3--LPA Governing Board Capacity Interview Rubric - October 17, 2022 - DCSD Board Meeting Archive

Governing Board Capacity/Clarification Interview Rubric
Leadership Preparatory Academy (LPA)
August 3, 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
The applicant makes a
compelling case for why the Standard
- The petition describes the South DeKalb Community
school fills an unmet need in
where LPA is located as a “geographically isolated
the DeKalb County School
portion of the DeKalb County School District,” describe District. The applicant
what type of community partnerships exist in the South Partially
demonstrates an Meets the
DeKalb area and what has the role of the board been in understanding of the
establishing and sustaining these partnerships? P. 11 Standard
community or communities
- At the time of the last renewal, LPA served 434 the school serves or is likely to
students. Current enrollment is less than 300 students. serve. The Board
What is the Governing Board’s plan for ensuring that the demonstrates cultural Below the
school reaches the expected enrollment of 576 at the competency specific to the Standard
communities with whom it
end of the charter term? P. 11
works or seeks to work,
- Can the current facility accommodate 576 students? If including the ability to
not, what is the schools’ facility plan? articulate the root causes of
- What challenges did the school encounter in reaching Far Below the
the needs it seeks to fill.
enrollment projections in the current charter term? P.11 Standard
Responses from Governing Board:
- Opening Statement – The work at LPA is a labor of love. LPA has a great Board and cohesive focus. The
school leaders are doing a wonderful job of driving home the policy. The young people are moving to
college, medical school, and law school. LPA has a talented and diverse Board. The Board is excited
about where LPA is going.
- Community Engagement - The feedback from parents is central to what we do. This was a factor in the
petition to ensure that we are meeting needs. We strive for a cooperative dialogue with our
stakeholders. We allow time at our meetings. Awareness is key. We take a cooperative approach.
- Partnerships – Location has been a challenge area. Community service outreach extends beyond the
area where we are located. LPA is located in New Birth Church. There are no businesses in the area.
The Board tries to be active participants in community partnerships. The Board has been active in
bringing people in who can bring expertise and activities to students in the technology space. The
school leadership met with the U.S. ambassador to Mozambique at a conference in DC.. This will be an
opportunity for students to connect with students outside of their immediate geographic community.
The school will continue to develop unique, quality partnerships.
- Enrollment – LPA made an intentional decision prior to the pandemic to take a step-back to look at the
quality of the program and the types of teachers the school was able to recruit. The CAO approached
the Board to recommend that more attention be given to the culture of the school and look back at the
roots of why LPA came into existence. The school has 200 students on the wait list. LPA wants the most
effective teachers working in its classrooms. There is a teacher shortage—especially in middle school.
The current facility can accommodate the number of students projected in the next charter term (576).
LPA has a facility management plan. There are reserved areas in the building that can accommodate up
to 550 students. The school is focused on trying to give the best educational experience for students.
- Challenges – There will not be a challenge with increasing enrollment. The length of the charter
renewal is a challenge. Bond developers are cautious about proceeding with a 3-year renewal.

Review Committee’s Comments or Concerns:
- Request current facility and community engagement plans. Provide MOUs for existing strategic
partnerships.
- Provide more detail on the bond the school is pursuing.
- Specific plan for engaging the larger community was not communicated.
- The location has not changed. However, the school cites location as a challenge to community
engagement .
- Per the Board the facility can accommodate 550 students, though the petition includes 576 as the max
enrollment for the next charter terms. Provide documentation for the current facilities’ capacity.

School Governance Standard Rating

Clarifying Questions: The governance structure is
Meets the
designed to (a) put students
- What professional expertise does each member bring to first, including being Standard
the Governing Board? P. 35. How many terms has each responsive to family and
member served? – P. 67 community input; (b) achieve
- To what extent has the school achieved its the school’s mission and
goals; and (c) ensure legal Partially
mission/vision during the current charter term? What is
compliance, particularly in Meets the
the evidence that the Governing Board uses to evaluate terms of proactively Standard
this goal? P. 11 preventing financial fraud and
- How has the administrative team informed the Board ensuring the appropriate use
when students (such as those with exceptionalities) have of public funds. The
needs for which LPA’s instructional model does not governance structure will Below the
provide sufficient support? What has been the role of ensure an active, engaged, Standard
knowledgeable Board that has
the Board in ensuring that these students’ needs are
timely, deep, and broad
met? knowledge of the school’s
operations, finances, and
students’ needs, and operates Far Below the
independently and Standard
autonomously.

