3--GLOBE_Governing Board Capacity Interview Rubric_08.02.22 - October 17, 2022 - DCSD Board Meeting Archive

Governing Board Capacity/Clarification Interview Rubric
THE GLOBE ACADEMY
August 2, 2022

The Petition Review Committee will use the following criteria to rate the governing board capacity/clarification
interview. Within each category, specific criteria define the expectations for a response that meets expectations.
Reviewers will reach consensus when rating responses by applying the following guidance:

Rating Characteristics
Meets the Standard The response reflects a thorough understanding of key issues. It addresses
the topic with specific and accurate information that shows thorough
preparation; presents a clear, realistic picture of how the school operates and
expects to operate; and inspires confidence in the applicant’s capacity to
carry out its plans effectively.
Partially Meets the Standard The response meets the criteria in some respects but lacks detail and/or
requires additional information in one or more areas.
Below the Standard The response is wholly undeveloped, demonstrates lack of preparation,
and/or is unsuited to the mission of the authorizer.
Far Below the Standard The response is significantly incomplete, raises substantial concerns about
the viability of the plan and/or the applicant’s ability to carry it out.

Recommendations from the Petition Review Committee will be based on evaluation of the written petition
(narrative and attachments), independent due diligence, and the governing board capacity interview.

Community Support and Need Standard Rating

Clarifying Questions: Meets the
1. The petition states that “the school community is The applicant makes a Standard
committed to ensuring that the student body is compelling case for why the
reflective of DCSD as a whole.” However, the Table 3: school fills an unmet need in
Race/Ethnicity for GLOBE Students shows percentages the DeKalb County School
that are different significantly from the student District. The applicant Partially
demographics of DCSD. How will you ensure that your demonstrates an Meets the
student population reflects the diversity of the district? understanding of the Standard
community or communities
P. 28
the school serves or is likely to
2. Similarly, what is GLOBE’s plan for achieving parity with serve. The Board
the District as it related to economically disadvantaged demonstrates cultural Below the
students? P. 7 competency specific to the Standard
3. Describe your experience with recruitment efforts to communities with whom it
achieve a more diverse faculty and staff. works or seeks to work,
4. Describe 1-2 key findings from the most recent GLOBE including the ability to
parent survey that influenced a decision of the articulate the root causes of
Far Below the
Governing Board. P. 6 the needs it seeks to fill.
Standard
Responses from Governing Board:

- Opening Statement – The GLOBE Academy is unique in that it has a dual language immersion model
that is at the heart of its mission. It is rewarding to see the students approach fluency as they progress
through the program.
- The school implemented a weighted lottery to increase the number of students identified as
economically disadvantaged. The school will begin its next strategic plan in the coming year. Existing
goals will be reevaluated.
- To recruit a more diverse staff, the school leadership focused on recruiting teachers who are native
speakers of the language(s) they are teaching. GLOBE recruits through Georgia Charter Schools
Association and local colleges.
- Communications Committee – The most recent survey was administered after a couple of pandemic-
influenced years. Parents felt as though they need greater visibility into what’s happening in
classrooms. Parents want to know the staff and to build relationships with them. How do I stay
connected to my child’s school experience? Orientation will be in-person next week. Parents will be
able to meet with teachers. The intention is for curriculum night and coffee talks to be in-person.
Parents will learn how to best support their students in learning a new language. How do I interpret
standardized test results? How do we (as a Board) collect parent input on the master facilities plan?

Review Committee’s Comments or Concerns:
- A plan for creating a more diverse student population and recruiting a more diverse staff were not
clearly articulated. Request in the initial memo Identification of aligned priorities in the strategic plan.
The Governing Board shared that increasing diversity has been a concern for the past 5 years. The
Board shared that increasing diversity will be a priority in the next strategic plan.
- Response to the staff recruitment question was vague. DEI questions related to staff recruitment were
initially directed to renewal committee chair.
- Question – Does the school intend to develop a pipeline program or partnerships with higher ed to
support recruiting a more diverse staff? Tangible thinking in this direction was not evident.
- Parent survey analysis in response to the question was consistent with the petition response.

