International Baccalaureate

Purpose:

At Deerwood Academy, we believe that academic integrity is essential in the process of preparing our students to be principled and reflective global citizens. The purpose of this document is to provide students, teachers, and parents with clear guidelines to the expectation in regards to academic integrity. Academic integrity must be communicated, taught, and modeled for the scholars in our school setting. The IBO defines academic integrity as a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision making and behavior in the production of legitimate, authentic and honest scholarly work. Learner Profile connection to Academic Integrity: Principled – Scholars will credit others for their ideas and work. Caring – Scholars are celebrated for their own thoughts, ideas and work. Reflective – Scholars are evaluated based on their own work. Thinkers – Scholars develop their own perspectives and ideas Communicator – Scholars express ideas and information in their own words. Risk-Takers- Scholars can boldly defend their thoughts and ideas with cited evidence.

Definitions Academic Honesty-Promotes personal integrity, the use of original ideas, and gives full acknowledgement to others’ work. Plagiarism—Using another’s words or thoughts without crediting or acknowledging the source. Cheating—An attempt to gain an unfair advantage by means of technology misuse, claiming unoriginal work, and using unauthorized sources to receive credit. Copying—Duplicating answers or work for someone else or allowing others to replicate work. Responsibilities/Good Practices Students will: ● Demonstrate principled behavior when engaging in any school activity. ● Demonstrate self-management by staying organized, making appropriate choices, demonstrating integrity, and striving to create and present their best work. ● Take responsibility for their individual contributions to the collective process. They should be respectful of others’ points of view and interact cooperatively with both adults and peers. ● Create work that is authentic and representative of each student’s unique intellect and abilities. 

Purpose 

Language instruction empowers our scholars to become life-long learners who are global thinkers, open-minded, and communicators. 

Our Language Instruction provides: 

1. French Instruction as an additional language 

2. Mother –Tongue language support 

3. Instruction of English through the Units of Inquiry 

Statement of Belief: 

At Deerwood Academy, we believe that language is vital to constructing meaning and is the vehicle that allows scholars to think critically and develop conceptual understandings. All scholars flourish from learning various languages. The exploration of multiple languages encourages scholars to embrace different cultures, form new perspectives, and foster an appreciation for the diverse world. 

We believe that scholars learn language best through meaningful listening, speaking, viewing, presenting, reading, and writing opportunities within the Units of Inquiry. 

Scholars who pass through our doorway are language learners and our teachers are effective teachers of language. 

Our inclusive classrooms support mother-tongue development that preserves each scholar’s uniqueness and cultural identity. 

At Deerwood Academy, we have made a commitment to our stakeholders to provide a learning community that promotes and supports a strong foundation in language and language diversity. 

Language Instruction at Deerwood Academy provides our scholars with the knowledge and skills to become global communicators who are able to compete in a diverse world. 

Practices

Identification of Language Needs: 

Deerwood Academy is a public school and we accept all children therefore English is not a requirement. Scholars who are not from English speaking homes are given the WIDA online assessment to determine English language proficiency. This information determines whether or not the student is classified as a student for which English is the second language, and informs the school of the primary language. Informing our teachers about the different language populations early in the school year allows them to infuse those cultures into the curriculum and provides an authentic appreciation for their culture. For English Learners, additional services are provided by our Multilingual Programs and Services Department of Atlanta Public Schools (APS). The program is a federal mandated instructional program for students in grades K-12. It is standards based and emphasizes academic and social language development based upon the WIDA Consortium English Language Development Standards. The Multilingual Programs and Services Department provides access to resources and facilitates communication between the English learner parents and school which allows the parents to take an active role in their scholar’s education. 

The Multilingual Programs and Services ESOL Department Goals 

Program Goals 

The purpose of the World Language program in Atlanta Public Schools is to move our students towards second language proficiency and biliteracy through engaging instruction with inspiring teachers. All courses are aligned to the ACTFL World Readiness Standards for Learning Languages. 

