the course grade.
• If the student does not take the EOC assessment within two terms (not including
summer), the grade for the course becomes a 50/F. (For example, a student is
scheduled to take the EOC assessment in December 2018 and does not attend. the
student will not receive credit for the course. The student does not attend the spring
EOC assessment make-up and does not attend the Winter makeup. The course grade
is changed to a 50/F.)
• Students who do not take the EOC, and therefore have a 50/F due to a refusal to
complete the requirement, are not eligible for credit recovery for that course and will be
required to repeat the entire course.
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*Students with Individualized Education Programs (IEP) are expected to meet the above criteria
as they are provided with accommodations to reach the standards.
The following credits are required to be promoted from one grade to the next:
Classification Grade Minimum # of Credits
Sophomore 10 5
Junior 11 11
Senior 12 17 PLUS students must have earned at least:
2.5 credits in required English; 2.5 credits in required Math;
2.5 credits in required Science, and 1.5 credits in required Social Studies
At the time of a student’s enrollment, school counselors will establish estimated grade levels
based on preliminary information about previously earned credits and/or number of semesters a
student has attended high school. Student grade levels will be updated twice each year – once
in the fall and again at the end of the school year. The automatic adjustments are based on the
student’s earned and verified credits recorded in the Education Management System. Even if a
student earns additional credit(s), the student should anticipate remaining in the same grade
until the subsequent grade level adjustment. Exceptions may be made for 12th grade students
with the intention of graduating in spring of that school year. For more information please
contact the School Counselor.
Graduation and Diploma Requirements
To be eligible to graduate and receive a diploma from Georgia Connections Academy, a student
must meet all of the following requirements:
• Be enrolled at GACA during the semester immediately prior to graduation, and not be
full-time enrolled in any other school
• Earn a total of twenty-three (23) credits (in specific areas and subjects as outlined in this
Supplement)
• Pass the state-mandated high school tests
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• Meet any other additional graduation requirements required by the school or state.
*Credits earned at another Connections Academy school or schools may be included in this
total, as these schools all use the same curriculum, technology, and instructional protocols as
GACA.
Early Graduation
At the close of the second semester, the School Leader, counselor, and other staff will review
each senior’s records to ensure that these students have completed all graduation
requirements. The School Leader will then initiate the “withdrawal for graduation” process in
Connexus for those students who have completed all requirements.
Students who have completed all graduation requirements at any time prior to the end of the
second semester of their senior year may request early graduation by contacting the School l
Leader.The School Leader and other appropriate school staff will then review the student’s
records to ensure that all graduation requirements have been met. After the School Leader
grants approval for early graduation, he/she will initiate the “withdrawal for graduation” process.
This includes marking the student’s transcript to indicate graduate status. Once the student has
graduated, the student will no longer be enrolled in Connections Academy and will not have
access to Connexus.
Unofficial transcripts will be available to students via Connexus as long as the student is
enrolled in Connections Academy, and official transcripts will be available at any time by
contacting the school. Early graduates will receive their diplomas at the end of the second
semester, when the rest of the graduating class receives their diplomas. Early graduates are
welcome to join in any and all graduation activities offered by Connections Academy, but must
inform the school of their desire to participate in graduation activities at the same time they
request early graduation.
Area and Subject Requirements
Students must earn the following credits in the following areas and subjects in order to
graduate:
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Area Subject Required Credits
Mathematics Algebra 1 1.0
Mathematics Geometry 1.0
Mathematics Any approved beyond Geometry 2.0
English Language English 9 1.0
English Language English 10 1.0
English Language English 11 1.0
English Language English 12 1.0
Science Biology 1.0
Science Physical Science or Physics 1.0
Science Chemistry or Earth Science or Environmental Science
1.0
Science Any Approved Science Course 1.0
Social Studies American History 1.0
Social Studies World History 1.0
Social Studies American Government 0.5
Social Studies Economics 0.5
Health Any Approved 0.5
Physical Education Personal Fitness 0.5
Electives Any Approved, to include at least 3 credits of CTAE and/or Foreign Language, and/or Fine Arts
7
Total Credits 23.0
Georgia Connections Academy uses a standard whereby one credit equals approximately 180
hours of instruction within a school year (sometimes referred to as Carnegie Units).
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National Collegiate Athletic Association (NCAA) Eligibility
In order to be eligible for National College Athletic Association (NCAA) scholarships, students
must meet certain academic and other requirements, including but not limited to, taking NCAA-
approved high school courses. Many of Connections Academy’s core and elective courses are
NCAA-approved; however, students interested in NCAA scholarships should contact their
school counselor to determine an appropriate course schedule that will help them meet NCAA
requirements. Students should also visit the NCAA Eligibility Center for more information.
Grades and Grade Point Averages (GPA)
Students must earn a 70% (C) or better in a course in order to earn credit for it. Courses with
earned grades below a 70% (C) will not be awarded with credit, but will appear on student
records and will be included in a student’s GPA. Grade point averages will only include graded
courses; pass/fail courses will not be averaged into a student’s GPA. Courses taken through
iNaCA will be honored as transfer credits.
Grade Grade % Passing? Non-
Weighted
Weighted
(Honors)
Weighted
(AP)
A 90 – 100 Yes 4.00 4.50 5.00
B 80 – 89 Yes 3.00 3.50 4.00
C 70 – 79 Yes 2.00 2.50 3.00
F 0 – 69 No 0.00 0.00 0.00
Class Rank
Georgia Connections Academy will calculate the class rank for each high school student two
times per year, shortly after the conclusion of each semester. Students who have not yet
successfully completed any high school courses for credit directly from Connections Academy
will be excluded from the class rank calculation.
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For the purposes of calculating the class rank, the student’s cumulative GPA will be used, which
may include weighted grades for Honors or Advanced Placement courses. Courses transferred
in from other accredited institutions will also be included in the class rank as long as there is a
grade assigned for that course.
The cumulative GPA is calculated to the hundredth of a point. Students whose class rank
rounds off to the same thousandth of a point will be considered tied and will receive the same
class rank. The ranking will compare students within the same grade level at the same school.
Class rank is used to determine spring graduation ceremony awards and honors; class rank is
calculated mid- semester in the spring of the graduation year.
Release of High School Records
Connections Academy will provide educational records, including official high school transcripts,
class rank, test scores, and letters of recommendation to third parties such as post-secondary
institutions, scholarship committees, and/or potential employers, only with prior written approval
from the student’s parent(s)/legal guardian(s), or from the student if he/she is aged 18 or older
or an emancipated minor.
In order to ensure that application deadlines are successfully met, we require advance notice of
at least 10 working days for requests to provide educational records to students, parents,
and/or third parties. We require 30 days’ notice for letters of recommendation. Note that
class rank is only calculated twice a year.
Requests for records should be made using the Authorization for Release of High School
Records and Letter of Recommendation form available in the Virtual Library or by calling the
school counselor.
Prerequisites
Students must meet all course prerequisite requirements prior to registration in them.
Prerequisites are listed by each course’s overview in the course catalog. Semesters A and B of
a course cannot be taken concurrently (during the same semester).
