“The first few days have been very exciting,” said Doryiane Gunter, APS Program Manager for Virtual Learning. “The students were eager to take their courses online. I’m very excited about the enthusiasm the students possess. I think providing this opportunity for students gives them hope, and they really want to be successful.”

Students from high schools throughout the district can earn credit online by taking classes through the Virtual Academy in addition to their regular schedule. During the school year students can take one additional course (one full credit) in addition to their regular schedule. During the summer students can take two courses. Currently middle school students can take Personal Fitness and Health the summer prior to the start of their 9th grade year.

AVA courses work like face-to-face classes. Students complete lesson activities, homework, class discussions, and tests. Teachers are available to students throughout the entire length of the course. Atlanta Virtual Academy teachers are available to talk to students or parents via email or telephone. The Virtual Academy Program Manager and teacher maintain contact with someone at the student’s school and/or a parent to provide updates on progress and discuss appropriate support and encouragement if a student appears to be falling behind. Course instructors also have required office hours. During this time they are available to assist students and address any questions or concerns.

The primary difference in the courses is that the course activities happen over the Internet. Students are required to login daily for an average of 20-24 hours each week. Fall and spring session students should spend 12-15 hours per week in the course. This requires that students have access to a working computer and an Internet connection. If courses are taken during the school day at school, the school will provide a lab and a computer. If courses are taken outside of the school day in addition to the regular schedule, the student is responsible for their own technology.

This summer registered students were able to choose from a range of course offerings including Personal Fitness, Health, select math courses, American Literature, Biology, Economics, U.S. History and more. 

           Summer 2013 Course Offerings

Students are currently using blackboard as the learning management system for AVA courses. APS selected Blackboard Learn^™ as its first district-wide learning management system (LMS) after a nine-month evaluation of leading commercial and open-source platforms. The district will use Blackboard Learn to rapidly expand online classes offered to students and to align all class content with Common Core standards. District leaders found Blackboard Learn to be the best option for expanding the offerings for the Virtual Academy.

The district plans to increase course offerings and student enrollment for the fall session, in addition to working with many of the non-traditional and alternative learning programs to supplement course offerings.

“Our hope is that we are able to increase the graduation rate and increase the number of flexible learning opportunities for students,” Gunter explained.

Registration for the fall is open from July 22nd-August 16th.  Fall courses will begin on August 26^th. For more information visit www.atlantapublicschools.us/ava

About 140 APS JROTC cadets are attending the JROTC Cadet Leadership Challenge (JCLC) at Fort Benning.

This week, over 100 Junior Reserve Officers Training Corps (JROTC) cadets from 10 APS schools are doing more before six a.m. than their peers are doing all day.

The 2013 JROTC Cadet Leadership Challenge (JCLC) Benning, held  near Columbus, GA at the Fort Benning army base, will give JROTC cadets from schools around the country — including  B.E.S.T. Academy, Carver, Douglass, Grady, Jackson, Mays, North Atlanta, South Atlanta, Therrell and Washington high schools – an opportunity to test the limits of their endurance, stamina and leadership capabilities during a six-day camp adventure.

As a hands-on military summer camp, the JCLC allows cadets practice leadership and citizenship-building exercises and develop military skills in a military environment.  And since Fort Benning is providing the training facilities and equipment, the teenage trainees live and interact with their peers in an authentic military setting.

The JCLC is a hands on military camp adventure that introduces cadets to life in a military environment.

The JCLC attendees rise at dawn every day to prepare for daily routines designed to increase everyone’s strength, confidence and leadership abilities. But the objective is not to have cadets leave the adventure camp physically drained and mentally whipped, camp coordinators say they want attendees to have fun, so the training includes land navigation, water survival training, an obstacle course, rappel and confidence course and a 34-foot airborne jump tower.

Join APS Media Production Manager Scott King as he documents his journey to the trenches with the cadets, enduring high temperatures and torrential rains. King is capturing the experience through video and photos.

Looking to provide consistent opportunities for back-to-school enrollment with on-site experts who can answer questions about the registration process, APS is proud to announce centralized enrollment and back-to-school registration events.

