Agenda Item
b. Charter Renewal Petition Approval: Leadership Preparatory Academy (LPA)
Summary: Presented by: Ms. Shakina M. Champion, Director of School Innovation, Division of Community Empowerment, Innovation and Partnership
Request: It is requested that the DeKalb Board of Education approve the charter renewal petition of Leadership Preparatory Academy for five (5) years.
Why: Commendations from the Petition Review Committee
Stakeholder focus groups conducted by the petition review committee indicate that parents/guardians, students, and teachers/staff are actively involved with the school through school governance, curriculum development, and the implementation of strategic initiatives.
LPA has an operating cash reserve of over $3,071,114. The school has maintained operating reserves of 257 days cash on hand.
Governing board members collectively have the capacity to implement the programming of Leadership Preparatory. (Governing Board Capacity Interview)
Despite LPA’s relatively small size, teacher retention, attendance rate, and reported satisfaction have remained high throughout the current charter term. (Teacher/Staff Focus Group)
Community Need/Support and Governance
LPA amended its bylaws in 2019 as part of its comprehensive strategic plan to require a break in services for certain governing board officers.
LPA’s current Facility Plan Update includes research on environmental spaces that are most suitable for relocation and continued growth of the school. (Response to Initial Memo, Exhibit 29)
Academic Plan
While the Leadership Framework has been aligned with the GSE (Georgia Standards of Excellence) ELA standards, during classroom observations the petition review committee did not observe evidence of implementation of that alignment in the curriculum or with other course standards. (LPA Focus Walks, Spring 2022)
The petition states that LPA intentionally reduced its school size and capacity at the start of its current charter term to ensure a clear and sustainable future. Per the petitioner, prior to the decision to restrict growth, the trajectory of LPA’s student population growth would have strained school staff, space, and resources. (LPA Renewal Petition, pg. 28 fig. 9)
Financial/Operational Plans
At the end of FY21, LPA’s budgeted revenues exceeded actual revenues by $258,712. Actual expenditures were higher than budgeted expenditures by $916,725 due mainly to the school’s overall operating costs being higher than budgeted.
The school’s investment in capital assets for its governmental type activities as of June 30, 2021, amounts to $255,773. This investment in capital assets includes furniture, fixtures, and equipment.
The School does not have any longterm debt for its governmental type activities as of June 30, 2021. LPA does not carry any longterm debt, which helps the school maintain fluidity and adapt to the changing needs of the school. Because of its lack of debt obligations, LPA’s current ratio was 11.01 and its Debt to Asset Ratio was 8.45 at the close of FY21. (LPA Audited Financial Statement Report, 2021)
Although most of LPA’s funding is QBE revenue, LPA conducts fundraising programs to supplement its activities.
Details: The recommendation of the Petition Review Committee is based on evaluation of the written petition (narrative and exhibits), independent due diligence (which includes data analysis, stakeholder focus groups, and site visits), and the governing board capacity interview.
Financial impact: The five-year financial impact of the Leadership Preparatory Academy charter renewal is estimated to be $15,270,850.
Contact: Ms. Shakina M. Champion, Director of School Innovation, Division of Community Empowerment, Innovation and Partnership , 678.676.1200
Effective: July 1, 2023
Status: General Counsel Approval Not Required.
Initial Memorandum To
Leadership Preparatory Academy
August 8, 2022
The DeKalb County School District’s Initial Memo provides the petitioner with feedback from the DCSD Charter Petition Review
Committee. The Initial Memo includes identified strengths, clarifying questions, and requests for additional information or
documentation.
Directions:
1. Review the Initial Memo.
2. Respond in writing to each item. Written responses should be submitted with the revised petition. Below is an example.
Feedback: Describe the process for collecting data on stakeholder satisfaction. It is unclear as written.
Petitioner’s Response: Process revised in petition. See pages 2-3. Copy of survey included. See exhibit #32.
3. Revise the original petition and save the revised document in Microsoft Word. All changes made to the original petition
should be made using the “track changes” feature in MS Word. No additional changes to the petition will be accepted
unless requested by the DeKalb Board of Education.
How to Submit the Final Revised Petition and Response to the Initial Memo
By August 19, 2022 (12:00 PM), deliver to the School Innovation/Governance Department via DropBox at
charterschools@dekalbschoolsga.org the revised petition (including exhibits) and the Response to the Initial Memo. Use electronic
folders for sections, exhibits, and appendices.
Your Application Package must include the following:
1. Microsoft Word version of your Application Cover Page (page 14)
2. REDLINED Microsoft Word version of your Application and Exhibits
3. PDF version of your Complete Application Packet in the following order: Cover Sheet, Application, signed Assurances Form(s),
Affidavit, and Exhibits
4. PDF version of your Locally-Approved Charter School Partners Roles and Responsibilities Chart
5. Excel version of your completed Budget Templates
6. Microsoft Word version of the Response to the Initial Memo
Faxed or emailed copies will not be accepted. Only complete applications that comply with these guidelines will be evaluated.
SUMMARY
On July 26, 2022, Leadership Preparatory Academy submitted a DCSD charter renewal application seeking the DeKalb Board of
Education’s approval for a five-year contract term. In evaluating the petition, the Charter Petition Review Committee identified
aspects of the petition, which would affect students attending the charter school.
