Athens Elementary School CIP 2017-2018

ACIP

Athens Elementary School Athens City Board of Education

Mr. Scott Sutton, Principal 455 US Hwy 31 N Athens, AL 35611

Document Generated On May 5, 2017

TABLE OF CONTENTS

Executive Summary Introduction

2

Description of the School

3

School's Purpose

5

Notable Achievements and Areas of Improvement

7

Additional Information

9

Improvement Plan Stakeholder Involvement Introduction

11

Improvement Planning Process

12

Student Performance Diagnostic Introduction

15

Student Performance Data

16

Evaluative Criteria and Rubrics

17

Areas of Notable Achievement

18

Areas in Need of Improvement

20

Report Summary

22

ACIP Assurances

Introduction

24

ACIP Assurances

25

2016-17 Overview

28

Goals Summary

29

Goal 1: Re-engage all students by addressing barriers to learning and teaching.

30

Goal 2: Assure exceptional learning for every student through diligent content planning, focused instruction, and ongoing assessment.

Activity Summary by Funding Source

31

35

Stakeholder Feedback Diagnostic Introduction

39

Stakeholder Feedback Data

40

Evaluative Criteria and Rubrics

41

Areas of Notable Achievement

42

Areas in Need of Improvement

44

Report Summary

46

Title I Schoolwide Diagnostic Introduction

48

Component 1: Comprehensive Needs Assessment

49

Component 2: Schoolwide Reform Strategies

55

Component 3: Instruction by Qualified Staff

74

Component 4: Strategies to Attract Qualified Teachers

75

Component 5: High Quality and Ongoing Professional Development

76

Component 6: Transition Strategies

78

Component 7: Teacher Participation in Making Assessment Decisions

79

Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering the Standards

80

Component 9: Coordination and Integration of Federal, State and Local Programs and Resources 83 Component 10: Evaluation

85

Coordination of Resources - Comprehensive Budget Introduction

88

I. State Foundation Funds:

89

Title I

90

Title II

91

Title III

92

Title IV

93

Title VI

94

Career and Technical Education-Perkins IV

95

Other

96

Local Funds

97

Strategies to Increase Parental Involvement Introduction

99

Strategies to Increase Parental Involvement

100

ACIP Athens Elementary School

Executive Summary

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ACIP Athens Elementary School

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.

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ACIP Athens Elementary School

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

Athens Elementary School is "Dreaming Big"! Our school's motto reflects our heritage as well as our future. Located in the heart of the historic city of Athens, Alabama, we are dreaming as big as the city's founding fathers when they first named the town, Athenson, which was shortened to Athens, after the city in ancient Greece. We continue dreaming big as we prepare our students for the 21st Century.

Athens Elementary, a public Title I school, is located in Athens, Alabama. The city of Athens, which is the county seat of Limestone County, has a population of 21,897 (2010). According to the 2010 census the racial makeup of the city was 72.96% White alone, 17.54% Black or African American, 0.63% Native American, 0.91% Asian, 0.10% Pacific Islander, 5.92% from other races, and 1.93% from two or more races.

8.82% of the population were Hispanic or Latino of any race. The 2010 census reported that the median income for a household in the city of Athens was $45,827. However, this does not reflect the population of Athens Elementary School. Athens Elementary is located in the lower socioeconomic area of the city, and is only 0.50 miles from the Limestone County Courthouse in the heart of downtown Athens.

Athens, Alabama, was incorporated on November 19, 1818, a short while before Alabama became a state. It was the first city in the state of Alabama to contract with the Tennessee Valley Authority for electric power. The nation's largest nuclear power plant, Browns Ferry, is located just outside of Athens. Overwhelmingly agricultural in the past, Athens and Limestone County have been successful in recent years in attracting diversified industry to help balance the economy. Athens has one hospital and three libraries: Houston Memorial Library, Athens/Limestone Public Library and Athens State University Library. There are four elementary schools, an intermediate school, a middle school and one high school in Athens. Athens State University, also located in Athens, Alabama, is a two-year upper level university. Athens State is the only two-year upper level university in the state of Alabama.

Athens Elementary School serves students from (Pre-)K through 4th grade. It is the oldest of four public elementary schools in Athens. The school was built in 1954 and has been renovated several times since then. The building has undergone a vast renovation and wiring to accommodate the use of technology in the classrooms. There are 363 students enrolled in grades K-4 for the 2016-17 school year. Of that total number, 75% receive free or reduced lunch. The population by race is: 3 Asian; 90 Black; 1 Native Hawaiian or Other Pacific Islander; 156 White; 18 No race given; and 92 are Hispanic

Athens Elementary has been fully accredited by Southern Association of Colleges and Schools for approximately 38 years. It is staffed by an excellent professional faculty who assist students to achieve their maximum potential. The school's principal is Mr. Scott Sutton. Our assistant principal is Mr. Randy Murphy. The faculty consists of 19 homeroom teachers. Athens Elementary has two Title I teachers, an Instructional Partner, an ELL teacher, a counselor, a library media specialist, a speech pathologist, four special education teachers, two PreK teachers, an OSR Pre-K teacher, a full time nurse, and a physical education teacher. Shared faculty members include an enrichment teacher, a music teacher, and an art teacher. Athens Elementary has six support personnel, two custodians and five cafeteria personnel.

Our faculty feels that our greatest challenge is involving all stakeholders in the learning process. We work to increase parental involvement in formal activities (PTO, Parent Nights, Book Fair) and informal activities and we will continue in these efforts. We will also make every effort to communicate with and involve more community leaders in the learning process. As part of this effort, our community Partner in Education this year is Lawler's Express Bar BQ. SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

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ACIP Athens Elementary School

School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

Athens Elementary has adopted the Athens City Schools' mission and belief statements. Our mission is to be a progressive high-quality school that connects students and their families to a caring, traditional community. Our school's unique vision is to prepare successful, lifelong, learners who dream, believe, and create. This will be accomplished by providing students with opportunities to increase learning and achievement through explicit teaching using research-based curricula. Athens Elementary is committed to providing a foundation for students to become life-long learners, with the leadership skills necessary to achieve personal goals and contribute to society in a positive manner.

We will achieve this by providing a safe, stimulating environment with an effective and challenging curriculum taught by dedicated professionals.

Athens Elementary embodies its purpose through its academic curriculum which is aligned with the Alabama Course of Study and College and Career Ready Standards in Reading and Math. Our science curriculum is guided by AMSTI. All students in grades K-4 have iPads.

Accelerated Reader, ACT Aspire, DIBELS, ACCESS, and Global Scholar Performance Series are used to assist in instruction and in planning the curriculum. Current resource publications, the Alabama Virtual Library and a collection of over 7,000 student books and reference materials are available in the library. Lessons are planned to accommodate specific learning styles through a variety of researchbased teaching strategies that include hands-on activities, technology, and visual and auditory activities. Beginning in second grade, all students are evaluated using rubrics designed by the Alabama State Department of Education for identification for Gifted Education.

We believe: 1.

All students can learn.

2

It is important for students to attend school every day and in a safe, secure and supportive environment.

3.

Technology is a progressive learning tool for students to reach their greatest potential and provides equity for student outcomes.

4.

Every student deserves a rigorous, relevant and engaging learning experience including extracurricular and fine arts experiences.

5.

Students are valued individuals, and our school/system will respect and empower them to reach their greatest learning potential.

6.

Every student is inherently unique and diversity enhances learning.

7.

It is important for every student to develop a sense of personal and community responsibility and for the school/system to promote

community service opportunities.

8.

Honesty and open communication are vital for healthy relationships.

9.

Passionate teachers have the greatest impact on learning.

10. School staff should be connected with students and families outside the classroom because learning is a shared responsibility for which school, home, student and community are accountable.

11. Leadership at every level matters.

12. Our school/system is tradition-rich and future-focused in preparing our students for a global society.

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ACIP Athens Elementary School

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Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

Last year we applied for two prestigious honors. The first was an application to become a CLAS Banner School. The CLAS Banner School program was created in 2001 to recognize schools across the state of Alabama that showcase outstanding opportunities and service to students. We were honored to receive the CLAS School of Excellence Award and proud to display the CLAS banner in our school lobby.

We also applied for The National Blue Ribbon Award. The National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools based on their overall academic excellence or their progress in closing achievement gaps among student subgroups. Every year the U. S. Department of Education seeks out and celebrates great American schools, schools demonstrating that all students can achieve to high levels. More than 7,500 of schools across the country have been presented with this coveted award. The National Blue Ribbon School award affirms the hard work of students, educators, families, and communities in creating safe and welcoming schools where students master challenging content. We were honored to receive the National Blue Ribbon School of Excellence.

A huge focus for Athens City Schools, as well as Athens Elementary, is a shift toward incorporating technology into academic areas.

Previously, funding has limited the amount of technology that has been purchased for curriculum support. In 2013-14, the Athens City School District initiated its "Power Up Program". The goal of this program is to strengthen the communication, collaboration and creative ability for all students in all classes. During the first year of this initiative, all of our teachers at Athens Elementary received an iPad and student iPads were distributed to all of our 3rd and 4th graders. During year 2 (2014-15) the project continued to focus heavily on teacher professional development and each of our 2nd grade students was assigned an iPad. Last year (year 3) the system added 800 more iPads in grades K-6.

This addition assured that every student in the Athens City School District would have access to a digital device every day in school. Multiple professional development opportunities for teachers have been provided and will continue to be offered in the area of technology integration.

Another area of focus at AE has been to increase community and parental involvement. We initiated a Title I Family Reading Night during the 2013-14 school year and held a Title I Family Math Night in October, 2014. Both of these events were designed to inform parents of academic standards, as well as encourage a learning partnership between home and school. Last year our Family Night was held in conjunction with our annual Book Fair. Parents and students rotated through various reading "events" based on an Olympic theme. This year's Family Night will offer parents and students opportunities to participate in various math activities. Athens Elementary participates in the annual Limestone County Schools Educational Showcase which is another way to increase stakeholder involvement. Student groups perform at the showcase and student work, including art, technology projects, and writing samples, are on display. The Showcase is held in November.

In an effort to develop a love of reading in our students and create an atmosphere where reading is valued, multiple reading incentives have been developed and are implemented throughout the school year. Examples of these incentives are: -"Pile Up the Points" encourages students to earn AR points while maintaining at least 85% comprehension. Students earn a snowball for their team when reading goals are met. The winning team enjoys snowball cupcakes as their reward.

-"Chapter Book Challenge" encourages students in grades 2-4 to complete appropriate level chapter books and demonstrate mastery of comprehension. Students earn coupons for completing a certain number of chapter books, which allows them to select from activities such as eating lunch with the principal.

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ACIP Athens Elementary School

nine weeks.

-"Recommended Reading List" is a program for first through fourth graders. A list of quality literature, including award-winning books, a variety of genres, series by notable authors, and student/teacher personal choice selections, is tailored for each grade level. Students are encouraged to read and create written responses to a variety of genres. The program culminates with a final project. Students meeting all program requirements earn a medal which is presented on Awards Day.

Athens Elementary implemented a student Safety Patrol Program in 2013-2014. The goal of the Safety Patrol Program is to help students develop leadership skills, build self-esteem, and provide additional safety for our student body. Students are trained while in the third grade and are ready for service as fourth graders. Now in our fourth year, we have 24 fourth grade students who assist students in the car line.

Our counselor has conducted Peer Mediation at AES for 20 years, (1996-2016). During that time our 4th (and 5th) graders have resolved over 200 conflicts.

Over the next three years, we will work toward improving our School, Family, and Community Partnerships, which is one of the "Nine Major Categories of Critical Performance in Excellent Schools" outlined by Blue Ribbon Schools of Excellence. To achieve this goal, we will continue to participate in the Limestone County Schools Educational Showcase, hold Family nights each year. and welcome retired citizens, through RSVP, into our school as tutors. After school, students are invited to the Haven for a snack and homework help or tutoring. The Haven is run by a local church in the community. Church members and our teachers are the volunteers. The Haven is a renovated house in our community within our school district. Club days, initiated in 2015-16, allow more opportunities for partnerships. Clubs are held once each nine weeks. Students choose to become a member of a multi-grade level club according to their interests. Some of these clubs invite community members to share their hobbies and/or occupations with the students. The clubs also foster a sense of community between age groups, allowing older students to become role models for younger students. This year our principal and PTO honored the Kindergarten mothers with a "BooHoo" breakfast. Mothers were invited to a meal where the principal shared opportunities for parent involvement through volunteer activities. During football season this fall, several of the Athens High School football players have volunteered to tutor and interact with students for an hour each Friday. Another initiative, Eagle Buddies, also began last year. At risk third and fourth graders are paired with Athens High School students. These students have breakfast with their "buddy" once a week and serve as positive role models. Our Instructional Leadership Team will continue to make plans to help us achieve more progress in this area.

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ACIP Athens Elementary School

Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.

A great strength at Athens Elementary School is our collaborative faculty and staff. We meet regularly for faculty meetings, RTI meetings, data meetings and grade level meetings as a school and system-wide, to carefully analyze student data and make changes to instruction, curriculum and interventions. Everyone works together to meet the needs of each student. We target students early for interventions which are research-based, explicit and systematic. In working to meet the emotional, environmental, physical and academic needs of all students, we develop effective strategies to assist students and parents. One such strategy is the identification of adult advocates for each of our students.

For the last two years Athens Elementary has been partnering with Athens State University to become a Flagship School. Our school is a model for field experience for ASU Education majors. As teacher assistants, these ASU students work with teachers to provide tutoring, small group and whole group lessons, in addition to other activities related to school operations.