The goals of the World Language program are: 

• To equip students with the skills that will enable them to function in a language other than their own 
• To develop communication skills that allow students to compete effectively in the global community 
• To develop listening, speaking, reading, writing and cultural competence skills in the target and native languages 
• To use technology and other non-print sources to absorb information
• To increase awareness of students’ own culture and appreciate the culture(s) of others

Scope and Sequence: 

The IBO’s Language Scope and Sequence is used as a guide for language instruction. The Language Scope and Sequence provides developmental continuums which guides our teachers as they provide language learning opportunities for our scholars. We also utilized the developmental progressions (Reading, Writing, Speaking, and Listening) of Georgia Standards of Excellence for English Language Arts into our instructional framework. 

Language in the Classroom 

Classroom Instruction: 

All instruction at Deerwood Academy is conducted in English. Language is the foundation of our transdisciplinary program and is woven into physical education, visual arts, and fine arts classes. In the inquiry based classroom, scholars are reading, writing, speaking, and listening through the context of the Units of Inquiry. Teachers provide differentiated activities through a balanced literacy approach. Language is supported through reading, writing, word study, and phonics opportunities that allow scholars to use language during presentations, collaboration, reflections, and researching. Culturally responsive literature is chosen to expose students to diverse cultures and languages. Flexible grouping is utilized to temporarily group scholars based on learning styles and learning outcomes. Students not only learn from their teacher, but also from their peers and experiences with language. Oral language (receptive and expressive), visual language, and written language are taught consistently and embedded in the Programme of Inquiry. Language is also supported by our Learning Commons. We have a full time media specialist that assists students with a plethora of digital tools and media. Some of those tools include–ebooks, Flip which is a video recording app where students can engage in book reviews, and the Atlanta Fulton County Library Class Pass which allows all Atlanta Public Schools teachers and students to access audiobooks, videos, and eBooks. There are open times for students to check out books and conduct research. The media specialist works with the teacher to provide learning opportunities and resources that support each unit of inquiry. 

It is the goal of all teachers at Deerwood Academy to support our English Learners by providing a caring environment where all scholars can thrive. Scholars that qualify for ESOL classes are serviced during the school day by a certified ESOL teacher. These times may be modified throughout the school year to meet the students’ language needs. English Learners are encouraged to use the language of their culture and bring their language experiences to share with their peers. This practice supports international mindedness and cultural awareness amongst all students. All teachers provide support to the English Learners in a variety of ways. For example, teachers: 

1. Provide extra support with the Unit of Inquiry 

2. Provide nonlinguistic representation of words (Visuals) 

3. Use sentence frames to give practice with language 

4. Scaffold Learning with Native Language 

5. Expose scholars to rich language input through shared reading 

French Instruction: 

French is the additional world language offered at Deerwood Academy. French Instruction is a part of the World Language Program whose purpose is to move our scholars towards second language proficiency and biliteracy through engaging instruction with inspiring teachers. The two models of programming are Exposure and Proficiency. The Exposure model focuses on an introduction to culture and language and is taught primarily in English and the Proficiency model is oral and written proficiency; thus, the course is taught primarily in the target language. To help facilitate international open-mindedness and increase personal development, our scholars, 5 to 6 years, receive the exposure model with French instruction once a week for 45 minutes. Scholars 7 to 11 years, receive the proficiency model with French instruction two times per week for 45 minutes. All teachers provide French instruction to support oral and written language. 

The goals of the World Language program are: 

• To equip students with the skills that will enable them to function in a language other than their own 
• To develop communication skills that allow students to compete effectively in the global community
• To develop listening, speaking, reading, writing and cultural competence skills in the target and native languages 
• To use technology and other non-print sources to absorb information
• To increase awareness of students’ own culture and appreciate the culture(s) of others 

Assessment: 

In foreign language (French), the students are assessed on oral communication, reading, writing and listening comprehension as well as projects. Assessment of language in the classrooms is in the forms of listening, speaking and written (both reading and writing). Work samples, anecdotal notes, written tests, and checklists are various ways to assess language skills and knowledge. 

