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

Governing Board Capacity /Clarification Interview Rubric
International Community School (ICS)
November 2, 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

Clar ifying Q uestions: Meets the
- Provide key findings from the Comprehensive Master The applicant makes a
compelling case for why the Standard
Plan conducted as part of the governing board’s
school fills an unmet need in
research into increasing ICS’s maximum enrollment. – p.
the DeKalb County School
11 District. The applicant P ar tially
- Describe how various stakeholders (teachers, families demonstrates an
and community members) were involved in the renewal Meets the
understanding of the
petition process. Additionally, how will these Standar d
community or communities
stakeholder groups continue to participate? - p. 11 the school serves or is likely to
- Describe ICS’s efforts to ensure that the Beloved serve. The Board
Community (parent/community engagement structure) demonstrates cultural Below the
reflects the socioeconomic and cultural diversity of the competency specific to the Standard
communities with whom it
student population. – p. 22
works or seeks to work,
including the ability to
articulate the root causes of
Far Below the
the needs it seeks to fill.
Standard

1
Responses fr om Gover ning Boar d:
- Comprehensive Master Plan: The first area was internal and external stakeholder feedback. The
request for increased enrollment has been lifted up for over 10 years. The school considered the
impact on IB status. A consultant was brought in to oversee the work—focus groups with Board
members and staff, etc.. The work was an offshoot of the facilities taskforce. One goal was ensuring
instructional staff could meet the needs of students and families. ICS also considered teacher support.
ICS was cognizant of whether the facility could support growth. ICS is looking at budget and other
factors to address challenges.
- Stakeholder Involvement – The Governing Board holds monthly meetings. Focus groups were
facilitated. Chai Chats with families are held. ICS used its newsletter to communicate with
stakeholders. Interpreters were used to ensure all families could participate.
- UN Day is one way the Beloved Community is involved. The Beloved Community ensures that students
have access to a top-notch academic environment and a top-notch nurturing school community. The
Board includes a former student. This is a testament to ICS actualizing its vision and mission.
- ICS is the third oldest charter school in Georgia.

Review Committee’s Comments or Conc er ns:
- The petitioner's response regarding key findings of the Comprehensive Master Plan lacked detail.
- The petitioner demonstrated an understanding of the community or communities the school serves.
- During the Spring 2023 Superintendent’s Site Visit, the previous head of school raised concerns
regarding sociodemographic representation within the Beloved Community. The concerns were not
addressed in the response to Question #2.
- ICS has developed partnerships with several community organizations that support their diverse school
community.

School Governance Standard Rating

Clarifying Questions: The governance structure is
- Petition includes examples of governing board decisions. designed to (a) put students Meets the
Provide 1-2 examples of decisions from p. 49-50 made in first, including being Standar d
response to family and/or community input. responsive to family and
- To what extent has the school achieved its community input; (b) achieve
the school’s mission and
mission/vision during the current charter term? What is
goals; and (c) ensure legal Partially
the evidence that the Governing Board uses to evaluate
compliance, particularly in Meets the
this goal? terms of proactively Standard
- Describe ICS’s efforts to ensure that the Beloved preventing financial fraud and
Community (parent/community engagement structure) ensuring the appropriate use
reflects the socioeconomic and cultural diversity of the of public funds. The
student population. – p. 22 governance structure will
Below the
ensure an active, engaged,
Standard
knowledgeable Board that has
timely, deep, and broad
knowledge of the school’s
operations, finances, and
students’ needs, and operates Far Below the
independently and
Standard
autonomously.

2
Responses fr om Gover ning Boar d:
- Decisions: (1) Increasing Enrollment; (2) How can facilities support the school community? New
American Pathways provides after school programming. The Board held a retreat. The Board is aligned
on the next steps. No decision is made without considering the impact on families. Focus groups are
used to gather input. Students were given an opportunity to provide input. ICS holds workshops at its
community resource center. Other examples include a clothing closet, food coop, and SEL workshops.
Fundraising goals are responsive to the needs of the community—increasing unrestricted dollars.
- Vision/Mission - Participant read vision/mission. ACCESS scores have been a bright spot based on
resource allocation decisions. Math outcomes are in line with District outcomes. IB program evaluation
indicated that no areas of concern need to be addressed. Reading program was revamped to align with
new requirements around dyslexia. ICS will use Science of Reading and OG. ICS focuses on academic
excellence for all students. School looks closely at ACCESS, dyslexia screener, and iReady data.

Review Committee’s Comments or Conc er ns:
- The Governing Board is high-functioning, knowledgeable, and collaborative.