School Governance Standard Rating

Clarifying Questions: The governance structure is
1. Identify the Board members with expertise in the Meets the
designed to (a) put students
school’s DLI academic programming. How are these first, including being Standard
Board members engaged in driving academic and responsive to family and
organizational improvement? community input; (b) achieve
2. How has the administrative team informed the Board the school’s mission and
goals; and (c) ensure legal Partially
when students (such as those with exceptionalities) have
compliance, particularly in Meets the
needs for which The GLOBE’s instructional model does terms of proactively Standard
not provide sufficient support? What has been the role preventing financial fraud and
of the Board in ensuring that these students’ needs are ensuring the appropriate use
met? of public funds. The
governance structure will
Below the
ensure an active, engaged,
Standard
knowledgeable Board that has
timely, deep, and broad
knowledge of the school’s
operations, finances, and
students’ needs, and operates Far Below the
independently and Standard
autonomously.

Responses from Governing Board:
- Academic Committee – The Chair of the Academics Committee is an educator. The Academics
Committee is composed of teachers from different grade levels. The Committee chair has worked on
textbook development. The current Board Chair is bilingual and a former Spanish teacher. Each Board
meeting begins in 4 languages. Several Governing Board members are bi-lingual.
- A former DLI leader from Georgia State University was brought on by the executive director. This Board
member has experience teaching English abroad.
- The Academic Committee leads the Board through academic oversight and provides updates. The
Board Chair meets with the executive director weekly. The focus this year was on supporting students
struggling with the target language. As a charter school, GLOBE’s goal is to ensure that its model is
replicable.
- Students with Exceptionalities – GLOBE implemented a summer camp to support target language
learners. Recruitment for the camp targeted struggling students. The supports provided by the school
are to ensure that all students can succeed.

Review Committee’s Comments or Concerns:
- Resources are strategically allocated to support academic priorities.
- The Governing Board is high-functioning, knowledgeable, and collaborative.
- Additional detail is needed on support for students with exceptionalities. Include clarifying question(s)
in the initial memo—specifically, as it relates to co-teaching.
- IEP Follow-Up Question – Are all legal requirements of the IEPs being met in the current model?
- Provide a copy of the Governing Board’s “written procedure for resolving conflicts between the charter
school and the local board of education.” p. 299

Academic Performance/Plan Standard Rating

Clarifying Questions: Meets the
Standard
1. Parents have voiced concerns regarding the services for The applicant demonstrates
students with Gifted Eligibility at the GLOBE. They state the capability to design or
select a comprehensive, high- Partially
that the GLOBE does not have a traditional gifted
quality curriculum (standards, Meets the
pullout. How do you service gifted students daily in
resources, methods of Standard
your collaborative DLI model? instruction, and formative
2. How do you ensure that interventions and instructional assessments for each core,
practices provided during the MTSS process are electives, and mission-specific Below the
provided and collected with fidelity? subjects). The curriculum is
Standard
3. The petition states that "Black students are inherently inclusive and
disproportionately represented in suspensions (p.44); designed to be responsive to
What restorative practices do you have in place to students’ needs; clearly
interrelated between its
address, improve school climate, and mitigate the
components; and directly
problem of disproportionate school
aligned to the school’s goals, Far Below the
suspensions? (where is the most recent 2018-2019 mission, and educational
data?) Standard
philosophy.
4. How do you ensure that Exceptional Education
Students continue to make academic strides in the area
of Reading while utilizing the DLI model?
5. How do you support your Exceptional Education
Students during Language Immersion days (when a
special education support is not offered at that time)?
6. How do you ensure that families whose home language
is not one of the 3 targeted languages have equal
opportunity to attend and succeed at GLOBE?

Responses from Governing Board:

- A gifted coordinator serves both teachers and students through a push-in co-teaching model.
- Most teachers are gifted certified. The elementary gifted model felt more like a pull-out during the
pandemic because of small group instruction. The teachers provide differentiated instruction through
small group learning. Differentiation is seen in ELA and math. GLOBE has gifted cohorts.
- MTSS – The Board members and educators who lead this work are part of the Academics Committee.
There are data coaches at both campuses. The broader strategy is to provide appropriate supports for
both gifted learners and struggling students.
- Restorative Practices/Strategic Plan – GLOBE has a diversity committee. GLOBE provided DEI training
to staff, teachers, and faculty to better understand the behavior of different student groups and to
truly understand where they are coming from. GLOBE has contracted with a DEI vendor for this
training. The strategic plan includes addressing disparities as it relates to behavior. Part of the plan
includes addressing how behavior issues are escalated to administrators. Both sets of administrators
team together for a student and parent conference, as needed. The school is implementing a
responsive classroom model. GLOBE is working toward addressing the disparities head on. The
assistant heads of school have been training in restorative practices. This year, the PD focus is to bring
all staff up to speed and to reinforce the responsive classroom approach.
- A student behavior plan is identified as a priority in the strategic plan.
- Research shows that students participating in a DLI program typically perform well in both languages.
The DLI model is seen as an additional benefit to students without causing an academic harm. For
example, students can be supported with executive functioning in the target language. GLOBE utilizes
Fountas and Pinnell for phonics. Readers and Writers Workshops are also implemented.
- GLOBE does not have a co-teacher in a classroom for a full-day. A teacher or para cover all IEP hours.
Supportive instruction and consultative models are provided.
- Each campus has an ELL coordinator and teacher. WIDA is used for screening. ACCESS data is also used
to identify students who need support.
- EL Student Recruitment – In the classroom, there are teachers who are native in the target language.
Recruitment efforts started as a DEI initiative. Students from South DeKalb and Clarkston were
recruited through expanded geographic areas (specifically in kindergarten). For GLOBE families, many
languages outside of the target languages are spoken at home. The example provided was Amharic.

