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
Governing Board Capacity/Clarification Interview Rubric
DeKalb Agriculture Technology and Environment (DATE)
November 19, 2025
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
Clarifying Questions: Meets the
- Describe how various stakeholders (teachers, families, The applicant makes a Standard
and community members) were involved in the renewal compelling case for why the
petition process. Additionally, how will these school fills an unmet need in
stakeholder groups continue to participate? - p. 14 the DeKalb County School
- Describe DATE’s efforts to ensure that the District. The applicant Partially
demonstrates an Meets the
Parent/Community Engagement reflects the understanding of the
socioeconomic and cultural diversity of the student Standard
community or communities
population and the surrounding community. – p. 34 the school serves or is likely to
- Your petition mentions numerous school partnerships serve. The Board
with local businesses. What do those partnerships look demonstrates cultural Below the
like? Describe the relationship(s). p. 15 competency specific to the Standard
- What was the response rate for the survey or link communities with whom it
works or seeks to work,
"created to receive feedback on the petition?” What
including the ability to
were key findings from this community feedback? articulate the root causes of
Provide an example of integrating this feedback into the Far Below the
the needs it seeks to fill.
Standard
petition. - p. 12
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Responses from Governing Board:
- The Governing Board begins the process of gathering stakeholder input three months in advance of
submitting the petition. Per the Governing Board Chair, additional data is collected during Board
meetings.
- The Board Chair asserts that it is impossible to ensure that the socioeconomic diversity of the Board
reflects the school community—a contractual obligation. Clarification was provided that Board
membership is open. Additional funding has been put into ESOL. The school hosts cultural awareness
nights. Parents are supported by connecting them to health resources, career development, and social
services available in the broader county.
- DATE has a high level of parental involvement that provides multiple opportunities for participation.
- Examples of Community Partnerships – Home Depot (supplies for the garden and greenhouse); local
nurseries; film companies (directors); Department of Water Management (field trips to water
reservoirs); DeKalb Public Health (vaccinations, flu shots, adolescent health and youth development)
- Stakeholder Feedback – Respondents expressed the desire for a DATE high school.
- The school has a functioning farm on the property. This is a draw for families. Parents appreciate the
hands-on application of theory.
Review Committee’s Comments or Concerns:
- In the Executive Summary, the total enrollment in the final column of the table (778) exceeds the total
enrollment in the fourth question (770). What is the expected enrollment at the end of the charter
term? - p. 11
- If verifiable, include this designation as a commendation in the initial memo and final recommendation:
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 petition exhibits do not include examples of MOUs with any of the entities listed on page 15 of the
application--Georgia Perimeter College, Piedmont Technical College, Chattahoochee Nature Center,
Stone Mountain Park, Arabia Mountain, Gwinnett Heritage Center, Dekalb Watershed Department,
Honeywell, Home Depot, Miracle Grow, Costa Farms, STEAM Inc., and Sprouts. (p. 15) - Request
examples in the Initial Clarification Memo.
- The Governing Board did not provide specific examples of stakeholder feedback that was
integrated into the petition.
- Efforts to engage the surrounding community in which the school is physically located were not
clearly articulated.
School Governance Standard Rating
Clarifying Questions: The governance structure is
- To what extent has DATE achieved its mission/vision Meets the
designed to (a) put students
during the current charter term? What is the evidence first, including being Standard
that the Governing Board uses to evaluate this goal? responsive to family and
P.11 community input; (b) achieve
- The school council and any personnel waivers the school’s mission and
goals; and (c) ensure legal Partially
(including due process) are within the broad
compliance, particularly in Meets the
flexibility granted through the charter contract.
terms of proactively Standard
Clarify the specific waivers, if any, above and beyond preventing financial fraud and
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those granted by the charter and how they are ensuring the appropriate use
utilized. - p. 13 of public funds. The
governance structure will Below the
ensure an active, engaged, Standard
knowledgeable Board that has
timely, deep, and broad
knowledge of the school’s
operations, finances, and
students’ needs, and operates Far Below the
independently and Standard
autonomously.
Responses from Governing Board:
- Currently, the Board is drawing parent representatives from its PTA/PTO.
- The Board has standards that it measures at each meeting—CCRPI, MAP data, and other KPIs. The
Board measures the foci. The school’s goal is to be one of the top 10 charter schools in the nation.
- Continuous improvement is always a focus. Teachers and staff participate in PD.
- The school strives to address bond covenant requirements and to manage debt.
