Press Release

Correction: When originally released, the press release below inaccurately stated that many metro Atlanta school districts are "Needs Improvement" districts. In fact, only three metro districts have been so designated. A district is designated "Needs Improvement" when it fails to make AYP for at least two consecutive years. A more accurate statement would have been: "Cobb County, like many school districts in metro Atlanta, failed to make Adequate Yearly Progress in 2005. Because Cobb did not meet progress standards for two consecutive years, it has been deemed a "Needs Improvement" district until it can show adequate academic progress for students in the subgroups at these schools.

Cobb Schools Take Proactive Steps To Address AYP Status

   Cobb County Superintendent Joseph Redden announced Thursday that the school district has developed an action plan to address needs highlighted in the state’s Annual Yearly Progress report. The school district has received notice that 17 schools – two elementary schools, nine middle schools, and six high schools – of the district’s 106 schools did not meet AYP requirements, largely as a result of the performance of students in subgroups on standardized tests. Cobb County was one of many school districts in metro Atlanta not to make AYP in 2005. Since Cobb has not met adequate progress standards for two consecutive years, it has been deemed a “Needs Improvement” district until it can show adequate progress for students in the subgroups at these schools.

   “Obviously, we’re disappointed not to have made Annual Yearly Progress for all of our students,” said Superintendent Redden. “Our number one goal is to improve achievement for all students, so we will use this information from the state to focus our efforts and take immediate steps to improve. In addition, since many school districts in metro Atlanta seem to be facing the same challenges, we plan to consult with those districts as well as with our metro educational service to find solutions.”

The state has three requirements to make Adequate Yearly Progress:
   1) Schools must test 95 percent of all students in all subgroups in both English/Language
       Arts/Reading and Mathematics.
   2) A set percentage of students must meet or exceed standards on state tests (CRCT,
       GHSGT) in all subgroups – regardless of ability. Those percentages are:
       a. Elementary/Middle English/Language Arts: 66.7 percent scoring 300+ on CRCT
       b. Elementary/Middle Math: 58.3 percent scoring 300+ on CRCT
       c. High School English/Language Arts: 81.6 percent scoring 511+ on GHSGT
       d. High School Math: 62.3 percent scoring 516+ on GHSGT
   3) Schools must also meet requirements of a “second indicator”:
       a. Elementary/Middle: Attendance (Less than 15 percent of students absent 15 days or
           more)
       b. High School: Graduation Rate (60 percent or more of students with a regular
           diploma)

   Cobb’s preliminary analysis shows that areas needing immediate attention include math, especially as it pertains to the Limited English Proficient and Students With Disabilities subgroups which were heavily impacted in the AYP process as their performance was significantly weaker. No Child Left Behind requires that all students, regardless of ability, be held to the same standards of achievement. The accompanying report shows the AYP status of each school for 2004-2005. The following is a key for the acronyms referenced:

   AMO = Annual Measurable Objective
   ELA = English/Language Arts
   SWD = Students With Disabilities
   ED = Economically Disadvantaged
   LEP = Limited English Proficient

   Based on the preliminary information, the district is in the process of developing an action plan to address areas of identified need. That plan is briefly outlined below.

ACTION PLAN
1. A thorough data analysis will be completed at the district level and by each school not meeting requirements. The purpose of the analysis will be to understand the specific areas where more concentrated work is needed and to determine how to best use existing resources. A central office team consisting of the Chief Academic Officer, the Assistant Superintendent for Curriculum, the Assistant Superintendent of Accountability, and the Area Assistant Superintendent will visit each school not meeting requirements to review the school's data and to discuss the strategies that will be employed to remediate all areas of weakness.

2. Cobb will consult with other metro-area school districts, as well as with the Metro Regional Educational Service Agency (MRESA), to take a collaborative approach to finding solutions to the common educational challenges that appear to be affecting nearly all metro Atlanta school districts.

3. Schools will be required to monitor the progress of students not meeting standards and to report on their progress periodically. Area Assistant Superintendents and the Accountability Office will be in charge of monitoring. The monitoring section of the School Improvement Plan will reflect the manner in which student progress will be reviewed periodically.

4. Professional development will be targeted to meet the needs of teachers and other school staff members in the areas of content knowledge and instructional strategies.

5. An action team from Curriculum and Instruction will be deployed to the schools to work directly with teachers and administrators in implementing research based strategies in the areas needing improvement.

6. Time for collaboration between special education teachers, ESOL teachers and regular education teachers will be scheduled and monitored.

7. Supplemental services will be offered to Needs Improvement Schools.

8. Needs Improvement Schools will be required to develop a detailed plan to address specific needs.

9. ESOL teachers, formerly housed at the Barnes Center, will be redeployed to mentor and train ESOL teachers in Needs Improvement Schools.

10. Needs Improvement schools will increase contact with and visitation to schools of similar size and demographics that made AYP.

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