Our educational philosophy is simple. We believe in parental choice. We offer the finest curriculum choices available for grades PreK-12. At EPIC Charter Schools, we realize that not all students learn the same way. Our education options allow our students to learn anytime and from anywhere at their own pace. We will constantly strive to measure the effectiveness of our school so that every one of our students will succeed.
“Fulfilling every student’s individual potential by personalizing an educational plan that focuses on creating a dynamic school and family partnership to achieve optimal student performance.”
EPIC Charter Schools is dedicated to providing every student with the opportunity to meet their full academic achievement potential. We are committed to reaching this goal by:
- Offering the finest quality of instructional strategies and curriculum choices.
- Continuously use assessment to improve our delivery of instruction.
- Treat our students with respect and have high expectations for achievement.
- Use current research and resources to be most effective.
Student/Teacher/Family partnerships that have not met their goal for the academic year will continue beyond the Second Semester deadline until goals have been met or the new academic calendar begins. Year round learning will be utilized as needed to ensure students do not fall behind and stay caught up.
All holidays are subject to parent/teacher approval or disapproval depending on student achievement levels. Please check our calendar for the noted holidays this year and any updates.
EPIC Charter Schools is a FREE PreK-12 public school provided for parents/students seeking a non-traditional educational setting utilizing internet-based, individualized self-paced instruction provided in nearly any location. A “Need to know – Right to know” rule of thumb should be used when sharing information concerning a student.
EPIC Charter Schools offers individualized instruction to each student through its One-on-One Program. A certified teacher is assigned to each student and works in partnership with the family to teach, coach, and motivate each child. Teachers can interact with the family through a variety of methods: face-to-face instruction, by phone, by text, by email, online chat, and using web-based interactive tools. Teachers should make contact with the student daily using the communication method that works best for the family.
Once the student is assigned to a teacher’s roster, the first meeting should take place within two weeks (14 days). The purpose of the meeting will be to create the Individual Learning Plan (ILP) and establish short and long-term academic goals. The teacher and family will also agree to a schedule and location for face-to-face instruction. This could include the family’s home, teacher’s home, or an approved public location. Any location chosen should be as distraction-free as possible and should create a safe and positive learning environment. For safety reasons, it is required that teachers only meet with a student alone if it is in a public place.
Instructional, face-to-face meetings provide a great opportunity for teachers to target lessons or concepts that students are struggling to master. It is strongly encouraged for our teachers to meet in person with students unless the parents have made a formal request in writing to the principal. Whether teachers are meeting in person or virtually, teachers should meet with regular education students for at least one hour (2 – 4 hours recommended) once every two weeks and with special education students on a weekly basis. This should be the minimum number of teacher/student meetings occurring in order to ensure engagement and academic growth for all of our students; however, a family can request more or less frequent meeting times.
EPIC Charter Schools believes very strongly in communication that is open, two-way, and continuous. Although we are an online charter school, we will begin a dialog with you as soon as you become our student. Open dialog and feedback allow us to monitor student educational improvement and academic progress.
EPIC Charter Schools has a service that will allow the school to communicate messages to families within minutes. This system utilizes a variety of communication options: voice mail, email and/or text messages. The school may use this service to share important school-wide information or send reminders for various activities involving student participation.
There are several curriculum choices encompassing all subject areas along with electives. Information regarding these curricula choices can be found on our website. All of our core curricula and for credit classes are correlated to the Oklahoma Priority Academic Student Skills Objectives as established by the State Department of Education. Students are expected to acquire these skills at each grade level. Each parent or guardian is responsible to make the curriculum choices for their child.
Each One-on-One program student will test at the beginning of the year to establish a baseline for academic achievement. A post-test will be administered at the end of each year to establish yearly progress and academic growth. A progress test may be given the latter part of November and/or February to assure academic progress has been attained. In addition to a pre- and post-test and yearly progress test, all students are required to participate in the appropriate grade level exams of the Oklahoma School Testing Program or other state required tests.
All EPIC Students must have Internet access. It is the responsibility of the parent or guardian to monitor the student’s internet activity while the student is logged on. Parental involvement is strongly encouraged to hold the student responsible and accountable.
EPIC feels that citizenship and community engagement are important, which is why the volunteer program was put in place. We want our families to know we need them to be involved not only with their kids but with our school and their local community. There are dozens of ways that a family can fulfill the requirements. Working with their students on their schoolwork, helping with and attending EPIC school-sponsored events, being involved in their church or community…the list is really endless. Again this policy is there to simply encourage family engagement and partnership with their child’s education, the school, and their local community.
EPIC Charter Schools provides the unique opportunity for parents to tailor individual curricula needs for their child. Each student is allocated a learning fund that allows for individual curricula choice. The fund allows for individual purchase of school related goods and services.
Memberships/Admissions fees are not paid for through the learning fund. Admission fees may be paid for out of the Learning Fund, if it is inclusive to an educational class being offered at the location. Non-academic classes can be considered after curricula and technology are purchased. Also, EPIC cannot split the cost of any ordered item or curricula with the family nor reimburse parents for any expenses.
Learning fund will no longer roll over and family monies can not be shared within sibling groups.
*Note that in order for the Learning Fund to pay a student’s summer invoices (June, July, and August) the student must show active status for this school year, as well as, show enrolled for the following school year. The student must not be in truancy violation and must have the funds to pay for services from the current scholastic year. Summer invoices cannot be paid for with the upcoming school year’s funds.
Any student that enrolls on or before October 1st of the current school year will receive the full learning fund amount of $1,000. Students that enroll after October 1st will have no learning fund, but will have access to a predetermined curriculum that has been approved for grade level appropriateness by our Senior Leadership Group (Late Enrollment Curriculum subject to change based upon availability). The student may have access to specific academically essential technology, on a per student and family basis.
Technology: Laptops, iPads, and WiFi
A laptop computer or iPad will be made available to your child if you do not have a computer at home as long as the child is enrolled in EPIC Charter Schools One-on-One program and if student learning fund allocations provide. Laptops are available to the student for a $250 yearly fee. iPad tablets are available to the student for a $350 yearly fee. In addition to the computer/tablet, EPIC will offer students a Mifi device at $480 a year as internet service if student learning fund allocations provide. (Prices are subject to change.) Repair costs to laptops and iPads will be charged back against the student’s learning fund account. The cost of the repair is determined by Beasley Technology. All technology must be returned in good working order if and when the student is no longer an EPIC student.
Fees for Stolen/Lost Technology:
- Laptop: $500
- iPad: $350
- MiFi: $100
- Calculator: $120
Textbook and Supplies
All textbooks, workbooks, items, and electronic devices purchased through the Learning Fund are the property of EPIC Charter Schools. When a unit or course is finished, if the textbook and any items are obsolete, or if a student leaves EPIC Charter Schools, all materials must be returned to the school. If any of the textbooks/items cannot be reused due of abuse, the parent will be charged to replace the textbook/items.
For a further explanation of the learning fund please visit: https://epiccharterschools.org/learning-fund
Graduate Support Specialist Responsibilities
Graduation Support Specialists will team with the teachers to guide each student through graduation. Graduation Support Specilaists facilitate to students through their teachers the options available for graduation success.
Grade Promotion Policy
Elementary and Middle School grade promotion from one grade to the next shall be based on the following criteria:
- Completion of the curriculum with a grade of 60% or higher – All Subjects.
- If a student demonstrates a 90 percent proficiency level on a comprehensive standards-based exam, the student may be promoted to the next grade.
High School Classification
High School Classification for students is determined by the credit count of the student on the first day of school.
- Freshman = 0-4.99 credits
- Sophomore = 5-10.99 credits
- Junior = 11-16.99 credits
- Senior = 17 or more credits
EPIC Graduation Requirements
There are two diploma tracks available to all students in the state of Oklahoma as outlined in Oklahoma Law 70 O.S. 11-103.6. The recommended diploma track for EPIC Students is the College Preparatory/Work Ready Diploma. An optional, less rigorous track is the Core Curriculum Track. More information regarding the Core Curriculum Track can be obtained through the Graduate Support Department.
EPIC will not approve GED forms for students under the age of 18 years old.
College Preparatory/Work Ready Diploma
Beginning with students entering ninth grade, the following units must be completed:
- Four units of English that may include Grammar, Composition, Literature, or an English course approved for college admission.
- Three units of Mathematics limited to Algebra I, Algebra II, Geometry, Trigonometry, Math Analysis, Calculus and AP Statistics.
- Three units of Laboratory Science that are limited to Biology, Chemistry, Physics, or any laboratory science course with content equal to or above Biology and approved for college admission requirements.
- Three units of History that include one unit of American History, one-half unit Oklahoma History, one-half unit of United States Government, and one unit from the subjects of History, Government, Geography, Economics, Civics, or non-Western Culture.
- Two units of the same Foreign Language or two units of Computer Technology.
- One additional unit that is selected from the courses listed above.
- One unit of fine arts, such as Music, Art, Drama, or Speech.
- Six (6) elective units.
EPIC Charter School graduation requirements require 23 units for graduation.
The twenty-three credits that are required for graduation from EPIC Charter Schools are outlined below. The 23 credits are from the following areas: COURSE CREDITS
- 4: ENGLISH: l, ll, lll, lV
- 3: MATHEMATICS: Algebra l and ll, Geometry, Trigonometry, Math Analysis, Calculus, AP Statistics
- 3: SOCIAL STUDIES and CITIZENSHIP SKILLS: US Government (1/2), OK History (1/2), US History (1) and (1) selected from History, Government, Geography, Economics, and Civics
- 3: SCIENCE: Biology 1, Chemistry, Physics
- 2: COMPUTER TECHNOLOGY or FOREIGN LANGUAGE
- 1: Additional credit selected from any courses previously listed
- 1: FINE ARTS or SPEECH: Music, Art, Drama or Speech
- 6: At least 6 Electives
23 Total credits (units)
Beginning with the graduating class of 2023, all high school students in Oklahoma will have an additional graduation requirement of completing an Individual Career Academic Plan (ICAP). The term ICAP refers to both a process that helps students engage in academic and career development activities and a product that is created and maintained for students’ academic, career, and personal advancement.
You can also view course requirements for high school graduation here.
Students and the parents of students that complete the requirements to graduate early shall be required to sign a form acknowledging that they have met the requirements for graduation early.
EPIC Charter Schools can award high school credit for learning experiences taken outside of traditional school perimeters. A submitted portfolio can provide the basis for assessing and awarding credits for the appropriate learning experience. Please contact the teacher for additional information.
Non Accredited School and/or Home School transfer:
Students who are entering EPIC Charter Schools that were previously in a Non-Accredited School and/or Home School may earn course credit by mastery of a subject in a school designated assessment. This can be done through national exams or through EPIC assessments. This opportunity is for students that have already received instruction in these courses and have submitted an official transcript from the non-accredited school or home school.
National exams, listed below, must have been taken prior to enrolling in EPIC Charter Schools and results must be submitted to EPIC. Students who score Advanced shall receive an A in the subject. Students scoring Proficient shall receive a B in the subject.