The district has established a unified schedule that will allow school leaders to better plan everything from bus routes to staffing. Our first district-wide enrollment and registration event took place this spring. Our second event takes place during the summer (June 24–28 and July 8–12) and offers parents, grandparents and guardians a one-stop location (the former Capitol View facility) to enroll their children in school.

Remember that DAY ONE, the first day of school, is Wednesday, August 7 for traditional schools and Monday, July 15 for year-round schools. Please read the information below and help spread the word so that we can make sure students are registered and ready for school on Day One.

Who should visit the Centralized Summer Center?

• ·         New Students - Students new to APS for the 2013-2014 school year. 
• ·         Moving students- Students transferring within the district to another APS school due to a change of address.
• ·         Withdrawing Students - Students withdrawing to enroll in a school outside of APS.
• ·         Re-Registering Students - Current APS students who missed or did not complete Spring 2013 re-registration at their current school.
• ·         Parents needing Portal Access – Parents and legal guardians who would like to sign up for Parent Portal.

CENTRALIZED SUMMER ENROLLMENT & REGISTRATION CENTER

ATTENTION: Our staff members will work hard to meet any high demand periods. Because the wait could potentially be longer than anticipated and because seating and standing room is limited at the center, we strongly recommend that parents do not bring children with them. Thank you for your patience and cooperation!

Should you have any questions, please email us at placements@atlantapublicschools.us or call Student Relations at 404-802-2233.

What do I need to do?

Enrollment in Atlanta Public Schools is a simple two-step process and parents may enroll all of your school-aged children who will be entering school during the 2013-2014 school year into the school district at one time.

Moving Students

Families who have changed their address, currently have a student enrolled in Atlanta Public Schools and that student will be attending another Atlanta Public School.

Frequently Asked Questions

APS parents are invited to join the Office of Federal Grants and Program Compliance team in preparing for the upcoming school year. We need your expertise and feedback on the following:

 District Parent Involvement Policy

 Comprehensive LEA Improvement Plan (CLIP)

 Use of Title I Parental Involvement Funds

 Flexible Learning Program (FLP)

 School Improvement Grant (SIG)

 Race to the Top (RT3) Scope of Work

Handouts and information will be provided to assist you in providing evaluative feedback and suggestions.  You may attend one of the meetings held on Wednesday, June 26, 2013 from 10:00AM-11:30AM at the locations listed below:

Usher Elementary School
631 Harwell Rd., NW 30318
Atlanta, GA 30318

Or

Price Middle School
1670 Benjamin W. Bickers Drive, SW
Atlanta, GA 30315

All parents of APS students are invited to attend.

DAY ONE

DAY TWO

Sheena Varghese is this year’s recipient of The Sue Lehmann Award for Excellence in Teaching.

Teach for America, the organization that recruits and develops individuals to commit to teach in high-need schools, has awarded Harper-Archer special education teacher Sheena Varghese the Sue Lehmann Award for Excellence in Teaching.   The award honors second year Teach for America teachers who represent the organization’s ideals of transformational teaching, and embody their core values.

When Varghese arrived at Harper-Archer, she knew that teaching in a restrictive setting would be challenging; afterall, statistics suggested that these students were more likely to face a life of frequent institutionalization or permanent residency in nursing homes.

 Varghese, however, had a very different vision. As she developed relationships with the students and their families, she learned about their shared aspirations and the students’ true potential.  Varghese began wondering where her students would be in nine months, and more important, where they would be at age twenty-two, when they would transition from student life to adult life.

Varghese lobbied Atlanta Public Schools to secure funding to bring a Community Based Instruction program to Harper-Archer, making her classroom the only one in the district to receive these services. Her students’ disabilities range from moderately intellectually disabled to non-verbal Autism spectrum disorders.

Although she was newcomer to teaching, Varghese realized how critical it was for her students, who were often misunderstood and ridiculed, to find a place within the school community, and to be seen and treated as fully autonomous individuals.   And since Varghese believed they could make significant progress in their functional-life skills and grow to lead independent lives, she committed to working with their families to facilitate long-term advocacy on behalf of their children.