Commendations from the Petition Review Committee:
● The Chief Academic Officer’s (CAO) “boots on the ground” approach and effective two-way communications have been a
hallmark of Leadership Preparatory Academy’s (LPA) engagement with internal and external stakeholders.
● The CAO and Chief Executive Officer have secured grants to ensure that students’ needs are met.
● LPA’s financial performance is strong, and the Governing Board has created a substantial fund balance.
Process:
Items requiring a response are listed below. If applicable, questions correlate to the page number in the Microsoft Word version of
the petition. Additional areas of concern may be raised by DeKalb Board of Education members during their review of the petition
or by GADOE during its review process.
Community Support
Item Committee’s Feedback Petitioner’s Response
1 Describe the school’s community engagement strategy. Provide We understand that in the 21st century and moving into the 22nd century, the
MOUs for existing strategic partnerships aligned to the school’s school’s community is global. Leadership Preparatory Academy’s vision is for
identified instructional priorities. our students to become active and engaged global citizens. Through our
partnership with South DeKalb Charter School Alliance, several of our
students have visited Germany, Australia, and Costa Rica. To further expand
our students, reach and exposure to the world, we have developed a
partnership with the country of Mozambique. This partnership through
WeYoBra essential daily requirements which fosters greater academic
engagement for those students in that country. Additionally, our students will
be participating in virtual cultural exchanges throughout the school year. In a
recent visit to the Mozambique embassy, our Governance Board had the
opportunity to exchange ideas with the Mozambique Ambassador, Carols De
Santos during the National Charter School Conferenced. An outgrowth of this
engagement produced a supplemental opportunity through the 5Strong
organization for a collaborative project with Fort Valley State University. The
Governance Board will be revising its strategic plan to broaden its academic
preparedness for students in grades K-8 to lay the foundation for students to
view higher education as an automatic next step in their educational journey.
2 Per the Governing Board, the current facility can accommodate 550 THE FACILITY PLAN UPDATE add as exhibit
students. The petition includes 576 students as the projected LPA’s current facility can accommodate 550 students. Over the next charter
enrollment by the end of the next charter term. Clarify the current term, our facility plan includes the relocation of Leadership Preparatory
facility’s capacity. Provide the school’s facility plan. – Governing Academy (LPA) to a facility to which can or will accommodate our continued
Board Interview growth. Such facility will also be better suited for the unique educational
experience that we are providing to the world’s potential leaders. The facility
plan reflects the most current research on environmental spaces that are best
suited for the varied modalities of learners. Understandably, because the
fast-paced development of in teaching and learning techniques our facility
plan is fluid and forward thinking. The LPA Facility Plan Update is attached as
EXHIBIT 29.
School Governance
Item Committee's Feedback Petitioner’s Response
3 What was the rationale for the 2019 change to the Governing LPA amended its bylaws in 2019 as part of its comprehensive strategic to
Board’s bylaws that requires a break in service for the Chairperson ensure adequate leadership succession for both the governing board and
after two consecutive one-year terms? (p. 70) school leadership. To provide additional leadership opportunities to board
members and provide experience prior to succession, the
governing board amended its bylaws to require a break in services for certain
board officers. This practice is suggested by the Georgia Charter Schools
Association as it allows greater engagement for board members and
preserves institutional knowledge and practices.
LPA’s philosophy is rooted in the belief that leadership is developed at all
levels – from students through faculty, parents, Governance Board members
and community. As such, the governing board, through its annual training
continues to focus on developing their leadership skills that are
demonstrated in both as a whole Board and as leaders engaged in individual
committees. The governing board brings their various professional acumens
to their volunteer positions on the board, which results in a board that
continues to be well rounded and embodies our concept of servant
leadership. The revision of the bylaws was a natural byproduct of this
understanding and to address the need for each board member to serve in a
capacity that allows them to lead with purpose as they fulfill the vision and
mission of the school through improved academic outcomes for its students.
This change allows the import of fresh perspectives, talents and skills, all
necessary to lead an organization. By requiring a break in service for board
members following two terms, LPA not only provides additional leadership
opportunities to board members but also ensures adequate experience for
leader succession. This practice is suggested by the Georgia Charter Schools
Association as it allows greater engagement for board members and
preserves institutional knowledge and practices.
Moreover, the governing board believes that to maximize its strength and to
develop each member, the widest opportunity to serve in the highest
position on the board should be afforded to all members. The break in
service ensures wider participation at the leadership level of the board.
4 How does the Governing Board orient new members to its The LPA governing board implements the Standards for Effective Governance
mission, vision, beliefs, and bylaws? What evidence does the of Charter Schools adopted by the State Board of Education and uses its
Governing Board use to evaluate whether the school is achieving whole board team training as well as mini-training sessions with individual
its mission, vision, and goals? (p. 89) board members to ensure new board members are oriented to the LPA
mission, vision, belief and bylaws. The LPA governing board continually
reviews its progress in achieving its mission, vision, and goals
through the implementation of its strategic plan and monitoring of the
school’s performance on its academic, financial, and operational goals of the
school’s charter contract during its monthly meetings. In addition, new
board members are mentored by veteran board member. Board members
are encouraged to participate in school activities including Awards Day,
Career Day, etc. Board members scheduled announced visits to classrooms
and often dine with students during Lunch and Learn. The COVID-19
pandemic impacted the number of in person classroom visitations however,
when the opportunity was available for board members to participate in in
person activities that were present. At the 21-22, 8th Grade Moving On
Ceremony, the Board Chair, Dr. Donrich Young served as the guest speaker.
