Governing Board Capacity Interview Rubric - January 13, 2025 - DCSD Board Meeting Archive

Governing Board Capacity/Clarification Interview Rubric
DeKalb PATH Academy (PATH)
October 30, 2024

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
The applicant makes a
Clarifying Questions: compelling case for why Meets the
1. Per the petition, PATH’s mission is to serve local the school fills an unmet Standard
“immigrant and refugee” families. Has the student need in the DeKalb County
population changed or remained the same over School District. The
applicant demonstrates an
time? (p. 11) Partially
understanding of the
2. Provide additional details about the school’s Meets the
community or
community outreach efforts. communities the school Standard
3. Describe how teachers and families were involved serves or is likely to serve.
in “planning, analyzing, and reviewing petition The Board demonstrates
content.” cultural competency Below the
specific to the Standard
communities with whom it

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works or seeks to work,
including the ability to Far Below
articulate the root causes the
of the needs it seeks to fill. Standard

Responses from Governing Board:
- During COVID, there was a shift in the student population. The school is now serving 53%
ESOL students. As such, instructional approaches have changed.
- Change - The school is now serving second and third generation immigrant families. In the
beginning, the school served primarily newcomers.
- The needs of the families have evolved over time as families try to navigate evolving legal
requirements. The community has knowledge of the support for multilingual families available
through the school.
- Community Outreach – The school communicates with local businesses so that the community
can learn about the school. The school receives interest and positive feedback on cultural
activities and diversity. The school hosts festivals and events for its vendors.
- The school values the community. The community values the school.
- Friends of the Community (a non-profit organization) partners with the school for Three Kings’
Day. This is a community event that takes place at the school. The event provides health
services, entertainment, and food. The organization does goodwill in the community that
impacts PATH families.
- Teacher/Family Involvement in Petition Development – The teachers were involved in creating
the petition. The teachers assisted with some of the exhibits. The parents are always present
in the school to advise. The Board gets parents’ input all the time. The monthly Board
meetings include public comment. The school has parent engagement nights. Families can
provide suggestions at any time.

Review Committee’s Comments or Concerns:
- The petitioner did not include letters documenting community partners as exhibits with the
petition. The Petition Review Committee expressed confusion about this omission as the
school has otherwise demonstrated that community partnerships are one of its strengths.
- During site visits, the applicant made a compelling case for why the school fills an unmet need
in the DeKalb County School District.
- The Governing Board includes parents, members of the community (with a Finance
background), a teacher (Chair), and former educators.
- The charter petition mentions that 40-50% of students are accepted into competitive schools.
(p. 11). What is PATH’s definition of competitive schools? The Petition Review Committee
requests clarification on whether the definition of competitive schools extends beyond private
schools.
- Are DeKalb PATH Academy students eligible for merit-based or needs based scholarships to
attend private schools? If so, how does DeKalb PATH Academy support parents in identifying
scholarship/funding sources?

School Governance Standard Rating

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The governance structure
Clarifying Questions: is designed to (a) put
students first, including Meets the
being responsive to family Standard
1. Describe the Governing Board’s current process for
and community input; (b)
providing academic and operational oversight. (p. achieve the school’s
81) mission and goals; and (c)
Partially
2. Provide a timeline for the Board succession ensure legal compliance,
Meets the
planning action steps listed on pages 79-80. particularly in terms of
Standard
3. Provide an example of what may be included in the proactively preventing
financial fraud and
board’s standard operating procedures. (p. 76)
ensuring the appropriate
4. Although DeKalb PATH has existed as an authorized use of public funds. The Below the
DCSD charter for more than 20 years, the petition governance structure will Standard
states that the board is currently transitioning to a ensure an active, engaged,
committee structure (pg. 77). Why is it that the knowledgeable Board that
has timely, deep, and
board is only now finding that the committee
broad knowledge of the
structure is needed? school’s operations,
finances, and students’ Far Below the
needs, and operates Standard
independently and
autonomously.

Responses from Governing Board:
- Board members shared in their introductions their motivation for joining the Governing Board.
- The Board works well with the school leader.
- The Board receives academic and financial reports at each meeting. This helps the Board
know what is going on in the school.
- The PATH Governing Board is smaller than most Boards. This is why the Board has not
previously used committees. The Board meets on a monthly basis. The Board is now growing.
As such, PATH will begin building out its committee structure. The Board had committee
structures in the past when it was larger.
- The Board will continue to engage with a consultant on board development—including
strategic planning. The process will require data gathering. The Board will pull out key themes.
- Examples of Standard Operating Procedure – The Board has protocols for addressing
grievances.
- Board members have specific roles. The Chair runs the meeting. The vice-chair steps in when
the Chair is not available. The Board has a secretary.