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ACIP Athens Elementary School

Improvement Plan Stakeholder Involvement

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Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below.

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ACIP Athens Elementary School

Improvement Planning Process Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.

The Athens Elementary Title I Instructional Leadership Team includes classroom teachers, the principal, Title I teachers, the Instructional Partner, a special education teacher, the ELL teacher, parents and the federal programs coordinator. Grade level chairpersons represent each grade level on a yearly rotation. Parent representatives volunteer as Parent Leaders at the Annual Title I Parent Meeting. The stakeholders meet to study data, set goals, and edit the Continuous Improvement Plan. This team also takes budget requests for Title I funds. Meetings are scheduled to accommodate all stakeholders according to preferences listed on the parent surveys.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.

The Athens Elementary Instructional Leadership Team develops goals for our Continuous Improvement Plan and budgets Title I funds for implementation of those goals. The members of the 2015-16 Athens Elementary ILT are:

Scott Sutton, Principal Beth Patton, LEA Kindergarten-Angela McKenzie First Grade- Virginia Malone Second Grade-Michelle Mask Third Grade-Steven Lavender Fourth Grade -Teresa McDougle Jennifer Farmer, ELL Keita Gladney, Special Education Anna Underwood, Instructional Partner Michelle Baker, Title I Cindy Greenway, Title I Heather Kiel, Parent Sherly Jones, Parent

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.

The Instructional Leadership Team is responsible for sharing CIP information with their constituency group members. The CIP goals, strategies, and activities are regularly reviewed at faculty meetings, data meetings, and at PTO meetings. The CIP is also posted on the SY 2016-2017 Page 12 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

ACIP Athens Elementary School

Athens Elementary website. Each year on Field Day, we have a booth set aside for parents and faculty to review, revise, and evaluate our CIP. A comment box is provided for concerns/comments to be addressed to the LEA. The Annual Title I Parent Meeting was held September 13, 2016. Parents were invited to learn about what it means for Athens Elementary to be a Title I school. Parents were also invited to volunteer as Parent Leaders and serve on CIP and Title I committees.

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ACIP Athens Elementary School

Student Performance Diagnostic

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Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same manner by the institution as it engages in improvement planning.

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ACIP Athens Elementary School

Student Performance Data

Label 1.

Assurance Did you complete the Student Performance Data document offline and upload below?

Response Yes

Comment

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Attachment Student Performance Data Document 2016-17

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ACIP Athens Elementary School

Evaluative Criteria and Rubrics

Overall Rating: 3.25

1.

Statement or Question Assessment Quality

Response Rating The array of assessment devices used by the Level 3 institution to determine students' performances is sufficiently aligned so that valid inferences can be reached regarding students' status with respect to the majority of those curricular aims regarded as high-priority instructional targets.

The documentation provided in support of this alignment is relatively persuasive. Most of the assessments used are accompanied by evidence demonstrating that they satisfy accepted technical requirements.

2.

Statement or Question Test Administration

Response Rating Most of the assessments used by the institution Level 3 to determine students' performances have been administered with reasonable fidelity to the administrative procedures appropriate for each assessment. In most instances, the students to whom these assessments were administered are essentially representative of the students served by the institution. Appropriate accommodations have been provided for most assessments so that valid inferences can be made about most students' status with respect to most of the institution's targeted curricular outcomes.

3.

Statement or Question Quality of Learning

Response Rating Evidence of student learning promoted by the Level 3 institution is acceptably analyzed and presented with reasonable clarity. In comparison to institutions functioning in a similar educational context, students' status, improvement, and/or growth evidence indicates that the level of student learning is at or above what would otherwise be expected.

4.

Statement or Question Equity of Learning

Response Rating Evidence of student learning indicates no Level 4 significant achievement gaps among subpopulations of students, or the achievement gaps have substantially declined.

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ACIP Athens Elementary School

Areas of Notable Achievement

Which area(s) are above the expected levels of performance?

The areas of Reading and Math Target Gains as measured by Global Scholar Performance Series are both above the expected level of performance.

Describe the area(s) that show a positive trend in performance.

Global Scholar Performance Series: According to the Reading Gains Analysis, 55% of grades 2-4 met their target gain in 2014-15. In 2015-16, 63% of students in levels 2-4 met their target gain, an increase of 8%.

According to the Math Gains Analysis, 45% of grades 2-4 met their target gain in 2014-15. In 2015-16, 64% of students in levels 2-4 met their target gain, an increase of 19%.

.

Which area(s) indicate the overall highest performance?

Global Scholar Performance Series Math Target Gains in grades 2-4 indicate the overall highest performance with a 19% increase in the number of students reaching their target gain as compared to the 2015-16 data.

Which subgroup(s) show a trend toward increasing performance?

In tracking the reading performance of the same group of students over three years, from second through fourth grade, on the Global Scholar Performance Series Reading Assessment, the Reading Gains Analysis Report proves a trend toward increasing performance from the Black subgroup at Athens Elementary. As second graders this group had a gap of 7 points below the overall proficiency level which increased to 15 points below proficiency the following year. With increased focus on the Black subgroup, the gap was closed and this group surpassed the proficiency level of the overall student population by 14 points.

Tracking the same subgroup (Black) from second through fourth grade on the Global Scholar Performance Series Math Assessment, data confirms that this group also shows a trend toward increasing performance in math. As second graders this group surpassed the proficiency level by 23 points. However, this same group fell below proficiency level by 4 points as third graders. Again, with focused instruction, the SY 2016-2017 Page 18 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

ACIP Athens Elementary School

Black subgroup was able to close the gap as fourth graders and exceed the proficiency level by 5 points.

Between which subgroups is the achievement gap closing?

The ACT Aspire data shows a trend toward closing the achievement gap in Reading between our Male and Female subgroups in the group of students moving from third to fourth grade between 2014-15 and 2015-16. In 2014-15, there was a 10% gap between the Male and Female subgroups. In 2015-16, this gap was closed with data showing a 2% gap, closing the gap by 8%.

Which of the above reported findings are consistent with findings from other data sources?

In analyzing the reading performance data of fourth grade students over two years (2014-15 and 2015-16) on the Global Scholar Performance Series and the ACT Aspire, reading proficiency data for the Black subgroup shows a 26% increase in achievement on PS and a 27% increase in achievement on the ACT Aspire Reading subtest.

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Areas in Need of Improvement

Which area(s) are below the expected levels of performance?

The area of Math, as measured by Global Scholar Performance Bands, is below the expected level of performance.

Describe the area(s) that show a negative trend in performance.

Global Scholar Performance Series: According to the Math Performance Bands in May 2016, 56% of students in grades K-4 performed in the High and Above Average categories when compared to the National Norm. Although we did exceed our math goal in PS Gains Analysis, our students are still performing lower in Math Performance Bands than in Reading Performance Bands, 60%, when compared to the National Norm.

Which area(s) indicate the overall lowest performance?

According to the 2015-16 Global Scholar Performance Series students in grades 1-4 scored consistently lower in the Numbers and Operations category when compared to the other areas of mathematics.

Which subgroup(s) show a trend toward decreasing performance?

Within the first through fourth grade student population, there is evidence of decreasing performance in the subgroups of second and third grades in the Number and Operations category.

Between which subgroups is the achievement gap becoming greater?

Our Global Scholar Performance Series Reading Performance Bands end of the year data shows a trend toward increasing the achievement gap between our Black and White subgroups in both second and third grades. In 2015-16, there was a difference of 39 points between our SY 2016-2017 Page 20 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

ACIP Athens Elementary School

White subgroup and our Black subgroup in second grade and a difference of 82 points between our Black and White subgroups in third grade.

Which of the above reported findings are consistent with findings from other data sources?

Global Scholar Performance Series Math Performance Bands were compared to ACT Aspire Math. The Black subgroup scored 58% which was 14 percentage points below the White subgroup which scored 72%

.

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Report Summary

Scores By Section Section Score 1

2

Evaluative Criteria and Rubrics

3

4

3.25

Sections

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ACIP Assurances

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Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not meet each of the required ACIP Assurances.

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ACIP Assurances

Label 1.

Assurance The Instructional Leadership Team members that should be present include the principal, guidance counselor, district school improvement specialist (or other designee), appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special population representatives (Technology Coordinator, Special Education, ELL, etc.), district federal programs coordinator, district chief school financial officer, community stakeholders, or any other member as appropriate. Documentation will be maintained on site.

Label 2.

Response Yes

Comment The Athens Elementary Instructional Leadership Team members include: Scott Sutton, Principal Beth Patton, Federal Programs Coordinator Anna Underwood, Instructional Partner Keita Gladney, Special Education Angela McKenzie, Kindergarten Virginia Malone, First Grade Michelle Mask, Second Grade Steven Lavender, Third Grade Teresa McDougle, Fourth Grade Jennifer Farmer, ELL Michelle Baker, Title I Cindy Greenway, Title I Sherly Jones, Parent Heather Kiel, Parent

Attachment Title I Instructional Leadership Team 2016-17

Assurance Response The institution complies with all federal laws Yes and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education.

Comment It is the policy of Athens City Board of Education not to discriminate on the basis of sex, color, handicap, religion, creed, national origin, race, or age in its educational programs, activities, or employment policies as required by Federal Regulations.

Attachment ACS Equal Opportunity Employer

Label 3.

Assurance The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field.

Response Yes

Comment Attachment Inquiries or complaints regarding compliance with Federal Regulations may be directed Athens City Schools, ATTN: Beth Patton, 455 US Highway 31 North, Athens, AL 35611, (256) 233-6600.

Label 4.

Assurance The institution has a Parent Involvement policy and plan as required in NCLB Section 1118, and ensures that all requirements in Section 1118 and 1111(h)(6), Parents' Right-to-Know, are implemented systematically.

Response Yes

Comment Athens Elementary held its Annual Title I Parent Meeting on Sept. 13, 2016. Parents learned what it means to be a Title I School and were given information concerning their parental rights.

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Attachment Parental Involvement Policy

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ACIP Athens Elementary School Label 5.

Assurance Response The institution has a School-Parent Compact. If Yes a Title I school, the School-Parent Compact contains the required components (NCLB Section 1118(d)(1-2)(A,B,C)) and was jointly developed with parents of participating students.

Comment Attachment Parents receive the SchoolAE School-Parent Parent Compact at Orientation or Compact on the first day of school.

Teachers keep the signed compacts in the classroom and refer to them for parent conferences. The compacts are available for parent review annually at Field Day in the Spring. Suggestions made by parents are considered by the Title I Instructional Leadership Team at the beginning of the next school year and changes may be made at that time.

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2016-17

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Overview Plan Name 2016-17 Plan Description Goals & Plans 2016-2017

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Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # 1

Goal Name Re-engage all students by addressing barriers to learning and teaching.

2

Assure exceptional learning for every student through diligent content planning, focused instruction, and ongoing assessment.

Goal Details Objectives:1 Strategies:2 Activities:5 Objectives:3 Strategies:4 Activities:14

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Goal Type Organizational

Total Funding $799

Organizational

$182426

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ACIP Athens Elementary School

Goal 1: Re-engage all students by addressing barriers to learning and teaching.

Measurable Objective 1: demonstrate a behavior by increasing our average daily attendance from 95% to 96% by 05/22/2017 as measured by STI. Strategy 1: Attendance Counts - Students will be encouraged to attend school regularly through incentives and motivational activities.

Category: Develop/Implement Student and School Culture Program Research Cited: Center for Mental Health at Schools at UCLA. School Attendance: Focusing on Engagement and Re-engagement. Los Angeles, CA. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/schoolattend.pdf

Activity - Attendance Tags

Activity Type

Begin Date

End Date

Each month students will receive an attendance dogtag from the principal for perfect attendance. They will also receive a ring to hold the tags that can be placed on their backpacks.

Behavioral Support Program

08/10/2016

05/22/2017

Activity - Attendance Awards

Activity Type

Begin Date

End Date

Students with 100% attendance for each semester will be entered into a drawing for a Grand Prize awarded by our Partner in Education, Lawler's Express Bar BQ.

Behavioral Support Program

08/10/2016

05/22/2017

Activity - Attendance Display

Activity Type

Begin Date

End Date

Monthly attendance percentages for each homeroom will be displayed in the school foyer to recognize homerooms that reach the 96% goal during the month. Homerooms will receive a star to indicate and encourage success.

Behavioral Support Program

08/10/2016

05/22/2017

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Principal, homeroom teachers and office staff

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Principal, homeroom teachers, office staff

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Principal, office staff, homeroom teachers

Strategy 2: Parent Involvement - Parents will be encouraged to be actively involved in the education of their students.

Category: Develop/Implement Student and School Culture Program Research Cited: http://www.hfrp.org/family-involvement/publications-resources/effective-home-school-communication https://psmag.com/books-in-the-home-are-strongly-linked-to-academic-achievement-832f3fbb56c8#.pv810wo0c

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ACIP Athens Elementary School

Activity - AE Take Home Folders

Activity Type

Begin Date

End Date

Communicate with each student's parent/guardian about homework, tests, Parent and other information through the use of durable take home folders. The Involvement folders will be sent home weekly and students will be required to return the folders to the teachers with the appropriate parent verification that student work as been reviewed.

08/10/2016

05/22/2017

Activity - Books for Families

Activity Type

Begin Date

End Date

Each family receives a free book for their students when they attend the Annual Title I Parent Meeting in the fall, and complete a review of the Continuous Improvement Plan, Parent Involvement Plan and SchoolParent Compact in the Spring.