Professional Development: 

The faculty and staff at Deerwood Academy will seek additional training and guidance on utilization of the IBO Language Scope and Sequence. Professional Learning sessions should focus on understanding and implementing the IBO Language Scope and Sequence. 

Communicating the Policy 

The Language Policy is regularly communicated to all staff members through collaborative dialog during professional learning. The Language Policy is shared with parents and community stakeholders during Parent Academy breakout sessions. Teachers are responsible for communicating this policy to students and parents. At the beginning of each new school year the policy will be shared with faculty during professional learning days and utilized as a working document. 

Reviewing the Policy 

The school reviewed the Language Policy during the self-study process. The policy will formally be reviewed every four years with all stakeholders. 

Resources 

At Deerwood we have a Reading Room that provides additional support to language instruction. The reading room houses around 10,000 books. This room has various collections of books such as leveled books based on guided reading levels, chapter books, comprehension sets, lexile sets, and texts sets. Teachers use these books to support language instruction in the classroom. 

References 

Assessment Policy of Deerwood Academy 2017-2018 

Language Scope and Sequence. IBO, 2009 

Atlanta Public Schools World Languages Department 

Atlanta Public Schools English to Speakers of Other Languages (ESOL) Department 

Assessment Philosophy

At Deerwood Academy, we believe that assessments play a vital role in the learning process of our scholars. Assessment is an on-going process, vital to instructional planning and the monitoring of academic progress. We use multiple tools and measurements to assess our students, determine the effectiveness of our instruction, and to plan and implement future learning experiences. 

At Deerwood Academy, we are committed to authentic assessment and prioritize personal and professional reflection to ensure appropriate rigor for teaching, learning, growth, and goal setting. The implementation of the units of inquiry are based and are designed to invoke some type of action. This action can be student, class, or teacher initiated. In every unit of inquiry planned, we infuse the different types of assessments– summative, performance tasks, and formative assessments. 

In addition, student self-assessments for reflection are documented in digital portfolios (Toddle). The purpose and means of assessment will be clearly explained to the staff, students, and all stakeholders of the Deerwood Community. 

Purpose: 

Our main goal for assessments is to determine what students understand, know, and can do in order for us to provide specific feedback and promote growth in our young learners. By assessing each student’s learning and development, we can personalize our instruction and better help him/her set realistic learning goals. 

At Deerwood Academy, the students use assessments to inform them of their level of understanding and achievements and are encouraged to use assessments for self-reflection and goal setting purposes. 

At Deerwood Academy, the staff use assessments to reflect on instructional effectiveness and to support student growth. 

At Deerwood Academy, the stakeholders use assessments to better understand their scholar(s)’ learning developments and accomplishments. 

Assessment Policy 

At Deerwood Academy, the leadership team uses assessments to analyze data for students’ rates of growth and to collaborate with staff to guide instructional practices. 

It should be understood and agreed upon by all members of the Deerwood Academy Faculty and Staff that upon entry into a class, all new students should receive some type of diagnostic testing to determine their level of instruction. 

Monitoring: 

Monitoring of learning aims to check the progress of learning against personal learning goals and success criteria. It occurs daily through a variety of strategies: observation, questioning, reflection, discussing learning with peers and teachers, and well-considered feedback to feed forward for next steps in learning. 

The tools that we use to monitor are: 

1. Open-ended tasks 

2. Written or Oral assessments 

3. Virtual Learning portfolios 

Assessing: 

Formative assessments should be interwoven with the daily learning and help teachers and children find out what the children already know, in order to plan the next stage of learning. Formative assessments and teaching are directly linked; neither can function effectively or purposefully without the other. 
Weekly assessments and common assessments should be administered based on standards with specific regards to elements for a more concise determination of mastery.

