Review academic organizational structure to identify areas of success and opportunity.

What did we do?

A review of the academic organizational chart was conducted upon Superintendent Johnson’s arrival. This was part of the entry plan as well as in response to July 2024 listening sessions.

Special Education

• Due to the important focus of Special Education, we updated the department to the asset-based name, Exceptional Education, created the role of Assistant Superintendent; and placed that role on the Senior Leadership Team to ensure response to needs are timely.

Teaching and Learning

• The senior level vacancy was filled with a Chief of Teaching and Learning.

• To reduce the duplication of services and streamline support, a department reorganization was conducted to align with state accountability focus areas; creating three new leadership roles: Executive Director of Elementary, Executive Director of Secondary, and Executive Director of College and Career.

Schools and Academics

• In addition, we created strong collaborative structures and meetings to ensure our Schools and Academics teams work hand-in-hand for our schools and students.

What did we learn?

• Special Education was identified as an area of intense focus based on community feedback.

• Teaching and Learning was identified as a critical area needed to increase student achievement; however, key senior leadership roles were vacant or did not exist.

• An internal review of positions indicated service duplication in some areas and service gaps in other areas.

• The duplication and gaps are felt at the school level, leading to confusion about who to call for services or no support available for certain areas.

Review student academic data to identify academic deficits and areas of opportunity.

What did we do?

Reviewed and analyzed Key Performance Indicators on the following topics to identify promising practices, challenges, and focus areas: ELA, Math, College & Career Readiness, Subgroups, etc.

What did we learn?

English Language Arts

• The percentage of students in grades 3-5 scoring Proficient or Distinguished on the Milestones End of Grade exam rose to 37.5%, surpassing the 2019 high of 37.1%.

• While middle school ELA scores have not returned to pre-pandemic levels (36.8%), there was an improvement from 31.8% in 2023 to 33.4% in 2024.

• In SY 2023-2024, 31.3% of students scored Proficient or Distinguished on the American Literature Milestones End of Course Exam, an increase of 4.7 percentage points from the previous year. However, this is below both the SY 2021-2022 rate and the state average of 41.8%

• 48.7% of elementary and middle school students achieved High Growth on the MAP exam (Fall 2023 to Spring 2024). However, 33.2% of students were classified as having Low Achievement and Low Growth.

Math

• Year-over-year proficiency rates increased from 34.1% in 2023 to 36.7% in 2024 (Grades 3-5), but the percentage of students in the "Beginning" category is still 5+ points higher than in 2018 (32.6% vs. 27.4%).

• The 2023-2024 introduction of new GaDoE math standards showed improvement:

• Middle School proficiency Increased from 22.9% to 26.1%. High school algebra: increased from 17.2% to 24.8%. Despite progress, performance remains below state proficient and above rates (37.23% for Middle School Mathematics and 43.98% for Algebra,).

• 8th grade EOG proficiency rates reached their highest level since 2015 in 2024 (28.7%).

• 47.3% of elementary and middle school students showed high growth on the MAP exam (Fall to Spring); however, 36.8% remain in the low achievement and low growth category.

College and Career Readiness

• Performance 2024 increased versus the prior year in all but one College and Career Readiness indicators on CCRPI

• 4-year graduation rates have been increasing yearly since 2019 and exceeded the state average in 2023 and 2024. In 2024, there was an 87.8% APS graduation rate.

• Over 48% of Cohort 2024 students completed at least one AP, IB, or Dual Enrollment course

Begin implementation of recommended improvements in special education based on recent audit.

What did we do?

• Revised Audit action steps to include impactful and measurable responses.

• Engaged Special Education Advisory Committee to review and advise on updated responses to findings.

• Participated in Superintendent Listening Sessions to identify stakeholder concerns and possible trends.

• Reoriented School Based Leadership on correct policies and procedures for accessing, monitoring, and implementing special education resources and supports.

What did we learn?

• While the audit focused on compliance, the Department of Exceptional Education sees a need to reorient the focus toward the quality of writing and implementing IEPs.

• Structured professional learning for instructional and support staff is a priority.

• There is a major need to review and restructure special education practices districtwide.

Accelerate Phase 1 of Literacy plan and begin curriculum review of core content areas.

What did we do?

• HB 538 (The “Georgia Early Literacy Act” aims to improve K-3 literacy through universal screeners, professional learning, instructional materials, etc.) Teaching and Learning central office staff regularly monitors the number of teachers on track to meet the July 1st HB 538 deadline. Additionally, in school support is provided to coaches and teachers in the Science of Reading. Stipends are provided to teachers as an incentive for course completion.

• To comply with HB 538, APS implemented the use of the Georgia Learns Cox Campus Modules to ensure all teachers in grades K-3 meet the July 1, 2025 deadline.

• Established a Literacy Taskforce comprised of high performing school leaders and central office staff to provide guidance on literacy materials, training and support.

• Conducted listening sessions at all levels

• In November 2024, APS partnered with TNTP to design and facilitate stakeholder focus groups to capture feedback and perspectives about literacy from a diverse group of leaders, educators, and community members to support the implementation of the APS Accelerate Literacy Initiative. From November 19 through December 5, TNTP facilitated 15 focus groups with 111 APS central office staff, principals & assistant principals, school-based staff, and family liaisons (“GO Teams”).

• The focus groups solicited stakeholder feedback on the following topic areas:

• Vision

• Curriculum, Instruction & Assessment

• Diverse Student Populations

• Professional Learning

• Family Partnerships

• Diversity, Equity & Inclusion

• Barriers & Opportunities

What did we learn?

The district literacy work was largely focused on elementary grades only.

The district literacy work did not address the concerns or provide solutions for reading proficiency challenges for students in grades 6-12.

The district does not have a common comprehensive curriculum for English Language Arts/Literacy Tier I instruction that meets the diverse needs of APS students.

TNTP found common themes across all stakeholder groups:

• APS lacks a clear and consistent vision for literacy instruction across the district.

• Instructional materials and the modification of instructional materials vary widely at the school level.

• Teachers need more support and knowledge to differentiate instruction to meet the needs of diverse learners.

• Teachers and leaders request that professional learning opportunities be tailored and differentiated to be more relevant to the needs of their individual roles.

