Petitioner's Response to the Initial Clarification Memo - January 13, 2025 - DCSD Board Meeting Archive

DeKalb PATH Academy Response to Initial Memorandum
November 8, 2024

DeKalb PATH Academy appreciates the opportunity to provide additional information and clarification regarding aspects of our
academic, financial and operational activities. Please see the information below and related attachments.

How to Submit the Final Revised Petition and Response to the Initial Memo

By November 8, 2024 (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, 2024, DeKalb PATH 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:

• It is evident that the DeKalb PATH stakeholders have a compelling case for why the school fills an unmet need in the DeKalb
County School District.
• The Governance Board demonstrates cultural competency specific to the community with whom it works.
• Despite a history of Governance Board weaknesses, the new Governing Board presents as high-functioning, knowledgeable,
and collaborative.
• The financial plan is developed and aligned with the school’s mission, vision, and education program.

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
The charter petition mentions 40-50% of students are PATH defines "competitive schools" as educational institutions that may
1 accepted into competitive schools. (p. 11). What is PATH’s maintain selective admission standards or require students to enter
definition of competitive schools? through a lottery process. These schools typically attract a high number
of applicants, and some may use merit-based criteria to determine
which students are accepted. The competitive nature of these schools
often reflects their commitment to maintaining high academic
standards, rigorous curricula, and well-rounded educational
opportunities that challenge and inspire students.
Are DeKalb PATH Academy students eligible for merit-based All PATH students accepted to private schools receive need-based
and/or needs-based scholarships to attend private schools? If financial aid, which reduces tuition to near zero in most cases or to
2 so, how does DeKalb PATH Academy support parents in manageable cost levels. Dekalb PATH staff are integral in helping
identifying scholarship/funding sources? (p. 11) parents understand and complete the admissions applications and
where applicable, financial aid applications.

School Governance

Item Committee's Feedback Petitioner’s Response
Open Records/Open Meetings compliance has been an To ensure compliance with Open Records and Open Meetings
ongoing concern for DeKalb PATH Academy. What are the requirements, the PATH Governing Board has completed a training
3 steps that you have taken and will take to be in compliance course on the Open Meetings & Records Acts. We've worked diligently
and remain in compliance? (question 4) to correct previous errors and are collaborating with our Webmaster
to keep the school website current and user-friendly for consistent
updates. Our Board Chair is reorganizing previous documents into
shared folders accessible to key team members, including the
Secretary and Chair, who will work together to post items promptly
and verify their accuracy. At the next meeting, the Governing Board
will set the calendar for the year to maintain consistency, and each
meeting’s agenda will be set during the prior meeting and posted with
the Summary of Action.
What contributed to the turnover of board members? What PATH experienced significant Board member turnover early in the
4 criteria will be used to recruit new board members to charter term which was driven by a grievance brought by a staff member
promote sustainability? (question 4) directly to a board member. The issue was addressed in a way that
lacked transparency with the rest of the board. This disagreement led
to the resignation of three members. Following this, a Grievance Policy
was established to clearly outline the process for handling such issues
among the board and involved parties.

In recruiting new board members, PATH will prioritize candidates with a
strong commitment to school's mission and vision, relevant expertise to
support this mission, and a genuine desire to serve. Our process includes
background review, interviews, and a school visit with the CEO.
Additionally, we seek individuals who reflect our community's diversity
to ensure broad representation and sustainability.