The Governance Board reviews the data presented by the Chief Academic
Officer to evaluate the academic performance of the school. Additionally, the
board reviews the annual report prior to submission to determine if the
school is meeting its targets as outlined in the charter contract.
5 Briefly describe LPA’s Teaching and Learning Framework. Identify LPA’s Teaching and Learning Framework was developed to ensure that the
the Board members with expertise in the school’s Teaching and end product leads to students being prepared on their pathway for
Learning Framework and Leadership Curriculum. How are these postsecondary or career.
Board members engaged in driving academic and organizational
improvement? (p. 19) Plan – Sound planning is the first step to creating an effective classroom.
Teachers collaborate by grade level and/or content areas to develop plans
utilizing the Georgia Standards of Excellence. Additionally, teachers review
the Leadership Strand focus to integrate where applicable. Students will be
empowered to use prior knowledge to construct new learning and will
engage in experiential learning that is authentic, holistic, and challenging.
Assess – Classroom assessment is one of the teacher’s most essential
educational tools. The purpose of classroom assessment is to support
students’ learning. Using assessment results, teachers will know at the outset
where their students are in terms of their learning and will continually check
on their progress through monitoring and strengthening student feedback.
These assessments included formalized assessments i.e MAP, iReady, Beacon,
etc.
Evaluate – One of the keys to student success at LPA is the engagement of
teachers in systematic reflection on their teaching since it plays such a critical
role in the transformation of teaching and learning. Reflection help teachers
better understand their practice and what works in the classroom, examine
the effectiveness of a lesson, and use the evaluation to drive future
instructional decisions. During data meetings, teachers utilized a variety of
data points to evaluate student’s mastery on GSE.
The Teaching and Learning Framework and LPA Leadership Curriculum are
critical strategies for implementing LPA’s mission and vision as established by
the governing board. The governing board is responsible for ensuring LPA
meets the terms of its charter contract and fulfills its mission and vision
through excellent academic, financial, and operational performance. To
accomplish its mission, the LPA governing board selects, hires, supports, and
evaluates the CEO and holds him or her responsible for the school’s
performance. The CEO is responsible for monitoring and managing the
day-to-day operations and implementation of the school model towards the
fulfillment of the school mission.
The governing board defines a strategic vision and course in alignment with
the mission of the organization through the use of its strategic plan that
guides the organization and decisions of the school administration. The
governing board, in collaboration with the CEO, identifies its long-term goals
to fulfill its charter contract and the academic, financial, and operational
objectives. To support progress monitoring, the board also approves a
student data and additional academic metrics data dashboard that can be
used to monitor progress towards these goals at any given moment in time
and during monthly meetings.
The governing board approves the annual budget, conducts an annual audit,
establishes fiscal policies, and approves monthly financial statements. This
oversight and monitoring promotes LPA’s long-term financial viability and
ensures that resources are allocated in a manner aligned to its mission and
vision. The finance committee of the governing board is responsible for
working closely with the school administration to ensure strong
fiscal planning and practices. The finance committee also provides financial
counsel regarding major financial decisions made by the board, including
board votes on any contracts when required by the school’s procurement
policies.
The governing board is responsible for establishing and upholding
governance, finance, and school policies, including, but not limited to, board
policies, the staff handbook, and the student and family handbooks. These
policies are reviewed and voted on each year for approval. The governing
board is responsible for LPA’s compliance with all legal requirements, and the
governing board holds the CEO accountable for such compliance. This
includes, but is not limited to, the implementation of all state and federal
laws regarding ensuring access and availability of educational programs to all
students, including those students with disabilities. Subject to the respective
roles of the state and local educational agencies under the Individuals with
Disabilities Education Act (IDEA), the LPA governing board is responsible for
ensuring its administration sures the needs of students with exceptionalities
are met. To ensure LPA staff are meeting these needs – and those of all
students and subgroups – the governing board regularly reviews student
performance data and compliance reports. When data trends and specific
reports of noncompliance identify areas of improvement, the governing
board provides clear and direct expectations to the CEO for remedy.
As noted, the board is responsible for selecting, hiring, supporting, and
evaluating the CEO using, at a minimum, the LKES. The CEO is responsible for
selecting, hiring, supporting, and evaluating all other members of the staff.