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Schedule Changes
Schedule changes must be requested within the first ten (10) school days of a student’s start /
enrollment date. To add or drop a course, a request must be made to the School Counselor.
If a student’s request to add or drop a course after the ten (10) day schedule change window is
approved, a WF (failing grade at time of withdrawal from course) or WP (passing grade at time
of withdrawal from course) may be placed on the student’s transcript.
Transcripts
Students will be able to access ongoing information about their courses through their online
grade books within the Education Management System.
To request an official copy of a transcript, families must complete an Authorization for Release
of High School Records and Letter of Recommendation form (located in the Virtual Library) and
submit it to the principal School Leader for approval and processing. Official transcripts are
generated at the school. They have official school signatures, raised seals, and are sent in a
sealed envelope. Parents will be able to view a copy of the transcript through the learning
management system. Please reach out to the GACA school counselor for additional information.
Credit from other Schools
As part of the enrollment process, families submit their students’ most recent report cards
and/or transcripts. Counselors analyze previously earned credits and determine which credits
will transfer to the Georgia Connections Academy. The school counselor may require complete
unofficial transcripts or complete end-of-year report cards before approving a student’s grade
level and course selection. Official transcripts are required within the first 30 days of school for
final credit transfer approval and for final course approval. Upon graduation or withdrawal, the
official Georgia Connections Academy transcript will display both the credits earned at Georgia
Connections Academy as well as any transfer credits.
Credit for Coursework Completed in a Non-Standard School
Students may request to receive credit for courses completed in previous educational settings
other than fully accredited schools, including home school, non-accredited public, private,
alternative or international schools.
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Non-State EOC Coursework
The GACA counseling team determines eligibility for credit utilizing one of the following
methods:
1. Assessment: The student takes and achieves a passing grade (70% or above) on the
Connections Academy exam(s) associated with the course. This may be the midterm
and final exam or other proficiency exam as determined by the subject area teacher. The
test(s) must be taken in a school-approved proctored setting.
2. Portfolio: The student submits a portfolio documenting coursework, which may include:
• Samples of prior work
• List of texts used in prior courses
• Artwork
• Writing samples
• Report card from prior school program
• Student Interview
• Other materials as requested by the School Counselor
The portfolio is reviewed by each subject area teacher. The School Counselor and/or
School Leader, along with the subject area teachers, may review the student’s portfolio.
The subject area teachers make final decisions about credit(s) to be granted for the
student’s prior coursework and are responsible for determining if the student is proficient
in the specific subject and whether or not credit is granted.
3. Competency: This method is only applicable to foreign language courses and certain
other courses that occur in a clearly linear sequence. Under this method, the subject
area teacher makes a placement decision based on a less comprehensive portfolio of
materials. After the student has completed one (1) full semester at GACA, the subject
area teacher will review the student’s progress in the Connections Academy course(s). If
the student earns a passing grade in the Connections Academy course(s), the School
Counselor will award credit(s) for the course(s) taken previously in the non-standard
school.
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Courses provided on a HSCF (Home School Credit Form) or PAH (Prior Academic History
Form) from traditional caretaker-driven home schools are awarded pass/fail grades as indicated.
Pass/fail grades are not included in the calculation of the student’s GPA. Courses from non-
standard accredited/non-accredited public, private, alternative or international schools can be
awarded the grade listed on the transcript, as appropriate. Credits earned are not entered into a
student’s record until the student has completed a full semester at GACA.
State EOC Coursework
Courses on a HSCF or PAH form are evaluated the state EOC assessment. Students must
achieve a grade conversion score of ‘developing learner’ or higher on the EOC assessment to
be awarded credit, and will earn a passing grade if this minimum requirement is met. Students
earn “P” for passing grade or the grade indicated by the result of the exam, whichever is in the
student’s academic best interest. If a student does not meet the ‘developing learner’ threshold
on the exam, they receive no grade or credit earned, as indicated by the code “NC” in the grade
field on the transcript.
State EOC courses provided from non-standard schools are evaluated by the EOC exam. If
grades were previously assigned by the non-standard school, the student must achieve the
minimum state score of ‘developing learner’ or higher on the state exam, which is then
calculated as 20% of the final grade. If grades were not previously assigned by the non-
standard school, the student must achieve a score of ‘developing learner’ or higher to be
awarded credit and the grade awarded will be the grade indicated by the result of the
assessment. If the student fails the exam, he/she receives no grade or credit earned, as
indicated by the code “NC” in the grade field on the transcript.
Credits awarded are not entered into a student’s record until the student has completed a full
semester at GACA.
High School Courses Taken in Lower School
Students may earn high school credit for high school level courses taken during the lower
school years. A lower school course for which high school credit is granted must cover the
same content as the equivalent high school course, and must be approved by the school
counselor in advance. Check with the school counselor for more specific information.
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College Courses
Families must consult with the school counselor for permission to earn high school credit for
college courses taken while the student is still enrolled in Georgia Connections Academy.
Students wishing to earn high school credit for college courses must have written approval of
the school counselor in advance. The school counselor will work with the parent and student to
determine the amount of high school credit that a college course could earn. In order to receive
high school credit for a college course, the student must pass the course with a grade of 70% or
higher. College credits and letter grades from dual enrollment courses will appear on the GACA
high school transcript.
Advanced Placement
Advanced Placement (AP) courses at Georgia Connections Academy, offer students an
opportunity to earn college credits while completing course work towards high school
graduation. AP courses are college level courses and require additional time and dedication by
the student. AP courses typically range from 2-3 additional hours per lesson with an emphasis
placed on student portfolios and written assignments. Successful completion of an AP level
course provides students:
Credits for HOPE Scholarship: The HOPE Scholarship requires that students have 4
credits of “rigorous” coursework to be eligible; coursework includes AP level courses in
foreign languages and core subjects.
GPA Incentives: Students receive an additional 1.0 added to their GPA for each AP
course taken at GACA. For example, students earning an “A” in AP US History would
receive a 5.0 on their high school transcript instead of the standard 4.0.
College Credit: Students may choose to take the AP exam for their course(s) during the
May testing season. AP exams are scored on a 1-5 range. Students earning a three (3)
or above may earn college credits for the respective course(s) (certain colleges may
have different requirements for acceptable scores).
Due to the rigorous nature of an AP level course, students must keep pace with their lessons
and demonstrate high aptitude levels in the completion of their assignments. Although
enrollment in certain GACA AP courses does not require a prerequisite, an AP teacher can
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request that a student be removed from an AP course and placed in a lower level course, if the
lower level course is more appropriate for a student’s skill level.
AP Testing
Students enrolled in AP courses are eligible to take the course AP exam during the May testing
season. There is a cost associated with each exam and the exams are entirely optional, but
encouraged for the possibility of earning college credit. Currently, Georgia Connections
Academy offers a single AP exam testing location in the metro Atlanta area. Any student that is
interested in taking the AP exam, but is unable to attend the GACA proctored AP exam, must
register with a school in their local area. AP exam registration opens in mid-fall, however seating
is limited, and students are encouraged to register as soon as possible.
Refunds will not be granted to students that register for the AP exam through Georgia
Connections Academy and do not attend testing. There are no makeup testing dates for the AP
exams proctored by Georgia Connections Academy.
