RIVERWOOD INTERNATIONAL CHARTER SCHOOL PROPOSAL August 2007

TABLE OF CONTENTS

I. Statement of Intent 1

A. Mission 2B. History and Overview of Riverwood High School 2

1. History of Riverwood High School 22. Academic Overview 3

a. International Studies Magnet Program 3b. International Baccalaureate Diploma Program (DP) 3c. Advanced Placement (AP) 4d. Honors Courses 5e. World Language Offerings 5f. Special Programs 5g. Extracurricular Activities 5

3. Campus Overview 64. Riverwood Students 65. Sandy Springs Community 9

a. Economic Overview of Sandy Springs 9b. Economic Overview of Sandy Springs Public Schools 9c. Business and Housing Overview 10d. Demographic Overview 10

C. The Future of Riverwood 111. IB World School 112. Goals of Riverwood International Charter School (RICS) 123. History of the RICS Concept 12

II. The Riverwood Charter School Plan 14

A. Retention of effective, existing school-wide programs 151. Completion Credentials 152. English to Speakers of Other Languages (ESOL) 173. Services for Exceptional Children (SEC) 174. Talented and Gifted Program (TAG) 175. International Studies Magnet Program 176. Career Technology 197. Professional Learning Communities (PLC) 19

B. Curriculum Innovations - The Middle Years Programme 211. Implement vertical teaming with

teachers at Ridgeview Charter School to promote continuity for students in the 4th and 5th years of the MYP 22

2. Utilize cross-curricular teaming to provide interdisciplinary instruction and to encourage consistency among grade levels and within departments 22

3. Require MYP training for all teachers of 9th and 10th grades 23

4. Implement MYP “Areas of Interaction” in alignment with GPS and any remaining QCCs 23

5. Use MYP criterion-referenced models of assessment 24

6. Require all 10th graders to participate in self-directed MYP personal project 24

C. Specialized Instructional Methods 251. Ensure that teachers use best practices to

support standards-based learning opportunities 25a. IBO Programme standards and practices 25b. Marzano’s Researched-Based Strategies 25c. Differentiated Instruction 26

2. Ensure that all teachers use techniques tosupport active literacy development for all students across the curriculum. 26

3. Increase teachers’ and students’ access to and utilization of technology. 27

D. Program Innovations for Targeted Populations 271. Provide student academic intervention and

support during the school day 272. Provide Scholastic’s READ 180 Program

for students reading below grade level 283. Provide the Heritage Language Program 284. Provide transitional plans for students who

are credit deficient 315. Implement “Connected Schools,

Connected Communities” Program in partnership with Cisco, Inc., and Georgia Public Broadcasting 32

E. Community Building Initiatives 331. Facilitate parental involvement 332. Develop and expand our business partners

and mentoring program 34a. Business Partners 34b. School Partners 34

3. Enhance our school’s physical environment to reflect our international focus 35

F. Organizational Innovations    371. Use the flexibility in our school schedule

to insure that MYP is accessible and relevant to students introduced to the MYP for the first time during the 9th or 10th grades 37

2. Increase the number of 9th grade and sheltered classes taught by experienced teachers 37

3. Introduce the Premier Agenda Online Program 374. Increase representation in upper level courses

to reflect demographics of RICS’s student body 385. Limit students’ ability to repeat failed courses. 39

G. Stakeholder Summary 391. Students’ Role 392. Teachers/Administrators’ Role 403. Parents/Community’s Role 404. Fulton County School System’s Role 40

H. Assessment of Charter Goals, Performance Measures and Targets 41

1. Description of Assessment Methods2. Performance-Based Objectives and Targets 42

a. Goal I Assessment 43b. Goal II Assessment 44c. Goal III Assessment 50d. Goal IV Assessment 51e. Goal V Assessment 53

3. Teacher Assessment 53I. School Accountability 53

III. OPERATIONS AND PROCEDURES 56

A. Duration 56B. Attendance Zone 56C. Enrollment and Attendance Information 58D. Discipline Procedures 60E. Student Withdrawal 60F. Student Dismissal 60G. Insurance and Indemnification 60H. Transportation 60I. Food Service 60J. Personnel Usage 61K. Professional Learning Schedule 62L. Facility 62M. School Calendar and Schedule 62N. Grades 64

IV. FISCAL RESPONSIBILITY AND CONTROLS 65

A. RICS Budget 651. Total Revenue 662. Five-Year Projection 673. Five-Year Plan 694. Per Pupil Allocation 705. Monthly Cash Flow Year 1 716. Monthly Cash flow Year 2 71

V. ORGANIZATIONAL STRUCTURES 73

A. Riverwood Governance Council 731. Statement of Purpose 732. Roles 733. Scope and Limitations 744. Structure 74

a. Membership 74b. Elections 75

5. Training 766. Bylaws 767. Procedures 768. Schedule 77

B. Leadership Team 77

VI. LEGAL CONSIDERATIONS 78

A. Legal Standing 78B. Waiver Requests 78

1. County Waivers 792. State Waivers 84

C. Amendment Procedure 85D. Severability 86E. Governing Law 86F. Termination 86G. Contact Information 86

I. STATEMENT OF INTENT

It is the intent of the Riverwood High School charter proposal to increase student achievement through academic and organizational innovation in accordance with O.C.G.A. § 20-2-2061, the Charter Schools Act of 1998. For over 36 years, our school has consistently been one of the top performing high schools in the state of Georgia in student academic achievement. Riverwood has been a leader in the state when designing unique organizational approaches to better meet the needs of our community. We believe that our charter proposal establishing the Riverwood International Charter School (RICS), will help us continue to meet new challenges and integrate new resources into our school program to keep Riverwood at the forefront of education. Riverwood graduates will enter the world with the technological, academic and interpersonal skills essential to succeed in the global economy and to become productive and active American citizens.

A. MissionAs part of the Riverwood Cluster of schools, Riverwood High School has adopted the following cluster-wide mission, vision, beliefs and values statements.

VisionThe vision of Riverwood International Charter School and the schools in the Riverwood International Cluster is to deliver a challenging curriculum that gives all students the tools needed to be successful, contributing members of our nation and the world. As the leader of our cluster, we embrace our role in this vision as an International Baccalaureate World School.

MissionPromote academic excellence for our diverse community by:

Providing a progressive educational community, grades K-12, that includes parent, staff and community collaboration;

Supporting seamless curriculum transitions between the elementary and middle school and between the middle and high school;

Enriching the International Studies Magnet and International Baccalaureate programs offered at Riverwood High School;

Promoting an international focus at the elementary and middle schools

Beliefs Everyone has the right to be treated with dignity and respect. A rigorous, challenging, integrated (K-12) academic program with high

expectations is essential for students to succeed in a global society. Education is the responsibility of the entire community working

collaboratively. All children can learn. They learn in different ways and at different rates.

Students benefit from opportunities to serve the community, to enhance interpersonal skills, and to promote positive citizenship skills.

Everyone is entitled to a safe, supportive, and secure learning environment.

Values Responsibility and accountability Respect for oneself, others and the environment Commitment to academic and behavioral excellence Teamwork and collaboration Respect and understanding of the world’s cultures, ideas and diversity of

peoples Teaching that actively engages students and provides opportunities for them to

demonstrate their knowledge and skills in a variety of ways Instruction that is modeled after “best practices” and focused on student

learning Learning that is standards-based and driven by the Georgia Performance

Standards (GPS)

B. History and Overview of Riverwood High School

1. History of Riverwood High School

Located in the heart of Sandy Springs, Riverwood High School opened its doors in the fall of 1971. One of 14 high schools in Fulton County, Riverwood has been referred to over the years as the “private public school.” The school has gained a reputation for outstanding academics and equally challenging extra curricular programs.

Anticipating the ever-increasing impact of the global economy on Georgia, Riverwood became the only Fulton County school to offer the International Baccalaureate Diploma Programme as part of an International Studies Magnet Program. As a four-year comprehensive high school, Riverwood offers a broad academic program and experiences that address the interpersonal social, physical and academic needs of all students.

2. Academic Overview

Riverwood holds accreditation by the Georgia Department of Education and the Southern Association of Colleges and Schools Council on Accreditation and School Improvement. RICS has affiliated membership in the International Baccalaureate Organization, International Studies Schools Association, the International Education and Resource Network, the International Society for Technology in Education and the Magnet Schools of America.

a. International Studies Magnet Program

Riverwood offers the International Studies Magnet Program, one of four magnet sites in Fulton County Schools. Forty-seven percent (47%) of the student body is enrolled in the International Studies Program. This program of study offers a challenging four-year curriculum with academic strands in International Baccalaureate (IB), Global Studies and International Business. This curriculum focuses on world issues, global economics, cultural awareness and field experiences such as internships and travel.

b. International Baccalaureate Diploma Programme (DP)

RICS is authorized to offer the International Baccalaureate Diploma Programme and holds affiliated memberships as part of the International Studies Magnet Program. It is a two-year program for 11th and 12th graders who want an academic challenge and an opportunity to earn a diploma recognized by colleges and universities throughout the world. There are two types of participation: certificate or full diploma completion.

RICS currently offers 29 IB classes and boasts 420 IB seats. Eighty-five percent (85%) of the Diploma Candidates earned the IB Diploma in 2006-07. The US average of Diploma Candidates who earned the IB Diploma is 72 percent. The international average of Diploma Candidates who earned the IB Diploma is 82 percent.

IB offerings include:

20th Century History SL Biology SL

Chemistry SLChemistry HLCommunicationsDirected StudiesEnglish 11 SLEnglish 12 HLEnvironmental Systems SLFrench B SLFrench B HLHistory of the Americas HLJapanese B SLJapanese B HLMath SLMath HL

Math Studies SLMusic SLMusic HLPhysics SLPsychology SLPsychology HLSpanish B SLSpanish B HLTheater Arts SLTheater Arts HLTheory of Knowledge Visual Art Design SLVisual Art Design HL

c. Advanced Placement Courses (AP)

RICS currently offers 14 Advanced Placement (AP) courses and boasts 391 AP seats for the 2006-07 school year. The overall Advanced Placement pass rate for 2006-07 was 67 percent. Some of the current AP offerings include:

BiologyCalculus ABCalculus BCChemistryEnglish Lit/CompEnvironmental ScienceEuropean HistoryFrench Language

PhysicsPsychologySpanish LanguageStudio Art - DrawingStudio Art – 2D DesignStudio Art – 3D DesignUS HistoryWorld History

d. Honors Courses

RICS currently offers 22 Honors courses and boasts 1,275 Honors seats. Honors course offerings include:

9th Lit/Comp10th Lit.Comp11th Lit/CompAlgebra IIBiologyChemistryFrench IIFrench IIIFrench IVFrench VGeometryHebrew II

Japanese IIJapanese IIIJapanese IVJapanese VPre-CalculusPol. Science/Wrld GeographySpanish IISpanish IIISpanish IVSpanish V

e. World Language Offerings

In addition to Language Arts and Global Studies, World Language is part of the foundational curriculum for the International Studies Magnet Program. RICS currently offers language programs in Spanish, French, Japanese and Hebrew.

f. Special Programs

RICS meets the needs of a wide variety of learners. It offers Work Based Learning Programs, Inter-Related Resource (IRR), Video Conferencing Lab, Talented and Gifted (TAG) offerings, Virtual High School offerings, ACCEL classes (formerly known as Joint Enrollment/Postsecondary Options), and English to Speakers of Other Languages (ESOL).

g. Extracurricular Activities

RICS offers a wide variety of extracurricular activities and programs:

Academic TeamAmnesty International BETA    Black History Team  CARE Close-Up to Government  Debate Educate     Electronic Gaming Environmental/Recycling  European Union Study Abroad FBLA FCA    

French Club GLSEN    Habitat for Humanity Interact    International Thespian Invisible Children   Japanese Culture Club Mock Trial   Model UN Music Appreciation  National Honor Society Oxford University Study Abroad

Raiders Digest    Rhiscan Robotics/Science   Riverwood Players SADD

Spanish Club   STARS Student Government  THROW World Geography Team  

3. Campus Overview

The Riverwood campus is located on 33 acres just north of I-285 in Sandy Springs. The state of the art physical plant offers many features and amenities. These include:

500 seat Performing Arts Center Culinary Arts Lab with full restaurant kitchen Broadcast Video Production Lab Pre-Engineering Lab Computer Labs (6) Language Labs (6) Science Labs (5) Media Center with twenty-eight (28) Internet Stations Counseling Center College and Career Center Football Stadium Gyms (2) Baseball Field Softball Field and Tennis Courts (4)

The most recent SPLOST renovations brought expanded learning space in music, theatre, fine arts, health and the physical education departments as well as technology upgrades.

4. Riverwood Students

It is not by accident that we have chosen an international focus at Riverwood. We are home to students from 40 countries, speaking 23 languages and hailing from a wide variety of backgrounds. These students are welcomed into a cohesive learning community through an international curriculum and a number of extracurricular and enhancement opportunities which are detailed throughout this overview. The following represents the attendance classifications of our student body in the 2006-07 school year*:

ESOL 4%IB 7%Majority to Minority 6%Magnet 47%Outside Attendance 27%

Special Education 6%TAG 23%Reimbursement 6%

*Some students may be represented in more than one classification.

Over the last three years, approximately 20 percent of the ninth graders have come to Riverwood from private middle schools in the area. The mobility rate in the school is 27 percent, which is in line with the other schools in Sandy Springs. We anticipate our enrollment numbers will remain consistent in the future.

Riverwood’s Fall and Spring Enrollment for Three Academic Years(Governor’s Office of Student Achievement Annual Report Card

Accessed at: http://reportcard2006.gaosa.org/k12/demographics.aspX?ID=660:3066&TestKey=EnR&TestType=demographics)

Riverwood’s Demographic Numbers for Three Academic Years(Governor’s Office of Student Achievement Annual Report Card

Accessed at: http://reportcard2006.gaosa.org/k12/demographics.aspX?ID=660:3066&TestKey=EnR&TestType=demographics)

2005-2006 2004-2005 2003-2004

5. The Sandy Springs Community

The following information is drawn from the 2000 Census, the GADOE Report Card, the Focus Fulton Plan and the City of Sandy Springs Interim 2025 Comprehensive Plan.

a. Economic Overview of Sandy Springs

According to the most recent 2000 Census, Sandy Springs has one of the largest concentrations of higher income households in the entire metro area. The median family income is $85,000. Fifty-four percent (54%) of Sandy Springs families have an average income above $50,000, as compared with 17 percent in the metro Atlanta region. Thirty percent (30%) of the families earn over $100,000 annually, and 20 percent of Sandy Springs families earn more than $200,000 annually. Approximately four percent of families are below the poverty level, and seven percent of the children in Sandy Springs live in poverty. Over half of the Sandy Springs adult population has a college degree, as compared to 26 percent for metro Atlanta, and 20 percent of Sandy Springs residents have an advanced degree.

b. Economic Overview of Sandy Springs’ Public Schools

The economic profile of the public schools, in comparison, does not reflect this picture.

  Sandy Springs Elementary Schools' Average

Sandy Springs Middle Schools' Average

Sandy Springs High Schools' Average

Sandy SpringsTotal Schools'Average

Fulton CountyAverage

GeorgiaAverage

Economically Disadvantaged (%)

60 57 29 52 37 50

(Source: Governor’s Office of Student Achievement, 2005-2006 Annual Report Card on K – 12 Public Schools, http://reportcard2006.gaosa.org/k12)

According to the GADOE 2005-06 Report Card, 27 percent of RICS students qualify for free/reduced lunches.

c. Business and Housing Overview

The area boasts many large corporate headquarters and major employers. These include the headquarters of UPS, Newell Rubbermaid, Seibel Systems, and AT & T. The medical complex includes three major hospitals: Northside, Saint Joseph’s and Children’s Hospital. These hospitals and the corresponding medical buildings are a large industry in Sandy Springs.

The impact this economic engine has on the community is both advantageous and problematic. More people work in Sandy Springs than live here, so the traffic problems are a challenge for everyone in the area, including the Fulton County Schools’ transportation department.

The premier location, however, has made home values very high. The median value of a home in Sandy Springs is $345,200, as compared to $92,300 for the metro area. Eighteen percent (18%) of Sandy Springs homes were valued over $400,000.

