Agenda Item
b. DeKalb Agriculture Technology and Environment, Inc. ~ Charter Contract Renewal
Summary: Presented By: Ms. Kina M. Champion, Director, School Innovation; Division of Access & Opportunity
Request: It is requested that the DeKalb County Board of Education approve the charter contract renewal of DeKalb Agriculture Technology Environment, Inc. for five years ending June 30, 2031.
Why: Commendations
The petitioner demonstrates a deep and compelling understanding of the school’s model and a clear commitment to expanding learning opportunities within the DCSD community. The application reflects a strong understanding of the community’s economic, political, and historical context and is supported by multiple established partnerships. While the petition review committee notes opportunities to further strengthen how the model responds to the full range of needs and experiences within the surrounding community, the overall proposal presents a strong, mission-aligned case for approval. DATE demonstrates a strong climate and culture grounded in a clear commitment to STEAM and environmental learning, reflected consistently in classroom instruction and in the school’s agricultural and farm-based settings that reinforce real-world application and student engagement. Students exhibit a strong sense of school pride and belonging, contributing to a positive and cohesive learning environment. DATE has also demonstrated strong academic performance and has met its academic contractual goals throughout the current charter term. In addition, DATE’s financial performance meets all state standards, supported by a well-developed financial plan aligned with the school’s mission and program, ensuring fiscal stability and long-term sustainability.
Concerns
Evaluation of the school’s governance practices identified areas for further development to support effective oversight and long-term stability. The governing board did not articulate a clear succession plan and reported challenges in recruiting new members, contributing to extended service by some members despite staggered terms. In addition, the board did not clearly demonstrate an understanding of the factors contributing to the school’s successes and challenges, nor did it sufficiently describe how data are used to monitor priorities and inform decision-making. Strengthening these governance practices would support informed oversight, leadership continuity, and alignment among the school’s mission, performance outcomes, and community context.
Details: Each year, the District accepts petitions from existing charter school governing boards to renew their charter contracts. On November 12, 2025, the governing board of DeKalb Agriculture Technology and Environment, Inc. (DATE) submitted a renewal petition. The charter school’s current charter contract expires on June 30, 2026. Upon initial review by the School Innovation Department, the application was deemed complete. Per DeKalb Board of Education policy, the petition moved through the formal review and evaluation process. The petition review committee conducted site visits (which included stakeholder focus groups and classroom observations) on October 30 and November 3. The committee facilitated a governing board capacity interview for DATE on November 19. The Superintendent's site visit was conducted on November 21. The Initial Clarification Memo, including strengths, concerns, questions, and/or recommended revisions, was issued to the charter school’s governing board on November 21. The governing board’s response to the Initial Clarification Memo and its final revised application materials were received on December 5.
The recommendation of the petition review committee is based on an evaluation of the written petition (including the narrative and exhibits), the petitioner's response to the Initial Clarification Memo, the governing board capacity interview, governing board observations, site visits, classroom observations, data analysis, and independent due diligence. If approved by the DBOE, the petition will be sent to the State Charter Schools Commission for evaluation. The State Charter Schools Commission will work with the State Board of Education’s Charter Advisory Committee to present the Committee’s recommendation to the State Board of Education for final review and approval.
Financial impact: The Five-Year Financial Impact on the General Fund is estimated to be $60,432,345.
Contact: Triscilla Weaver, Ph.D., Chief of Access & Opportunity, Division of Access & Opportunity, 678-676-0485
Ms. Kina M. Champion, Director, School Innovation; Division of Access & Opportunity, 678-676-0718
Effective: July 1, 2026 - June 30, 2031
Status: Pending Approval by the Office of Legal Affairs
DeKalb Agriculture Technology and Environment
Response to Initial Memorandum
November 21, 2025
How to Submit the Final Revised Petition and Response to the Initial Memo
By December 5, 2025 (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
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.
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SUMMARY
On November 12, 2025, DeKalb Agriculture Technology and Environment 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:
• DATE "is the only K-8 charter school in Georgia, in the Southeastern Region, and even in the USA to have a Triple Integration Approach to
education: Environmental, Agricultural, and Technological Sciences." - p. 11
• The physical plant is exceptionally well maintained, particularly given the school’s extensive farm and agriculture program. There is no
evidence of outdoor debris within the school building, and the surrounding exterior areas are consistently clean, orderly, and well
organized.