Since arriving at Harper-Archer two years ago, Varghese has led her students to remarkable academic growth.  In her first year in the classroom, 100 percent of her students passed the Georgia Alternative Assessment – an increase of 80 percentage points from the previous year, and she has helped her students grow to a third grade reading equivalency.  Varghese’s colleagues have seen the impact her high expectations have had on her students.

 ”Before Ms.Varghese, the class was nonexistent,” noted one Harper-Archer teacher.  “Nobody paid attention to the class. The students would just actually sit all day and maybe they would color or something, but I don’t think they were learning anything.”

Harper-Archer’s peer advocacy program — Varghese’s brainchild — is further evidence of  her vision and commitment to her students.  The program allows general education students to develop relationships with her students, and spend time with them in the classroom and on field trips. 

The Sue Lehmann Award recognizes and celebrates the finest in teaching, and APS is proud to have one of our own receive this honor.

 LIVE BLOG: June 17th Board of Education Special Legislative Meeting

Thank you for following our live blog of today’s Special Legislative Meeting for Atlanta Public Schools.

View today’s agenda here: 
http://www.boarddocs.com/ga/aps/Board.nsf/Public

REFRESH your browser often for updates.

The live blog will begin at 3:15 p.m.

3:17pm – John O’Connor currently answering question from BOE regarding new positions created on today’s agenda for Special Education Teachers.  We are picking up mid-conversation/discussion.  We apologize for any gaps in information.

Kinanne:  Has the funding from another area previously funded by IDEA

Davis: Yes

O’Connor: We are obligated to spend 15% of our funds for qualifying early intervening students – those not yet identified with a disability.  Typically you cannot spend IDEA funds on non-identified students, this is an expectation where we are required to do that.

Kinnane asks why this was not presented at last weeks BOE meeting.

O’Connor: This will shrink our ability to have carryover dollars for the next year.

Kinanne: I thought a lot of the discussion on Monday, where the Special Ed audit came in, this is all about best serving all students of APS…so I think..I’m just a little disappointed that…

Davis: These are not special education students and we were not in a conversation about all students.  This is not special ed funding.  You asked for a discussion (last week) on the special ed audit and we had a discussion about the audit.  This was not the subject of the presentation.

Kinanne: It was the subject of some of the questions.  In terms of the idea that kids needs are met and identified early on…then very likely we are going to have to place less kids in that program.  I don’t think …I do think I asked the question…

Davis:  With respect to pyramids of intervention, I believe this BOE has had a number of presentations on that.

Muhammad:  I wanted to ask if we could just call the question on this motion.

English: I want to point out that while the wrap around services has received presentations, I think we need a full presentation on our support services, in particular what is our plan to address so many of the things we’ve heard.  Be it suspensions, increase graduation rate…we’ve got a 30,000 foot view but it has yet to be articulated.

Davis: We can certainly schedule that.

Amos (sitting in as chair): There has been a call for question.

Muhammad;  This sounds like something we are being mandated to do, so we should call the question.

Amos: Motion has been made, seconded and question called.

Vote taken, motion carries.

Kinnane: I understand your point Mr. Davis, but was this actually mandated.  Mr. English is asking about the whole plan.

Davis: The state gives us some flexibility and this is how we’ve chosen to meet their mandate.  The mandate was the dollar amount and types of services on which it must be spent.

O’Connor further clarifies the students that would be serviced, follow up required by state and data that must be gathered.

Davis: These will be the people (new positions in agenda) that will do this work.

3:29pm Motion made to adjourn. Meeting adjourned.

Find below two resolutions, approved at the top of today’s meeting, surrounding the FY14 budget.