Summative assessments should take place at the end of the teaching and learning process and give the children opportunities to demonstrate what has been learned. Some methods of assessment that should be used to provide a balanced view of the child include observations, performance assessments, selected responses, open-ended tasks, projects, and portfolios. 

Documenting: 

At Deerwood we use a variety of assessment strategies and tools to determine what the scholar has learned. At Deerwood we use 

Learning logs or journals: These are used to record feedback and reflections of ongoing learning
Portfolios: A collection of artifacts that can also contribute to reporting
Assessment tools utilized: Rubrics, Checklists, Exemplars, Anecdotal Records, and Continuums 

Measuring Learning: 

Measure of learning aims to capture what a student has learned at a particular “point in time”. Not all learning can be, or needs to be, measured. 

At Deerwood, we use several tools to measure student learning: 

District Mandated Assessments: 

▪ MAP Assessment 

▪ HMH Intervention Assessments 

▪ District Benchmark Assessments 

State Mandated Assessments: 

▪ ACCESS for ELLs 

▪ Georgia Alternate Assessment (GAA) 

▪ Georgia Kindergarten Inventory of Developing Skills (GKIDS) 

▪ Georgia Milestones Assessment System 

▪ National Assessment of Educational Progress (NAEP) 

Reporting 

We currently report assessment results to students and parents in various ways. These include student and/or parent conferences, failure notices, progress reports, Class Dojo, and Infinite Campus, our online student information system. We also use the district-wide report card as a reporting tool. In PYP schools teachers are required, on behalf of all students, to assess and report on progress in the development of the attributes of the learner profile. This is done by using the learner profile for self and peer assessment, as the basis for teacher/student/parent conferences and through reporting to parents. 

Professional Development 

The faculty and staff at Deerwood Academy will continuously seek professional development with assessment uses and strategies. 

Communicating the Policy 

The Assessment Policy is regularly communicated to all staff members through collaborative dialogue during professional learning. The policy is shared with parents and community stakeholders during Parent Academy breakout sessions. Teachers are responsible for communicating this policy to students and parents. At the beginning of each new school year the policy will be shared with faculty during professional learning days and utilized as a working document. 

Reviewing the Policy 

The school reviewed the Assessment Policy during the self-study process. The policy will formally be reviewed every year with all stakeholders. 

Portfolios 

At Deerwood Academy we have adopted portfolio essential agreements and a digital portfolio system. We use Toddle to house our digital portfolio system. These portfolios will include artifacts and self-reflections based on the units of inquiry. The students will create separate data notebooks that track their data for MAP, attendance, PBIS, and Lexile growth. Scholars lead conferences with their parents at a first semester and second semester Parent Academy. Additional portfolios may be kept to include diagnostic tests and weekly tests and traditional assessments. Teachers currently use an electronic grade book (Infinite Campus) maintained on the school server. However, teachers always have a backup method of maintaining grades. In addition, the teachers maintain common assessment trackers that track student progress on every standard/element that has been taught. 

Portfolio Essential Agreements 

Developed: August 2016 Revised 2023 

The Purpose of Virtual Portfolios 

Portfolios are collections of children’s work that are designed to demonstrate successes, growth, higher order thinking, creativity and reflection. The portfolio is an exhibition of an active mind at work. 

The goals guiding teacher and student work with portfolios are: 

• To celebrate learning through the PYP, showing development of the whole child, both within and outside of the Program of Inquiry 
• To help students become more reflective about themselves as learners 
• To allow students an opportunity to have an agency of work that they would like to share with others 
• To extend student learning in all disciplines 
• To inform instruction and influence instructional practices 
• To support and explain the assessment system (Standards-based Grading) 

Contents of Student Portfolios 

Portfolio content at each grade level should include the following: 

1) PYP Learner Profile Monthly Reflection activity 

2) Interest Surveys 

3) Six student-generated unit reflections (one for each unit of inquiry): 

4) At least 3 student reflections to an artifact from the unit of inquiry 

5) Examples of Action being put to use after units of inquiry (class or student initiated) 6) Includes products or reflections from specials classes 

7) Include pictures, voice recordings, and videos of the scholars 

8) Student led conference notes 

9) Teacher Unit of Inquiry Reflection.