Academic Plan

Item Committee’s Feedback Petitioner’s Response
Do you have intensive English students? If so, how are you PATH does not currently service students who qualify for intensive
5 servicing your intensive English students? (question 6) English.
Describe gifted services at DeKalb PATH Academy, include PATH’s gifted students are served in the advanced content model, an
6 delivery models, the student population, the gifted educational approach that provides them with challenging and
identification process, and number of gifted certified teachers. stimulating content. There are currently 3 gifted certified teachers
(question 2) serving 25 students. PATH uses the DCSD process for Gifted Eligibility,
which begins with Fall MAP testing and then uses CoGAT, ITBS, the
Renzuli, NNAT3, the Torrance, and for 5th grade GES and 6th-8th
GPAs. This cycle will begin again after Winter MAP testing in
November.
How do you serve students with disabilities who transfer or When students transfer into our school, PATH is intentional about
7 move into your school with services in a small group ensuring their needs are covered. Our DeKalb LTSE reviews the IEP to
setting? (p. 49- 58) ensure PATH covers all periods listed in the Big Picture. We have a
teacher who serves our students in the small group setting. Our small
group teacher can provide students with appropriate instruction
regardless of the grade level or content.
What type of support is offered to Special Needs students At PATH, it's essential to note that among our 28 SWD, 24 are ESOL
during the Saturday sessions? How is the Saturday students. It's crucial to ensure that the strategies used cater to both
8 school/extended day being utilized to help close the gaps for needs.
students with disabilities? What tools are being used and how
is data tracked? What adjustments are being made during the During Extended Day, students are placed in classes with two teachers.
extended day since growth is low to increase growth? (p. 16 -
This allows students to benefit from instruction from both teachers,
17)
similar to co-teaching. PATH employs Instructional Conversations, a
model developed by The Center for Latino Achievement and Success in
Education (CLASE) at The University of Georgia. The instructional
Conversation (IC) System is a 'way of teaching' that positively impacts
student language development, opens the space for formative
assessment and differentiation, and encourages collaboration. The
instructional conversation model allows students to work on a joint
productive activity and be grouped with those who either need a
similar level of support or with students with a more excellent grasp of
the academic vocabulary and content.
While we began using this program three years ago, we have been
training teachers in small groups due to the expense of training. This
year, 70% of the teachers have been trained in the model, which will
lead to increased growth in academic language based on MAP
assessments. Importantly, this will also allow students to interact with
the content more personally, making their learning experience more
engaging and leading to improved scores on the GMAS.