Parent Involvement

08/10/2016

05/22/2017

Resource Assigned $658

Source Of Funding Title I Schoolwide

Staff Responsible Title I Teachers Principal Homeroom Teachers

Resource Assigned $141

Source Of Funding Title I Schoolwide

Staff Responsible Title I Teachers

Goal 2: Assure exceptional learning for every student through diligent content planning, focused instruction, and ongoing assessment.

Measurable Objective 1: demonstrate a proficiency by increasing the number of benchmark students in first and second grades by 05/23/2017 as measured by the Oral Reading Fluency DIBELS assessment from 62% in May, 2016 to 64% in May, 2017 for first grade and from 58% in May, 2016 to 60% in May, 2017 for second grade.

Strategy 1: Multisensory Structured Language Education - Develop teacher knowledge of multisensory strategies leading to the incorporation of these strategies into daily instruction.

Category: Develop/Implement Learning Supports Research Cited: https://www.mbaea.org/documents/resources/Educational_Leadership_Article_The__D87FE2BC4E7AD.pdf Activity - Athens Elementary Summer Professional Development

Activity Type

Begin Date

End Date

Athens Elementary teachers participated in an off-site workshop that included multisensory training sessions.

Academic Support Program

06/27/2016

06/28/2016

Activity - Multisensory Workshop

Activity Type

Begin Date

End Date

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on multisensory strategies.

Academic Support Program

10/03/2016

10/03/2016

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Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Title I and Special Education Teachers

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Principal

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ACIP Athens Elementary School

Activity - Orton Gillingham Lessons

Activity Type

Begin Date

End Date

Small group lessons incorporating multisensory strategies will be used during tiered instruction.

Academic Support Program

08/15/2016

05/22/2017

Activity - PebbleGo & PebbleGo Next Databases

Activity Type

Begin Date

End Date

The PebbleGo and PebbleGo Next Databases will provide leveled nonfiction text with multi-sensory components: spoken-word audio, text highlighting, and audio/video media which will enable learners to expand vocabulary and enhance research skills.

Academic Support Program

08/09/2017

05/24/2018

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Instructional Partner, Title I Teachers, Classroom Teachers

Resource Assigned $790

Source Of Funding Title I Schoolwide

Staff Responsible Librarian Classroom Teachers Resource Teachers

Strategy 2: Tiered phonics instruction and application - Develop teacher knowledge of phonics instruction which will increase students' ability to decode words and read connected text fluently.

Category: Develop/Implement Learning Supports Research Cited: Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction:What, why, and how? The Reading Teacher, 58(8), 702-714.

Speece, D. L., & Ritchey, K. D. (2005). A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities, 38(5), 387-399.

Activity - Dorothy Strong Workshop

Activity Type

Begin Date

End Date

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on phonics instruction and application.

Academic Support Program

10/03/2016

10/03/2016

Activity - Orton Gillingham Lessons

Activity Type

Begin Date

End Date

Small group lessons incorporating phonetic strategies during tiered instruction.

Academic Support Program

08/15/2016

05/22/2017

Activity - Tier 3 Intervention

Activity Type

Begin Date

End Date

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Principal

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible First Grade Teachers, Second Grade Teachers, Instructional Partner

Resource Assigned

Source Of Funding

Staff Responsible

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ACIP Athens Elementary School

Title I Teachers (2) and the ELL teacher will deliver explicit, systematic, sequential instruction to small, leveled groups. Salaries included are: 100% for two Title I Teachers and 10% for one ELL Teacher ($177,619.00). Instructional funds for those teachers: $872.90. Materials and supplies for the resource classes: $119.30.

Academic Support Program

09/26/2016

05/23/2017

$178611

Title I Schoolwide, Title I Schoolwide, Title I Schoolwide

Title I Teachers (2) ELL Teacher

Measurable Objective 2: demonstrate a proficiency increase in Math of 2% by 05/22/2017 as measured by Global Scholar Performance Series Performance Bands.

Strategy 1: Mathematical Fluency - Students will gain proficiency in using both procedural and mental math strategies. This will be accomplished through direct instruction and lessons facilitated by the teacher where the student will apply learned strategies to mathematical situations. This will help students build mastery of mathematical content standards. Resource materials/programs will include: Number Talks, Moby Max, Accelerated Math, and GOMATH! This strategy will be monitored formatively through teacher observation, program data, common assessments and Global Scholar.

Category: Develop/Implement College and Career Ready Standards Research Cited: http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/ http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue9/A-License-to-Think-on-the-Road-to-Fact-Fluency/

Activity - Math Facts

Activity Type

Begin Date

End Date

Upon recommendations from the AE Math Professional Learning Team, students will be engaged in building a strong mathematical foundation by using Mental Math (OGAP) and Moby Max Fact Fluency.

Academic Support Program

08/10/2016

05/23/2017

Activity - ScootPad

Activity Type

Begin Date

End Date

Students in Grades 1 and 2 will complete differentiated assignments in the Academic ScootPad Learning Technology program. Students may also complete Support these assignments at home.

Program

08/10/2016

05/23/2017

Activity - Accelerated Math

Activity Type

Begin Date

End Date

Implement the supplemental online Renaissance Accelerated Math program for grades 2-4. Students will use iPads to complete personalized lessons with differentiated instruction, Teachers will create lessons and track student progress for accelerated learning and mastery of basic mathematical concepts.

Academic Support Program

10/01/2016

05/22/2017

Activity - Number Talks

Activity Type

Begin Date

End Date

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Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Homeroom Teachers Instructional Partner

Resource Assigned $1045

Source Of Funding Title I Schoolwide

Staff Responsible Classroom Teachers

Resource Assigned $1980

Source Of Funding Title I Schoolwide

Staff Responsible Homeroom Teachers Grades 2-4 Resource Teachers

Resource Assigned

Source Of Funding

Staff Responsible

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ACIP Athens Elementary School

Design and deliver lessons, based on the book, Number Talks, by Sherry Parrish, to help students mentally solve math problems accurately with efficiency and flexibility.

Academic Support Program

08/10/2016

05/22/2017

$0

No Funding Required

Instructional Partner Homeroom Teachers Tier 3 Support Teachers

Activity - Tier 3 Intervention

Activity Type

Begin Date

End Date

08/10/2016

05/23/2017

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Title I Teachers (2)

Students identified by the Student Support Team (RTI) will receive Academic intensive, explicit instruction by Tier 3 Resource Teachers in small groups. Support Program

Measurable Objective 3: increase student growth of the targeted English Learner students by at least .5 by 05/22/2017 as measured by 2017 ACCESS test.

Strategy 1: English Language Acquisition - Using data from the 2016 ACCESS test, the EL teacher will plan lessons designed to target the areas of listening, speaking, writing, and reading needed by the targeted population of EL students. Student achievement will be monitored by the 2017 ACCESS test.

Category: Develop/Implement Learning Supports Research Cited: http://www2.ed.gov/about/offices/list/oela/index.html Activity - Small Group Instruction

Activity Type

Begin Date

End Date

The EL students will receive explicit, focused instruction in small grade level groups.

Academic Support Program

08/10/2016

05/23/2017

Activity - PebbleGo & PebbleGo Next Databases

Activity Type

Begin Date

End Date

The PebbleGo and PebbleGo Next Databases will provide leveled nonfiction text with spoken-word audio, text highlighting, and audio/video media to assist learners with language acquisition and research skills.

Academic Support Program

08/09/2017

05/24/2018

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Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible ELL Teacher

Resource Assigned $0

Source Of Funding No Funding Required

Staff Responsible Librarian Classroom Teachers Resource Teachers

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ACIP Athens Elementary School

Activity Summary by Funding Source Below is a breakdown of your activities by funding source Title I Schoolwide Activity Name

Activity Description

Activity Type

Begin Date

End Date

AE Take Home Folders

Communicate with each student's parent/guardian about homework, tests, and other information through the use of durable take home folders. The folders will be sent home weekly and students will be required to return the folders to the teachers with the appropriate parent verification that student work as been reviewed.

Title I Teachers (2) and the ELL teacher will deliver explicit, systematic, sequential instruction to small, leveled groups.

Salaries included are: 100% for two Title I Teachers and 10% for one ELL Teacher ($177,619.00). Instructional funds for those teachers: $872.90. Materials and supplies for the resource classes: $119.30.

The PebbleGo and PebbleGo Next Databases will provide leveled nonfiction text with multi-sensory components: spoken-word audio, text highlighting, and audio/video media which will enable learners to expand vocabulary and enhance research skills.

Students in Grades 1 and 2 will complete differentiated assignments in the ScootPad Learning Technology program. Students may also complete these assignments at home.

Implement the supplemental online Renaissance Accelerated Math program for grades 2-4. Students will use iPads to complete personalized lessons with differentiated instruction, Teachers will create lessons and track student progress for accelerated learning and mastery of basic mathematical concepts.

Title I Teachers (2) and the ELL teacher will deliver explicit, systematic, sequential instruction to small, leveled groups.

Salaries included are: 100% for two Title I Teachers and 10% for one ELL Teacher ($177,619.00). Instructional funds for those teachers: $872.90. Materials and supplies for the resource classes: $119.30.

Parent Involvement

08/10/2016

Academic Support Program

Tier 3 Intervention

PebbleGo & PebbleGo Next Databases

ScootPad

Accelerated Math

Tier 3 Intervention

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

05/22/2017

Resource Assigned $658

Staff Responsible Title I Teachers Principal Homeroom Teachers

09/26/2016

05/23/2017

$177619

Title I Teachers (2) ELL Teacher

Academic Support Program

08/09/2017

05/24/2018

$790

Academic Support Program

08/10/2016

05/23/2017

$1045

Librarian Classroom Teachers Resource Teachers Classroom Teachers

Academic Support Program

10/01/2016

05/22/2017

$1980

Homeroom Teachers Grades 2-4 Resource Teachers

Academic Support Program

09/26/2016

05/23/2017

$119

Title I Teachers (2) ELL Teacher

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ACIP Athens Elementary School

Books for Families

Tier 3 Intervention

Each family receives a free book for their students when they attend the Annual Title I Parent Meeting in the fall, and complete a review of the Continuous Improvement Plan, Parent Involvement Plan and School-Parent Compact in the Spring.

Title I Teachers (2) and the ELL teacher will deliver explicit, systematic, sequential instruction to small, leveled groups.

Salaries included are: 100% for two Title I Teachers and 10% for one ELL Teacher ($177,619.00). Instructional funds for those teachers: $872.90. Materials and supplies for the resource classes: $119.30.

Parent Involvement

08/10/2016

05/22/2017

$141

Title I Teachers

Academic Support Program

09/26/2016

05/23/2017

$873

Title I Teachers (2) ELL Teacher

Total

$183225

Staff Responsible Principal Principal, homeroom teachers, office staff Librarian Classroom Teachers Resource Teachers ELL Teacher

No Funding Required Activity Name

Activity Description

Activity Type

Begin Date

End Date

Dorothy Strong Workshop

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on phonics instruction and application.

Students with 100% attendance for each semester will be entered into a drawing for a Grand Prize awarded by our Partner in Education, Lawler's Express Bar BQ.

Academic Support Program Behavioral Support Program

10/03/2016

10/03/2016

Resource Assigned $0

08/10/2016

05/22/2017

$0

PebbleGo & PebbleGo Next Databases

The PebbleGo and PebbleGo Next Databases will provide leveled nonfiction text with spoken-word audio, text highlighting, and audio/video media to assist learners with language acquisition and research skills.

Academic Support Program

08/09/2017

05/24/2018

$0

Small Group Instruction

The EL students will receive explicit, focused instruction in small grade level groups.

08/10/2016

05/23/2017

$0

Number Talks

Design and deliver lessons, based on the book, Number Talks, by Sherry Parrish, to help students mentally solve math problems accurately with efficiency and flexibility.

Academic Support Program Academic Support Program

08/10/2016

05/22/2017

$0

Orton Gillingham Lessons

Small group lessons incorporating multisensory strategies will be used during tiered instruction.

Academic Support Program

08/15/2016

05/22/2017

$0

Attendance Display

Monthly attendance percentages for each homeroom will be Behavioral displayed in the school foyer to recognize homerooms that Support reach the 96% goal during the month. Homerooms will Program receive a star to indicate and encourage success.

08/10/2016

05/22/2017

$0

Attendance Awards

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Instructional Partner Homeroom Teachers Tier 3 Support Teachers Instructional Partner, Title I Teachers, Classroom Teachers Principal, office staff, homeroom teachers Page 36

ACIP Athens Elementary School

Attendance Tags

Each month students will receive an attendance dogtag from the principal for perfect attendance. They will also receive a ring to hold the tags that can be placed on their backpacks.

Multisensory Workshop Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on multisensory strategies.

Tier 3 Intervention Students identified by the Student Support Team (RTI) will receive intensive, explicit instruction by Tier 3 Resource Teachers in small groups.

Athens Elementary Summer Athens Elementary teachers participated in an off-site Professional Development workshop that included multisensory training sessions.

Behavioral Support Program

08/10/2016

05/22/2017

$0

Academic Support Program Academic Support Program Academic Support Program

10/03/2016

10/03/2016

$0

08/10/2016

05/23/2017

$0

Title I Teachers (2)

06/27/2016

06/28/2016

$0

Orton Gillingham Lessons

Small group lessons incorporating phonetic strategies during tiered instruction.

Academic Support Program

08/15/2016

05/22/2017

$0

Math Facts

Upon recommendations from the AE Math Professional Learning Team, students will be engaged in building a strong mathematical foundation by using Mental Math (OGAP) and Moby Max Fact Fluency.

