Atlanta Public Schools (APS) continued to show overall improvement on the College and Career Readiness Index (CCRPI), according to the 2025 CCRPI data, released by the Georgia Department of Education.
The CCRPI includes five components: Content Mastery, Progress, Closing Gaps, Readiness, and – for high schools – Graduation Rate. APS scored 100 on the Closing Gaps component in elementary schools and improved Readiness and Content Mastery scores at all grade bands. Additionally, students with disabilities and who are economically disadvantaged made gains in 11 of 12 areas.
Principal Dr. Tiffany Franklin details how Beecher Hills Elementary School achieved its gains:
Q: What specific strategies or initiatives did your school implement that you believe contributed most to the CCRPI improvement?
A: Our school’s CCRPI improvement is the result of intentional, data-driven strategies paired with a strong culture of collaboration and instructional ownership. We prioritized consistent, meaningful PLC collaboration where teachers engaged in thoughtful dialogue around student work, reflected on instructional practices, and collectively problem-solved to meet student needs. These conversations shifted mindsets from compliance to collective responsibility for student outcomes.
We strengthened our intervention model to provide identified students with targeted, relationship-based support three days a week from dedicated intervention teachers. This structure allowed for deeper connections with students, increased confidence, and timely academic reinforcement. In addition, we emphasized high-quality direct instruction, literacy-focused professional learning, and the consistent use of exit tickets, not just as assessment tools, but as opportunities for teachers to listen to student thinking and adjust instruction in real time.
Together, these initiatives fostered a more aligned, responsive, and student-centered learning environment. Teachers felt empowered to make informed instructional decisions, students experienced greater clarity and consistency in learning expectations, and this collective growth mindset directly contributed to improved student performance and CCRPI outcomes.
Q: Can you share examples of how your teachers are driving student growth and achievement, and any practices that have been particularly effective?
A: Our teachers play a critical role in student achievement through practices that are both strategic and consistent:
- Data-Driven Instruction: Teachers regularly analyze assessment results and use the information to adjust instruction, form small groups, and identify skills that need reteaching.
- One-on-One Writing Conferences: During our Mock Friday Writing sessions, teachers meet individually with students to provide targeted feedback on writing strategies, organization, and grammar.
- Small Group Instruction: Teachers integrate small-group lessons into both ELA and math blocks, giving students focused instruction based on their specific needs.
- Collaborative Planning: Coaches work closely with teachers during PLCs to model effective lessons, co-plan, and provide ongoing support.
- High-Quality Professional Learning: Weekly PD sessions help teachers strengthen their literacy instruction, deepen their understanding of direct instruction, and improve classroom practices.
Q: What is something impactful/innovative happening in the area of teaching and learning at your school that sets your school apart?
A: One of the most impactful innovations at our school is the implementation of Mock Friday Writing. Every other Friday, students participate in a dedicated 90-minute writing block in addition to their daily ELA writing time. During these sessions, teachers explicitly teach writing strategies, model exemplar responses, and hold individualized conferences to provide real-time feedback. This consistent, structured writing practice is helping students build stamina, strengthen their writing skills, and become more confident communicators. Alongside this, our robust intervention model and strong PLC structures ensure that instruction is aligned, intentional, and personalized.
Q: What are your hopes or expectations for student achievement moving forward, and how do you plan to build on this recent success?
A: Moving forward, our expectation is to continue increasing student proficiency while sustaining strong academic growth across all grade levels. Building on our recent CCRPI success, we will deepen the instructional practices that have proven most impactful, maintaining strong PLC collaboration focused on student work, refining data-driven decision-making, and ensuring instructional adjustments remain timely and responsive to student needs.
We plan to expand and strengthen our small-group instruction and intervention supports to provide students with consistent, relationship-based academic support. Professional learning will remain centered on high-quality literacy and math instruction, with an increased emphasis on strengthening our writing instructional model so students receive clear, actionable feedback that moves their thinking and performance forward.
Ultimately, our goal is to create an instructional environment where clarity, consistency, and high expectations are the norm. We want every student to leave our school not only academically prepared, but also confident, resilient, and socially equipped to succeed at the next level, continuing the culture of growth, ownership, and excellence that has driven our recent progress.
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