- Waivers – The Board Chair articulated that the use of funding and staffing are two ways that waivers are
utilized.
Review Committee’s Comments or Concerns:
- The Governing Board did not describe the measures it uses to assess the school’s “foci” or how it uses
data in its decision-making processes.
- Though this assertion appears in the petition, the Governing Board did not identify waivers that it
implements above and beyond what is granted in its charter contract.
- The Governing Board did not demonstrate deep and broad knowledge of the school’s operations,
finances, and students’ needs, as several Board members were minimally engaged in responding to
questions during the capacity interview.
Academic Performance/Plan Standard Rating
Clarifying Questions: Meets the
- Describe the school’s strategies for moving students Standard
from proficient to distinguished content mastery. The applicant demonstrates
- Please describe how the school actively uses the broad the capability to design or
flexibility of waivers to support its academic and select a comprehensive, high- Partially
quality curriculum (standards, Meets the
organizational model and identify which aspects of the
resources, methods of Standard
school’s structure or performance would be instruction, and formative
compromised if these waivers were not in place . – p. assessments for each core,
13 electives, and mission-specific Below the
- What percentage of DATE’s teachers are certified? – p. subjects). The curriculum is Standard
16 inherently inclusive and
designed to be responsive to
- Can you describe how the school monitors, evaluates,
students’ needs; clearly
and improves the academics of students with interrelated between its
disabilities? Specifically, what systems does the board components; and directly
have in place to ensure accountability for IEP aligned to the school’s goals, Far Below the
implementation and or improving outcomes for this mission, and educational
Standard
subgroup over time? - p. 27-29 philosophy.
- What has DATE identified as the root cause of the
progress scores' decreasing by 10.7 points from the
2023 to 2024? - p. 16
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Responses from Governing Board:
- Innovation would be limited without access to waivers. The waivers allow the school to hire teachers
with expertise in agriculture. The school has added engineers and artists to the staff.
- The certification rate is above 90%. Many teachers hold a gifted or ESOL endorsement.
- MAP assessment is in-house. The students are assessed within one week of school starting.
- Progress Score Decreases – The Board asserted that there is not a single, direct root cause. The school
makes adjustments to staffing, as needed. MAP also drives other instructional shifts throughout the
academic year. Accommodations such as small group instruction are implemented to support
students.
- The Wonders curriculum is how the school is navigating the changes in the ELA standards. The Board
allocated $100,000 for the Wonders curriculum.
- SWD – The Board has a reporting system to ensure that there are not gaps for students with
disabilities. If the school sees gaps, it remediates. The Board asserts that there are not gaps and that
there are SOPs in place to address any gaps. Individual plans are built for students and systems are in
place for teachers to monitor student progress. The percentage of SWD at DATE is about 2%.
Review Committee’s Comments or Concerns:
- The petition does not include an analysis of the cause(s) of academic success. (p. 18)
- The Governing Board did not demonstrate an understanding of the root causes of DATE’s
successes or challenges.
- RDE and the Area Office affirmed that data used for the academic analysis and the data
contained in Exhibit 5 is misleading as it is presented in the aggregate rather than by grade
band. RDE will follow up with the school to address this discrepancy before the final petition is
submitted.
Financial Performance/Plan Standard Rating
Clarifying Questions: The financial and facilities
- The petition states that “sound financial decisions and plans, including the proposed Meets the
monitoring are implemented by both the governing budget, are thoroughly Standard
board and school administrators.” Please describe the developed and aligned with the
proposed school’s mission and
specific types of decision-making practices and
education program. The budget
monitoring activities carried out by the governing is balanced and conservative;
board and by school administrators that contribute to reflects all necessary outlays, Partially
the strong financial stability DATE has demonstrated. including any unique programs Meets the
p. 20 described in the academic plan; Standard
- The petition notes concern regarding the upcoming ensures adequate levels on
balloon payment due on June 1, 2029. Can you clarify cash on hand, including cash
the board's plan for meeting this obligation, including reserves and/or contingencies
any refinancing strategies, capital campaign efforts, or for unexpected shortfalls; and
contains no accounting errors.
contingency measures in place to ensure full Below the
The revenue projections are
repayment of the remaining PFA Series A and B bond Standard
realistic and sufficient to meet
obligations? p.20 school expenditures. Both the
finance and facilities plans are
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- How does the five-year plan account for potential realistic and informed by
increases in major recurring expenses such as accurate assessment, including
insurance, utilities, food services, and capital outlay, key funding opportunities and
facilities availability.
and what is the rationale for projecting an increase in
Title I funding given the current economic and
Far Below the
political climate? (page 478- 490)
Standard
- Given DATE's strong financial performance indicators
over the years, how has the governance board
ensured financial resources are strategically allocated
to sustain the instructional programs and staff
capacity that drive these outcomes? (page 16)
Responses from Governing Board:
- The school has built a reserve over the course of 19 years. The school’s current reserve is just under
$9 million. The afterschool program is a source of revenue. The school is targeting to increase
fundraising by 15% over the next five years.
