DPA CORRECTIVE ACTION PLAN
UPDATE
June 2025
Background/Context
During the SY23-24 charter renewal cycle, it was recommended that DeKalb
Preparatory be place on probationary status through June 30, 2025, due to:
• Multiple incidents of noncompliance with FAPE (Free and Appropriate Public
Education) as outlined in IDEA
• Persistent instability in leadership
• Academic Performance
DeKalb Preparatory Academy was required to provide a corrective action plan to the
District for review and approval within 30 days of the January 8th DBOE
meeting. The status of this plan is to be presented to the DCSD BOE biannually.
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Components of the Corrective Action Plan
Academics Special Education Compliance Staff Attrition
• Conduct a curriculum audit. • Establish regular collaborative • Address teacher/staff retention
• Literacy – Implement Science meetings with Tapestry Public and the percentage of certified
of Reading (mirroring district's Charter School and the Horizon teachers.
approach). Schools Area Office. • Assess staff's bandwidth for
• Ensure stakeholder • Review restorative practices school turnaround using a skill-
engagement in implementation with Specialty Area Culture will matrix.
of the corrective action plan. Climate Specialist every 9
• Employ Six Essential Systems weeks.
and participate in CCVs, Reality • Progress Monitoring –
Checks, and CSIP monitoring Professional development
cycles. through Exceptional
• Effect Size – Book Study on Educational/MTSS departments
John Hattie's Visual Learning and Metro RESA.
Special Education Compliance Concerns
SY23-24 Concern SY24-25 Mid-Year Progress SY24-25 current
• 21 late Individual Education Plans (IEPs) Individual Education plans are up to date with a plan of All 43 IEPs were completed by the DeKalb County
ongoing compliance. We are working closely with Schools deadline. We continue to work closely with the
DeKalb Lead Teacher for Special education, Innovation district, LTSE, and the coordinator to support
Special education coordinator. implementation.
• 43 students with disabilities for whom progress Student progress monitoring is up to date. Progress monitoring has been submitted and updated in
monitoring of IEP goals and objectives were Infinite Campus for each 4.5-week period, and student
not completed every 4.5 weeks progress remains current. Administration and the MTSS
coordinator continue to oversee progress monitoring.
Big picture: The Special Education ‘big picture,’ which
outlines services for each special education student, is
closely monitored. The school also received professional
development during summer leadership pre-planning
from Dr. Felton, our Special Education Coordinator.
• Serving students according to their IEP services All students are being served according to their IEP All students continue to be served according to their
(FAPE concerns) services IEPs, with the exception of speech services. We are
currently working with the district and following the
established DeKalb County plan to address speech
concerns. To help fill the gap in services, we have also
hired a contractor to provide speech services.
• Instability of Special Education teachers 5 new special education teachers were hired for the DeKalb Preparatory Academy has six full-time special
24/25 school year. education teachers, maintaining full staffing in our
special education department. While there have been
some shifts, we continue to have a fully certified
4 team in
place.
- Progress Update: Corrective Action Plan
Academics Special Education Compliance Staff Attrition
Reviewed
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• Our administrators are using the
plan by holding state of the school where we attended the session observation cycle 5/20/80, five classes a
ntinue to assess our staff's bandwidth for
address and updates at our Board conducted by the Culture and Climate day, 20 classes a week and 80 classes a
school turnaround using our skill-will
meetings. specialist. month as a strategy for observing staff
matrix.
• We employ the Six Essential Systems and • Progress Monitoring – We have we gleaned form the Horizon School
are participating in CCVs, Reality Checks, completed Professional development meeting we attended. We continue to
and CSIP monitoring cycles. through Exceptional Educational/MTSS assess our staff's bandwidth for school
• Effect Size – We are completing the Book departments. turnaround using our skill-will matrix.
Study on John Hattie's Visual Learning • The five DeKalb County Schools • We use an observation tool to provide
this school year with staff. beginning of the year training modules immediate feedback for observations to
• Map Data Overview were completed by the special education ensure our teachers and staff are
teachers. supported.
Root Cause Analysis
Root Cause: Achievement Gaps
Potential Issues
o Lack of access to quality resources and support for some racial groups
o Inequities in teaching quality and curriculum relevance
Strategies
o Professional Development for Teachers
▪ Provide training focused on culturally responsive teaching practices.
o Resource Allocation
▪ Ensure equitable distribution of learning resources and support services.
▪ Conduct CMSI Curriculum Audit.
o Parent and Community Engagement
▪ Strengthen partnerships with families and communities to support learning at home.
▪ Curriculum nights to help parents understand standards per grade level
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Root Cause Analysis
Root Cause: Low Reading and Math Scores Root Cause: Inconsistent Performance Across Grades
Potential Issues Potential Issues
• Insufficient targeted intervention programs • Lack of continuity and progression in the curriculum.