• Students demonstrate confidence and pride in their school. Their understanding of the STEAM foci is clearly embedded in the school’s
culture and not something performed solely for visitors. They are, in many ways, the driving force and spark of the 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 the State Charter Schools Commission during its review process.
Community Support
Item Committee’s Feedback Petitioner’s Response
1 Provide examples of MOUs with any of the entities listed on D.A.T.E. does not have MOU with Partners in Education, but has had
page 15 of the application--Georgia Perimeter College, contracts with STEAM, Inc., Honeywell, and Sanson Farms in the past.
Piedmont Technical College, Chattahoochee Nature Center, Other Partners in Education relations were sealed and confirmed with
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Stone Mountain Park, Arabia Mountain, Gwinnett Heritage awarded grants from Georgia Perimeter College and Sprouts. In addition,
Center, Dekalb Watershed Department, Honeywell, Home apprenticeship opportunities and collaboration have taken place with
Depot, Miracle Grow, Costa Farms, STEAM Inc., and/or Arabia Mountain, the Dekalb County and Watershed Department, while
Sprouts. - p. 15 other volunteer services opportunities were offered and available to
D.A.T.E. by community relationship with Scotts Miracle Grow, Costa
Farms, and Gwinnett Heritage Center.
Academic Plan
Item Committee’s Feedback Petitioner’s Response
2 The ESOL screening process for ESOL is described on page 30. EL Eligibility Criteria (Entrance)
The petitioner states on page 32: “D.A.T.E. uses the
procedures for exit and entrance as recommended by the Each student’s parent or guardian completes the Home Language
Dekalb County School District.” What are the qualifying
Survey (HLS) for students entering D.A.T.E. This form is completed
criteria?
for students who are new to U.S. schools. The online registration
platform provides language options for viewing the HLS. If the
parent or guardian reports two or more home languages, one of
which is English, they select an additional statement identifying in
which home language their child is more proficient. D.A.T.E. uses
the state's guidelines based on the responses to the questions on
the HLS to determine students who are “Potential English
learners.” These students are then screened for English language
proficiency using the appropriate ELP WIDA Screener (Screener
for Kindergarten, Screener online or Screener paper).
Students Enrolling in 1st Semester Kindergarten
• The Listening and Speaking language domain tests of the
WIDA Screener for Kindergarten are administered.
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• If students’ Oral Language Proficiency Level (PL) is < 5.0,
they meet EL eligibility criteria, they qualify for EL status
and are reported in Infinite Campus as EL = ‘Yes’.
• If students’ Oral Language PL is ≥ 5.0, then they do not
qualify for EL status and are reported in Infinite Campus as
EL = ‘No’.
Students Enrolling in 2nd Semester Kindergarten to 1st Semester
Grade 1
• All four language domain tests of the WIDA Screener for
Kindergarten are administered: Listening, Speaking,
Reading, and Writing.
• If students’ Overall Composite Proficiency Level (CPL) is <
5.0, they meet EL eligibility criteria, qualify for EL status
and are reported as EL = ‘Yes’ in Infinite Campus.
• If students’ Overall CPL score is ≥ 5.0, they do not qualify
for EL status and are reported as EL = ‘No’ in Infinite
Campus.
Students enrolling in 2nd Semester grade 1 through 2nd
semester grade 8th
• All four language domains: Listening, Speaking, Reading,
and Writing are administered.
• If students’ grade level adjusted Overall CPL is < 5.0, they
meet EL eligibility criteria, qualify for EL status and are
reported as EL = ‘Yes’ in Infinite Campus.
• If students’ grade level adjusted Overall CPL is ≥ 5.0, they
do not qualify for EL status and are reported as EL = ‘No’
in Infinite Campus.
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WIDA Alternate Screener, Grades K-8
Students Enrolling in 1st Semester Kindergarten
• The Listening and Speaking domain tests are
administered unless one is precluded per IEP.
• If students’ Alternate Oral Language PL is <3, 3, or 4, they
meet EL eligibility, qualify for EL status, and are reported
as EL = ‘Yes’.