Academic Support Program

08/10/2016

05/23/2017

$0

Title I and Special Education Teachers First Grade Teachers, Second Grade Teachers, Instructional Partner Homeroom Teachers Instructional Partner

Total

$0

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Principal, homeroom teachers and office staff Principal

Page 37

ACIP Athens Elementary School

Stakeholder Feedback Diagnostic

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ACIP Athens Elementary School

Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be used in the same manner by the institution as it engages in improvement planning.

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ACIP Athens Elementary School

Stakeholder Feedback Data

Label 1.

Assurance Did you complete the Stakeholder Feedback Data document offline and upload below?

Response Yes

Comment

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Attachment Stakeholder Feedback Document 2016-17

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ACIP Athens Elementary School

Evaluative Criteria and Rubrics

Overall Rating: 4.0

1.

Statement or Question Questionnaire Administration

Response Rating All required AdvancED questionnaires were Level 4 used by the institution to receive stakeholder feedback. The minimum response rate for each population was met (parent questionnaire: equal to or greater than 20%, student questionnaire(s): equal to or greater than 40%, staff questionnaire: equal to or greater than 60%). Questionnaires were administered with complete fidelity to the appropriate administrative procedures. In every instance, the stakeholders to whom these questionnaires were administered fully represented the populations served by the institution.

Appropriate accommodations were provided as necessary for all participants.

2.

Statement or Question Stakeholder Feedback Results and Analysis

Response Rating Two or more of the stakeholder questionnaires Level 4 had average item values of 4.30 or higher (on a 5.0 scale). All questionnaires had an average item value of 3.20 or above (on a 5.0 scale).

Results of stakeholder feedback collected by the institution were well analyzed and clearly presented.

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ACIP Athens Elementary School

Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval?

Results from AdvancEd Accreditation:

Sections indicating the overall highest level of satisfaction/approval were: Parent Survey: Using Results for Continuous Improvement (4.36) Staff Survey: Using Results for Continuous Improvement (4.6) Student Survey: Purpose and Direction (2.93)

Questions indicating the overall highest approval were: Parent Survey: Teaching & Assessing for Learning: #10. All of my child's teachers provide an equitable curriculum that meets his/her learning needs. (4.50) Staff Survey: Purpose and Direction: #5. Our school has a continuous improvement process based on data, goals, actions, and measures for growth.

(4.75) Student Survey: Governance & Leadership: #5. In my school my teachers want me to do my best work. (2.98)

Which area(s) show a trend toward increasing stakeholder satisfaction or approval?

This is the first time we have offered these surveys to our stakeholders so trends cannot be compared. We will use the surveys as a baseline to compare trends in the future. Areas which are near our highest score are: Parent Survey: -Teaching & Assessing for Learning: #19. My child knows the expectations for learning in all classes. (4.49) -Teaching & Assessing for Learning: #12. All of my child's teachers use a variety of teaching strategies and learning activities. (4.47) Staff Survey: -Resources and Support Systems: #36. Our school provides qualified staff members to support student learning. (4.69) -Resources and Support Systems: #43. Our school provides high quality student support services (e.g., counseling, referrals, educational, and career planning). (4.69) Student Survey: -Purpose and Direction: #1. In my school my principal and teachers want every student to learn. (2.97) -Resources and Support Systems: #15. My school has many places where I can learn, such as the library. (2.96)

Which of the above reported findings are consistent with findings from other stakeholder feedback sources?

The following findings are consistent with the responses from the 2016 Athens Elementary School Title I Parent Questionnaire, which is administered each Spring: Item 8, "Do you understand your child's report card?" (100% answered yes) Teaching & Assessing for Learning: My child knows the expectations for learning in all classes. (4.49) SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

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ACIP Athens Elementary School

Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval?

Sections indicating the overall lowest level of satisfaction/approval were: Parent Survey: Governance and Leadership (4.27) Staff Survey: Teaching and Assessing for Learning (4.27) Student Survey: Using Results for Continuous Improvements (2.82)

Questions indicating the overall lowest approval were: Parent Survey: Governance and Leadership: #9. Our school provides opportunities for stakeholders to be involved in the school. (4.12) Staff Survey: Teaching and Assessing for Learning: #30. In our school, staff members provide peer coaching to teachers. (3.88) Teaching and Assessing for Learning: #31. In our school, a formal process is in place to support new staff members in their professional practice. (3.88) Student Survey: Using Results for Continuous Improvement: #18. My principal and teachers ask me what I think about school. (2.58)

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?

This was the first time we had offered the AdvancEd surveys to our stakeholders so trends cannot be compared. We will use the surveys as a baseline to compare trends in the future. Areas which are near our lowest score are: Parent Survey: -Purpose and Direction: #2. Our school's purpose statement is formally reviewed and revised with involvement from parents. (4.16) -Resources and Support Systems: #31. Our school ensures the effective use of financial resources. (4.17) -Resources and Support Systems: #28. Our school provides excellent support services (e.g., counseling, and/or career planning). (4.18) Student Survey: -Teaching and Assessing for Learning: #10. My teachers ask my family to come to school activities. (2.61) Staff Survey: -Teaching and Assessing for Learning: #34. In our school, all school personnel regularly engage families in their children's learning progress.

(4.08) -Resources and Support Systems: #46. Our school maintains facilities that contribute to a safe environment. (4.08)

What are the implications for these stakeholder perceptions?

According to the AdvancEd survey, our lowest approval rating by parents was Governance and Leadership: #9 "Our school provides opportunities for stake holders to be involved in the school." Athens Elementary will provide more opportunities for stakeholders to be involved in the school. One way we will involve stakeholders is by having parents sign up to volunteer in the school. In 2014-15 we had 39 volunteers. This year we have 90 volunteers. That is an increase of 51 parents. We have also initiated Title I Family Math and Reading SY 2016-2017 Page 44 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

ACIP Athens Elementary School

Nights and invited parents to participate in activities built around the core standards.

Our lowest approval rating by staff was from Teaching and Assessing for Learning: #30 "In our school, staff members provide peer coaching to teachers." #31 "In our school, a formal process is in place to support new staff members in their professional practice."

Athens City Schools no longer funds a formal mentoring program. However, this year each new teacher is paired with an experienced teacher for that position to provide peer coaching. Also, our Instructional Partner provides academic coaching in reading and math. At weekly grade level meetings teachers collaborate to develop lesson plans.

Which of the above reported findings are consistent with findings from other stakeholder feedback sources?

The following findings are consistent with the responses from the 2016 Athens City Schools Title I Parent Questionnaire: Item 9b, "Are you aware that your school's Parental Involvement Plan is posted on the school's website and copies can be provided to you?"

75.7% answered no

AdvancEd Parent Survey: Governance and Leadership: #9. Our school provides opportunities for stakeholders to be involved in the school. (4.12)

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ACIP Athens Elementary School

Report Summary

Scores By Section Section Score 1

2

Evaluative Criteria and Rubrics

3

4

4

Sections

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ACIP Athens Elementary School

Title I Schoolwide Diagnostic

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ACIP Athens Elementary School

Introduction This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A)] and 1309(2) of the Elementary and Secondary Education Act (ESEA), the comprehensive needs assessment (CNA) requirement is met by completing a School Process Profile and Summary Report. The comprehensive needs assessment must be completed prior to creating a new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of migratory children as defined in Title I, Part C, Section 1309(2).

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ACIP Athens Elementary School

Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment conducted?

To determine school improvement goals, a thorough needs assessment was conducted. Test results were carefully analyzed for Global Scholar Performance Series, ACT Aspire, ACCESS and DIBELS. Data for the past year was analyzed and discussed by the Title I Instructional Leadership Team to determine our greatest needs and budget Title I funds for those needs. The needs were discussed at the first instructional meetings and our principal informed the Grade Level Teachers and Resource Teachers about the specific needs we would target in our CIP.

2. What were the results of the comprehensive needs assessment?

Athens Elementary School Comprehensive Needs Assessment

DIBELS: A Comparison between Fall 2015 and Fall 2016

Kindergarten: % LNF 2015/2016 Core 46/45 Strategic 9/9 Intensive 45/46

1st Grade: % LNF 2015/2016 Core 51/72 Strategic 19/10 Intensive 30/17

1st Grade: NWF-%CLS 2015/2016 Core 53/70 Strategic 18/12 Intensive 29/19

1st Grade: NWF-%WRC 2015/2016 Core 65/72 Strategic 9/7 Intensive 26/20

2nd Grade: NWF-%CLS SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

2015/2016 Core 56/42 Strategic 16/10 Intensive 28/48

2nd Grade: NWF-%WRC 2015/2016 Core 79/71 Strategic 16/15 Intensive 4/14

2nd Grade: ORF-%Words Correct 2015/2016 Core 71/58 Strategic 18/18 Intensive 12/25

2nd Grade: ORF-%Accuracy 2015/2016 Core 69/51 Strategic 18/27 Intensive 13/21

PERFORMANCE SERIES: READING GAINS ANALYSIS A Comparison between Fall to Spring 2014-15 and Fall to Spring 2015-16 (grades 2-4) Growth Category (number of students): Far Above: 26/49 Above: 74/69 Below: 66/62 Far Below: 15/6 Met Target: 2014-15: 55% 2015-16: 63%

PERFORMANCE SERIES: MATH GAINS ANALYSIS A Comparison between Fall to Spring 2014-15 and Fall to Spring 2015-16 (grades 2-4) Growth Category (number of students): Far Above: 13/31 Above: 69/89 Below: 74/59 Far Below: 25/8 Met Target: 2014-15: 45% 2015-16: 64% SY 2016-2017 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

ACT ASPIRE 2016 Athens Elementary School: % Ready by Subject English: 84% Math: 66% Science: 49% Reading 46% Writing 15%

Grade 3: % Ready by Subject English: 81% Math 69% Science 49% Reading 44% Writing: 13%

Grade 4: % Ready by Subject English: 87% Math: 63% Science: 50% Reading: 47% Writing: 16%

ACCESS 2016: We focused on the scores of 37 students that are in 1st, 2nd and 3rd grades, have taken the ACCESS at least 2 years for comparison scores, and remain students in the EL program for the 2016-17 school year. Twenty-seven (73%) of the 37 students improved their scores by at least .5, which is the goal of every student. Seven (19%) out of the 38 students improved, but not by a goal of .5. Three (8%) students out of the 38 had scores that decreased from their 2016 score.

ATTENDANCE 2015-16: Percent ADA as Measured by STI Goal: 96% May 19, 2016 (last full day for students): 95.26% Short of Goal: .74%

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

3. What conclusions were drawn from the results?

DIBELS Kindergarten LNF: The 2016-17 class is beginning the year with 1% fewer students scoring Core than the 2015-16 class. Those students scoring Strategic is 9%, which is exactly what last year's class scored. The Intensive group scored 1% less than the previous year. We can conclude that our kindergarten students are beginning the school year at about the same place as the year before. Almost half of our kindergarten students know the letters and are ready to focus on letter sounds.

1st Grade LNF: 21% more than last year scored Core, 9% less areStrategic with 13% fewer Intensives. We can conclude that a significant number of first graders do not need letter naming support.

NWF-CLS/WRC: Core scores are 17%/7% higher than last year. Strategic scores are 6%/2% lower and Intensives are 10%/6% lower. We can conclude that our Core first graders know their letter sounds and are blending. Core students are ready to read and will need fluency and comprehension support. Intensive students need letter sound and blending small group instruction plus Tier 3 support.

2nd Grade: NWF-CLS: This year's 2nd grade scores are below last year's group by 14% in Core. Strategics are 6% less and Intensives are up 20% higher than the previous year.

NWF-WRC: Core scores are 8% lower with 1% fewer Strategics and 10% higher Intensives from the previous year.

ORF-WRC: Core scores are down by 13%, Strategics had no change from last year (18%), and Intensives are up by 13% as compared to Spring, 2015.

ORF-Accuracy: Core scores are down 18%, Strategics are up by 9% with Intensives up 7% from last year.

We can conclude that Athens Elementary needs a reading objective with strategies and activities to help struggling young readers. We will measure progress by DIBELS Progress Monitoring and Benchmark assessments for students in grades K-2.

PERFORMANCE SERIES Reading: Our measurable objective was to increase the Reading Target Gain of 55% (Spring 2015) by 2% (Spring 2016) in grades 2-4. Our Reading Target Gain in Spring 2016 was 63%, an increase of 8% over the previous year.

Math: Our goal was to increase the Math Target Gain of 48% (Spring 2015) by 4% (Spring 2016) in grades 2-4. Our Math Target Gain in Spring 2016 was 64%, an increase of 19% over the previous year.

We can conclude that the strategies and activities in our CIP helped our students exceed their PS Reading and Math Target Gains.

ACT ASPIRE Comparing our 3rd and 4th grade students to the National Average, both grades exceeded the National Ready Levels in English, Math, Science and Reading. The lowest subject for both grades was Writing. Neither grade reached the Nation Ready Level. We can conclude that all students in grades K-4 need writing support. Last year our school implemented the Being a Writer program and we will continue to use that program this year to provide writing instruction.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

ACCESS We can conclude that the 27% that did not make gains should be targeted in a variety of ways. Twenty-seven percent is equal to a total of 10 students that did not either a.) improve by a gain of .5 or b.) decreased their score.

ATTENDANCE Evidence, as reported by STI, shows that our goal of increasing attendance from 95% to 96% by May 20, 2016, was not met. As of 5/19/16, the last full day of school for students, the Percent ADA was 95.26%. We were .74% short of our goal on that day. However, on 5/17/16, the ADA was 96%. Attachments uploaded to the 2015-16 Indicator provide data and pictures of all activities that were completed in the effort to reach our goal. We have concluded that attendance may have been negatively affected by the fact that our cutoff date of May 20 was a half day for students and attendance was not recorded.

