Agenda Item
c. International Community School – Charter Renewal Petition
Summary: Presented by: Ms. Kina M. Champion, Director of School Innovation, Division of Community Engagement & Innovative Partnerships
Request: It is requested that the DeKalb Board of Education approve the charter renewal petition of International Community School for five (5) years with an increase in maximum enrollment from 475 to 550.
Why: 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, site visits, and governing board observations), and the governing board capacity interview.
Details: On January 5, 2023, the Governing Board of International Community School (ICS) submitted a letter of intent to submit a renewal petition. Included with the letter of intent was a written request to increase the maximum enrollment of ICS effective July 1, 2023, through June 30, 2024. At its business meeting on April 17, 2023, the DeKalb Board of Education approved the amendment of International Community School’s (ICS) charter school contract to increase the maximum enrollment of ICS from 450 to 475 effective July 1, 2023, through June 30, 2024. ICS proposes increasing its maximum enrollment incrementally from 475 to 550 in the next charter term. The former Medlock ES does not have the capacity to support 550 students inside the facility. To accommodate this growth, ICS will modify classroom assignments (Years 1 and 2) and increase the number of modular units (Year 3) at the existing site. The school currently has 8 portables which are used for offices, EIP, ESOL, and specials. The ESOL delivery model will shift from pull-out to push-in.
Financial impact: The five-year financial impact of the International Community School charter renewal is estimated to be $38,029,676.20.
Contact: Ms. Kina M. Champion, Director of School Innovation, Division of Community Engagement & Innovative Partnerships, 678.676.0718
Dr. Yolanda Williamson, Chief of Community Engagement & Innovative Partnerships, Division of Community Engagement & Innovative Partnerships, 678.676.0218
Effective: July 1, 2024
Status: Approved by General Counsel
Initial Memorandum To
International Community School
November 3, 2023
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 November 10, 2023 (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 October 17, 2023, International Community School 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 Governing Board is high-functioning, knowledgeable, and collaborative.
• It is evident that ICS is allocating resources to support academic priorities.
• ICS has developed partnerships with several community organizations that support their diverse community.
• The financial plan is developed and aligned with the school’s mission, vision, and education program.
• The ICS instructional staff is strong. ICS had 100% staff retention for SY23-24; 90% of the teachers are certified, and almost
100% of those have achieved ESOL certification.
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
n/a
School Governance
Item Committee's Feedback Petitioner’s Response
n/a
Academic Plan
Item Committee’s Feedback Petitioner’s Response
1 Provide a summary of the academic proficiency level(s) of students Page 25 of the revised Petition includes the following revision as
entering ICS in kindergarten and first grade. Specifically, what
well as additional figures that summarize MAP data for ICS and
percentage of kindergarten and first grade ICS students were
exposed to early learning? How do these student groups compare to comparison schools:
kindergarten and first grade students entering Indian Creek ES,
Dunaire ES, and Jolly ES? – Superintendent Site Visit
Students entering ICS in Kindergarten and First Grade enroll with
varying levels of abilities and school experience. For the 2023-
2024 school year, 13 of 85 ICS students enrolled in Kindergarten
participated in a Pre-K program. Similarly, 14 of 93 ICS students
enrolled in First Grade participated in a Pre-K program. Figures 4
and 5 below illustrate the growth of ICS Kindergarten and First
Grade students compared to Indian Creek Elementary, Dunaire,
Elementary, and Jolly Elementary.
2 How does ICS provide translation and interpretation services for Additions to the Petition on Pages 71 and 72 include the
families whose primary home language is other than English
following:
(PHLOTE)? What curriculum is used for your ESOL class (45-minute
segment)? Is there a reason there using Fountas & Pinnell to
determine reading level and differentiate ELs instead of the WIDA Translation services are provided for families through 7 staff
ACCESS domain scores or the WIDA screener? - p. 63
interpreters(Burmese, Nepali, Arabic, Somalian, Pashto, Farsi,
and Hindi which are our main languages). We also use
Language Line for languages not on staff and MARS Translation
services for document translation.
ESOL Curriculum: We use the WIDA 2020 standards and
framework and focus on the language functions and four
domains (speaking, reading, writing, listening) as the foundation
for our ESOL program.