• There is optimism about Georgia’s new K-12 ELA standards, but awareness that a great deal of training and support will be required to implement them effectively.

Work with the school board on annual targets for strategic focus areas leveraging exemplars, national benchmarking, or comparable/aspirational districts to determine the measurement for success for the strategic plan.

What did we do?

• Provided monthly Student Outcomes Focused Governance (SOFG) reports to the APS Board of Education.

• Consistently updated those reports to focus on the Administration’s strategies and next steps, while also calling out the subgroup performance disparities identified in the data.

• Worked with the Board to support the process of updating SOFG goals driving our next strategic plan.

What did we learn?

• Current SOFG targets for Goals 1 & 2 require gains in student achievement that are well above what most urban and Atlanta Metro districts have achieved based on Georgia Milestones and NAEP historical data.

• There is a need to update the level, language, and interim indicators within the SOFG Goals, Guardrails, and Targets.

Support implementation of strategic plan through development of a formal monitoring/review process which ends in 2025 and begin establishing plan for development of strategic plan.

What did we do?

• We completed Phase I of the Strategic Planning Process (Assess & Understand).

• We developed a Process, Timeline and Engagement Plan to provide a roadmap for how we will develop the strategic plan.

• We completed a Needs Assessment based on the previous strategic plan, outlining data through successes and challenges.

• We completed a 100-day plan that outlines tasks to be completed during the first 100 days of Dr. Johnson’s tenure.

What did we learn?

• Data findings, both quantitative and qualitative can be found in our Needs Assessment and throughout the 100-day plan.

Assess academic programs and instructional quality of programs to ensure coherence to district and state expectations, as well as alignment with the district’s profile of an APS graduate.

What did we do?

• As part of our commitment to providing high-quality education and meeting the diverse needs of our students, we conducted a comprehensive review of curriculum documents for the core curriculum. This initial assessment focuses on the “Academically Prepared” component of APS’ Profile of a Graduate.

What did we learn?

• The Teaching and Learning team created additional opportunities to accelerate coursework for students in 6-8.

• There is a need for coherence in academic programs and curriculum.

• There is a lack of consistency and structure in district curriculum documents across content areas and grade levels.

• There are noticeable gaps and inconsistencies in the current curriculum and instructional materials in effectively supporting subgroups.

• Limited cross-collaboration among district departments and stakeholders.

• There are inconsistencies in curriculum adoption process and curriculum implementation cycles.

• Science has not had a districtwide formal curriculum adoption since 2008, resulting in varied resources and instructional practices.

• ESOL has not had a districtwide formal adoption since 2017, resulting in disconnects with content standards.

• Mathematics recently adopted Big Ideas for grades 9-12 to align with the rollout of new state math standards two years ago. However, grades 6-8 have not undergone a formal adoption process since the implementation of the updated standards.

• Social Studies (grades 6-12) had a formal adoption last year, but it is being implemented on a rolling basis due to limited funding, delaying the procurement of textbooks for required courses such as Government, Personal Finance, and Economics.

• K-12 English Language Arts will have new state standards beginning August 2025 as well as HB 538 mandated curriculum requirements for grades K-3.

• Identified fragmentation in how families and students receive services from APS.

Review or identify leadership framework for all school level leaders to accelerate student achievement.

What did we do?

• We grounded our principal support/coaching in Relay/GSE’s Leverage Leadership Practices.

• We provided principals with playbooks to communicate effective instructional leadership practices.

• We are looking ahead to McRel’s Balanced Leadership Model to expand and strengthen the support of principals and principal supervisors.

• You can find the leadership framework here.

• We are currently building out a roll-out and training plan on this framework.

What did we learn?

• Principals appreciated having the playbooks as a common tool/guide of effective practices to use across the district.

• Implementation/usage of the playbooks was impeded by not having the Cluster Superintendents in place until late November.

• Leverage Leadership is narrowly focused on instructional leadership, there is a need to broaden the development of principals and cluster superintendents which is why we are looking to McREL’s Balanced Leadership Model.

Analyze current assessment efforts and develop cohesive assessment strategy.

What did we do?

• Established an Assessment Task Force comprised of internal and external stakeholders was created.

• Internal Task Force force met in November 2024, December 2024 and January 2025. External Task Force comprised of parents met in November 2024.

What did we learn?

• The district needs to bring “balance” to the assessment system.

• There is a need for clear and consistent communication around the purpose and use of district assessments.

• Providing professional learning opportunities for teachers and leaders on effective assessment practices and data analysis is essential. This helps in identifying learning gaps and creating informed action steps.

Conduct meetings with the district Superintendent’s Community Equity Advisory Committee to understand the recent progress and determine current barriers to equity within APS and areas of need.

What did we do?

• Original meeting scheduled for September 26, 2024 (Rescheduled due to storm).
• In-person meeting held November 19, 2024.

What did we learn?

To continue to build the efficacy of equity within Atlanta Public Schools, the Equity Advisory Committee has identified several areas for growth including:

• Open, honest, and direct communication that is timely, relevant, and important - 1) concrete standard language 2) clear feedback loop
• Clarity and focus about the work of Equity +Social Justice
• Buy-in on all fronts
• Change management: 1) create the culture/conditions for change, and ensure that leaders are aligned 2) understand the changes to the equity landscape and what that means for the district

Engage parent and community groups to determine what the perceived barriers to instructional quality and student achievement are in APS.

What did we do?

• APS hosted 10 Superintendent Listening Sessions across 9 clusters and one for spanish-speaking families.
• APS posted individual and collective materials from these sessions here: https://www.atlantapublicschools.us/APSConnects
• APS released a 100-day Plan survey to better understand satisfaction and focus areas (461 responses).
• Attended community events organized by individuals, small groups of concerned stakeholders, neighborhood organizations, and topic-specific conversations.
• Met with the Faith-based Community, civic organizations, non-profit partners, philanthropy, and corporations.

What did we learn?