• If students’ Alternate Oral Language PL = 5, they do not
qualify (DNQ) for EL status and are reported as EL = ‘No’.
Students enrolling in 2nd semester Kindergarten through Grade
8
• All four language domains unless one or more are
precluded per IEP: Listening, Speaking, Reading, and
Writing.
• If students’ Alternate Overall CPL = <3, 3, or 4 they meet
EL eligibility, qualify for EL status, and are reported as EL
= ‘Yes’.
• When students’ Alternate Overall CPL = 5, they do not
qualify (DNQ) for EL status and are reported as EL = ‘No’.
EL Exit criteria (Exit)
WIDA ACCESS for Kindergarten Clear Exit
• Overall CPL ≥ 5.0 and Listening PL ≥ 5.0 and Speaking PL ≥
5.0 and Reading PL ≥ 5.0, and Writing PL ≥ 4.5
Grades 1-12 WIDA ACCESS Clear Exit
• Overall CPL ≥ 5.0
Grades 1-12 WIDA ACCESS Clear Exit
• Overall CPL or DCPL ≥ 5.0
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Reclassification (Exit)
Students may exit the ESOL program through the reclassification
process.
• Students who meet the criteria are identified and
notification letters are sent to their families.
• The reclassification team meets within the first 5-10 days
of parent notification and determines if the student(s)
should exit based on the English Learner Reclassification
Team Review Form.
• All required documentation is signed, dated, and
uploaded into Infinite Campus (IC) by the ESOL teacher
by the end of the school year.
3 ESOL Curriculum – What curricula is used and how are The goal is to teach language and content simultaneously. D.A.T.E. uses
scaffolding and differentiation included? the Georgia Standards of Excellence for content instruction along with
the WIDA English Language Development Standards to address the
language component. These standards are used to teach language and
content using the SIOP method of delivering instruction. The push-
in/collaborative model is used to ensure that both the content and ESOL
teacher are able to provide scaffolds and differentiate these scaffolds
based on ELs language proficiency levels. Scaffolding and differentiation
begin with a thorough analysis of different data points such as MAP and
the WIDA ACCESS. The score report from the WIDA ACCESS is used to
determine students’ language proficiency level for each domain
(reading, writing, speaking, and listening). The ESOL teachers help with
planning for the language demands of the lessons. Scaffolds such as
small groups are often led by the ESOL teachers with students who are
at lower levels of proficiency. This helps to facilitate direct instruction
for these students. Both content and ESOL teachers use other scaffolds
such as sentence frames, and word banks as we provide structured
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activities for these students. Students are also paired with students who
are not English learners, and English learners at higher levels of
proficiency to help with language modelling, especially for the speaking
domain. These strategies are used across curricula or models of
instruction used at D.A.T.E. For example, during the “Explore” step of
the 5E model used for science the heterogeneous groups of ELs with
Non ELs and ELS at lower levels has proven to be very effective because
the ELS are given the opportunity to experience language in authentic
settings which involves collaboration and problem solving. During the
“Explain” step, students at the beginning and developing levels use
models, visuals and sentence prompts to express findings.
4 What are the class sizes for your ESOL segments? How do you Our ESOL program follows Georgia SBOE Rule 160-5-1-.08, which
determine the appropriate class size? establishes ESOL class size expectations to ensure instruction is
effective, equitable, and designed to meet the language needs of
English learners. State funding is based on instructional delivery, with
one QBE/FTE earned for every seven ESOL class segments reported
during FTE counts.
Georgia recommends a funding class size of seven students per ESOL
segment, with maximum average class sizes by grade level to maintain
instructional quality:
• -K–3-11 students max (13 with paraprofessional)
• -4–8-14 students max (15 with paraprofessional)
D.A.T.E. follows this plan to ensure that small instructional groups are
maintained. This helps us to provide targeted support and accelerate
language growth. This helps us to provide effective co-teaching
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strategies between the content teacher and ESOL teacher to meet both
content and language objectives.