Portfolio Management Guidelines 

Portfolios should be easily accessible to students in myBackpack. 

Portfolios are intended to be student-managed with teacher guidance. 

Students should understand the purpose of portfolios and be able to explain why specific items are in their portfolios. 

No limits will be placed on the number of pieces placed in the portfolio, however teachers agreed that students should be taught how to thoughtfully choose pieces. 

Staff will ensure that explicit teaching of portfolio management and reflection time is built into each unit of inquiry. Teachers should help students learn how to thoughtfully choose which items to include/keep in their portfolios, and how to reflect on each piece in the portfolio. 

A variety of media is represented to reflect different learning styles and experiences, including drawings, photos, written work, voice recordings, video clips, etc.] 

Teachers will assist in providing a brief explanation of pieces in the portfolio, as it is sometimes difficult to discern the purpose of the piece when no explanation is available. (examples: central idea at the top of the page or unit connections. 

Portfolios will include reflections/products from Visual Art, Music, Language, Physical Education at some time during their education at Deerwood Academy. It is not expected that each portfolio will have products/reflections each year for each subject area. 

Students and teachers throughout the school will spend time at the beginning of the year thinking about what criteria should be used for deciding what goes into a portfolio. 

References 

Assessment Policy of Deerwood Academy 2017-2018 

Language Scope and Sequence. IBO, 2009 

Purpose: 

At Deerwood Academy we believe that all scholars have unique needs to consider when guiding them to meet/exceed their academic and social emotional learning. We create authentic learning experiences by captivating scholars with rigorous activities geared towards their individual learning styles. General, gifted, ELL, and exceptional education work collaboratively to provide supportive strategies and services that help scholars with diverse needs (Exceptional , ELL, and gifted and talented learners) achieve academic success. 

Classroom Instruction: 

At Deerwood Academy, the majority of our scholars are serviced in the general education classroom for their entire school day. Students who are members of our exceptional learner programs receive support from special education teachers and general education teachers through a co-teaching model. We also have a Moderately Intellectually Disabled (MOID) classroom that provides a challenging learning environment that employs a variety of instructional techniques appropriate to the maturity, interests, and needs of the scholars. These scholars are mainstreamed into general education classrooms where they receive a portion of their daily instruction with their peers. 

At Deerwood Academy, we service gifted scholars in first through fifth grades using the cluster model. In the cluster model, identified gifted scholars are placed as a group (recommended 6-8 students) into an otherwise heterogeneous classroom, rather than being dispersed among all of the rooms/courses at that grade level. For our Kindergarten, students are not identified until the Spring. If Kindergarten teachers have any concerns or students show high achievement, the homeroom teacher will collaborate with the lead GATE teacher. In a collaborative model classroom, a maximum of eight identified gifted scholars are placed as a group into an otherwise heterogeneous classroom. Direct instruction is provided by the scholars’ regular classroom teacher who collaborates with a designated gifted teacher. There must be substantial, regularly scheduled collaborative planning between the regular classroom teacher and the gifted lead teacher. 

In our inclusive classrooms we use several co teaching models. 

Co- Teaching Models 

1.Station Teaching. In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third station could give students an opportunity to work independently. 

 2. One Teach, One Assist. In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed. 

3. Parallel Teaching. On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously. 

4.Team Teaching: In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers' styles. 

5. Alternative Teaching: In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group. 

6.One Teach, One Observe. One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together. 