REQUESTING A TAX LEVY FOR THE FY 2014 GENERAL FUND BUDGET
(Final Approval)
WHEREAS, the Constitution of the State of Georgia grants authority to municipal
corporations to maintain existing independent school systems and to support the
same as authorized by special and general law; and
WHEREAS, every municipal corporation having an independent school system which it is
permitted to maintain by Article VIII, Section VI, Paragraph I of the Constitution
of Georgia, including independent public school system, is authorized to support
and maintain the public common schools within such independent school system
by levy of ad valorem taxes at such rate as may be fixed by law, upon all taxable
property within the limits of such municipal corporation; and
WHEREAS, the ATLANTA BOARD OF EDUCATION is charged by law with the duty of
operating the independent school system in the City of Atlanta and is charged by
law with the responsibility of annually recommending to the Mayor and Council
of the City of Atlanta the rate of the tax levy to be made, within the limitations
now or hereafter fixed by law, upon all taxable property within the limits of the
City of Atlanta; and
WHEREAS, such taxes as levied and collected for the support and maintenance of the Atlanta
Public Schools by the Mayor and Council of the City of Atlanta shall be
appropriated, when collected, to the Board of Education of the City of Atlanta for
the maintenance and operation of the Atlanta Public Schools.
NOW, THEREFORE, BE IT RESOLVED that the Board of Education of the City of Atlanta, pursuant
to the authority vested in it by the laws of the State of Georgia, hereby recommends to the Mayor and the
Council of the City of Atlanta that they provide by proper legal means for the assessment, levy and
collection of an ad valorem tax on all taxable property within the limits of the City of Atlanta amounting
to twenty-one and sixty-four hundredth (21.64) mills for the general operation of the school system,
which represents the millage rate of the preceding year of twenty-one and sixty-four hundredth (21.64)
mills.
_____________________________________
Reuben R. McDaniel, III, Chair
Atlanta Board of Education

REQUESTING A TAX LEVY FOR THE FY 2014 BOND SINKING FUND
(Final Approval)
WHEREAS, the Constitution of the State of Georgia grants authority to municipal
corporations to maintain existing independent school systems and to support the
same as authorized by special and general law; and
WHEREAS, every municipal corporation having an independent school system which it is
permitted to maintain by Article VIII, Section VI, Paragraph I of the Constitution
of Georgia, including independent public school system, is authorized to support
and maintain the public common schools within such independent school system
by levy of ad valorem taxes at such rate as may be fixed by law, upon all taxable
property within the limits of such municipal corporation; and
WHEREAS, the ATLANTA BOARD OF EDUCATION is charged by law with the duty of
operating the independent school system in the City of Atlanta and is charged by
law with the responsibility of annually recommending to the Mayor and Council
of the City of Atlanta the rate of the tax levy to be made, within the limitations
now or hereafter fixed by law, upon all taxable property within the limits of the
City of Atlanta; and
WHEREAS, the ATLANTA BOARD OF EDUCATION is charged by law with the
responsibility of requesting the Mayor and Council of the City of Atlanta to levy
the Bond Sinking Fund tax for the retirement of the outstanding bonds.
NOW, THEREFORE, BE IT RESOLVED, that the Board of Education of the City of Atlanta, pursuant
to the authority vested in it by the laws of the State of Georgia, hereby recommends to the Mayor and the
Council of the City of Atlanta that they provide by proper legal means for the assessment, levy and
collection of an ad valorem tax on all taxable property within the limits of the City of Atlanta amounting
to 0.1mills for the Bond Sinking Fund of the school system.
_____________________________________
Reuben R. McDaniel, III, Chair
Atlanta Board of Education

——————————

6/19/13 Update

Following the live blog, community members had unanswered questions surrounding special education positions and funding presented during the special legislative meeting.  The Office of Communications spent time with John O’Connor, Assistant Superintendent of Student Services to dig deeper into his presentation to the board.  Find our Q&A below:

Q:  What are the federal requirements regarding disproportionality?

A:  According to the Individuals with Disabilities Education Act (IDEA), the federal legislation that governs special education, State Departments of Education must determine if “significant disproportionality” exists for students with disabilities in each school district.

Q:  What is “disproportionality?”

A:  A school district can exhibit “disproportionality” for students with disabilities by race and ethnicity.  Some areas of disproportionality include when one subgroup of students with disabilities is: 1) over suspended compared to other racial/ethnic groups, 2) over-placed in pull out special education classes compared to other racial/ethnic groups, or 3) over-identified as having specific disabilities compared to other racial/ethnic groups. 

Q:  You mentioned in your presentation that the district was recently cited by the State of Georgia as it relates to suspensions in our schools.  Can you go into detail?