EPIC Mastery Exams
EPIC based mastery exams will be set up through the Graduation support manager and the teacher. Students scoring 70-85% will receive a “B” and 86-100% will receive an “A” for the course.
See the chart below for designated assessment list and scores.
|ACT Mathematics Subset|
|ACT Science Subset|
English & Writing Subsets
|9/15 & After||Proficient||Advanced|
|combined 30;||combined 46;|
|neither below 14||neither below 22|
|and 23 writing||and 32 writing|
|Prior to 9/15||Proficient||Advanced|
|combined 30||combined 46;|
|neither below 14||neither below 22|
|and writing 8||and 10 writing|
|9/15 & After||Proficient||Advanced|
|combined 32;||combined 48;|
|neither below 15||neither below 23|
|and 23 writing||and 32 writing|
|Prior to 9/15||Proficient||Advanced|
|combined 32||combined 48;|
|neither below 15||neither below 23|
|and writing 8||and 10 writing|
Non-Accredited School definition: Any school that does not have an accreditation from a state or national accreditation service is considered a Non-Accredited School.
Some of the EPIC Charter Schools Curriculum offers advanced placement courses and/or college preparatory courses. These courses will be clearly described. Please contact the Graduation Support Department if you have a student who is interested in concurrent or advanced placement courses. They will assist you in that process with the family.
All EPIC Charter Schools students will be graded in the following manner:
A: 90-100 B: 80-89 C: 70-79 D: 60-69 F: 0-59
Regular Academic Course letter grades have the following GPA weights:
A: 4.0 B: 3.0 C: 2.0 D: 1.0 F: 0.0
The student’s transcript and an Exit Grade Report listing their current courses and grades will be sent to the student’s new school.
Concurrent Enrollment course letter grades have the following GPA weights:
A: 5.0 B: 4.0 C: 3.0 D: 2.0
- Standard Credits award 0.5 high school credits per 3 college hours. Lab science, foreign language, English composition, and college-level math courses have been pre-approved to earn 1.0 high school credit per semester.
- Half day Career Technology courses generally count as 1.5 credits, but some specialized programs may award more credits.
Advanced Placement/Honors Courses
Honors courses are available for students who qualify as part of EPIC’s High School course offerings. Students have an opportunity to enroll in the following AP courses through APEX for the 2021-2022 school year: AP Art History, AP 2-D Art and Design, AP 3-D Art and Design, AP Drawing, AP English Language and Composition, AP English Literature and Composition, AP Macroeconomics, AP Microeconomics, AP Psychology, AP US Government and Politics, AP US History, AP Calculus AB, AP Statistics, AP Biology, AP Chemistry, AP Environmental Science
The College Board allows EPIC Charter Schools to be approved as a testing site for any of the Advanced Placement the College Board exams, which is what is used by colleges and universities when deciding whether or not to award college credit. Fees for the Advanced Placement/College Board exams can be paid out of the families learning fund if available.
Some of the EPIC Charter Schools Curriculum offers advanced placement courses and/or college preparatory courses. These courses will be clearly described. Please contact the Graduation Specialist Department if you have a student who is interested in concurrent or advanced placement courses. They will assist you in that process with the family.
Honors Course letter grades have the following GPA weights:
A: 4.5 B: 3.5 C: 2.5 D: 1.5
Advanced Placement Courses
Grades are weighted for each semester of Advanced Placement (AP) courses successfully completed with a grade of “C” or better as follows:
A: 5.0 B: 4.0 C: 3.0
Grades below a “C” are not weighted.
In order for a student to qualify to participate in EPIC’s annual June graduation ceremony, all coursework requirements must be completed by the official last day of school.
Should a student complete all graduation requirements before the end of the school year, he/she will still be invited to participate in EPIC’s annual graduation ceremony in June. Should they require proof of high school graduation prior to June the following year, a diploma and/or other such proof of completion of high school will be provided to them upon request.
High school students not classified as seniors at the beginning of the school year have the opportunity to accelerate their coursework and participate in the June graduation ceremony provided they complete all coursework requirements by the official last day of school in the same calendar year as the annual June graduation ceremony.
- Pre-qualification for Commencement
- All students with projected June graduation dates will be formally invited to participate in graduation after March 1. Notification will be made by both email and in writing to their home address. Students who have already completed high school graduation requirements during the school year also will be invited to participate in graduation after March 1.
- From March 1 through the official last day of school, all other students who attain an anticipated graduation date of the annual June graduation ceremony will be invited to participate in that ceremony.
- Valedictorian and Salutatorians
- Valedictorian and salutatorian status will be determined by the weighted cumulative grade point average of all seniors as of the end of the first semester of their senior year. To be considered, a student must pace to the end of the first semester of their senior year no later than April 30. Students who completed all graduation requirements during the first semester of the school year also will be considered for valedictorian and salutatorian status.
- Salutatorian distinction will be awarded to anticipated graduates whose weighted cumulative grade point average is between a 4.01 and a 4.25. Such students will receive a salutatorian medal at the graduation ceremony.
- Valedictorian distinction will be awarded to anticipated graduates whose weighted cumulative grade point average is higher than a 4.25. Such students will receive a valedictorian medal at the graduation ceremony.
- The three graduates with the highest weighted grade point averages will be invited to give remarks at the June graduation ceremony. Should more than one graduation ceremony be held due to the size of the graduating class, the three graduates at each ceremony with the highest weighted grade point average will be invited to give remarks.
- Superintendent’s and Principal’s Honor Roll
- Superintendent’s and Principal’s Honor Roll status will be determined by the weighted cumulative grade point average of all seniors as of the end of the first semester of their senior year.
- Superintendent’s Honor Roll is a distinction for all students earning a 4.0 and they are awarded a double blue and gold honor cord at graduation. Principal’s Honor Roll is a distinction for all students earning between a 3.5 and a 3.99 and they are awarded a white honor cord at graduation.
- To be recognized in the printed graduation program as a Superintendent or Principal Honor Roll honoree, students must have completed the first semester of their senior year no later than April 30.
- If through accelerated learning, a student finishes both his/her first and second semester of their senior year between April 30-May 30, he/she will still be recognized as a Superintendent or Principal Honor Roll honoree by virtue of them wearing an honor cord during the ceremony. However, they will not be listed in the program as such an honoree as the program is printed between May 1-May 30.
- Graduation Program
- To be guaranteed listing in the June graduation program, a student must have a projected graduation date of June of that school year and no later than May 1 of the same school year due to the program being printed between May 1-May 30.
Every student is required to take all of the assessments mandated by the State and Federal Departments of Education to meet graduation requirements.
EPIC Charter Schools has elected to administer the ACT as their locally selected nationally recognized assessment for college and career readiness.
Special Education means “specially designed instruction” at no cost to the parents to meet the unique needs of a child ages 3-21. EPIC Charter Schools offers parents full educational opportunities for all students. If you suspect your child may have a disability or know of a child with a disability who is not receiving a free, appropriate, public education, please contact our Special Education Services Department.
Homework is vitally important, particularly in a virtual school environment. In fact, quality time on the computer is essential for success. Homework develops good study skills as well as self-discipline. Teachers may assign homework and give deadlines to turn in the required work. EPIC Charter Schools considers excessive zeros or refusal to submit an assignment a discipline issue and will deal with these situations accordingly.
House Bill 1476: The Passport to Financial Literacy Act, 2007
House Bill 1476 created The Passport to Financial Literacy Act, July 1, 2007. The law requires that Oklahoma students beginning with the seventh grade in order to graduate from a public high school with a standard diploma, students shall fulfill the requirements for a personal financial literacy passport. The requirements for a personal financial literacy passport shall be satisfactory completion in all areas of instruction, as listed in the bill, during grades seven through twelve. (See: http://ok.gov/sde/personal-financial-literacy)
The certified teacher assigned to your child will conduct four (4) parent/teacher conferences, one per quarter or as requested by the parent.
EPIC Charter Schools recognizes the tutoring of students can be helpful to student achievement. As a school, we pride ourselves on the attention we give to our individual students. Tutoring assistance will be available to all qualified students enrolled in state-tested subject areas on an as-needed basis.
Gifted & Talented Program
A Gifted and Talented Program will be made available to students within grades Pre-K through 12 who meet the qualifications to be considered for placement. This is an optional program and will not negatively affect a student’s education if the family decides to opt-out of the program. Parental permission will be required for any individual administration of a nationally standardized test of intellectual ability for those who are found eligible for program consideration. Parents will also be provided notification of program options that best fit student’s academic needs. Please contact the office for additional information.
Awards and Honors
EPIC Charter Schools has two awards, these include: EPIC Principal Honor Roll Certificate is awarded to students yearly who earn a 3.50-3.99 grade point average. EPIC Superintendent Honor Roll Certificate is awarded to students yearly with a 4.0 grade point average or higher. Weighted courses are included in the average.
Clubs and Field Trips
To be in an extracurricular activity or to attend a field trip, EPIC students adhere to the following:
- Be in good standing with EPIC Charter Schools, which means not on the disciplinary plan.
- Passing all courses.
Academic Dishonesty Policy
It is the student’s responsibility to understand the EPIC Academic Dishonesty Policy. Academic dishonesty includes, but is not limited to plagiarism, copying, and cheating. The most common form of academic dishonesty is plagiarism. Plagiarism is defined as: taking another person’s work and passing it off as your own. “Another person” can refer to any source other than you. Any work that is not your own, unless cited, may be considered plagiarism. Ask the EPIC Charter Schools staff for direction when in doubt.
Policy on Academic Dishonesty
If a student is suspected of plagiarism, the teacher assigned to the student will meet with the parent/guardian and the student to assess the situation and allow the student to give an explanation. If a satisfactory explanation is given, the situation is resolved. If a satisfactory explanation is not given, the Teacher will advise the School Head and further action may be warranted. If another act of academic dishonesty occurs, the student may receive academic probation and/or withdrawal from school.
Student Conduct and Discipline
EPIC Charter Schools sets its goal to help every student fulfill his or her intellectual, social, physical and emotional potential. Everything in and about the school has been designed to create an orderly and distraction-free environment. The EPIC Charter Schools administrators and teachers work towards not allowing misbehavior during school, on school property, or at or during any school-sponsored activities.
The school day for an online learner varies during the day. The traditional school day is 360 minutes each day. The teacher will consistently monitor the student’s performance in an effort to help the student meet his/ her course requirements.
Whether a school is virtual or brick and mortar, attendance and participation are most important for any student to consistently succeed. Promoting and fostering consistent student attendance requires a commitment from administrators, teachers, parents, and students.
Administrative Office Visitation
For safety and security purposes, all visitors to the EPIC offices including teachers, students, and family members will need to check in at the front upon entering the building. Visitors will also be required to stay in the lobby area until they are escorted into the back office area.
Smoking, distribution, and use of tobacco products in any form, as well as the use of simulated tobacco products are prohibited during visitation.
Student Contact Policy
Only through communication that is positive, two-way, and continuous can students be successful in an online course. It is essential that the student, instructor, and parent maintain contact on a regular basis to discuss student performance.
EPIC Truancy and Withdrawal Policy
The first date of attendance and membership at EPIC shall be the first date the student completes an instructional activity.
