DPA_Governing Board Capacity Interview Rubric - January 8, 2024 - DCSD Board Meeting Archive

Governing Board Capacity/Clarification Interview Rubric
DeKalb Preparatory Academy (DPA)
October 31, 2023

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

Meets the
Clarifying Questions: The applicant makes a
compelling case for why the Standard
- The petitioner states that DPA “serves a higher
school fills an unmet need in
percentage of low-income, African American students
the DeKalb County School
when compared to the district as a whole.” Please District. The applicant
clarify how this statement addresses question #1 of the Partially
demonstrates an Meets the
renewal application. - p. 11 understanding of the
- Describe how teachers and families were involved in Standard
community or communities
“planning, analyzing, and reviewing petition content.” the school serves or is likely to
Additionally, how will the stakeholder groups listed on serve. The Board
page 12 of the petition continue to participate. - p. 12 demonstrates cultural Below the
- Question #1 of the petition asks the petitioner to competency specific to the Standard
communities with whom it
describe the importance of its initiative to the
works or seeks to work,
community it serves. How does the governing board including the ability to
define “community?” How does the governing board articulate the root causes of
assess community need? How does the governing Far Below the
the needs it seeks to fill.
board assess the importance of its initiative to the Standard
community it serves? - p. 11
Responses from Governing Board:
- The neighborhood where the school is located is low and middle income. The community is growing.
DPA is a Title I school. The statement on page 11 aligns to the school’s vision and mission.
Programming is designed to serve the specific needs of DPA students.
- Teachers provided feedback on areas of weakness. DPA frequently meets with parents. Feedback on
school improvement strategies is solicited from different stakeholder groups at events (examples -
wellbeing, instructional approaches, teacher support). Parent advisory group participated in
development of Title I plan and petition.
- Community is where people come together in a shared space. Services and resources are shared in that
space. The school contributes resources to the community's wellbeing. This is assessed by how DPA
and its students engage with the community. AVC initiative is culturally relevant and ties in community
members. Additional evidence is the types of businesses opening in the community. A movie
production company recently opened in the community. Surveys are used to gather data. Donuts with
Dads was provided as an example.

Review Committee’s Comments or Concerns:
- Components of question #1 of the petition were not sufficiently addressed in the written petition.
- Request additional clarification on how the program provides an innovative option in DCSD.
- Has the movie production company indicated that its decision to open in the community was in whole
or in part a result of DPA?

School Governance Standard Rating

Clarifying Questions: The governance structure is
- Provide an example of a corrective action the governing designed to (a) put students
Meets the
board has developed in response to progress monitoring first, including being Standard
of goals. What was the goal? What was the corrective responsive to family and
action? - p. 12 community input; (b) achieve
- On page 14, the petitioner states that “The governing the school’s mission and
goals; and (c) ensure legal Partially
board measures its own effectiveness on an annual
compliance, particularly in Meets the
basis.” Please share 2-3 findings from the governing terms of proactively Standard
board’s most recent annual evaluation. – p. 14 preventing financial fraud and
- The petitioner states that “DPA ensures that due process ensuring the appropriate use
rights of students are upheld at all times in disciplinary of public funds. The
actions.” During SY22-23, the district raised concerns governance structure will
Below the
related to due process rights of students in disciplinary ensure an active, engaged,
knowledgeable Board that has
Standard
actions. How is the governing board informed of or
engaged in resolving such concerns? - p. 72 timely, deep, and broad
knowledge of the school’s
operations, finances, and
students’ needs, and operates Far Below the
independently and
Standard
autonomously.

Responses from Governing Board:
- Goal: Gaps identified coming out of COVID. The Board wanted to look at how learning gaps were being
addressed. The Board has weekly check ins with the head of school on the concerns lifted up by DCSD
as it relates to SPED. DPA is still filling vacancies. The Board reviewed teacher PD (ex. - PD on the
teaching cycle) and data collection through its academic committee. Math was identified as a major
area of need. Stop Gaps – Hire the most qualified teachers possible. DPA now has a principal for ES and
a principal for MS. An after-school tutorial focused on math has been added. Fifty percent of DPA
teachers are certified. Fifty percent of DPA teachers are working toward certification. The school is
being more intentional about working on gaps at each grade level. The Board is requesting more data
from the Head of School. The Board is requesting cohort data.
- Board Evaluation Findings – Retention of Board members has been a challenge due to the lift.
Committees allow for smoother transition to the full Board. The Board is mindful not to step into the
day-to-day management of the school. The Board may have allowed too much grace coming out of
COVID. The Board is leaning in to ensure more immediate accountability.
- The Board was informed of concerns related to due process rights of students by the principal. The
Board ensured that the Head of School had the support to address the issue. The Board sought
guidance from DCSD and reverted to DCSD policy. Everyone had to get on the same page around how
to handle and communicate such issues. Training for school personnel was provided to ensure that this
does not happen again. The goal is to be fair and consistent.

Review Committee’s Comments or Concerns:
- Request additional clarification on Board membership and terms in the initial memo.
- During SY22-23, DCSD cited DPA for violation of State Board Rule 160-4-9-.06, and the Georgia Open Records
Act, O.C.G.A. §50-18-70.