The CEO is responsible for monitoring and managing the day-to-day
operations and implementation of the school model towards the fulfillment
of the school mission. In other words, the governing board establishes the
expectations by which the CEO will ensure staff fulfills the mission and vision
of LPA. The CEO is responsible for ensuring staff implement the key aspects
of the school’s program are implemented within the governing board’s
expectations. Strong fidelity to LPA’s Teaching and Learning Framework, the
central role and practices of the LPA Accountability and Assessment team,
and its innovative practices identified in its charter contract, are
expectations that the LPA governing board requires its CEO to expect from
school staff. While the governing board has general oversight of school
operations, the LPA governing board does not directly engage in the
development of the Teaching and Learning Framework, engage with the
Accountability and Assessment Team, or interfere with the staff and
community development of school improvement processes. The governing
board oversees those functions and the staff’s ability to use resources
effectively to meet performance standards and increase student
achievement.
6 What are the current standing committees of the Governing The Governance Board recognizes the balance that is needed when
Board, and how often do they meet? What role(s) do(es) the committees are formed and the guard rails that are in place to ensure that
committee(s) play in the school improvement process? Name the the committees do not become mini boards. Our committees have evolved
Chair(s) of each committee, if applicable. over the decade based on the needs of the school and the expertise the
individual board members bring to the role. LPA is in a transitional phase in
its board membership. Over the past cycle, the Governance Board has seen
the departure of Dr. Wanda Gilliard, a highly respected educator, and Dr. Ray
Hill, a current Supt, provided the Governance Board with the board with
clarity around academic specific issues as the board built is capacity. The
Governance board is currently seeking new board members and have
recently added two board members who bring an educational perspective to
those roles. Those new board members will join a current board member in
the development of the School Performance Committee. The School
Performance Committee will be comprised of school leadership, teachers and
community members to monitor student performance using all sources of
data (that protects the names of students and teachers) and to formulate the
specific questions needed in order to improve academic outcomes for all
students.
Currently, the Finance Committee has been a standing committee at LPA. The
committee meets at least twice a year and more frequently doing the
budgeting process. Our newest Governance Board Member and Treasurer
serves as the Chair of that Committee.
7 How do Governing Board members engage with the LPA Given the central role of the AA& T to the LPA mission, the governing board
Accountability and Assessment Team? (p. 25) holds senior school leadership accountable for the faithful
implementation of the AA& T. The CAO works with the AA& T to review
student performance data on a regular basis. This information is reported to
the Governance Board at various meetings board meetings. The Governance
Board asks questions to the CAO and may on, occasion, direct questions that
would need to be flushed out by the AA& T and reported back to the board at
an upcoming board member. The Governance Board recognizes that since
the departure of two long term board members who were educators that a
void exists in this area. The Governance Board has recruited two new board
members who have a background in education that will serve to be valuable
as the board continues to move the school forward.
8 Provide a copy of the Governing Board’s “written procedure for LPA is committed to improving the education and well-being of its students
resolving conflicts between the charter school and the local board and community through a collaborative, and positive relationship with all
of education.” (p. 340) stakeholders, including the DeKalb County Board of Education. As a result,
LPA often avoids conflict through open communication and working to
achieve common goals. However, in the event conflicts arise the governing
board adopted the stakeholder complaint and grievance policies attached as
Exhibits 37.
9 What has been the role of the Governing Board in ensuring that The Governance Board is committed to the academic success of all students
the needs of students with exceptionalities are met? at LPA. The board is updated on any issues, concerns, and/or complaints that
arises with any student. The Governance board holds the school leadership
accountable for ensuring that all students at LPA are being provided with the
interventions and services outlined by federal, state and local laws.
10 Clarify whether the LPA Governing Board includes LPA staff members. The LPA governing board does not include staff members. Senior school
leadership, such as the CAO/CLO or CEO, attend board meetings and trainings
in an advisory capacity. LPA’s administrators are ex-officio members and as
non-members, they do not vote.
11 When analyzing the needs of student subgroups, how does the The Governance Board attends the National Charter School Conference
Governing Board use current academic research to assess annually whereby they receive overviews of current issues and trends in the
recommendations for teacher support required to address those educational realm. While LPA has a well-rounded board comprised of highly
needs? accomplished professionals, it is not expected that the members would have
the subject area expertise to provide research-based recommendations for
teacher support to address the needs of student’s subgroups. However, the
administrative team, in their presentations to the board, provides
background on the issue and/or purchase recommendation using
the most relevant data and research available, to assist the board in make
sound decisions to address the success of all students. It is then the
responsibility of the governing board to exercise its discretion within its
fiduciary duties to ensure the school takes the appropriate action to increase
student achievement – for all students and subgroups.
Academic Plan
Item Committee’s Feedback Petitioner’s Response
12 A condition of the previous renewal was that LPA would submit and Strong academics is the cornerstone of the school—to equip our students for
implement a plan to assess the impact of the leadership curriculum high performance in reading, writing, computing, higher order thinking,
on student outcomes. Describe in detail the key findings of this creating—as interrelated to leading. It is obvious that a strong character
assessment. component and effective peer leadership/decision-making are imperatives
for students and staff.
The overarching educational goals to which our school will be held
accountable include leadership concepts, character building and academic
proficiency. While the concept and understandings of leading and leadership
differ widely, we define leader, taken from
the work of Howard Gardner, simply as “one who influences the thoughts,
feelings, and behaviors of others.” Leadership Preparatory Academy has
continued to revise its curriculum to aligned it’s with the current
performance standards. The ELA Georgia Standards of Excellence have been
aligned to the Leadership Studies curriculum.