Review Committee’s Comments or Concerns:
- The Governing Board has struggled with Open Meetings/Records compliance in the current
and previous charter terms. In 2019, the recommendation for PATH’s charter renewal
included the following condition: The petitioner will consistently adhere to Georgia’s Open
Records and Open Meetings laws by making all required documentation and information
available on its Governing Board web page in a timely and organized manner. This condition
was not met. The explanation for not meeting the condition is not sufficient.
- A corrective action plan is needed to address persistent open meetings/records concerns. The
plan should include time-bound goals and milestones.

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- The Governing Board now includes one member with professional experience in Open
Meetings/Records compliance.
- Additional context is needed on the factors that contributed to the turnover of board
members. What criteria will be used to recruit new board members to promote sustainability?
- The petition review committee expresses concerns that the PATH’s committee structure has
been inconsistent.

Academic Performance/Plan Standard Rating

Clarifying Questions: The applicant Meets the
demonstrates the Standard
1. What are the implications of a teacher-created capability to design or
curriculum? What anchors the curriculum? select a comprehensive,
high-quality curriculum
Partially
2. How do you ensure high quality instructional Meets the
(standards, resources,
materials with a teacher made curriculum? methods of instruction, Standard
3. How are students who are dually identified (ESOL and formative assessments
and Special Education) served? (page 48) for each core, electives, Below the
4. Flexible groupings are mentioned in the petition, but and mission-specific Standard
the description sounds more like tracking. subjects). The curriculum is
Clarification is needed on the difference between the inherently inclusive and
flexible groups described by PATH and traditional designed to be responsive
ability grouping? (pg. 12, 17) to students’ needs; clearly
interrelated between its Far Below
components; and directly the
aligned to the school’s Standard
goals, mission, and
educational philosophy.

Responses from Governing Board:
- A teacher-created curriculum creates buy-in and investment. The adjustments that are made
along the way are made by those who created the structure. This curriculum gives the
teacher the ability to course-correct quickly. PATH’s model allows teachers to visit other
teachers’ classrooms and see how the lesson should be taught.
- A flexible instructional model allows for improvement in real time.
- Teachers have a voice in the curriculum.
- GA Standards anchor the curriculum.
- In the past, the curriculum left with the teacher. The school is working to keep those assets
at the school. This helps the school not lose the wonderful work that plays to teachers’
strengths. The school has benefitted from low turnover.
- Instructional materials are reviewed weekly with the weekly lesson plan reviews. There is a
line item available in the budget for instructional materials. Department heads are working
with a budget line item on a yearly basis. Teachers know what has been approved in the
budget for the year.
- ESOL students are served in small groups in the morning. This year, students are grouped by
their composite scores. This ensures that students get what they need. PATH uses the co-
teaching and small group SPED models. The students cannot be served in the same model.
Most students are in co-taught classes.

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- The teachers are dual-certified. Students' grades have improved due to extended days.
- The school believes that the petition is clear that students are not tracked with data only.
Traditional tracking uses only data. The students are grouped based on strengths. Some
students enter the school only with the information that is available in Infinite Campus.
Teachers hold weekly team meetings and make decisions about where to place students.
- The principal/CEO provided a specific example of the flexible grouping experience at PATH for
a child from the time the child enters the school. The example included how the experience
differs from traditional tracking. The example also demonstrated how teachers collaborate in
making decisions about flexible grouping.
- PATH starts school a week before DCSD schools to allow time for making decisions around
flexible grouping.
- Parents shared their students’ positive experiences with flexible grouping at PATH. Parents
expressed that they believe the flexible grouping has helped their students to excel and has