For the purposes of this policy “instructional activities” shall include instructional meetings with a teacher, completed assignments that are used to record a grade for a student that is factored into the student’s grade for the semester during which the assignment is completed, testing, and school-sanctioned field trips, and orientation.
EPIC shall offer a student orientation, notify the parent or legal guardian and each student who enrolls in that school of the requirement to participate in the student orientation, and require all students enrolled to complete the student orientation prior to completing any other instructional activity.
Any student that is behind pace and does not complete an instructional activity for a fifteen-school-day-period shall be withdrawn for truancy.
EPIC shall submit a notification to the parent or legal guardian of a student who has been withdrawn for truancy or is approaching truancy.
A student who is reported for truancy two times in the same school year by EPIC shall be withdrawn and prohibited from enrolling in EPIC for the remainder of the school year.
If a student consistently fails to attend school and complete instructional activities after receiving a notification and reasonable intervention strategies have been implemented, the student shall be subject to certain consequences including withdrawal from the school for truancy.
If EPIC withdraws a student for truancy, EPIC shall immediately notify the student’s resident district in writing of the student’s disenrollment.
If a student is withdrawn for truancy and is eligible to re-enter the school during the same school year, the student will be placed on a plan of academic improvement agreed upon by the parent, teacher, and student, and the learning fund will be frozen for all non-academically essential services until the teacher and the teacher’s principal unfreeze the learning fund.
Students who have been withdrawn from the school for truancy will be contacted for asset retrieval within two weeks of the withdrawal date. Any students withdrawn for truancy should return assets immediately unless they re-enroll within 30 days of withdrawal.
For students attending EPIC for less than the full quarter, the attendance shall be a proportional amount of the required attendance policy provisions based upon the date of enrollment of the student.
A student shall be considered in attendance for a quarter if the student:
- completes instructional activities on no less than ninety percent (90%) of the days within the quarter,
- is on pace for on-time completion of the course as defined by the board, or
- completes no less than seventy-two instructional activities within the quarter of the academic year.
For a student who does not meet any of the criteria set forth above, the amount of attendance recorded shall be the greater of:
- the number of school days during which the student completed the instructional activities during the quarter,
- the number of school days proportional to the percentage of the course that has been completed, or
- the number of school days proportional to the percentage of the required minimum number of completed instructional activities during the quarter.
Teachers create individualized learning plans for their students and will determine pace and incremental pace pursuant to each individualized plan and the course completion date. The School Board will determine the course completion date when they approve calendar dates.
Board Approved 12-17-2021
EPIC Student Transfer Policy
Beginning January 1, 2022, an Oklahoma public school student who seeks to enroll in EPIC Charter School (EPIC) shall be considered a transfer student from their resident school district. A transfer may be requested at any time in the school year, and will be approved if there is a grade and school site with capacity to permit the transfer and there are no disciplinary reasons or a history of absences which would cause the transfer to be denied.
EPIC shall not accept or deny a transfer based on ethnicity, national origin, gender, income level, disabling condition, proficiency in the English language, measure of achievement, aptitude or athletic ability.
If the student capacity of a grade level for each school site is insufficient to enroll all eligible students, EPIC shall enroll transfer students in the order in which the district received the student transfer applications.
By the first day of January, April, July and October, the EPIC board of education shall establish the number of transfer students EPIC has the capacity to accept in each grade level for each school site within EPIC and shall publish that capacity in a prominent place on the EPIC website and shall report to the State Department of Education the number of transfer students for each grade level for each school site within EPIC the district has the capacity to accept.
EPIC shall pre-enroll any public school student whose parent expresses intent to enroll in the district. Upon pre-enrollment, the State Department of Education shall initiate a transfer on a form to be completed by the receiving virtual charter school. Upon approval of EPIC and completion of student orientation, the student may begin instructional activities.
A student shall have a grace period of fifteen (15) school days from the first day of enrollment in a statewide virtual charter school to withdraw without academic penalty and shall continue to have the option of one virtual charter school transfer without the concurrence of both districts during that same school year.
If accepted, a student transfer is granted for only the existing school year; however, the transfer may be renewed for the following year(s). The district will not require parents to resubmit a new application each school year and will advance the previous application of an enrolled student, amending only the grade placement of the student, as long as there continues to be capacity in subsequent consecutive grade levels and there is no disciplinary reason or history of absences reason for EPIC to deny continued transfer for the student.
Upon notice that a public school student has transferred to EPIC, the resident school district shall transmit the student’s records within three (3) school days. Upon cancellation of a transfer EPIC shall transmit the student’s records to the student’s new school district within three (3) school days.
A public school student may transfer to one statewide virtual charter school at any time during a school year, from July 1 through June 30.
After one statewide virtual charter school transfer during a school year, no public school student shall be permitted to transfer to any other statewide virtual charter school without the concurrence of both the resident school district and the receiving virtual charter school.
A statewide virtual charter school student that has utilized the allowable one transfer per school year shall not be permitted to transfer to another district or other statewide virtual charter school without first notifying his or her resident district and initiating a new transfer.
Any student enrolled in EPIC in 2021 or before, shall not be required to submit a transfer form in order to remain enrolled. Students who have enrolled in EPIC shall not be required to submit a virtual charter transfer for consecutive years of enrollment.
Acceptance and Denial Circumstances
It is the policy of the EPIC board of education that any legally transferring student shall be accepted under the following circumstances:
- If the district has the capacity to accept the student at the appropriate grade level at the appropriate district school site;
- And if the transferring student has not been disciplined previously for any reason outlined in 70 O.S. § 24-101.3.
- And if the transferring student does not have a history of absences. “History Of Absences” means ten or more absences in one semester that are not excused due to illness or for the reasons regarding neglect or refusal to compel a child to attend schools as provided in 70 O.S. § 10-105.
If a transfer request is denied by EPIC, the parent of the student may appeal the denial within ten (10) days of notification of the denial to the EPIC board of education. The EPIC board of education shall consider the appeal at its next regularly scheduled board meeting if notice is provided prior to the statutory deadline for posting the agenda for the meeting. The parent will be informed of the right to submit a written statement of the parent’s basis for the appeal, which will be provided to the board of education.
This will be a paper appeal and will only include the written documentation utilized by the school district as well as a written response from the parent or legal guardian which explains why the parent believes the policy was not followed. The appeal form will be available at the EPIC district offices.
During the appeal, the board will review the action of the administration to make sure that the district policy was followed with regard to the denial of the transfer. The board of education will meet in an executive session to review the educational records of the student. If the board determines policy was not followed to an extent that the transfer should have been granted, the board of education shall vote to overturn the denial and the transfer will be granted.
If the EPIC board of education votes to uphold the denial of the transfer, the parent or legal guardian of the student may appeal the denial within ten (10) days of notification of the appeal denial to the State Board of Education.
The parent or legal guardian shall submit to the State Board of Education and the superintendent of the receiving school a notice of appeal on a form prescribed by the State Board of Education. The appeal shall be considered by the State Board of Education at its next regularly scheduled meeting, where the parent and a representative from the receiving school district may address the Board.
The EPIC board of education shall submit to the State Department of Education the number of student transfers approved and denied and whether each denial was based on capacity, disciplinary reasons, or a history of absences.
By the first day of January, April, July and October, the EPIC superintendent shall file with the State Board of Education and each resident district a statement showing the names of the students granted transfers to the school district, the resident school district of the transferred students and their respective grade level.
State law limits the ability of a student to transfer no more than two (2) times per school year to one or more school districts in which the student does not reside. Exceptions to this limit will exist for students in foster care. Students are legally entitled to reenroll at any time in their school district of residence. If the grade a student is entitled to pursue is not offered in the district where the student resides, the transfer shall be automatically approved.
Pursuant to state statute 70 O.S. § 8-113, a student shall be allowed to transfer to a district in which the parent or legal guardian of the student is employed as certified personnel without regard to other elements of this policy and remain in the district for as long as the employee is under contract with EPIC.
Any brother or sister of a student who transfers may attend the school district to which the student transferred as long as the school district has capacity and the brother or sister of the transferred student does not meet a basis for denial due to disciplinary reasons or a history of absences. A separate application must be filed for each student in a family so that the district can consider requests for each sibling’s required grade level and in the order applications are received for that grade level.
Students who are the dependent children of a member of the active uniformed military services of the United States on full-time active-duty status and students who are the dependent children of the military reserve on active duty orders shall be eligible for admission to the school district regardless of capacity of the district. Students shall be eligible for military transfer if:
- At least one parent of the student has a Department of Defense issued identification card; and
- At least one parent can provide evidence that he or she will be on active-duty status or active-duty orders, meaning the parent will be temporarily transferred incompliance with official orders to another location in support of combat, contingency operation or a national disaster requiring the use of orders for more than thirty (30) consecutive days.
Board Approved December 17, 2021
Capacity Numbers – Board Approved March 9, 2022
|Grade||EPIC Capacity for April 1, 2022|
|Grade||EPIC Capacity for April 1, 2022|
Unacceptable Student Behavior
As an EPIC Charter Schools student, students may not show disrespect to others including teachers and/or staff by using inappropriate language and/or behavior. Inappropriate behaviors include, but are not limited to:
- any form of bullying or harassment including electronic communications,
- possession of dangerous weapons or firearms during office visitation,
- any threatening behavior, whether written, verbal or physical, directed at any person, or
- inappropriate clothing.
Cheating and/or Plagiarism
Cheating on tests, plagiarism, and/or any other type of deception to get credit without effort are unacceptable conduct. Each teacher sets his/her own standards of behavior for his/her classroom, and students are expected to know the standards and procedures for each of their classes. The administration has reviewed and accepted and will support individual teacher standards and procedures for cheating and plagiarism.
Any attempt by a student to sign a teacher’s, administrator’s, parent’s or guardian’s, and or student’s name to any document will be considered forgery and possible prosecution by legal authorities.
Abuse and/or Misuse of Computers
Computer hardware and software are for the benefit of all students. No student may purposefully tamper with either the hardware or the software so that it is inaccessible to other students. School computers are to be used for educational purposes. Abuse and or misuse of computers also including loading private software, checking personal e-mail, or accessing inappropriate websites using school equipment shall be viewed as unacceptable conduct and potential consequences may occur. Computer repairs needed due to sustaining damage from abuse will be charged to the learning fund.
Technology Acceptable Use Policy
Students are encouraged to use technology in a variety of ways to support their individual learning styles and to express their creative talents. The use of technology is a privilege not to be abused. The school’s technology policy applies to all authorized users who access the school’s network or equipment using school-owned or personal equipment, including wireless devices. The school reserves the right to restrict or remove access to school technology for violations of this or any school policy.
The parents or guardians of EPIC students are responsible for monitoring and controlling the use of school technology in accordance with the Technology Acceptable Use Policy.
- The technology resources are provided to support the educational and administrative activities of the school and should be used for those purposes. Use is a privilege, not a right.
- Use should always be legal, ethical and consistent with the school’s Mission Statement and general standards for acceptable behavior.
- Incidental personal use of the school’s technology resources must not interfere with the school’s ability to use the resources for professional and academic purposes and must not violate other school policies.