4. What information was concluded as a result of analyzing perception, student achievement, school programs/process, and demographic data?

We can conclude by studying Global Scholar Performance Series, ACT Aspire, DIBELS, and ACCESS that Kindergarten, First, and Second grade students need additional reading support. Students in grades K-4 will continue to be supported for optimum math performance.

We will also continue to improve attendance as this has been shown to be a problem in high poverty areas.

5. How are the school goals connected to priority needs and the needs assessment?

The K-2 Spring 2016 DIBELS assessments indicated a need to improve reading. We plan for our students to demonstrate a proficiency by increasing the number of benchmark students in first and second grades by 05/23/2017 as measured by the Oral Reading Fluency DIBELS assessment from 62% in May, 2016 to 64% in May, 2017 for first grade and from 58% in May, 2016 to 60% in May, 2017 for second grade.

Although we exceeded our Math Target Gain goal by 19%, we plan for our students to continue growth by demonstrating a proficiency increase in Math of 2% by 05/22/2017 as measured by Global Scholar Performance Series Performance Bands.

ACCESS The Spring 2016 ACCESS test indicated a need to improve the ability to listen to, read, write, and speak in English in 27% of the students we are tracking. Our EL Program school goal is to target the 10 students that fell short of the goal in 2016 with intense quality instruction designed to help them improve their ACCESS scores by a minimum gain of .5 in 2017.

ATTENDANCE Since we did not achieve our goal of 96% in attendance by the targeted date, we intend to keep the goal for this year.

6. How do the goals portray a clear and detailed analysis of multiple types of data?

Our academic goals portray a clear and detailed analysis of ACT Aspire, DIBELS, ACCESS, and Global Scholar Performance Series and attendance. We will use the latest DIBELS benchmark goals (grades K-2) for future Progress Monitoring and Benchmark tests to achieve our Reading Goal of increasing the number of Core students in grades 1 and 2. The Global Scholar Performance Series data shows a need to SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

increase the percentage of students achieving High and Above Average in Math in grades K-4 by 2% . This growth will be measured by Global Scholar Performance Series Performance Bands.

ACCESS Our ACCESS goal clearly states that we will target and strive to maintain relevant and objective driven instruction in order to help the 10 students succeed in their acquisition of academic English language.

ATTENDANCE Our attendance goal of 96% of all students in attendance daily will be measured by STI.

7. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged?

The academic goals target the needs of students who are disadvantaged as well as all of our students. Because we are schoolwide Title I, our Title I Resource Teachers deliver explicit, small group instruction and teacher support in the classroom. Each child also has an adult educational advocate.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

Component 2: Schoolwide Reform Strategies

1. Identify the strategies in the schoolwide plan that focus on helping all students reach the State's standards.

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, and ongoing assessment.

Measurable Objective 1: demonstrate a proficiency increase in Math of 2% by 05/22/2017 as measured by Global Scholar Performance Series Performance Bands.

Strategy1: Mathematical Fluency - Students will gain proficiency in using both procedural and mental math strategies. This will be accomplished through direct instruction and lessons facilitated by the teacher where the student will apply learned strategies to mathematical situations. This will help students build mastery of mathematical content standards. Resource materials/programs will include: Number Talks, Moby Max, Accelerated Math, and GOMATH! This strategy will be monitored formatively through teacher observation, program data, common assessments and Global Scholar.

Category: Develop/Implement College and Career Ready Standards Research Cited: http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/ http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue9/A-License-to-Think-on-the-Road-to-Fact-Fluency/

Activity - Tier 3 Intervention

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students identified by the Student Support Team (RTI) will receive intensive, explicit instruction by Tier 3 Resource Teachers in small groups.

Academic Support Program

08/10/2016

$159895 - Title I Schoolwide

Title I Teachers (2)

Activity - Math Facts

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Upon recommendations from the AE Math Professional Learning Team, students will be engaged in building a strong mathematical foundation by using Mental Math (OGAP) and Moby Max Fact Fluency.

Academic Support Program

08/10/2016

$0 - No Funding Required

Homeroom Teachers Instructional Partner

05/23/2017

05/23/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

Activity - Accelerated Math

Activity Type

Implement the supplemental online Renaissance Accelerated Math program for grades 2-4. Students will use iPads to complete Academic personalized lessons with differentiated Support instruction, Teachers will create lessons and Program track student progress for accelerated learning and mastery of basic mathematical concepts.

Begin Date End Date

Funding Amount & Source

Staff Responsible

10/01/2016

$1980 - Title I Schoolwide

Homeroom Teachers Grades 2-4 Resource Teachers

05/22/2017

Activity - ScootPad

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students in Grades 1 and 2 will complete differentiated assignments in the ScootPad Learning Technology program. Students may also complete these assignments at home.

Academic Support Program

08/10/2016

$1045 - Title I Schoolwide

Classroom Teachers

Activity - Number Talks

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner Homeroom Teachers Tier 3 Support Teachers

Design and deliver lessons, based on the book, Academic Number Talks, by Sherry Parrish, to help Support students mentally solve math problems Program accurately with efficiency and flexibility.

05/23/2017

05/22/2017

Measurable Objective 2: demonstrate a proficiency by increasing the number of benchmark students in first and second grades by 05/23/2017 as measured by the Oral Reading Fluency DIBELS assessment from 62% in May, 2016 to 64% in May, 2017 for first grade and from 58% in May, 2016 to 60% in May, 2017 for second grade.

Strategy1: Tiered phonics instruction and application - Develop teacher knowledge of phonics instruction which will increase students' ability to decode words and read connected text fluently.

Category: Develop/Implement Learning Supports Research Cited: Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction:What, why, and how? The Reading Teacher, 58(8), 702-714.

Speece, D. L., & Ritchey, K. D. (2005). A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities, 38(5), 387-399.

Activity - Orton Gillingham Lessons Small group lessons incorporating phonetic strategies during tiered instruction.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/15/2016

$0 - No Funding Required

First Grade Teachers, Second Grade Teachers, Instructional Partner

05/22/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

Activity - S.P.I.R.E.

Activity Type

Title I Teachers and a Special Education Teacher will deliver explicit, systematic, sequential instruction to small, leveled groups in Academic Support phonics, phonological awareness, spelling, Program handwriting, vocabulary and reading comprehension.

Begin Date End Date

Funding Amount & Source

Staff Responsible

09/26/2016

$0 - No Funding Required

Title I Teachers Special Education Teacher

05/23/2017

Activity - Dorothy Strong Workshop

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on phonics instruction and application.

Academic Support Program

10/03/2016

$0 - No Funding Required

Principal

10/03/2016

Strategy2: Multisensory Structured Language Education - Develop teacher knowledge of multisensory strategies leading to the incorporation of these strategies into daily instruction.

Category: Develop/Implement Learning Supports Research Cited: https://www.mbaea.org/documents/resources/Educational_Leadership_Article_The__D87FE2BC4E7AD.pdf

Activity Type Small group lessons incorporating multisensory Academic strategies will be used during tiered instruction. Support Program Activity - Orton Gillingham Lessons

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/15/2016

$0 - No Funding Required

Instructional Partner, Title I Teachers, Classroom Teachers

05/22/2017

Activity - Multisensory Workshop

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on multisensory strategies.

Academic Support Program

10/03/2016

$300 - Other

Principal

Activity - Athens Elementary Summer Professional Development Athens Elementary teachers participated in an off-site workshop that included multisensory training sessions.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

06/27/2016

$169 - Other

Title I and Special Education Teachers

10/03/2016

06/28/2016

Measurable Objective 3: increase student growth of the targeted English Learner students by at least .5 by 05/22/2017 as measured by 2017 ACCESS test.

Strategy1: English Language Acquisition - Using data from the 2016 ACCESS test, the EL teacher will plan lessons designed to target the areas of listening, speaking, writing, and reading needed by the targeted population of EL students. Student achievement will be monitored by the 2017 ACCESS test.

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

Category: Develop/Implement Learning Supports Research Cited: http://www2.ed.gov/about/offices/list/oela/index.html

Activity - Small Group Instruction The EL students will receive explicit, focused instruction in small grade level groups.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$17766 - Title I Schoolwide

EL Teacher

05/23/2017

2. Identify the strategies in the schoolwide plan that increase the quality and quantity of instruction.

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, and ongoing assessment.

Measurable Objective 1: demonstrate a proficiency by increasing the number of benchmark students in first and second grades by 05/23/2017 as measured by the Oral Reading Fluency DIBELS assessment from 62% in May, 2016 to 64% in May, 2017 for first grade and from 58% in May, 2016 to 60% in May, 2017 for second grade.

Strategy1: Multisensory Structured Language Education - Develop teacher knowledge of multisensory strategies leading to the incorporation of these strategies into daily instruction.

Category: Develop/Implement Learning Supports Research Cited: https://www.mbaea.org/documents/resources/Educational_Leadership_Article_The__D87FE2BC4E7AD.pdf

Activity - Multisensory Workshop

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on multisensory strategies.

Academic Support Program

10/03/2016

$300 - Other

Principal

Activity - Athens Elementary Summer Professional Development Athens Elementary teachers participated in an off-site workshop that included multisensory training sessions.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

06/27/2016

$169 - Other

Title I and Special Education Teachers

10/03/2016

06/28/2016

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 58

ACIP Athens Elementary School Activity Type Small group lessons incorporating multisensory Academic strategies will be used during tiered instruction. Support Program Activity - Orton Gillingham Lessons

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/15/2016

$0 - No Funding Required

Instructional Partner, Title I Teachers, Classroom Teachers

05/22/2017

Strategy2: Tiered phonics instruction and application - Develop teacher knowledge of phonics instruction which will increase students' ability to decode words and read connected text fluently.

Category: Develop/Implement Learning Supports Research Cited: Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction:What, why, and how? The Reading Teacher, 58(8), 702-714.

Speece, D. L., & Ritchey, K. D. (2005). A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities, 38(5), 387-399.

Begin Date End Date

Funding Amount & Source

Staff Responsible

Small group lessons incorporating phonetic strategies during tiered instruction.

Activity Type Academic Support Program

08/15/2016

$0 - No Funding Required

First Grade Teachers, Second Grade Teachers, Instructional Partner

Activity - S.P.I.R.E.

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

09/26/2016

$0 - No Funding Required

Title I Teachers Special Education Teacher

Activity - Orton Gillingham Lessons

Title I Teachers and a Special Education Teacher will deliver explicit, systematic, sequential instruction to small, leveled groups in Academic Support phonics, phonological awareness, spelling, Program handwriting, vocabulary and reading comprehension.

05/22/2017

05/23/2017

Activity - Dorothy Strong Workshop

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on phonics instruction and application.

Academic Support Program

10/03/2016

$0 - No Funding Required

Principal

10/03/2016

Measurable Objective 2: demonstrate a proficiency increase in Math of 2% by 05/22/2017 as measured by Global Scholar Performance Series Performance Bands.

Strategy1: Mathematical Fluency - Students will gain proficiency in using both procedural and mental math strategies. This will be accomplished through direct instruction and lessons facilitated by the teacher where the student will apply learned strategies to mathematical situations. This will help students build mastery of mathematical content standards. Resource materials/programs will include: Number Talks, Moby Max, Accelerated Math, and GOMATH! This strategy will be monitored formatively through teacher observation, program data, common assessments and Global Scholar.

Category: Develop/Implement College and Career Ready Standards SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 59

ACIP Athens Elementary School

Research Cited: http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/ http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue9/A-License-to-Think-on-the-Road-to-Fact-Fluency/

Activity - ScootPad

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students in Grades 1 and 2 will complete differentiated assignments in the ScootPad Learning Technology program. Students may also complete these assignments at home.

Academic Support Program

08/10/2016

$1045 - Title I Schoolwide

Classroom Teachers

Activity - Number Talks

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner Homeroom Teachers Tier 3 Support Teachers

Design and deliver lessons, based on the book, Academic Number Talks, by Sherry Parrish, to help Support students mentally solve math problems Program accurately with efficiency and flexibility.

05/23/2017

05/22/2017

Activity - Tier 3 Intervention

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students identified by the Student Support Team (RTI) will receive intensive, explicit instruction by Tier 3 Resource Teachers in small groups.

Academic Support Program

08/10/2016

$159895 - Title I Schoolwide

Title I Teachers (2)

Activity - Math Facts

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Upon recommendations from the AE Math Professional Learning Team, students will be engaged in building a strong mathematical foundation by using Mental Math (OGAP) and Moby Max Fact Fluency.

Academic Support Program

08/10/2016

$0 - No Funding Required

Homeroom Teachers Instructional Partner

Activity - Accelerated Math

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

10/01/2016

$1980 - Title I Schoolwide

Homeroom Teachers Grades 2-4 Resource Teachers

Implement the supplemental online Renaissance Accelerated Math program for grades 2-4. Students will use iPads to complete Academic personalized lessons with differentiated Support instruction, Teachers will create lessons and Program track student progress for accelerated learning and mastery of basic mathematical concepts.

05/23/2017

05/23/2017

05/22/2017

Measurable Objective 3: increase student growth of the targeted English Learner students by at least .5 by 05/22/2017 as measured by 2017 ACCESS test.

Strategy1: English Language Acquisition - Using data from the 2016 ACCESS test, the EL teacher will plan lessons designed to target the areas of listening, speaking, writing, and reading needed by the targeted population of EL students. Student achievement will be monitored by the SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 60

ACIP Athens Elementary School

2017 ACCESS test.

Category: Develop/Implement Learning Supports Research Cited: http://www2.ed.gov/about/offices/list/oela/index.html

Activity - Small Group Instruction The EL students will receive explicit, focused instruction in small grade level groups.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$17766 - Title I Schoolwide

EL Teacher

05/23/2017

3. Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment.