Review Committee’s Comments or Concerns:
- Request the most recent disproportionality data.
- Clarify and revisit the question on EL student recruitment in the initial memo. Cite statement from
petition. The response to this question was not sufficient.
- Follow-Up Question - How do you ensure that families whose home language is not one of the 3
targeted languages have equal opportunity to attend and succeed at GLOBE?
- In the initial memo, probe on the SEL impacts of the pandemic.

Financial Performance/Plan Standard Rating
Clarifying Questions:
The financial and facilities Meets the
1. The petition boasts The GLOBE’s generous fund Standard
plans, including the proposed
balance. How is The GLOBE going to use surplus budget, are thoroughly
funds to invest in academic programming and developed and aligned with the
facilities enhancements as indicated in the petition? proposed school’s mission and
P. 33 education program. The budget
2. Strong and easy to understand policy and is balanced and conservative; Partially
procedures help a charter school maintain reflects all necessary outlays, Meets the
compliance and mitigate risks. Page 124 including any unique programs
Standard
described in the academic plan;
commences with SAFETY procedures. Will GLOBE
ensures adequate levels on
Academy allocate additional resources for campus cash on hand, including cash
safety in its strategic plan? reserves and/or contingencies
3. Describe any changes the Governing Board has for unexpected shortfalls; and
made in the allocation of resources or cash reserves contains no accounting errors. Below the
for core academic needs as a result of the The revenue projections are Standard
pandemic. P. 15 realistic and sufficient to meet
school expenditures. Both the
finance and facilities plans are
realistic and informed by
accurate assessment, including
key funding opportunities and Far Below the
facilities availability.
Standard

Responses from Governing Board:
- GLOBE has been saving to be able to acquire or improve the lower campus. The school is currently
undergoing a process to determine what to do with the lower campus. The school is trying to decide
whether to invest in major repairs or to purchase the facility.
- The school is considering using some of the fund balance for transportation. Transportation would
help the school achieve student demographics that more closely align to the District.
- The Governing Board shared that the school would like to partner with DCSD to negotiate a purchase
of the lower campus facility. Purchase would allow the fourth and fifth graders to come down to the
lower campus. The school would like to increase to 6 sixth grade classes. Expansion of the lower
campus would allow this expansion.
- Building in more health and safety procedures is part of the strategic plan. Better ventilation and an
improved HVAC are needed. The school wants to partner with the District on purchasing the building
in order to improve it. The school has a resource officer on staff.
- The DLI model is served best in-person. Analysis was conducted in Fall 2021 to determine how
students fared during the pandemic. Learning loss was less than national averages based on MAP
scores. The next strategic plan will focus on addressing student disparities. A curriculum coach has
been hired. Administrative investments are to make sure that students and teacher have the support
they need in the classroom. Facilities investment in the future are alongside investments in core
instruction.

Review Committee’s Comments or Concerns:
- The committee had no concerns or additional clarifying questions about the school’s financial plan.
Performance metrics will be discussed in the final recommendation.
Organizational Performance/Plan Standard Rating

The organizational plan aligns
Clarifying Questions: with and supports the school’s
mission and educational Meets the
philosophy, is designed to Standard
1. How does the GLOBE plan to expand the role of the
support the school’s goals and
Executive Director? P. 34 academic achievement
2. Is the GLOBE currently fully staffed for SY 22-23? What expectations, and is accurately Partially
is the Governing Board’s strategy to increase staff reflected in the budget. The
Meets the
retention and development? staffing and recruitment plan
provides sufficient academic,
Standard
3. For what will the purchased properties adjacent to or
non-academic, and mission-
near the Briarcliff Road Campus be used? P. 36 critical staff to cover all of the
4. What is GLOBE’s vision for its “forever home” for the courses and programs Below the
school? P. 21 described in the Academic Plan. Standard
The Board has all areas of
knowledge and expertise
necessary to operate a
successful charter school, and
the school leader(s) have or will Far Below the
have the expertise and
Standard
resources to fulfill the school’s
mission and goals.