- The PTO also raises funds for the school.
- The Board has authorized payment of the bond balloon payment to take advantage of the interest
savings. The Board is not concerned about the balloon payment at this time. The school will pay
approximately $3 million of the bond before it matures (by December 31). The DATE Foundation is
raising money. The PTO may also contribute, or the school could tap into reserves as a backup plan.
Review Committee’s Comments or Concerns:
- Though the petition indicates concerns over the bond, the Governing Board stated that it does not
have concerns regarding its repayment schedule.
- The school consistently meets short-term and long-term targets as outlined in Appendix A of its
contract.
Organizational Performance/Plan Standard Rating
The organizational plan aligns
Clarifying Questions: with and supports the school’s
mission and educational Meets the
philosophy, is designed to Standard
- Describe DATE’s staff retention initiatives. What
support the school’s goals and
supports has DATE put in place for staff members who
academic achievement
lack certification? – Site Visit expectations and is accurately
- According to the petition, “DATE’s Board Governance Partially
reflected in the budget. The
Structure has been very effective in establishing a Meets the
staffing and recruitment plan
shared governance approach, with one voice and provides sufficient academic,
Standard
allegiance to the charter’s mission, goals, and non-academic, and mission-
objectives.” It is also noted that many board members critical staff to cover all of the
have served multiple consecutive terms. courses and programs Below the
described in the Academic Plan. Standard
How does the governing board ensure adherence to
The Board has all areas of
established term limits and implement a clear process knowledge and expertise
for board members to complete their terms and necessary to operate a
transition off the board as intended? p.23, 25 successful charter school, and
the school leader(s) have or will Far Below the
have the expertise and
Standard
resources to fulfill the school’s
mission and goals.
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Responses from Governing Board:
- The Board has staggered terms.
- The Board is challenged to find new members.
- New talent is being developed through the PTO as a transition plan.
- Through observation, PTO members are learning the various roles of the Board through mentorship.
Review Committee’s Comments or Concerns:
- The Governing Board does not have a have a clear succession plan and shared that it has difficulty
recruiting new members due to the volunteer commitment.
- Though the Governing Board has staggered terms, some Board members have served for over a
decade.
Performance Task Standard Rating
Governing Board Performance Task: In reviewing DATE’s most Meets the
recent academic performance data in the area of ELA PROGRESS Standard
over three years, you identify several concerning trends in the data
set which need to be addressed.
Partially
Questions: Meets the
The Board demonstrates the Standard
a. How would the Governing Board approach this
capacity to confront potential
challenge? pitfalls in opening and/or
b. What additional info would be helpful to deliver a operating a school by
quality analysis to the school community? Below the
identifying the root causes of
c. How would you ensure that the needs of students Standard
plausible challenges and
subgroups (students with disabilities and ELs) are solutions to those challenges.
met?
d. Which budget line items would you recommend
revising in order to help achieve this solution? How Far Below the
would the Board determine the budget line items that Standard
are off limits for revision?
Responses from Governing Board:
- The Board finds the data concerning. The Academic Committee has not yet put a plan in place.
- The Board would like to know what has contributed to the decline over the years.
- Questions – Have there been changes in the classroom in terms of teachers? Have teachers left in
grades 3-5?
- The timeline of the data begins after COVID.
- More information is needed. The school would need to know all the variables that are contributing to
the data trend. How is the school currently addressing the trend? What instructional materials are
being used? Have the teachers been trained on the materials? Does this align to MAP data? Are
there novice teachers in grades 3-5? How many students are new to the school.
- How successful is tutoring? Are resources available through Title I?
- Budget – The school would not have an issue addressing staffing needs.
Review Committee’s Comments or Concerns:
- Only two Board members participated in the performance task. Other members remained silent.
- The Board did not engage school administrators present on the call in its problem-solving process.
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- The questions listed above addressed how the school would ensure that the needs of students and
disabilities and ELs were met.
- The budget line items that might be impacted were not identified.
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