- Except as authorized by the Superintendent or their designee, use of the school’s technology resources or data for personal use, business, political campaigning or for commercial purposes is prohibited.
An authorized user is any person who has been granted authority by the school. Unauthorized use is strictly prohibited. By accessing the school’s network using school-owned or personally-owned equipment, you have consented to the school’s exercise of its authority and rights as set out in this policy with respect to any such equipment, as well as with respect to any information or communication stored or transmitted over such equipment. Whenever a user ceases being a member of the school community, they no longer have authorized access to the school’s technology resources and any and all school property must be returned to the school.
The school reserves the right to access, view or monitor any information or communication stored on or transmitted over the network and systems, or on or over equipment that has been used to access the school’s network and systems.
Internet Acceptable Use Policy
With access to such vast storehouses of information and instant communication with millions of people from all over the world, material will be available that may not be considered to be of educational value by the School or which is inappropriate for distribution to children. The School has taken available precautions, including but not limited to enforcing the use of filters that block access to obscenity, pornography and other materials harmful to minors. However, on a global network, it is impossible to control all material and an industrious user may obtain access to inappropriate content. Subject to staff supervision, technology measures may only be disabled for adults or minimized for minors when there is a bona fide research need or for other lawful purposes. The School firmly believes that the value of the information and interaction available on the Internet far outweighs the possibility that students and employees may procure material which is not consistent with our educational goals.
The student agrees to the following terms and conditions:
- The student will not use the Internet for transmission of any materials in violation of any federal or state regulations.
- The student will not transmit copyrighted material, threatening or obscene materials, materials protected by trade secrets, or product advertisements.
- The student will refrain from using profanity and vulgarities on the Internet.
- The student will not use the Internet for illegal activities.
- The student will not give his/her home address, phone number or any personal information about himself/herself or any other student or school personnel to anyone on the Internet.
- The student understands that use of e-mail or any other communications over the Internet are not private; any messages related to or in support of illegal activities may be reported to authorities.
- The student understands that I am prohibited from conducting any actions that may endanger my safety, or the safety of other students/staff members while using any component of the school’s internet access and/or network (email, chat rooms, etc.).
- The student will not use the Internet in a way that would disrupt the use of the network by others. I will respect the trademark and copyrights of materials on the Internet and assume anything accessed via the network is private property.
- The student will refrain from making racial slurs on the internet.
The school system and service provider are not responsible for any damages or losses resulting from using Internet services or information obtained from the Internet. If you discover any way to access unauthorized information or defeat any security measures you must inform your teacher immediately. You must not share any unauthorized information with any other user. Vandalism of any kind is prohibited. These terms and conditions shall be governed and interpreted in accordance with the laws of the state and the United States of America.
The school reserves the right to access, view or monitor any information or communication stored on or transmitted over the network and systems, or on or over equipment that has been used to access the school’s network and systems.
Behavioral Health Services
At EPIC Charter Schools, we are committed to providing opportunities for students’ academic success. We also believe in supporting the positive emotional development and wellness of the student. EPIC has partnered with an agency to offer behavioral counseling services to any EPIC student in need of counseling. Some of the services offered:
- Psychosocial Rehabilitation
- Play Therapy
- Parent-Child Interaction Therapy
- Crisis Intervention
- Family Therapy
- Substance Abuse Therapy
- Wellness Recovery Action Plan Services (WRAP)
A referral form is available on the website. Once completed, the parent/guardian will be contacted within 48 hours to schedule an initial appointment.
The School Safety and Bullying Prevention Act at 70 O.S. § 24-100.4(A) requires each public school district board of education to adopt policies to address investigation of reported incidents of bullying.
I. Prohibition of Incidents of Bullying
It is the policy of Community Strategies, Inc., EPIC One-on-One Charter School, to prohibit all bullying of any person at school. This policy shall extend to all schools in the district.
Prohibited conduct includes incidents of bullying instigated by use of electronic communication specifically directed at students or school personnel.
The following words and terms used in this policy shall have the following meaning:
“At school” means on school grounds, in school vehicles, at school-sponsored activities, or at school-sanctioned events.
“Bullying” means any pattern of harassment, intimidation, threatening behavior, physical acts, verbal communication, or electronic communication directed toward a student or group of students that results in or is reasonably perceived as being done with the intent to cause negative educational or physical results for the targeted individual or group; and is communicated in such a way as to disrupt or interfere with the school’s educational mission or the education of any Student.
“Electronic Communication” means the communication of any written, verbal, or pictorial information or video content by means of an electronic device, including, but not limited to, a telephone, a mobile or cellular telephone or other wireless telecommunication device, or a computer.
“Threatening Behavior” means any pattern of behavior or isolated action, whether or not it is directed at another person, that a reasonable person would believe indicates potential for future harm to students, school personnel, or school property.
III. School Bullying Prevention and Intervention
Every school site in this district shall ensure compliance with the following strategies for bullying prevention and appropriate intervention when incidents of bullying occur at school:
A. Bullying Preventing Officers. The principal of each school site in this district shall designate at least one Bullying Prevention Officer (“BPO”) who shall be the primary point of contact to receive reports of incidents of bullying. The duties of the BPO shall be as follows:
- To receive, promptly review, and track reports of incidents of bullying;
- To establish and maintain the confidentiality of reports of incidents of bullying as appropriate;
- To establish a method for receiving anonymous reports of incidents of bullying;
- To publicize the procedures for reporting set forth in this policy to all students, parents/legal guardians of students, and school employees;
- To educate the school and community about bullying prevention measures; and
- To review, monitor, and suggest strategies for improvement of the school climate in order to facilitate prevention and intervention of bullying incidents in the school site and promote a school culture of intolerance of bullying behaviors;
- To report the number of documented and verified incidents of bullying to the district and/or the State Department of Education in accordance with the requirements of 70 O.S. § 24-100.4(F) and accompanying regulations at 210:10-1-20;
- To serve on the Safe School Committee and make recommendations for bullying prevention education, professional development, and/or policies and procedures pertaining to bullying prevention; and
- Any other duties deemed necessary by school administrators and/or the Safe School Committee to facilitate bullying prevention at the school site.
B. Training and education in school bullying prevention and intervention. All school administrators and school employees at each school site shall be required to complete annual professional development training in school bullying prevention, identification, response, and reporting that meets the requirements of 70 O.S. § 24-100.4(A) and 210:10-1-20. Selection of the required training at each school site shall be based upon the recommendation of the Safe School Committee established at the site.
C. Safe School Committee. Every school site in this district shall establish a Safe School Committee that meets the requirements of 70 O.S. § 24-100.5(A). At least one of the members of the Committee shall be a BPO designated at the school site. The duties of the Committee shall be the duties set forth in 70 O.S. § 24-100.4(B).
D. Bullying Prevention Programs. Every school site in this district shall implement a research-based educational program as designed and developed by the State Department of Education for students and parents in preventing, identifying, responding to and reporting incidents of bullying.
IV. Reporting Incidents of Bullying
The system of incident reporting at every school site in this district shall ensure that students are encouraged to report incidents of known bullying and shall remove unnecessary obstacles that would serve as a deterrent to reporting (e.g., ensuring availability of reporting procedures during the school day, ensuring a student is not penalized for tardiness or absence from a class incurred as a result of reporting an incident). To facilitate prompt reporting and tracking of all incidents, school sites shall, at a minimum follow the following procedures: Such procedures shall, at a minimum, address all of the following requirements:
A. District Bullying Report Form. Students shall be informed of the process for reporting incidents of bullying and encouraged to report all incidents of bullying. Incidents of bullying shall be reported on the “District Bullying Report Form” which shall be made available to students at all times during regular school hours, including in the main/front office of the school site, the office of the school counselor, the website of the school site, and any other locations recommended by the Safe School Committee at each school site. Students shall be advised that they may obtain assistance from a school official if they have questions about completing the District Bullying Report Form or if they are unable to complete the form without assistance (e.g., students unable to write legibly due to age, disability, etc.).
The District Bullying Report
Form shall be designed to facilitate reporting of incidents by all ages, and shall, at a minimum, include all of the following items:
- Date and approximate time of incident;
- Location of incident;
- Name(s) of all individuals at whom the incident was directed or who were affected by the bullying behavior;
- Name(s) of all individuals who initiated or encouraged the bullying behavior;
- Name(s) of all individuals who witnessed the incident or may have information pertaining to the incident;
- Description of the incident, including:
(i) Identification of all inappropriate behaviors;
(ii) Identification of any types of alleged harassment on the basis of race, color, national origin, gender, sexual orientation, religion, or disability;
- A description of the types of behaviors used to harass, intimidate, or threaten a student.
Examples include, but are not limited to the following:
(i) Gesture, written, or verbal expressions (e.g., written or verbal threats, obscene gestures directed toward a student);
(ii) Physical acts (e.g., physical fights, assault, or attack);
(iii) Electronic communication (e.g., cellphone, instant messaging, email, social networking, audio or visual images);
(iv) Damage of a student’s property (e.g., stealing, hiding, or damaging property);
(v) Threatening another student (i.e., communication leading to a reasonable fear of harm to the person or property of another individual or individual’s friends or family);
- Description of interference with the school’s educational mission or the education of the student, including, but not limited to:
(i) Detrimental changes in school attendance (e.g., absences or tardies; missing all or part of a class or a school day);
(ii) Detrimental changes in student performance (e.g., student grades, assessments);
(iii) Detrimental changes in participation in school activities (e.g., student demonstrates fear or avoidance of interaction with other students during activities, lunch, bus, recess);
- Identification of any physical evidence of the conduct (e.g., written notes, emails, property destruction, voicemail messages, audio or video recordings);
- Any other information which could potentially assist school officials in investigation of the incident;
- Name of individual reporting the incident and contact information at which the individual reporting the incident may be reached to seek additional information (unless the form is for the purpose of anonymous reporting);
- Relationship of the individual reporting the incident to the individuals involved in the incident.
B. Individuals who may report incidents of bullying. Incidents of bullying at each school site in this district may be reported by any student, parent, school employee, or member of the public. Any school employee who has reliable information that would lead a reasonable person to suspect that an individual at the school is currently or has been the target of one or more incidents of bullying shall be required to report the information to the school’s BPO. Failure by school employees to report incidents of bullying in accordance with the requirements of this policy may result in disciplinary action.
C. Privacy and confidentiality. Reports of bullying shall be kept confidential to the extent necessary to ensure compliance with the provisions of the Family Education and Privacy Rights Act (FERPA) and to protect students who report incidents of bullying from retaliation.
D. Anonymous reporting. In order to ensure individuals may report incidents without fear of retribution or retaliation, every school site in this district shall provide at least one method of anonymous reporting of incidents of school bullying that protects the identity of the individual reporting the incident. However, an anonymous report shall not be the sole basis for formal disciplinary action in response to an incident of bullying.
E. Tracking reports of incidents of bullying. All reports of bullying shall be tracked using methods that will enable the BPO and administrators of each school site to identify emerging patterns of bullying over extended periods of time.