A large number of people constantly move in and out of the area. They are drawn by the convenient access to both GA 400 and I-285 and to the growing number of employers. However, few can afford the cost of a house. Consequently, only 30 percent of the residents reside in single-family homes, while 16 percent reside in condominiums, and 54 percent reside in apartments. The apartment dwellers represent a more mobile demographic. Depending upon the location along the busy Roswell Road corridor, 44 - 62 percent of apartment dwellers stayed in their current housing unit less than one year (based on 1999 statistics). The further away from the busy corridor, the more stable the population.

d. Demographic Overview

According to the Focus Fulton Plan, the City of Sandy Springs is the seventh largest city in the state of Georgia. It had an estimated 2005 population of 86,698. Approximately 12,000 of these citizens are school-aged children. Approximately 8,000 of these children are in the public schools. The Census 2000 data showed a 21 percent growth rate in our area’s public school attendance zones over the last ten years. By 2010, near the conclusion of our charter, the city’s population is forecast to be 92,529.

The city of Sandy Springs anticipates a 22.10 percent growth rate over the next twenty years.

Sandy Springs is becoming more diverse with the current racial make-up: 12% African American,

3% Asian, 78% Caucasian, and 7% Hispanic (a separate entry in the 2000 Census).

The Hispanic population is the fastest growing segment in the area, having more than tripled between 1990 and 2000.

C. The Future of Riverwood

Given our rich, successful history and our continued “tradition of excellence,” we now envision an exciting future for our school community.

1. International Baccalaureate World School

We have the long-term vision of becoming an International Baccalaureate World School authorized to offer both the Middle Years Programme and the Diploma Programme. We will embrace the mission of the IBO school-wide.

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

As an IB World School, RICS will use the Programme standards and practices established by the IBO as a set of criteria against which RICS and the IBO can measure success in the implementation of the Middle Years Programme and Diploma Programme. These standards and practices form the basis of a self-study, which RICS will undertake as part of the program evaluation process. More information about the Programme standards and practices is available in the Supplemental Packet of this proposal.

In embracing this vision, we have established the following goals for the Riverwood International Charter School.

2. The Goals of Riverwood International Charter School (RICS)

Goal I: Implement International Baccalaureate Middle Years (MYP)

Goal II: Close the Achievement Gap and Raise the Academic Bar for All Students

Goal III: Focus on International Awareness and Global Connections through Innovative Technology

Goal IV: Create an Inclusive and Cooperative School Culture

Goal V: Establish a Governance Structure to Ensure Substantive Collaboration, Leadership and Administration of the Charter

3. The History of the Charter Concept at Riverwood

Members of the Riverwood faculty and parent community used a collaborative process to identify elements of this new vision and set priorities for change. The individual elements were first determined through brainstorming activities and grouped, using qualitative research strategies, into these focused categories: Academic Support for At-Risk Students; Professional Learning; Community Connections; Corporate Partnerships; International Focus and Instructional Support. The focused categories and concurrent priorities were shared with the broader parent and faculty community through a series of monthly Principal Coffees, faculty meetings, Leadership Team meetings and LSAC meetings during which input and feedback was gathered. Riverwood submitted letters of intent to Fulton County Schools and the GADOE in May 2007 notifying them of our interest in charter status.

A steering committee comprised of teachers, administrators and parents embarked upon months of research and weekly meetings to finish conceptualizing the major components of each category and generated summary reports and research papers. Committee reports were then given to the writing committee, which brought in the feedback of Fulton County Schools personnel, business and civic leaders and parents during the writing process.

The proposal was sent to Fulton County School system on August 10, 2007. Fulton County’s changes to the proposal were communicated to the committee on XXXX. The proposal will be submitted to the FCS Board of Education on XXX.

The staff meeting will be August 28, 2007. Those staff who cannot attend the meeting will be allowed to cast their vote early. XXXX percent (XX%) of the XXX participating faculty and staff voted in favor of the charter proposal.

The parent vote will be held September 5, 2007. Those parents who cannot attend will be allowed to cast their vote early. XXX percent (XX%) of the XXX participating families voted in favor of the charter proposal.

Fulton County Schools currently does not have a model that uses the educational and organizational approaches such as those outlined in this proposal. Through this proposal, we offer Fulton County Schools the opportunity to observe and learn from our work over the life of this charter and evaluate the effectiveness of the approaches described in this proposal. If our approaches prove effective, they could be deemed worthy of replication in part or whole by other schools who also have diverse student populations and who share the desire to offer an international program of study in their curriculum.

RICS requests that the FCS Board of Education approve this charter proposal. However, we request the FCS Board of Education use more than 60 days after submission to act upon the concepts in this proposal if it is deemed necessary. We anticipate our proposal will be approved. RICS will provide requested number of proposal copies in the required format for submission to the Georgia Department of Education.

II. THE RIVERWOOD CHARTER SCHOOL PLAN

A variety of audiences will read this proposal to include parents, Fulton County School System personnel, Georgia Department of Education personnel, community leaders, representatives from various institutions of higher learning and our students. We, therefore, will present a broad overview of the programs currently offered at our school along with the proposed school operations and cultural changes so readers may see how we intend to integrate the highly successful programs already in place at RICS with the charter innovations. Additional information and research may be found in the Supplemental Packet of this proposal.

We believe that charter school status for a period of five years will allow us to fully implement the cultural, institutional, curricular and academic changes needed to achieve our goals. During this period:

Riverwood will continue to provide state and federally mandated services for students with disabilities in a manner consistent with Fulton County School System regulations.

Our attendance zone will continue to be established by Fulton County School System, and our International Studies Magnet Program will continue to be open to every qualified student who is a resident of Fulton County.

We will continue to meet state and Fulton County class size requirements. Our school year will be the same as that established by the Fulton County

School Board with a daily time schedule approved by central office staff, the Governance Council and in conjunction with our partner schools.

This charter proposal will address the following academic areas:

A. Retention of Effective, Existing School-Wide ProgramsB. Curriculum Innovations - The Middle Years ProgrammeC. Specialized Instructional MethodsD. Program Innovations for Targeted PopulationsE. Community Building InitiativesF. Organizational Innovations   

A. Retention of effective, existing school-wide programs

There are many components of the Fulton County School System curricular program that will be continued without major alteration under our charter. We do not mention every program in Fulton County Schools System; however, the following is a listing of the more significant components we will retain at Riverwood.

A complete description of the following programs may be found in the Riverwood Academic Catalogue found in the Supplemental Packet.

1. Completion Credentials

We will continue to follow Fulton County Schools' guidance as it relates to credits for graduation across all grade levels, subject areas, and completion credentials both for our typical students and for those in the magnet program with the exception of the Fulton County Schools physical science/physics requirement. In addition to FCBOE/GADOE graduation requirements, student participation in graduation ceremony at RICS is contingent upon successful completion of all five sections of the Georgia High School Graduation Test.

The current graduation requirements are shown on the following page.

Graduation RequirementsDual Diploma

Courses Credits

Language Arts 4Language Arts Core 3World Lit and Selective OR AP English ORCollege English 1

Mathematics 4Algebra I 1Geometry 1Algebra II 1Selective (above Alg II) 1

Science 3Biology 1Physical Science 1Selective 1

ORBiology 1Chemistry 1Physics 1

Social Studies 3Political Science 0.5World History 1US History 1Economics 0.5

Career-Technology 4Career-Technology Core 3Selective 1

World Language 2

Fine Arts OR Level II or 1above World LanguageOR Career-Tech

Health/Physical Education 1Health 0.5Personal Fitness 0.5

Electives 3

Total: 25

Career TechnologyCourses Credits

Language Arts 4Language Arts Core 3World Lit. & Selective OR AP English ORCollege English 1

Mathematics 3Algebra I or equivalent 1 or 2Selective 2 or 1

Science 3Biology 1Physical Science ORPrinciples of Technology 1Selective 1

Social Studies 3Political Science 0.5World History 1US History 1Economics 0.5

Career-Technology 4Career-Technology Core 3Selective 1

Fine Arts OR Level II or 1above World LanguageOR Career-Tech

Health/Physical Education 1Health 0.5Personal Fitness 0.5

Electives 6

Total: 25

College PreparatoryCourses Credits

Language Arts 4Language Arts Core 3World Lit & Selective OR AP English ORCollege English 1

Mathematics 4Algebra I 1Geometry 1Algebra II 1Selective (above Alg II) 1

Science 3Biology 1Physical Science 1Selective 1

ORBiology 1Chemistry 1Physics 1

Social Studies 3Political Science 0.5World History 1US History 1Economics 0.5

World Language 2

Fine Arts OR Level II or 1above World LanguageOR Career-Tech

Health/Physical Education 1Health 0.5Personal Fitness 0.5

Electives 7

Total: 25

1. Applied Problem Solving AND Applied Algebra may be substituted for Algebra I.2. Language Arts Core includes 9th Grade Lit & Comp, 10th Grade Lit & Comp, American lit & Comp and World Lit. Senior Selectives are not offered.3. Career-Technology Core selected from Business and Information Technology, Family and Consumer Science, Technology Education, Pre-Engineering and Broadcast and Video

Production Technology.4. College Preparatory “Diploma with Distinction” requires two additional units from Language Arts, Mathematics, Science, Social Studies, World Language, or Fine Arts and an overall

core average of 80 or higher.5. Career-Technology “Diploma with Distinction” requires one additional unit from Career-Technology and one unit from Language Arts, Mathematics, Science, Social Studies, World

Language, or Fine Arts and an overall core average of 80 or higher.6. Graduation Tests (GHSGT) Students must pass all five sections (Writing, Math, Science, English, Social Studies)7. End-of-Course Tests (EOCT) Students much complete EOCT in Algebra I, Geometry, US History, Economics, 9th Grade Lit & Comp, American Lit & Comp, Biology and Physical

Science.

2. English to Speakers of Other Languages (ESOL)

The implementation of the ESOL program will continue to follow the rules, regulations and procedures of the Fulton County School System. We will continue to offer sheltered, small group, and all other mandated ESOL programming and will move students through this program as required. Currently, four percent of our students receive services through this program.

3. Services for Exceptional Children (SEC)

The charter school will ensure that eligible students with special needs receive the necessary special education, related services, and program accommodations to which they are entitled under state and federal law. Currently, six percent of our students receive services through this program. The charter school will:

Be obligated to provide a full continuum of services to students with disabilities to the same extent as other schools in Fulton County School System (FCS)

Require its teachers and administrators to attend FCS’s special education training programs to the same extent required of other schools in the system

Implement the same identification, evaluation, placement, reporting, and due process procedures and use the same special education delivery options for RICS as other schools in FCS

Submit to program review by state and local officials to the same extent required of other schools in FCS

Provide copies of all IEPs to FCS Provide free transportation and other related services when required by a

student’s IEP Include reasonably anticipated special education costs in the budget(s)

submitted with the petition Indemnify the school system in the event the school system is held liable

for the charter school’s failure to provide eligible students with the special education, related services, program accommodations, and due process to which they are entitled under state and federal law

Follow the Fulton County Schools student support team (SST) process.

4. Talented and Gifted Program (TAG)

The implementation of this program will continue to follow the rules, regulations, and procedures of the Fulton County School System. Twenty-three percent (23%) of our student body is in the TAG program.

5. International Studies Magnet Program

Riverwood is proud to host Fulton County’s only International Studies Magnet Program. Magnet students fulfill college preparatory requirements (see page 15) in

mathematics, science, and health/physical education, and maintain minimum grades of 80 or better in the magnet core courses of language arts, global studies, and world languages. They must maintain passing grades of 70 or better in all other courses. In addition, magnet students must fulfill the minimum requirements listed below for the International Studies Magnet Program. When students complete these requirements, they earn a Magnet Seal on their diploma.

There are three (3) programs of study for an International Studies Magnet Student:

Global Studies : The program offers courses that familiarize students with the cultural, geographical and political diversity of the world’s many cultures, in contemporary as well as historical terms. To receive a Magnet Seal in the area of Global Studies, a student must complete four credits in World Languages (three at RICS) and five credits in Global Studies.

International Business: The program examines how businesses around the world work, and provides an opportunity for students to participate in the running of an international business. To receive a Magnet Seal in the area of International Business, a student must have a minimum of four credits in World Languages (three at RICS), four credits in Global Studies and four credits in International Business.

International Baccalaureate Diploma Programme : The International Baccalaureate Diploma Programme is a two-year program for 11th and 12th grade. This is called a diploma program because students have the opportunity to earn a diploma granted by the International Baccalaureate Organization while simultaneously meets requirements for a Georgia high school diploma.

There are two types of participation in the IB Program at Riverwood.

Full Diploma:  Full diploma students engage in six IB course sequences, completing a three-semester study called Theory of Knowledge (TOK), write an extended essay which is a 4000-word in-depth study of a limited topic chosen from one of the subjects in the IB curriculum, and complete and reflect on 150 CAS hours. Full diploma students submit all work samples for Internal Assessment points and sit for examinations in at least four of the six content subjects in May of their senior year. IB assessments are scored on a 1-7 scale, with up to three additional points available for exemplary work on TOK and the extended essay. To earn the diploma, a student must achieve a minimum total score of 24 points without any failing conditions. 

Certificate : The certificate student is a non-diploma candidate who chooses to take IB courses at the higher-level, which requires a two-year commitment in each course. The certificate student must complete the Internal

Assessment work and sit for the higher-level examinations for IB courses taken their senior year.

Additionally, Magnet internships are offered through the International Studies Magnet Program. These internships are offered as a unique experience open to International Studies Magnet students in their senior year. The selected internship must be directly related to the student’s magnet strand and course of study.

Internships and career-related work experiences are encouraged to build self-confidence, self-awareness and career exploration and guidance. Through internships, students have the opportunity to see the connection between the academic subject matter and real world experiences.

6. Career Technology

Riverwood offers five programs of study leading to Career Technology or Dual Diploma Seals of Endorsement: Family and Consumer Sciences, Business and Information Technology, Pre-Engineering, Broadcast Video Production, and Culinary Arts.

7. Professional Learning Communities (PLC)

The charter will continue the progress made through Professional Learning Community collaboration. The teachers at RICS began Professional Learning Community training and implementation in 2006-2007. The concepts presented in this charter use the same approaches as the PLC model and will support the continued development of our teachers as they:

enhance their own professional knowledge and skills through high-quality professional learning,

work with the school/system leadership to develop processes and procedures to support changes in classroom practice, curriculum and assessment,

ensure both successful implementation of the Georgia Performance Standards and high levels of learning for all students by taking a leadership role in our charter school’s structure, and

provide the support and resources needed to sustain a successful learning community

The characteristic of the RICS Professional Learning Community align with the commonly accepted values of a PLC as described in the Southwestern Educational Development Laboratory’s Issues about Change. The complete article may be found in the Supplemental Packet.

“Shared mission, vision, and values: A true learning community is identified by a collective commitment to principles and beliefs that guide the long-range plans and day-to-day learning experiences of all its members.”

The charter clearly articulates the shared mission, vision, and values of RICS.

“Collective inquiry: Members of a professional learning community see the collective pursuit of answers to questions arising from teaching and learning as a way of life.”

Through the Governance Council and course teams, teachers and parents can explore teaching and issues relevant to the school community.

“Collaborative teams: A professional learning community is made up of smaller teams that are actively engaged in professional development that addresses problems drawn directly from teaching and learning. They focus on increasing the school’s capacity to learn and to act collectively on what is learned.”

The use of interdisciplinary units and course teams will create the smaller teams and give them a concrete focus for discussion and inquiry.

“Action orientation and experimentation: Members of professional learning communities move from ideas and questions to problem solving and implementation. They reflect on what they have learned and on their performance but always in the context of guiding future action. Experimenting with new ways of doing things does not always produce improvements, and a professional learning community recognizes this as a natural event and is not discouraged.”

The charter encourages teacher experimentation in standards-based instruction and assessment through a variety of avenues to include course teams, Governance Council, department teams and additional observation opportunities.

“Continuous improvement: Trying new strategies or practices, evaluating the results, and making further refinements are seen as normal operating procedures, not as a single event.”

The charter encourages continuous improvement of instruction and learning through a variety of avenues to include course teams, Governance Council, department teams and additional observation opportunities.

“Results orientation: Improvement efforts are measured in terms of results. Intended results are stated up front and measured so that growth or the lack of it can be clearly determined.”

Performance measures as they relates to student learning are clearly stated in this charter proposal.

