Who to Contact?
The Front Office Manager Can Assist With:
Demographic Update (e.g. - phone numbers, addresses, email, etc)
Absences (notification of and excuses for)
Request for Student Records
Messages for students/teachers
Access to the School Director/Division Dean’s Calendar
Directing entities to the right party
Your classroom teacher is typically your first stop for information. SKTCS employees may be contacted through their SKTCS emails. The format of emails is: firstname.lastname@example.org.
Please do not contact employees through their personal email, phone numbers, home addresses, or social media regarding school matters. At SKTCS we respect our employees’ home lives and expect them to have a work-life balance. Therefore, unless it is an emergency, please allow 24 business hours to pass for a returned phone call or email. Additionally, contacting them about school business on their personal devices, phones, homes, and/or email accounts is a violation of their agreement with their school.
Teachers can answer questions regarding:
Meeting with the teacher
We know that you value instructional time as much as we do. Impromptu conferences during the school day – including at arrival and dismissal – prevent teachers from being able to prepare for the day, monitor, and supervise your students as well as the classrooms and hallway. Furthermore, hallway discussions will not give you the proper time or privacy you deserve.
Please be considerate of teachers’ planning and break time by scheduling meetings or phone calls at a mutually convenient time. Conferences can be scheduled during the teacher’s planning time during the school day, before and after school during the teacher’s contractual hours as long as they don’t interfere with mandatory school meetings or duties the teacher must attend. Teachers will respond to your request within 24 hours and plan to meet with you within 48 hours of your request. If you are experiencing difficulty getting a response from an employee in a timely manner, please contact the School Director.
The Dean of Social Emotional Learning (DSEL):
1. Assesses Student, Family and School Needs - Assess and address the assets and needs of students, families, and SKTCS personnel in order to utilize our community’s strengths.
2. Provides Direct Services / Service Delivery - Successfully implement crisis interventions, home visits, conflict resolution,
Second Step, and individual and group counseling as determined by the school.
Counseling services are available for students through the Dean of Social Emotional Learning (Dr. Poole). Students may be eligible for individual or group counseling based on their level of need and scheduling availability of the DSEL. Students may be referred for individual or group counseling by parents and/or teachers. Students themselves may also request to see the DSEL for an individual counseling session. Please note that students have the right to request to see the DSEL at any time. However, if the DSEL believes that ongoing counseling sessions may be beneficial to the student, she will contact the parents/guardians for permission to continue meeting with the student. Written permission from parents/guardians will always be obtained prior to placing students in a counseling group. Small group counseling may include (but are not limited to) topics such as grief/loss, divorce/separation, self-esteem, self-control, or anger management.
If you would like to request to meet with the DSEL to discuss concerns and/or possible counseling services for your child, please contact Dr. Poole.
3. Advocates - Identify and initiate mental-health and behavioral services for students and their families as needed.
4. Is the Behavior Response To Intervention Coordinator - Provide school-wide support to assist in the identification of students in need of RTI services, implementation of interventions, and coordination of SST meetings.
5. Creates Positive School Climate
a. Acts as a resource and provides professional development for teachers in
their instructional practice, especially as it relates to issues of discipline,
relationships with students, classroom management, and school culture,
b. Assists teachers, students, and parents in the effective creation and
implementation of individual behavior plans,
c. Helps to reinforce the effective use of a school-wide behavior plan,
d. Keeps accurate student discipline records, documenting all conferences
6. Is the 504 Coordinator - What is the difference between a 504 and an IEP?
Major duties include:
1. Creates Positive School Climate
a. Supervises RESET (ISS) through Restorative Justice Measures
b. Assists in maintaining discipline throughout the school and deals with special cases as necessary.
c. Administers and maintains high standards regarding attendance
2. Assists the School Director
a. Serves as school leader in School Director’s absence
b. Assists the School Director in the general administration of their division.
3. Supervises and Supports Teachers
4. Curriculum and Instruction
5. Manages Daily Operations of Lower Grades Academy
a. Supervises conduct within the school and overseas all discipline procedures, keeping record of any disciplinary action.
b. Responds as necessary to urgent situations or emergencies to maintain safety, calm, and order for students, staff, and visitors.
c. Performs other duties as necessary for the effectiveness of the school.
The interventionists have the following responsibilities:
1. Provide school-wide support to assist in the identification of students in need of MTSS interventions.
2. Implementation of interventions and progress monitoring for Tier 2 & 3 students
3. Coordination of Student Support Team meetings
4. Coordination of Parent Information nights
Specialized Academy for Gifted Education (SAGE) Instructor - Nikole Baker (email@example.com)
The SAGE Instructor is the K-8 Lead Gifted Teacher who is responsible for:
1. Assessing and identifying gifted learners
2. Creating learning contracts for gifted learners
3. Instructing gifted learners during WIN time
4. Communicating with the parents of gifted learners
5. Providing assistance for teachers of gifted learners
If you have a question about your student’s Individual Education Plan (IEP), would like to have your student evaluated, or would like to schedule an amendment meeting please contact:
Grades K - 2: Mrs. Venicia Richardson-Brooks (firstname.lastname@example.org)
Grades 3 -5: Ms. Sherrylynn Burney (email@example.com)
Grades 6-7: Mrs. Kisha McRae- Kennedy (firstname.lastname@example.org)
To encourage innovative practices or unique programs, charter schools are not required to comply with many Georgia Title 20 laws and State School Board Rules that specifically apply to public education. However, charter schools may not waive any
aspect of federal law. This includes the Every Student Succeeds Act (ESSA), the Individuals with Disabilities Education Act (IDEA)/Section 504, and all applicable civil rights legislation. Federal Requirements Charter schools are not exempt from federal
laws based on their status as charters. Key federal laws include, but are not limited to the following:
• Every Student Succeeds Act (ESSA)
• Individuals with Disabilities Act (IDEA)
• Section 504 of the Rehabilitation Act of 1973
• Title VI and Title VII of the Civil Rights Act of 1964
• Occupation Safety and Health Act of 1970
• Title IX of the Education Amendments of 1972
• Equal Employment Opportunity
• Fair Labor Standards Act
• The Americans with Disabilities Act
• Federal Educational Rights and Privacy Act (FERPA)
Special Education Legal Compliance
The District is required by law to serve the students with disabilities that are attending its public charter schools in the same manner that it serves students in its other schools (See 20 U.S.C. 1413(a)(5)). The District adheres to this mandate by
allocating equivalent per student federal, state, and local funding to charter schools and/or by providing in-kind services to charter schools and their students that are of equal or greater value than the proportional value of IDEA funding that a charter
is entitled to receive. The District delegates the implementation of “same manner” service to the charter schools, based on the funding and in-kind services provided.
Flexibility and Accountability Requirements
Legal compliance is a major component of the services of students with disabilities. Charter schools are encouraged to act in compliance with the District’s Special Education “Implementation Manual” to help ensure legal compliance and to
facilitate effective collaboration with the District. All charter schools will provide the District with the Charter School’s IDEA policy or guide that provides the procedures and protocols for addressing special education matters and the needs of students
with disabilities for the district to ensure legal compliance. With the exception of the standard in-kind services provided by the District, charter schools should not incorporate agreements to provide services or placements in an Individualized
Educational Plan (IEP) that the charter school is unwilling or unable to pay for with its allocated funds. District team-member participation and consensus is required with respect to any provision in an IEP where a charter school seeks to offer special
services or off-campus placements that it does not expect or intend to pay for through regular allocated funding.
Special Education Discipline
Charter schools are subject to federal laws and regulations governing the discipline of students with disabilities including requirements of the IDEA and the U.S. Department of Education’s implementing regulations, 34 CFR § 300 et seq. Charters should address topics such as the discipline of students who have a Behavioral Intervention Plan (BIP) in their IEP and also detail how classroom teachers would be knowledgeable about such plans. The District “Implementation Manual” includes
procedures and protocols for addressing special education matters and the needs of students with disabilities.
Charter schools are encouraged to adhere to the District’s special education procedures, policies, regulations and protocols to help ensure legal compliance with the IDEA and Section 504 and to assist and enable the District’s oversight concerning charter compliance with those laws. General Student Discipline Charter schools must satisfy Constitutional due process standards when disciplining students. See Goss v. Lopez 419 U.S. 565 (1975).
Charter Schools should conduct their hearings in a fair and prompt manner before an unbiased and properly trained hearing officer. The School Board expects its charter schools to conduct disciplinary procedures in a manner substantially consistent with Georgia laws and regulations established for Georgia public schools. See e.g. O.C.G.A. § 20-2-752 through 754 as well as State Board of Education Rule 160-4-8-.15.
Charter schools should not expel or suspend any student in preschool through third grade for more than five consecutive or cumulative days during a school year without first providing a multi-tiered system of supports, such as Response To Intervention (RTI), unless such student possessed a weapon, illegal drugs, or other dangerous instrument or such student's behavior endangers the physical safety of other students or school personnel. See O.C.G.A. § 20-2-742. With respect to students who withdraw from a charter school and attempt to enroll in a District school, charter schools shall provide the District with any factual
findings that serve as the basis of any disciplinary action taken by a charter school against the student seeking enrollment. O.C.G.A. § 20-2-2066(d).
Answering questions about policies or procedures if the classroom teacher or division dean cannot provide an answer.
Conflict and/or official grievances between families and teachers or families and families
Questions regarding implementation of mission and vision
Business and Operations Manager - Mrs. Quiana Aikens (email@example.com)
The Director of Business and Operations serves as a member of the Administration Team and enables instructional leaders and staff to focus on student achievement:
● School Operations
● Finance, & Purchasing
● Facilities & Maintenance
● Risk Management, Compliance, and HR Administration
● Payments (Ex: Field Trips, Technology, etc.)
The Governing Board can assist with:
● Grievances regarding school policy (School Director oversees school procedures).
● Support navigating the school Conflict Resolution and Grievance Policy.
● Discussing serving on a committee, task group, or joining the Governing Board.