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, and ongoing assessment.

Measurable Objective 1: demonstrate a proficiency by increasing the number of benchmark students in first and second grades by 05/23/2017 as measured by the Oral Reading Fluency DIBELS assessment from 62% in May, 2016 to 64% in May, 2017 for first grade and from 58% in May, 2016 to 60% in May, 2017 for second grade.

Strategy1: Tiered phonics instruction and application - Develop teacher knowledge of phonics instruction which will increase students' ability to decode words and read connected text fluently.

Category: Develop/Implement Learning Supports Research Cited: Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction:What, why, and how? The Reading Teacher, 58(8), 702-714.

Speece, D. L., & Ritchey, K. D. (2005). A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities, 38(5), 387-399.

Begin Date End Date

Funding Amount & Source

Staff Responsible

Small group lessons incorporating phonetic strategies during tiered instruction.

Activity Type Academic Support Program

08/15/2016

$0 - No Funding Required

First Grade Teachers, Second Grade Teachers, Instructional Partner

Activity - S.P.I.R.E.

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

09/26/2016

$0 - No Funding Required

Title I Teachers Special Education Teacher

Activity - Orton Gillingham Lessons

Title I Teachers and a Special Education Teacher will deliver explicit, systematic, sequential instruction to small, leveled groups in Academic Support phonics, phonological awareness, spelling, Program handwriting, vocabulary and reading comprehension.

05/22/2017

05/23/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 61

ACIP Athens Elementary School

Activity - Dorothy Strong Workshop

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on phonics instruction and application.

Academic Support Program

10/03/2016

$0 - No Funding Required

Principal

10/03/2016

Strategy2: Multisensory Structured Language Education - Develop teacher knowledge of multisensory strategies leading to the incorporation of these strategies into daily instruction.

Category: Develop/Implement Learning Supports Research Cited: https://www.mbaea.org/documents/resources/Educational_Leadership_Article_The__D87FE2BC4E7AD.pdf

Activity - Athens Elementary Summer Professional Development Athens Elementary teachers participated in an off-site workshop that included multisensory training sessions.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

06/27/2016

$169 - Other

Title I and Special Education Teachers

Activity Type Small group lessons incorporating multisensory Academic strategies will be used during tiered instruction. Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/15/2016

$0 - No Funding Required

Instructional Partner, Title I Teachers, Classroom Teachers

Activity - Orton Gillingham Lessons

06/28/2016

05/22/2017

Activity - Multisensory Workshop

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on multisensory strategies.

Academic Support Program

10/03/2016

$300 - Other

Principal

10/03/2016

Measurable Objective 2: increase student growth of the targeted English Learner students by at least .5 by 05/22/2017 as measured by 2017 ACCESS test.

Strategy1: English Language Acquisition - Using data from the 2016 ACCESS test, the EL teacher will plan lessons designed to target the areas of listening, speaking, writing, and reading needed by the targeted population of EL students. Student achievement will be monitored by the 2017 ACCESS test.

Category: Develop/Implement Learning Supports Research Cited: http://www2.ed.gov/about/offices/list/oela/index.html

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 62

ACIP Athens Elementary School

Activity - Small Group Instruction The EL students will receive explicit, focused instruction in small grade level groups.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$17766 - Title I Schoolwide

EL Teacher

05/23/2017

Measurable Objective 3: demonstrate a proficiency increase in Math of 2% by 05/22/2017 as measured by Global Scholar Performance Series Performance Bands.

Strategy1: Mathematical Fluency - Students will gain proficiency in using both procedural and mental math strategies. This will be accomplished through direct instruction and lessons facilitated by the teacher where the student will apply learned strategies to mathematical situations. This will help students build mastery of mathematical content standards. Resource materials/programs will include: Number Talks, Moby Max, Accelerated Math, and GOMATH! This strategy will be monitored formatively through teacher observation, program data, common assessments and Global Scholar.

Category: Develop/Implement College and Career Ready Standards Research Cited: http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/ http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue9/A-License-to-Think-on-the-Road-to-Fact-Fluency/

Activity - Tier 3 Intervention

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students identified by the Student Support Team (RTI) will receive intensive, explicit instruction by Tier 3 Resource Teachers in small groups.

Academic Support Program

08/10/2016

$159895 - Title I Schoolwide

Title I Teachers (2)

Activity - ScootPad

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students in Grades 1 and 2 will complete differentiated assignments in the ScootPad Learning Technology program. Students may also complete these assignments at home.

Academic Support Program

08/10/2016

$1045 - Title I Schoolwide

Classroom Teachers

Activity - Math Facts

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Upon recommendations from the AE Math Professional Learning Team, students will be engaged in building a strong mathematical foundation by using Mental Math (OGAP) and Moby Max Fact Fluency.

Academic Support Program

08/10/2016

$0 - No Funding Required

Homeroom Teachers Instructional Partner

Activity - Number Talks

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner Homeroom Teachers Tier 3 Support Teachers

Design and deliver lessons, based on the book, Academic Number Talks, by Sherry Parrish, to help Support students mentally solve math problems Program accurately with efficiency and flexibility.

05/23/2017

05/23/2017

05/23/2017

05/22/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 63

ACIP Athens Elementary School

Activity - Accelerated Math

Activity Type

Implement the supplemental online Renaissance Accelerated Math program for grades 2-4. Students will use iPads to complete Academic personalized lessons with differentiated Support instruction, Teachers will create lessons and Program track student progress for accelerated learning and mastery of basic mathematical concepts.

Begin Date End Date

Funding Amount & Source

Staff Responsible

10/01/2016

$1980 - Title I Schoolwide

Homeroom Teachers Grades 2-4 Resource Teachers

05/22/2017

4. Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment.

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, and ongoing assessment.

Measurable Objective 1: increase student growth of the targeted English Learner students by at least .5 by 05/22/2017 as measured by 2017 ACCESS test.

Strategy1: English Language Acquisition - Using data from the 2016 ACCESS test, the EL teacher will plan lessons designed to target the areas of listening, speaking, writing, and reading needed by the targeted population of EL students. Student achievement will be monitored by the 2017 ACCESS test.

Category: Develop/Implement Learning Supports Research Cited: http://www2.ed.gov/about/offices/list/oela/index.html

Activity - Small Group Instruction The EL students will receive explicit, focused instruction in small grade level groups.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$17766 - Title I Schoolwide

EL Teacher

05/23/2017

Measurable Objective 2: demonstrate a proficiency by increasing the number of benchmark students in first and second grades by 05/23/2017 as measured by the Oral Reading Fluency DIBELS assessment from 62% in May, 2016 to 64% in May, 2017 for first grade and from 58% in May, 2016 to 60% in May, 2017 for second grade.

Strategy1: Multisensory Structured Language Education - Develop teacher knowledge of multisensory strategies leading to the incorporation of these strategies into daily instruction.

Category: Develop/Implement Learning Supports Research Cited: https://www.mbaea.org/documents/resources/Educational_Leadership_Article_The__D87FE2BC4E7AD.pdf SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

Activity - Multisensory Workshop

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on multisensory strategies.

Academic Support Program

10/03/2016

$300 - Other

Principal

Activity - Athens Elementary Summer Professional Development Athens Elementary teachers participated in an off-site workshop that included multisensory training sessions.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

06/27/2016

$169 - Other

Title I and Special Education Teachers

Activity Type Small group lessons incorporating multisensory Academic strategies will be used during tiered instruction. Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/15/2016

$0 - No Funding Required

Instructional Partner, Title I Teachers, Classroom Teachers

Activity - Orton Gillingham Lessons

10/03/2016

06/28/2016

05/22/2017

Strategy2: Tiered phonics instruction and application - Develop teacher knowledge of phonics instruction which will increase students' ability to decode words and read connected text fluently.

Category: Develop/Implement Learning Supports Research Cited: Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction:What, why, and how? The Reading Teacher, 58(8), 702-714.

Speece, D. L., & Ritchey, K. D. (2005). A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities, 38(5), 387-399.

Activity - S.P.I.R.E.

Activity Type

Title I Teachers and a Special Education Teacher will deliver explicit, systematic, sequential instruction to small, leveled groups in Academic Support phonics, phonological awareness, spelling, Program handwriting, vocabulary and reading comprehension.

Begin Date End Date

Funding Amount & Source

Staff Responsible

09/26/2016

$0 - No Funding Required

Title I Teachers Special Education Teacher

05/23/2017

Activity - Dorothy Strong Workshop

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on phonics instruction and application.

Academic Support Program

10/03/2016

$0 - No Funding Required

Principal

10/03/2016

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

Activity - Orton Gillingham Lessons Small group lessons incorporating phonetic strategies during tiered instruction.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/15/2016

$0 - No Funding Required

First Grade Teachers, Second Grade Teachers, Instructional Partner

05/22/2017

Measurable Objective 3: demonstrate a proficiency increase in Math of 2% by 05/22/2017 as measured by Global Scholar Performance Series Performance Bands.

Strategy1: Mathematical Fluency - Students will gain proficiency in using both procedural and mental math strategies. This will be accomplished through direct instruction and lessons facilitated by the teacher where the student will apply learned strategies to mathematical situations. This will help students build mastery of mathematical content standards. Resource materials/programs will include: Number Talks, Moby Max, Accelerated Math, and GOMATH! This strategy will be monitored formatively through teacher observation, program data, common assessments and Global Scholar.

Category: Develop/Implement College and Career Ready Standards Research Cited: http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/ http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue9/A-License-to-Think-on-the-Road-to-Fact-Fluency/

Activity - Number Talks

Activity Type

Design and deliver lessons, based on the book, Academic Number Talks, by Sherry Parrish, to help Support students mentally solve math problems Program accurately with efficiency and flexibility.

Activity - Accelerated Math

Activity Type

Implement the supplemental online Renaissance Accelerated Math program for grades 2-4. Students will use iPads to complete Academic personalized lessons with differentiated Support instruction, Teachers will create lessons and Program track student progress for accelerated learning and mastery of basic mathematical concepts.

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner Homeroom Teachers Tier 3 Support Teachers

Begin Date End Date

Funding Amount & Source

Staff Responsible

10/01/2016

$1980 - Title I Schoolwide

Homeroom Teachers Grades 2-4 Resource Teachers

05/22/2017

05/22/2017

Activity - Math Facts

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Upon recommendations from the AE Math Professional Learning Team, students will be engaged in building a strong mathematical foundation by using Mental Math (OGAP) and Moby Max Fact Fluency.

Academic Support Program

08/10/2016

$0 - No Funding Required

Homeroom Teachers Instructional Partner

05/23/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

Activity - ScootPad

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students in Grades 1 and 2 will complete differentiated assignments in the ScootPad Learning Technology program. Students may also complete these assignments at home.

Academic Support Program

08/10/2016

$1045 - Title I Schoolwide

Classroom Teachers

Activity - Tier 3 Intervention

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students identified by the Student Support Team (RTI) will receive intensive, explicit instruction by Tier 3 Resource Teachers in small groups.

Academic Support Program

08/10/2016

$159895 - Title I Schoolwide

Title I Teachers (2)

05/23/2017

05/23/2017

5. Identify the strategies in the schoolwide plan that provide a level of interventions for students who need the most instructional support.

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, and ongoing assessment.

Measurable Objective 1: demonstrate a proficiency by increasing the number of benchmark students in first and second grades by 05/23/2017 as measured by the Oral Reading Fluency DIBELS assessment from 62% in May, 2016 to 64% in May, 2017 for first grade and from 58% in May, 2016 to 60% in May, 2017 for second grade.

Strategy1: Tiered phonics instruction and application - Develop teacher knowledge of phonics instruction which will increase students' ability to decode words and read connected text fluently.

Category: Develop/Implement Learning Supports Research Cited: Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction:What, why, and how? The Reading Teacher, 58(8), 702-714.

Speece, D. L., & Ritchey, K. D. (2005). A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities, 38(5), 387-399.

Activity - Dorothy Strong Workshop

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on phonics instruction and application.

Academic Support Program

10/03/2016

$0 - No Funding Required

Principal

10/03/2016

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

Begin Date End Date

Funding Amount & Source

Staff Responsible

Small group lessons incorporating phonetic strategies during tiered instruction.

Activity Type Academic Support Program

08/15/2016

$0 - No Funding Required

First Grade Teachers, Second Grade Teachers, Instructional Partner

Activity - S.P.I.R.E.

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

09/26/2016

$0 - No Funding Required

Title I Teachers Special Education Teacher

Activity - Orton Gillingham Lessons

Title I Teachers and a Special Education Teacher will deliver explicit, systematic, sequential instruction to small, leveled groups in Academic Support phonics, phonological awareness, spelling, Program handwriting, vocabulary and reading comprehension.

05/22/2017

05/23/2017

Strategy2: Multisensory Structured Language Education - Develop teacher knowledge of multisensory strategies leading to the incorporation of these strategies into daily instruction.

Category: Develop/Implement Learning Supports Research Cited: https://www.mbaea.org/documents/resources/Educational_Leadership_Article_The__D87FE2BC4E7AD.pdf

Activity - Multisensory Workshop

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on multisensory strategies.

Academic Support Program

10/03/2016

$300 - Other

Principal

Activity - Athens Elementary Summer Professional Development Athens Elementary teachers participated in an off-site workshop that included multisensory training sessions.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

06/27/2016

$169 - Other

Title I and Special Education Teachers

Activity Type Small group lessons incorporating multisensory Academic strategies will be used during tiered instruction. Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/15/2016

$0 - No Funding Required

Instructional Partner, Title I Teachers, Classroom Teachers

Activity - Orton Gillingham Lessons

10/03/2016

06/28/2016

05/22/2017

Measurable Objective 2: increase student growth of the targeted English Learner students by at least .5 by 05/22/2017 as measured by 2017 ACCESS test.