End of Pathway Testing
The End-of-Pathway Assessment (EOPA) process was implemented in response to legislation,
which mandates that schools implement a measurement mechanism that would ascertain the
technical skill attainment level of students’ participation in career and technical education
courses. Credentials are awarded in recognition of an individual’s attainment of measurable
technical or occupational skills necessary to obtain employment or to advance within an
occupation. Georgia’s Technical Skills Attainment Inventory contains approximately 125 exam
options updated annually from Georgia’s Department Of Education state program area
specialists. Student who are eligible to participate in EOPA activities should have successfully
completed the three (3) or four (4) designated courses in the pathway or, be enrolled in the final
designated (third or fourth) course of the pathway and be on track to successfully complete the
last designated course.
EOPAs are online assessments given during the Spring End of Course administration at
locations designated by GACA.
Students Driving to Sanctioned Events
First and foremost, we highly recommend to parents/legal guardians that students not be
permitted to drive unaccompanied to Connections Academy sanctioned events (“Event(s)”).
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Preferred options include having parents, legal guardians or designated adults drive and
supervise students, or having students use public transportation options.
However, we recognize that in certain circumstances students may need or wish to drive to an
Event without supervision from an adult. In order to be able to drive unaccompanied to a
Connections Academy sanctioned Event students must meet the following guidelines:
Must be 16 years of age, and Caretakers have to sign the GACA Driving and Attendance
Waiver.
Must possess a valid driver’s license.
Must have access to a currently registered, inspected, and insured vehicle.
Must be a student in good standing, with good attendance, and with no disciplinary
actions noted in the student’s file.
Obtain school permission to drive unaccompanied to Events.
In addition, it is the responsibility of the student who attends an Event without a parent, legal
guardian, or designated adult to do the following:
Document parental permission to drive to Events for the current school year by
submitting a completed and signed Connections Academy Sanctioned Event Student
Driving and Attendance Authorization to the school (form available from the Virtual
Library or the school).
• Document school permission to drive to Events by obtaining the School Leader’s (or
designee) signature on the Connections Academy Sanctioned Event Student Driving
and Attendance Authorization.
• Obey all time schedules
• Obey all school rules including maintaining acceptable attendance and disciplinary
standards. If a student arrives late, privileges may be revoked.
• Adhere to school rules and procedures for Events.
Under no circumstances shall the school be responsible for students who make their own
personal travel arrangements and/or are not accompanied by an adult. The conduct of
unaccompanied student drivers at Events will remain the responsibility of their parents/legal
guardians. If a student driving to or from an Event is involved in an accident, Connections
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Academy will not be liable for any injuries or damage; all liability rests with the student, his/her
parent/legal guardian and/or any insurance maintained by the parent/legal guardian and/or the
student.
Under no circumstances shall students drive other students to an Event. If a student
nevertheless permits another student or students to ride with him/her, Connections Academy
shall not be liable for any injuries or damage to any parties. The student, the student’s
parent/legal guardian, and/or any insurance maintained by the parent/legal guardian and/or the
student, will be responsible for any and all injuries and/or any damage that may occur.
Even if a parent/legal guardian does grant permission for a student to drive unaccompanied, it is
important to note that driving a car to an Event is a privilege for a student and not a right, and
such privilege may still be denied or revoked by the school at any time. Safe driving practices
must be adhered to at all times. Students who endanger other drivers, individuals, pedestrians,
or property, and/or do not follow school rules and/or procedures for Events, may have their
permission to drive unaccompanied to school Events revoked by the school. Furthermore,
students may be reported to school authorities and, if warranted, may also be reported to the
police for further action.
7 SERVICES FOR SPECIAL POPULATIONS
7.1 Individuals with Disabilities Education Act (IDEA) Eligible
Students
Enrollment Requirements
At the time of enrollment, all Caretakers who indicate their students have special needs are
asked to submit a copy of the student’s most recent Individualized Education Program (IEP). It
is important that the IEP is current and complete, and that any educational assessments and
evaluation reports that support the IEP are also submitted. The most current Multidisciplinary
Evaluation Team (MET) report is also required.
All documents are reviewed by the Manager of Special Education, and if necessary a member
of the special education staff contacts the family to discuss specific student needs or to clarify
the information.
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The student’s annual review date is noted, and once enrollment is complete the team begins to
schedule IEP meetings, as necessary.
During the School Year
At the beginning of the school year, the special education team ensures that teachers have
access to the student IEPs. The teachers are made aware of each student’s special learning
needs and are given guidance on how to make the necessary program accommodations.
Conducting IEP Meetings
The special education team plans for and schedules all annual reviews and other IEP-related
meetings. They contact families and establish mutually beneficial meeting times. Although
typically held virtually, the IEP meetings occur in compliance with all state and federal laws.
Special Education and Related Services
According to their IEPs, some students qualify to receive special education and related services.
Due to the virtual nature of the school, the services are typically provided virtually over the
internet with real-time conferencing software. The IEP team ensures the service is provided in
compliance with the IEP. The team locates and secures the provider and handles all contracting
and financial issues.
New Referrals
Throughout the year, both teachers and Learning Coaches may detect that a student is having
difficulties with learning and they may believe there could be a need for special education
assistance. If this is suspected, the teacher will first help the Learning Coach implement a
series of program modifications. If those documented strategies fail, he/she will then refer the
student to the school’s Student Support Team (SST). This team will meet and suggest
additional strategies and considerations, and they will also work to gather more information
about the student’s learning history and profile.
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They may even consult with a member of the special education team. If after all the
recommended strategies fail, the team (along with the Caretaker) will consider a referral to the
school’s special education team. Once the team receives the referral they will begin the process
of determining if the student is in need of a special education evaluation, an IEP, and ultimately
special education services.
7.2 Rehabilitation Act of 1973: Section 504 Eligible Students
Enrollment Requirements
Caretakers of students with Section 504 plans seeking to enroll in the school are asked to
submit a copy of the Section 504 plan during the enrollment and academic placement process.
When a student enters the school with a Section 504 plan developed by a prior school, the
school will review the plan and supporting documentation and comply with Section 504.
During the School Year
At the beginning of the school year, the 504 Coordinator ensures that teachers have access to a
student’s 504 Plan. The teachers are made aware of each student’s special learning needs and
are given guidance on how to make the necessary program accommodations.
Students who have Section 504 plans will participate in the regular education environment, with
the use of supplementary aides and services. The regular education teachers (with the support
of the Section 504 coordinator and/or special education staff) will implement the provisions of
Section 504 plans. Teachers will also have access to information as to accommodations and
modifications on their home page.
Reevaluation
The school shall establish procedures for periodic reevaluation of students, consistent with the
requirements of Section 504. Transitions upon initial enrollment to the school and from lower
school to high school are often appropriate times to review and update a student’s Section 504
plan. For students who enter the school with an existing Section 504 plan, the schedule for the
reevaluation will be determined by the Section 504 coordinator based on the following: how
recently the plan was developed, the appropriateness of the plan for the virtual school setting,
changes to the student’s impairment, etc.