With the emphasis on guided reading and the use of the ACCESS
domain scores/WIDA Screener Fountas and Pinnell tool to find
each student's reading level, EL students continue to receive
differentiated instruction at the level most appropriate for them
during their homeroom instruction
3 Include analysis of data for 3-5 comparison schools. Use the map An additional data figure that illustrates 2022 CCRPI measures
provided by DCSD Operations to identify those schools. – pp. 31-35
for ICS and nearby charter schools in DCSD is included in the
revised Petition on Page 38.
4 Special Education records are digitally maintained in the district’s Page 66 of the Petition includes the following revision:
Infinite Campus not the Power School Special Program. – p. 62
Students who transfer within the school district do not require a
Parent Consent for Placement form. Transfer student IEPs will
already be in the PowerSchool Specialized Instruction (PSSI)
system.
5 The CCRPI metrics reported for the 2018-2019 and 2021-2022 Exhibit 5 has been updated to reflect 2018-2019 CCRPI targets
school years are accurate. The petition does not include the content for ICS and Page 28 of the revised Petition includes the following
mastery CCRPI targets for the 2018-2019 school year.
ELA target- 52.12- met target (actual- 65.47) addition:
Math target- 54.69- met target (actual- 58.52)
Science target- 44.90- did not meet the target (actual- 38.89) For the 2018-2019 school year, ICS met its target scores for
Social Studies target- 39.78 did not meet the target (actual- 33.34)
CCRPI content mastery targets for ELA and Math, but we did not
Exhibit 5
meet the target scores for Science or Social Studies. ICS
exceeded its target Content Mastery Score of 52.12 in ELA with
an actual score of 65.47. ICS exceeded its Content Mastery
Score of 58.52 in Math with an actual score of 58.82. ICS did
not meet its target Content Mastery Score of 44.90 in Science
with an actual score of 38.89. ICS did not meet its Content
Mastery Score of 39.78 in Social Studies with an actual score of
33.34.
6 How does the performance of ICS students compare to the Page 18 of the revised Petition includes the following addition as
performance of other IB PYP elementary school students in the
well as an additional data figure that summarizes 2022 CCRPI
district? – p. 18
performance for ICS and other IB PYP schools in DCSD.
The performance of ICS students, as measured by Milestones
testing scores for the 22-23 SY, demonstrates notable strengths
in comparison to other IB PYP elementary schools within the
DeKalb County School District. In the assessment areas of 3rd
and 4th-grade math and reading, as well as 5th-grade science,
ICS students have outperformed their peers at Midvale and
Avondale.
In particular, ICS has a significant number of students who
scored proficient or distinguished in these key subjects,
showcasing their academic excellence. This performance
difference is especially commendable considering the
demographic differences between ICS and the other IB PYP
schools in the district. ICS serves a higher number of English
language learners, making their achievements even more
impressive.
Furthermore, ICS is actively engaged in the IB PYP community
and has recently presented at the IB Global conference on the
topic of Multicultural family engagement. This commitment to
professional development and collaboration with the IB
community further demonstrates ICS's dedication to academic
excellence and the enhancement of its programs.
As illustrated by the 2023 Georgia Milestones results
summarized in Figure 3 below, ICS students' performance, as
indicated by Milestones testing scores, is a testament to the
school's commitment to academic excellence and multicultural
family engagement. Their success in comparison to other IB PYP
elementary schools in the district highlights the strengths of ICS
and its unique ability to support diverse learners.
7 How is ICS continuing to address learning loss? – Superintendent Site Page 40 of the revised Petition includes the following addition:
Visit
To address learning loss, ICS implemented a Summer Bridge
Program, which prioritized students across the grades K-5 that
did not make adequate reading growth and/or achievement.
The program was refined over the years to include more flexible
groupings and incorporate more science content.
Additionally, when we returned from virtual learning, we
implemented a daily intervention block for all students K-5. We
then developed an Intervention Task Force. This task force
developed instructional priorities and frameworks for the
intervention block. From this task force, a new position, MTSS
Coordinator, emerged. We also decided to use the i-Ready
platform as an intervention and provide additional data.