B. Curriculum Innovations - The Middle Years Programme

The Middle Years Programme (MYP) is a program of curricular innovations and instructional approaches designed by the International Baccalaureate Organization (IBO) in Geneva, Switzerland. It is the second component of a comprehensive educational design that begins with the Primary Years Programme (PYP), flows into the MYP, and culminates in the Diploma Programme (DP). MYP is designed for students aged 11–16 in American grades 6 through 10 and has been offered by the IBO since 1994.

Whereas the original philosophy and basic principles of the initial design have remained, the program has developed significantly since 1994 in terms of the objectives, assessment details and guidance provided to schools under the leadership of the IBO. The aim of the MYP is to implement a curriculum encouraging international awareness in young people with emphasis on the skills, attitudes, and knowledge needed to participate in an increasingly global society. The resulting framework allows schools sufficient flexibility to meet local educational requirements while still meeting required MYP objectives in each subject area. The MYP curriculum will continue to develop as more schools from various regions and cultures become involved. 

This means the MYP is a living curriculum, one that calls students to do more than know the facts. The MYP engages students in:

reflective thinking, both critical and creative, about ideas and behaviors problem solving and analysis, clarification and discussion of personal beliefs and standards on which

decisions are made, critical thinking, and action 

As outlined in the learner profile, IB programs promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical and creative thought and international-mindedness, the IBO espouses the principle of educating the whole person for a life of active, responsible citizenship. The IBO also emphasizes a broad and balanced education that focuses on values as well as intellect. The MYP addresses the students’ physical, affective, social and intellectual development. At the same time, the MYP is an excellent preparation for students seeking to enter the Diploma Programme or other upper secondary studies. For further information about the learner profile, please see the Supplemental Packet.

This type of curriculum and student-centered learning environment requires unique, talented and flexible educational professionals. MYP professionals at RICS will create a school that is united in the fundamental MYP principles, values a high degree of communication and fosters collaboration between teachers.  Extensive teacher training and support is foundational to the success of the MYP. RICS teachers will participate in the IBO professional development workshops Levels 1, 2 and 3 by content area.

At RICS, we will continue the MYP implemented at our primary feeder school, Ridgeview Charter School (RCS), in 2006. Our charter will provide a seamless transition for students moving up from the MYP at Ridgeview (or any other MYP across the world) and allow them to complete the MYP program at Riverwood. Students who did not have the advantage of the MYP in grades 6 through 8 and who enter RICS in 9th grade will still enjoy all the advantages of the MYP in 9th and 10th grade.

To implement the MYP at RICS, we will take the following steps.

1. Implement vertical teaming with teachers at RCS and RICS to promote continuity for students.

To make the curricular continuum coherent for the students, teachers at both schools need to be aware of the curriculum progression beyond the age group(s) and subject(s) for which they are directly responsible. Schools are expected by the IBO to organize staff meetings at which experiences are shared, cooperation sought, and linking work among departments developed. Teaching the MYP and DP requires this vertical planning by teams of teachers. For more information about the teacher-training schedule, please see the Personnel Section on page 61 of this proposal.

2. Utilize cross-curricular, horizontal teaming to provide interdisciplinary instruction and to encourage consistency among grade levels and within departments.

Horizontal planning will take place on two levels. One level will occur within departments through course teams of teachers in the same subject area. The purpose of this planning will be to insure continuity of GPS delivery as well as assessment criteria. The second level will involve interdepartmental discussions among teachers in a particular grade level. The purpose of these meetings will be to develop awareness among teachers about the content, processes and objectives taught in other subjects. The MYP requires teachers to consider their subject as part of a group within this framework. Teaching the MYP and DP requires this horizontal planning by teams of teachers.

3. Require MYP training for all teachers of 9th and 10th grades.

By the implementation of our charter in fall 2008, we will have a core team of staff who has completed the Level 1 training as recommended by IBO. The core team will consist of one teacher from each of the MYP’s eight content areas, the MYP Coordinator, and the principal. RICS will require that all teachers complete the IB Level 2 Training and will support teachers who wish to progress through IB Level 3. The IBO requires that we have a partner middle school for grades 6, 7, and 8 of the MYP. Ridgeview Charter School has committed to that role.

4. Implement MYP “Areas of Interaction” in alignment with GPS and any remaining QCCs.

The MYP aligns with the State GPS and QCC through the MYP “Areas of Interaction.” These areas help students see and learn from the many connections between and within curricular areas, to guide them in becoming self-directed learners and in becoming more productive members of our society. This aspect of the program guides teachers and staff in how they structure lessons and learning opportunities within a required curriculum.

According to IBO these “Areas of Interaction” are:

Community and Service – “Moving from ‘I’ to ‘We’”

Students will participate in a variety of activities with a community and service focus. Students will begin to look outward, beyond themselves, toward their family, peers, and community. As they participate, they will reflect on the impact individuals can make. Community and service activities will offer and encourage a wide variety of opportunities. Some will be school wide, while others may involve specific teams or classes. Community and service activities can also be completed in the family or neighborhood community.

Environment – “Developing an Appreciation and Responsibility”

Students will be encouraged to see all sides of complex environmental issues and their impact on society, ecology, and economy. They will explore a variety of situations in the school environment in which they can make an impact.

Homo Faber (Latin to describe mankind as a creative being) – “Creating Products and Making an Impact on Society”

Students will develop their creative nature across the curriculum. Homo Faber is interwoven through every subject area, wherever creative thinking, artistic expression, invention, and innovation are addressed. Homo faber is not taught. It is highlighted to help students understand that throughout time, man’s creative genius has changed society.

Health and Social Education – “Becoming Healthy, Happy, and Informed”

Students will be encouraged to make physically and mentally healthy life decisions as well as develop a sense of responsibility for their own well-being and their physical environment.

These “Areas of Interaction” will expand upon the existing Senior Mentor Program. This program currently connects senior mentors with freshmen students in a year-long supportive relationship. Utilizing a number of sources such as Covey’s Seven Habits of Successful Teens, seniors assist freshmen in the areas of organization, time managements, etc. This program will expand in the course of the charter.

5. Use MYP criterion-referenced models of assessment.

Teachers organize continuous assessment over the course of the program according to specified assessment criteria that correspond to the objectives of each subject group. Regular school assessment and reporting play a major role:

in the students’ and parents’ understanding of the objectives and assessment criteria

in the students’ preparation for final assessment in the development of the curriculum according to the program principles

Teachers are responsible for structuring varied and valid assessment tasks (including tests and examinations) that will allow students to demonstrate achievement according to the objectives for each subject group. These include:

open-ended, problem-solving activities investigations organized debates hands-on experimentation analysis and reflection

6. Require all 10th graders to participate in self-directed MYP personal project.

At the end of their 10th grade year, all students will participate in a culminating personal project, a significant piece of work that is the product of the student’s own initiative and creativity. Each project must reflect a personal understanding of the areas of interaction. Students apply the skills acquired through one of these areas as well as approaches to learning.

Students choose their project, which can take many forms, and take the process through to completion under the supervision of the RICS Personal Project Coordinator. This involves planning, research, and a high degree of personal reflection. The personal project is assessed by teachers against a set of IB assessment criteria.

C. Specialized Instructional MethodsTo be effective these changes in curriculum must be paired with changes in classroom instructional methods. We have identified three initiatives that will support the goals of our charter. These will be implemented over the five years of the charter on a schedule that will be determined by the Governance Council based on charter goals and teacher expertise.

1. Ensure that teachers use best practices to support standards-based learning opportunities.

We will glean our best practices from three different, yet integrated sources.

a. International Baccalaureate Organization

IBO points to certain attitudinal foundations that affect classroom organization and operations. The complete Programme standards and practices document, which is included in the Supplemental Packet of this proposal, provides a set of criteria against which both RICS and the International Baccalaureate Organization can measure success in the implementation of the Middle Years Programme and the Diploma Programme.

b. Marzano’s Research-Based Instructional Strategies for Increasing Student Achievement

Marzano’s research builds on the IBO attitudinal foundations with specific teaching strategies proven to improve student learning and performance.

Identifying Similarities and Difference Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

In addition, we will use the comprehensive Marzano series: What Works in Schools and supplemental resources such as Classroom Instruction that Works, School Leadership that Works, Using Technology with Classroom Instruction that Works, Classroom Management that Works, Classroom Instruction that Works for English Language Learners, and Classroom Assessment and Grading that Works.

c. Utilize differentiated instruction in all classrooms

Carol Ann Tomlinson’s work (How to Differentiate Instruction in Mixed Ability Classrooms) provides the final approach we will utilize. Differentiating instruction is essential for giving students the chance to work at peak levels in every classroom.

To develop differentiated lessons, teachers will continue to use the established course teams to develop shared, GPS-aligned units, culminating in common assessments. Teachers will also have access to various texts for differentiating instruction kept in the school’s professional library to capitalize on teacher strengths and areas of expertise.

2. Ensure that all teachers use techniques to support active literacy development for all students across the curriculum.

Literacy is more than simply one’s ability to read. However, according to the American Library Association, literacy in the 21st century means that students are able to:

Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one’s knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of

information, and access and use information ethically and legally

Literacy will be the foundation of lifelong learning and self-sufficiency for our students. As such, it is imperative that RICS provides support for the highest levels of literacy for all students. According to Heidi Hayes Jacobs has identified essential literacy strategies to employ with all levels of learners. Common techniques to support literacy will be incorporated across the curriculum focusing on these three areas:

three distinctive types of vocabulary: high frequency words, specialized terminology, and embellishments & refinements

creative note taking strategies

school wide assessment rubrics for writing

RICS educators will use these research-based literacy strategies in every content area, not only to support students reading below grade level, but to propel on-level and advanced readers to higher levels of literacy.

The administration will make sure the teachers understand literacy expectations through a number of different venues to include pre-planning, regular teacher meetings, department meetings and course teams. This emphasis on literacy strategies reflects the underlying theme within the MYP and DP training units

because literacy is at the heart of both programs. Literacy support also is foundational to the best practices listed earlier in this document.

3. Increase teachers’ and students’ access to and utilization of technology.

In culture, curriculum, and concept, RICS will be an international school. Our campus will feature hardware and software resources that build a bridge to a world of possibilities beyond the walls of the traditional classroom. Our students will be able to interact with people around the world to share information and insights. Use of technology will lead our students to a better understanding of diverse populations, improve their abilities to make connections between information from various sources and increase their international-mindedness.

Additionally, our technology resources will allow our students access to programs of study at partner high schools and universities locally and around the world. An example already in limited operation is the pilot program between Georgia Tech and Fulton County Schools, which offers live two-way videoconferencing of college classes to high school seniors, juniors and sophomores. This opportunity enables students to continue advanced studies in math beyond the courses offered at their high schools.

D. Program Innovations for Targeted Populations

It is the diversity of Riverwood that provides our students and teachers with a rich mosaic of talents, skills, experiences and perspectives to build on for further teaching and learning capabilities. While some students come to us very well rounded in their educational backgrounds, some are lacking in a particular area of knowledge or skills. These students may excel in certain disciplines, but might not be comfortable with all the areas of interaction and high-level curricular networks in the charter. Therefore, we will provide additional support for students at all academic levels through the following innovations. These supplemental educational services will be available to all RICS students. We provide these supplemental educational services and remediation opportunities pursuant to SBOE Rules 160-4-5-03 and 160-3-5-01.

1. Provide student academic intervention and support during the school day.

Time on task is proven essential to mastery of skills, so early academic intervention is a cornerstone in Riverwood’s support of students who have difficulty mastering the skills presented in class (Brewster, 2000). Beginning at the six-week progress report and continuing every three weeks thereafter, students will be assigned to Academic Achievement Assistance (AAA) for any class in which the student earns a grade below 70. AAA will be mandatory for three weeks for assigned students, and will provide an opportunity for extra practice in the skills identified by their teachers as needing more development.

AAA will take place for a portion of the student’s lunch period. A content-area teacher and student and community mentors will be available to facilitate the sessions. AAA sessions will also provide study skills instruction and opportunities for doing make-up work. At the end of three weeks, all students’ progress will be re-evaluated, and students performing at a grade below 70 will be assigned to AAA for the next three weeks.

By providing school-day support for student learning, RICS will raise the motivation of struggling learners by giving them the assistance they need to be successful academically. As their fear of failure dissipates, these students will re-engage with schoolwork and strive for higher achievement.

2. Provide Scholastic’s READ 180 Program for students reading below grade level.

In order to be successful in school and future endeavors in a global working world, students need to have strong literacy skills. RICS will address this by identifying the struggling high school students who are performing below grade level in reading and schedule them into a class using READ 180, a literacy program created by Scholastic.

This research-based literacy program, which is taught by a reading specialist in a technology driven classroom, is currently in use at Ridgeview Charter School. Implementing the program at the high school level will allow rising 9th graders who would still benefit from reading instruction to continue the program at RICS. In addition, new students identified as needing additional reading support will also take the class.

Students will remain in this program until they are reading on grade level.

3. Provide the Heritage Language Program.

Language is both the repository and transmitter of any group's culture, history and traditions. “Heritage Language” is that language a person regards as his/her native, home or ancestral language. We propose to implement a Heritage Language program in the existing ESOL framework designed for the “Newcomers” and “Beginning” stages of language acquisition. Given our demographics, we will limit this program to Spanish speakers. However, if the school demographics significantly shift we will consider additional languages under the guidance of our Governance Council and in conjunction with Ridgeview Charter School.

The RICS Heritage Language Program will address the needs of our students who are not highly literate in their native Spanish and who require a different kind of instruction that enhances the language skills they already have and amplifies their cultural literacy. Our Heritage Language Program will allow students to work toward high levels of proficiency and literacy in their native language and to pursue their personal and academic goals. The study of heritage language within the regular

school day will strengthen our students’ linguistic and cultural heritage, maintain a valuable economic resource for the individual student and for the nation and promote intercultural and cross-cultural understanding in the larger Sandy Springs community.

This program will support the MYP through meeting both the two-language requirement and the humanities interdisciplinary requirement. The following chart outlines our participation requirements.

Riverwood High School MYP World Language Policy(Created in coordination with Ridgeview Charter School)

Grade 7 and/or 8 Grade 9 Grade 10

Non-ELL>45% ITBS

Reading

World Language 2 or 2H World Language 3 or 3H

Non-ELL<45% ITBS

Reading

READ 180 or World Language 1

(Depending on assessment at 8th grade or IEP)

READ 180 or World Language 1 or 2

(Depending on assessment at 9th grade or IEP)

7th/8th GradeHeritage Language Learners

Reading and Writing Enrichment

andSpanish for Native Speakers

ESOL 1 or 2

World Language 2H, 3H or 4H

ESOL(Intermediate

and Advanced)

ESOL 1 or 2

World Language 2H, 3H or 4H

ESOL 2 or 3

World Language 3H, 4H or 5H

Newcomers

Basic Reading/Writing Enrichment

andOral Written Communication

andSpanish for Native Speakers

ESOL 1 or 2

World Language 2H, 3H or 4H

4. Provide transitional plans for students who are credit deficient.

RICS will identify students who have become credit deficient and intervene to help them recover credits to keep them on track for graduation. Identifying factors for students include:

retained over age for their grade level credit deficient by 1.0 credit or more in a core course

 The interventions will follow this order and will be based on these criteria:

 Criteria Order of interventions

0.5 to 1.0 credit deficient

Summer school, virtual campus or online course

OR

Makeup next year if class schedule allows*

1.5 to 3.0 credits deficient

Summer school, virtual campus or online course

AND

Makeup next year if class schedule allows* or take online course

OR

PLATO credit recovery**

3.5+ credits deficient and <10.0 total credits earned

Summer school, virtual campus or online course

AND

Makeup next year if class schedule allows* or online course

AND

PLATO credit recovery**

3.5+ credits deficient and 10.0+ total credits earned

Referral to Independence High School to complete graduation requirements on time

*Students may only re-take a course one time.**PLATO is available only to 11th and 12th graders outside of the regular school day.

In addition, if students are identified as needing remedial education based on Georgia Remedial Education Program Guidelines, those courses will be provided.

5. Implement the 21st Century “Connected Schools, Connected Communities” Program.

Cisco Systems, Inc. is one of the nation’s leaders in technology. After Hurricane Katrina, Cisco began to assist in rebuilding the technological infrastructure of school systems in Louisiana and Mississippi. Based on that experience, they have developed the Cisco Systems 21st Century Schools Program (21S). (More information on the program may be found in the Supplemental Packet.) This integrated technology program helps schools create rich learning environments where students are fully engaged with curriculum brought to life through creative uses of technology. Students make technology an integral part of everyday learning and tap into the world's vast reservoir of knowledge right from their classrooms.