Some themes varied by stakeholder group, organization, or cluster, but here are the major themes related to instructional quality and student achievement:

• Academic Consistency and Focus

  • Clarity on expectations and connection across curriculum, assessments, resources, leadership, and professional learning

• Equity in Access to Programs

  • Uneven access to advanced programs, gifted education, and special education services

• Parent and Community Engagement

  • Concerns about communication systems, engagement, and data platform integration

• Teacher & Staff Support

  • Need for improved professional learning, better pay, and reduced workload

• Student Mental Health and Wellbeing

  • SEL programs, mental health screening, and resources for student well-being

Establish the process and timeline for development of the district’s equity plan as required by the Board’s Equity Policy and to ensure organizational focus on equity.

What did we do?

Gathered input and reviewed data to identify current and historical inequity trends (i.e. discipline disparities, access to advanced coursework, achievement gaps, etc.

• Stakeholder engagement - Equity Board Retreat, Equity Advisory Committee
• Data Collection - Amp Up APS!
• Equity Diagnostic Synthesis

What did we learn?

Historical trends persist, with the most pressing issue being disparate academic achievement among student groups.

• Relevant key performance indicators need to be developed to assist in consistent tracking of equity measures.

Specific identification of disparities amount students should drive our strategic focus.

Review relevant equity audit(s) to determine progress and outstanding needs.

What did we do?

Read and analyzed equity diagnostics from the past ten years including:

• Georgia State University, 2014
• The Leadership Academy, 2021
• Educational Resource Strategies, inc. 2022
• TNTP, 2023

What did we learn?

• There is consistent findings among equity diagnostics.
• Qualitative data is particularly useful in supplementing and contextualizing the nature of equity issues in Atlanta Public Schools.
• Enrollment and performance disparities exist in advanced courses. In particular, Black and Latiné students do not have the same access to advanced courses or the same supports in those courses as their peers.
• Knowledge and access to resources, particularly partnerships, is inequitably allocated across schools and clusters. Use of resources in APS is not as strategic as it could be, and stakeholders feel that their input is not encouraged or valued in resource decision making.
• High needs schools are more likely to have lower facility ratings, indicating poorer physical school conditions. They are also more likely to have lower utilization scores, indicating inefficiencies and high maintenance costs.
• High needs schools and schools with a higher percentage of Black students experience more discipline incidents and suspension rates. State CCRPI Climate ratings do not appear to predict discipline incidence rates at schools.
• Black and White students are taught by teachers who match their racial identity. Latiné student identities are not well represented among the APS teaching staff, however schools with more Latiné students tend to have more Latiné teachers.
• High needs schools are more likely to have inexperienced teachers, conversely higher resourced schools are more likely to have inexperienced leaders.

Work with the school board, schools, and community to begin development of an annual report card with new strategic plan that will articulate progress on Equity Commitments within the strategic plan.

What did we do?

• Conducted work sessions and listening sessions to engage stakeholders in understanding the state of equity in Atlanta Public Schools from different perspectives. Work sessions included (1) Board Equity Retreat, (2) Equity Advisory Committee, (3) Senior Leadership Meeting, and (4) Superintendent Listening Sessions (September 2024 - December 2024).

During each work session, stakeholders worked to understand equity issues in the district and helped to identify four (4) key equity commitments that will help to drive district strategic planning and biennial equity planning: Addressing disproportionate discipline practices; Increasing access to effective teachers and leaders; Increasing access to high quality instructional programming and materials; and supporting special populations.

What did we learn?

• There is a need to identify focus areas within the 11 equity commitments to develop key performance indicators.
• There is a need to develop data-driven key performance indicators that clearly correlate to the focal equity commitments.

Identify strategies to improve student achievement in subgroups and priority schools in the district.

What did we do?

Reviewed and analyzed Key Performance Indicators on the following topics to identify subgroup disparities (ELA, Math, College & Career Readiness, Subgroups, Culture & Climate, Operations, Talent , Engagement, etc).

What did we learn?

Aligns to 1.2

Attendance

• Chronic absenteeism decreased annually from 38.5% in 2021 to 33.1% in 2024, but remains above the state average.
• Subgroup data shows 40% of Black students, 40% of students with disabilities, and 64% of unhoused students are chronically absent in 2024.
• Absenteeism increases significantly in middle and high school, rising by 8 percentage points in middle school and continuing to climb through 12th grade.

Subgroup Performance

• Substantial disparities in Milestones proficiency rates between Black and White students persist. Results range from 84% proficient for White students to 23% proficient for black students in English Language Arts.
• Students with disabilities met 3 of 8 CCRPI improvement targets, with proficiency rates below the state average: 11.5% vs. 14.4% for end-of-grade exams and 8.9% vs. 5.6% for end-of-course tests.
• APS met its improvement targets for English Language Proficiency among English Learners; 67.87% of students moved one or more bands on the WIDA Access Assessment.

Discipline

• The percentage of students suspended for minor (Level 1) incidents decreased from 37% to 11%.
• Total suspension days dropped from 16,361 in 2023 to 15,607 in 2024.
• Black students and students with disabilities continue to be suspended at rates disproportionate to their enrollment compared to their peers.

Identify areas that might be addressed to improve specific outcomes in the areas of ELA, Math, SAT/ACT and graduation rate.

What did we do?

Reviewed and analyzed Key Performance Indicators on the following topics to identify bright spots, challenges, and focus areas.(ELA, Math, College & Career Readiness).

What did we learn?

English Language Arts

• The percentage of students in grades 3-5 scoring Proficient or Distinguished on the Milestones End of Grade exam rose to 37.5%, surpassing the 2019 high of 37.1%.
• While middle school ELA scores have not returned to pre-pandemic levels, there was an improvement from 31.8% in 2023 to 33.4% in 2024.
• In SY 2023-2024, 31.3% of students scored Proficient or Distinguished on the American Literature Milestones End of Course Exam, an increase of 4.7 percentage points from the previous year. However, this is below both the SY 2021-2022 rate and the state average of 41.8%.
• 48.7% of elementary and middle school students achieved High Growth on the MAP exam(Fall 2023 to Spring 2024). However, 33.2% of students were classified as having Low Achievement and Low Growth.