We have also received data from Rebecca Braaten that shows
our students with the most learning loss according to MAP. We
are sharing this information with homeroom teachers and the
MTSS coordinator to develop plans as needed.
8 Provide additional detail on implementation of the MTSS process. – Page 63 of the revised Petition includes the following additional
Superintendent Site Visit
information regarding the MTSS process:
Students are initially identified through screeners which include
MAP and GMAS. Additional screeners are provided through 1:1
assessments such as the GLoSS or iReady and a review of any
student work samples to determine student gap areas.
Combining scores with teacher input, the MTSS teams
determine if students should have T3 intensive interventions or
Tier 2 interventions. Tier 3 students receive prescribed lesson
plans based on gap areas. The MTSS Coordinator meets with the
Interventionist weekly to review student scores, discuss
observations and address any challenges with implementing
interventions. Data is gathered and entered into Infinite Campus
to chart student’s progress with the goal of 80% proficiency on
each skill introduced. Grade level team and ESOL team meet
monthly to discuss student progress as well as gather additional
information concerning student academic abilities. Students who
show progress towards their goal are reviewed after additional
screening such as MAP or 1:1 assessment to determine if they
should move to Tier 2 or continue. Students that are not
progressing will be provided a different intervention to address
the academic concerns or the MTSS Coordinator will confer with
the School Psychologist, Speech Language Pathologist,
Homeroom Teacher, ESOL Teacher (if student is receiving ESOL
services) to review student’s progress for next steps.
ICS works to make data-based decisions regarding student
progress to filter between disabilities, general lack of growth and
ESOL acquisition to create a complete picture of whether
evaluation of Special Education is appropriate for a student.
Students' intervention lessons are reviewed weekly for progress
and are adjusted if a student continues to struggle with a
concept. ICS focuses on strategy based interventions that
provide supports to students who are able to complete the work
but need additional help with problem solving.
9 What has ICS identified as the root cause(s) of its percentage of Page 61 of the revised Petition includes the following additions:
students with disabilities (5%) remaining below the district and
national average? What measure will ICS put in place to prepare for
a possible increase in the SWD population due to increasing the ICS works to make data-based decisions regarding student
school’s maximum enrollment? – p. 56 progress to filter between disabilities, general lack of growth and
ESOL acquisition to create a complete picture of whether
evaluation of Special Education is appropriate for a student.
Students' intervention lessons are reviewed weekly for progress
and are adjusted if a student continues to struggle with a
concept. ICS focuses on strategy based interventions that
provide supports to students who are able to complete the work
but need additional help with problem solving.
As our population of students with disabilities grew, we added a
coordinator position. This position is a hybrid position that fills
in service gaps when needed, supports Special Education Staff,
serves as a liaison with the district, and ensure compliance.
10 What information does the ICS Special Education Unit utilize to Page 61 of the revised Petition includes the following addition:
evaluate the number of students eligible for services annually to
project the number of students who may be referred in the
subsequent year maintain appropriate staffing? – p. 62 The Special Education Coordinator looks at the big picture of
students returning to address the amount of students that will
be moving to the next grade level as well coordinating with the
MTSS chair to get a projected number of students that are in
Tier 3 that may be given consent for eligibility.
11 What data/findings led to ICS’s decision to not pursue the additional Page 78 of the revised Petition includes the following addition:
middle grades during the current charter renewal cycle? - p. 71
ICS conducted stakeholder surveys and input sessions to gather
feedback regarding middle school expansion. During this
process, we learned that our families would love to have Middle
School and/or pre-K. However, our current facilities would not
permit the expansion of these grade levels. Our families stated in
the Listening Sessions in 2022-23 that their preference would be
for everyone to be on one campus if we were to expand.
Financial Plan
Item Committee’s Feedback Petitioner’s Response
12 Exhibit 16 for the International Community School does have a An updated Certificate of Insurance is included as Exhibit 16 and is
Certificate of Insurance. However, the certificate does not name the located on page 433 of the completed revised Petition.
local board of education and the state board of education as
additional insured as required by the contract. Please make sure that
the certificate names the local board of education and state board of
education as addition insured.