MTSS Tiered Intervention and Support: 

At Deerwood, we use a Multi-tiered System of Supports. (MTSS) is a “tiered system of support that integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavioral problems. MTSS promotes systems alignment to increase efficiency and effectiveness of resources” (Adopted from National Center on Response to Intervention, 2010). Georgia’s four-tiered Student Achievement Pyramid of Interventions to provide appropriate and effective Response to Intervention services, which incorporates universal screening, targeted interventions, and a team approach to decision-making and the development and implementation of services. A Student Support Team (SST) meets regularly to monitor the student’s progress and provide additional strategies for the teacher to implement in the classroom. The team consists of at least the classroom teacher(s), MTSS support person, and the student’s parent/guardian. If the student does not progress, they may decide to begin a battery of comprehensive assessments which may include a psychological evaluation, educational testing, and speech-language assessment to name a few. It is with all of this data that the team in conjunction with the parent/guardian, will determine if the student qualifies for a special needs program and an Individualized Education Program (IEP) to help ensure the student’s academic success. 

Tiers I and II Interventions are facilitated in the general education environment by grade level and department teams.  Documentation from each tier is utilized to make decisions regarding interventions and movement between tiers. 

Tier III Interventions and services are facilitated by teachers and the Student Support Team (SST). The MTSS Chairperson ensures the process is followed and team decisions are made according to the outcome of data, indicating student progress. 

Tier IV Interventions and services are facilitated through specialized programs or instructional delivery models such as the Program for Exceptional Children, English Language Learners, or Gifted Instruction. 

Section 504: 

Congress prohibited discrimination against persons with disabilities in the Rehabilitation Act of 1973, in a segment most often referred to simply as ‘Section 504.” This was a broadly worded prohibition that covers both children and adults.  It applies to programs that receive any federal financial assistance.  

Section 504 prohibits discrimination against individuals whose physical or mental impairment substantially limits one or more major life activities, including: caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, working, and learning. 

Under Section 504, schools must afford students with disabilities equal opportunity.

Many students, who fall within the Section 504 category, are medically involved, and the disability is temporary in nature 

Section 504 accommodations are delivered and monitored through the Student Support Team 

References 

Deerwood Academy Special Education Needs Policy 2013 

IB Special Education Documents 

Atlanta Public Schools Department of Special Education

Atlanta Public Schools Department of Multilingual Programs +Services 

Georgia Department of Education’s Gifted Program 

Atlanta Public Schools shall enroll into its schools students who reside with their parent(s) or guardian(s) in the City of Atlanta and who meet all other qualifications of Board Policy and this regulation at any time. These eligible students may include: 

a. Any minor who is in the physical or legal custody of the Department of Human Services (DHS) or Department of Juvenile Justice (DJJ), or any of their divisions, and is physically present within the geographical boundaries of the District, shall immediately be enrolled. When a student is being placed by DHS or DJJ into a new home or facility that would require a change in school or school system, the District shall consult with the student’s custodian to ascertain whether the student should be maintained in the school of origin or assigned to the appropriate school in the District in accordance with the McKinney-Vento Act. Children awaiting foster care placement qualify as homeless under the McKinney-Vento Act. 

b. Any minor who resides in a state-licensed orphanage or institution for abandoned or neglected children which is located within the geographical boundaries of the District. 

c. Any minor residing in a state-licensed drug or alcohol rehabilitation facility which is located within the geographical boundaries of the District. 

d. Any minor housed pursuant to court order in a foster care home which is located within the District. If placed by the DJJ, the student shall be enrolled in his/her home school, as opposed to an alternative educational setting, unless the Case Management Consultation Team concludes that the best placement for the child would be the alternative setting. Any placement made pursuant to an individualized education program team shall take precedence. 

e. Homeless Students: Any minor who is a homeless individual, see policy JBC (1), Homeless Students. 

f. Any minor whose parent or guardian is an employee of the District, see policy JBCCA, Student Assignment to Schools. This does not include contractors, temporary or substitute workers. 

g. Emancipated Minors: Any minor under the age of eighteen who resides in the District and who is no longer under the control or authority of his/her parents/guardians by operation of law (validly married or as otherwise prescribed by law) or as granted by a juvenile court judge. 

h. Other students determined to be eligible for enrollment by the Superintendent. 

i. All youth who have not attained the age of 20 by September 1 are eligible for enrollment in appropriate education programs, unless they have received a high school diploma or the equivalent. 

j. Students who have not dropped out of school for one semester or more and who have not attained the age of 21 by September 1 are eligible for enrollment, provided they have not received a high school diploma or the equivalent. 