Math

• Year-over-year proficiency rates increased from 34.1% in 2023 to 36.7% in 2024, but the percentage of students in the "Beginning" category is still 5+ points higher than in 2018 (32.6% vs. 27.4%).
• The 2023-2024 introduction of new GaDoE math standards showed improvement:
• Middle School proficiency Increased from 22.9% to 26.1%. High school algebra: increased from 17.2% to 24.8%.Despite progress, performance remains below state proficient and above rates ( 37.23% for Middle School Mathematics and 43.98% for Algebra).
• 8th grade EOG proficiency rates reached their highest level since 2015 in 2024.
• 47.3% of elementary and middle school students showed high growth on the MAP exam (Fall to Spring), however 36.8% remain in the low achievement and low growth category.

College and Career Readiness

• Performance increased from FY23 in all but one College and Career Readiness indicators on CCRPI, including subgroups.
• Atlanta Public Schools’ 4-year graduation rates have been increasing yearly since 2019 and exceeded the state average in 2023 and 2024.
• Over 48% of Cohort 2024 students completed at least one Advanced Placement, International Baccalaureate, or Dual Enrollment course.

Review course offerings at schools and distribution of career technical, International Baccalaureate, Advanced Placement and dual enrollment offerings.

What did we do?

• Conducted a data analysis of CTAE pathway offerings, Advanced Placement course offerings and Dual Enrollment program enrollment across all high schools.
• Created a Dual Enrollment Taskforce to explore and mediate the challenges and opportunities that have prohibited student participation.
• Met with each High School Principal to discuss Advanced Placement course offerings, challenges and opportunities for expansion.

What did we learn?

• Six traditional high schools have less than 25% of students enrolled in accelerated courses (AP, IB or Dual Enrollment).
• Nine traditional high schools have less than 10% of students currently or previously enrolled in Dual Enrollment courses.
• Advanced placement course offerings vary from 3 to 22 across the district, representing a significant disparity in opportunities to participate.
• Multiple CTAE pathways offerings are available at every high school but there is disparity between “college” pathways and “career” pathways available at each campus.

Identify strategies to address discipline disparities in subgroups.

What did we do?

• Root Cause Analysis conducted by the Discipline Team.
• Examined inconsistent policy enforcement, support gaps, and patterns of overrepresentation in referrals and data by subgroups.
• Collaborated with the Disproportionality Coordinator to analyze data for exceptional students, gender disparities, and discipline data for black and brown students.
• Collaborated with Hanover Research to conduct a review of our Social Emotional Learning (SEL) implementation and practices across Atlanta Public Schools.

What did we learn?

The analysis revealed several key findings:

• Administrators were unintentionally “stacking” student suspension days.
• There was a higher number of suspension days for exceptional students.
• Students were being referred to alternative schools without documented interventions.
• Discipline practices were inconsistent across the district, particularly regarding insubordination, fighting, lack of In-School Suspension (ISS), and no requirement to attend Hank Aaron New Beginnings Academy.
• The data indicates there is a positive correlation between Discipline rates and effective SEL implementation and practices.

Identified fragmentation in organizational structure that may impact how students benefit.

Work with student, employee, alumni, and community stakeholder groups to identify key barriers to excellence within the school system and community.

What did we do?

• Superintendent Office Hours: Provide virtual and in-person opportunities to receive feedback from students (Student Office hours held for HS on January 8, 2025 and MS on January 9, 2025. The goal is to host these sessions with students virtually periodically - cadence to be determined).
• Breakfast with the Board (BWB): A regular yearly event where students and APS Board of Education members engage in meaningful dialogue. This year, we have included 8th-grade students so they can be exposed to student leadership at the high school level. Formats: Whole Group Panel: Moderated discussions on critical topics. Rotations: Board members rotate between small groups for deeper interaction.
• Student Advisory Council (SAC): Continue to attend meetings and engage with the Superintendent’s Student Advisory Council. Yearly, SAC delegates report their recommendations to the board and district leaders based on data from BWB and general conversations with their peers. Recommendations are organized, revisited, and tracked monthly and SAC ad hoc committees engage with district leaders to discuss progress and next steps.

What did we learn?

Key themes for HS and MS student office hours in January 2025:

• HS: Mental health, Teachers and grading, Equal access to resources, Improvements with the teaching and learning of exceptional students, Equity in athletics (ie. equal representation), Improving learning resources across the district, Opportunities for internships, Opportunities for student leadership, Communication
• MS: Lesson and assessment alignment, Gifted and Talented programming, Strategic planning, Bullying, Lunch time processes and time allotted, Equal support and extra time to understand content, Academics connecting to real-life situations, Hands on learning

Work with student, employee, alumni, and community stakeholder groups to identify key barriers to excellence within the school system and community.

What did we do?

Met with staff throughout the district through one-on-one meetings, school visits, teacher/cluster advisory team meetings, open virtual office hours, and additional meetings.

What did we learn?

• Prioritizing equitable resource allocation
• Equity in pay/stipends
• Investment alignment with outcomes
• Fostering transparent communication, and feedback platforms
• Improving teacher training, assistive technology, and targeted support for exceptional students
• Enhancing literacy and numeracy initiatives, aligning curriculum, and supporting secondary literacy gaps
• Addressing attendance issues, increasing mental health resources, and discussions on enrollment challenges and school mergers

Work with student, employee, alumni, and community stakeholder groups to identify key barriers to excellence within the school system and community.

What did we do?

• APS hosted 10 Parent Listening Sessions across 9 clusters and one for spanish-speaking families.
• APS posted individual and collective materials from these sessions here: https://www.atlantapublicschools.us/APSConnects
• APS released a 100-day Plan survey to better understand satisfaction and focus areas (461 responses).
• Attended community events organized by individuals, small groups of concerned stakeholders, neighborhood organizations (eg. EMCs, CINS, NAPPS), and topic-specific conversations (eg. Special Education, Safety & Security, Assessment).
• Met with the Faith-based Community (individuals and THEO), civic organizations (eg. Center for Civic Innovation, 100 Black Men, Atlanta Chamber of Commerce, Urban League, GEEARS).

What did we learn?