V. Response to Reported Incidents of Bullying
Every school site shall follow the following procedure in response to reported incidents of bullying. Upon receipt of a report of a bullying incident, the BPO shall take immediate steps to:
A. Separately interview with the individuals involved in the incident and witnesses to the incident to assess and ensure the safety of all individuals involved in the incident pending investigation of the incident;
B. Locate and secure any records or physical evidence relating to the incident;
C. Promptly notify the parent(s)/legal guardian(s) of all individual students involved in the incident and the steps taken by the school administration to ensure the safety of the students pending investigation of the incident; and
D. Contact law enforcement if an incident reported involves an immediate threat to school safety or immediate harm to the safety of an individual student.
VI. Investigation, Determination, and Documentation of Reported Incidents of Bullying
The principal of each site, student, or teacher involved shall be the individual responsible for investigating incidents of bullying unless the principal designates another school official at the site as the individual responsible for investigation of the incident. The procedure for investigation of a reported bullying incident shall, at a minimum, meet all of the following requirements:
A. Initiation of investigation. Within three (3) school days of receipt of a report of an incident of bullying, the school principal or designee shall initiate an investigation of the reported incident. All interviews with individuals involved in the incidents, their parent(s)/legal guardian(s), and/or witnesses shall be documented. A student’s parent/legal guardian or attorney shall be permitted to be present at the interview of a student upon request of the student or the student’s parent/legal guardian.
B. Documentation of investigation. All investigations shall be documented on a form that includes, at a minimum, all of the following information:
- The date that the report of the incident was received by the BPO;
- The date investigation of the report was initiated;
- The name and title of the individual(s) assigned to conduct the investigation;
- Identification of all individuals involved in the incident;
- Identification of all individuals who witnessed the incident;
- A summary of the details of the alleged incident;
- A list of documentation available to investigate the incident; (e.g., written statement of student victim, written statement of student witnesses, medical information, incident forms, police reports);
- A summary of action taken to investigate the incident (e.g., interviews with alleged victim, offender, perpetrator, and/or witnesses; review of incident reports; review of history of prior student behaviors; review of evidence);
- A determination of whether sufficient evidence exists to verify occurrence of the alleged conduct;
- Identification of follow up actions taken with the victim(s) and offender(s);
- Identification of consequences implemented for the offender(s);
- Identification of remediation implemented to address harm to the victim(s);
- Date and method of notification of parents/legal guardians of victim(s) and offender(s) of completion and findings of investigation.
C. Findings and determination of alleged incident. Upon completion of review of all fact alleged and available evidence, the school administrator shall:
- Document all findings of facts;
- Issue a determination as to whether the occurrence of the incident could be verified based upon the available evidence as follows:
(i) Occurrence of the incident was verified;
(ii) Occurrence of the incident was unverified due to lack of proof (e.g., inability or unwillingness of victim to assist investigation or provide evidence in support of the allegations); or
(iii) Evidence exists beyond reasonable doubt to support a conclusion that incident was falsely reported by an individual as a means of bullying or retaliation or reprisal against a student for reporting an act of bullying.
D. Notification of results of investigation. Upon completion of an investigation, the school administrator shall promptly notify the district, and the parents/legal guardians of the students involved:
- The findings of the investigation; and
- Any proposed consequences and remedial measures provided to the individual(s) affected by the incident.
E. Follow-up referrals for the purpose of student support services. Upon completion of an investigation, a school may recommend that available community mental health care, substance abuse, or other counseling options be provided to students involved in bullying incidents. A school may request the disclosure of any information concerning students who have received mental health, substance abuse, or other care pursuant to paragraph 13 of this subsection that indicates an explicit threat to the safety of students or school personnel, provided the disclosure of the information does not violate the requirements and provisions of the Family Educational Rights and Privacy Act of 1974, the Health Insurance Portability and Accountability Act of 1996, Section 2503 of Title 12 of the Oklahoma Statutes, Section 1376 of Title 59 of the Oklahoma Statutes, or any other state or federal laws regarding the disclosure of confidential information.
VII. Remediation and Consequences for Incidents of Bullying
A. Consequences for Individuals Who Commit Incidents of Bullying. Appropriate consequences shall be imposed for every individual who commits an act of bullying or an individual found to have falsely accused another student of bullying as a means of bullying or retaliation or reprisal for reporting an act of bullying. Consequences shall be determined, implemented and enforced in a manner that is consistent with the due process requirements set forth in the district’s policies pertaining to student and employee discipline.
Examples of appropriate consequences may include, but are not limited to the following:
- Verbal or written warnings;
- Conferences with the parent(s)/legal guardian(s) of the students involved in an incident of bullying;
- Loss of school privileges;
- Course and/or teacher reassignment;
- Prohibition or suspension of participation in school activities;
- In-school or out-of-school suspension in accordance with the provisions of 70 O.S. § 24-101.3 and district policies and procedures pertaining to student discipline;
- Restitution of a victim’s property that has been damaged as a result of the bullying incident;
- Reassignment, suspension, and/or termination of school employment;
- Referral to law enforcement.
B. Factors for Determination of Consequences for Incidents of Bullying Behavior. Every school administrator shall determine consequences for incidents of bullying behavior on a case-by-case basis in a manner that is proportionate to the severity of the conduct. Consequences for verified acts of bullying behavior shall be applied in such a manner as to ensure fair and impartial application of consequences (e.g., student’s academic or athletic status shall not be considered as a factor for determination of appropriate consequences).
In determining what consequences are appropriate for an individual determined to have perpetrated an incident of bullying, every school administrator shall include the following factors in the consideration:
- If the individual who perpetrated the incident was a student:
(i) The age of the student;
(ii) The life skills of the student;
(iii) The grade level of the student;
(iv) The mental, physical and emotional development level of the student; and
(v) Personal obstacles such as a history of abuse suffered by the student or negative family situation.
- The existence of any previous bullying behavior or continuing or ongoing pattern(s) of behavior by the perpetrator;
- The circumstances in which the incident occurred;
- The nature and severity of the bullying behavior involved in the incident;
- The nature and severity of harm to the victim of the incident, including:
(i) Consideration of documented physical, mental and emotional distress resulting from the incident; and
(ii) The existence of any mental, physical, or health conditions of the victim exacerbated by the incident;
- The relationship between the individuals involved; and
- The potential for future violent conduct.
C. Factors for Determination of Consequences for False Accusations. Every school administrator shall determine consequences for incidents in which an individual intentionally and knowingly reports a falsified accusation of a bullying incident as a means of bullying or as a means retaliation or reprisal against another student in response to a previously reported incident of bullying. Consequences shall be sufficient to deter false reports of conduct, but not so severe as to deter credible reports of bullying incidents.
All of the following factors shall be considered in determining appropriate consequences for a falsified accusation:
- The status of the individual (i.e., student, employee, volunteer, etc.);
- If the individual who made the false accusation was a student:
(i) The age of the student;
(ii) The life skills of the student;
(iii) The grade level of the student;
(iv) The mental, physical and emotional development level of the student; and
(v) Personal obstacles such as a history of abuse suffered by the student or negative family situation.
- Whether the individual who falsely accused another student of bullying has been the perpetrator of previous bullying incidents;
- The nature and severity of the bullying behavior involved in the incident; and
- The circumstances in which the incident occurred.
D. Determination of Remediation Measures in Response to Incidents of Bullying Behavior. Every school site shall implement appropriate remediation measures in response to incidents of bullying. Remediation measures shall include strategies for the protection of all persons involved in incidents of bullying, including targets and perpetrators of the bullying incident, and family members affected by the bullying incident. Such remediation measures shall be designed to prevent further incidents of bullying and to increase safety for the individuals involved in incidents of bullying as well as all individuals at each school site.
Examples of appropriate remedial measures in response to incidents of bullying may include, but shall not be limited to, one or more the following:
- Referral of students involved in incidents of bullying to appropriate support services, including school or community counseling services, mental health treatment, or therapy services;
- Academic intervention;
- Programs of age-appropriate instruction for students to support a student’s life skills (e.g., conflict resolution, problem-solving skills, life skills, social skills, anger management).
- Parental education programs;
- Peer support groups;
- Modifications of student schedules;
- Modification of hallway traffic at the school site;
- Increased supervision;
- Increased use of monitors or monitoring equipment in school facilities, hallways, cafeterias, playgrounds, and/or buses.
VIII. Annual Notice of School Bullying Prevention Policy
Every school site shall implement a strategy for publicizing and distribution of this policy and all accompanying forms and procedures for reporting and investigation of incidents of school bullying. Publication and distribution shall comply with the provisions of 70 O.S. § 24-100.4 and 210:10-1-20, and shall at a minimum meet all of the following requirements:
A. An annual written notice of the bullying policy shall be provided to parents, guardians, staff, volunteers, and students at each school. Notice of the policy shall be posted at various locations within each school site, including, but not limited to school cafeterias, bulletin boards, and administration offices. The written notice provided to students shall be written in age-appropriate language to ensure comprehension by younger students and provided with accommodations as necessary to ensure accessibility to students with disabilities.
B. A copy of this policy shall be posted on the EPIC website. In addition, each school site that has its own separate website shall post a copy of this policy and all accompanying forms and procedures on its website.
C. Each school site shall include a copy of this policy in its student and employee handbooks
This form can be completed when there is a witness to a bullying incident.
Witness Report Form (pdf)
This form can be completed to provide the details of a bullying incident to the district.
Incident Report Form (pdf)
This form can be used to assist districts in investigating reported bullying behaviors.
Investigation Form (pdf)
This form can be used when interviewing students involved in a bullying incident.
Interview Form (pdf)
This form can be used by students to notify the school of being bullied or harassed.
Student Report Form (pdf)
Board Approved November 17, 2021
In order to meet legal requirements, all students from grades 3 – high school are required to participate in yearly state-mandated testing. There is no opt-out option. EPIC Charter Schools complies with these laws to maintain its charter status. The School will administer these tests at multiple locations throughout the state to accommodate student location.
Reading Sufficiency Act
The Reading Sufficiency Act (RSA) states that a third-grade student cannot be promoted to the fourth grade if he or she scores Below Basic on the reading portion of the Oklahoma State Testing Program. Children who score Basic (typically a second-grade reading level), Proficient or Advanced will not have to be retained. The State Department of Education has additional information on this law and its exemptions. Please visit http://ok.gov/sde/parents-guide-third-grade-reading-retention.
Third Grade Retention Policy
Oklahoma’s current law requires that third-grade students who score at the unsatisfactory level on the reading portion of the third-grade criterion-referenced test shall not be promoted to the fourth grade unless they meet the exemptions set forth in this policy under section II.
I. The parent of any student who is found to have a reading deficiency and is not reading at the appropriate grade level beginning with the first grade class of 2011-12 and has been provided a program of reading instruction shall be notified in writing of the following:
- That the student has been identified as having a substantial deficiency in reading;
- A description of the current services that are provided to the student.
- A description of the proposed supplemental instructional services and supports that will be provided to the student that are designed to remediate the identified area of reading deficiency.
- That the student will not be promoted to the fourth grade if the reading deficiency is not remediated by the end of the third grade unless the student is exempt for good cause as set forth in Section II of this policy.
- Strategies for parents to use in helping their child succeed in reading proficiency.