5 Please describe the appropriate measures that will be taken D.A.T.E. is committed to ensuring that English Learners have full and
to ensure that English Learners have meaningful access to all meaningful access to all curricular and extracurricular programs by
curricular and extracurricular programs. providing high-quality, research-based instruction and comprehensive
language support. We are in the process of facilitating training for all
teachers in the Sheltered Instruction Observation Protocol (SIOP). This
training is offered by the district on a monthly basis. This will help to
ensure that consistent scaffolding, comprehensible input, structured
interaction, and explicit vocabulary instruction are implemented in all
classrooms. ELs will be supported in fully participating in STEM activities,
project-based learning, and our FOCI areas (Agriculture, Technology,
and Environment) through the collaboration of an assigned Special
Programs Student Support Liaison (SPSSL). The SPSSL will work directly
with content teachers, exceptional education teachers, and ESOL
teachers to provide opportunities for these students to participate in all
stem related activities. Students are also encouraged and assisted in
joining extracurricular activities, with staff helping eliminate language-
related barriers by using data from the Home Language Surveys (HLS).
This information helps teachers to determine parents' preferred
language of communication. To ensure families can support their
children, the school offers translation and interpretation services at no
cost, including translated notifications and permission forms,
interpreters for meetings, and ongoing communication; families will be
informed regularly about how to request these services. The ESOL team
will also monitor EL students’ participation in curricular and
extracurricular programs and collaborate with teachers and families to
address any barriers that may hinder active participation.
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6 How does the school serve ELs who qualify for both ESOL and Protocol for ESOL/SWD Collaboration
Special Education services? Describe the protocol for D.A.T.E. ensures that students who are dually identified as English
ESOL/SWD collaboration. Learners and Students with Disabilities receive full access to both ESOL
and Special Education services in accordance with state and federal
requirements. The ESOL teachers are invited to all IEP meetings for
EL/SWD students to ensure that English language development needs
are explicitly addressed within the student’s IEP goals, supports,
services, and accommodations. During IEP meetings, ESOL teachers
provide formal documentation and data regarding the student’s English
language progress, the results from WIDA Screeners or WIDA Alternate
Screeners, and WIDA ACCESS. They also give recommendations for
instructional strategies, accommodations, and scaffolds aligned to the
student’s English language proficiency level to ensure meaningful
access to grade-level standards. ESOL teachers are also able to provide
additional state-required information regarding EL identification
procedures, including initial classification, continued eligibility, and
criteria for exit and reclassification. The SWD teachers are also invited
to the EL/TPC meetings to ensure that we receive valuable input with
regard to classroom and testing accommodations needed for English
learners who are dually served.
7 What is the process of waiving ELs from ESOL services? The Parent Notification of Student Eligibility for English to Speakers of
Other Languages (ESOL) services letter is sent home in the
parent/guardian preferred language within 30 days of the beginning of
the school year or 10 days if students enrolled during the year. If a
parent/guardian expresses an interest in refusing ESOL services, the
parent must submit to the school in writing a request to waive ESOL
services. The parent’s written request is uploaded to Infinite Campus.
The ESOL team conducts a conference with the parent/guardian, during
this meeting parents are encouraged to share how they will help their
child if they are removed from ESOL services. Parents' reasons for
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declining services are also discussed and documented during this
conference. The ESOL team provides an alternate plan to ensure that
students who are waived meet their language goals. This plan is
discussed with all content area teachers.
8 Monitoring Exited ELs -- Data shows 18 monitored ELs. How Post-Exit Monitoring Procedures
are you monitoring exited ELs? ESOL teachers consult with all content area teachers during the first
week of school to identify, review and share ACCESS data for students
who have just exited the ESOL program through a clear exit or the
reclassification process and students who are in their second year post-
Exit. The students’ Individual language Plans (ILPs) are discussed during
this meeting. Once these students are identified, teachers are required
to pay close attention to factors such as their academic progress, class
participation, communication with teachers, and communication with
peers. All content area teachers for first year post-exit students are
consulted four times per year (October, December, March and May.)
Teachers for second year post-monitored students are consulted twice
per year. Data that reflects students grades and communication skills is
recorded on post-exit monitoring forms. These forms are uploaded into
Infinite Campus after each consultation. The data captured is reviewed
to determine if students are maintaining academic progress without
ESOL support. ESOL teachers meet with content-area teachers to
discuss accommodations and strategies that support students whose
data indicate that more support is needed. All monitoring data and
interventions are documented to inform future instruction and to
identify students who may need additional support or intervention.