Academic Performance/Plan Standard Rating

Clarifying Questions: The applicant demonstrates Meets the
- Expound on how ICS leverages the broad flexibility of the capability to design or Standar d
the charter contract “to address the individual select a comprehensive, high-
quality curriculum (standards,
academic and emotional needs of our students.”
resources, methods of Partially
Provide any data that supports this conclusion. – p. 14,
instruction, and formative Meets the
16-17 assessments for each core,
- What percentage of ICS teachers are certified? – p. 16 Standard
electives, and mission-specific
- Describe the school’s strategies for moving students subjects). The curriculum is
from proficient to distinguished content inherently inclusive and Below the
mastery. Discuss trends in ICS’s gifted population. – designed to be responsive to
Standard
Superintendent Site Visit students’ needs; clearly
interrelated between its
components; and directly
aligned to the school’s goals, Far Below the
mission, and educational
Standard
philosophy.

Responses fr om Gover ning Boar d:
- Flexibility – The Board allocated additional funds for ELL. Additional ESOL staff have been hired. ICS
had phenomenal growth in ACCESS scores last year. The community resource center is another
program. SEL, parenting classes, and other services are provided through the center. The school is
using creative scheduling to allow an extended block on Mondays for Second Step. ICS also leverages
strong community partnerships.
- Ninety percent of ICS teachers are certified. The focus is to ensure that staff reflects the diversity of
the student population. The school has almost achieved 100% of teachers being ESOL certified.
- A larger percentage of students were identified as gifted (increased from 7 to 21). ICS has
implemented the Wonder Lab. A goal has been to ensure that a more diverse group of students are
represented in the gifted program. The model with the Wonder Lab serves more students and has
helped increase the number of students identified as distinguished. This increases the number of
students with access to talent development.

3
Review Committee’s Comments or Conc er ns:
- The CCRPI metrics reported for the 2018-2019 and 2021-2022 school years are accurate. The petition
does not include the content mastery CCRPI targets for the 2018-2019 school year.
o ELA target- 52.12- met target (actual- 65.47)
o Math target- 54.69- met target (actual- 58.52)
o Science target- 44.90- did not meet the target (actual- 38.89)
o Social Studies target- 39.78 did not meet the target (actual- 33.34) - Exhibit 5
- MTSS process has been enhanced through collaboration with the DCSD MTSS team. The number of
referrals from Tier 2 to Tier 3 has increased.
- The special education population at ICS is increasing. An increase in targeted interventions and
support is evident.

Financial Performance/Plan Standard Rating

Clar ifying Q uestions: The financial and facilities
- Figure 29: ICS Example Decisions for the Governing Meets the
plans, including the proposed
Board. P-48. ICS collaborated with the Georgia Standar d
budget, are thoroughly
Charter School Association to begin the process of the developed and aligned with the
facilities master plan using $80,429 of the facility grant proposed school’s mission and
that was awarded from the state. Where in the education program. The budget
planning phase is ICS on completing the facilities is balanced and conservative; Partially
reflects all necessary outlays,
master plan? Meets the
including any unique programs
- To further clarify, DCSD provides a district LTSE to Standard
described in the academic plan;
monitor and oversee Special Education compliance as ensures adequate levels on

4
well as facilitate the initial/redetermination of cash on hand, including cash
eligibility process. – p. 62 reserves and/or contingencies
for unexpected shortfalls; and
contains no accounting errors. Below the
The revenue projections are Standard
realistic and sufficient to meet
school expenditures. Both the
finance and facilities plans are
realistic and informed by
accurate assessment, including Far Below the
key funding opportunities and Standard
facilities availability.

Responses fr om Gover ning Boar d:
- Consultants completed the initial report. The Board is looking at the high priority improvements
identified in the report. The Board is looking into how modulars can be used to support growth.
Short-term (health/well-being) and long-term goals will be addressed.

Review Committee’s Comments or Conc er ns:
- The financial plan is developed and aligned with the school’s mission, vision, and education program.
- The district does not retain “state and local special education funding” in exchange for the provision of
special education staff funding. – p. 61
- Resources are strategically allocated to support academic priorities.
- ICS met the standard on all measures of near-term and sustainable financial performance.
- The Board’s monitoring of financial performance is evident during Governing Board observations.
- ICS has a substantial fund balance.

Organizational Performance/Plan Standard Rating
The organizational plan aligns
Clar ifying Q uestions: with and supports the school’s
mission and educational Meets the
- Clarify the waivers of State Board Rule and/or Georgia Standar d
philosophy, is designed to
Law used by ICS to provide “consistent professional
support the school’s goals and
development opportunities for staff as well as support
academic achievement
for our innovative academic program.” – p. 13 expectations, and is accurately Partially
- Describe the organizational challenges that ICS has reflected in the budget. The
faced during the current term with special attention Meets the
staffing and recruitment plan
to challenges that directly impacted school climate provides sufficient academic, Standard
and culture. – Superintendent Site Visit non-academic, and mission-
- Provide an update on ICS’s 2023-2024 staff retention critical staff to cover all of the
results and initiatives. What supports has ICS put in courses and programs Below the
described in the Academic Plan. Standard
place for staff members in the aftermath of the
The Board has all areas of
pandemic? – Superintendent Site Visit knowledge and expertise
- The petitioner states that ICS has had 3 school leaders necessary to operate a
in the last 5 years. To what does ICS attribute successful charter school, and
turnover in the school leader role? – p. 70 the school leader(s) have or will Far Below the
have the expertise and
Standard
resources to fulfill the school’s
mission and goals.