- While the results of the criterion-referenced test are the initial determinant, it is not the sole determiner of promotion and that portfolio reviews and assessments are available.
- The specific criteria and policies of the school district for midyear promotion.
II. For those students who do not meet the academic requirements for promotion at the end of the third grade school year, EPIC Charter Schools may promote the student for good cause only according to one or more of the six good cause exemptions:
- ELL Students
ELL Students are Identified English Language Learners (ELL) on a screening tool approved by OSDE of Bilingual/Migrant Education and have a Language Instructional Educational Plan in place prior to administration of the OSTP and have less than two years of instruction in an ELL program.
In addition to the good-cause exemptions, requests to exempt students from the academic requirements for promotion to the next grade shall only be made upon documentation submitted from the teacher of the student to the school principal that indicates that the promotion of the student is appropriate and is based upon the record of the student.
- OAAP Students (IEP Students assessed with OAAP) – Students with disabilities on an Individualized Education Plan (IEP) who are assessed with Oklahoma Alternate Assessment Program (OAAP)
- Alternative Assessments – Students who demonstrate an acceptable level of performance (minimum of 45th percentile) on a state-approved alternative reading test
- Portfolio – Section 1210.508C (K) states that a student who scores Below Basic on the third-grade reading portion of the OSTP may be promoted to fourth grade if the student qualifies for one of the six good cause exemptions.
- IEP Student who has been retained once – Students with disabilities who take the OSTP and whose IEP states that they have received intensive remediation in reading for more than two years but still show a – deficiency in reading and were previously retained in kindergarten, first grade, second grade, or third grade (or in a transitional grade).
- Regular education student who has been retained twice – Students who have received intensive remediation in reading for two or more years but still have a deficiency in reading and have already been retained in kindergarten, first grade, second grade, or third grade (or in a transitional grade) for a total of two years.
III. Beginning with the 2011-2012 school year, EPIC Charter Schools shall:
- Conduct a review of the program of reading instruction for all students who score at the Below Basic level on the reading portion of the criterion-referenced test and did not meet the criteria for one of the good-cause exemptions. The review shall address the additional supports and services needed to remediate the identified areas of reading deficiency. The school district shall require a student portfolio to be completed for each retained student.
- Provide to students who have been retained with intensive interventions in reading, intensive Instruction services and supports to remediate the identified areas of reading deficiency, including a minimum of ninety (90) minutes of daily, uninterrupted, scientific-research-based reading instruction. Retained students shall be provided other strategies prescribed by the school district, which may include, but are not limited to:
- small group instruction,
- individual instruction by teacher or tutor,
- more frequent progress monitoring,
- tutoring or mentoring,
- instruction through
- appropriate reading core and supplemental programs (computer generated and traditional print format),
- specific targeted reading lessons provided by the teacher or tutor for the parent and the student and extended instruction time during the school term and summer reading instruction
- Provide written notification to the parent or guardian of any student who is to be retained that the student has not met the proficiency level required for promotion and the reasons the student is not eligible for a good-cause exemption. The notification shall include a description of proposed interventions and intensive instructional supports that will be provided to the student to remediate the identified areas of reading deficiency;
- Provide parents of retained students the district’s policy on midyear promotion.
- Provide students who are retained with a high performing teacher who can address the needs of the student, based on student performance data.
- Provide students who are retained with at least one of the following instructional options:
- supplemental tutoring in scientific-research-based reading services in addition to the regular reading instruction. ,
- a parent-guided “Read at Home” assistance plan, the purpose of which is to encourage regular parent-guided home reading
- an individual mentor or tutor to provide targeted instruction.
Reading sufficiency testing will be conducted in EPIC Charter Schools to ensure that each student has attained the necessary reading skills upon completion of the third grade. Every student enrolled in kindergarten, first, second, and third grades shall be assessed for the acquisition of reading skills for the grade level in which enrolled.
The plan shall include a program of instruction, Academic Progress Plan, (APP) in reading designed to enable the student to acquire the appropriate grade level of reading skills. The plan shall also include, but not be limited to:
- Additional time sufficient for the development of reading and comprehension skills of the student;
- Tutorial instruction as needed during the regular school term and during the summer; however, such instruction may not be counted toward the 180 day school year required by law;
- The five essential elements of reading instruction: phonemic awareness, phonics, spelling, reading fluency and comprehension.
The program will be continued until the student is determined not to be in need of remediation. The district reading sufficiency plan shall be adopted and annually updated, with input from school administrators, teachers, students, and parents, and if possible a reading specialist. This plan shall include a plan for each site, which includes an analysis of the data provided by the Oklahoma School Testing Program and other reading assessments utilized. A committee will be established at each school site to determine the reading assessment plan for each student for whom a plan is necessary. The committee shall be composed of educators and, if possible, shall include a certified reading specialist. A student’s parent or guardian shall be included in the development of a plan for that student.
A new reading assessment plan shall be developed and implemented for any third-grade student in need of remediation as determined by multiple ongoing assessments and reading assessments administered in the Oklahoma School Testing Program. If possible, a fourth-grade teacher shall be involved in the development of the reading assessment plan. The new plan shall include specialized tutoring and may include a recommendation as to whether the student should be retained in the third grade at the close of the year. The student’s parent or guardian shall be included in the retention consideration.
Policy on Midyear Promotion
Retained students may only be promoted midyear prior to November 1 and only upon demonstrating a level of proficiency required to score above the Below Basic level sufficient to master appropriate fourth-grade-level skills, as determined by the school. A midyear promotion shall be made only upon agreement of the parent or guardian of the student and the school principal.
For Grades 3-8
For the Reading and Math tests are administered in Grades 3-8; Science, U.S. History, and Writing are given in Grade 5; Geography is given in Grade 7; and Science, U.S. History and Writing are given in Grade 8. The Writing portion for Grades 5 and 8 are given separately from the other subjects. This test is dually aligned to the Oklahoma Academic Standards and the College and Career Readiness Standards for Writing.
Health and Safety
The EPIC website has a health resources page available for parents to access on a variety of health subjects including but not limited to: screenings, disease, prevention, and preparedness. Also included on the website is the Oklahoma State Department of Health’s listing of health departments across the state.
Medical Emergency Response Plan
First Aid, Emergency Treatment, and Administration of Medication for Students
To establish procedures for the administration of emergency first aid services at EPIC, including first aid, emergency treatment, and administration of emergency medication for students.
Procedures established in this policy shall be followed during the school day, at EPIC-sponsored activities, and other EPIC property.
- The provisions of this policy are intended to meet student health needs during minor and major injuries or medical emergencies.
- To ensure student safety, EPIC has adopted the position that parents and guardians shall administer medications at home whenever possible.
- The EPIC recognizes that accidents and medical emergencies can and do happen; therefore, EPIC has adopted guidelines to prepare staff members to provide first aid and emergency care during these unexpected events.
- It is the express policy of EPIC to call 911 or other appropriate emergency medical services in any situation in which there is a possibility that a serious medical condition exists.
FIRST AID AND EMERGENCY TREATMENT
- First aid shall be provided to students, EPIC staff, and campus visitors for minor situations.
- Any EPIC staff member that provides CPR will complete training in CPR provided by the American Heart Association or another nationally recognized training organization.
- First aid supplies shall be kept in central locations, where they will remain clean, dry, and available to all personnel.
- Since students may have epileptic seizures and/or asthma attacks or other health conditions at EPIC, teachers shall be made aware of appropriate procedures for handling these conditions and for calling 911, Emergency Medical Services (EMS). When an emergency exists, EPIC staff members will implement appropriate emergency procedures,
- Any staff member can contact 911, EMS and is encouraged to do so.
- Staff members at EPIC shall administer emergency procedures needed in life-threatening situations. In general, those trained shall be staff members most likely to be in immediate proximity to the student, staff person, or visitor in the event of an emergency.
- At least two employees shall have current certification in cardiopulmonary resuscitation (CPR) and first aid or shall have received training, within the last two years, in emergency first aid and CPR through the American Heart Association or another nationally recognized training organization.
- The School will comply with Oklahoma Education Code Section 20 regarding the administration of medicine to students, including medical marijuana. Emergency Injections: epinephrine auto-injectors prescribed for students with identified allergies:
- When a licensed medical professional believes that epinephrine to treat an allergic reaction is necessary during EPIC hours, it will be administered in EPIC by staff. Auto-injectors will be supplied by students.
- Only premeasured doses of epinephrine (Epi-Pen or Epi-Pen Jr.) may be given. The injection will be given immediately after report of exposure to the allergen or at the prescribed student’s request due to onset of allergic reaction. Type of exposure (e.g., ingestion, skin contact, inhaled) as well as specific allergen must be indicated on the licensed medical professional’s order.
- The EPIC shall contact EMS IMMEDIATELY (if available, send another staff
- person to dial 911) and the parent or guardian when a student has been given epinephrine.
- With a diagnosis of asthma, and orders from a licensed medical professional, a student may be permitted to carry and use an inhaler for asthmatic conditions.
- A second inhaler, to be used as a back-up, may be kept in an EPIC-approved location accessible by the student with appropriate staff supervision as required.
At least two faculty and/or staff members are qualified in CPR after taking and passing the CPR requirements of the Red Cross. Training will be conducted annually.
EPIC Charter Schools prohibits discrimination in the educational activities and programs, admission of students and the selection and/or employment on the basis of race, religion, gender, age, national origin, veteran status or disability. EPIC Charter Schools complies with the federal and state regulations for implementing Title IX of the Educational Amendment of 1972, Title VI, Section 504, and Americans with Disabilities Act (ADA) of 1990.
Reporting Child Abuse and Neglect
Any EPIC teacher, counselor, nurse, or administrator having reasonable cause to suspect that a child seen in the course of professional duties has been abused or neglected shall immediately contact the county child welfare unit of the Department of Human Services (405-521-3646) and inform the agency of the facts and circumstances which led to the filing of the report. It is not the responsibility of the school personnel to prove that the child has been abused or neglected, nor to determine whether the child is in need of protection. School personnel shall not contact the child’s family or any other person to determine the cause of any suspected abuse or neglect. No EPIC Charter Schools employee shall be discharged from employment for making a report of child abuse or neglect. Further, state law provides immunity from any civil or criminal liability arising from making such a report, if the report is made in good faith. Finally, state law also provides protection of the identity of any individual who makes such a report.
Open Records Act
EPIC Charter Schools complies with the Oklahoma Open Records Act (51 Q.S. § 24A.1 et seq.). EPIC Charter Schools records are available for public inspection and copying, except for records which are confidential under state or federal law.
A public body may charge a fee only for recovery of the reasonable, direct costs of record copying or mechanical reproduction.
Fee Schedule for Costs of Reproduction:
- $0.25 per page for photocopies of records up to 8 14” x 14” or smaller
- $ 1.00 per page for certified copies
- Copies of other media (e.g. CD-ROM, flash drive, etc.) shall be actual cost of reproduction, including labor
However, if the request is solely for a commercial purpose or would clearly cause disruption of the essential functions of the public body, then a reasonable fee may be charged to recover the direct cost of record, search and copying.