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Section 504 Accommodations
According to their Section 504 plans, some students qualify for accommodations and
modifications to their educational program. The 504 Coordinator ensures the service is
provided in compliance with the student’s Section 504 plan.
New Referrals
Throughout the year, both teachers and Learning Coaches may detect that a student is having
difficulties with learning and they may believe there could be a need for accommodations and
modifications, supplemental aides and services as required under Section 504.
If documented strategies fail, the student will be referred to the school’s Student Support Team
(SST). This team will meet and suggest additional strategies and considerations, and they will
also work to gather more information about the student’s learning history and profile. They may
even consult with a member of the special education team and/or Section 504 Committee. If all
the recommended strategies fail, the team (along with the Caretaker) will consider a referral to
the school’s special education team and/or Section 504 Committee. Once the team receives
the referral they will begin the process of determining if the student is in need of evaluations and
a Section 504 plan.
Referral for a Section 504 plan typically begins with the medical documentation form that, once
completed, prompts a 504 committee meeting with all necessary stakeholders (school
counselor, teacher(s), Learning Coach, student, etc.).
Federal law requires GACA to provide its students, regardless of disability, with an equal
opportunity to participate in and benefit from the school’s education program. GACA is
committed to providing its students with equal access to its education program. We provide
students with accessibility through resources tailored to each student’s individual abilities and
needs, including assistive technologies and individualized support.
If your student is in need of assistance in order to fully participate in GACA's education program,
please contact the school's special education coordinator. You can also obtain 24-hour
technical support by calling the Accessibility Hotline at 888-639-5960.
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7.3 Accommodations and Enrollment Status
Per the Georgia Department of Education, the school will enroll students in grades 5-8 in an
average of five (5) courses per year and students in grades 9-12 in six (6) courses per year.
Services for special populations such as students receiving accommodations for an IEP or a
Section 504 plan may include the reduction of courses. These exceptional circumstances would
be reviewed during IEP and/or Section 504 meetings and shall include required
documentation. The reduction of courses will be determined based on required documentation
(includes but is not limited to medical, prior school records, or transcript analysis) to ensure
student meets minimum state attendance requirements and full time enrollment status.
Additional circumstances may include dual enrollment and 5th-year seniors.
7.4 Gifted Students
In order to participate in the GACA Gifted Program, students must meet the eligibility
requirements as set forth by the Georgia Department of Education. Students may be referred
by parents, teachers, or themselves. GACA will conduct the appropriate battery of tests for any
referred student during yearly gifted testing, and will honor the gifted designation from a prior
State of Georgia public school if the appropriate testing procedures were followed and verified in
the student’s records.
8 SUICIDE AWARENESS, INTERVENTION AND PREVENTION
GACA is committed to fostering a positive and safe school environment. GACA recognizes the
prevalence of suicide among school aged students and takes every precaution when assessing
the risk of, intervening in, and responding to suicidal behavior. All school staff are trained on
suicide awareness and prevention techniques in accordance with state law, however all
questions or concerns regarding suicidal behavior should be directed to the Suicide Prevention
Coordinator (Director of School Counseling).
Prevention
GACA recognizes that participation, support, and involvement of students in school and school
activities are essential components to suicide prevention. Designated school staff will provide
materials and information to students and parents, including where students may undergo
suicide screening, or facilities that offer treatment. All staff members are required to report
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students they believe to be at risk for suicide to the Suicide Prevention Coordinator, or his/her
designee for further evaluation and/or action.
If a GACA staff member identifies a student at risk for suicide, the Caretaker will be immediately
notified so that a mental health professional may be contacted, and assess the risk and
coordinate proper referrals. Additionally, due to the virtual nature of GACA, the Suicide
Prevention Coordinator will attempt to remain in contact with the student until an adult is
present, or until a mental health professional is able to intervene. When appropriate, either
emergency services in the student’s local area will be contacted or the Georgia Crisis and
Access Line.
If an at risk student is under the age of eighteen (18) and the Caretaker or Guardian refuses to
seek appropriate assistance, GACA may submit a neglect report to the Department of Family
and Children Services (DFCS) and/or notify the proper law enforcement agency.
Intervention
If a GACA staff member becomes aware of an in progress suicide attempt, he/she will call
emergency services (i.e., 911) in the student’s local area. The Caretaker, Parent or Guardian
will also be contacted, as well as the School Leader and the Suicide Prevention Coordinator.
Caretakers and/or Guardians will be asked to sign the Parent/Guardian Contact
Acknowledgement Form, confirming that they were made aware of the student’s risk for suicide
and that referrals for evaluation were received.
Caretakers, Parents or Guardians will be notified as soon as a student has been identified as at
risk for suicide, so long as the notification would not further endanger or bring harm to the
student. If notification is delayed, the school will document the reasons for the delay. If the
school suspects child abuse or neglect, DFCS will be notified.
Postvention
If GACA is made aware of a student’s suicide, all staff, students and families affected will be
contacted, and support resources will be made available to students. In accordance with federal
law, school staff may disclose certain information if it is necessary to protect the health and
safety of an impacted student, or other students or staff.
If a student or family has any questions or concerns related to suicide, please contact the
Suicide Prevention Coordinator, or review the below resources.
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Georgia Crisis & Access Line: 1-800-715-4225
National Suicide Prevention Lifeline: 1-800-273-8255
Society for the Prevention of Teen Suicide
American Foundation for Suicide Prevention
Suicide Prevention Resource Center
9 CONDUCT, DUE PROCESS, GRIEVANCE AND COMMUNICATION
9.2 Bullying and Other Prohibited Behaviors
Connections Academy is committed to providing a safe, positive, productive, and nurturing
educational environment for all of its students, and encourages the promotion of positive
interpersonal relations among members of the school community.
Harassment, intimidation, bullying, cyber-bullying, and/or hazing toward any member of the
school community, whether by or toward any student, staff, Learning Coach, Caretaker, or other
third parties, is strictly prohibited and will not be tolerated. The following definitions are intended
to provide guidance in assessing whether a particular behavior is a prohibited behavior. They
are not exhaustive in their scope and are not intended to replace the intuition of the individual.
When in doubt as to whether or not a particular suspected behavior is a prohibited behavior, you
are urged to rule on the side of caution and report your concerns to the appropriate authority, as
provided for in this policy.
Harassment - any intentional behavior or course of conduct (whether written, verbal, graphic, or
physical) directed at a specific person or group of persons that causes substantial physical
and/or emotional distress or harm and is sufficiently severe, persistent, and/or pervasive that it
creates an intimidating, threatening, and/or abusive educational environment for the other
person(s) and serves no legitimate purpose.
Bullying – A willful attempt or threat to inflict injury on others; an intentional display of force
such as to give reason of fear or immediate bodily harm; any intentional written, verbal or
physical act which an individual perceives as being intended to threaten, harass or intimidate
that causes others substantial physical or visible bodily harm; has the effect of substantially
interfering with another student’s education; creates an intimidating or threatening educational
environment; or substantially disrupts the orderly operation of the school. This may also include
cyber-bulling.