The leadership concepts are assessed using the performance tasks that are
embedded in Leadership Studies. Character building is measured by the
school’s discipline data and the academic proficiency is measured through
the Georgia Milestones Assessment. An examination of our performance
over the past ten years reflects that students who matriculate at LPA
outperform the District and the state in most academic areas. While there is
no singular curriculum or teaching strategies that any school can point to as
the sole reason for its success, the evidence that is reflected in our students’
performance on GMAS demonstrate that what distinguishes LPA from other
schools with the similar demographics is Leadership Studies curriculum.
The school examined the researched based “Leader in Me” program since it
bore some similarities to LPA’s unique Leadership Studies program. The
Leader in Me program does not solely focus on measures alone instead,
Leader in Me embodies a holistic approach to education, redefining how
schools measure success. A review of the literature on this program didn’t
highlight any direct correlation of the implementation of this single program
to academic achievement although the researchers attributed several
school’s student outcomes to the implementation of the program.
An examination of our performance over the past ten years reflects that
students who matriculate at LPA outperform the District and the state in
most academic areas. We postulate that the only distinguishing factor in our
student outcomes is the implementation of the Leadership Studies
curriculum
As the curriculum has evolved so, has the method in which the curriculum is
taught from an integrated approach to a separate course offering. We have
found that having a dedicated teacher to implement the curriculum provides
and the teachers support the implementation in the Morning Meetings and
integrated in the curriculum provide an additional layer of exposure to
Leadership Studies. With the advent of Google classroom, we are now able
to have portfolios that are directly connected to the student’s email address
in order to create electronic portfolios that will build each year that they
matriculate at LPA with a final compilation of a Captstone Project at the end
of their 8th grade year. Additionally, LPA is developing the Leadership
Preparatory Academy Skills Inventory which will serve as a progression
checklist based on the objectives within. This tool will be essential as we
continue to demonstrate the effectiveness of the curriculum by providing the
students and the teachers with a measurable assessment of the effectiveness
of the curriculum in real time. To further illuminate its effectiveness, we will
utilize the LPA progression checklist to affirm the direct impact on student
achievement.
13 What is the evidence that “the LPA Leadership curriculum is an The key focus of successful leadership studies is the consistent blending of
innovative program proven to develop local leaders?” Provide a the theories and practices of leading. At LPA, students receive leadership
deidentified student work sample that demonstrates mastery of knowledgebase and opportunities to practice these skills in the classroom,
skills developed through implementation of the Leadership the home, and the community. The school’s intent is to help students
Curriculum. (p. 12) translate the theoretical understanding of leadership (what does a leader
need to know) to the practice of leading (what does a leader do in normal,
daily living).
In order to determine if our program is “proven to develop local leaders” we
would have to contact trace every student that has attended LPA to ascertain
what, if any, leadership position that they have obtained. If a student was in
8th grade in 2013 at LPA, they would now have obtained the age of 22 and
would be eligible to hold public office and/or have a position in a company
whereby they serve in a leadership capacity. However, the lack of statewide
longitudinal data hinders our ability to identify postsecondary student
outcomes.
A deidentified student work sample is attached as Exhibit 34.
14 In the absence of GMAS results, what metrics were used to measure As a result of the pandemic, PLTW training did not occur. Teachers will be
the impact of implementation of Project Lead the Way on students’ participating in training this school term in order to fulfill the grant
performance in science? (p. 20) requirements.
15 Page 23 of the petition states that the state participation rate on the LPA’s GMAS participation rate in 2021 is indicative of the difficulty many
2020 GMAS was 61-79% while LPA’s participation rate was 8-22%. charter schools faced in ensuring all students were able to attend school
What was determined to be the root cause of this difference? (p. safely in-person for GMAS testing during the COVID-19 pandemic. The LPA
23) community was severely impacted by continually-high prevalence rates in
DeKalb County.
The Georgia Department of Education provided guidance to school districts
and charter schools, in line with federal guidance, that virtual students
should not be required to come into the building solely for the purpose of
taking Georgia Milestones, if they were uncomfortable doing so due to the
pandemic. Although, parents were encouraged to allow their scholars to
participate in testing many did not want their students participating in a high
stakes test.
16 The petition states that there is a “strong collaborative culture The Governance Board receives periodic presentations on benchmark data
between the CAO and the Board, who work together to make i.e. as MAP and iReady. This data provides the board with the background
data-driven decisions.” Other than Georgia Milestones results, what necessary to guide their decisions in allocating additional funds, if needed, to
other academic performance data does the Governing Board support student achievement, improve teacher pedagogy and/or solicit other
monitor to drive decision making? P. 36 programs/resources for students.
17 On page 25, the petitioner states that “during the first and second LPA’s track record of performance is indicative of the academic, operational,
charter terms, LPA demonstrated some of [the 11 key components and financial successes of a high-quality charter school; however, we
that lead to a successful charter school] but not others.” Please recognize the need for and importance of continually reviewing performance
clarify this statement. What components were demonstrated? to drive greater achievement. As described in more detail below, LPA is
What components were not demonstrated? (p. 28) proud of its achievements, but we will always strive to improve. Moreover,
given the needs of student population and greater community, we will build
upon that success to emphasize a greater student-focused and safe and
healthy school environment.