Fee Schedule for Requests Subject to Additional Recovery Costs:
EPIC reserves the right to recover the actual cost of record search and copying, including labor, if the information requested is not readily available or requires an extended amount of time to retrieve. If you submit a request that is subject to additional recovery costs, you will be provided with an estimate before work begins,
- $25 per hour fee for commercial requests or those that cause excessive disruption of office functions (EPIC defines an “excessive disruption” request as one that, requires more than eight  hours of actual employee work time to compile)
- $80 per hour fee when computer programming is required on a customized request.
- $85 per hour fee when additional legal support is required.
All fees for copies, including delivery fees, must be paid by check or money order, payable to EPIC Charter Schools, before the documents are provided
Copy and Search Fees
The School Leader shall charge a fee to recover the reasonable direct costs of copying district records. The School Leader shall also charge a fee for the direct costs of searching for School records sought for commercial purposes or for searches that cause excessive disruption to the School’s essential functions. In no case shall a search fee be charged for records sought in the public interest including, but not limited to, releases to the news media, scholars, authors, and taxpayers seeking to determine whether officials of the School are honestly, faithfully, and competently performing their duties as public servants. The School has established the following fees for document copying of records and/or document search:
- 8.5 x 11 or 8.5 x 14 25¢ per page
- Research and Compilation $15.00 per hour
Those making requests will be required to make payment for the records and copying and/or search fee in advance of receiving the records.
Family Educational Rights & Privacy Act (FERPA) Notice
The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age (“eligible students”) certain rights with respect to the student’s education records. They are:
- The right to inspect and review the student’s educational records within 45 days of the day the School receives a request for access. Parents or eligible students should submit to the School a written request that identifies the record(s) they wish to inspect. The School Leader will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.
- The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate or misleading. Parents or eligible students may ask the School to amend a record that they believe is inaccurate or misleading. They should write the school principal, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the School decides not to amend the record as requested by the parent or eligible student, the School will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.
- The right to consent to disclosure of personally identifiable information contained in the student’s educational records, except to the extent that FERPA authorized disclosure without consent. One exception, which permits disclosure without consent, is disclosed to School officials with legitimate educational interests. A School official is a person employed by the School as an administrator, supervisor, instructor, or support staff member (including health of medical staff and law enforcement unit personnel); a person serving on the School Board; a person or company with whom the School has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performance of his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Upon request, the School discloses educational records without consent to officials of another school district in which a student seeks or intends to enroll. (Note: FERPA requires the School to make a reasonable attempt to notify the student of records request unless it states in its annual notification that it intends to forward records on request.)
- “School officials” are School employees with general or specific responsibility for promoting the educational objectives of the School or third parties under contract with the School to provide professional, business and similar administrative services related to the School’s educational mission. Individuals whose responsibilities place them within this category include teachers; advisers; counselors; deans, department chairpersons, directors, and other administrative officials responsible for some part of the academic enterprise or one of the supporting activities; health staff; administrative and faculty sponsors of officially recognized clubs, organizations, etc.; members, including students and alumni, of official committees, staff personnel employed to assist School officials in discharging professional responsibilities; and persons or entities under contract to the School to provide a specific task or service related to the School’s educational mission. Access by these officials is restricted where practical, and only to that portion of the student record(s) necessary for the discharge of assigned duties.
- “Legitimate educational interests” are defined as interests that are essential to the general process of public education prescribed by the body of policy adopted by the governing board. Legitimate educational interests would include teaching, research, public service, and such directly supportive activities as academic advising, general counseling, discipline, vocational counseling and job placement, advisement, medical services, safety, and academic assistance activities. In addition, the School officially recognizes appropriate co-curricular activities that are generally supportive of overall goals of the institution and contribute generally to the well-being of the entire student body and specifically to many individuals who participate in these activities. These activities include varsity and intramural sports, specific interest clubs, and student government.
- The right to file a complaint with the U. S. Department of Education concerning alleged failures by the School to comply with the requirements of FERPA.
The name and address of the Office that administers FERPA is: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, S. W. Washington, D. C. 20202-5920
NOTICE TO PARENTS REGARDING RELEASE OF DIRECTORY INFORMATION
The FERPA, a federal law, requires that the School, with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child’s education records. However, the School will not disclose appropriately designated “directory information” without a parent’s written consent, unless you have advised the School to the contrary in accordance with School procedures. The term “directory information” may include the following:
- Student’s name
- Telephone listing
- Electronic mail address
- Date and place of birth
- Major field of study
- Dates of attendance
- Grade level
- Participation in officially recognized activities and sports
- Weight and height of members of athletic teams
- Most recent school attended
As a result, unless a parent or eligible student notifies the School in writing within thirty (30) calendar days of enrollment of each school year of their election to have the School release any of the above information (each category of information must be specifically requested), the School will not release directory information.
Photo, Video, Website, and Social Media Release Form (Opt-Out)
On occasion, representatives from and/or employees of EPIC Charter Schools may wish to photograph, video record, and/or interview individuals in connection with school programs, projects, or events. In order to release photographs, video footage, and/or comments, and/or to post on school website(s), social media networks and print materials, EPIC Charter Schools is offering this form as notice to opt-out of such releases for your student(s). To opt-out of media release for your student, please click here to complete and submit the opt-out form (no action is needed if you do not elect to opt-out).
Title I Parental Involvement Policy EPIC Charter Schools
EPIC Charter Schools has developed a written Title I parental involvement policy with input from Title I parents during the annual Title I Parent Meeting. It has distributed the policy to parents of Title I students through newsletters, emails, and distribution at parent meetings held throughout the state. The policy describes the means for carrying out the following Title I parental involvement requirements [20 USC 6318 Section 1118(a)-(f) inclusive].
Involvement of Parents in the Title I Program
To involve parents in the Title I program at EPIC Charter Schools the following practices have been established:
- The school convenes an annual meeting to inform parents of Title I students about Title I requirements and about the right of parents to be involved in the Title I program.
- The school offers a flexible number of meetings for Title I parents, such as meetings in the morning or evening.
- The school involves parents of Title I students in an organized, ongoing, and timely way, in the planning, review, and improvement of the school’s Title I programs and the Title I parental involvement policy.
- The school provides parents of Title I students with timely information about Title I programs in a variety of meeting throughout the school year.
- The school provides parents of Title I students with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet.
- If requested by parents of Title I students, the school provides opportunities for regular meetings that allow the parents to participate in decisions relating to the education of their children.
EPIC Charter Schools distributes to parents of Title I students a school-parent compact. The compact, which has been jointly developed with parents, outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. It describes specific ways the school and families will partner to help children achieve the State’s high academic standards. It addresses the following legally required items, as well as other items suggested by parents of Title I students.
- The school’s responsibility to provide high-quality curriculum and instruction
- The ways parents will be responsible for supporting their children’s learning
- The importance of ongoing communication between parents and teachers through, at a minimum, annual parent-teacher conferences; frequent reports on student progress; access to staff; opportunities for parents to volunteer and participate in their child’s class; and opportunities to observe classroom activities
Building Capacity for Involvement
EPIC Charter Schools engages Title I parents in meaningful interactions with the school. It supports a partnership among staff, parents, and the community to improve student academic achievement. To help reach these goals, the school has established the following practices.
- The school provides Title I parents with assistance in understanding the State’s academic content standards, assessments, and how to monitor and improve the achievement of their children.
- The school provides Title I parents with materials and training to help them work with their children to improve their children’s achievement.
- With the assistance of Title I parents, the school educates staff members about the value of parent contributions, and in how to work with parents as equal partners.
- The school coordinates and integrates the Title I parental involvement program with other programs, and conducts other activities, such as parent resource centers, to encourage and support parents in more fully participating in the education of their children.
- The school distributes Information related to school and parent programs, meetings, and other activities to Title I parents in a format and language that the parents understand.
- The school provides support for parental involvement activities requested by Title I parents.
EPIC One on One Charter School Foster Care Plan
Under the requirements of the federal Every Student Succeeds Act (ESSA) Section 1112(c)(5)(B) Title I educational stability provisions take effect on December 10, 2016. By such date, each school district shall have a Foster Care Plan developed and disseminated to all stakeholders.
In Section 1111(c)(5) of ESSA, the school district must collaborate with the Child Welfare Agency and Tribal Child Welfare Agencies (CWA) to implement the Title I educational stability provisions. Therefore, each school district shall develop a clear, written Foster Care Plan. As such, the Foster Care Plan for EPIC Charter shall be as follows:
- LEA Point of Contact and responsibilities.
The superintendent will designate at least one person to serve as the Foster Care Point of Contact (POC). The POC may also be the homeless student coordinator. This designation will occur by December 10, 2016, and shall be updated annually. The name of this person will be turned in to the OSDE through the online Grants Management System by September 30th of each year. If additional staff members are needed to meet the requirements, the superintendent will make assignments as deemed necessary. The POC will work in the best interest of the child to ensure that all educational requirements are being met.
The POC will work closely with the CWA to:
- Coordinate with the corresponding child welfare agency POC to implement Title I provisions;
- Lead the development of a process for making the best interest determination;
- Document the best interest determination;
- Facilitate the transfer of records and immediate enrollment;
- Facilitate data sharing with the child welfare agencies, consistent with FERPA and other privacy protocols;
- Develop and coordinate local transportation procedures;
- Manage best interest determinations and transportation cost disputes;
- Ensure that children in foster care are enrolled in and regularly attending school; and
- Provide professional development and training to school staff on the Title I provisions and educational needs of children in foster care, as needed.
- Decision-making process.
A committee will meet to determine if the school of origin is not in the best interest of each foster care child and the appropriate placement of the child. The committee will be comprised of the site administrator or representative, the LEA’s POC, and a member of the CWA. In emergency circumstances the CWA has the authority to make an immediate decision regarding the school placement, and then consult with the LEA and revisit the best interest determination of the child.
In the event of a disagreement regarding school placement for a child in foster care, the CWA will be considered the final decision maker in making the best interest determination. The CWA is uniquely positioned to assess vital non-educational factors such as safety, sibling placements, the child’s permanency goal, and other components of the case plan. The CWA also has the authority, capacity, and responsibility to collaborate with and gain information from multiple parties including parents, children, schools and the court in making these decisions.
- The type of documentation or records that should be shared between parties.
Foster care parents, social workers or other legal guardians will be allowed to immediately enroll children in foster care in the school district without having the necessary paperwork (birth certificates, shot records, academic records, special education records, etc.) This is to help aid the student with a smooth transition into the district. The receiving school district will contact the school district of origin for the records and make adaptations as needed. After enrollment, the following guardianship or legal custody documents shall be provided for verification by the foster family or CWA:
- Power of attorney
- Court Order
EPIC Charter will share education records with the CWA that are allowed by the Family Educational Rights and Privacy Act (FERPA) and other state privacy laws. This allows educational agencies to disclose without parental consent educational records, including IDEA, of students in foster care to the CWA.
- Collaborative structure, such as regularly scheduled meetings, in which relevant
individuals can participate in a particular process.