An overview of the 21S Program follows:

21S Program Goals Improve student outcomes in test scores, attendance, and level of academic

and vocational education attained Improve administrative efficiencies, reduce operating costs, and increase

teacher effectiveness and efficiency within a safe, secure, and resilient learning environment

Establish the school as the hub of the community as demonstrated by increased interaction between the school, parents, local businesses and the community as a whole.

21S Program Strategies Ensure implementation is sustainable, scalable, replicable Local ownership from the start Incorporate discipline of change management into the planning process Develop solutions that incorporate people, processes, and technology Provide Cisco expertise/guidance, not just giving product and money Leverage key partners to extend impact/reach and involve local account teams Define key pilots to meet specific district needs Measure and evaluate all aspects of the program over the long term (3-10

years) refine and adapt programs based on evaluation Communicate results

21S Program Components Connected Communities - Establish a baseline technology platform (including

data, voice, video, etc.) required for 21S administrative and classroom processes and applications

Connected Learning - Improve student outcomes in test scores, attendance, and level of academic and vocational education attained and improve administrative efficiencies, reduce operating costs, and increase teacher

effectiveness and efficiency within a safe, secure, and resilient learning environment

Connected Schools - Establish a baseline technology platform (including data, voice, video, etc.) required for 21S administrative and classroom processes and applications

Assisting with the transformation, we will be working with Georgia Public Broadcasting (GPB) in the following areas:

Support infrastructure Archiving video conferences Provide student internships Develop an apprentice program Create a video journalism program

RICS has already had initial discussions with Cisco and GPB. We expect to become a part of their technology imitative within two years of the charter’s approval.

E. Community Building Initiatives Research indicates that increasing significant parental involvement is the first step toward building a sustainable school community. More than 30 years of research at The Center for Social Organization of Schools at John Hopkins University has shown that parental involvement leads to higher levels of physical, mental and emotional development for children. As a result, the connection between the school and the parent is ever expanding. By showing our parents the value and the importance of learning, we will more effectively enlist their support and guidance in their child’s education.

1. We will facilitate authentic parental involvement.

RICS will increase parental involvement across four areas:

Administration of a Parent Involvement Program Conduct an annual parent survey to assess interests and needs that can be

addressed within the school environment. Create and maintain a confidential database to monitor the mandatory

participation events hours per academic year which will be established by our Governance Council

Work closely with the PTSA and school personnel to learn of volunteer opportunities. Volunteer hours may consist of a variety of different activities at the schools, from the home or in the community. Examples could include: attending a parent teacher conference, attending an open house or parent coffee, attending lectures provided by the school, attending sports events, fundraising, helping a staff member, PTSA or Governance Council committee participation, etc.

Communication with Parents Communicate volunteer and learning opportunities through the school’s

newsletter, website, etc. Facilitate family-school communication through the use of PremierPlanning™

introduced later in this proposal.

Education for Parents Develop the Riverwood Leadership Series. This will be an on-

going monthly parent and student learning series to prepare students in becoming global leaders.

Facilitate parental involvement through a variety of endeavors to include computer access as needed.

Coordinate programs that will be identified through the annual survey, such as informational presentations, volunteer days, Parent University, discussion groups, etc.

Provide materials and resources to parents on how to help their teenager become academically and socially successful

Parental Resources for Teachers Maintain a database of parent profiles that will outline

skills, careers, talents, interests and availability. This database will be a resource for teachers, allowing them to identify parents who might be able to assist with a particular project or activity.

2. We will develop and expand our partner and mentoring program.

a. Business Partners

Riverwood will strive to have supportive business partners that supplement the academic offerings in the school. Riverwood will deepen and solidify integral on-going and structural partnerships with local businesses and corporations. Business and community partnerships will coordinate with existing internship and mentoring programs to offer opportunities for talented students to experience “real world” learning. Business partners will be encouraged to support the school through the school’s 501(c)3, Riverwood High School Foundation, Inc.

b. School Partners

RICS will expand interactive video conferencing labs to increase the options students have to take specialty courses at neighboring high schools or universities. RICS will also create a reciprocal partnership with North Springs Charter School of Arts and Sciences to provide the opportunity to increase course offerings for students at both charter schools. School administrators will be responsible for coordinating course offerings. The offerings will depend on the course requests of the students and the course schedules at both schools. North Springs and Riverwood have agreed on the

same bell schedule for the 2007-08 school year to further accommodate this partnership.

3.  We will enhance our school’s physical environment to reflect our international focus. When students create and influence their learning environment, school pride and respect become evident in their behavior. The learning environment becomes a source of student inspired cultural expression. As stakeholders, they become vested in their academic environment.  This investment may positively affect their attitude towards learning and achievement. Beyond students investing in their environment as cultural reflections, learning opportunities will extend beyond the traditional classroom walls.  A Museum Walk, a lesson regarding time zones, or “Where in the world is that cultural artifact?” may stimulate creativity and thinking abilities.  Such stimulation, when guided by instructional efforts, may result in meaningful content engagement.  When a student is engaged with content, learning is inevitable.

One of the tenets supporting the IBO philosophy states, “the school promotes international-mindedness on the part of the adults and the students in the school community” (see Programme standards and practices in Supplemental Packet). As an IB World School, RICS will not only reflect an international-mindedness within the curriculum and program of study but also within our building’s physical environment.  The Global Museum initiative, started in 2006/2007, will continue to transform the appearance of RICS as well as provide curricular links for numerous classrooms and areas of instruction.  As outlined below, the implementation of this initiative is a school-wide effort involving students, teachers, parents, and community support. The implementation details of the program are as follows: Elements of the project include 35-ft world map mural in the cafeteria, authentic artifact tapestry weave, 26 time zones wall clock display, Jose Ortega quote, Great Circle Tile Project, Media Center international quotations and banned books display, pod development to reflect world regions, and Outdoor Classroom concept design. Student Efforts: Students execute all goals and objectives of this task.  From project creation to completion, their ideas, energy and commitment fuel the end products.  Teachers facilitate, monitor and supervise students to assure that standards and procedures are followed.  Their expertise contributes to the quality performance in both the design and implementation phase.   Students research and write accompanying text for all displays.  The information is posted adjacent to the display and provides the curricular link for instructional use. 

Student populations from various departments throughout the building create and implement the ideas. Often this is a collaborative process.  For example, the International Author quote display in the media center was researched and chosen by students in a Talented and Gifted (TAG) seminar.  Then, students with artistic abilities from Interior Design and Art classes painted the walls and quotes to complete the finished project. PTSA/Foundation:  Support from additional resources is instrumental to accomplishing our goals. The PTSA and the Foundation have committed to these ideas and financially supported our projects. Through corporate and community financial and partnership support, the Foundation and PTSA will fund future endeavors.  Faculty:  The teacher-staffed Global Museum Steering Committee has operated with specified annual goals and objectives since fall 2006.  They function as an organizing force to provide and compliance to the implementation of ideas.  In order to achieve their preliminary goals, members have written grants for project funding and artist expertise.  Every project is student driven is collaborative.  The Committee meets weekly and will continue to do so as they set new goals for each semester. Faculty Collaboration:  Departments and any interested faculty members have the opportunity to expand the curriculum through project based learning opportunities.  For example, an art class took an assignment on mosaics and created a 12-foot high interpretation of the Statue of Liberty.  Accompanying text will underscore the international link of the structure and provide an aesthetic look to that section of the building.  While student driven and produced, a teacher volunteered to oversee the project.  Parents/Community: Parent volunteers have the opportunity to serve on the Global Museum Committee. Parents also volunteer to work on the various projects of the museum or contribute artifacts. These cultural items are given to display and educate others about particular populations.  Further, community organizations can provide funding support for artifacts. Recently, the Sandy Springs Heritage Foundation awarded a grant for an orb sculpture in the shape of the world. Developing business relationships may provide underwriting of major costs; for example, display cases with corporate logos will house the authentic artifacts in every major pod of the building.  The Global Museum Committee will approach Marketing and Advertising Departments of local business to support these efforts.

F. Organizational Innovations   

These curricular and instructional changes will also require corresponding structural changes in our school the largest being the governance structure. This will be dealt with in greater detail later in this document. However, there will be some alterations that are directly related to the curriculum and instructional methods that should be described at this time.

1. We will use the flexibility in our school schedule to ensure that the MYP is accessible and relevant to students introduced to the MYP for the first time during the 9th or 10th grades.

Riverwood will conduct MYP Introduction and Review during Freshmen Advisement for all 9th graders and any new 10th grade students. This will allow these students to build community and to learn the vocabulary associated with the Middle Years Programme. During the first three weeks of school, Freshmen Advisement will occur daily during an abbreviated lunch advisement period. This will build upon the Senior Mentoring Program.

2. We will increase the number of 9th grade and sheltered classes taught by experienced teachers.

Riverwood High School has an obligation to provide excellent teachers for all students, regardless of ability, socioeconomic status, race/ethnicity, or diploma program. There is a distinct connection between the expertise of teachers and the results in their classrooms. Recent studies at the U.S. Department of Education have shown that teachers who have at least five years of experience yield increased student productivity (See Supplemental Packet). National trends, however, indicate that inexperienced teachers often teach the “toughest or least desirable” courses. The students in these types of courses need teachers who are well versed in the subject(s) they are teaching and are also expert at classroom management and diversified education.

At Riverwood, our most challenging classes are the 9th grade and sheltered classes. Therefore, Riverwood will ensure that the teachers who teach our most demanding courses have at least three years experience in successful classroom management experience. With this change, Riverwood will raise the bar for all students, while providing a sure boost for the students who need it most.

3. We will introduce Premier Agenda Online Program.

To facilitate communication between all our stakeholders, we will use the Premier™ Planner Online Program which families will be able to access from their own computers. Students without home computers will be able to manage their calendar from any school computer.

This program allows each student to have a personalized calendar that incorporates both academic and extracurricular events. Additionally, parents have access to students’ calendars to help with family scheduling.

Following is a basic overview of this organizational tool:

Manage Calendars - Manage Calendars allows administrators to create multiple calendars and publish them online. Students can subscribe to these calendars and integrate them into their personal calendars.

Manage Courses - Manage Courses gives instructors the ability to create classes online, giving students access to all course information, such as the class syllabus, assignments, papers, and exams.

My Goals - My Goals is a coaching application that encourages students to define their goal, and set dates and action steps necessary to achieving their goal. It also integrates these scheduled steps into their calendar tasks bar.

My Projects - My Projects helps students learn to manage medium-to-large projects by outlining their project, group member(s), and resources, and prompting students to identify the steps and set dates for project completion.

My Grades - My Grades allows students to set personal academic goals for their courses and track grades for each of their classes.

4. We will increase representation in upper level courses to reflect demographics of RICS’s student body.

RICS will promote participation in honors, AP and IB courses.  Students who wish to take higher-level courses will be informed of the quality of work that will be expected and will be able to register for whichever level they choose.

Prior to registration, there will be an informational session for all students. During this session, students will receive course information from the receiving teacher in the proceeding course (i.e. the 10th grade honors English teacher will speak to students in 9th grade English).  Students may request to meet with the receiving teacher in that course for a short interview to determine their preparation and ability to do well in that course. Parents will be notified of the interview and will be encouraged to attend as well. The teacher(s), students and parents will work together to decide the best course of action for each particular student.

During registration, current classroom teachers will recommend students for the next year’s courses.  If students who are interested in upper level courses are not recommended by their current classroom teacher, they may request placement into upper level courses via the following procedure. Students may fill out a course waiver that includes a student and parent signature acknowledging their informed decision

and confirming their commitment to stay in the upper level course for the duration of the course.

5. We will limit students’ ability to repeat failed courses.

Given the increased remediation opportunities that will exist at RICS, we will expect students to make every effort to pass their classes. It is the belief and experience of the RICS that allowing a student to take a class repeatedly decreases his/her resolve to pass the course. Therefore, RICS students will be allowed to repeat a failed class only one time during the traditional school year. If a student fails the class a second time, he/she will be required to enroll in the class either through Fulton County Summer Accelerated Learning Experience, an online course equivalent through a college or university, or the Fulton County Schools Virtual Campus. PLATO will also be offered as an alternative to junior or seniors in this situation (see Page 31).

G. Stakeholder Summary

1. What role will students play in the charter?  

IBO Learner Profile - Students will engage in reflection, self-assessment and conferencing of the learner profile.

Community Service – Some activities will be school-wide events and others will be class specific. The program each student is enrolled in will determine the expected participation.

Environment – Students will have the opportunity to develop the school campus, either through indoor or outdoor projects. These initiatives may be class specific, may be a part of the Global Museum (see page 35), or part of the Riverwood Leadership Series (see page 33).

MYP Personal Project – All students will participate in a culminating Personal Project as outlined through MYP guidelines.

Academic Integrity – As part of the school culture, all students will adhere to the Academic Integrity Policy (See Supplemental Packet)

Remediation – Students who need academic support will participate in the Academic Achievement Assistance (AAA) (See page 27).

Participation in Upper Level Courses – all students will consider Honors, AP and/or IB participation during enrollment orientations

Governance Council – Students will be elected by their peers to serve in the Student Government. Designated student government officers will be included in the Governance Council (see page 73).

Enriched School Environment – Students will take responsibility for their learning through RICS’s wide variety of learning opportunities and extracurricular offerings

All students will comply with the RICS Agreement. This document will be written by the RGC. A sample of North Springs Charter School of Arts and Sciences’ agreement is found in the Supplemental Packet.

2. What role will faculty and staff play in the charter?    

Faculty and staff will implement the IB learner profile as specified in the standards and practices. (See Supplemental Packet)

Faculty and staff will become members of the PTSA Teachers will be elected by their peers to serve on the Governance

Council. Faculty and staff will have input on school-wide decision making

through participation on the Academic Council and Leadership Team. Faculty and staff will participate in the various professional learning

opportunities presented in the charter (see page 62) Teachers will participate in the Professional Learning Community’s

course teams. Teachers will learn from one another through informal observations of

their peers and reflection sessions. All teachers will comply with the RICS Agreement.

3. What role do parents and the community at large play in the charter?

All parents will become members of the PTSA. Parents will be elected by their peers to serve on the Riverwood Governance

Council. Parents will be required to participate in at least two academic school

activities per semester. (i.e. parent-teacher conferences, discipline conferences, IEP conference, open house, AP/IB information night, etc.)

Parents will have the opportunity to contribute to the Riverwood Parental Resources Database. This database will be a resource for teachers, allowing them to identify parents who might be able to assist with a particular project or activity.

Local businesses and corporate partners will be offered the opportunity to join the PTSA and/or the Riverwood Foundation.

All parents will comply with the RICS Agreement.

 4. What Role will Fulton County School System play in our new charter? 

Under the charter, RICS will remain a Fulton County public school. It will follow many of the same practices as other Fulton County schools in the following areas:  Personnel, Resources, Security, Transportation, Food Service, Record Keeping, Financial Auditing and Accountability, and Campus Maintenance. Additionally, we will follow FCS Charter School policy that states that the “charter school and its staff are subject to the control and management of the Fulton County Board of Education and failure to comply with any and all recommendations or directions of the FCBOE with respect to the operation of the charter school may result in termination of the charter.”

Within these guidelines, we will conduct our charter independently from Fulton County Schools in the following areas:  

The RGC will participate in the Principal Selection Process. RICS will selectively participate in the Surplus Employee Transfer

administrative procedure. RICS will require parental involvement. RICS will participate in a course sharing partnership with North Springs

Charter School of Arts and Sciences. Student participation in the graduation ceremony at RICS will be contingent

upon successful completion of all five sections of the Georgia High School Graduation Test in addition to FCBOE/GADOE graduation requirements.

RICS will limit the number of times a student can enroll during the traditional school year to repeat a failed class.

RICS will broaden the definition of “physical science” in the FCS graduation requirements for IB Diploma candidates.

RICS will require additional support and authorization from FCS as it relates to technology.

RICS will alter the voluntary teacher transfer eligibility requirements currently in place with FCS.

H. Assessment of Charter Goals, Performance Measures and Targets

As we reviewed our school, we saw many aspects with which we are satisfied. Our school is both physically and emotionally safe. Our faculty and staff are well trained and enthusiastic. Our students learn from one another in an environment of mutual respect.   

However, there are also selected areas where we expect to see a greater rate of improvement under the charter. These improvements will benefit our students, their families, our staff, and our community at large. Not only will Riverwood students become productive and participating citizens in American society, they will bring a deep understanding of the international community that is becoming an increasingly significant factor in the global economy.