• Academic Consistency and Focus
• Clarity on expectations and connection across curriculum, assessments, resources, leadership, and professional learning
• Equity in Access to Programs
• Uneven access to advanced programs, gifted education, and special education services
• Parent and Community Engagement
• Concerns about communication systems, engagement, and data platform integration
• Teacher & Staff Support
• Need for improved professional learning, better pay, and reduced workload
• Student Mental Health and Wellbeing
• SEL programs, mental health screening, and resources for student well-being

Develop a cadence to meet with each board member to continue to gain understanding of key priorities for the system. 

What did we do?

• Instituted Board/Administration communication protocols
• Created a meeting cadence between Superintendent & Board Chair/Vice Chair, including agenda setting
• Created a meeting cadence between Superintendent & Board Executive Director
• Created a meeting cadence of one-on-ones with each board member
• Developed and implemented a weekly Board Update from the Superintendent to the Board
• Implemented monthly “questions & answers” for Board Meeting agenda and presentations

What did we learn?

• Communication and engagement among the board, superintendent, and senior leadership is key to the effectiveness and efficiency of the school district.
• Creating regular channels of communication and engagement ensure concerns are addressed and collaboration is achieved.

Visit schools to gain a better understanding of the work taking place within schools to support student achievement. 

What did we do?

• Instituted Board/Administration communication protocols
• Created a meeting cadence between Superintendent & Board Chair/Vice Chair, including agenda setting
• Created a meeting cadence between Superintendent & Board Executive Director
• Created a meeting cadence of one-on-ones with each board member
• Developed and implemented a weekly Board Update from the Superintendent to the Board
• Implemented monthly “questions & answers” for Board Meeting agenda and presentations

What did we learn?

• Communication and engagement among the board, superintendent, and senior leadership is key to the effectiveness and efficiency of the school district.
• Creating regular channels of communication and engagement ensure concerns are addressed and collaboration is achieved.

Host Cluster Advisory meetings to understand local school governance work.

What did we do?

• Attended the kick-off meeting for the Cluster Advisory Teams (September 18, 2024). You can find the agenda, slides, and recording here: https://www.atlantapublicschools.us/domain/9280.
• He talked about his 100 Day Plan and responded to questions from the Cluster Advisory Team members.
• Attended a Booker T. Washington GO Team Meeting.
• Served as the keynote speaker for the G3 School Governance Summit, where he delivered an update on the 100 Day Plan, provided key insights and responded to questions from GO Team members.

What did we learn?

We received feedback on the following:

• Need for enhanced Safety & Security support
• Understanding of the current budget gap and process to close the gap (address central office spending)
• Desire to get authentic feedback from all stakeholders
• Facilities and resource concerns

Host community meetings in each school board district to solicit input on areas of success and areas of opportunity. 

What did we do?

• APS hosted 10 Superintendent Listening Sessions across 9 clusters and one for spanish-speaking families.
• APS hosted a virtual recap session outlining the common and unique themes.
• APS posted individual and collective materials from these sessions here: https://www.atlantapublicschools.us/APSConnects.
• APS emailed reminders and recaps to all registrants before and after the sessions (nearly 1,000 unique registrations).
• APS released a 100-day Plan survey to better understand satisfaction and focus areas (461 responses).

What did we learn?

You can find themes by cluster and survey results here: https://www.atlantapublicschools.us/APSConnects

These are the common themes across clusters:

• Safety and Security: Focus on enhanced safety measures, weapon detection, emergency preparedness and drug prevention.
• Parent and Community Engagement: Concerns about communication systems, virtual meeting options, and integration of digital tools like Infinite Campus.
• Equity in Access to Programs: Uneven access to advanced programs, gifted education, and special education services.
• Teacher and Staff Support: Need for improved professional development, better pay, and reduced workload.
• Student Mental Health and Well-being: Discussions about SEL programs, mental health screening and resources for student well-being.

Attend at least one community event within every school board district (i.e. athletic events, faith-based organizations, civic organizations, etc.).

What did we do?

• Attended community events organized by individuals, small groups of concerned stakeholders, neighborhood organizations (eg. EMCs, CINS, NAPPS), and topic-specific conversations (eg. Special Education, Safety & Security, Assessment).
• Met with the Faith-based Community (individuals and THEO), civic organizations (eg. Center for Civic Innovation, 100 Black Men, Atlanta Chamber of Commerce, Urban League, GEEARS), Atlanta Speech School.
• Attended athletic events throughout the district; including: Middle School Football Games at Henderson Stadium; Football State Playoffs First Round: Mays at Lakewood Stadium and North Atlanta at Henderson Stadium; Christopher Bailey, Olympic Gold Medalist Recognition at Carver High School; Baseball Camp at Mays High School.

What did we learn?

• The first 100 days required a lot of internal meetings and focus. We look forward to shifting to additional external engagement for the next 100 days.
• We often hear from those who do not attend formal engagement or advisories by showing up to community events. This practice must continue and expand. Depending on the topic and priority within each group or event, we either addressed it individually in the moment or captured common themes for the strategic plan.
• There are common themes across clusters and groups; however, the nature and potential solution to those themes may vary by cluster or group.
• APS has an opportunity to align and communicate our priorities to our stakeholders, who are willing to partner and champion our students.

Leverage current community input structures to learn more about the school district (i.e. advisory boards, etc.) and ensure all stakeholder groups are represented by an advisory structure.

What did we do?

• APS has three groupings of advisory committees/groups: (1) Governance Structure (2) Stakeholder Focus (3) Topic Focus
• Attended and engaged with the italicized groups:
• Governance Structure
• District Executive Committee (Spring)
• Cluster Advisory Team
• School GO Teams
• Stakeholder Focus
• Principal Advisory
• Teacher Advisory
• Student Advisory
• Multilingual Services Meetings
• Special Education Parent Support
• Topic Focus
• Community Equity Task Force
• Special Education Advisory Committee
• Budget & Finance Advisory Committee
• E-SPLOST Oversight
• Athletics Advisory
• Safety & Security Task Force
• Assessment Task Force

What did we learn?

You can learn about the progress and findings of each group at the links above.

Meet with local partners from business, faith, non-profit, etc.

What did we do?

A full list of actions is available here. Overall, there has been a strong focus on expanding APS partnerships, securing funding, and improving student and community support through a series of targeted initiatives and collaborations.