How do smaller class sizes and flexible grouping foster an Smaller class sizes and flexible grouping allow students to have deeper
environment conducive to special education students' relationships with their teachers; teachers can group students
growth? How does PATH address gaps in services or according to lesson goals. PATH is committed to making sure that we
9 interventions for students who continue to struggle despite have enough paraprofessionals to provide additional support in co-
being in the special education program? (p. 52 - 53) taught classrooms so that groupings can be data-informed and
intentional. When students continue to struggle in the special
education classroom, we work with our LTSE to determine if their
placements are correct or if the students have appropriate
accommodations. PATH has made it a point to ensure minimal student
service gaps, ensuring that Special Education positions are staffed
before the beginning of the school year.
Discuss cultural affirming learning experiences and flexible At PATH, cultural affirmation begins when students walk through the
10 grouping that is data driven for all students. (p. 17) door. 35% of our staff are Spanish speakers, and staff members also
speak Amaraich. This helps students to understand that their family's
home language is valued and essential. Students can talk in their home
language in areas that drive instruction. We make sure to center
students' culture at the center of instruction, celebrations, and
everyday interactions. In developing flexible grouping, our teachers
use MAP data as a constant measure of the way groups can be shaped
and changed. This is especially true during extended-day
programming, where student groups are centered around RIT scores
on MAP.
How does PATH support professional development for All teachers at PATH can choose PD opportunities that fit students' and
teachers in meeting the evolving needs of SPED students, teachers' needs. Teachers submit a proposal for training they are
11 especially those with dual needs (SPED and ESOL)? Describe interested in, and the administration determines if the training is
trainings that have taken place and any planned trainings. feasible. In the past, teachers have attended DCSD training, AVID and
(question 6) DBT Training, and the school-wide Instructional Conversations
Training. Last year, the entire staff participated in Curriculum MAP
training given by Amy Heineke, one of the authors of Using
Understanding by Design in the Culturally and Linguistically Diverse
Classroom. The curriculum maps are in their first year at PATH and
have been specifically created for our student population.
Are there specific challenges that dual-certified teachers face While many of PATH teachers are dual-certified, it's important to note
12 in balancing the demands of both SPED and ESOL that they are not required to handle the documentation processes for
responsibilities? How are these challenges addressed? (p. 48) both roles. Our ESOL department chair is responsible for all ESOL
documentation and paperwork, with the ESOL-certified teachers
providing valuable assistance. Similarly, PATH has four dedicated
teachers who serve as case managers for our SPED population,
handling the progress monitoring and IEPs for the SPED Students. This
clear division of responsibilities ensures that everyone is informed and
can focus on their specific roles.
How does the DeKalb PATH Academy team determine when The Dekalb PATH Academy team never makes unilateral decisions. All
13 an IEP needs to be revised more frequently than the annual decisions regarding revisions to the IEP include meetings with the
review? What triggers such revisions? (p. 53) grade level team, consideration of progress monitoring data, and the
input of our DeKalb LTSE. Revisions are triggered by students either
exceeding their IEP goals or failing to progress on the goals.
Please address the drastic decrease in 2023 Social Studies PATH considered a myriad of factors to explain the decrease and
14 scores. (pg. 24, Fig. 5) transparently, the answer remains somewhat unclear. We looked at
the teacher specifically – both in experience with the content as well
as data yielded through consistent observation. We looked at the
students themselves and any characteristics unique to that group that
could be contributing factors. Finally we considered the data set itself
– meaning this represents a single grade level as opposed to the three
grade levels for Math and ELA. Regarding the teacher – this was their
first year teaching Georgia studies. PATH worked with them to adjust
instructional practice, which yielded positive results. This has been
confirmed by the 2024 CCRPI scores for Social Studies that show that
during last school year, our students met their improvement targets in
all subgroups. PATH remains committed to ensuring that all subjects
are taught with fidelity and that are students are showing mastery and
progress.
Describe what happens in the extended summer program for During our charter term, PATH replaced the summer program for
15 students in grades 6-8? (p. 17) grades 6-8 with an extended day program for all students during the
school year. However, 5th graders continue to attend a summer
program, which introduces them to PATH culture and helps ensure
appropriate class placement for the upcoming school year.
Clarify the statement that the curriculum is extended over a The last mandatory Saturday and Summer School for all students, with
16 longer period of time. Are Saturdays and the Summer program some exceptions (e.g., attendance at competitive programs like Reach
required for all students? (p. 16 – 17) for Excellence, C5, etc.), was held in Summer 2019.

During the pandemic, PATH adjusted the program to address two main
challenges: 1) the need for more immediate intervention to close
learning gaps and 2) the difficulty in staffing the summer program with
our top teachers.

To ensure that students learn from our best educators, PATH launched
an extended day program in the 2021-22 school year. This approach
has been effective, as we redistributed the instructional hours from
summer and Saturday school across the school year. Currently, we
provide one additional hour of instruction Monday through Thursday
during the extended day season.
With the new interventions put in place this current year to In addition to fully implementing the Instructional Conversation
17 improve ACCESS scores, how are the interventions being System as described above, PATH also piloted Mentor Sentences last
progress monitored and how often? (question 6) year. Mentor Sentences provide ESL students with structure, grammar,
and author craft. Mentor Sentences are now a standardized practice
across the ELA department.