We will use regular annual assessments to monitor the progress toward our goals. We will not waive the accountability provisions of OCGA 20-14-30 through 20-14-41 and federal accountability requirements in our charter.

1. Description of Assessment Methods

RICS will use a variety of assessment instruments (to include those listed earlier in this document relating to MYP criterion referenced models on page 24). These

assessment methods will comply with the Single Statewide Accountability System and any state or county system requirements. In addition, RICS will use the IBO standards and practices as a supplemental school-wide assessment framework for FCS strategic planning and school improvement. We will continue to participate in all student assessments mandated by state law and the student and stakeholder satisfaction surveys mandated by Fulton County Schools. These will include the GHSGT and the End of Course Tests (EOCT). We will also continue to encourage students to participate in either the SAT or the ACT.  

Comparing scores from one year to another is not the best measure of how individual students or sub-groups are progressing. Consequently, we eagerly anticipate the full implementation of the Student Achievement Management System (SAMS) by the Fulton County Schools over the next three years. SAMS will incorporate one database for curriculum, learning resources, assessments and analysis in the following areas: 

Student test scores and benchmark data based on the above listed norm-referenced and criterion-referenced tests 

Course grades  School attendance  Student demographics  Course information  Staff information 

We will use this system to indicate entering student placement and to monitor progress. However, SAMS will not be fully implemented until the 2009-2010 school year. Until that time, we will look at the beginning CRCT scores of entering freshman as one indicator of academic placement.

2. Performance Measures and Targets

We identified five goals for our charter:Goal I: Implement International Baccalaureate Middle Years Programme

(MYP) Goal II: Close the Achievement Gap and Raise the Academic Bar for All

StudentsGoal III: Focus on International Awareness and Global Connections through

Innovative TechnologyGoal IV: Create an Inclusive and Cooperative School CultureGoal V: Establish a Governance Structure to Ensure Substantive

Collaboration, Leadership, and Administration of the Charter

Below is listed the progress we hope to achieve toward each of these goals.

Goal I: Implement International Baccalaureate Middle Years Program (MYP)  Objective A: Implement Years 4 and 5 of the International Baccalaureate Middle Years Program for 9th and 10th graders

1. Vertical teaming with teachers at Ridgeview Charter School to promote

continuity for students in the 4th and 5th years of the MYP2. Flexibility in structure so that program is accessible and relevant to students

introduced to the MYP for the first time during the 9th or 10th grades 3. Implement MYP “Areas of Interaction” to support GPS and remaining QCCs4. Use MYP criterion-referenced model of assessment5. All 10th graders will participate in self-directed MYP personal project6. Utilize cross-curricular teaming to provide interdisciplinary instruction and to

encourage consistency7. Require MYP training for all teachers of 9th and 10th grade

Performance Measure 2006-2007 2007-2008 2008-2009 2012-2013

Creation and implementationof MYP units/ subject area in 9th and 10th grade

N/A New Set baseline

Use of MYP criteria on grades 9 and 10 summative assessments

N/A New Set baseline

Participation of 10th grade students in the MYP personal project

N/A New Set baseline

Training of 9th and 10th grade teachers in MYP

N/A New Set baseline

Participation of 9th and 10th grade students in Community and Service

New New Set baseline

Goal II: Close the Achievement Gap and Raise the Academic Bar for All Students

Objective A: Improve academic achievement across all student demographic groups1. Ensure that teachers use best practices to provide standards-based learning

opportunities2. Utilize differentiation in all classroom instruction3. Ensure that all teachers use techniques to support literacy development for

all students4. Provide reading program for students reading below grade level5. Provide enrichment programs for high-achievers

Objective B: Increase the graduation rate across all demographic groups1. Provide transitional plan for students who have become credit-

deficient2. Provide student academic/remedial support during the school day

Objective C: Increase enrollment of all students in Honors, AP and IB classes 1. Increase representation in upper level courses to reflect demographics of

Riverwood’s student body2. Increase the number of 9th grade and sheltered classes taught by

experienced teachers 3. Provide instruction for all students using international studies curriculum4. Provide greater communication to parents regarding upper level courses5. Enhance counseling interaction with students to identify the benefits of

enrollment in upper level courses 

Performance Measure 2006-2007 2007-2008 2008-2009 2012-2013

Increase the percentage of all students who meet + exceed standards on GHSGT: enhanced math

85.4 87.0 89.0 93.7

Increase the percentage of black students who meet + exceed standards on GHSGT: enhanced math

78.6 83.0 88.0 93.7

Performance Measure 2006-2007 2007-2008 2008-2009 2012-2013

Increase the percentage of Hispanic students who meet + exceed standards on GHSGT: enhanced math

60.6 63.0 65.0 70.0

Increase the percentage of Students with Disabilities who meet + exceed standards on GHSGT: enhanced math

30.4 35.0 40.0 45.0

Increase the percentage of Economically Disadvantaged students who meet + exceed standards on GHSGT: enhanced math

62.9 74.9 77.0 93.70

Increase the percentage of Hispanic students who meet + exceed standards on GHSGT: enhanced English

65.6 68.0 70.0 72.0

Increase the percentage of Students with Disabilities who meet + exceed standards on GHSGT: enhanced English

73.9 76.0 78.0 85.0

Performance Measure 2006-2007 2007-2008 2008-2009 2012-2013

Increase the percentage of Economically Disadvantaged students who meet + exceed standards on GHSGT: enhanced English

78.7 87.7 89.0 96.9

Increase the percentage of all first-time test taking juniors who pass the GHSGT: science

86.0 87.0 88.0 90.0

Increase the mean SAT score of all students: verbal

ending TBD TBD TBD

Increase the mean SAT score of all students: math

pending TBD TBD TBD

Increase the mean SAT score of all students: writing

pending TBD TBD TBD

Increase the mean verbal score of students who have attended RICS since the 9th grade

New Set Baseline

Increase the mean math score of students who have attended RICS since the 9th grade

New Set Baseline

Performance Measure 2006-2007 2007-2008 2008-2009 2012-2013

Increase the mean writing score of students who have attended RICS since the 9th grade

New Set Baseline

Increase the percentage of all students who pass the EOCT for Algebra 1

81.0 82.0 83.0 85.0

Increase the percentage of all students who pass the EOCT for Geometry

82.0 82.0 83.0 85.0

Increase the percentage of all students who pass the EOCT for Physical Science

75.0 76.0 77.0 81.0

Increase the percentage of all students who pass the EOCT for Biology

65.0 65.0 66.0 71.0

Increase the percentage of all students who pass the EOCT for 9th grade Lit/Comp

82.0 83.0 84.0 88.0

Increase the percentage of all non-IB students who pass the EOCT for 11th grade American Lit/Comp

87.0 88.0 89.0 93.0

Performance Measure 2006-2007 2007-2008 2008-2009 2012-2013

Increase the percentage of all students who pass the EOCT for US History

86.0 87.0 88.0 92.0

Increase the percentage of all students who pass the EOCT for Economics

77.0 78.0 79.0 83.0

Increase the graduation rate for all students.

87.7 88.0 89.0 930.0

Increase the graduation rate for black students.

77.3 80.0 82.0 90.0

Increase the graduation rate for Hispanic students.

53.6 56.0 58.0 65.0

Increase the graduation rate for Economically Disadvantaged students.

64.6 66.0 67.0 71.0

Decrease the percentage of all 9th grade students who fail at least one class

42.0 39.0 36.0 27.0

Decrease the percentage of Hispanic 9th grade students who fail at least one class

79.0 76.0 73.0 65.0

Performance Measure 2006-2007 2007-2008 2008-2009 2012-2013

Decrease the number of students assigned to mandatory AAA intervention

N/A Set Baseline

Decrease the number of 9th and 10th grade students reading below grade level

N/A N/A Set Baseline

Decrease the percentage of students absent 15 days or more

Pending TBD TBD TBD

Increase the percentage of students who take honors and upper level courses

N/A Set Baseline

Increase the percentage of graduating seniors who have taken at least one AP course

43.4 45.0 46.0 50.0

Increase the percentage of graduating seniors who have taken at least one IB course

N/A New

Increase the number of students seeking the full IB diploma

34 37 40 50

Goal III: Focus on International Awareness and Global Connections Through Innovative Technology. Objective A: Expand our international curriculum through global connections

1.  Develop distance learning labs to connect with local and global high schools and universities

      2.  Build local and state partnerships to expand current technology capabilities.

Performance Measure 2006-2007 2007-2008 2008-2009 2012-2013

Increase the percentage of teachers utilizing the distance learning lab technology

N/A New SetBaseline

Increase the percentage of teachers utilizing technology during classroom instruction

N/A New SetBaseline

Increase the number of video conferencing opportunities

N/A New SetBaseline

Increase the number of schools with which RICS has technological connectivity and collaboration

N/A New SetBaseline

Goal IV: Create an Inclusive and Cooperative School Culture

Objective A: Promote more parent involvement in the school1. Expand parent volunteer and leadership opportunities2. Provide parent workshops in response to current and emerging needs

Objective B: Expand partnerships between Riverwood and businesses, organizations, and other schools

1. Recruit community volunteers to support social, emotional, academic, and career development for all students

2. Expand our internship programs 3. Expand learning opportunities and joint enrollment availability through

local community and global connections

Objective C: Promote inclusive culture within the school1. Provide educational opportunities for students, faculty, and staff to understand

and embrace a diverse, multicultural population2. Provide a unique physical environment to augment curricular classroom goals

and objectives and reflect student diversity

Performance Measure 2006-2007 2007-2008 2008-2009 2012-2013

Increase the number of classes available via “off campus” options

N/A New SetBaseline

Increase the number of participants at parent workshops

N/A New SetBaseline

Increase the percentage of students participating in the external mentorship program

N/A New SetBaseline

Performance Measure 2006-2007 2007-2008 2008-2009 2012-2013

Increase the percentage of students involved in internship programs

N/A SetBaseline

Increase the percentage of students participating in tutorial programs

N/A New SetBaseline

Increase the percentage of teachers who access the global museum for instruction

N/A New SetBaseline

Increase percentage of parent satisfaction based on the annual survey

N/A New SetBaseline

Increase percentage of student satisfaction based on the annual survey

N/A New SetBaseline

Increase percentage of teacher satisfaction based on the annual survey

N/A New SetBaseline

Goal V: Developing Governance Structures to Support Interdisciplinary Collaboration

Objective A: Implementing the Middle Years Program in grades 9 and 10 using cooperative parent involvement, joint governance councils (between RCS and RHS), course teams, teacher training, etc.

Objective B: Expanding our governance structure to include representation from area high schools as well as local and international post secondary institutions of learning

The nature of Goal V cannot be measured quantitatively. RICS will implement these objectives during the first year of the charter and will continue to refine our governance structure to support interdisciplinary collaboration as outlined in this proposal.

3. Teacher Assessment   

The current Fulton County and State of Georgia policies and procedures for the evaluation of certified and classified staff will remain in place under the charter (Supporting Teaching Excellence Program-STEP).   

Additionally, we will offer teachers feedback from their peers as they observe each other in a collegial fashion. RICS will require teachers make a minimum number of informal observations of their colleagues to observe best teaching practices. Twice annually, teachers will meet with their department chair and/or administrator to reflect on these observations and discuss the impact these experiences have had on their own classroom instruction. Additionally, the MYP/IB Coordinator may be called upon to provide support and guidance to teachers for program implementation.

The content of this additional feedback will be kept completely confidential complying with Fulton County School System policy and O.C.G.A 20-2-210, 20-2-989.7, AND 20-2-200. A report reflecting our school’s progress in the area of teacher training and the degree of implementation of the charter’s strategies will be included in the Annual Report to FCS and the State of Georgia.  

I. School Accountability   To demonstrate that the objectives and targets are being met, RICS will participate in a variety of accountability measures required by Fulton County Schools, the GADOE, and federal laws specifically the accountability provisions of O.C.G.A 20-14-30 through 20-14-41 and federal accountability requirements.

We will maintain student records through our Counseling Center to monitor individual progress towards satisfying the requirements for high school graduation as defined in SBOE Rule 160-4-2-.47. These records will be reviewed annually or as needed by the student, his/her family, and the advisor as well.   

Additionally, the administration will maintain records detailing the various assessment methods mentioned in section II-G Assessment of Performance-Based Goals, Measurable Objectives, and Targets. RICS will report this data to Fulton County Schools and the Georgia DOE in an Annual Report by October 1 of each year, in accordance with O.C.G.A. § 20-2-2067.1(c)(1)-(6). The report shall contain, but is not limited to:   

an indication of progress toward the goals as included in the charter academic data for the previous year, including state academic accountability

data, such as standardized test scores and adequate yearly progress data un-audited financial statements for the fiscal year ending on June 30, provided

that audited statements will be forwarded to the local board and state board upon completion

updated contact information for the school and the administrator proof of current nonprofit status, if applicable any other supplemental information that the charter school chooses to include

or that the state board requests that demonstrates its success

This annual report will conform to the template provided by the Georgia DOE and will include any other information required by Fulton County Schools. This Annual Report will be available to parents/guardians and the community at large.

Additionally, Fulton County Schools will evaluate RICS on the number of students enrolled who complete the school year at the charter school, and the retention of staff. This data must be maintained by the charter school and reported to the school system at the end of each academic year. The analyses of this data and any required comparisons will be conducted by Fulton County Schools and will be reported to the charter school in the same manner as other schools in Fulton County Schools. Fulton County Schools and the Single Statewide Accountability System will have complete access to any data through the regular channels normally associated with a public school and through any extraordinary channels deemed necessary by the systems or the school.

We understand the school system will exercise its right to include notice of deficiencies or provide comments and feedback in the annual report.  Working collaboratively, the Governance Council will approve minor modifications to the charter, if any are deemed necessary, in the implementation of the various programs to insure all targets will be reached. Substantial changes, however, will require an amendment to the charter. This process is described on page 85 of this proposal.    

We shall gather our baseline standard of achievement, whenever possible, in the first three months of the charter’s operation. Certain baseline data has already been identified and is included in the specific objectives of this proposal. Beginning with the completion of the first year of operation, the charter school will work with the school system to develop an Annual Evaluation Plan that will establish the precise

levels of achievement that the charter school will meet or exceed on the state and system student assessments, student and stakeholder surveys, student and staff retention, and unique charter-based objectives.  

 III. OPERATIONS AND PROCEDURES  

This ambitious charter will require certain changes in both the organization and operation of our school. This charter school shall be subject to the control and management of the Fulton County School Board in a manner consistent with the Charter Schools Act of 1998, as amended, and the Georgia Constitution. The full extent of these changes is outlined in this section.  

A. Duration  

We anticipate that a charter of five years will allow us to implement successfully the changes described in this proposal.  

B. Attendance Zone  

Fulton County School Board shall determine the attendance zone for the charter school. Currently, the attendance zone includes the area of High Point Elementary School, Heards Ferry Elementary School, and a portion of Spalding Drive Charter School. However, given construction of new elementary schools planned by Fulton County over the next five years, we anticipate the attendance zone will be re-drawn during the charter.  Under the charter, the International Studies Magnet Program will retain its admission requirements and will remain available to all qualified students.  

We will maintain the teacher-to-student ratio as mandated by the Georgia Department of Education and Fulton County School System. We support the rationale for teacher-to-student ratios outlined by the GADOE and accepted by Fulton County Schools. OCGA 20-2-182 contains the current regulations and rationale for state mandated class size that is re-evaluated every three years by a task force appointed by the governor. The teacher to student ratio will be 1 to 27.   

 

  

Riverwood High School’s attendance zone roughly includes areas 3, 5, and 6. Areas 1, 2, and 4 attend North Springs High School.

C. Enrollment and Attendance Information  

The charter will comply with NCLB and Unitary Status. We will also comply with federal, state, and local rules and regulations, court orders, and statutes related to civil rights. This means RICS shall not discriminate against students on any basis to include disability, race, creed, color, gender, national origin, religion, ancestry, marital status, or for special educational services. We will follow the FCS and the state of Georgia’s class size.

In the past, Riverwood accepted students from within the FCS attendance zone and from outside the attendance zone. Students from outside the attendance zone were accepted in four situations:

1. Students whose parents were faculty or staff,2. Students who qualified for a “hardship placement” per FCS policy,3. Students who were FCS residents and qualified to attend one of the three

strands of the International Studies Magnet Program (Global Studies, International Business or International Baccalaureate Diploma), and/or

4. Students who were NOT FCS residents but qualified to attend one of the three strands of the International Studies Magnet Program and paid a reimbursement amount as determined by Fulton County School Board.