ENROLLING PARENT/GUARDIAN 

a. Students shall be enrolled in school by their parent, legal guardian, or a person standing in loco parentis. Enrolling adults must present proper identification upon enrollment. Acceptable forms of identification are: 

Any valid state or federal government issued photo ID, including a free Voter ID Card issued by the county registrar's office or the Georgia Department of Driver Services (DDS); 

A Georgia Driver's License, even if expired; 

Valid employee photo ID from any branch, department, agency, or entity of the U.S. government, Georgia, or any county, municipality, board, authority, or other entity of this state; 

• Valid U.S. passport ID 
• Valid U.S. military photo ID 
• Valid tribal photo ID 

b. The District may request proof of legal custody in situations involving multiple adults claiming control of the same student. 

c. A Special power of attorney, relative to the guardianship of a child of a military family and executed under applicable law, shall be sufficient for the purposes of enrollment and all other actions requiring parental participation and consent. 

d. A transitioning military child, placed in the care of a noncustodial parent or other person standing in loco parentis whose residence is other than that of the custodial parent, may continue to attend the school in which he or she was enrolled while residing with the custodial parent. 

e. A grandparent with a properly executed power of attorney for the care of a minor child may enroll their grandchild, without court approval, in APS if the grandparent resides within the district boundaries and if the specific conditions are met in the “Power of Attorney for the Care of A Minor Child Act,” O.C.G.A. 19-9-120 through 19-9-129. 

f. If the person presenting the student for enrollment is not that student’s parent/guardian, grandparent, a person with military power of attorney over the student, or the student is eligible for Migrant Education Program, the school will require the enrolling person to fully complete the Kinship Caregiver Affidavit. The enrolling person must stand in loco parentis over the student (i.e., be charged with or have assumed the duties and responsibilities of a parent such as providing food, shelter, clothing and medical care). A copy of the Kinship Caregiver Affidavit is provided at the end of this regulation. 

Required Enrolling Documents

1. Other than students that are exempted by law or rule, before admitting any student to an APS school or educational program, APS will accept evidence in the order set below that shows the student’s date of birth: 

a. The student’s birth certificate or certified copy thereof; 

b. Certified hospital-issued birth record or birth certificate; 

c. The student’s military ID; 

d. The student’s valid driver’s license; 

e. The student’s passport; 

f. The student’s adoption record; 

g. A religious record signed by an authorized religious official; 

h. An official school transcript; or 

i. If none of these items can be produced, an affidavit of age sworn to by the parent, guardian, or other person accompanied by a certificate of age signed by a licensed practicing physician, which certificate states that the physician has examined the child and believes that the age as stated in the affidavit is substantially correct. 

2. Georgia Immunization Records 

a. All children attending prekindergarten and k-12 programs must have a Certificate of Immunization (DPH Form 3231). The Certificate of Immunization must be on file within 30 days of the start of the student’s program. 

b. Exemptions: All students, regardless of grade and including foreign exchange students, must have the Certificate of Immunization (DPH Form 3231) on file unless any of the following situations exist: 

i. Medical exemption authorized by a medical doctor. This must be indicated on Form 3231, a letter is not sufficient. Medical exemptions must be kept on file, are valid for one year, and may be reissued from year to year until a physician determines immunizations can be completed. 

ii. Conflict with religious beliefs verified by parents’/legal guardians’ sworn affidavit. The only affidavit that may be used to register a religious objection to required vaccinations is DPH Form 2208. The affidavit does not expire. 

Atlanta Public Schools Admissions and Enrollment

Atlanta Public Schools Immunization Requirements