The Winter MAP Assessment, a crucial tool, will be used to gauge the
effectiveness of our new interventions. It is important to give the
interventions enough time to become routine and to determine the
best course of action moving forward. In the meantime, the ESOL
department is using the can-do descriptors provided by WIDA to
determine the movement of students to new language proficiency
levels. The ESOL department meets regularly to discuss what is
working and adjustments that need to be made.
How many segments of ESOL do students receive? How many Every ESOL student receives 1 segment during Morning Group, 67
minutes are in each segment? When are ESOL segments students receive 2 segments during the day based on the availability in
18 scheduled? (p. 60) our schedule and if the student is also identified as SWD. Each
segment is 1 hour.
Regarding Home Language Surveys, what are the languages Home Language Surveys are provided in English and Spanish.
19 provided for parents? (p. 59)
Do you screen potential English Learners at your school site? Most students entering PATH are existing DCSD students, meaning
20 (question 6) they've already undergone screening by DCSD. If a student enters
PATH and is new to DCSD, PATH will work with DCSD to administer the
WIDA Screener in alignment with DCSD guidelines.
How are you supporting ELs who did not make positive band- Before this school year, PATH was not given access to Illuminate, the
to-band movement? The District is concerned with the EL platform that can extrapolate data as described, and we received very
21 progress. A high percentage of ELs did not make positive band little support from the EL department. However, we are pleased about
to band movement. (question 6) the changes made this school year.
Since gaining access to that platform, PATH has been very intentional
about our plan to address band-to-band movement. We began by
restructuring the morning group period and placing students by
composite scores. This has allowed teachers to provide them with
activities that meet their needs determined by their proficiency level.
Teachers work with students on their can-do descriptors to see how to
scaffold instruction best and assess the students' learning continually.
This continuous assessment provides us with a clear picture of our
students' progress, reassuring us that they are on the right track for
positive band-to-band movement this school year, with an exit from
the program being the goal.
The petition lists the WIDA ACCESS Placement tool (WAPT) as (p. 59) The petition was revised to reference “WIDA Screener”
a screening tool. GADOE no longer uses this as a screening
22 tool. See “EL Screening Procedures” on the GADOE ESOL site.
This information needs to be revised in the petition. (p. 59)
The description for re-testing ELs does not follow GADOE (p. 59) PATH administers the ACCESS for ELLs test annually to ESOL
23 protocol. (p. 60) This information needs to be revised in the students within the district's designated testing window to measure
petition. progress. Students who achieve the necessary passing score on the
ACCESS assessment, as determined yearly by DCSD, become listed as
EL-Monitored, ready to exit ESOL language program services.
Following exit from the program, students are monitored for at least 2
years to ensure they receive ongoing support as they continue to work
toward grade-level academic language performance and adapt
academically, socially, and psychologically in the regular classroom. ELL
students continue to receive support for their learning through flexible
grouping that explicitly addresses their learning needs. They are
monitored by their core subject teachers and the ESOL team to ensure
sustained growth.
The reclassification process is described. However, the clear (p. 60) Although PATH utilizes the DSCD yearly determined ACCESS
24 exit process is not described. Reclassification criteria not score as the exit criteria for ESOL, there is also the opportunity for
explicitly stated. (p. 59) students to be re-classified as EL-Monitored using DSCD's additional
criteria for exit. This criteria involves considering all students who
meet all the following reclassification criteria: Overall Composite
Proficiency Level of 4.3 to 4.9; Literacy Score of 4.3 or above; and
Comprehension Score of 4.3 or above.

The ESOL department chair and classroom teachers meet to
determine whether students in this category should be exited from
the ESOL Program. This process includes examination of ACCESS
Scores, which measure English language proficiency, MAP scores,
which assess academic growth, and GMAS Scores, which evaluate
academic achievement. Parents are also included in this process to
make sure that they understand the committee’s recommendation
and that they are comfortable with the decision.

Financial Plan

Item Committee’s Feedback Petitioner’s Response
Create a 5-year contingency budget considering other options (p. 718) A 5-year contingency budget has been provided as “Exhibit 23
for building space/locations. (Exhibit 23) What measures is the Addendum”. Although a change in facility may cause PATH to run a
25 Governing Board reviewing considering the new lease term slight deficit in Years 3 and 4, the reserve is enough to cover the
agreement from your leaser? (Exhibit 20) difference while still retaining substantial savings.