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Cyber-bullying – the use of information and communication technologies, such as, but not
limited to, cell phone, email, instant messaging, social media websites, Twitter, etc., to support
deliberate and hostile behavior by an individual or group, that (i) is intended to harm others; (ii)
that an objectively reasonable person would expect to cause harm to others; (iii) directed
specifically at students or school personnel; (iv) maliciously intended for the purpose of
threatening the safety of others or substantially disrupting the orderly operation of the school; or
(iv) creates a reasonable fear of harm to a student or school personnel’s person or property.
Cyber-bullying includes the posting or other transmission of text, video, or images that are
embarrassing, demeaning, or threatening in nature, regardless of whether the subject of such
text, video, or images directed, consented to or otherwise acquiesced in the at issue posting or
other transmission.
Hazing – the use of ritual and other activities involving harassment, bullying, cyber-bullying,
intimidation, abuse or humiliation for the purpose of initiating a person or persons into a group,
regardless of whether such person(s) consented to or otherwise acquiesced in the at issue
behavior(s) and action(s).
Intimidation – a course of behavior that instills fear or a sense of inadequacy.
Violence within a dating relationship - any behavior by a student exhibited towards that
student’s dating partner that is an attempt to gain and/or maintain power and/or control over a
dating partner through violence, threats of violence, and/or physical, verbal, psychological,
and/or mental abuse.
Sexting - knowingly using a computer, or any other device capable of electronic data
transmission or distribution, to transmit or distribute to another minor any photograph or video
which depicts nudity and is harmful to minors. Knowingly possessing a photograph or video that
was transmitted or distributed by another minor as described above.
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Prohibited behaviors include all of the above.
The school Administration and School Board will not tolerate any gestures, comments, threats,
or actions which (i) cause, threaten to cause, or, an objective and reasoned third-party would
find was intended to cause, bodily harm or personal degradation, or (ii) creates, or an objective
and reasoned third-party would determine was intended to create, an intimidating, threatening,
or abusive environment for any student, staff member, member of the administration, parent or
guardian, or other third-party.
This policy applies to all school-related activities and/or engagements, including, but not limited
to, online school-related activities such as LiveLesson sessions, participation in clubs and
activities, WebMail messages, text messages, discussions, telephonic communications, and
message boards; and in-person activities, such as state testing, field trips, open houses, and
any other in-person school-related activities on school property. This policy also applies to those
activities or engagements which occur off school property if the student or employee is at any
school-sponsored, school-approved, or school-related activity or function, such as field trips or
events where students are under the school’s control, in a school vehicle, where an employee is
engaged in school business, or where the prohibited behavior is facilitated through the use of
any school property or resources.
Any student or student’s Caretaker who believes that a student, any other student, or other
third-party, has been or is the recipient of any of the above-described prohibited behaviors
should immediately report the situation to the school counselor, school principal or assistant
principal, or School Director. The student may also report concerns to teachers and other school
staff who will be responsible for notifying the appropriate school administrator or Board official.
Complaints about prohibited behavior against the school principal should be filed with the
Connections Academy School Director or the Vice President of Schools, or the Board President.
Complaints about prohibited behavior against the Connections Academy School Director or the
Vice President of Schools should be filed with either the Connections Academy Executive Vice
President or the Board President.
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Every student is encouraged, and every staff member is required, to report any situation that
they believe to be prohibited behavior. Reports may be made to those identified above. If a
student or other individual believes there has been prohibited behavior, he/she should report it
and allow the administration to determine the appropriate course of action. Any teacher, school
administrator, or school staff member who does not timely make a written report of an incident
of prohibited behavior shall be subject to appropriate disciplinary action in accordance with the
school’s disciplinary process.
All complaints about prohibited behavior shall be kept confidential and be promptly investigated.
The school principal or appropriate administrator shall prepare a written report of the
investigation upon completion. Such report shall include findings of fact, a determination of
whether any prohibited behavior(s) were verified, and, when prohibited acts are verified, a
recommendation for intervention, including disciplinary action. Where appropriate, written
witness statements shall be attached to the report. When the target of the prohibited behavior is
a student, the school shall provide that student with a written copy of the rights, protections, and
support services available to him/her. If there is any evidence that the student has experienced
physical harm as a result of the prohibited behavior, the school shall promptly communicate that
information to the appropriate personnel, including, but not limited to, emergency personnel and
/or law enforcement.
If the investigation finds an instance of harassment, intimidation, bullying, dating violence, or
any other prohibited behavior has occurred, it will result in prompt and appropriate remedial
and/or disciplinary action in accordance with the school’s disciplinary process. This may include
up to expulsion for students; up to discharge for employees; exclusion for parents, guests,
volunteers, and contractors; and removal from any official position and/or a request for a Board
member(s) to resign. Individuals may also be referred to law enforcement officials. Remedial
and/or disciplinary action for employees will follow the procedures outlined in the Employee
Handbook. Remedial and/or disciplinary action for students will follow the procedures outlined in
the Student Handbook.
When appropriate, the target(s) of the prohibited behavior (and/or such target(s) Caretaker(s))
shall be notified of the findings of the investigation, and, when appropriate, that action has been
taken. In providing such notification care shall be taken to respect the statutory privacy rights of
the accused perpetrator of such harassment, intimidation, bullying, cyber-bullying, and/or dating
violence.
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If after investigation the act(s) of prohibited behavior by a specific student is/are verified, the
school principal or appropriate administrator shall notify in writing the Caretaker of the
perpetrator of that finding. If disciplinary consequences are imposed against such student, a
description of such discipline shall be included in the notification.
Retaliation against any person who reports, is thought to have reported, files a complaint, or
otherwise participates in an investigation or inquiry concerning allegations of harassment,
intimidation, bullying, cyber-bullying, dating violence, or any other prohibited behavior will not be
tolerated, independent of whether a complaint is substantiated. Such retaliation shall be
considered a serious violation of school policy, and suspected retaliation should be reported in
the same manner as prohibited behavior. Making intentionally false reports about prohibited
behavior will not be tolerated. Retaliation and intentionally false reports may result in disciplinary
action as indicated above.
This policy shall not be interpreted as infringing upon the First Amendment rights of students
(i.e., to prohibit a reasoned and civil exchange of opinions, or debate, that is conducted at
appropriate times and places during the school day and is protected by state or federal law).
Complaints
Students and/or their Caretakers may file written reports regarding any suspected prohibited
behavior by completing the Report of Bullying, Aggressive, or Other Prohibited Behavior Form,
found in the My School section of the Virtual Library, and sending this to the school. Such
reports should be reasonably specific including person(s) involved, number of times and places
of the alleged conduct, the target of the suspected prohibited behavior(s), and the names of any
potential student or staff witnesses. Such reports may be filed with any school staff member or
administrator, and they shall be promptly forwarded to the school principal for review,
investigation, and action.
Students and/or their Caretakers may make informal complaints of conduct that they consider to
be prohibited behavior(s) by verbal report to a teacher, school administrator, or other school
personnel. Such informal complaints shall be reasonably specific including person(s) involved,
number of times and places of the alleged conduct, the target of suspected prohibited behavior,
and the names of any potential student or staff witnesses. A school staff member or
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administrator who received an informal complaint shall promptly document the complaint in
writing by completing the Report of Bullying, Aggressive, or Other Prohibited Behavior Form,
found in the My School section of the Virtual Library. This written report shall be promptly
forwarded by the school staff member and/or administrator to the building principal for review,
investigation, and appropriate action.