Strategy1: English Language Acquisition - Using data from the 2016 ACCESS test, the EL teacher will plan lessons designed to target the areas of listening, speaking, writing, and reading needed by the targeted population of EL students. Student achievement will be monitored by the 2017 ACCESS test.

Category: Develop/Implement Learning Supports SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

Research Cited: http://www2.ed.gov/about/offices/list/oela/index.html

Activity - Small Group Instruction The EL students will receive explicit, focused instruction in small grade level groups.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$17766 - Title I Schoolwide

EL Teacher

05/23/2017

Measurable Objective 3: demonstrate a proficiency increase in Math of 2% by 05/22/2017 as measured by Global Scholar Performance Series Performance Bands.

Strategy1: Mathematical Fluency - Students will gain proficiency in using both procedural and mental math strategies. This will be accomplished through direct instruction and lessons facilitated by the teacher where the student will apply learned strategies to mathematical situations. This will help students build mastery of mathematical content standards. Resource materials/programs will include: Number Talks, Moby Max, Accelerated Math, and GOMATH! This strategy will be monitored formatively through teacher observation, program data, common assessments and Global Scholar.

Category: Develop/Implement College and Career Ready Standards Research Cited: http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/ http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue9/A-License-to-Think-on-the-Road-to-Fact-Fluency/

Activity - Math Facts

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Upon recommendations from the AE Math Professional Learning Team, students will be engaged in building a strong mathematical foundation by using Mental Math (OGAP) and Moby Max Fact Fluency.

Academic Support Program

08/10/2016

$0 - No Funding Required

Homeroom Teachers Instructional Partner

Activity - ScootPad

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students in Grades 1 and 2 will complete differentiated assignments in the ScootPad Learning Technology program. Students may also complete these assignments at home.

Academic Support Program

08/10/2016

$1045 - Title I Schoolwide

Classroom Teachers

Activity - Accelerated Math

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

10/01/2016

$1980 - Title I Schoolwide

Homeroom Teachers Grades 2-4 Resource Teachers

Implement the supplemental online Renaissance Accelerated Math program for grades 2-4. Students will use iPads to complete Academic personalized lessons with differentiated Support instruction, Teachers will create lessons and Program track student progress for accelerated learning and mastery of basic mathematical concepts.

05/23/2017

05/23/2017

05/22/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

Activity - Tier 3 Intervention

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students identified by the Student Support Team (RTI) will receive intensive, explicit instruction by Tier 3 Resource Teachers in small groups.

Academic Support Program

08/10/2016

$159895 - Title I Schoolwide

Title I Teachers (2)

Activity - Number Talks

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner Homeroom Teachers Tier 3 Support Teachers

Design and deliver lessons, based on the book, Academic Number Talks, by Sherry Parrish, to help Support students mentally solve math problems Program accurately with efficiency and flexibility.

05/23/2017

05/22/2017

6. English Language Proficiency Goal (Should address identified weaknesses and gaps):

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, and ongoing assessment.

Measurable Objective 1: increase student growth of the targeted English Learner students by at least .5 by 05/22/2017 as measured by 2017 ACCESS test.

Strategy1: English Language Acquisition - Using data from the 2016 ACCESS test, the EL teacher will plan lessons designed to target the areas of listening, speaking, writing, and reading needed by the targeted population of EL students. Student achievement will be monitored by the 2017 ACCESS test.

Category: Develop/Implement Learning Supports Research Cited: http://www2.ed.gov/about/offices/list/oela/index.html

Activity - Small Group Instruction The EL students will receive explicit, focused instruction in small grade level groups.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$17766 - Title I Schoolwide

EL Teacher

05/23/2017

7. Identify the strategies in the schoowide plan that provide an enriched and accelerated curriculum for select students and support progress for all students.

Goal 1: Assure exceptional learning for every student through diligent content planning, focused instruction, and ongoing assessment.

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ACIP Athens Elementary School

Measurable Objective 1: increase student growth of the targeted English Learner students by at least .5 by 05/22/2017 as measured by 2017 ACCESS test.

Strategy1: English Language Acquisition - Using data from the 2016 ACCESS test, the EL teacher will plan lessons designed to target the areas of listening, speaking, writing, and reading needed by the targeted population of EL students. Student achievement will be monitored by the 2017 ACCESS test.

Category: Develop/Implement Learning Supports Research Cited: http://www2.ed.gov/about/offices/list/oela/index.html

Activity - Small Group Instruction The EL students will receive explicit, focused instruction in small grade level groups.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$17766 - Title I Schoolwide

EL Teacher

05/23/2017

Measurable Objective 2: demonstrate a proficiency by increasing the number of benchmark students in first and second grades by 05/23/2017 as measured by the Oral Reading Fluency DIBELS assessment from 62% in May, 2016 to 64% in May, 2017 for first grade and from 58% in May, 2016 to 60% in May, 2017 for second grade.

Strategy1: Tiered phonics instruction and application - Develop teacher knowledge of phonics instruction which will increase students' ability to decode words and read connected text fluently.

Category: Develop/Implement Learning Supports Research Cited: Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction:What, why, and how? The Reading Teacher, 58(8), 702-714.

Speece, D. L., & Ritchey, K. D. (2005). A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities, 38(5), 387-399.

Activity - Dorothy Strong Workshop

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on phonics instruction and application.

Academic Support Program

10/03/2016

$0 - No Funding Required

Principal

10/03/2016

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

Activity - S.P.I.R.E.

Activity Type

Title I Teachers and a Special Education Teacher will deliver explicit, systematic, sequential instruction to small, leveled groups in Academic Support phonics, phonological awareness, spelling, Program handwriting, vocabulary and reading comprehension.

Activity - Orton Gillingham Lessons Small group lessons incorporating phonetic strategies during tiered instruction.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

09/26/2016

$0 - No Funding Required

Title I Teachers Special Education Teacher

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/15/2016

$0 - No Funding Required

First Grade Teachers, Second Grade Teachers, Instructional Partner

05/23/2017

05/22/2017

Strategy2: Multisensory Structured Language Education - Develop teacher knowledge of multisensory strategies leading to the incorporation of these strategies into daily instruction.

Category: Develop/Implement Learning Supports Research Cited: https://www.mbaea.org/documents/resources/Educational_Leadership_Article_The__D87FE2BC4E7AD.pdf

Activity - Athens Elementary Summer Professional Development Athens Elementary teachers participated in an off-site workshop that included multisensory training sessions.

Activity Type Academic Support Program

Begin Date End Date

Funding Amount & Source

Staff Responsible

06/27/2016

$169 - Other

Title I and Special Education Teachers

Activity - Multisensory Workshop

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Dyslexia consultant, Dorothy Strong, will conduct on-site professional development sessions that include a focus on multisensory strategies.

Academic Support Program

10/03/2016

$300 - Other

Principal

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/15/2016

$0 - No Funding Required

Instructional Partner, Title I Teachers, Classroom Teachers

Activity Type Small group lessons incorporating multisensory Academic strategies will be used during tiered instruction. Support Program Activity - Orton Gillingham Lessons

06/28/2016

10/03/2016

05/22/2017

Measurable Objective 3: demonstrate a proficiency increase in Math of 2% by 05/22/2017 as measured by Global Scholar Performance Series Performance Bands.

Strategy1: Mathematical Fluency - Students will gain proficiency in using both procedural and mental math strategies. This will be accomplished through direct instruction and lessons facilitated by the teacher where the student will apply learned strategies to mathematical situations. This will help students build mastery of mathematical content standards. Resource materials/programs will include: Number Talks, Moby Max, Accelerated Math, and GOMATH! This strategy will be monitored formatively through teacher observation, program data, common SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

assessments and Global Scholar.

Category: Develop/Implement College and Career Ready Standards Research Cited: http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/ http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue9/A-License-to-Think-on-the-Road-to-Fact-Fluency/

Activity - ScootPad

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students in Grades 1 and 2 will complete differentiated assignments in the ScootPad Learning Technology program. Students may also complete these assignments at home.

Academic Support Program

08/10/2016

$1045 - Title I Schoolwide

Classroom Teachers

Activity - Accelerated Math

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

10/01/2016

$1980 - Title I Schoolwide

Homeroom Teachers Grades 2-4 Resource Teachers

Implement the supplemental online Renaissance Accelerated Math program for grades 2-4. Students will use iPads to complete Academic personalized lessons with differentiated Support instruction, Teachers will create lessons and Program track student progress for accelerated learning and mastery of basic mathematical concepts.

05/23/2017

05/22/2017

Activity - Tier 3 Intervention

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Students identified by the Student Support Team (RTI) will receive intensive, explicit instruction by Tier 3 Resource Teachers in small groups.

Academic Support Program

08/10/2016

$159895 - Title I Schoolwide

Title I Teachers (2)

Activity - Math Facts

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

Upon recommendations from the AE Math Professional Learning Team, students will be engaged in building a strong mathematical foundation by using Mental Math (OGAP) and Moby Max Fact Fluency.

Academic Support Program

08/10/2016

$0 - No Funding Required

Homeroom Teachers Instructional Partner

Activity - Number Talks

Activity Type

Begin Date End Date

Funding Amount & Source

Staff Responsible

08/10/2016

$0 - No Funding Required

Instructional Partner Homeroom Teachers Tier 3 Support Teachers

Design and deliver lessons, based on the book, Academic Number Talks, by Sherry Parrish, to help Support students mentally solve math problems Program accurately with efficiency and flexibility.

05/23/2017

05/23/2017

05/22/2017

SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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ACIP Athens Elementary School

Component 3: Instruction by Qualified Staff

Label

Assurance 1. Do all of the instructional paraprofessionals meet the state requirements? If no, what is the number that has not met state requirements and what is being done to address this?

Response Yes

Comment There are no paraprofessionals paid with Title I funds.

Attachment

Label

Assurance 2. Do all of the teachers meet the state requirements? If no, what is the number that has not met state requirements and what is being done to address this?

Response Yes

Comment 100% of our teachers at Athens Elementary are Highly Qualified.

Attachment

3. Describe how staffing decision ensure that qualified, well trained teachers provide instruction and how their assignments most effectively address identified academic needs.

The decision of hiring qualified staff is made by the local school. Principals are required to have the knowledge of each teacher's highly qualified status and the area the teacher is highly qualified to teach. All scheduling and assignment decisions are made using this information. New teachers are monitored for three years by the administration and Central Office staff. All teachers are required to participate in professional development activities organized by the administration or the local school and encouraged to seek additional professional development activities. Funding for high-quality, on-going activities is provided by local, state and federal funds. One of our teachers is Nationally Board Certified.

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ACIP Athens Elementary School

Component 4: Strategies to Attract Qualified Teachers

1. What is the school's teacher turnover rate for this school year?

We have a total of nine new employees this year. All positions have been retained. Five positions, due to retirement or transfers, have been filled and two new positions have been added. The assignment breakdown is as follows: Principal and Fulltime Assistant Principal (new) Homeroom Teachers: 19 Kindergarten: 4 First Grade: 4 Second Grade: 4 Third Grade: 4 Fourth Grade: 3

Non-Homeroom Teachers: 17 Includes:1 PE Coach, 2 Title I Teachers, 1 Instructional Partner, 1 ELL Teacher, 2 Pre-K Teachers, 1 OSR Teacher, 1 Autism specialist, 3 Special Education Teachers, 1 Music Teacher (shared), 1 Librarian, 1 Art Teacher (shared), 1 Counselor, 1 Enrichment Teacher (shared)

2. What is the experience level of key teaching and learning personnel?

Our ELL teacher achieved National Board Certification in 2006.

3. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate?

NA

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ACIP Athens Elementary School

Component 5: High Quality and Ongoing Professional Development

1. Identify the professional development activities included in the schoolwide plan that are high quality, effective, and researchbased?

A multisensory workshop will be conducted by Dorothy Strong, MSLE Specialist, CALT, Madison County Schools for teachers of all grades, Pre-K through fourth, all Special Education teachers, Title I teachers, the ELL teacher and the Instructional Partner.

Scootpad, a personalized and adpative learning platform for students to master common core standards in grades K-5, will provide one custom 60-minute workshop.

A Math Fact Fluency program will be developed by the AMSTI Math Specialist, AE's Instructional Partner, and AE's Math Professional Learning Team.

2. Identify the professional development opportunities for teachers, principals, paraprofessionals, other staff, and parents that are included in the schoolwide plan?

All homeroom teachers (Pre-K through fourth grade), Special Education teachers, the Title I teachers, the ELL teacher and the Instructional Partner will attend the multisensory workshop by Dorothy Strong.

All teachers, the principal and any interested parents may attend the Scootpad workshop.

All teachers, including the Tier 3 Resource Teachers, will be trained in the Math Facts Fluency program.

All parents, faculty and staff are invited to participate in the Title I Family Nights.

3. Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given support from an assigned master teacher.

Each new teacher is paired with an experienced teacher in that area for individualized support. New and inexperienced teachers also meet weekly with their grade level peers to plan lessons, share resources, and study data. In addition, the Instructional Partner plans regularly with teachers and models lessons in reading, math, technology and writing. AMSTI Specialists are available to give classroom support to any or all of our teachers.