• Workflow and Financial Process Finalization: Streamlined processes between the Office of Partnerships and Development and Atlanta Partners for Education (APFE), aligning financial and support workflows.
• Secured leadership stability: With an executive director in place, we laid a strong foundation for \continuity.
• Raised initial funds: $1M in 2024 to support strategic priorities.
• Established operational independence: Finalized processes that enable APFE to operate as a distinct entity
• Developed a strategic plan: Created a roadmap to focus on academic acceleration, whole child support, teacher development, and college and career readiness.
• Strategic Partnerships and Community Engagement:
• Hosted events like a partner breakfast and gatherings to strengthen relationships with donors, non-profit partners, and key community stakeholders.
• Participated in national and local events representing APS, such as the Congressional Black Caucus Foundation Legislative Meeting, United Way/Coca-Cola event, and a panel with the TD Jakes Foundation.
• Established and cultivated partnerships with various organizations including Verizon, Nordstrom, YMCA, College Football Playoff Foundation, and the City of Atlanta.
• Support for Students and Families:
• Planned and supported events like International Day of the Girl, Democracy Fest, school supply drives, and student seminars.
• Focused on increasing alumni engagement, supporting family and student needs, and organizing school events, including a coat drive and student resources through corporate donations.
• Funding and Grant Acquisition:
• Secured substantial financial support, including grants for APS athletic programs and the Student and Family Support Hub, alongside large donations from organizations like Delta Airlines, Norfolk Southern, and Mercedes-Benz USA.
• Raised funds for the Back-to-School Bash, and facilitated significant contributions from various partners.
• Ongoing Collaborations:
• Continued support for initiatives like the 21st Century Grant, Sneakers and Scholarships program, and corporate volunteer efforts.
• Engaged with corporate and community partners for long-term support, including meetings with Georgia Power, the Development Authority of Fulton County, and faith-based leaders.

What did we learn?

There is an opportunity to increase the coherence between APFE and APS Partnerships & Development, and consideration should be given to restructure how we manage partnership for the best interest of our students.

Stewardship: Stewardship and cultivation of partners are key to retention efforts.

Support: Supporting partner events helps to build trust in APS and increase visibility for APS.

Capacity: Capacity is a barrier to building new partnerships and gaining new resources.

Evaluation: Evaluations of partnerships should be part of the end of year process to assess impact.

Leadership matters: Hiring an executive director brought focus, energy, and expertise to drive APFE’s mission forward.

Clarity drives effectiveness: Establishing clear roles and processes between APFE and the Partnerships Office.

Strategic planning is foundational: Importance of aligning efforts with long-term goals and stakeholder priorities.

Independence fuels growth: Operating as a distinct entity from APS clarified APFE’s purpose and expanded opportunities to innovate and build sustainable partnerships.

Engage students and employees in small group conversations to learn more about the system and areas of success, touching at least 300 student and staff members (both school-based and district-wide). 

What did we do?

Met with students and staff throughout the district through one-on-one meetings, school visits, advisory team meetings, open virtual office hours, and additional meetings. More than 1,000 students and staff were engaged through these first 100 days.

What did we learn?

Students

• HS: Mental health, Teachers and grading, Equal access to resources, Improvements with the teaching and learning of exceptional students, Equity in athletics (ie. equal representation), Improving learning resources across the district, Opportunities for internships, Opportunities for student leadership, Communication
• MS: Lesson and assessment alignment, Gifted and Talented programming, Strategic planning, Bullying, Lunch time processes and time allotted, Equal support and extra time to understand content, Academics connecting to real-life situations, Hands on learning

Staff

Prioritizing equitable resource allocation, equity in pay/stipends, and investment alignment with outcomes. Fostering transparent communication, and feedback platforms.. Improving teacher training, assistive technology, and targeted support for exceptional students. Enhancing literacy and numeracy initiatives, aligning curriculum, and supporting secondary literacy gaps. Addressing attendance issues, increasing mental health resources, and discussions on enrollment challenges and school mergers.

Develop and publish communication protocols with the school board, employees, students, and the community

What did we do?

• Established Board/Superintendent Communication Plan, including cadence of Board. Updates and Board support.
• Established two-way Superintendent/Senior Leadership Team Communication Plan.
• Established communication notification cadence.
• Created branding message amplifying “Excellence Everywhere” and “One District. One Goal. EVERY Child.”
• Updated Media Tip Sheet Distribution Protocol.
• Created Editorial Board based on “Swiss Cheese Method.”
• Created list of media staging sites for every traditional school as part of crisis communications protocol.
• Updated Infinite Campus Spanish translation protocol.
• Communicated communications protocols and processes to principals.
• Established process of content sharing with parent liaisons at schools.
• Added LinkedIn and Next Door communications platforms.
• Conducted surveys/focus groups of parents, staff, and students to direct content review for divisions and schools.
• Created and communicated SharePoint Intranet site, with templates, brand guidelines, logos.
• Produced Spanish version of APS Now newsletter to mirror English version.
• Reinstituted the APS District Events Calendar in Outlook for a streamlined centralized calendar for all staff.

What did we learn?

• Infinite Campus should not continue to be used for emergency notifications due to the bandwidth limitations.
• Repetition is key to embed information for people to mobilize.

Begin development of an Open APS portal on the web that houses key information that the public desires access to and has been perceived as a barrier to transparency.

What did we do?

• We identified common data points that the community and staff are interested in (student data, open records, financial transparency, etc).
• We created a website to post this information: OpenAPS https://www.atlantapublicschools.us/Page/72725.

What did we learn?

• Many data points are currently available but difficult to find.
• Some data points are not currently publicly available, so we are developing dashboards that are public facing (eg. behavior, attendance, etc.).

Launch a live weblink where the public can track progress on first 100 day activities: www.atlantapublicschools.us/first100days.

What did we do?

• Created a google sheet for all tasks from the 100 day plan, including owners and expectations.
• Published the google sheet to the 100 day plan website.
• Updated the sheet regularly.

What did we learn?

• Learning depended on each individual task.
• Overall, the community shared appreciation for accountability and transparency in the plan updates.
• We added tasks based on feedback (assessments, discipline, safety and security).

Identify and develop additional systems and structures to promote transparency and accountability that will continue to build trust with the community.