Under the charter, RICS will employ the following admission policy. This policy will be overseen by the Riverwood Governance Council (RGC) that is described in detail on page 73. The RGC may establish a policy that would give enrollment preference to applicants in any one or more of the following categories in order of priority:  

a sibling of a student enrolled in the charter school;   students whose parent or guardian is a member of the governing board of the

charter school or is a full-time teacher, professional, or other employee at the charter school;

students who qualified for a “hardship placement” per FCS policy.

1. Primary Attendance Zone: RICS will be open to all students who reside in FCS designated RICS attendance zone in grades 9 through 12 and range in age from 13 to 18. All students in our attendance zone will participate in the MYP in 9th and 10th grades. These students will be eligible to apply for admission into one of the three strands of the International Studies Magnet Program. Students in this attendance status will comprise the bulk of our student body.

2. Secondary Attendance Zone: The Riverwood Governance Council (RGC) will annually monitor student capacity based on the primary attendance zone. If the RGC ascertains that RICS primary attendance levels allow, RICS will accept applications from students outside the primary attendance zone who reside in the FCS district. These students will be eligible to apply for admission into one of the three strands of the International Studies Magnet Program. The Fulton County School magnet bus

system will provide these students transportation to RICS from their home high school. These students will be able to return to their home school if they do not choose to participate in the policies of the charter or their educational preferences change.

If the number of secondary attendance zone students applying to RICS exceeds the number of slots available, a random lottery will be implemented by the RGC. The RGC will establish a random lottery policy that specifies the time period and procedures for the random lottery. It will also include a recruitment policy, time periods for applications, and appropriate deadlines which coincide with FCS calendar and will coordinate with the Magnet application time periods and deadlines.

We will follow all provisions of state law and Fulton County regulations regarding conversion charter attendance if a random lottery is ever implemented during the life of the charter.  

3. Tertiary Attendance Zone: If the RGC ascertains that RICS primary and secondary attendance levels allow, RICS will accept applications from students outside the Fulton Coun ty School district . These students will be required to reimburse Fulton County taxpayers the costs of the education provided at RICS. The Fulton County School Board will determine these costs and procedures annually. Students from the tertiary attendance zone will be eligible to apply for admission into one of the three strands of the International Studies Magnet Program. The FCS bus system will not provide these students transportation to RICS from their home school. These students will be able to return to their home school if they do not choose to participate in the policies of the charter or their educational preferences change.

If the number of tertiary attendance zone students applying to RICS exceeds the number of slots available, a random lottery will be implemented by the RGC and will follow the above mentioned lottery policy.

If FCS and the RGC project that the charter school student body will exceed the facility’s capacity, the RGC will close admission to students outside the attendance zone. The tertiary zone will be closed first. If the numbers warrant, the Secondary Attendance zone will be closed or capped as well.

Students already in RICS will be allowed to complete their high school education under the current attendance policies.

In order to provide FCS with necessary data for state funding reporting and enrollment monitoring, the charter school will agree to use the FCS student information system (SASI) in accordance with School System specifications.  Recruitment of students is the responsibility of the charter. The charter will provide parents of potential students with accurate information about the programs, services, and amenities at the school.

D. Discipline Procedures  RICS will follow the Fulton County Code of Conduct as approved by the Fulton County School Board. We retain the authority to make modifications to the discipline cycle based on the individual student’s discipline history and other relevant factors. This Code also contains the rules and procedures concerning student dismissal and due process policies. The most recent edition of this document is found in the Supplemental Packet.  

E. Student Withdrawal  Any student may withdraw without penalty from RICS at any time and enroll in a local school in the Fulton County School System as determined by the Fulton County School Board.   

F. Dismissal Policy

Failure to comply with the RICS Agreement will endanger the student’s continuation at the charter. If applicable, an administrative intervention regarding non-compliance with the Charter provisions will occur prior to any withdrawal of a student and plans to correct the non-compliance will be implemented with the cooperation of the parents. Students zoned to RICS will not be dismissed except with extreme cause.”

G. Insurance and Indemnification  RICS shall remain a Fulton County School and will retain all the same insurance, conditions, and amounts of coverage and protections afforded to every other high school in the Fulton County System effective throughout the term of the charter unless changed by charter amendment.   

H. Transportation  Students will be able to access the Fulton County School System transportation system if they live in the school’s Fulton County attendance zone. The charter will follow all rules and regulations of that department and applicable laws.   

I. Food Service  Food service will follow the guidelines, rules, and regulations of Fulton County’s School Nutrition Department and, therefore, participate in federal and state school meal programs as do other Fulton County schools.

J. Personnel Usage  RICS school personnel shall remain employees of the Fulton County School System. Salaries and benefits, as well as payroll services, shall continue. The most recent salary schedule may be found in the Supplemental Packet. The current employee evaluation system for Fulton County (STEP) will be used to evaluate certified and classified staff. We will retain employee recruitment procedures, hiring practices, compensation, benefits and employee evaluation procedures to include the requirements of “highly qualified”. Fulton County School System conversion charter schools will adhere to the same personnel policies and practices as do all other Fulton County schools. The hiring and placement of Fulton County Schools employees (classified, certified and administrative) are actions that are dictated accordingly and exclusively by system policies and processes. Teachers will be evaluated and held accountable for student learning as well as the additional evaluations described earlier in this proposal. Fingerprinting and criminal record checks will be required of all employees and employment will be provisional until the results of the criminal record checks are obtained.  Georgia Professional Standards Commissions (GAPSC) certification will be required of all teachers and administrators.

However, the school reserves the right to contract out necessary support personnel that may be used for specific requirements of the charter. The charter school will provide FCS with all personnel information required to complete the certified personnel information (CPI) report due to the state each year and will provide FCS with all personnel information for any person who is on the charter school’s payroll upon request. Additionally, because of the scope of interdisciplinary, community and parent involvement, and unique programming needs of the charter, the use of personnel within the building will be determined by the administration working in conjunction with the area superintendent and based on the needs of the students.  

Our charter will create a unique teaching environment. Teachers at RICS will be specialists in the areas of the charter and will have extensive opportunities for additional professional training. Because of the large investment our charter will be making in teacher development, we will request that teachers dedicate themselves to our charter for a minimum of three years. Therefore, to be eligible for a voluntary transfer, RICS teachers must be completing, at a minimum, their third consecutive school-year contract with FCS, must have a satisfactory evaluation for the most recent school year, and must not have a required Professional Development Plan (PDP) addressing deficiencies. The charter will recognize exceptional circumstances as exemptions (such as approved leave, retirement, relocation from the metro Atlanta area or Georgia, etc.)

K. Professional Learning Schedule  Training will be funded by the charter grant. Most training will take place on contract time. Teachers will choose when they participate. All training can be done on school time. There will be a menu of the available training offerings for each upcoming school year. Teachers will select the area of training which best meets their needs. The areas of professional training required by all teachers over the course of the charter will be:

Marzano’s Classroom Instruction that Works Marzano’s Classroom Instruction That Works with English Language

Learners Marzano’s Using Technology with Classroom Instruction That Works Marzano’s Classroom Assessment and Grading that Work Carol Ann Tomlinson’s How to Differentiate Instruction in Mixed Ability

Classrooms MYP Training DP Training

L. Facility The facility will be the existing Riverwood High School located at 5900 Heards Road, Sandy Springs, Georgia, 30328, currently owned by Fulton County School System. It shall be maintained as all other Fulton County Schools in every area and shall follow regular policies and procedures for that maintenance. Certification that the building complies with all building code standards and regulations and fire, safety, environmental, and accessibility requirements is found in the Supplemental Packet of this proposal. Additionally, the facility’s “School Safety Plan” is located in the Supplemental Packet.  

M. School Calendar and Schedule1. Calendar

The RICS Charter will follow the Fulton County school year calendar. The 2008-09 school calendar has not been approved by the FCBOE. However, for an indication of the typical school calendar, we include the 2007-08 Calendar.  

First Semester    Aug. 6-10 Preplanning   Aug. 13 First Day of School  Sept. 3 Labor Day Holiday   Sept. 19 Early Release Day* (students dismissed early)   Oct. 12 Teacher Workday (students off)  

Oct. 24 Early Release Day (students dismissed early)   Nov. 21-23 Thanksgiving Holidays   Nov. 28 Early Release Day (students dismissed early)   Dec. 19 End of First Semester   Dec. 20-Jan. 3 Winter Holidays   Jan. 4 Teacher Workday (students off)            

Second Semester     Jan. 7 First Day of Second Semester  Jan. 21 Martin Luther King Jr. Holiday   Feb. 18 President’s Day Holiday (schools closed)   Feb. 27 Early Release Day (students dismissed early)   March 14 Teacher Workday (students off)   March 26 Early Release Day (students dismissed early)   April 7-11 Spring Break  May 23 Last Day of School   May 26  Memorial Day Holiday   May 27-28 Postplanning        

            *On Early Release Days, students attend for half a day. The remaining portion of the day is used for professional development, which allows staff to participate in school wide training. This calendar feature is used by many local and national school systems.

2. Schedule

We reserve the right to reconsider different configurations of time until we find the one most effective for our students. After much careful study, it appears that the eight-period day will allow us the flexibility to achieve our goals at the time of submission. 

N. Grades   The RICS Charter will provide instruction to pupils aged 13 through 18 in ninth, tenth, eleventh, and twelfth grades, according to the Fulton County Schools schedule.

Eight Period Daily Class Schedule

1st (49 min) Begin 8:40 AM  End 9:29 AM2nd (48 min) Begin 9:34 AM  End 10:22 AM3rd (48 min) Begin 10:27 AM  End 11:15 AM4th (48 min) Begin 11:20 AM  End 12:08 AM5th (48 min) Begin 12:13 PM  End 1:01 PM6th (48 min) Begin 1:06 PM  End 1:54 PM7th (48 min) Begin 1:59 PM  End 2:47 PM8th (48 min) Begin 2:52 PM  End 3:40 PM

Students have a seven academic periods and one lunch period. Teachers teach six sections and have one lunch and one planning period.

IV. FISCAL RESPONSIBILITY AND CONTROLS  

The RICS charter school will use the Fulton County School System for fiscal management and annual financial audits. It will follow all rules, regulations, policies, and procedures of that department to include annual financial audits. The financial reporting forms used by the school will comply with the guidelines published by the GADOE, will include federal monitoring requirements and will be in conformity with generally accepted accounting principles.   

RICS shall be funded no less favorably than any other Fulton County School System high school. RICS may accept charitable donations on behalf of the charter. Such charitable donations shall not change the financial obligations described.   The Governance Council will have the authority to advise the principal in the construction of the budget and will have approval over said budget. The operation of transportation, purchasing, food service, facilities, maintenance and any other services needed to operate the school shall remain under Fulton County Schools.  

 

A. Riverwood High School Charter Funds Budget 

1. RICS Budget - Total Revenues

2008-2009 2009-2010

Enrollment Growth Assumption 0.02

0.02

Number of additional students 27.00

19.16

Estimated Revenues Fulton County Undesignated Funding

Materials and Supplies 148,241.00

157,191.00

Security 7,200.00

7,200.00

Armored Car 1,200.00

1,200.00

Copiers 4,800.00

4,800.00

Technical Labs & Other 12,450.00

12,450.00

Magnet & Magnet Expansion & IB 472,614.00

517,729.00

At Risk Funds 14,723.00

14,723.00

Undesignated Total 661,228.00

715,293.00

Other Revenues 15,000.00

17,000.00

Personnel Funds Personnel Without Undesignated (Includes County & State Funds)

9,065,945.00

9,953,026.00

Personnel Funding Total 9,065,945.00

9,953,026.00

Charter Grant 100,000.00

100,000.00

Total Revenues 9,842,173.00 10,785,319.00

Use of Funds

Personnel 9,416,382.00

10,338,389.12

Non-Personnel 425,791.40

446,930.27

Total Uses 9,842,173.40

10,785,319.39

2. RICS Budget - Five-Year Projection Year 1 Year 2 Year 3 Year 4 Year 5

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Revenue Growth 1,030,920.00 $943,146 $1,211,761 $1,474,962 $1,306,115

Number of additional students 27.00

19

23

25

17

Estimated Revenues 9,842,173.00 $10,785,319 $11,997,080 $13,472,042 $14,778,157

Fulton County Undesignated Funding 661,228.00 $715,293 $769,946 $826,192 $882,375

Personnel (Includes county and state funds) 9,065,945.00 $9,953,026 $11,208,134 $12,622,850 $13,865,782

Charter School Implementation Grant Funds

100,000.00 $100,000 $0 $0 $0

Other Revenues (*) 15,000.00 $17,000 $19,000 $23,000 $30,000

Total Revenues (**) 9,842,173.00 $10,785,319 $11,997,080 $13,472,042 $14,778,157

Estimated Personnel Expenditures

Regular Teachers Salary 4,737,538.00 $5,379,031 $6,298,866 $7,194,290 $8,192,145

Teachers Benefits 1,257,774.00 $1,424,057 $1,619,621 $2,040,511 $2,211,538

Substitute Cost 79,495.00 $86,153 $93,789 $123,941 $129,306

Total 6,074,807.00 $6,889,241 $8,012,276 $9,358,742 $10,532,989

Elective & Other Teachers 338,578.00 $350,428 $362,693 $375,387 $388,526

Elective & Other Teachers Benefits 96,037.00 $99,398 $102,877 $106,478 $110,205

Total 434,615.00 $449,827 $465,570 $481,865 $498,731Five-Year Projection Continued-

Paraprofessionals Salaries 50,214.00 $51,720 $53,272 $54,870 $56,516

Paraprofessionals Benefits 14,412.00 $14,844 $15,290 $15,748 $16,221

Total 64,626.00 $66,565 $68,562 $70,619 $72,737

Support Personnel Salaries 1,791,397.00 $1,854,096 $1,918,989 $1,986,154 $2,055,669

Support Personnel Benefits 512,118.00 $530,042 $548,594 $567,794 $587,667

Total 2,303,515.00 $2,384,138 $2,467,583 $2,553,948 $2,643,336

Pass Through Personnel Salaries 169,210.00 $176,824 $184,782 $193,097 $201,786 Pass Through Personnel Benefits 48,563.00 $50,748 $53,032 $55,418 $57,912 Total 217,773.00 $227,573 $237,814 $248,515 $259,698

Supplements 249,453.00 $249,453 $249,453 $249,453 $249,453 Benefits 71,593.00 $71,593 $71,593 $71,593 $71,593 Total 321,046.00 $321,046 $321,046 $321,046 $321,046

Personnel Costs Total 9,416,382.00 $10,338,389 $11,572,851 $13,034,735 $14,328,538

3. RICS Budget - Five-Year Plan Year 1 Year 2 Year 3 Year 4 Year 5

Personnel Costs 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Personnel - County funded 9,341,382.00

10,273,389.12

11,572,850.59

13,034,735.42

14,328,537.64

Personnel - Grant 75,000.00

65,000.00

-

-

-

Total Personnel Costs 9,416,382.00 10,338,389.12 11,572,850.59 13,034,735.42 14,328,537.64

Non-Personnel Expenditures 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

Instructional Materials and Supplies 153,240.00

155,538.60

158,338.29

161,346.72

163,444.23

Maintenance and Cleaning Supplies 21,709.00

22,034.64

22,431.26

22,857.45

23,154.60

Registration Fees 4,086.40

4,147.70

4,222.35

4,302.58

4,358.51

Computer Hardware (*) 35,000.00

35,000.00

35,000.00

35,000.00

35,000.00

Field Trips & Educational Travels 12,770.00

12,961.55

13,194.86

13,445.56

13,620.35

Staff Development 6,385.00

6,480.78

6,597.43

6,722.78

6,810.18

Library 16,601.00

16,850.02

17,153.32

17,479.23

17,706.46

Other Professional Services 87,700.00

92,962.00

98,539.72

104,452.10

110,719.23

Security Services 12,800.00

12,800.00

12,800.00

12,800.00

12,800.00

Copier Maintenance and Lease 25,000.00

26,125.00

27,300.63

28,529.15

29,812.97

Postage

20,000.00 21,200.00 22,472.00 23,820.32 25,249.54 Five-Year Plan Continued

Cell Phone, pagers, etc. 5,500.00

5,830.00

6,179.80

6,550.59

6,943.62

Non-Personnel Total 400,791.40

411,930.27

424,229.65

437,306.49

449,619.69

Charter Grant Non-Personnel Expenditures 25,000.00

35,000.00

-

-

-

Personnel and Non-Personnel Grand Total 9,842,173.40 10,785,319.39 11,997,080.25 13,472,041.91 14,778,157.32

(*) Additional computer equipment may be bought through additional in-kind resources that will be received from private companies and other institutions such as Dell Computer Corporation, IBM, Microsoft, etc.