Academic Performance/Plan Standard Rating

Clarifying Questions: Meets the
- The petitioner states on page 20, “the innovative Standard
features create the quality curriculum and support
infrastructure that is needed to close achievement
gaps at all levels.” Please specify how the curriculum Partially
supports the infrastructure and has closed Meets the
achievement gaps at all levels. – p. 20 Standard
The applicant demonstrates
- A comparative analysis of “Region 6” was included in the capability to design or
the petition. On page 35, the petitioner states that select a comprehensive, high- Below the
“Scholars who attend DPA live all throughout Dekalb quality curriculum (standards,
Standard
County and are not localized to Region 6.” Given that resources, methods of
the district is no longer administratively organized into instruction, and formative
geographic regions and that the attendance area for assessments for each core,
electives, and mission-specific
DPA is the DeKalb County School District, please clarify
subjects). The curriculum is
why an analysis of the former “Region 6” was included inherently inclusive and
this petition cycle. – p. 35 designed to be responsive to
- The NWEA MAP performance data presented in the students’ needs; clearly
petition indicates that performance at the kindergarten interrelated between its
level is significantly better than performance in grades components; and directly
1-8. What root cause(s) (other than the pandemic) has aligned to the school’s goals, Far Below the
DPA identified for this disparity? – p. 41 mission, and educational
Standard
- Please confirm that DPA currently has six (6) full-time, philosophy.
certified special education teachers, each of whom is
responsible for a caseload of between 9-10 students
and four (4) paraprofessionals on staff to provide
assistance to classroom teachers and meet the
instructional needs of exceptional students in the
general classroom setting. – p. 62
Responses from Governing Board:
- DPA ensures that teachers are well-trained. PD days are provided. Math is the primary focus as these
are the lowest performance scores. Additional PD days have been added to the school calendar.
Training is culturally relevant to what is going on in the school. Teachers are reminded of the AVC
differentiator and alignment of lessons to standards. New teachers are provided PD on PBL.
Technology is used to drive student achievement. DPA is stronger in ELA than math. Students are
pushed to make connections between technology and literacy. Recent MAP data demonstrated
growth. MAP, iReady, EOG, and formative assessment data were shared with the Board.
- PD is offered to support strong Tier I instruction. Special education teachers also received PD. DPA has
an academic and instructional plan in place.
- At the time of the writing of the petition, the school was in Region 6. The petitioner states that the
vast majority of the students live in the area of the school.
- The school has 6 certified special education teachers. The school has contracted with an agency for
special education teachers to fill gaps and ensure wholistic coverage. The school has also
implemented two academic recovery programs. The school contracts teachers and paraprofessionals.
A paraprofessional was recently hired to address the needs of newly enrolled students.
- Summer Bridge Program runs for two weeks during the summer. Each year we look at data to
determine what types of programs are needed. The Board has asked us to look closely at what worked
in the groups where students did well. This is where the tracking of the cohorts comes in. Members of
the Board are certified in TKES/LKES. The Board includes a retired and current educator. The goal is to
avoid regression. The Head of School is reviewing whether DPA is using the appropriate materials.
DPA has a large number of young teachers. There is a need for veteran teachers to support younger
teachers.

Review Committee’s Comments or Concerns:
- Verify with RDE data that demonstrates student growth in 2023.
- Did the school confirm that the six contracted, certified SPED teachers are full-time?

Financial Performance/Plan Standard Rating

Clarifying Questions: The financial and facilities
- How does the governing board leverage the broad plans, including the proposed Meets the
flexibility waiver in terms of resource allocation to budget, are thoroughly Standard
address non-administrative staffing needs? – p. 14 developed and aligned with the
proposed school’s mission and
- Explain what factors were considered when
education program. The budget
determining the 6 % facility spending level in light of is balanced and conservative;
the most recent facility complaint involving building reflects all necessary outlays,
repairs and facility maintenance concerns from the including any unique programs Partially
district’s Operations Department? - p. 51 described in the academic plan; Meets the
- The petition mentions that DPA has a strong cash ensures adequate levels on Standard
position and was able to increase its salary scale to cash on hand, including cash
reserves and/or contingencies
become more competitive and reduce teacher for unexpected shortfalls; and
turnover. - p 52. DPA has consistently had a healthy contains no accounting errors.
monetary position for cash on hand. Why weren’t The revenue projections are
realistic and sufficient to meet
Below the
incentive pay and salary increase considered earlier Standard
school expenditures. Both the
during the contract extension?
finance and facilities plans are
realistic and informed by
accurate assessment, including
key funding opportunities and
facilities availability.
Far Below the
Standard

Responses from Governing Board:
- DPA uses the broad flexibility waiver to hire teachers who are not certified. Instructional coaches
have been hired to assist teachers who are working toward certification.
- The Board has made some significant expenditures in the area of facilities. DPA has hired an
Operations Manager. DPA has identified a need to replace its water tower. The Board has identified
the need for a facilities management plan with a policy attached.
- Various forms of incentive pay were used during COVID. Incentive programs such as referral and
longevity incentives were previously used. How can we sustain the current budget plus bring in
teachers with incentive programs? The Board is constantly having a conversation around balancing
sustainability with current needs.