• Inadequate early childhood education focusing on foundational skills • Insufficient monitoring and support for student transitions between grades.
• Incorporate EIP & REP Strategies for more intensive targeted instruction
Strategies
Strategies • Curriculum Alignment
• Early Intervention Programs o Align curriculum across grade levels to ensure continuity in learning.
o Implement programs targeting early literacy and numeracy skills. o CMSI Curriculum Audit
• Data-Driven Instruction • Transition Program
o Use assessment data to inform and tailor instruction to meet student o Develop programs to support students transitioning between critical
needs. grades (e.g., elementary to middle school).
o Incorporate 5-20-80 strategy • Continuous Monitoring
o Incorporate PLC’s for 75 minutes per week per grade level o Regularly monitor student progress and adjust instructional strategies
• Tutoring and Supplemental Instruction as needed.
o Provide additional tutoring and after-school programs focusing on o By addressing these root causes with targeted strategies, the goal is to
Reading and Math. achieve substantial student growth across all racial groups and
o Working with Horizon Team to Create Strategies’ for low achieving academic subjects
students
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Strengths
• Professional Learning Communities (PLCs):
• Strong commitment to PLCs for teacher collaboration, data analysis, and instructional planning.
• Focus on sharing best practices to improve student outcomes.
• WIN Time ("What I Need"):
• Dedicated intervention and enrichment period tailored to individual student needs scheduled each day.
• Provides opportunities for targeted support in academics and skill-building.
• 5/20/80 Observation and Feedback Model:
• Regular classroom observations with structured feedback cycles to improve instructional practices.
• Emphasis on continuous professional growth and accountability.
• PEC Schedules (Progress Monitoring):
• Integrated schedules for consistent progress monitoring to track and address student needs.
• Enhances accountability and data-driven decision-making.
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Opportunities
• Targeted Instructional Interventions
• Combine insights from Georgia Milestones and MAP data to identify specific content areas and skills where students
are underperforming, particularly in ELA and math.
• Growth-Focused Professional Development
• Leverage MAP growth data alongside Milestones results to identify areas where students show limited growth despite
achieving proficiency.
• Enhanced Progress Monitoring and Feedback
• Utilize MAP data for ongoing progress monitoring between Georgia Milestones assessments to ensure students
remain on track.
• Equity in Achievement Across Subgroups
• Combine disaggregated MAP and Milestones data to identify achievement and growth disparities among
demographic subgroups (e.g., race, socioeconomic status, English proficiency).
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Aspirations
• Personalized Mastery for Every Student
• Goal: Utilize MAP and Georgia Milestones data to deliver tailored, data-driven instruction that ensures every student achieves
mastery in core content areas, improving both proficiency and growth metrics.
• Growth-Centered Professional Excellence
• Goal: Build a culture of continuous professional growth where educators leverage MAP and Milestones data to refine
instructional strategies and foster measurable growth for all students
• Proactive Student Progress Monitoring
• Goal: Establish a seamless, data-informed system that uses MAP interim assessments and Georgia Milestones benchmarks to provide
timely, actionable insights for both students and parents, ensuring on-track progress throughout the year.
• Equity in Outcomes for All Learners
• Goal: Close achievement and growth gaps among subgroups by utilizing MAP and Milestones data to implement targeted
interventions, ensuring that all students, regardless of background, have equitable opportunities for success.
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Results
• Targeted Instructional Interventions
• Increased proficiency rates and improved alignment between classroom instruction and state standards.
• Growth-Focused Professional Development
• Improved student growth on both MAP and Georgia Milestones, and enhanced teacher capacity for data-
driven instruction.
• Enhanced Progress Monitoring and Feedback
• Proactive interventions, consistent student progress, and stronger alignment between classroom and state
assessments.
• Equity in Achievement Across Subgroups
• Reduced achievement gaps and improved equity in academic outcomes across all student groups.
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DeKalb Preparatory Academy
Infrastructure Updates
• Building
• Facilities Grant
• Water Towers
• Water Pumps
• Securities Grant
• ADT security Cameras
• Technology
• Internet
• Wireless Access Points
• E-Rate Application
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DeKalb County School Supports and Feedback
• CCV
• Learning Walks
• Area Learning Opportunities
• Principal Learning Opportunities
• Charter Collaborative
• Instructional Services Guide
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Thank You
DeKalb Preparatory Academy
Board Members
KathyAnn Young, Board Chair
Suzette Arnold, Board Vice Chair
Janelle Wilhite, Board Treasurer
Bridget Robinson, Board Secretary
Roberta Walker
Wanda McKay
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