2. Title I, Part A; Title I, Part C; Title I, Part D; Title II, Part D; Title III; IDEA; EHCY
A description of high-quality student academic assessments that the LEA and schools will use:
To determine the success of children in meeting the State student academic achievement standards, and to provide information to teachers, parents, and students on the progress being made toward meeting the State student academic achievement standards;
To assist in diagnosis, teaching, and learning in the classroom in ways that best enable low-achieving children served under applicable federal programs to meet State student achievement academic standards and do well in the local curriculum;
To determine what revisions are needed to projects so that such children meet the State student academic achievement standards;
To effectively identify students who may be at risk for reading failure or who are having difficulty reading, through the use of screening, diagnostic, and classroom-based instructional reading assessments
As indicated in Descriptor #1, APS administers a variety of assessments, used to identify/diagnosis student needs as well measure academic performance. These include state required assessments, benchmark tests, online assessments, teacher developed tests, and rubrics). State mandated assessments are used to evaluate how well APS students are performing based on performance standards system expectations/goals and how our performance compares to students from across the State. Data reports are used at both the district and school levels to determine the need for academic improvements. These reports guide improvement strategies for both the district and classrooms.
K-12 Cluster Associate Superintendents of Schools use assessment reports to help principals analyze the strengths and weaknesses in their instructional programs. Principals are then able to work with their teachers on new or enhanced teaching and learning practices/approaches. Teachers examine the data for each of their students to identify the gaps in the student's performance. Once all student data has been examined, teachers are able to develop individualized learning plans for their students and design a strategy to differentiate instruction.
Data reports are also shared with parents and stakeholders to elicit their involvement and support in meeting the goal of: student success. Performance results continue to suggest that there are still areas that require special attention (mathematics and science). These areas will be targeted in the development of instructional strategies and benchmark/diagnostic tests. Special emphasis will be placed on creating items for benchmark and teacher made tests that meet the more rigorous standards of the GPS. Students experiencing difficulty in reading, math, and science will receive additional instructional support.
The ESOL population in APS continues to grow. The past two years have seen a number of newcomer students, many who are “Unaccompanied Minors” enroll in the district. The district has recognized the need for additional staffing due to the growth in the number of newcomer and limited-formal schooled English Leaners on the secondary level. Additional district support staff and ESOL teaching staff have been hired to support the needs of schools who serve these students. As a result of the district’s failure to meet all three Title III AMAOs with its ELs for the fourth year, the district is required to formulate and implement a District Improvement Plan. The Title III District Improvement Plan was reviewed by the superintendent and is now on file with the GaDOE Title III Program Unit.
An analysis of EL performance on state-mandated assessments has supported the district’s plan to improve the ability and understanding of general education teachers to meet the linguistic and cultural needs of ELs. Additional plans include the improvement of understanding of EL needs by district-level and building-level administrators and school staff who work daily with parents. Collaborative efforts are also already underway with district ESOL staff and the ELA/Literacy and Math Coordinators. These efforts include professional learning and training to instructional coaches and classroom teachers as well as supports for developing curricular documents that meet the needs of the district’s growing EL population.
As a result of the district’s failure to meet all three Title III AMAOs with its ELs, the district is required to implement a District Improvement Plan. The Title III District Improvement Plan is approved by the BOE and superintendent and on file with the GaDOE. An analysis of EL performance on state-mandated assessments has supported the district’s plan to improve the ability and understanding of general education teachers to meet the linguistic and cultural needs of ELs.
Students with disabilities are given all of the required standardized tests. Individualized Education Program (IEP) meetings are on-going throughout the school year to monitor student progress. Student progress on IEP goals and objectives is provided to parents with the issuance of progress reports and report cards. Student performance is shared with parents and the larger community through several vehicles including but not limited to: parent conferences, newsletters, APS and school websites, report cards and PTA/PTO meetings.
Atlanta Public Schools collaborates with the ABAC Consortium and Georgia Department of Education to identify, recruit and coordinate program services to Migrant students in attending schools in APS school district. Students are accessed academically in their regular school setting provided support to address identified needs. Additional support is provided based upon progress report and grade report cards reviews by the ABAC Consortium Migrant Education Program Specialist/staff. If needed, students receive tutorial support, supplies and other resources to ensure their academic success.
Atlanta Public Schools Homeless Education and Neglected & Delinquent programs and services are coordinated by district level staff. The Homeless Education Liaison and Title I Special Programs Manager work collaboratively to provide support for students who reside in homeless shelters and N&D facilities within the APS attendance areas. McKinney-Vento and Title I Set-Aside Grant funds are used employ tutors to provide academic support afterschool and during summer enrichment and transition programs at the homeless and N&D locations. Tutors complete pre and post assessments to determine student progress and identify areas needed for program improvements. Assessments are also completed by students during their independent and group computer-based study time. Technology and academic resources are provided to assess and improve student academic success in Math and Reading/LA subjects.
Is Plan Descriptor Revised?