5
Responses fr om Gover ning Boar d:
- The Board understands that it cannot waive anything related to financial reporting. PD opportunities
for staff are provided.
- Challenge: The school lost its former Executive Director. An interim ED was named. The community
provided input on what was needed in the next ED. A consultant made the recommendation for the
selected permanent ED. The school also had a transition in the school leader role. Both positions were
filled by internal candidates which may have prevented negative impacts on climate/culture. The
current school leader has an HR background. This has helped with thinking through how the school
values teachers. COVID – The Beloved Community concept was used to hold morning circles to check
in on wellness and stay connected. Stability in the school leaders and ED position have also resulted in
strong climate/culture. The Board has a succession plan.
- 100% of staff returned for SY23-24. Opportunities for continuing education and opportunities for
growth within the school are examples of ways ICS acknowledges staff needs. Wellness and self-care
days are held. ICS offers competitive benefits to keep staff healthy. ICS assesses staff salaries
compared to the District and market. ICS tries to stay in lockstep with the county. The Board reviews
financial performance metric regularly.
- School Leader Turnover – An external review was conducted by GSU 10 years ago. The first step to
address root causes was to create an ED role. How do we leverage philanthropic partners to get things
moving? Answering this question is the role of the ED. ICS spent time asking questions of the exiting
school leaders. Some school leaders were promoted. Framework for evaluation of school leaders is
being refined. ED will assess Board support. The current school leader was trained by the previous
school leader. The Board trains its next Chair before transitioning to new leader.

Review Committee’s Comments or Conc er ns:
- The ICS instructional staff is strong. ICS had 100% staff retention for SY23 -24. Ninety percent of the
teachers are certified. Almost 100% of those have achieved ESOL certification.
- ICS is taking advantage of PL opportunities through DCSD regularly.
- The principal attends area-level meetings and principals’ meetings held by DCSD.
- The school is fully staffed in SPED and adjusts quickly mid-year, as needed.
- When the District makes recommendations regarding SPED staffing needs as it relates to the DCSD Big
Picture, the school moves swiftly to make change.

Performance Task Standard Rating

6
Governing Board Performance Task: In reviewing ICS’s most recent Meets the
academic performance data in the area of writing, you identify Standar d
several concerning trends in the data set which need to be
addressed.
Partially
Q uestions: The Board demonstrates the Meets the
a. How would the Governing Board approach this capacity to confront potential Standard
challenge? pitfalls in opening and/or
b. What additional info would be helpful in order to operating a school by
deliver a quality analysis to the school community? identifying the root causes of Below the
c. How would you ensure that the needs of students plausible challenges and Standard
solutions to those challenges.
with disabilities and ELL are met?
d. Which budget line items would you recommend
revising in order to help achieve this solution? How
Far Below the
would the Board determine the budget line items that
Standard
are off limits for revision?

Responses fr om Gover ning Boar d :
- Teaching and Learning would have reviewed data before full Board. Each month T&L looks at different
data points. The Head of School provided an overview. School-based team presents data to the T&L
committee. Data is analyzed in real time. Only students in grades 3-5 take the exam. The committee
lead reviewed the parameters of the writing test. Scores were explained. Many students attempted
the prompt but didn’t complete the task. Issues with writing across the curriculum had already been
identified. Writing across the curriculum doesn’t explicitly teach conventions or how to write. The
data showed an improvement over January. ICS had a more intentional focus on writing in the second
semester.
- Board Questions - Is the data broken up into demographics or subgroups? How is the school tracking
progress throughout the year? What is the difference between narrative and informational writing?
Additional subgroup data is not available. ICS is using the state’s aligned performance tasks. ICS does
not have a dedicated special time for writing. ICS students read narratives all the time and are more
comfortable with narrative writing. Students who struggle with reading informational texts will
struggle with writing informationally. Some students may have struggled with the vocabulary and
relied on the text for support.
- Financial Requests – Should we have a dedicated media staff member to support with writing? The
Finance committee would review needs after the T&L committee makes a recommendation. The
Finance committee examines PD needs of staff as well as any supply needs. ESOL line items would also
be reviewed.
- Were some of the students who scores 0-1 students who struggled with English language acquisition?
- The time constraints of the assessment may limit students.
- The Board works with the District and the school staff to hold the team accountable.
- The Board requests additional data as needed.

Review Committee’s Comments or Conc er ns:
- Is there a budget line item specifically for the needs of students with disabilities?
- The Board summarized its thought process at the end of the task.
- Functioning committees were evident. The DCSD Petition Committee heard from everyone.
- A Board Member reviewed the task with the group at the end to ensure that the group had addressed
all components of the performance task.
- The Board’s progress monitoring process was clear and evident.

Agenda Item