4. RICS Budget - Estimated Per Pupil Allocation Calculation

Year 1 Year 2 Year 3 Year 4 Year 5 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Number of Students 1,277.00

1,296.16

1,319.49

1,344.56

1,362.04

Total Budget 9,842,173.00

10,785,319.00

11,997,080.00

13,472,042.00

14,778,157.00

Per Pupil Expenditure 7,707.26

8,321.01

9,092.24

10,019.70

10,850.05

5. RICS Monthly Cash Flow Year 1Personnel Costs Jul. Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun. Total Personnel - County Funded $773,449 $773,449 $773,449 $773,449 $773,449 $773,449 $773,449 $773,449 $773,449 $773,449 $773,449 $833,449 $9,341,382 Personnel - Charter Grant $12,500 $12,500 $12,500 $12,500 $12,500 $12,500 $0 $0 $0 $0 $0 $0 $75,000 Total Personnel Costs $785,949 $785,949 $785,949 $785,949 $785,949 $785,949 $773,449 $773,449 $773,449 $773,449 $773,449 $833,449 $9,416,382

Non-Personnel Expenditures Materials and Supplies $12,770 $12,770 $12,770 $12,770 $12,770 $12,770 $12,770 $12,770 $12,770 $12,770 $12,770 $12,770 $153,240 Maintenance/Cleaning Supplies $1,809 $1,809 $1,809 $1,809 $1,809 $1,809 $1,809 $1,809 $1,809 $1,809 $1,809 $1,809 $21,709 Registration Fees $341 $341 $341 $341 $341 $341 $341 $341 $341 $341 $341 $341 $4,086 Computer Hardware (*) $17,500 $17,500 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $35,000 Field Trips & Educational Travels $0 $1,161 $1,161 $1,161 $1,161 $1,161 $1,161 $1,161 $1,161 $1,161 $1,161 $1,161 $12,770 Staff Development $532 $532 $532 $532 $532 $532 $532 $532 $532 $532 $532 $532 $6,385 Library $4,150 $4,150 $4,150 $0 $0 $4,150 $0 $0 $0 $0 $0 $0 $16,601 Other Professional Services $7,308 $7,308 $7,308 $7,308 $7,308 $7,308 $7,308 $7,308 $7,308 $7,308 $7,308 $7,308 $87,700 Security Services $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $12,800 Copier Maintenance and Lease $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $2,083 $25,000 Postage $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $1,667 $20,000 Cell Phone, pagers, etc. $458 $458 $458 $458 $458 $458 $458 $458 $458 $458 $458 $458 $5,500 Charter Grant Expenditures $4,167 $4,167 $4,167 $4,167 $4,167 $4,167 $0 $0 $0 $0 $0 $25,000 Non-Personnel Total $53,852 $55,013 $37,513 $33,363 $33,363 $37,513 $29,196 $29,196 $29,196 $29,196 $29,196 $29,196 $425,791

Personnel & Non-Personnel $839,800 $840,961 $823,461 $819,311 $819,311 $823,461 $802,644 $802,644 $802,644 $802,644 $802,644 $862,644 $9,842,173 Grand Total Disbursements

Total Revenues Received $925,598 $810,598 $810,598 $810,598 $810,598 $810,598 $810,598 $810,598 $810,598 $810,598 $810,598 $810,598 $9,842,173 Estimated Beginning Cash Flow $0 $85,797 $55,434 $42,570 $33,857 $25,143 $12,280 $20,233 $28,186 $36,140 $44,093 $52,046 $0 Estimated Ending Cash Flow $85,797 $55,434 $42,570 $33,857 $25,143 $12,280 $20,233 $28,186 $36,140 $44,093 $52,046 $0 $0(*) Includes Software

6. RICS Budget – Monthly Cash Flow Year 2Personnel Costs Jul. Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun. Total Personnel - County Funded $851,116 $851,116 $851,116 $851,116 $851,116 $851,116 $851,116 $851,116 $851,116 $851,116 $851,116 $911,116 $10,273,389 Personnel - Charter Grant $10,833 $10,833 $10,833 $10,833 $10,833 $10,833 $0 $0 $0 $0 $0 $0 $65,000 Total Personnel Costs $861,949 $861,949 $861,949 $861,949 $861,949 $861,949 $851,116 $851,116 $851,116 $851,116 $851,116 $911,116 $10,338,389

Non-Personnel Expenditures Materials and Supplies $12,962 $12,962 $12,962 $12,962 $12,962 $12,962 $12,962 $12,962 $12,962 $12,962 $12,962 $12,962 $155,539 Maintenance/Cleaning Supplies $1,836 $1,836 $1,836 $1,836 $1,836 $1,836 $1,836 $1,836 $1,836 $1,836 $1,836 $1,836 $22,035 Registration Fees $346 $346 $346 $346 $346 $346 $346 $346 $346 $346 $346 $346 $4,148 Computer Hardware (*) $35,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $35,000 Field Trips & Educational Travels $0 $1,178 $1,178 $1,178 $1,178 $1,178 $1,178 $1,178 $1,178 $1,178 $1,178 $1,178 $12,962 Staff Development $540 $540 $540 $540 $540 $540 $540 $540 $540 $540 $540 $540 $6,481 Library $4,213 $4,213 $4,213 $0 $0 $4,213 $0 $0 $0 $0 $0 $0 $16,850 Other Professional Services $7,747 $7,747 $7,747 $7,747 $7,747 $7,747 $7,747 $7,747 $7,747 $7,747 $7,747 $7,747 $92,962 Security Services $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $1,067 $12,800 Copier Maintenance and Lease $26,125 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $26,125 Postage $1,767 $1,767 $1,767 $1,767 $1,767 $1,767 $1,767 $1,767 $1,767 $1,767 $1,767 $1,767 $21,200 Cell Phone, pagers, etc. $486 $486 $486 $486 $486 $486 $486 $486 $486 $486 $486 $486 $5,830 Charter Grant Expenditures $5,833 $5,833 $5,833 $5,833 $5,833 $5,833 $0 $0 $0 $0 $0 $35,000 Non-Personnel Total $97,920 $37,974 $37,974 $33,761 $33,761 $37,974 $27,928 $27,928 $27,928 $27,928 $27,928 $27,928 $446,930

Personnel & Non-Personnel $959,869 $899,923 $899,923 $895,710 $895,710 $899,923 $879,044 $879,044 $879,044 $879,044 $879,044 $939,044 $10,785,319 Grand Total Disbursements

Total Revenues Received $1,035,804 $889,027 $889,027 $889,027 $889,027 $889,027 $889,027 $889,027 $889,027 $889,027 $889,027 $859,250 $10,785,319 Estimated Beginning Cash Flow $0 $75,934 $65,038 $54,141 $47,458 $40,774 $29,878 $39,861 $49,844 $59,827 $69,810 $79,793 $0 Estimated Ending Cash Flow $75,934 $65,038 $54,141 $47,458 $40,774 $29,878 $39,861 $49,844 $59,827 $69,810 $79,793 $0 $0

V. ORGANIZATIONAL STRUCTURES  

A. Riverwood Governance Council

1. Statement of Purpose

The Riverwood Charter Proposal is based on shared decision-making and total staff, administrative, student, parent and community involvement for improved learning at Riverwood International Charter School (RICS). Riverwood recognizes the positive impact that school councils can have and seeks to broaden the representation of all stakeholders beyond what the school council prescribes. The guiding philosophy of the Riverwood Governance Council (RGC) is to serve Riverwood’s students more effectively by providing more efficient communication and collaboration. It will replace the Local School Advisory Council and the School Council as required by O.C.G.A. 20-2-85.

The RGC shall be comprised of stakeholders (i.e. administration, faculty, staff, students, parents, and business/community leaders) who have a vested interest in Riverwood High School. This council will address, in a flexible and timely manner, issues including, but not limited to curriculum and instruction, professional learning, student climate, parental involvement, attendance policies, staff enhancement, facilities, goals and assessment, and technology.  The principal, as the chief administrator of RICS, will continue to oversee the day-to-day operations of the school.

2. Roles

The responsibilities of the RGC are specified below. The RGC shall consider only those issues that fall under the following areas and others that the RGC determines to have school-wide impact and to be best resolved by that body. It will resolve only those grievances and other conflicts as related to these responsibilities using the procedures listed later in this proposal and following Robert’s Rules of Order:

implementing and monitoring of RICS charter mission, goals and objectives gathering information and ideas from all stakeholders: administration, faculty,

staff, students, parents, business/community leaders, and other sources promoting communication among staff, parents, students, and community establishing school-wide improvement priorities and collecting and assessing

information concerning efforts for improvement ensuring that all decisions are consistent with the guiding principles, goals,

and objectives of RICS approving the annual operating budget assisting in the selection process for the RICS administrators in the following

manner:

1. Two parents and two teachers from the RGC will sit on the interview panel for RICS Principal. Because the unique nature of our IB World initiatives, we request the FCS Superintendent consider not making a direct appointment for the position of principal at RICS.

2. One parent and one teacher from the RGC will sit on the interview panel for RICS Assistant Principals.

proposing, defining and establishing amendments to the charter setting secondary and tertiary attendance levels writing the annual charter report working in consultation with FCS on issues which concern the charter ensuring that the charter complies with all relevant laws, rules, and FCS and

GADOE policies and procedures to include: 1. Open and Public Meetings (O.C.G.A. 50-14-1, et seq2. Inspection of Public Records (O.C.G.A. 50-18-70 et seq

3. Scope and Limitations

The RGC shall address identified responsibilities as well as any issue brought before it by a member of the school community. The administration (principal and assistant principals) will be responsible for the day-to-day operations and for carrying out thepolicies and procedures of RICS, the Fulton County Board of Education and the State Board of Education. The RGC will be restricted from acting upon specific issues and areas that are procedural duties and responsibilities of school personnel and/or personnel matters relating to employee performance.

RGC members shall receive no compensation or remuneration for their service. No petitioner and no member of the governing board of the petitioner or the charter school shall sell, lease, or receive payment for providing textbooks, supplies, services, equipment, facilities, or land to a charter school or other public school in Fulton County Schools.

4. Structure

The RGC will consist of 13 voting members who will represent the stakeholders of RICS. These members will not constitute a voting majority on any other charter school board.

a. Membership

1) Four (4) members of the RGC will be parents. Parent 1 will be appointed jointly by the PTSA and the principal for a

one-year term. Parent 2 will be appointed jointly by the Riverwood Foundation, Inc.,

and the principal for a one-year term.

Parent 3 will be elected by the general parent community for a two-year term starting in an odd-numbered year (i.e., 2009-2011, 2011-2013, etc.).

Parent 4 will be elected by the general parent community for a two-year term starting in an even-numbered year (i.e., 2010-2012, 2012-2014, etc.).

During the first year that the RGC is organized, Parent 4 shall be elected to serve a one-year term to establish the rotation (i.e., 2009-2010).

2) Three (3) members of the RGC will be teachers. Teacher 1 will be appointed by the principal for a one-year term. Teacher 2 will be elected by the faculty for a two-year term starting in

an odd-numbered year (i.e., 2009-2011, 2011-2013, etc.). Teacher 3 will be elected by the faculty for a two-year term starting in

an even-numbered year (i.e., 2010-2012, 2012-2014, etc.). During the first year that the RGC is organized, Teacher 3 will be

elected to serve a one-year term to establish the rotation (i.e., 2009-2010).

3) One (1) member of the RGC will be a classified personnel appointed by the principal for a one-year term.

4) Two (2) members of the RGC will be students. Student 1 will be the 9th Grade President. This student, who is elected

by the 9th grade class, will serve a one-year term as 9th Grade President and a two-year term as RGC member.

Student 2 will be the 11th Grade President. This student, who is elected by the 11th grade class, will serve a one-year term as 11th Grade President and a two-year term as RGC member.

During the first year that the RGC is organized, Student 2 shall be the 12th Grade President serving a one-year term to establish the rotation.

5) Two (2) members of the RGC will be community members jointly appointed by the RGC and the principal for a one-year term. During the first year of the RGC, these two community members will be jointly appointed by the Riverwood Foundation, Inc., and the principal.

6) One (1) member of the RGC will be the principal of RICS.

b. Elections

The parent and faculty communities will nominate RGC candidates in January of each year. After accepting the nomination, all candidates must make themselves available for questions from the community and must publish a statement regarding their qualifications and goals in the school newsletter and on the RICS website during

the month of February. Elections will be conducted in March and will be supervised by the Leadership Team. All appointed positions will be announced by March 30th. The RGC term of service will start on April 30th annually.

5. Training

All new RGC members will go through an orientation conducted in the summer. The principal, two members of the charter committee, and three volunteers from the current LSAC will conduct the first year training. The principal or his/her designee and three members of the RGC will conduct subsequent annual training for new members. The training will last at least one day and will cover all aspects of the charter to include the various responsibilities of the RGC, and projects currently in operation, general financial practices, communications procedures and board parliamentary rules.

6. Bylaws The RGC will be elected in the spring of 2008 upon approval of this charter proposal by the GADOE. One of the first duties of the RGC will be to construct by-laws prior to the opening of RICS.

7. Procedures

Proceedings of the RGC shall be conducted to encourage the free exchange of ideas and the efficient consideration of business. A council parliamentarian will be established in the bylaws. The function of the parliamentarian will be to enforce Robert’s Rules of Order to settle unresolved procedural disputes. 

Two-thirds of the voting members must be present for a quorum.  No official business may be conducted without a quorum. Discussion

may take place, but no motions or resolutions may be voted upon without a quorum. 

A two-thirds majority is required to pass non-procedural motions or resolutions. A simple majority may pass procedural motions or resolutions, i.e., to table a motion, except as noted in Robert’s Rules of Order. 

The principal shall have the right to veto any non-procedural motion or resolution passed by the RGC. 

The RGC shall have the right to override such a veto with 90 percent of voting members present agreeing to such an override (quorum required).  

Any member or non-member may present issues before the council by means of two week’s advance notice, in writing, to the principal or council chairperson, who shall place the issue on the agenda for the next meeting. 

If a member of RGC should, for any reason, be unable to complete his/her term, the group he/she represents will elect a new representative or a new appointment will be made.

Members may be removed from office by a majority vote of the RGC.

8. Schedule

The RGC shall hold one general business meeting per month. The RGC shall determine the dates and times of their meetings. Procedures for calling additional meetings will be addressed in the bylaws.

B. Leadership Team  

RICS currently has a Leadership Team comprised of Department Chairs and administrators. Under the charter, they will be responsible for implementation, management and operation of the RICS Charter School. They will be fully accountable to the community and to the Fulton County School Board. They will be delegated the responsibility of the day-to-day affairs of the RICS Charter School.

VI. LEGAL CONSIDERATIONS 

A. Legal Standing  

RICS, under this charter, will remain a part of the Fulton County School System and shall retain all the legal protections and obligations of any other high school in the Fulton County School System. If a third party should name the FCS Board or the system as an adverse party in any legal proceeding arising out of any action or inaction on the part of the charter, its governing board, its employees, its affiliates or any party with which the charter school has contracted, the charter school shall consent to join that legal proceeding as a party along with the Board or school system. RICS shall comply with all legal and regulatory local, state, and federal laws or court orders requirements, including those outlined in Fulton County Board of Education Charter School Guidelines. Furthermore, RICS shall be subject to all laws relating to unlawful conduct in or near a public school; the provisions of Part 3 of Article 2 of Charter 14 of this title; and all reporting requirement of O.C.G.A. § 20-2-320. 