Responses from Governing Board:
- Expansion of the Executive Director Role – GLOBE is an established school that serves over 1000
students. The ED role needs to focus less on day-to-day operations and more on long-term strategic
goals.
- GLOBE is fully-staffed and provided a raise this year to teaching staff.
- The school has flexibility in staffing. Effective partnerships with home countries are supported by DOE.
GLOBE participates in a sister school program. The school has classroom-level partnerships.
Handshake and partnerships with GSU and Spelman assist with recruitment.
- Three (3) New Purchased Properties – A company has been hired to help with master facilities
planning. The new properties could be used as swing space if modular units are added. Stakeholders
would be engaged in the process of determining needs.

Review Committee’s Comments or Concerns:
- The review committee had no concerns or additional clarifying questions about the school’s
operational plan.

Performance Task Standard Rating

Governing Board Performance Task: In reviewing The Globe’s
most recent academic performance data, you identify several The Board demonstrates the Meets the
concerning trends in the data set which need to be addressed capacity to confront potential Standard
(specifically in the data for the following student subgroups— pitfalls in opening and/or
Black males, Hispanic males, students with disabilities, and/or operating a school by
identifying the root causes of Partially
multi-lingual learners).
plausible challenges and Meets the
Questions: solutions to those challenges. Standard
a. Discuss the Governing Board’s process for identifying
potential causes for these trends.
b. Identify specific board members with primary Below the
responsibilities in this scenario. Standard
c. Propose potential solutions and next steps.
d. What policies and/or procedures influenced your
decision-making process? Far Below the
Standard

Responses from Governing Board:
- Is there an opportunity to compare the data to a baseline? Has there been any progress?
- The reports are similar to what is shared during Academic Committee meetings but in a different
format. It is important to drill down to classrooms and student groups. The data is in alignment with
previous discussions to ensure that the gifted population is served and not reflecting any unconscious
bias(es). Big picture data is discussed in the Academics Committee with teachers. The Board hears
from the teachers/people working directly with students. Teacher voice is important. The report
without teacher voice feels incomplete. The Academics Chair would have conversations with the
teachers and bring recommendations back to the full Board.
- The findings from the data would be translated into teacher development opportunities. One-third of
disparities can be attributed to factors inside school. Two-thirds of disparities can be attributed to
factors outside the school.
- The Governing Board reviews data in two-way conversations throughout the year (quarterly). Are the
data/root causes reviewed by student subgroups? The Governing Board looks at STAMP, MAP, and
discipline data by student subgroups.
- Board Member w. Key Responsibilities – strategic planning chair (lift up DEI priorities, create
quantitative goals for subgroups); DEI committee chair; and academics chair
- Solutions/Next Steps – Determine baseline. Conduct a retroactive risk investigation of data. What are
the trends? Delve into historical data. Where are there drop-offs (fourth and fifth grade Black
students)? Highlight priorities for new staff coming on-board. Identify systems to support students
with being more engaged in course work. PD is a priority in the strategic plan. Look at reading and
writing workshop models. Summer Camps – Address summer learning loss. Aftercare program is on a
sliding scale to make it accessible. Conduct a listening tour with parents as the school transitions back
to in-person learning. How can the school mitigate external influences. Create opportunities for
families to feel comfortable to share thoughts on results and ideas on how to improve. How can the
school’s parent organizations be involved? Open communications between teachers and parents.
Parents may not know that their child is struggling. Promote what is already happening with staff to
build community. If students are stressed, they don’t learn as well. Ensure parents and students know
how to access services.
- Building Community Partnership – Identify partners who tutor in math.
- Policies/Procedures – The Governing Board reviews data regularly. Teacher and staff input is
presented at the Board meetings so that it is accessible to the community. The Governing Board
considers teacher and administrative bias. Ensure that texts are culturally-responsive.

Review Committee’s Comments or Concerns:
- The Governing Board is high-functioning and collaborative. Multiple members of the Governing Board
(including the Board Chair and Academic Committee Chair) demonstrated strong instructional
backgrounds and knowledge of the DLI model.
- The Governing Board identified similar key findings in the presentation of data to those identified by
the DCSD Research/Data/Evaluation team though the data was presented in a format different from
how they typically review data.

Agenda Item