Review Committee’s Comments or Concerns:
- Provide a copy of the facilities management plan and policy referenced by the Governing Board Chair
during the Governing Board Capacity Interview.
- DeKalb Preparatory Academy has demonstrated a strong financial performance and has a substantial
fund balance.

Organizational Performance/Plan Standard Rating

The organizational plan aligns
Clarifying Questions: with and supports the school’s Meets the
- Goal 8: On page 20, the petitioner states “DPA met all mission and educational Standard
legal requirements during the current charter term.” philosophy, is designed to
DPA has been issued multiple letters of concern for support the school’s goals and
failure to implement federal and state legal academic achievement
requirements related to students with disabilities. expectations, and is accurately Partially
Some concerns raised in letters of concern issued by reflected in the budget. The Meets the
staffing and recruitment plan Standard
the District have not been sufficiently addressed. provides sufficient academic,
Additionally, responses to some letters of concern non-academic, and mission-
from the District have been delayed. Please clarify the critical staff to cover all of the
governing board’s understanding of the letters of courses and programs Below the
concern received from the District and DPA’s response described in the Academic Plan. Standard
during the current charter term. pp. 20-21 The Board has all areas of
- What is the status of DPA’s implementation of knowledge and expertise
targeted strategies identified through the root cause necessary to operate a
successful charter school, and
analysis conducted in response to compliance letters Far Below the
the school leader(s) have or will
or letters of concern? – p. 21 have the expertise and Standard
resources to fulfill the school’s
mission and goals.

Responses from Governing Board:
- The Board has been targeting concerns related to special education. What are the boxes that need to
be addressed head on? The Board is asking weekly for staffing and resource updates. How can we get
stakeholder support in this area. The Board is targeting the gaps step-by-step. One student recently
came in with an IEP that required a paraprofessional. The Board responded by ensuring the the
student had what he/she needed. The Head of School was given all letters of concern upon hire to
work better with DeKalb and the SPED team. Teachers were trained on how to write IEPs. Families are
urged to provide the school with existing IEPs. In the past, the Board was not always aware of what
the challenges in this area were. DeKalb has provided communications and collaboration to help the
school get to where it needs to be.
- The Board is working with the Head of School and teacher to address the targeted areas in the root
cause analysis. The new Head of School has been transparent with the Board about resource needs.
DPA is working through communications issues to address areas of concern. There has been high
attrition in the Head of School position. The Board sought someone who was local in this role and
offered the Head of School a three-year contract. DPA is able to offer a more attractive salary to
teachers. DPA pays full benefits for teachers to help attrition rate. The Board has faced challenges
with attrition. More support for Board members is in place. DPA has had turnover in its central office.

Review Committee’s Comments or Concerns:
- The recent change in leadership has fostered communication between the Governing Board and the
school.

Performance Task Standard Rating

Governing Board Performance Task: Meets the
Standard
Governing Board Performance Task: In reviewing DPA’s most
recent academic performance data in the area of writing, you
identify several concerning trends in the data set which need to be Partially
The Board demonstrates the
addressed. capacity to confront potential Meets the
pitfalls in opening and/or Standard
Questions: operating a school by
a. How would the Governing Board approach this identifying the root causes of
challenge? plausible challenges and Below the
b. What additional info would be helpful in order to solutions to those challenges. Standard
deliver a quality analysis to the school community?
c. How would you ensure that the needs of students
with disabilities and ELL are met? Far Below the
d. Which budget line items would you recommend Standard
revising in order to help achieve this solution? How
would the Board determine the budget line items that
are off limits for revision?

Responses from Governing Board:
- Head of School provided overview of the dataset including definitions of categories. The Head of
School would provide a recommendation using the Board Action Form. Questions – What are the gaps
identified? What support is needed from the Board? How will parents be encouraged to support
students with building writing skills?
- Gaps – Students do not know how to attack the question or respond to a prompt. Write Score will be
used as a benchmark. It also has resources. Head of School provided an explanation of how Write
Score results can be used by teachers to differentiate instruction. Data would be housed in Illuminate.
Head of School would request budget approval to purchase Write Score. Data was discussed in
Academic Committee and approved before bringing the recommendation to the full Board.
- PD – District provides PD in the area of writing through the Area Office. Write Score provides PD.
- PBL infuses writing in all areas. Topic addressed during Dads for Donuts and Science Night. Students’
writing impacts GMAS scores. Writing is a life skill. Would it be helpful to have a special writing
training session for students? Write Score pre-assessment will also provide insights into the data.
- SPED – Expectations are the same for SWD with accommodation(s). Head of School is working with
teachers to ensure differentiation. Teachers are loosely using RACE. The Board asked the Head of
School to research the availability and cost of assistive technology.
- Budget – Finance provided guidance on options for funding the proposed initiative.

Review Committee’s Comments or Concerns:
- The Head of School and Governing Board collaborate to analyze the root causes of persistent
deficiencies in programming.

Agenda Item