9 Other than during the registration process, how are you D.A.T.E. works with a translation/interpretation service to ensure
ensuring meaningful communication with PHLOTE families? PHLOTE families are able to actively participate in their children’s
What system do you have in place?
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education. D.A.T.E. uses the following resources to communicate with
parents whose primary home language is other than English.
Scheduled formal meeting
Trained interpreters are always used for formal meetings (school wide
communication and interpretation for parent conferences). The
school’s ESOL Liaison requests interpretation/translation for
documents and meetings by submitting a request to the Translation
Station.
Brief/Non- Scheduled or Emergency Communication
Emergency calls for student health, behavioral issues etc. are handled
with the help of a translation/ interpretation company. This process is
referred to as “Call on Demand.”
• A designated staff member will call the toll-free service line
when assistance is needed.
• After dialing the number, the staff will provide the access code
provided to our school.
• Once logged in staff can request the language the parent
prefers.
• Language identification flyers help the parents indicate the
language needed.
Communication Regarding Classroom Instruction
The following tools are used in the classroom for daily communication
• Class dojo
• Talking Points
• School messenger
These are used for translating basic classroom teacher information,
communicating basic information to families and messaging and
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sending notes to parents. These are not used for formal meetings or
any official translation of school wide documents.
10 Please provide an analysis of the underlying factors The academic successes experienced by D.A.T.E. Charter are rooted in a
contributing to the academic successes that D.A.T.E. has profound, school-wide cultural shift that placed data analysis and
experienced, as this information is not included in the collaborative accountability at the center of all instructional and
petition (p. 18)? administrative practices.
The underlying factors contributing to the school's success in reducing
achievement gaps and consistently outperforming its district and state
peers are:
1. School-wide Date-Driven Culture
The institutional dedication to student success is deeply rooted in a
strong emphasis on evidence and data literacy, beginning with the
school's administration and board who championed comprehensive
data practices as the most reliable measure of commitment to the
charter's mission, transforming data into the "new language of the
school" and empowering all stakeholders. This commitment moved
beyond simple annual state test results to a granular analysis of
formative assessments, benchmark data like MAP, and daily exit tickets,
enabling teachers to pinpoint specific, easily addressable skill
deficiencies, such as "multi-digit multiplication," rather than broad
subject gaps. Consequently, teachers adopted a continuous
improvement cycle—Data Analysis, Instructional Adjustment, Impact
Measurement, and Refinement—to ensure instructional methods are
regularly assessed and enhanced for sustained student growth.
2. Strong Collaborative Frameworks
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Professional Learning Communities (PLCs) were intentionally
transformed into results-driven "data teams" where educators regularly
meet to examine common assessment results and collaboratively plan
instruction, ensuring every teacher is an informed decision-maker.
These collaborative teams utilize standardized protocols and data
trackers, focusing on the "Four Essential Questions" to guide decisions
regarding instructional planning, intervention, and enrichment.
Furthermore, these teams meticulously disaggregate data by specific
student subgroups to uncover granular trends and needs, guaranteeing
that instructional modifications are equitable, fair, and highly focused.
3. Targeted Interventions & Equity Gains
The systematic, data-driven approach ensures targeted support is
provided exactly where it is needed, leading to significant equity gains.
By making student data the sole driver of the Multi-Tiered System of
Supports (MTSS) intervention program, the school allowed students to
move fluidly through hyper-targeted small-group interventions,
successfully closing 34 intervention plans and returning 26 students to
Tier 1 instruction. These focused strategies resulted in dramatic equity
gains for vulnerable subgroups, with Elementary English Learners (ELs)
increasing ELA content mastery from 61% (2022) to 87% (2024), and
Economically Disadvantaged Students (EDs) increasing from 67% (2022)
to 86% (2024), success that is sustained by effective instructional
practices like the SIOP Model.
4. Systemic Leadership & Support
The ongoing success of this transformation stemmed from the
leadership's dedication to continuous learning and proactive support.