Review Committee’s Comments or Concerns:
- The petition review committee expressed concerns about the applicants’ capability to design
or select a comprehensive, high-quality curriculum.
- The petitioner does not describe gifted services at DeKalb PATH Academy. In the Initial
Clarification Memo, request more information on gifted services, including delivery models,
the student population, the gifted identification process, and number of gifted certified
teachers.
- Special Education Program Clarification Needed – Provide additional clarification on support
for students with disabilities in Saturday School and extended day. How do you serve
students with disabilities who transfer or move into the school with services in a small group
setting? How does flexible grouping foster students with disabilities’ growth?
- How does PATH support professional development for teachers in meeting the evolving
needs of SPED students, especially those with dual needs (SPED and ESOL)?
- Analysis of the causes of the dramatic decrease in Social Studies scores is needed.
- ESOL Program - Does the school have intensive English students? If so, how specifically are
they servicing intensive English students? Confirm the number of segments ESOL students
receive. The district is concerned with the EL progress. A high percentage of ELs did not make
positive band to band movement.
- ESOL Program - The description for re-testing ELs in the petition does not follow GADOE
protocol. This information needs to be revised in the petition.
- ESOL Program - The reclassification process is described. However, the clear exit process is
not described. Reclassification criteria not explicitly stated.

Financial Performance/Plan Standard Rating
Meets the
Clarifying Questions: The financial and facilities Standard
plans, including the proposed Partially
budget, are thoroughly Meets the
1. In its new charter term, PATH will develop a developed and aligned with the
Standard
strategic plan designed to identify areas of proposed school’s mission and
Below the
academic, operational, and financial education program. The budget
is balanced and conservative; Standard
improvement and to develop strategies and Far Below the
reflects all necessary outlays,
actions plans aligned with PATH’s vision and including any unique programs Standard

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mission. (p. 78) Describe the Governing Board’s described in the academic plan;
vision and desired outcomes for this process. ensures adequate levels on
cash on hand, including cash
2. What is the current fund balance for DeKalb reserves and/or contingencies
PATH Academy? What contingencies are built for unexpected shortfalls; and
into your annual budget? contains no accounting errors.
3. Which Governing Board members have The revenue projections are
realistic and sufficient to meet
experience in large-scale fundraising? school expenditures. Both the
finance and facilities plans are
realistic and informed by
accurate assessment, including
key funding opportunities and
facilities availability.

Responses from Governing Board:
- The school will need to address its transportation issue. It moved quickly into an unfavorable
contract. The school hopes to move into a less expensive transportation contract.
- The school will need to do a needs assessment. The school will study academic data.
- Retaining staff and attracting quality staff is important. The Board has decided to keep its
salaries the same as DCSD salaries to retain teachers.
- Honoring the needs of the community is important to PATH. The school does not want to
make assumptions about what are the needs of the staff, community, and families. The
school is preparing to assess the needs of its community. Strategic planning provides a
structure for an on-going conversation. The process will include culture.
- The school shares a financial report at each meeting. The school maintains a balance of at
least $2.2 million in its contingency. The school uses a Georgia Fund ONE account as part of
its contingency plan. A typical year may end with a surplus. A percentage of the surplus goes
into the high yield interest fund. The school began with $20,000 and had added more each
year. This fund is in collaboration with a government agency.
- Fundraising - The school has secured donations recently. Different Board members play a
role in fundraising. Board members have experience with fundraising and grant writing. The
school reaches out to local businesses to support the school. Example – The chorus class is
supported by fundraising.

Review Committee’s Comments or Concerns:
- The Governing Board should create a 5-year contingency budget considering other options
for building space/locations. The budget should include underlying assumptions.
- What contingency plan has PATH put in place to resolve transportation issues that may occur
during the new charter term?
- DCSD Risk Management requests multiple items missing from Exhibit 16.
Organizational Performance Standard Rating
The organizational plan Meets the
Clarifying Questions: aligns with and supports Standard
1. The Governing Board has struggled with the school’s mission and Partially
compliance with Georgia’s Open educational philosophy, is Meets the
Meetings/Records requirements this charter designed to support the Standard
term. Describe the measures the Governing school’s goals and Below the
academic achievement Standard

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Board is taking to remain in compliance with expectations and is
the law. accurately reflected in
2. Given the two-year lease extension provided by the budget. The staffing
its leaser, what options is the Governing Board and recruitment plan
exploring to secure a facility. How is the provides sufficient
Governing Board navigating this uncertainty? academic, non-academic,
What are the potential organizational and and mission-critical staff
financial implications for PATH? to cover all of the courses
3. Executive Summary – The school does not plan and programs described
Far Below
for an increase or decrease in enrollment in the in the Academic Plan.
the
next charter term. Please explain how the The Board has all areas of
Standard
school maintains consistent enrollment. knowledge and expertise
necessary to operate a
successful charter school,
and the school leader(s)
have or will have the
expertise and resources
to fulfill the school’s
mission and goals.