Privacy/Confidentiality
The school will respect the privacy of the complainant, the individual(s) against whom the
complaint is filed, and the witnesses as much as possible, consistent with the school’s legal
obligations to investigate, to take appropriate action, and to conform with any discovery or
disclosure obligations. All records generated under this policy and its related administrative
guidelines shall be maintained as confidential to the extent permitted by law.
9.3 Discipline and Due Process for Students
All students enrolled in Georgia Connections Academy are expected to conduct themselves in
accordance with the rules for the school, and Caretakers are expected to cooperate with the
school staff in helping students to maintain this conduct. Student codes of conduct are set forth
in this Supplement.
Discipline Measures
There are three levels of disciplinary measures utilized by the school: 1) Warning, 2)
Suspension, and 3) Expulsion. Each level has associated conduct breach definitions and
corresponding disciplinary actions that may occur.
1. Warning
Students that receive warnings from the school will have a conference (via phone, video
conference, or in person) with their Caretaker(s) and the school administrator(s), and the
incident will be formally documented in writing and will become part of the student’s permanent
record. The student will not have a disruption in schooling and will not be removed from the
class (Connexus). Warnings are issued when a student demonstrates a breach of expected
conduct, but not as serious as those listed under the suspension and/or expulsion categories in
this Supplement.
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2. Suspension
When a student is suspended, he or she is temporarily removed from class (Connexus) and all
school sponsored programs or activities.. The length of a suspension is determined by the
school administrator (up to 10 days at a time). A suspension will be documented in writing and
will become part of a student’s permanent record. Students will have the opportunity to make up
missed lessons once the suspension is complete. Additionally, the school days missed as a
result of an out of school suspension will not be counted as unexcused for the purpose of
determining truancy.
During a period of suspension as defined by the school principal, a student’s permission to log
on to and/or use parts of Connexus is restricted. Student access to WebMail, the message
boards, online clubs/activities, and/or all of Connexus may be revoked. In such cases where
the student’s access is completely revoked, the Learning Coach is responsible for logging on to
Connexus and obtaining the student’s assignments, responding to WebMail, and recording
assessment responses for the student. The student should continue with his or her schoolwork
during a suspension.
Violations that may lead to suspension include, but are not limited to, the following breaches of
conduct:
Cheating on tests or daily work: Students are prohibited from copying, using
another’s work, and representing it as their own (for example, students transmitting
their work electronically for another student’s use), or providing other students with
test answers, answer keys, or otherwise using unauthorized materials in an
assignment or assessment situation.
Plagiarism: Students are prohibited from using another person’s words, products, or
ideas without proper acknowledgement of the original work with the intention of
passing it off as his or her own. Plagiarism may occur deliberately (with the intention
to deceive) or accidentally (due to poor referencing). It includes copying material
from a book, copying and pasting information from the Internet, and getting family or
friends to help with coursework.
Unexcused absence: An unexcused absence is the absence of a student due to
truancy, illegal employment or parental neglect.
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Illegal absence: Illegal absences are unexcused absences by a student who is
under the age of 17 who are absent from school due to avoidable absences, parental
neglect, illegal employment, unapproved family vacations, and truancy.
Abusive conduct: Students are prohibited from using abusive language or engaging
in abusive conduct in the presence of others either in person or
electronically/virtually.
Bullying: Students are prohibited from engaging in negative actions against another
student or school personnel in an attempt to exercise control over him or her.
Harassment and Intimidation: Harassment and intimidation are strictly prohibited.
Harassment and intimidation includes any gesture or written, verbal, or physical act,
motivated by any actual or perceived characteristic including race, color, ethnicity,
religion, gender, sexual orientation, ancestry, national origin, physical attributes,
socioeconomic status, physical or mental ability or disability, or by any other
distinguishing characteristic, that takes place on school property, within the learning
management system or at any school-related functions or activities and that: 1) A
reasonable person should know, under the circumstances, will harm a student or
school staff member or will damage their property, 2) Substantially interferes with a
student’s educational performance, or school staff member’s work performance, or a
student’s or staff opportunities or benefits, 3) Has a negative impact on a student’s or
school staff member’s emotional or psychological well-being; insults or demeans any
student or school staff as to cause substantial disruption in, or interference with, the
orderly operation of the school.
Damage, Destruction, or Misuse of School Property or Equipment: Students are
prohibited from intentionally damaging or destroying school property. This prohibited
behavior includes the alteration/misuse of technology or any other equipment
hardware or software or school web site/page, or the engagement in computer
and/or learning management system trespass. In these instances the school
reserves the right to contact the proper law enforcement agency(ies).
Theft and robbery: A student who takes money or other property (physical or
electronic) with the intent to deprive another person or the school of that property,
through threats or the use of force or violence is considered a serious breach of
conduct. In these instances the school reserves the right to contact the proper law
enforcement agency.
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Sexual harassment: A student is strictly prohibited from subjecting another student to
any unwelcome sexual advances including verbal harassment, unwelcome or
inappropriate touching, or suggestions, requests, or demands for sexual favors.
Violation of acceptable use policy: Students who violate the acceptable use policy
may receive disciplinary action up to and including suspension. Violations include
students logging on as a Learning Coach or parent/guardian..
Repeated violation of any disciplinary issues.
Georgia Connections Academy is committed to providing a safe, positive, productive, and
nurturing educational environment for all of its students and encourages the promotion of
positive interpersonal relations among members of the school community.
Harassment, intimidation, bullying, cyber-bullying, name-calling, taunting, making threats,
sexting, and/or hazing toward any member of the school community, whether by or toward any
student, staff, Learning Coach, Caretaker, or other third parties, is strictly prohibited and will not
be tolerated. Any Caretakers, Learning Coaches, or persons with access to the learning
management system are expected to follow the policies outlined in the code of conduct.
The school has the right to limit a Caretaker’s and/or Learning Coach’s access if they violate the
harassment policy.
3. Expulsion
When a student is expelled, he or she is separated from the school for an extended period of
time, or permanently, for disciplinary reasons. An expulsion will be documented in writing and
will become part of a student’s permanent record.
Violations that may lead to expulsion include, but are not limited to, any behavior that indicates
that a student is a serious threat to the safety of others, possession of firearms, dangerous
weapons, bombs, or explosives, criminal behavior, arson, under the influence of or possession
of, or sale of controlled substances or paraphernalia. Suspensions or expulsions for children
designated as exceptional follow all appropriate state and federal policies, regulations, and
laws.
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For those students with disabilities under the Individuals with Disabilities Education Act (IDEA)
and the Rehabilitation Act of 1973, the disciplinary procedures required by the IDEA will be
followed. In the event a student has disabilities under both Section 504 and the IDEA, both
policies shall be followed in determining appropriate disciplinary actions.