Instructional coaching evolved from a reactive approach to a proactive
one, concentrating on classrooms where student outcomes suggested
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a need for collaborative lesson planning or the modeling of high-impact
strategies.
At the same time, the leadership team committed to their own learning
by engaging in professional development that emphasized data
interpretation and effective teaching and intervention strategies. This
enabled them to coach teachers effectively in identifying the root
causes of performance trends.
This cohesive system has consistently led to high student readiness, as
evidenced by consistently strong CCRPI Readiness scores, which range
from 80% to over 90%. This indicates that students possess the
foundational skills necessary for success at the next academic level.
11 How often do teachers meet with their MTSS Specialist? How MTSS Process Summary at D.A.T.E Charter
many students are in the tiered process? Teachers at D.A.T.E. Charter meet with the MTSS Specialist
approximately four times per year during their scheduled planning time.
The exact interval for these meetings depends on the intervention level
being supported, ranging from every 4 to 8 weeks.
Meeting Frequency and Focus
Tier 2 intervention planning and review sessions take place every 6-8
weeks, starting in August.
Tier 3 Student Support Team (SST) meetings occur every 4-6 weeks
beginning in August as well. These meetings can also happen
intermittently throughout the school term based on evaluation
requests from parents or referrals from educators via the Child Find
process.
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Teachers also participate in MTSS Progress Power Up meetings with
specialists and grade-level teams. During these sessions, the team
analyzes universal screener data (NWEA MAP Growth and Amira
Learning) to guide the Analyze, Adapt, and Achieve (A3) initiative. The
primary goal is to review students in the bottom quartile and determine
if they require enhanced Tier 1 supports or targeted Tier 2 intervention.
Student Participation
Currently, 27 students are actively involved in the multi-tiered support
process. This total is divided between the two higher tiers:
• Tier 2: 19 students are receiving targeted, small-group
interventions.
• Tier 3: 8 students are receiving intensive, individualized
supports.
We also have 36 students in our EIP program, which is a Tier 2
intervention. Our MTSS Specialist also has an On-Watch list of students
whose data is tracked to see their progress or if they are in need of
support. The MTSS Specialist also reviews this list with teachers during
the MTSS Progress Power Up meetings.
12 Upon enrollment, the Exceptional Education Department (EED) reviews
When a student enrolls with an existing IEP that includes the students’ current IEP to identify required services, service times,
services not currently provided in your building or through classroom and testing accommodations, progress monitoring
your Big Picture model, what steps do you take to ensure the expectations, any assistive technology needs, as well as any medical
student receives FAPE? Please describe the procedures you needs. If the services on the existing IEP do not include services not
follow to review the IEP, determine needed services, and currently provided in our building or through our Big Picture, EED
arrange for implementation.
immediately contacts the parent or guardian to schedule an IEP
Meeting with the new IEP committee to review the current IEP. At this
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meeting, we discuss which services we can immediately provide within
our building as well as which services require an adjustment to staffing,
scheduling, or delivery models. We also ensure that the parent or
guardian clearly understands how the services will be delivered in our
setting and answer any questions they may have. If necessary, the IEP
team may amend the IEP to reflect any changes that were agreed upon
by the new IEP committee. In addition, the parent is notified of the Case
Manager who will monitor the student’s goals on their IEP,
communicate any concerns or provide updates, and schedule any
future IEP meetings. The parent will also be informed that if the
services previously discussed require adjustments, the IEP committee
will reconvene.
13 Every student with an IEP is assigned an in-house Case Manager (Special
How do you monitor students’ progress toward their IEP goals Education Teacher). The Case Manager collects data on a weekly basis
between formal IEP meetings? In what ways does the that aligns with the goals outlined in the students’ IEP. They utilize
progress-monitoring data inform your instructional decisions, research-based strategies from Goalbook to help the student improve
interventions, and the development of future annual IEPs? on specific skills to meet the goals outlined in their IEP. The Case
Manager meets with students in a small group or one on one to review
skills that align to the specific goals. Every progress reporting period,
parents or guardians are provided with student’s progress toward their
annual goals. During the IEP meeting, Case Managers review the results
of the data collected throughout the IEP year and based upon the data
collected, it is determined whether a goal is mastered and no longer
needs to be monitored, if a goal is achieved and requires more rigor or
an expansion of the complexity of the task, or if the goal requires
additional support to be achieved. This data also helps to determine
whether student supports or services need to be adjusted. In
conclusion, our Case Managers ensure students receive ongoing data
driven support toward goals and they develop a new IEP based upon
clear evidence of students’ growth and need.