For the upcoming charter term, PATH may need to secure a new
facility starting in Year 3. Our longtime partner, Oglethorpe University,
has offered a two-year lease renewal instead of the usual five years.
PATH's strong reserves provide flexibility to consider options like
purchasing and renovating an existing building, leasing, or building a
brand new facility. We also plan to explore available unused facilities
within DCSD. While we are hopeful the lease situation will be resolved,
we are confident in our ability to secure a new space if necessary.
During your Governing Board interview, you highlighted that For the upcoming charter term, PATH may need to secure a new
PATH has always had a building contingency account. Can you facility starting in Year 3. Our longtime partner, Oglethorpe University,
26 share with us the purpose of this account and how, or if, you has offered a two-year lease renewal instead of the usual five years.
plan to use it in this new charter term? PATH's strong reserves provide flexibility to consider options like
purchasing and renovating an existing building, leasing, or building a
brand-new facility.
What contingency plan has PATH put in place to resolve Moving forward, PATH is open to partnering with DCSD to cover our
transportation issues that may occur during the new bus routes and has also requested lease-to-purchase quotes to reduce
27 costs. Additionally, PATH understands that our current contract,
charter term? (Exhibit 17)
established to launch the bus service, may be renegotiated after three
years to lower expenses, and plans to explore this option as well.
The following items are missing from Exhibit 16, the (p. 415) Please see “Exhibit 16 Addendum” for updated
Certificate of Insurance. These items are required by the policies/coverage amounts. PATH is awaiting follow-up from our
Assurances: insurance company regarding the following:
28 1. There is no Workers' Compensation and Employers' • Educator Legal Liability – PATH currently carries a $1M policy.
Liability Insurance coverage. Statutory limits are The carrier is investigating whether a higher limit ($2M) is
needed for Workers' Compensation and a minimum possible, and if so, it will be done via endorsement.
of $1,000,000 per accident for Employer's Liability PATH will provide updates to DCSD regarding additional policy updates
Insurance. Once this is obtained, the waiver of once they are received from the insurance company.
subrogation box on the Certificate of Insurance
should be checked in favor of the District;
2. Educators' Legal Liability Insurance coverage is
lacking. This coverage is needed with limits of not less
than $2,000,000 for each claim, and $2,000,000 in the
annual aggregate for all claims. An endorsement of
this policy is needed which states that coverage shall
include the district, its officers, employees, and
students, that participate in any internship program.
3. There is no Property Insurance coverage. This
coverage is needed in sufficient amounts to cover the
replacement cost of all structures and contents for
property owned or leased by the charter school. An
endorsement of this policy is needed to name the
District as a Loss Payee. The deductible or retention
amount shall not exceed $100,000 per loss.
4. The Umbrella Liability Insurance coverage expired on
August 21, 2024, per the Certificate of Insurance.
This coverage is needed with limits of liability not less
than $3,000,000 and in excess of the coverage
provided by Employer's Liability Insurance,
Commercial General Liability Insurance and
Automobile Liability Insurance.
5. The Commercial Employer's Liability, General Liability,
Automobile Liability, and Umbrella Liability coverages
should have the box checked for an endorsement
making the District an additional insured. A copy of
these endorsements should be provided to the
District. Likewise, the box should be checked "yes" for
waiver of subrogation in favor of the District; and
6. A copy of the endorsement, or provision, stating that
coverage afforded under the required insurance
policies shall not expire, be canceled or altered
without at least 45 days prior written notice to the
District is needed.

A copy of the Crime and Fidelity Bond, in the sum of not less PATH is working with the carrier to obtain this coverage amount We
than $1,000,000 per occurrence, should be provided. The will provide DCSD with updates as they become available.
29 coverages required in the bond are for employee theft and
dishonesty, forgery or alteration, theft of money and
securities, robbery and burglary, computer fraud, funds
transfer fraud and money orders, counterfeit currency and
impersonation fraud. The bond should also cover liability to
any third party. (Exhibit 16)
Organizational Plan

Item Committee’s Feedback Petitioner’s Response
Executive Summary – The school does not plan for an 368 is consistent with the enrollment of our current charter. PATH
increase or decrease in enrollment in the next charter term. maintains a waitlist of over 500 students which is utilized as needed
30 Describe DeKalb PATH’s process(es) for keeping enrollment to keep enrollment steady.
steady at 368. (p. 10)

Agenda Item