Due Process for Students
The following actions will be conducted by the school, per each of the disciplinary measures as
outlined below:
Suspension (up to 10 days)
An informal hearing will be convened with the student, Caretaker, principal and other staff
members as appropriate. The principal will inform the student and Caretaker of the allegations
and an explanation of the evidence that supports the allegations. The student will be provided
with an opportunity to present his or her version of the occurrence. If the principal determines
that the incident(s) justifies suspension, written notice will be provided to the student and his/her
Caretaker. The student will be provided all due process as required by law.
Suspension of an additional 10 days, or an Expulsion
Prior to a student progressing to the point where a formal hearing takes place, the principal will
request a meeting with a Connections Academy discipline committee to review the situation and
circumstances that led to issues at this level. The student and Caretaker may also be included
in this process as deemed appropriate by the committee and principal. If this intervention does
not resolve the issue or if it is the recommendation of this committee to move forward, the
school principal will initiate the next step in the process.
If the School Leader determines that a student’s conduct may warrant expulsion, the School
Leader will provide written notice to the Caretaker of the student of his/her determination and
the student’s right to a disciplinary hearing. Such notice shall include (1) date, time and location
of hearing; (2) description of the incident(s) that is the subject of the hearing; (3) notice that the
student and/or Caretaker have a right to review the student’s school records prior to the
disciplinary hearing; (4) description of the disciplinary hearing process and explanation of the
consequences of an expulsion.
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Disciplinary Hearing
GACA will provide a hearing officer to lead the disciplinary hearing process. The hearing officer
and any members of the disciplinary hearing panel will: 1) be in good standing with the State
Bar of Georgia; 2) have experience as a teacher, counselor, or administrator in a public school
system; or 3) be actively serving as a hearing officer under an existing contract/agreement with
a Georgia school system. Any hearing officer or member of the disciplinary hearing panel will
have completed an approved Georgia Department of Education tribunal training course.
At this disciplinary hearing, the allegations and supporting evidence will be reviewed. The
student shall have the right to present his or her version of the incident(s), call witnesses, cross-
examine witnesses and be represented by counsel. The school principal will make a
recommendation to the Board of Directors regarding long-term suspension, expulsion or an
alternative, and the Board and/or the Executive Director will provide notification to the student
and Caretaker of the Board’s decision and discipline determination. The decision of the Board
is final.
Discipline for Students with Disabilities
If a student with a disability violates a code of conduct, he/she will be disciplined according to
the discipline measures described above for up to 10 days. Upon subsequent violations that
result in suspensions that exceed 10 days, the school will determine if the behavior manifested
from the student’s disability. If the school determines that the violation is not a manifestation of
the student’s disability, the school will apply the discipline procedures to the student in the same
manner and for the same duration as the procedures would be applied to students without
disabilities. However, if it is determined that the violation manifested from the student’s
disability, the school will conduct a functional behavior assessment and develop a behavior plan
to address the behavior violation so that it does not recur.
9.4 Academic Honesty
Academic Integrity
GACA requires students to complete all assessments (i.e. tests, quizzes, and quick checks)
individually without the aid of, but not limited to: (a) the internet, (b) textbook(s), (c) a Learning
Coach, (d) or other students. In addition, assignments other than tests, quizzes, and quick
checks must be the student’s original work. NOTE: It is not allowable for students to submit
work through their Learning Coach’s account. Please see the policy on Plagiarism below.
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First Offense
The first time a student is determined to have cheated on any assignment, the student will
receive a zero for that assignment until he/she attends a Coaching Session with the Academic
Integrity Team. Once the students attends the coaching session
Second Offense
The second time a student is caught cheating, the student will receive a zero for the assignment
until he/she attend a Coaching Session with the Academic Integrity Team.
Third Offense
The third time a student is caught cheating will result in the student receiving a permanent zero
as well as a phone conference with a school administrator or an Academic Integrity committee
member.
Fourth Offense
The fourth time a student is caught cheating will result in a permanent zero for the assignment
and a final phone conference with a school administrator.
Fifth Offense
A fifth time a student is caught cheating will result in a permanent zero for the assignment and a
minimum of a two (2) day suspension
9.5 Grievance Policy for Caretakers
The school is committed to ensuring parent satisfaction, and takes its responsibilities for the
provision of educational services to the student very seriously. These school responsibilities are
set out in the Parent/Legal Guardian Agreement (PLCA) and the School Handbooks and include
such things as: contacting the family regularly, delivering educational materials and equipment,
and providing accessible support.
The school will also ensure the family and student adhere to their responsibilities stated in the
PLCA and the School Handbooks, and when necessary, will discipline, dis-enroll a student, or
take legal action against the family for a breach of the agreement or a school policy. Reasons
for such disciplinary actions include, but are not limited to, failure to attend mandatory state
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testing, or failure to return materials. Georgia Connections Academy provides state-funded
computer equipment and educational materials to families for educational purposes during the
school year, and reserves the right to invoice or refer to collections those families who do not
return equipment or materials in a timely manner at the end of the school year or upon
withdrawal from the school.
Caretaker Remedies
If a parent has concerns with the school’s action or performance on any of the above-defined
school responsibilities or disciplinary actions, he/she has the following remedies available:
Addressing Issues
For routine issues or for a first attempt at redress, contact General Information Services via
phone at 1-800-382-6010 or via e-mail at [email protected].
For more serious issues and/or to address lack of resolution of the issue at lower level, a
detailed grievance procedure has been set forth below. All grievance proceedings will be
conducted in a manner that protects the confidentiality of the parties and the facts. If a hearing
is required for grievance proceedings, the parties will be provided with all due process
procedures as required by law.
Where a Caretaker feels that there has been discrimination on the basis of sex or on the basis
of Section 504 of the Rehabilitation Act of 1973 that prohibits discrimination on the basis of
disability, allegations of sexual abuse or any other misconduct on the part of the school or its
employees, then the Caretaker must activate the grievance procedures set out below and can
directly report the complaint to the School Administration.
If charges are brought against a student for a breach of the PLCA, which could result in a
suspension of an additional ten (10) days or an expulsion, the due process procedures in the
Discipline section of this Supplement are to be followed.
Grievance Process
The following grievance process shall be followed for any complaints against the school
including but not limited to complaints related to a perceived violation of a federal statute or
regulation by the school.
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1. A Caretaker with the grievance must, in writing, report the dissatisfaction, and submit it
to the student’s teacher (or other appropriate Georgia Connections Academy staff
member, as necessary). All parties involved must be appropriately defined, and the
problem must be clearly outlined.
2. The recipient of the grievance must review the issue with his or her supervisor and
respond to the Caretaker within three (3) school days.
3. If the original recipient did not resolve the grievance, the Caretaker should request a
meeting with the recipient’s supervisor. The supervisor should investigate the matter,
and schedule a meeting with the Caretaker, the student, if necessary, and any other staff
member (if necessary), within five (5) school days.
4. If either party does not resolve this grievance, the Caretaker should then request a
meeting with the School Leader. The School Leader will investigate the matter, and
schedule a meeting within five (5) school days.
5. If the grievance is not resolved with the School Leader, the Caretaker should then
request a meeting with the Lead School Leader/Executive Director. The Lead School
Leader will investigate the matter, and schedule a meeting within five (5) school days.