18 Given that enrollment declined during the current charter term, LPA intentionally reduced its school size and capacity at the start of its
please clarify the statement on page 28 of the petition that LPA is “at current charter term to ensure a clear and sustainable future for LPA. Prior
the capacity allowed in the charter contract.” (p. 28) to the decision to restrict growth, the trajectory of LPA’s student population
growth would have strained school staff, space, and resources. Instead, the
LPA governing board made the purposeful decision to reduce its student
capacity and ensure program fidelity and effectiveness while also establishing
systems to ensure school operations would continue beyond current
leadership. LPA’s school size during this charter term allowed the governing
board to ensure school leadership developed succession plans and
institutional practices for future growth.
19 How do you ensure that interventions and data driven instructional The CAO utilizes the school’s MAP data tracker and monthly updates from the
practices identified during the MTSS process are implemented with MTSS chairperson to ensure that the interventions that are listed are being
fidelity? implemented with fidelity. Additionally, periodic training from DCSD is
conducted for the MTSS chairperson and the staff. LPA has a collaborative
relationship with the MTSS department whereby we can contact them at any
time for support and training to ensure that our scholars academic
performance is improving.
20 Provide examples of the “additional academic support and An instructional framework and focus anchored in learning acceleration will
interventions [that] will be needed to ensure that the negative be implemented. Through learning acceleration, students will be exposed to
impacts of unfinished learning are fully addressed.” (p. 25) grade level content while receiving targeted instruction on the specific skills
and knowledge that they need in order to master the grade level content
they are exposed to (i.e. grade level modules or units of study). As a result,
students will receive just-in-time teaching of key prerequisite skills needed
for overall grade level mastery.
Moreover, LPA is exploring a variety of methods to increase learning
opportunities for students as a means of providing additional academic
support. For example, LPA trains teachers to utilize instructional technology
effectively to create lesson plans and present standards utilizing resources,
such as games, videos, and animation, that are accessible to the student
beyond the school day. Additionally, LPA uses structured time before and
after school to provide enrichment activities to students that reinforce GSE
standards and LPA curriculum.
21 What are the current goals for school climate as measured by These goals may include measures related to reports of student behavior,
student and staff surveys? (p. 30) classroom experiences, or engagement in enrichment opportunities.
22 The Office of Civil Rights data in the petition is from 2017. Describe LPA firmly understands and appreciates the significance of administering its
2-3 prioritized findings based on your analysis of the most recent programs fairly and equitably, and we are steadfast in resolve to prohibit
OCR data. (p. 52) discrimination in all its programs, including the administration of student
discipline. For this reason, LPA annually reviews school discipline data for
patterns and trends, including comparisons with state and DCSD
de-identified student data. Though the most recent data available from the
Office of Civil Rights Data Collection is from 2017, de-identified data available
from the GOSA report card (a portion of which is noted in Figures 12 and 13)
do not indicate any evidence of disproportionality in school discipline.
Moreover, LPA implements positive behavioral supports to mitigate the need
and impact for student discipline. To promote a safe and healthy
environment for students, LPA encourages teachers and staff to utilize
restorative justice practices that account for both the individual needs of
students in response to their societal circumstances. Our Code of Conduct
emphasizes reinforcement of positive behavior and the diffusion of
lower-level incidents in a collaborative manner. LPA understands that the
administration of student discipline is an opportunity to teach students
important standards and expectations for community, others, and
themselves.
Financial Plan
Item Committee’s Feedback Petitioner’s Response
23 The Governing Board described an agreement to purchase property The agreement is initially funded through facility grant awards.
from New Birth for a future school site. Provide more information Periodically is funded based on those grant allowances on an annual
on this agreement with the response to the initial memo. How does basis. The state recognizes the need to support the facility
the earnest money provided to the church in multiple fiscal years development for charter schools by providing these funds for capital
factor into this agreement? – Governing Board Interview
improvements, to acquire land and buildings, and to supplement
lease payments.
24 The Board referenced conservative spending multiple times. The As part of the annual budgeting process, each department within the school
school has the resources in reserve that could support educator is asked to determine what their needs are based on student performance.
development or other strategies to move the needle on academic Additionally, parents are invited to participate in the budgeting process by
achievement. How is the Governing Board strategically allocating providing suggestions on the best use of school funds to support student
resources (including reserves) to accelerate academic achievement? learning. These suggestions are gathered and reviewed by the
Administrative Team. The Administrative Team is tasked with researching
the suggestions to ensure that they are scientifically based and are aligned
with the goals of the school. The final recommendations for each
department are delivered to the Governance Board’s Finance Committee for
further review. Modifications to the budget occur twice year as the needs of
the student population are evaluated and reassess to ensure we are
providing students and teachers with the resources that are needed to
ensure continued academic growth. Our ability to be conservative in the
utilization of taxpayer dollars has resulted in the school having an adequate
reserve to address the financial dynamics created by opportunities such as
reimbursable grants. We rely the expertise of financial professionals to help
guide the Governance Board through the maze of fiscal options and to select
that are most in alignment with the short and long term needs of the school.