Responses from Governing Board:
- The most important thing the Board is doing is training. The secretary now knows who to
send the notes to for posting. The website has been updated.
- The Board now includes an Open Records Clerk.
- The school has a meeting with the Board of Trustees concerning the lease. The Board feels
confident in solving this issue. The school was able to find a solution for transportation.
- The Board is open to facilities that may be available through DeKalb County School District.
- The school has a $3 million contingency fund. The school is curious about the timing of the
lease and why the leaser chose a two-year agreement. The school has not been given priority
to engage. The school has had a partnership with the university for more than 20 years. The
school has a new president who has been less engaged.
- The school has not yet engaged with DCSD Operation as the news from the leaser was
received less than two weeks before the Governing Board Capacity Interview.

Review Committee’s Comments or Concerns:
- The school does not currently have a long-term facility plan or lease agreement beyond the
current two-year extension provided by the leaser.
- The school does not plan to increase or decrease enrollment in the next charter term.

Performance Task Standard Rating

Governing Board Performance Task: Review the ACCESS The Board demonstrates the Meets the
data provided by the ESOL team. The data shows DeKalb capacity to confront potential Standard
pitfalls in opening and/or

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PATH Academy’s most recent performance on the operating a school by
identifying the root causes of Partially
ACCESS assessment. ACCESS is given annually to monitor Meets the
plausible challenges and
English Learner students' progress in learning academic solutions to those challenges. Standard
English.

a. How would the Governing Board approach this Below the
Standard
challenge?
b. What additional info would be helpful to deliver
a quality analysis to the school community?
c. Discuss the Governing Board’s role in ensuring
that the needs of multi-lingual learners are met.
d. Which budget line items, if any, would you
Far Below the
recommend revising in order to help achieve Standard
your identified solution? How would the Board
determine the budget line items that are off
limits for revision?

Responses from Governing Board:
- Principal/CEO explained the purpose of the ACCESS assessment and walked the Governing
Board through the data. The Assistant Principal supported the data analysis.
- ACCESS looks at student performance through different lenses. Is the student advancing to
different language acquisition bands?
- Support Available – PATH is addressing learning modalities through morning groups. During
extended day sessions, the students are participating in small groups for language
acquisition.
- When there is lack of movement in grade bands, it raises questions about appropriate grade-
level work, scaffolding, curriculum maps, etc. The school has new curriculum maps.
- Some students moved multiple grade bands.
- Questions from the Board – What is the root cause? The composite groupings are new. This
is the first year that the school has had 70% of teachers trained. Is extended day being
implemented with fidelity after the training? The morning group work is new.
- Are there any trends in the group that did demonstrate growth/movement? The school
should dissect the data. The students who are moving in their grade band are 6th grade.
Teachers must ensure that the students are having instructional conversations using
academic language. Instructional conversations need to be used outside of the extended
day.
- Strategies – Analyze teacher proficiency. The workaround planning for extended days and
curriculum is housed in planning meetings. How is the ELA department addressing this issue?
How is this issue being addressed in Social Studies or math? The school leader will look at the
plans. Administrators will conduct observations.
- How is PATH assessing the work that it is doing around the curriculum? This will be the
school’s next step in its work with a consultant.
- The ESOL population has grown dramatically. This triggered conversations with a state
university about instructional conversations. The population grew at the same time that
students were not exiting the program.

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- Board Questions: Are the results from ACCESS similar to the assessment results in other
areas? When is the ACCESS assessment given? How is a “band” defined?
- Summarize Next Steps – The Board may attend the department planning meetings. The work
of addressing assessments is the next phase of PATH’s work with its consultant. The
principal/CEO will provide a cut of the data to dig in deeper with 6 th grade data. What is 6th
grade doing differently to get positive results? At its next Board meetings, the principal/CEO
will share what the next stage of the school’s work on assessments will be.

Review Committee’s Comments or Concerns:
- The Governing Board is highly collaborative.
- The CEO/Principal and Assistant Principal demonstrate strong instructional backgrounds and
knowledge.
- The Governing Board identified similar key findings to those identified by the DCSD Research,
Data, and Evaluation team and the petition review committee.

Agenda Item