Responses from Governing Board:
- Board Expertise – auditing/accounting (criminal and investigative) – 4th term; law (civil/criminal
defense/federal + 17 years as SPED teacher); speech language pathology, special education; school
counseling; education; technology
- Multiple Board members have experience in the field of education and/or working directly with
students. The Board is diverse and collaborative.
- The current term, the school focused on leadership. Leadership is included in the connections
curriculum. There is a dedicated teacher for the leadership curriculum.
- Students w. Exceptionalities – There is a difference in what goes on at the school house and at the level
of the Board. The Board understands the concepts of SWDs, IEPs, etc. The Board relies on the school
leadership team to make sure students are served in all capacities. There has never been a time when
the school determined that a students’ needs could not be met. The Board meets on a monthly basis.
The CAO and CEO review academic issues with graphs and charts. On an annual basis, the Board is
informed on how the students are performing on assessments. The school leadership team must
ensure that students are served in the least restrictive environment. If student issues arise
intermittently, the Board is made aware.

Review Committee’s Comments or Concerns:
- The question about how the Board is informed of the challenges of students with exceptionalities was
not fully addressed and will be posed in initial memo.
- Teaching and Learning Framework – Include specific feedback from classroom observations in the final
evaluation rubric.
- The Governing Board has broad expertise and diverse backgrounds.
- Clarify whether the LPA Governing Board includes staff members. See SBOE rules.
- One Board member exited the interview at 10:05am.
- Evidence was not provided for what the Board uses to evaluate whether the school is achieving its
mission, vision, and goals.
- The Board did not respond to the question about what it is doing specifically to meet the needs of
students with exceptionalities. Examples of strategies and the role of the Board were not provided in
the response. Pose in initial memo.
- The LTSE provided by DCSD is not in the building everyday.

Academic Performance/Plan Standard Rating

Clarifying Questions: The applicant demonstrates Meets the
the capability to design or Standard
select a comprehensive, high-
quality curriculum (standards,
resources, methods of Partially
- On page 19 of the petition, research on the
instruction, and formative Meets the
connection between project-based learning and
assessments for each core, Standard
academic outcomes is cited. What data is used to electives, and mission-specific
assess project-based learning at LPA? What has subjects). The curriculum is
been the impact of project-based learning on inherently inclusive and Below the
student outcomes? P. 19 designed to be responsive to Standard
- The petition states that LPA’s “Leadership Curriculum students’ needs; clearly
and Teaching and Learning Framework integrate interrelated between its
technology using blended learning.” Describe how components; and directly
this blended learning model looks, the degree to aligned to the school’s goals,
mission, and educational
which Georgia Virtual is used. P. 20
philosophy.
- Describe how you plan to use the educational
partnership with Mozambique to expand the
Leadership Studies Curriculum. P. 21 Far Below the
- In Spring of 2022 you were cited for a denial of FAPE Standard
in a Georgia DOE complaint. How do you monitor
your Exceptional Education Students progress in the
General Education Setting to ensure that FAPE is
provided?

Responses from Governing Board:

- PBL – Because of the pandemic, the school had to pivot. PBL at LPA is linked to GMAS scores. This
year’s scores will serve as a baseline. There were concerns during the last cycle on the connection
between the leadership curriculum and student outcomes. The creation of the connections class
allows all students to access the leadership curriculum and for implementation of the community
service components of the model.
- Assessment of Leadership Curriculum – If people walked into our school, how evident is leadership?
Is this an observable metric with students? At the college level, there are degrees in leadership
studies. What was emerged was the development of a course and a dedicated leadership studies
teacher. Student do community service projects. This year we are fundraising for an organization in
Ghana that provides sanitary products to students. This is an example of the school developing
world leaders and looking beyond our immediate geographic area for partnership. Community
service is a tenet in our leadership curriculum.
- Blended Learning – LPA tried to be on the forefront of technology integration. LPA purchased video
conferencing equipment during COVID. The school found self-paced programs that we have been
able to integrate over the past two years. Students need more exposure to the curriculum. This
year, we have created a more synchronous environment. The school is looking for another platform.
Georgia virtual will be used as a supplement. Students will be able to select additional courses to
add to their learning plans. Examples – CTAE, foreign language, computer science, etc.
- FAPE – LPA partners with DCSD. There is a dedicated LTSE who supports LPA in ensuring compliance
in all areas. The IEP was revised. Compensatory education was extended. This was acknowledged
by the state.