Utilizing a zero-based budgeting process the Governance Board and the
Administrative Team have built a budget that is based on the needs of
students as oppose to the less defined and less targeted objectives of others.
The Governance Board’s philosophy of conservative but objective based
fiscal policy permeates from the Board through the Administrative Team to
the faculty and staff. This cohesive level of expectations and conservative
performance allows for the reallocation of funds from other line items as a
result of realized savings in other areas.
The governing board measures the performance of LPA’s model and its
investment in its academic results through student performance on state and
school assessments. The absence of valid and reliable academic data,
particularly over time, hinders LPA’s ability to measure the return specific
investments in the school’s academic program.
25 What is LPA’s contingency plan if the school does not meet its LPA has a robust student retention and recruitment plan that is ongoing and
enrollment targets? active throughout the school year. In the event, the school does not meet
its enrollment targets then the budget is revised to reflect the population
that is being served with the least amount of impact. A part of our fiscal
philosophy which originates at the Governance Board and its executed at all
levels of the school by the Administrative Team is essential in creating the
requisite by in for fiscal conservancy. As a result, LPA has been able to build
the reserve necessary to address fiscal challenges that may be on the
horizon. and to prepare for the funding necessary to acquire a school facility
which is aligned with its vision and mission for the students of DeKalb
County.
26 Does the school have a capital fundraising campaign or plan? If so, LPA does not have a capital fundraising campaign.
please describe the goals of this campaign/plan.
27 Provide more information on the bond the school is exploring. In our efforts to explore options which maybe most compatible with LPA we
What is the anticipated maturity date of this bond? reviewed a number of financial options and opportunities, including bond
financing; however, the LPA governing board has not reached proposed
terms with any of the financing options. As LPA continues its diligence, it will
faithfully adhere to its fiduciary duties as we prepare to build a world class
facility for our students. LPA understands the requirements necessary to
secure a bond which includes coordinated efforts between the school, the
district and the DeKalb County commissioners.
Please be sure Exhibit 18 has been provided to your insurance LPA requested revised COIs from its insurance companies. We received on
agent/insurer as much of what we require is missing from the COI thus far that is included as Exhibit 30.
28 insurance certificate ("COI") dated July 13, 2022. The agent/insurer
needs to carefully read pages 7, 8 and 9.
The school's coverages that are shown expire August 1, 2022, LPA requested revised COIs from its insurance companies. We received on
please provide an updated COI showing the renewed coverages for COI thus far that is included as Exhibit 30.
29 August 1, 2022 through August 1, 2023. As an aside, there is no
contact shown on the COI which would be helpful.
The COI shows no evidence of Workers Compensation coverage for LPA requested revised COIs from its insurance companies. We received on
30 the school employees. Assuming there is a policy, provide evidence COI thus far that is included as Exhibit 30.
of it along with an endorsement thereto that waives subrogation
against the District.
Please provide evidence of Educators Legal Liability that protects LPA requested revised COIs from its insurance companies. We received on
31 the Board and in addition, DCSD requires coverage for Employment COI thus far that is included as Exhibit 30.
Practices Liability. We require a $2,000,000 limit. Item 5, bottom
page 7.
Provided the school owns or leases property, we require evidence LPA requested revised COIs from its insurance companies. We received on
32 of a property insurance policy to cover assets such as buildings, COI thus far that is included as Exhibit 30.
business property, computers, etc. Item 6, top page 8.
There is no evidence of Crime insurance coverages. The District LPA requested revised COIs from its insurance companies. We received on
33 requires a policy with a limit of $1,000,000 that covers employee COI thus far that is included as Exhibit 30.
theft, forgery, computer fraud and other related risks. Item 7, top
page 8.
Pages 8 and 9 have other important requirements. A COI confers no LPA requested revised COIs from its insurance companies. We received on
rights to the District as the certificate holder; accordingly, the COI thus far that is included as Exhibit 30.
language on these pages clarifies that DCSD must secure copies of
34 insurer issued endorsements for certain provisions such as a 45 day
notice of cancellation should the charter school's coverage be
cancelled or non renewed, additional insured status under the
liability policies along with confirmation that the school's policy are
"primary and non-contributory".
Organizational Plan
Item Committee’s Feedback Petitioner’s Response
35 Given the relatively small school size, how did the Governing Board LPA’s organizational structure is designed to promote LPA’s autonomy while
determine the need for a CEO? How is the effectiveness of this ensuring cross-functionality and succession planning. As a locally-approved
position measured? Who is the current CEO? Who is the CFO? (p. charter school, LPA operates under the broad oversight of the DSCD and
13) GaDOE but uses flexibility from specific operational practices to respond to
the needs of its community. While this flexibility allows LPA to be responsive
to its students, it also requires additional resources that would otherwise be
provided through a district’s central office. Accordingly, the LPA governing
board implements a Chief Executive Officer, Chief Academic Officer, and
Chief Financial Officer structure to ensure the school administration
addresses all academic, financial, and operational needs to exceed legal,
contractual, and performance expectations. The CAO serves as the lead for
the school’s academic and learning support operations for all students. The
school does not currently have a CFO on staff as the CEO and CAO jointly
administer the school’s business operations under board oversight. Mr. Hall
meets the legal and contractual requirements for a charter school CFO.