What did we do?

• Assess: Initiated an internal team to review efficiencies across the district. Began interviews and focus groups with key stakeholders.
• Engage: Engaged with CLL stakeholders and provided follow-up on what we heard and next steps. Superintendent initiated communication and meetings with individuals and groups.
• Transparency: Expanded our transparency efforts through the OpenAPS website and dashboards.
• Follow-up: Continued follow-up with stakeholders on our progress within the 100-day plan.

What did we learn?

Assess: Preliminary insights revealed significant challenges within the Center for Learning & Leadership, including inefficiencies, lack of clear support pathways, and unclear roles and responsibilities.

• Inconsistent central office processes, lacking standard operating procedures, and clear key performance indicators.
• Poorly defined support pathways, causing uncertainty for schools and CLL staff seeking district-level guidance.
• Gaps in compliance and accountability due to leadership autonomy, resulting in uneven support for staff and students.
• Ambiguity in communication and inconsistent SOPs impact the efficiency of cross-divisional workstreams.

Engage: Stakeholders appreciate…

• Multiple opportunities to engage in groups, task forces, public channels, and individual meetings.
• Access to data and information through increased publicly available dashboards.
• Honest and clear responses to questions and concerns from the Superintendent.
• A clear and intentional focus on student achievement.

Ensure the public is clear on strategic direction, the commitments to equity, and related work streams that will be implemented.

What did we do?

• Developed and released a comprehensive 100-day plan focusing on four critical areas: Academic Acceleration, Equity, Student and Stakeholder Engagement, and Accountability & Operational Excellence.
• Conducted a series of community meetings to engage with parents, teachers, and stakeholders.
• Initiated visits to all 87 campuses to gain firsthand knowledge of Atlanta Public Schools.
• Completed the 100-day plan and Needs Assessment.
• Identified timeline and process for Strategic Plan.

What did we learn?

• Stakeholders appreciate communicating a clear focus/priority, returning back to basics, and demonstrating an unapologetic approach to student achievement.
• There is an opportunity to better understand how to communicate to all stakeholders
• There is a strong community desire for transparency, equity, and accountability in decision-making processes.

Clarify and connect current performance to strategic plan goals for the community and work with the school board to develop desired state for strategic focus areas.

What did we do?

• As part of the strategic plan process and the 100-day plan, we analyzed data on a variety of topics. That information can be found in our Needs Assessment.

What did we learn?

• This task will be a part of our next 100 days. The Atlanta Board of Education sets the district’s Goals and Guardrails. We will begin that process in February, which will ensure we have a desired state for the district’s strategic focus areas.

Incorporate areas of opportunity related to ethics into strategic plan focus areas and work streams as appropriate.

What did we do?

• Continued Ethics Programming and Practices.
• Incorporated Ethics Notice in 2024-2025 Employee Handbook.
• Administered the required annual Ethics Training with consequences of disciplinary. action up to and including termination if training is not completed by established date
• Maintain Board Policy GAGC: Employee Ethics.
• Maintain EthicsPoint, the confidential Ethics Hotline and reporting system for ethical concerns.
• Investigated concerns and reported high-level results to the Audit Commission of the Atlanta Board of Education.
• Analyzed the EthicsPoint Stats.

What did we learn?

• Employee Relations; Customer Relations; Policy Issues are the top three reported issues.
• 72% of the issues go uninvestigated due to lack of information and/or response; no reports.
• There is still opportunity to strengthen a culture free of fear and intimidation
• Of 32 issues reported, only four (4) were substantiated.

Enhance and/or develop student and employee recognition programs that support our focus on excellence.

What did we do?

• Student Advisory Council (SAC)
• Student Leadership Symposium (SLS)
• ABOE Student Recognition Ceremony
• ABOE and Superintendent Student Recognition at Board meetings
• Sneakers and Scholarships
• Exceptional Students’ Prom (Spring 2025)
• Atlanta Pride Parade (Student Focus and Inclusivity)
• Val and Sal Breakfast
• Breakfast with the Board

What did we learn?

• As key stakeholders, it is imperative that we continue to offer opportunities for students to be positioned in front of adults in order to showcase leadership abilities and talents. In alignment with our mission to prepare students an ensure that they are ready for college, career, and life; structures should continuously be put in place for the perspectives and experiences of students to be actively sought out and acted upon. As a district, we should continue to identify ways to recognize and celebrate students. We continuously seek their engagement and feedback; therefore, we should consider ways to close the feedback loop, ensuring they are informed about the progress of the work.

Enhance and/or develop student and employee recognition programs that support our focus on excellence.

What did we do?

• Teacher of the Year/Support Person of the Year
• Birthday/Work Anniversary recognition
• Retiree recognition
• APyeS! Awards/Gala
• HR Summit - Leadership recognition
• Spotlight staff attendance, etc. monthly highlights at principal’s meeting
• Stipend based stretch opportunities
• LEADS Awards
• Alumni month
• Bus Driver Elite Program
• Partnerships that provide employees discounts/incentives: Botanical Gardens, LA Fitness,AAA, T-Mobile, etc
• Employee Wellness for all APS employees:: Tellus EAP support, financial resources,monthly wellness newsletter
• InsideAPS Employee Spotlight

What did we learn?

• Opportunity to standardize recognition/customer service with frameworks and train/communicate district wide.
• Evaluate employee demographics data interface with GHR to ensure employee consistently receive praise reports.
• Create a shared Understanding of Recognition for APS - To foster a culture of appreciation, it’s essential to establish a common language and shared expectations for what meaningful recognition looks like across the district.

Analyze enrollment projections across the district and review historical decisions and opportunities to balance building capacity and student enrollment.

What did we do?

Each year, the APS Planning & GIS Team (Operations Division) perform an annual review of enrollment projections and utilization (enrollment divided by capacity) for each school in the district. As part of the review, we completed the following:

• Received final FTE counts.
• Updated enrollment projections using historic enrollment trend, number of live births, and residential building permits.
• Developed capacity calculations.
• Received principal​ feedback.

You can find the full report here: https://www.atlantapublicschools.us/Annual_Review.

What did we learn?