13 The district does not retain “state and local special education Page 69 of the revised Petition includes the following revision:
funding” in exchange for the provision of special education staff
funding. – p. 61
ICS entered into a MOA (see Exhibit 18) with DCSD regarding
IDEA funding and special education oversight. Per the terms of
this agreement, the district will retain any portion of IDEA
funding, as well as State and local special education funding
(allotment sheet footnote), in exchange for the provision of
special education staff funding.
Organizational Plan
Item Committee’s Feedback Petitioner’s Response
14 In your renewal petition, you submitted the DCSD Code of Conduct, Page 74 of the revised Petition includes the following
along with your own schoolwide discipline plan. Is it your plan to
clarification:
implement both for discipline and safety procedures?
Have you reviewed both documents to determine if there are any ICS implements its schoolwide discipline plan that is consistent
procedural conflicts or concerns? with the DCSD code of conduct. The ICS schoolwide discipline
plan provides the school the overall framework for addressing
If you do not plan to utilize the DCSD Code of Student Conduct, how
do you plan to handle legally mandated procedures like hearings, school behavior as ICS implements the details of the DCSD Code
appeals (local, state, and Superior Court), violations with state- of Conduct. ICS believes both guides are aligned in policy and
mandated penalties, etc.?
Do you have a school police contact? If yes, have you discussed procedure; however, to the extent there is any conflict, ICS will
procedures for handling threats, weapons, bomb threats, follow the DCSD code of conduct. ICS works collaboratively with
evacuations, etc.?
DCSD to ensure that its legally-mandated procedures to afford
Have you attended the training sessions on student discipline students due process comply with applicable law. Because we
conducted by the Department of Student Relations? Exhibit 12 and follow the DCSD Student Code of Conduct, we collaborate with
13
the department when there is a need. We have not had any
discipline situations that have required tribunals, etc. We work
closely with the Safe Schools Department to ensure protocols
are met, such as drills and audit requirements.
Additionally, ICS maintains a school police contact and have
attended safety training. We also report all monthly drills to
portal. DCSD will be providing CRASE training in December.
Moreover, in partnership with the Student Relations
Department, we have designated Bullying Liaisons to support
safe schools efforts. The principal and assistant principal both
attended the Title IX training day in which safe schools held
presentations on fire safety. We also received a perfect score
on our Safety Audit.
15 Clarify how ICS works with DCSD’s Student Relations Department. – Page 74 of the revised Petition includes the following
pp. 68-69 clarification:
Moreover, in partnership with the Student Relations
Department, we have designated Bullying Liaisons to support
safe schools efforts.
16 Provide 1-2 examples of ICS’s promising leadership practices (as Page 41 of the revised Petition includes the following summary
defined on p. 37).
of 1-2 examples of promising leadership practices at ICS for
each of the 6 key practices:
The ICS instructional practices aligned to the Promising
Leadership Practices include, but are not limited to the
following:
Key 1- Cultivate educator mindsets that support student success
• Encouraging teachers to take ownership of student
learning, both within and beyond their own classrooms ( e.g.
home visits, Title I events, CRC).
• Establishing a schoolwide commitment to do whatever it
takes—with available resources—to support the success of
every student (reiterating mission, vision, and theme at all
meetings, innovative budgets to allow for resources like grade-
level budgets, staffing for MTSS)
Key 2- Create a culture of data
• Professional development opportunities (we offer a ton
of professional development opportunities, including all staff
having access to an individual PD budget, embedded staff led
PD,
• Clear norms and expectations around using data to drive
improvements (using I-Ready and MAP data as universal
screeners for MTSS and midyear data is used to tweak Roadmap
as needed)
Key 3- Prioritize meeting the needs of the whole child
• Community Resource Center
• Workshops
• Food Co-op
• SEL Coach and Second Step Curriculum
Key 4- Create a school environment that engages and inspires
students
• IB Curriculum and Project Based Learning
• IB Character Traits
Key 5- Enhance teacher practice with more resources and
support
• Dedicated Professional Development budget
• PLC
• Committees
Key 6- Strengthen connections with families
• UN Day
• Title 1 Programs
• Language Line (interpreters and translators)