If the school has not been able to address the Caretaker’s concern through the grievance
process set out above or if there has not been a prompt and equitable resolution of a complaint,
the Caretaker make a request to address the school’s Governing Board. Current contact
information for Governing Board members along with steps for making a request to address the
Board is listed on the school website.
The complainant may file a complaint with the Governing Board following the process below.
The Governing Board will accept and investigate complaints from organizations or individuals.
The complaint must:
1. be written;
2. be signed by the complaining party or his/her designated representative;
3. contain a statement of the facts on which the complaint is based and the specific
requirement alleged to have been violated; and
4. in the case of Title IX, must contain a statement that the school or any of its employees
has discriminated against the complainant on the basis of sex in regard to an education
program or activity operated or managed by the school, given that the school is a
recipient of federal financial assistance.
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In the case of a complaint filed pursuant to the McKinney-Vento Education for Homeless
Children and Youth Act relating to a dispute not resolved at the school level, the school shall
forward the Georgia Department of Education’s dispute resolution process form along with the
school’s written explanation of the school’s decision to the Georgia Department of Education’s
homeless liaison within 5 (five) calendar days of the school’s final decision. The notice to the
Georgia Department of Education will contain the following:
i. school name, address, phone and fax number;
ii. student’s name, identification number, grade, and address;
iii. parent, guardian or complaining party’s name, relationship to student, address, and
phone number;
iv. whether student lives in a shelter;
v. name of school child or youth chooses to be enrolled in pending resolution of
dispute;
vi. whether school enrolled in is school of origin;
vii. reason for complaint;
viii. signature of parent guardian or complaining party; and
ix. the School Leader’s actions on the complaint.
The district (Georgia Connections Academy) will have 10 (ten) calendar days to review its initial
determination and make a final decision as to the position taken. The district’s final decision
must be in writing and must state all factual information upon which it is based and the legal
basis in support thereof. If the final decision of the district is adverse to the parent, guardian or
student, the decision, along with the commission’s dispute resolution process form, must be
forwarded by the LEA homeless liaison to the Georgia Department of Education’s homeless
liaison within 5 (five) calendar days of issuing its final decision.
The Caretaker or student may also initiate the appeal by providing copies of these documents to
the Georgia Department of Education’s homeless liaison.
Upon receipt of a complaint which meets the requirements stated above, the Georgia
Department of Education will:
1. acknowledge receipt of the complaint in writing;
2. provide written notice to the school against which the violation has been alleged;
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3. conduct an impartial investigation which shall include a review of all relevant
documentation presented and may include an independent on-site investigation, if
determined necessary by the commission;
4. give the complainant the opportunity to submit additional information, either orally or in
writing, about the allegations in the complaint; and
5. review all relevant information and make an independent determination as to whether
the school is violating a requirement of an applicable federal statute or regulation.
A written decision, which includes findings of fact, conclusions, and the reasons for the decision
and which addresses each allegation in the complaint, shall be issued by the Secretary of
Education or designee and mailed to the parties within sixty (60) calendar days of receipt of the
written complaint. In the case of a complaint filed pursuant to the McKinney-Vento Education for
Homeless Children and Youth Act, the decision must be issued within thirty (30) calendar days.
Such decision will further include:
1. procedures for effective implementation of the final decision, if needed, including
technical assistance, negotiations, and, if corrective action is required, such action shall
be designated and the decision shall include the time line for correction and the possible
consequences for continued noncompliance;
2. a statement of the right to request the secretary of the United States Department of
Education to review the final decision at the Secretary's discretion.
If the school fails or refuses to comply with the applicable law or regulations, and if the
noncompliance or refusal to comply cannot be corrected or avoided by informal means,
compliance may be effected by the Georgia Department of Education by any means authorized
by state or federal statute or regulation. The Georgia Department of Education will retain
jurisdiction over the issue of noncompliance with the law or regulations and will retain
jurisdiction over the implementation of any corrective action required.
Resolution of the Complaint at the United States Department of Education
Level
If after having exhausted the above procedures the grievance is not resolved satisfactorily, the
parent may file a complaint with the following:
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U.S. Department of Education
Office for Civil Rights
Lyndon Baines Johnson Department of Education Bldg
400 Maryland Avenue, SW
Washington, DC 20202-1100
Telephone: 800-421-3481
Student and Employee Communications
All educational and/or school related communications with teachers, School Leaders, or any
school staff member are required to be conducted via the approved tools and platforms
provided by Connections Academy. All communications must be appropriate and remain
educationally relevant.
10 EDUCATIONAL MATERIALS PROVIDED BY THE SCHOOL
10.2.2 Technology Provided by Connections Academy
Consult the Hardware and Connectivity section of the school website to find out what
technology may be provided by the school.
10.2.4 Use of Personal Equipment and Software
Georgia Connections Academy families will be expected to provide their own computers,
Internet access, and printers. If doing so would prevent a student from enrolling in the school,
the family should contact the school. Families should review the Technology section of the
School Handbook: General Portion or school website to ensure their equipment meets the
minimum system requirements.
10.2.5 Use of the Internet
Internet Safety Policy
It is the policy of GACA (the “School”) to:
• prevent user access over its computer network to, or transmission of inappropriate
material via Internet, electronic mail, or other forms of direct electronic communications;
• prevent unauthorized access to and other unlawful online activity related to inappropriate
material via the Internet;
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• prevent unauthorized online disclosure, use, or dissemination of personally identifiable
information
• comply with the Children’s Internet Protection Act (“CIPA’) (Pub. L. No.106-554 and 47
USC 254 (h)).
To the extent practical, technology protection measures (or “Internet filters”) shall be made
available for all computers accessible by students and placed on the computers located at the
School site locations. As required by CIPA, this blocking technology is applied to visual
depictions of material deemed obscene or child pornography or any other material deemed to
be harmful to minors.
Technology protection measures may be disabled for adults or, in the case of minors, minimized
only for bona fide research or other lawful purposes.
To the extent practical, the School takes steps to promote the safety and security of users of
Connexus when using electronic mail, chat rooms, instant messaging, and any other form of
direct electronic communications.
Specifically, as required by CIPA, prevention of inappropriate network usage includes: (a)
unauthorized access, including so-called ‘hacking’ and other unlawful activities; and (b)
unauthorized disclosure, use, and dissemination of personal identification information regarding
minors.
To the extent practical, the School, through its handbook, the Connexus Terms of Use and its
staff, is committed to educating, supervising and monitoring the appropriate usage of Connexus
and access to the Internet in accordance with this policy, CIPA, the Neighborhood Children’s
Internet Protection Act, and the Protecting Children in the 21st Century Act.
The School will provide age-appropriate training for students who use Connection Academy’s
Internet facilities. The training provided will be designed to promote Connection Academy’s
commitment to the standards and acceptable use of Internet services, as set forth in the
School’s handbook and the Connexus Terms of Use; and Student safety with regard to safety
on the Internet; appropriate behavior while online, on social networking websites, and in chat
rooms; and cyber bullying awareness and response.
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This Internet Safety Policy was adopted by the Board of GACA at a public meeting, following
normal public notice, on April 17, 2013.