The POC will meet with the site administrator, school counselor, classroom teacher, and foster parent as needed to discuss the progress of the child in foster care and will document the results of meetings. All decisions will be made utilizing a collaborative team approach to determine what will be in the best interest of the child.
- The best interest determination document regarding the child’s school placement (school of origin or the receiving school).
EPIC Charter shall utilize the sample form (available by clicking here) from the Oklahoma State Department of Education in making a “best interest” determination for each child in foster care. The final determination as to what is in the best interest of the child will be made by the CWA.
Print the form on School Letterhead and Individualized for Each Student’s Best Interest Determination Evaluation.
- Transportation procedures.
Children in foster care will be entitled to transportation services in the same manner as all other children in the school district. In addition to regular transportation routes, the school district will collaborate with the CWA when transportation is required to maintain children placed in foster care in a school of origin outside their usual attendance area or district when it is in the best interest of the student. Under the supervision of the superintendent, the POC will invite appropriate district officials, the CWA, and officials from other districts or agencies to promptly arrange cost-effect transportation for the student.
- Responsibilities and costs related to student transportation.
EPIC Charter district will collaborate with the CWA to develop and implement clear, written procedures governing how transportation is provided to maintain children in foster care in their schools of origin. The school district will also work with the CWA to reach an agreement in regards to covering the transportation costs. The agreement will cover how the transportation will be provided, arranged, and funded for the duration of the child’s time in foster care. Each agreement can/will vary greatly because the unique needs of each child should be considered in making the decision on transportation.
The policies and regulations of EPIC Charter Schools, or any changes to the policies and regulations after the publication of this guide supersede all information provided in this handbook. For more detailed information, families are encouraged to contact the administration office or access updates online.
Title IX Policy
Policy on Non-Discrimination Based On Sex
EPIC Charter Schools is an educational entity that believes in ensuring a safe, nurturing, healthy and non-discriminatory learning and teaching environment for all members of the school community. The Board also believes in ensuring the opportunity for all members of the school community to reach their full potential through access and participation in all District educational activities and programs.
Statement on Non-Discrimination
EPIC does not discriminate on the basis of race, color, national origin, religion, sex, sexual orientation, disability, ethnicity, national origin or age in its education programs and activities. The protection against discrimination extends to employment.
For the purposes of this policy, the terms below have the following definitions:
Complainant is an individual who is alleged to be the victim of conduct that could constitute sexual harassment.
Decision-Maker is the person or panel of people assigned by the Title IX Coordinator to conduct a fair and impartial review of all the facts and evidence in making a determination on the responsibility or non-responsibility of a respondent on a complaint of sexual harassment or in reviewing an outcome on appeal. A decision maker or decision making panel must be unbiased and trained on the policies and procedures under Title IX that are applicable to serving as an adjudicator.
Delays or Extensions: The overall time frame to conclude a grievance process must be “reasonably prompt”. A school can have good cause for any short-term delays or extensions, with written notice to the parties and an explanation for the delay or extension. Any delay or extension must be temporary or limited. Examples of good cause delays may include considerations such as concurrent law enforcement activity, the need for language assistance or accommodation of disabilities.
Formal complaint is a document filed by a complainant or signed by the Title IX Coordinator alleging sexual harassment against a respondent and requesting that the school investigate the allegation of sexual harassment. At the time of filing a formal complaint, a complainant must be participating in or attempting to participate (i.e. seeking admission or acceptance) in the education program or activity of the school district. A formal complaint may be filed with the Title IX Coordinator in person, by mail, or by electronic mail, by using the contact information listed in this policy.
Informal resolution is an option to resolve a formal complaint in a mediation or restorative justice manner. An informal resolution can only be offered as an option to the parties if a formal complaint is filed. Once a formal complaint is received, at any time prior to reaching a determination regarding responsibility the school may facilitate an informal resolution process, such as mediation, that does not involve a full investigation and adjudication. The Complainant and Respondent must each agree in writing that they want to participate in an informal resolution process. The District will provide to the parties a written notice disclosing: the allegations, the requirements of the informal resolution and that any party has the right to withdraw from the informal resolution process and resume the grievance process with respect to the formal complaint, and any consequences resulting from participating in the informal resolution process. The informal resolution process is not available and cannot be offered to resolve any reported incident of an employee sexually harassing a student.
Informal Resolution Facilitator is the person assigned by the Title IX Coordinator to manage the Informal Resolution process. The Informal Resolution Facilitator must be fair, impartial and trained in Title IX policy and procedures, specifically those dealing with mediation and restorative justice best practices.
Investigator is the person(s) assigned by the Title IX Coordinator to conduct a prompt fair and impartial investigation into the formal complaint. The Investigator must be unbiased and trained in Title IX policy and procedures.
Respondent is an individual who has been reported to be the perpetrator of conduct that could constitute sexual harassment.
Sexual harassment is conduct on the basis of sex that satisfies one or more of the
- Quid Pro Quo – An employee of the school conditioning the provision of an aid, benefit, or service of the school on an individual’s participation in unwelcome sexual conduct;
- Unwelcome conduct determined by a reasonable person to be so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the school’s education program or activity; or
- Sexual Assault is defined as –an offense classified as a forcible or non-forcible sex offense under the uniform crime reporting system of the Federal Bureau of Investigation.
- Dating violence is violence committed by a person—
- who is or has been in a social relationship of a romantic or intimate nature with the victim; and
- where the existence of such a relationship shall be determined based on a consideration of the following factors:
- The length of the relationship,
- The type of relationship, and
- The frequency of interaction between the persons involved in the relationship.
- Domestic violence includes felony or misdemeanor crimes of violence committed by a current or former spouse or intimate partner of the victim, by a person with whom the victim shares a child in common, by a person who is cohabitating with or has cohabitated with the victim as a spouse or intimate partner, by a person similarly situated to a spouse of the victim under the domestic or family violence laws of the jurisdiction receiving grant monies, or by any other person against an adult or youth victim who is protected from that person’s acts under the domestic or family violence laws of the jurisdiction.
- Stalking means engaging in a course of conduct directed at a specific person that would cause a reasonable person to fear for his or her safety or the safety of others or suffer substantial emotional distress.
Standard of Proof are preponderance of the evidence, which is defined as “more likely than not”
Supportive measures are non-disciplinary, non-punitive individualized services offered as appropriate, as reasonably available, and without fee or charge to the complainant regardless of whether a formal complaint has been filed or to the respondent after the filing of a formal complaint. Such measures are designed to restore or preserve equal access to the school’s education program or activity without unreasonably burdening the other party, including measures designed to protect the safety of all parties or the school’s educational environment, or deter sexual harassment. Supportive measures may include, but are not limited to, counseling, extensions of deadlines, modifications of work or class schedules, mutual restrictions on contact between the parties, changes in work or housing locations, leaves of absence, increased security and monitoring of certain areas of the school, and other similar measures. School must keep confidential any supportive measures provided to the complainant or respondent, to the extent that maintaining such confidentiality would not impair the ability of the school to provide the supportive measures. The Title IX Coordinator is responsible for coordinating the effective implementation of supportive measures.
Emergency removal. Schools may remove a respondent from the school’s education program or activity on an emergency basis, provided that the school undertakes an individualized safety and risk analysis, determines that an immediate threat to the physical health or safety of any student or other individual arising from the allegations of sexual harassment justifies removal, and provides the respondent with notice and an opportunity to challenge the decision immediately following the removal. This provision may not be construed to modify any rights under the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973, or the Americans with Disabilities Act.
Administrative leave. A school can place a non-student employee respondent on administrative leave during the pendency of a grievance process. This provision may not be construed to modify any rights under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act.
Title IX states “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefit of, or be subjected to discrimination under any education program or activity receiving Federal Financial Assistance.”
In accordance with Title IX, the Board prohibits sexual harassment and discrimination on the basis of sex. Violations of this policy may result in disciplinary action in accordance with the Code of Student Conduct, Board policy, and applicable federal, state, and local law and regulations.
Title IX Coordinator
Title IX Coordinator is responsible for ensuring the prompt, equitable and supportive response to all reports received under this policy. Specifically, the Title IX Coordinator responsibility includes, but is not limited to:
- Monitoring the school district’s compliance with Title IX, which includes explaining and providing supportive measures (to one or both parties);
- Providing ongoing education and training on Title IX;
- Overseeing, managing and directing the response to a reported complaint and, if applicable, investigation into any complaint that is covered under Title IX; and
- Taking appropriate action to eliminate the harassing behavior, prevent its recurrence, and remedy its effect.
Any questions regarding Title IX or the application of this policy can be directed to the Title IX Coordinator. The following person has been designated as the District’s Title IX Coordinator:
Brandon Webb, Executive Director of Legal Services
Title IX Coordinator
405-749-4550 Ext 318
1900 NW Expressway, Floor R3
50 Penn Place
Oklahoma City, OK 73118
Any report of sex-based discrimination or harassment will be taken seriously, addressed promptly and with sensitivity.
A student may report an incident of sexual discrimination or harassment verbally or in writing to any District employee. All reports shall be directed immediately to the Title IX Coordinator. All non-students can report any incident of sex based harassment to the Title IX Coordinator. Reports can be made at any time by phone, email, or by completing and submitting this form:
Additionally, if the person who received a complaint of sexual harassment is a mandated reporter and has reasonable cause to suspect that a student is the victim of child abuse, the incident should immediately be reported to the appropriate agency as directed by state law. This mandated reporting obligation is in addition to a report being made to the Title IX Coordinator.
This policy prohibits retaliation against an individual who files a complaint in response to conduct that s/he reasonably believes violates this policy, or against an individual who participates or cooperates with an investigation, as provided by both Title IX of the Education Amendments of 1972 and Title VII of the Civil Rights Act of 1964. Anyone who experiences retaliation should report it to the Title IX Coordinator. Such retaliation, if founded, will result in the same disciplinary action applicable to one who engages in harassment. Reporting harassment will not affect the reporting individual’s status with respect to either an employee’s future employment or work assignments or a student’s future academic opportunity, progress or record.
Confidentiality will be maintained to the extent possible to effectively respond to a reported incident of sexual harassment. If a request for confidentiality is received, the school will evaluate any confidentiality request in the context of its responsibility to provide a safe and nondiscriminatory environment for all students. A request for confidentiality may limit the school’s ability to respond. All efforts shall be made to maintain the confidentiality of any person initiating or involved in a reported incident of sex-based harassment to protect the privacy of all parties, consistent with the District’s responsibility to promptly address and investigate such complaints based on applicable state and federal laws.
Based on the content of what is reported to the District, all incidents that are required by law to be reported to law enforcement.
Scope of Title IX
Title IX covers those reported incidents of sexual harassment that take place in the United States and in the context of an education program or activity which includes locations, event or circumstances over which the school/school exercised substantial control over both the Respondent and the context in which the sexual harassment occurs.
If a reported incident does not fall under the scope of Title IX, the reported incident will be reviewed and appropriate steps taken under other applicable District policies, such as bullying and harassment policies.
This Title IX policy runs concurrently with and parallel to all applicable laws, regulations and existing district policies and procedures to the extent allowable under the law.
Approved at the 3/9/2022 Board Meeting. Updated at the 6/8/2022 Board Meeting.