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14 How do you analyze the performance of subgroups, DATE implements a comprehensive, multi-layered approach to analyze
particularly students with disabilities, within your building? the performance of all student subgroups, with a particular focus on
students with disabilities. We begin by examining disaggregated data
from Georgia Milestones, NWEA MAP, benchmarks, and common
formative assessments. This allows us to identify patterns in
achievement and growth and to compare subgroup performance to
building-wide expectations. In addition to these broad measures, we
closely monitor individual progress for students with disabilities through
regular review of IEP goal data. Progress monitoring results and
accommodation use are analyzed to ensure that each student is making
adequate growth and that supports are delivered with fidelity.
To ensure accuracy and completeness, we triangulate multiple data
sources when evaluating student performance. Quantitative measures
such as standardized test results, attendance, and behavioral indicators
are reviewed alongside qualitative evidence, including teacher
observations, student work samples, and classroom walkthrough data.
This blended approach helps us understand not only what students
know, but also the conditions under which they learn best.
Our building maintains a consistent schedule of structured data
meetings that bring together general education teachers, special
education staff, interventionists, and administrators. During these
meetings, teams review subgroup performance trends, examine root
causes of gaps, and determine the effectiveness of current instructional
strategies and interventions. These conversations follow established
protocols, ensuring that decisions are data-driven and actionable.
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15 When data indicate that the performance of students with disabilities is
What specific interventions do you provide when data indicate lagging, we begin by reviewing each student’s data to determine
that the performance of students with disabilities is lagging? whether current IEP goals, services, and accommodations match their
needs. When necessary, we adjust goals, increase the intensity or
frequency of specialized instruction, and refine accommodations, to
ensure full access to learning.
At the instructional level, we provide targeted interventions that reflect
the principles of explicit, systematic teaching. Students may receive
additional time in small-group or one-on-one instruction, particularly in
areas such as literacy or mathematics where foundational skills require
intensified support. We implement research-based intervention
programs, such as Symphony Math and Lexia, and monitor progress
closely to determine whether students are responding as expected. For
students whose data reveal behavioral or social-emotional barriers to
learning, we conduct Functional Behavioral Assessments and develop,
or revise Behavior Intervention Plans to ensure that behavioral supports
are proactive, individualized, and consistently implemented.
Students with disabilities receive a range of interventions and supports
based on their individual needs. These interventions vary depending on
each student’s areas of weakness and are delivered through specially
designed instruction. In addition to Symphony Math and Lexia Core 5,
they also use Khan Academy, IXL, and Progress Learning for extra
practice and reinforcement of concepts taught in their content area
classes. The Read&Write Google extension has been added on their
devices as an additional support in reading and writing. At D.A.T.E, most
students with disabilities are provided extra time for processing and
responding during classroom discussion, extended time to complete
assignments, and frequent checks for understanding to ensure they
grasp the material presented. Our general education teachers,
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exceptional education teachers, and paraprofessionals work with
students in large groups, small groups, and one-on-one to provide
targeted support aligned with the accommodations in their IEPs.
Organizational Plan
Item Committee’s Feedback Petitioner’s Response
16 In the Executive Summary, the total enrollment in the final The expected total enrollment is 778; however, the charter law
column of the table (778) exceeds the total enrollment in the practices allow charter to exceed 3% of original stated
fourth question (770). What is the expected enrollment at enrollment.
the end of the charter term? - p. 11
17 The Student-Parent Handbook includes a flowchart for If there are instances that arise with a grievance process when
D.A.T.E.’s grievance process. However, instances may arise the grievance is brought against a staff member designated in
when a grievance is brought against a staff member the flow chart, then investigation will be conducted by the next
designated in the flow of the investigation. How does the
leveled supervisor or supervisor presented in the flowchart or
school investigate concerns or grievances in these instances?
- p. 335 the Board of Directors, of the alleged staff member.
19