Review Committee’s Comments or Concerns:
- Science and social studies classes were offered virtually during the current charter term for grades 6-
8. A paraprofessional facilitator was assigned for these courses.
- Provide the leadership curriculum with the response to the initial memo.
- The school does not currently offer a arts program, world languages, or CTAE classes.
Financial Performance/Plan Standard Rating

Clarifying Questions:
The financial and facilities Meets the
- The Budget Template includes a substantial fund plans, including the proposed Standard
balance. How does LPA strategically allocate funds to budget, are thoroughly
accelerate academic performance, as needed? P.32 developed and aligned with the
- Describe the Board’s fundraising strategy, if any. What proposed school’s mission and
challenges does the Board anticipate with this education program. The budget
strategy? What is the plan for mitigating these is balanced and conservative; Partially
challenges? reflects all necessary outlays,
Meets the
including any unique programs
- What have been the results of LPA’s fundraising Standard
described in the academic plan;
programs? Did these results meet or exceed the ensures adequate levels on
goal(s)? P. 32 cash on hand, including cash
- The Budget Template includes $0 for a contingency reserves and/or contingencies
fund and no allocation for special education. Please for unexpected shortfalls; and
clarify. contains no accounting errors. Below the
The revenue projections are Standard
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:
- Budget Process – The school does a needs assessment based on academic performance. What is
needed (more technology, resources, etc.)? Each year parents requests additional tutoring. The CAO
formulates the priorities for the school as it relates to academic achievement. The goal is to move out
of New Birth and to have a building.
- The Board operates in prudent fashion. To move into its own space, the Board makes strategic
decisions. At the forefront is meeting student needs.
- Fundraising – Leadership Prep fundraises only for community support. The founders were clear that
the purpose of the school was to educate students. The PTO fundraises for the benefit of students.
The students fundraise for the benefit of others.
- Earnest Money – LPA has a facility plan. It is important that the school develop its own space and that
the space be the appropriate type of space. Under the regulation of the Facilities Grant program, the
school has engaged in conversations with New Birth on purchasing a track of land. New Birth owns
property (more than 100 acres) from the interstate to Flat Shoals Road. The school has entered into an
agreement to purchase property with infrastructure already in place. The school made earnest money
deposits for those purposes.
- Contingency – The contingencies that we may experience can be handled out of the reserves. If the
big picture shows that we need additional funds for special education, there is money available in the
reserves.

Review Committee’s Comments or Concerns:
- The Review Committee raised concerns about the earnest money paid over multiple years.
- The Board referenced conservative spending multiple times. The school has the resources in reserves
to support educator development that could move the needle forward. How is the Governing Board
strategically allocating resources (including reserves) to accelerate academic achievement?
- What is LPA’s contingency budget for if it does not meet its enrollment targets?
- The school has entered into an agreement to purchase property for a future school site. Provide more
information/documentation of this agreement with the response to the initial memo. Is the earnest
money refundable per the agreement?
- Notes from site visits and classroom observations will be included in the final evaluation rubric.
- Does the school have a capital fundraising campaign/plan?

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
- Is LPA currently fully staffed for SY 22-23? What is the
support the school’s goals and
Governing Board’s strategy to increase staff retention academic achievement
and development? expectations, and is accurately Partially
- Your CAO serves as the Head of School and the reflected in the budget. The
Meets the
principal. How does the Governing Board plan to staffing and recruitment plan
provides sufficient academic,
Standard
support this role and the diversified duties that come
non-academic, and mission-
with it? critical staff to cover all of the
courses and programs Below the
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:

- Staffing – The school is fully staffed. The school is working collaborative to make sure that the IEPs are
implemented. The school works directly with the LTSE to make sure the appropriate training is
occurring. The LTSE meets with school leadership weekly.
- CAO – The Board communicates to determine what the needs of the CAO are and what challenges may
exist. A boots on the ground approach and comprehensive communication ensures that the CAO can
be successful. The CAO and CEO have gone above and beyond in finding grants to ensure that
students’ needs are met. There are a number of occasions when the school has been able to secure
outside support. The job of CAO requires significant input and time. Supplemental support
(administrative and clerical) is provided by volunteers through the PTO or some other route. The CAO
ensures that students get the top level of services. The staff is cohesive. Staff do tasks beyond their
responsibilities to move the ball forward. The CAO informed the Board two-years ago that she was
considering retiring. The CAO created a succession plan. The Board wanted to grow their own and for
there to be opportunities within the school for teachers to develop leadership. The school created an
iLead program for teachers. The LPA academic coaches have gone on to become Assistant Principals in
DCSD.
Review Committee’s Comments or Concerns:

- What is the school doing that is unique to try to recruit teachers to the school? What is the school
currently doing to support the teachers that they have?
- Counselors in the school are being utilized as teachers for SEL curriculum. For example, a counselor
teaches the Leadership Curriculum. Counselors have access to Naviance platform. This platform
allows students access to career assessments that can be used for planning for high school. The school
currently does not use the platform consistently. Students are not being pre-registered for high school
courses.
- How are teachers being empowered and developed to teach leadership to the students? What
leadership development PD do the teacher receive?
- What structured support are in place specifically for non-certified teachers?
- School counselors are not consistently attending DCSD trainings due to scheduling conflicts.
- If the counselor is assigned teaching responsibilities during the school day, how does LPA ensure that
the services and supports of a school counselor are accessible to students?
- How does the Leadership Curriculum support academic gains?
- How is leadership embedded outside of the elective course offering?
- Provide evidence with the response to the initial memo that the staffing and recruitment plan provides
sufficient academic, non-academic, and mission-critical staff to cover all of the courses and programs
described in the Academic Plan.
- Response to question about specific support for CAO lacked detail and clarity on a structure or system
to support this role.

Performance Task Standard Rating

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

Responses from Governing Board:
- CAO presented data to Board as she would in a Board meeting. The data is baseline. The Board’s
target is for 75% to be developing or above. How do we move the needle for students with disabilities.
- The majority of students are Black. The school does not have Hispanic students.
- The school will first look at entire population, and then drill down to subgroup.
- The school needs data on how close the students were to moving to the next category.
- What did the Board learn at the national charter schools conference that we can look at in terms of
ELA?
- Suggestions for Middle School Level – Incorporate inside the schoolhouse time for students to read
their book of choice. Typically the students struggle with reading comprehension. Can we incorporate
times of day for students to read and then present to the class on what they are reading? This could
be a strategy beyond purchasing a program.
- The school is going back to its 25-year campaign. The school had closed down the literacy room so
that students were not sharing books. This year, the school has purchased s asset of books for each
students. The Board may consider a line item amendment so the students can have a set of books at
home and at school. The CAO will talk with teachers about how to carve out time for reading. The
school has reading specialists. Do the books on the reading list include young men? Does the school
use comic books for young boys (complex characters, graphics, etc.)? Can we partner with local thrift
stores to provide Marvel comic books?
- Are there technology issues? Are the students in MTSS? Are interventions being implemented with
fidelity? Are lessons on study skills and test taking strategies needed?
- Consider a mentoring program or connect students with college students who can read with the
students virtually.
- The school does not need to reinvent the wheel. Keep the main thing the main thing. Tap into
graduate and doctoral students who have done research in this area. There are EDD and PhD
consortiums with African Americans who have done research in this area.
- Are the students with IEPs meeting their IEP goals? The students may be advancing as it relates to
goals but those advances may not be translating to the state tests.
- Nest steps – CAO will meet with team to develop a plan for student developing and above to continue
to trend up. Board member with interest in comics may be asked to develop an after school program.
CAO will do additional data analysis. Counselor will reach out to graduate school programs.
Incorporate test-taking strategies in computer classes. Ensure that students have the stamina to read
long passages. Do a deep dive. Bring back a comprehensive plan to the Board to ensure that all
students are moving forward.

Review Committee’s Comments or Concerns:
- The Board defaulted to educators in addressing scenario.
- Sustained silent reading is in alignment with current research. Does the Board have members who
push them to think about current academic research?
- When drilling down into subgroups, does the Board have knowledge to make recommendations for
teacher support to address needs?
- Part D of the scenario was not addressed.
- It is unclear whether the solutions posed would move the needle for the challenge presented.
- Committee/task force assignments were not made.
- Does the Board have committees?

Agenda Item