• Total enrollment (PK-12) for the current year (2024-25) is 40,386 – excluding charter and non-traditional schools but including Centennial Academy (conversion charter) – while the district has over 62,000 total seats at these schools. The current utilization for the district is 65% which represents over 21,000 excess seats. Projections indicate that enrollment will fluctuate around 40,000 and utilization rate remains at 65%.
• 42 of 73 School Facilities have <65% utilization.
• 33 of 73 School Facilities have enrollments below the target (ES: 400, MS & K-8: 600, HS & 6-12: 800).
• 8 of 73 School Facilities are at or approaching capacity.

Assess areas of organization to determine operational efficiency opportunities.

What did we do?

• Initiated a comprehensive review of district-level challenges through Division Chief interviews.
• Conducted interviews and focus groups with key stakeholders, including Executive Directors, Directors, and school leaders.
• Documented and analyzed preliminary insights from these sessions.

What did we learn?

• Staffing and Resource Limitations: Challenges in retaining high-quality talent, especially in specialized roles like cybersecurity, IT, and special education.
• Resource Allocations: Difficulties in balancing essential services with ongoing budget reductions and equitably allocating resources across schools and departments.
• Systemic Inefficiencies: Outdated systems (ERP, payroll, compliance) hindering operational efficiency and data management capabilities.
• Operational Challenges: Misalignment between school-level needs and central office support, often due to siloed communication and unclear priorities.
• Change Management: Resistance to adopting new processes, mindsets, and systems, limiting strategic changes.
• Competing Priorities: Challenges in balancing immediate demands with long-term strategic planning and managing simultaneous large-scale projects.

Conduct a deep-dive into the budgeting process to ensure and support maximization of resources to improve student achievement.

What did we do?

Reviewed the process for building both school and department budgets.

• Analysis of Central Office historical spend, per pupil spend by school, staffing ratios, and other funding metrics.
• Analyzed the tentative multi-year budgets and drafted Budget Parameters focused on district financial stability/sustainability.

What did we learn?

APS is a well funded district but funding is not tightly aligned to outcomes. There are significant opportunities to gain additional financial efficiencies.

• APS will begin the FY2026 budget year with a $100+ million budget gap
• School per pupil allocations range from $10,000-$30,000 and are not aligned to student outcomes.
• APS spends nearly $64 million on programming that is not tightly aligned to student outcomes.
• APS staffs between 2,300 and 3,000 more staff members than neighboring districts, with little alignment to student outcomes.
• The central office budgets have increased between 4.63% and 18.55% annually since FY21, even as enrollment has declined or flattened.

Review department head briefing documents to assess how I can support the work taking place within the system.

What did we do?

• Transition documents and plans were shared by each Division Chief to the Superintendent.
• One-on-one introductory meetings and Division Leadership Team meetings were held the first 3 weeks.
• One-on-one meetings with chiefs continue throughout the year.
• A meeting cadence has been developed with a focus on Schools & Academics and Cluster Superintendents.

What did we learn?

• The 100-day plan outlines a number of areas we focused on based on these initial conversations. Following the launch of the 100-day plan, we added topics that were uncovered with additional research: Assessments, Safety & Security, and Discipline.
• It is essential that those closest to the schools (Cluster Superintendents) are a part of the leadership team meetings and decision-making.

Review department head briefing documents to assess how I can support the work taking place within the system.

What did we do?

• Hosted stakeholder engagemaent for students, staff, and families throughout the summer and semester (TAG Family Engagement, Back to School Bash, Miles Elementary Coat drive, Chew Crew at Mercedes Benz stadium).
• Implemented MealViewer menu display boards in all 72 schools and Nutrition office. 763 profiles were created and a total of 14,876 website views.
• Hired 500+ new Food Assistants and Cafeteria Managers.
• Completed 10 days of State of Georgia Orientation for Nutrition Employees (O.N.E.) training for Cafeteria Managers and Food Assistants which was managed by a team of 16 trainers, totaling 30 hours.
• Conducted 3 weeks of training for 75 Cafeteria Managers and 330 Food Assistants for Back to School Training in July 2024.
• Secured grants over 600K to increase locally grown offerings and Farm to School initiatives.

What did we learn?

• The need for stronger stakeholder engagement was identified during community engagement sessions.
• An external review of cafeterias and kitchens revealed the need for makeovers to be more inviting to students.
• Meeting established Food Service Key Performance Indicators (KPIs) would be critical for a successful transition.
• Continuously test menu items for student feedback and approval.

Review department head briefing documents to assess how I can support the work taking place within the system.

What did we do?

• Received feedback on Transportation through the Superintendent Listening Sessions and Virtual Office Hours.
• Hired a new Senior Executive Director of Transportation.
• Monitored driver departure time AM/PM for more timely bus stops and school arrivals
• Deployed 24 EV buses into the fleet.
• Opened new Northwest Transportation Yard in January 2025.

What did we learn?

• Keeping all staff aware of the importance of On-Time Arrival (OTA) provides more accountability for drivers, supervisors, and maintenance staff on how they play a role in maintaining consistent bus schedules.
• With respect to implementing electric buses into the fleet, we have learned that proper training for all staff and vendor support is critical to the successful rollout of EV buses.
• While opening the Northwest Transportation Yard, we learned the importance of ensuring that all stakeholders are involved in all phases of the planning, construction, and opening process.

Identify strategies to enhance safety and security efforts.

What did we do?

• Created and operationalized a Safety and Security Task Force to include community and student representations and have met three times since September 2024.
• Received feedback on Safety & Security through the Superintendent Listening Sessions
• Created a taskforce of Office of Safety and Security (OSS) Members to review and standardize our processes and develop key metrics.
• Initiate a district wide safety and security assessment of all schools by an independent firm.
• Implemented district-wide Threat Assessment Protocol including follow-up supports
• The Safety and Security Task Force Force has identified consensus areas to research and further explore at the upcoming meetings.
• The Safety and Security Task Force also met with Safe Havens International during their district assessment.

What did we learn?

• We need an enhanced presence in elementary schools.
• We need to leverage technology to enhance safety at all schools.
• It is important that we maintain and continue to develop relationships with partner law enforcement agencies to provide safety and security for our district.