B. Waiver Requests This proposal does not utilize the board flexibility from law, rule and regulation listed in O.C.G.A. 20-2-2065(a). Nothing in the Supplemental Packet or in any other provision contained herein should be interpreted to mean that RICS is waived from the accountability provisions of O.C.G.A. §20-14-30 through § 20-14-41 and federal accountability requirements. Nor will it be exempt from any of the following:  Charter Schools Act of 1998 as amended O.C.G.A. 20-2-2061 through O.C.G.A. 20-2-2071  State Board of Education Charter Schools Rule IEB 160-4-9-.04  School Accountability Provisions Part 3 of Article 2 of Chapter 14 of Title 20O.C.G.A. 20-14-30 through O.C.G.A. 20-14-41  Shall Not Charge TuitionO.C.G.A. 20-2-133  Unlawful Conduct in or near a Public SchoolO.C.G.A. 20-2-1180 through O.C.G.A. 20-2-1182  Reporting Requirements – Student Data CollectionO.C.G.A. §§ 20-2-160, 20-2-161(e), 20-2-320, 20-2-740 Brief Period of Quiet ReflectionO.C.G.A. 20-2-1050, 20-2-1051  Open and Public MeetingsO.C.G.A. §§ 50-14-1 through 50-14-6;O.C.G.A. §§ 50-18-70 through 50-18-79, and O.C.G.A. 20-2-85 Inspection of Public Records (see O.C.G.A. 50-18-70)O.C.G.A. 50-18-70 Fingerprinting and Criminal Record Check of All Personnel Employed by the Charter School O.C.G.A. 20-2-211

All federal, state, and local rules, regulations, court orders, and statutes relating to civil rights; special education, insurance; the protection of the physical health and safety of school students, employees, and visitors; conflicting interest transactions; and the prevention of unlawful conduct will apply to RICS.  

However, there are certain waivers we do request. Student performance will be improved through these waivers, in whole or in part, of specifically identified state and local rules, regulations, policies, and procedures, or provisions of Title 20 of the Official Code of Georgia, other than the provisions of the Charter School Act of 1998 as amended. Our waivers do not undermine, and are consistent with, the intent of the waived state and local rules, regulations, policies, and procedures, and/or the provisions of Title 20 of the Official Code of Georgia.  

1. County Waivers

Waiver One: The RGC will participate in the Principal Selection Process.

Fulton County School District Board Policies and Administrative Procedures, Section: G Policy/Procedure: Procedure Classification: Personnel Descriptor Term: Professional - Positions/Hiring Rescinds Code: Descriptor Code: GBD Effective Date: 09/11/2003 as it relates to O.C.G.A., 20-2-211

Given the unique needs of the charter school and the role of parents on the RGC, it is vital that the position of principal be filled with a person whose vision and leadership style align with the goals and objectives of the charter. Having a strong working relationship between the RGC and the principal will enable RICS to achieve its goals.

To facilitate that relationship, we ask for a waiver from the Fulton County policy regarding the selection process for the RICS administrators in the following manner:

1. Two parents and two teachers from the RGC will sit on the interview panel for RICS Principal. Because the unique nature of our IB World School initiatives, we request the FCS Superintendent consider not making a direct appointment for the position of principal at RICS.

2. One parent and one teacher from the RGC will sit on the interview panel for RICS Assistant Principals.

The concept is presented in the Governance Council section on page 73.

This waiver does not affect any aspects of O.C.G.A. 20-2-211 most specifically as they relate to Professional Standards Commission, criminal records checks, non-discriminatory standards and procedures, et al. Neither does it affect the Superintendent’s authority to renew the RICS principal’s contract. The success of this additional school/parental input in the selection of the principal will be measured by the standardized assessments and by records showing high levels of parental participation contained in the Annual Report.

Waiver Two: RICS will selectively participate in the Surplus Employee Transfer administrative procedure.

Section: G Policy/Procedure: Procedure Classification: Personnel Descriptor; Term: Employee Transfers; Policy Level: Administrative; Procedures Descriptor Code: GBM; Rescinds Code: Effective Date: 12/12/2002 Cited as PL 94-142

Our charter requires unique training and long-term commitment on the part of each of our teachers. Therefore, we must be selective about our teachers and their placement to ensure success.

Given the required training, interdisciplinary planning and the on-going professional learning upon which our charter is based, this waiver is needed. Therefore, RICS requires teachers who are willing, able, and motivated to fully participate in the charter. Conversely, the principal must be able to use his/her professional judgment when selecting RICS teachers and must have the authority to consider declining a particular teacher surplus assignment.

This waiver does not undermine the intent of FCS hiring and assigning practices. The intent of these practices is to ensure that individual schools have the personnel to meet the needs of students and that the system can balance the workforce to meet those needs. Given the unique and progressive nature of the charter, it will be necessary for the principal to have the authority decline certain teacher assignments because they do not meet those needs. The intent of the policy will still be met.

The intent of the waiver does not undermine the intent of PL 94-142, which is to ensure that all children with disabilities receive free, appropriate education with the least restriction possible.

Waiver Three: RICS will require parental involvement.

Fulton County School System’s Family and Community Involvement Policy KD(2)/GAH(2) (FCS Policy is based up O.C.G.A § 20-2-154.1; 20-2-155; 20-2-186; 20-2-201; 20-2-240; 20-2-300; 20-2-735; 20-2-740; 20-2-741, 20-2-771.2)

Under the charter, parents will be required to:

become members of the PTSA, participate in at least two academic school activities per semester. (i.e. parent-

teacher conferences, discipline conferences, IEP conference, open house, AP/IB information night, etc.).

Parents will have numerous opportunities for additional involvement.

Parents will be elected by their peers to serve on the Riverwood Governance Council.

Parents will have the opportunity to contribute to the Riverwood Parental Resources Database. This database will be a resource for teachers, allowing them to identify parents who might be able to assist with a particular project or activity.

Local businesses and corporate partners will be offered the opportunity to join the Riverwood Foundation.

This waiver is needed to ensure that all students and families are offered the benefits of high levels of parental involvement. The intent of the RICS policy is to encourage that involvement.

This waiver does not undermine the intent of FCS Family and Community Involvement Policy KD(2)/GAH(2). Rather, the waiver more fully completes the intent of the waiver. It ensures that the benefits of parental participation, the most compelling of which is improved academic performance, are open to all children in the school.

Waiver Four: RICS will participate in a course sharing partnership with North Springs Charter School of Arts and Sciences.

FCS District Policy Section: I - Instructional, Title: Graduation Requirements, Number: IHF3, Status: Active, Adopted 11/13/1987, Last Revised: 04/20/2007. Based on O.C.G.A., 20-2-140, 20-2-142, 20-2-151, 20-2-152; GBOE Rule 160-4-2-.06, 160-4-2-.36.

Under current FCS policy, credit may be granted for courses taken through a school, including an online learning program that has been accredited by a regional accrediting association and approved by the office responsible for secondary curriculum and instruction. Before enrolling in such a course, the student must have approval from the local school.

Our charter will allow the decision to authorize students to be allowed to take off campus courses at North Springs Charter School of Art and Sciences to be made at the school level. This will be a reciprocal partnership.

This partnership with North Springs Charter School of Arts and Sciences will provide the opportunity to increase course offerings for students at both charter schools. School administrators will be responsible for coordinating course offerings. The offerings will depend on the course requests of the students and the course schedules at both schools. North Springs and Riverwood have agreed on the same bell schedule for the 2007-08 school year to further accommodate this partnership. Similar to a course taken through the Georgia Virtual School pursuant to Code Section 20-2-319.1, this partnership will not affect the determination of funds to be appropriated to RICS through the FTE.

This waiver will improve student achievement by increasing the variety of courses available to students. As the charter develops, this type of partnership may be extended to other high schools and/or colleges and universities.

Waiver Five: Student participation in the graduation ceremony at RICS will be contingent upon successful completion of all five sections of the Georgia High School Graduation Test in addition to FCBOE/GADOE graduation requirements.

FCS District Policy Section: I – Instructional Program, Title: Graduation Requirements, Number: IHF3, Status: Active, Adopted 11/13/1987, Last Revised: 04/13/2007. Based on O.C.G.A., 20-2-140, 20-2-142, 20-2-151, 20-2-152; GBOE Rule 160-4-2-.06, 160-4-2-.36.

It is important that RICS maintain consistent standards. Given the rigor of our program, we will maintain that the graduation ceremony will indicate that participating students have completely met the state and local graduation requirements for high school graduation as found on page 15. This includes successful completion of all five section of the Georgia High School Graduation Test.

Special education students will be permitted to participate in the RICS graduation ceremony if they have met their special education diploma requirements.

This waiver is necessary to provide consistency and relevancy for our students and our community.

Waiver Six: RICS will limit the number of times a student can enroll during the traditional school year to repeat a failed class.

FCS District Policy Section: I – Instructional Program, Title: Summer School Programs, Number: IDCA, Status: Active, Last Revised: 04/13/2000.

It is the belief and experience of the RICS that allowing a student to take a class repeatedly decreases his/her resolve to pass the course. Therefore, RICS students will be allowed to repeat a failed class only one time during the traditional school year. If a student fails the class a second time, he/she will be required to enroll in the class either through Fulton County Summer Accelerated Learning Experience, an online course equivalent through a college or university, or the Fulton County Schools Virtual Campus. PLATO will also be offered as an alternative to junior or seniors in this situation (see Page 39).

This waiver is necessary to encourage student performance and accountability.

Waiver Seven: RICS will broaden the definition of “physical science” in the FCS graduation requirements for IB Diploma candidates.

FCS District Policy Section: I – Instructional Program, Title: Graduation Requirements, Number: IHF3, Status: Active, Adopted 11/13/1987, Last Revised: 04//2007. Based on O.C.G.A., 20-2-140, 20-2-142, 20-2-151, 20-2-152; GBOE Rule 160-4-2-.06, 160-4-2-.36 Reference: State Standards; IED(2) - "Joint Enrollment/Postsecondary Options" procedure; IH - "Acceptance of Student Course Credit and/or Grades" policy/procedure.

FCS currently requires students to complete physics or physical sciences for graduation. RICS will waive this requirement for IB DP candidates so they may have the flexibility take another science in the place of physics or physical sciences for graduation. The three specific IB courses IB DP candidates may take are: Chemistry SL, Environmental Systems SL or Physics SL.

This waiver is needed to allow IB DP candidates to engage in all six IB course sequences.

Waiver Eight: RICS will require additional support and authorization from FCS as it relates to technology.

FCS District Procedure Section: E – Business Management, Title: Data Management, Number: EF, Status: Active, Adopted 07/01/1986, Last Revised: 11/13/1997.

Given our focus on international awareness and global connections through innovative technology, RICS will incorporate additional, specialized technology in conjunction with FCS Technology Services Department. RICS will follow FCS Operating Guidelines as described in the Instructional Program, Section Computer, Internet, E-Mail and Electronic Networks, Number IFBGB. However, we anticipate unique applications and programs that may require additional technical support and authorization from FCS.

This waiver is necessary to implement the unique, worldwide-connected learning environment envisioned by this charter proposal.

Waiver Nine: RICS will alter the voluntary teacher transfer eligibility requirements currently in place with FCS.

FCS District Procedure Section: G-Personnel, Title: Employee Transfers, Number: GBM, Status: Active, Adopted 05/11/2000, Last Revised: 12/12/2000.

The current FCS policy maintains that to be eligible for a voluntary transfer, teachers must be completing, at a minimum, their second consecutive school-year contract with FCS, must have a satisfactory evaluation for the most recent school year, and

must not have a required Professional Development Plan (PDP) addressing deficiencies.

Because of the large investment our charter will be making in teacher development, we will request that teachers dedicate themselves to our charter for a minimum of three years. Therefore, to be eligible for a voluntary transfer, RICS teachers must be completing, at a minimum, their third consecutive school-year contract with FCS, must have a satisfactory evaluation for the most recent school year, and must not have a required Professional Development Plan (PDP) addressing deficiencies.

This waiver is needed to ensure a stable, trained teaching staff for our students and a more consistent anticipation of training costs required over the life of the charter. Teachers who do not wish to be a part of RICS will have the opportunity to transfer to another FCS before the charter if implemented.

2. State Waivers

Waiver One: RICS’s use of non-certified personnel in the Heritage Language Program will be determined by the RICS principal and the FCS area superintendent.

Certificated Professional Personnel – “No such personnel shall be employed in the public schools of this state unless they hold certificates issued by the commission certifying their qualifications and classification in accordance with such regulations. The commission shall establish such number of classifications of other certificated professional personnel as it may find reasonably necessary or desirable for the operation of the public schools; provided, however, that such classifications shall be based only upon academic, technical, and professional training, experience, and competency of such personnel.” O.C.G.A. 20-2-200.

Personnel employed with responsibilities in areas for which the Professional Standards Commission issues a certificate shall possess the appropriate valid certificate and meet the in-field requirements of certification rules. GBOE Rule 160-5-1-.22.

This waiver is necessary to implement the Heritage Language Program. This program requires the hiring and/or training of bi-lingual and/or native language speaking qualified staff who will be assigned students with “Newcomers” and “Beginning” status. Teachers in this classroom may need to possess a combination of skills and experience that are not currently in the Professional Standards Commission’s definitions. With the waiver, Heritage Language students will have access to language experts. The concept is presented in context on page 28.

RICS will make every attempt to hire certified Heritage Language teachers through FCS hiring processes or approved FCS alternative programs. If a certified teacher is

not found, the minimum qualifications for the bi-lingual and/or native language-speaking teacher will be:

• a college graduate with the equivalent of a bachelors degree • successful language teaching experience for a minimum of three years• meeting state requirements for fingerprinting and criminal record checks.

The current employee evaluation system for Fulton County will be used to evaluate these personnel. We will retain employee recruitment procedures, hiring practices, compensation, benefits, and employee evaluation procedures. This waiver does not undermine the intent of O.C.G.A. 20-2-200 because teachers who are working in the Heritage Language program will be properly qualified for the task they are completing. The intent of this rule is to ensure that qualified personnel teach students. RICS teachers are all certified teachers in the state of Georgia or meet requirements established for hiring international teachers.

C. Amendment Procedure  1. Pursuant to O.C.G.A. § 20-2-2067.1 the RICS charter may be amended during the charter term upon the approval of the Riverwood Governance Council (RGC), the local board or boards, and the SBOE. Any party to the charter may initiate an amendment. Once the RGC and the local board or boards approve an amendment, it shall be submitted to the SBOE for approval. The amendment requests submitted to the SBOE must address requirements stipulated in GADOE Guidance.

2. The local board or boards shall, by a majority vote, approve or deny the proposed amendment no later than 60 days after the amendment's submission to the local board unless the local board and the charter school governing board mutually agree to temporarily postpone the vote to a specific date.

3. The local board or boards shall notify the GADOE in writing of the charter amendment decision within 14 calendar days of such decision. The SBOE shall vote to approve or deny the amendment within 60 days of receipt.   

4. If the local board or boards and the RGC board do not agree to the amendment, the SBOE may order mediation between both parties upon the request of any party to help resolve differences regarding the proposed amendment.  

5. If the amendment is not accepted by the RGC, the local board or boards or the SBOE, the charter continues to be in effect in its current form.  

6. This Agreement may be amended upon the approval of the local board and the RGC and upon fulfilling any other obligation as set forth in the Charter School Act of 1998 as amended.  

D. Severability   In the event that any provision of this Agreement or the application hereof to any person or in any circumstances shall be determined to be invalid, unlawful, or unenforceable to any extent, the remainder of this Agreement and the application of such provision to persons or circumstances other than those as to which it is determined to be invalid, unlawful or unenforceable, shall not be affected thereby, and each remaining provision of this Agreement shall continue to be valid and may be enforced to the fullest extent permitted by law.

E. Governing Law   This Agreement shall be governed by, subject to, and construed under the laws of the State of Georgia.

F. Termination   RICS’s charter may be terminated for any of the reasons set forth in O.C.G.A. § 20-2-2068 as well as any applicable state and local rules and regulations. If the charter school does not make AYP any two years during the term of the charter, the charter will be terminated. The Governance Council will notify the School System immediately if the charter school is contemplating the cessation of operations.  

G. Contact Information  Principal Edward H. EcholsRiverwood High School5900 Heards RoadSandy Springs, GA 30328404.847.1980echols@fulton.k12.ga.us

Charter Committee Members:    Gayle Balkcom, Cathey Blodgett, Bob Boyd, Jonathan Bradley, Jill Dondero, Cheryl Flowers, Barry Henderson, Regina Jackson, Bruno Paige, Kate Pece, Lindsey Plait, Veronica Ratowsky, Kim Rask, Jane Ripps, Mary Schmidt, Kari Schrock, Beverly Smith, Sheri Smith, Allison Sprayberry, Laura Stowell, Anna Swafford.