The recent organizational chart divided the duties of the CEO and the CAO to
ensure that the CAO was solely focused on student academic performance.
As the school’s population changed, the Governance Board, reassessed all
positions in the school and began to delve into the specific tasks assigned to
each role. Currently, the CEO position is vacant as the school is examining
the tasks and functions of each position. The Governance Board recognizes
that there is a myriad of administrative tasks that the Administrative Team is
responsible for which includes various reports to DCSD and the Department
of Education. The Governance Board is focused on ensuring that the CAO’s
position is primarily focused on student and teacher performance. This is an
essential element in the philosophy surround charter school development.
The Governance Board recognizes that the size of the student population
does not reduce the administrative responsibilities and demands of the
school. As the Board is reviewing its succession plan with the current
Administrative Team, each position and its functionality is being reevaluated.
36 Describe any waivers of Georgia Law or State Board of Education LPA’s use of strategic waivers of Georgia law and rule is described in Exhibit
Rules used to achieve organizational effectiveness. 35.
37 What percentage of LPA teachers are certified? What structured 92% of the teachers at LPA are certified. The three teachers who are not
supports are in place specifically for non-certified teachers? certified are currently in the GA Tapp Program, Additionally, all new teachers
(p. 45) to LPA are assigned a mentor teacher who they meet with on a regularly
basis. The LPA New Teacher Mentoring Program is led by the Academic
Coach and meets monthly to review a range wide of topics to support the
teacher. The CAO meets monthly with teachers in further development of
their teacher pedagogy. The CAO has trained extensively in the area of
literacy and brings that expertise to the schoolhouse.
38 What strategies are the school implementing to recruit highly LPA utilizes many of the traditional approaches associated with teacher
qualified teachers? Provide evidence that the staffing and recruitment including posting positions on the DCSD’s website, attending
recruitment plan provides sufficient academic, non-academic, and regional job fairs, posting on the Georgia Charter School Association’s
mission-critical staff to cover all the courses and programs website and advertising in local newspapers. LPA’s recruitment efforts are
described in the Academic Plan. ongoing throughout the school year. Our current teaching staff serves as
our greatest ambassadors. LPA does not currently have any open core
content teaching vacancies even though there is a national and regional
shortage of teachers. Further, we have been able to recruit highly qualified
retirees to support the academic programs at LPA.
39 If the counselor is assigned teaching responsibilities during the LPA is committed to addressing the social and emotional needs of students
school day, how does LPA ensure that the services and supports of which is why the Governance Board approved the selection of a Counselor
a school counselor are accessible to students? for Lower School and Upper School although our enrollment was less than
300 students. Traditional school counselors are regulated to administrative
tasks and are not actively engaged with students. As a result of the
intentional assignment of counselors providing lessons from Leadership
Studies, developing students’ college/career pathways through Naviance
and character education building, they were better able to identify students
who are in need of additional support. Our teachers use the MTSS process,
Child Find, surveys, observations, parent feedback, etc. to ensure that as
much as we can, that the students’ academic and emotional needs are being
addressed. As an organization we continue to evaluate how best we are
utilizing the talent that we have at LPA to ensure that we are meeting the
needs of our students. The culture of our school is always leads with the
question, - What more can we do to accelerate achievement for our
students.” Jim Collins reminds us that great organizations make sure that
they have the right people in key seats. As we are in the process of
reorganizing our school the titles and job descriptions will reflect the needs
of the school that may not align with what traditional schools may look like.
This includes the traditional role of the Counselor.
40 How is leadership embedded in teaching and learning outside of As a result of feedback from observations from DCSD, LPA has become more
the elective course offering? What is the evidence that the intentional in bringing the Leadership Studies curriculum to life. We now
Leadership Curriculum supports students’ academic growth? have created a course for our scholars in grades 6,7 and 8th. Scholars in
grades K-5, will have the Leadership Studies strands integrated in their ELA
lessons as a result of the alignment of the curriculum. Performance tasks
will be displayed on the Leadership Galleries on the website and in the
school’s hallway. Additionally, we are engaging parents in the Leadership
Studies curriculum by introducing the concepts during Parent University
sessions and in our weekly Pawprints. To ensure that we are building the
capacity for teachers, time has been allocated during the six scheduled
professional learning days throughout the year to continue building on the
understanding of the leadership studies curriculum along with the
performance tasks.
The evidence of success is reflected in the academic progress of students
through GMAS.
41 How does the school support teachers in building capacity to The CAO will lead the implementation of the Leadership Studies curriculum
implement the leadership curriculum? by providing instruction and inviting lecturers to deepen the knowledge of
certain leadership strands. Further, each summer, teaches will participate in
a Leadership Institute to develop their leadership traits. The summer of 22, 8
teachers participated in Project iLEAD. The participants choose three
leadership strands that support school effectiveness to implement
leadership practices during the upcoming school year. The teachers have
already developed those tasks are currently implementing them now.