A:  Over the last several years, APS has been cited as being significantly disproportionate in our suspensions of African American students with disabilities.  Our African American students with disabilities are at a greater risk of being suspended than other students with disabilities.  This latest citation reflects the 2010-2011 and 2011-2012 school years.  There were multiple, similar citations prior to the most recent citation.

Q:  How does this citation relate to IDEA?

A:  When school districts are cited for significant disproportionality, the district must re-direct 15% of IDEA funds (federal special education dollars) in order to provide Coordinated Early Intervening Services (CEIS) to non-disabled students.  The services must be applied to a target group of students who need additional support.  The services cannot be provided to “all” students, but must focus on a select group of high-need students.  The services cannot focus on any one racial or ethnic group at the exclusion of other groups. 

Q:  Who will provide these services?  How will you re-direct the IDEA funds?

A:  In APS, we will hire 19 Behavior Specialists who will each serve two schools apiece.  They will work with their school leaders to determine between 20-25 students at each school who are at risk for behavioral suspensions or a high number of absences.  The previous year’s data will be reviewed as a part of this process. 

Q:  What exactly will the Specialists do?  Will they work alone?

A:  The Behavioral Specialists will provide a variety of ongoing support and interventions for those students which may include, but are not limited to:  goal-setting with the students, partnering with the family, check in/check out, small group sessions, mediation, social/emotional development activities, etc.  The Behavioral Specialist will work in collaboration with the school’s leadership team, teachers, graduation coaches, counselors, social workers, parent liaisons, etc.

Q:  How is the impact of this initiative monitored? 

A:  Over the next two years, we will report data to the Georgia Department of Education on the results of the interventions for the targeted students.  In addition, the Georgia Department of Education will use the student lists to determine if any of the students were determined to be identified as having a disability at any time during the next 2 years.  The data collection requirements are outlined in the IDEA legislation.

 Q:  Is this the only activity planned to address the behavioral needs of our students?

No.  A comprehensive plan will be implemented throughout APS in which each school provides positive and proactive discipline systems for all students and tiers of supports and interventions for select students.  The Behavioral Specialists are merely one component of our efforts to address the social, emotional and behavioral needs of our students.

 

Maynard Jackson began the rigorous authorization process in 2011, and received IB status within two years of the average five-year process! The authorization process has a number of phases, each of which has distinctive objectives and related time frames, and these guidelines are intended to support schools during the process of authorization.

The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final examinations that prepares students aged 16-19 for success at university and life beyond.  It has been designed to address the intellectual, social, emotional, and physical well being of students.  The programme has gained recognition and respect from the world’s leading universities, and prepares students for effective participation in a rapidly evolving and increasingly global society.

Students enrolled in the IB Diploma Programme will benefit from the following:

• Develop physically, intellectually, emotionally, and ethically
• Acquire breadth and depth of knowledge and understanding, studying courses from six subject groups
• Develop skills and a positive attitude towards learning that will prepare them for higher education
• Study at least two languages and increase understanding of cultures, including their own
• Make connections across traditional academic disciplines and explore the nature of knowledge through the programme’s unique Theory of Knowledge (T.O.K.) course
• Undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the Extended Essay (E.E.)
• Enhance their personal and interpersonal development through Creativity, Action, and Service (CAS)

Students will be able to apply for the two-year IB Diploma Programme, which consists of the 11^th and 12^th grade years.  Colleges and universities offer course credit for student success and achievement on the IB Examinations administered at the end of students’ senior year of high school.  Additionally, the IB Diploma Programme is internationally benchmarked and in alignment with the new Common Core Georgia Performance Standards (CCGPS).  Through the new College and Career Readiness Performance Index (CCRPI), the school can earn additional points for the number of students that successfully complete one or more IB Diploma Programme courses.

Maynard Jackson credits their success to the tremendous amount of support from the parents and community, as well as internal and external partners who were instrumental during this process.

“This achievement demonstrates what can happen when a community, school, and all stakeholders work collaboratively,” says Sharonda F. Murrell, Ed.S. Academy Leader for IB Planning and Implementation. “This is the foundation of many great and extraordinary things to come, and is living up to the expectation of the schools name – Maynard Holbrook Jackson High School.”