3. Title I, Part A; Title I, Part C; Title I, Part D; IDEA; EHCY
A description of how the LEA will participate, if selected, in the State National Assessment of Educational Progress in 4th and 8th grade reading and mathematics of the National Education Statistics Act of 1994 and how the results will be used in the local educational agency.
A description of high-quality student academic assessments that the LEA and schools will use:
To determine the success of children in meeting the State student academic achievement standards, and to provide information to teachers, parents, and students on the progress being made toward meeting the State student academic achievement standards;
To assist in diagnosis, teaching, and learning in the classroom in ways that best enable low-achieving children served under applicable federal programs to meet State student achievement academic standards and do well in the local curriculum;
To determine what revisions are needed to projects so that such children meet the State student academic achievement standards;
To effectively identify students who may be at risk for reading failure or who are having difficulty reading, through the use of screening, diagnostic, and classroom-based instructional reading assessments;
As indicated in Descriptor #1, APS administers a variety of assessments, used to identify/diagnosis student needs as well measure academic performance. These include state required assessments, benchmark tests, online assessments, teacher developed tests, and rubrics). State mandated assessments are used to evaluate how well APS students are performing based on performance standards system expectations/goals and how our performance compares to students from across the State. Data reports are used at both the district and school levels to determine the need for academic improvements. These reports guide improvement strategies for both the district and classrooms.
K-12 Associate Superintendents of Schools use assessment reports to help principals analyze the strengths and weaknesses in their instructional programs. Principals are then able to work with their teachers on new or enhanced teaching and learning practices/approaches. Teachers examine the data for each of their students to identify the gaps in the student's performance. Once all student data has been examined, teachers are able to develop individualized learning plans for their students and design a strategy to differentiate instruction.
Data reports are also shared with parents and stakeholders to elicit their involvement and support in meeting the goal of: student success. Performance results continue to suggest that there are still areas that require special attention (mathematics and science). These areas will be targeted in the development of instructional strategies and benchmark/diagnostic tests. Special emphasis will be placed on creating items for benchmark and teacher made tests that meet the more rigorous standards of the GPS. Students experiencing difficulty in reading, math, and science will receive additional instructional support.
The ESOL population in APS continues to grow. The past two years have seen a number of newcomer students, many who are “Unaccompanied Minors” enroll in the district. The district has recognized the need for additional staffing due to the growth in the number of newcomer and limited-formal schooled English Leaners on the secondary level. Additional district support staff and ESOL teaching staff have been hired to support the needs of schools who serve these students. As a result of the district’s failure to meet all three Title III AMAOs with its ELs for the fourth year, the district is required to formulate and implement a District Improvement Plan. The Title III District Improvement Plan was reviewed by the superintendent and is now on file with the GaDOE Title III Program Unit.
An analysis of EL performance on state-mandated assessments has supported the district’s plan to improve the ability and understanding of general education teachers to meet the linguistic and cultural needs of ELs. Additional plans include the improvement of understanding of EL needs by district-level and building-level administrators and school staff who work daily with parents. Collaborative efforts are also already underway with district
ESOL staff and the ELA/Literacy and Math Coordinators. These efforts include professional learning and training to instructional coaches and classroom teachers as well as supports for developing curricular documents that meet the needs of the district’s growing EL population.
As a result of the district’s failure to meet all three Title III AMAOs with its ELs, the district is required to implement a District Improvement Plan. The Title III District Improvement Plan is approved by the BOE and superintendent and on file with the GaDOE. An analysis of EL performance on state-mandated assessments has supported the district’s plan to improve the ability and understanding of general education teachers to meet the linguistic and cultural needs of ELs.
Students with disabilities are given all of the required standardized tests. Individualized Education Program (IEP) meetings are on-going throughout the school year to monitor student progress. Student progress on IEP goals and objectives is provided to parents with the issuance of progress reports and report cards. Student performance is shared with parents and the larger community through several vehicles including but not limited to: parent conferences, newsletters, APS and school websites, report cards and PTA/PTO meetings.
Atlanta Public Schools collaborates with the ABAC Consortium and Georgia Department of Education to identify, recruit and coordinate program services to Migrant students in attending schools in APS school district. Students are accessed academically in their regular school setting provided support to address identified needs. Additional support is provided based upon progress report and grade report cards reviews by the ABAC Consortium Migrant Education Program Specialist/staff. If needed, students receive tutorial support, supplies and other resources to ensure their academic success.
Atlanta Public Schools Homeless Education and Neglected & Delinquent programs and services are coordinated by district level staff. The Homeless Education Liaison and Title I Special Programs Manager work collaboratively to provide support for students who reside in homeless shelters and N&D facilities within the APS attendance areas. McKinney-Vento and Title I Set-Aside Grant funds are used employ tutors to provide academic support afterschool and during summer enrichment and transition programs at the homeless and N&D locations. Tutors complete pre and post assessments to determine student progress and identify areas needed for program improvements. Assessments are also completed by students during their independent and group computer-based study time. Technology and academic resources are provided to assess and improve student academic success in Math and Reading/LA subjects.