4. Describe how this professional development is "sustained and ongoing."

Multisensory education began for Athens Elementary in July of this year at the off-site training. Many teachers also attended one or more multisensory workshops in the summer which were hosted by Athens City Schools. This professional development will continue through the fall when homeroom and special area teachers attend the multisensory training conducted by Dorothy Strong, Madison County Multisensory Specialist, in October. Tier 3 teachers and Special Education teachers will attend three system wide S.P.I.R.E. workshops, facilitated by AE's Tier 3 teachers, in October. All new strategies and activities will be sustained and ongoing through cross grade level observations and grade level meetings.

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ACIP Athens Elementary School

The AMSTI Specialist, Instructional Partner and AE's Math Professional Learning Team will present training for all teachers in the Math Fact Fluency program.

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ACIP Athens Elementary School

Component 6: Transition Strategies

1. Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next.

For example, preschool preparation for Kindergarten and/or eighth grade transition to high school.

Athens Elementary realizes that students need support emotionally and academically during periods of transition from early childhood programs to elementary school and from the current elementary school to the Intermediate School. The following transitions are offered: -Kindergarten pre-registration is offered in the spring.

-Parents receive a Kindergarten pamphlet upon registering.

-Two Pre-K classes, serving 3-4 year olds, are housed at Athens Elementary and those children are prepared for daily routines.

-One OSR Pre-K class is offered for 4 year olds at AE. This is a State play-based program.

-A supply list is included in the last nine weeks report card.

-An orientation is held before school begins for students and their families to meet their new teachers and visit their classrooms.

-An open house for all grades is held at the beginning of school at which time students and parents may talk with teachers and tour the school.

-In the spring, fourth grade students visit the Athens Intermediate School for grades 5 and 6.

-A Pre-K summer program, "Camp Learn-A-Lot", is offered to entering Kindergarten students who did not attend preschool or attended preschool at a site other than Athens Elementary. This offers those children many opportunities to become familiar with school routines and the school itself.

-AE has partnered with Athens State University to offer a two week enrichment "camp" in the summer to review the previous year's skills and prepare students for the next grade level.

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ACIP Athens Elementary School

Component 7: Teacher Participation in Making Assessment Decisions

1. What measures are in place to include teachers in decisions regarding the use of results of statewide academic assessments?

Teachers are encouraged to provide their input by our principal and Instructional Partner during Instructional Data and grade level meetings.

All teachers attend Instructional Data meetings where student achievement results are carefully studied. Students are identified by their teachers, based on specific criteria from assessments, for small group instruction. Teachers also serve on the Title I Instructional Leadership Team. This team meets to discuss CIP goals, strategies, and activities; and makes decisions regarding Title I funds for school improvement.

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ACIP Athens Elementary School

Component 8: Timely and Additional Assistance to Students Having Difficulty Mastering the Standards

1. What is the process to identify students who experience difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?

A careful analysis of DIBELS, Performance Series, ACT Aspire and ACCESS is conducted to identify at-risk and below average students.

The Response to Intervention Team or Student Support Team (SST) is responsible for evaluating struggling students brought to the team by classroom teachers.

2. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?

Students are frequently monitored for academic success through formative and summative assessments. Formative assessments include "Quick Checks' in Go Math!, "Stop and Check" in Reading Wonders, and "exit tickets," as well as a variety of other teacher made verbal and written assessments. Summative assessments include weekly, chapter and unit tests from Go Math! and Wonders. Every 9 weeks students take reading and math CCR standards assessment checks from Performance Series. Teachers frequently monitor student performance data to determine those students who need additional support mastering the standards. Teachers provide Tier I and Tier II instruction in their classrooms. If additional support is needed, teachers then refer those students to the Student Support Team (SST). Every month, the SSTmeets to determine the level of support needed. Title I resource teachers serve these students in small groups. Athens State college students and other board approved community volunteers also provide additional tutoring.

3. How are students' individual needs being addressed through differentiated instruction in the classroom?

All teachers provide Tier 1 instruction, incorporating small group during the 90 minute reading block. Then Tier 2 small group instruction is provided (outside the 90 minute block) in the classroom to those struggling in reading and math. Finally, a third dose is provided to those at risk who are not responding as expected to Tiers 1 and 2.

4. Describe how the school provides opportunities for the most academically needy students to receive support and reinforcement of academic skills BEYOND THE REGULAR SCHOOL DAY.

Students who experience difficulty mastering the proficient or advanced achievement standards will be provided timely, effective and additional assistance. This will be accomplished by: -Encouraging parental involvement in student education through school conferences, emails, telephone conversations and notes -Opening AE's library during the summer for students to continue the Accelerated Reading and Recommended Reading programs -Informing our families about community resources such as "The Haven", sponsored by a local church and located in the school's neighborhood. Students may visit The Haven three days during the summer and on Tuesdays and Thursdays during the school year from 4:00 to 5:00. Tutors at The Haven provide help with homework and free snacks. Many of AE's teachers volunteer as tutors at The Haven.

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Another community resource is the Boys & Girls Club where student's receive help with homework as well as after school care.

-Offering a summer program for eight days in July for students entering Kindergarten. Incoming tudents who went to other pre-schools or did not attend any Pre-K classes are encouraged to attend Camp Learn-A-Lot. -Partnering with Athens State University to staff a 2 week summer enrichment program.

-Staffing our after-school program (Latchkey) with a certified teacher. Latchkey is designed to meet the needs of working parents in our community. It provides a safe, enriching and nurturing environment for students with a focus to promote physical, educational, and psychological growth.

5. Describe procedures used to address challenges for EACH group of Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students.

All students at Athens Elementary, including those identified as Migrant, English Language Learners, Economically Disadvantaged, Special Education, Neglected and /or Delinquent, and Homeless, have access to all services and programs available, including free breakfast, free/reduced lunch, Title I services, ELL services, Special Education services, At Risk and counseling services. Also, Athens Elementary uses the Department of Human Resources, the Department of Mental Health and various community resources to provide students with necessary school supplies, food, clothing and shelter. All homeless, migratory and limited-English proficient students must have equal access to the same free appropriate public education provided to other children and youth. All homeless, migratory and ELL students are provided with the opportunity to meet the same challenging state content and state student performance standards to which all students are held without being stigmatized or isolated. Parents/guardians of each student receive an Agricultural Survey. The ALSDE Migrant Recruiter reviews the surveys to determine potential migrant families. Migrant students automatically qualify for free breakfast and lunch. Migrant students have access to all services and programs available to the rest of the students. Each new student receives a Home Language Survey used to determine eligibility for limited-English proficient testing. Students qualify for testing if the survey indicates that a language other than English is used by the student or at the student's home. All eligible students are tested with the WIDA Access Placement Test (WAPT) to determine if a student is eligible to receive services through the English Language Learner (ELL) program. Parents/ guardians have the right to waive ELL services. If the parents/ guardians agree for the student to receive services, an English Language Learner (ELL) committee convenes to determine appropriate services and placement for each individual student. The ELL committee consists of the ELL teacher, parents/guardians of the student, the student's teacher, the school counselor, an interpreter and/or school administrator. A variety of services to all ELL students is provided, such as content area tutoring, pull-out ELL, pull-out for individual support and content-based ELL. Parents are provided the opportunity to receive all updates and important school documents in English and Spanish. The ELL committee reviews each student's progress annually. If the student scores proficient on the WIDA Access test and is performing on grade level (determined by grades, teacher recommendations and results of reading standardized tests), the student becomes eligible to exit the ELL program and will be monitored for two years to ensure success. Economically disadvantaged students are identified through the application for free and reduced lunch. Students with low family income will be identified as economically disadvantaged students and will be eligible to receive free or reduced lunch during the school day (all students receive a free breakfast). Such students will have equal access to all programs and services available. Athens Elementary provides special education services and uses appropriate procedures in accordance with federal and Alabama State laws and regulations. The Referral Coordinator tracks referrals and notices to parents concerning eligibility meetings. The evaluation is conducted to determine if the student is eligible for special education services. An Individualized Education Plan (IEP) team convenes to determine the eligibility for special education services. The IEP team develops the Individualized Education Plan based on the results of the evaluations, the concerns of the parents, and the academic, developmental, and functional needs of the child. To the maximum extent appropriate, special education students are educated with children who are not disabled. Special education classes will occur only when the nature of severity of the disability is such that education in the general education classroom, including the use of supplementary aids and services, cannot be successfully achieved. Athens Elementary ensures that children with disabilities have access toprograms and services available to non-disabled children, including art, music, EL and physical education. In addition, special education SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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students are provided with an equal opportunity to participate in all extracurricular activities available to non-disabled students. Neglected students may qualify for the Full Tummy project. Community agencies provide bags of food for these children for the weekend. The school counselor is responsible for handing out the bags. The school counselor also takes requests from parents and teachers for Christmas gifts for our students. Many community groups and individuals sponsor some of our Neglected Students by providing gifts. One example is the "Shop with a Cop" where students are selected, based on need, to shop with an Athens Police Officer. Students that exceed more than seven unexcused absences during a semester may be subject to Attendance School. This will be direct instructional time for teachers to work with students on assignments for mastery of standards. Being late to school or checking out of school are excused or unexcused for the same reasons as absences. Habitual tardiness greatly affect a child's progress in school. Three tardies (check-in or check-out) equals one absence for the purpose of attendance school. The Homeless Liaison is responsible for identifying homeless students upon enrollment and providing them with support. The school uses Alabama State Department of Education and federal regulations and definitions to identify homeless students. Athens Elementary is contacted by the Department of Human Resources, Social Services, LEA Attendance Officer, or parent to initialize identification of homeless students. The counseling office and school administrator identify possible services. If further intervention is needed, the local school will contact the district office for possible funding or other needs. Homeless students have access to all services and programs available to the rest of the students, including free breakfast and lunch, Title I, ELL, Special Education and At-Risk.

Athens Elementary uses Title I and supplementary community resources to provide homeless students with necessary school supplies, clothes and other items of necessity.

6. Special Populations as listed in the Carl D. Perkins Career and Technical Education Act of 2006 - Describe procedures used to address challenges for EACH group of individuals with disabilities, individuals from economically disadvantaged families (including foster children), individuals preparing for non-traditional fields, single parents (including single pregnant women), displaced homemakers, and individuals with limited English proficiency.

N/A

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Component 9: Coordination and Integration of Federal, State and Local Programs and Resources

1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals?

There are several monetary sources that are integrated and coordinated into the financial management and instructional planning of Athens Elementary. The following is a comprehensive list of fund sources: The State of Alabama School Foundation Program Title I Schoolwide Local Funds

2. List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all programs and resources are coordinated and integrated toward the achievement of the schoolwide goals.

1. The State of Alabama School Foundation Program: The State of Alabama funds the basic programming in terms of teacher units based on student enrollment. For the 2016-17 school year, the state is funding 24.00 teacher units, plus fringe benefits. A budget detail is included in this plan.

2. Title I (Federal): This money is used to supplement regular funded programming For the 2016-17, Title I monies are being used to fund salaries including two Tier 3 Resource Teachers (100%) and partially fund an ELL Teacher (10%), to pay for parental involvement activities and materials, and to purchase school materials. This budget totals $182,894.20 and is spent in addition to state/local monies. A budget detail is included in this plan.

3. Local Funds: Our PTO budget, 2016-17, includes $100.00 for each teacher (32) to purchase materials and supplies. It also allocates money for copy paper, copy contract, laminating film, workroom supplies, art supplies, Principal's Fund, incentive programs, library, positive behavioral support, concessions, buses for grade level field trips, playground,and iPad accessories and teacher appreciation.

All of the State, Federal and local programs and resources listed above are necessary in the achievement of both our academic and school culture goals. These programs provide highly qualified teachers and resources needed to improve reading and math scores and involve stakeholders in the education of our students.

3. How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

Although we do not receive funds for violence prevention programs, our school counselor uses the curriculum from Peace Education Foundation, Inc. which includes a peer mediation program.

Athens City Schools' mission is to provide affordable and nutritious meals to students of Athens City Schools. Students may qualify for free and/or reduced meals. Parents may apply online or by filling out a Free and Reduced Meal Application. Applications are processed by the Child Nutrition program. Athens Elementary participates in the universal free breakfast program and breakfast in the classroom along with the National School Lunch Program. We also participate in the free at-risk after school snack program.

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We do not receive funding for housing programs, Head Start, adult education, vocational and technical education or job training.

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Component 10: Evaluation

1. How does the school evaluate the implementation of the schoolwide program?

Parent and teacher surveys of the schoolwide program are conducted in the spring of each school year. The responses are tallied and percentages recorded for improvement of the program. Changes are made the following year.

2. How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments and other indicators of academic achievement?

At monthly grade level data meetings, teachers and administrators collaboratively analyze all student assessment disaggregated data and results from Global Scholar Performance/Achievement Series, DIBELS, ACT Aspire, and ACCESS. All progress monitoring and benchmark scores are documented by the Instructional Partner and teachers in the Athens Elementary data room. In the data room, each student's scores are recorded and placed on the appropriate boards for identification of progress. These boards include: DIBELS, Performance Series Reading, Performance Series Math and Lexile.

3. How does the school determine whether the schoolwide program has been effective in increasing the achievement of students who are furthest from achieving the standards?

During SST and data meetings, each Tier 3 student's assessment data is analyzed and compared to their individual reading and math gain (Performance Series) and the benchmark goals (DIBELS). Any student not making adequate progress is referred to the Student Support Team. Every month, the SST meets to determine the level of support needed. Title I resource teachers serve these students in small groups and data is collected to determine if there are any indicators that would warrant more in depth testing or referral for special services

4. What process is followed by the school to revise the plan as necessary, based on the evaluation, to ensure continuous improvement of students in the schoolwide program?

Our Continuous Improvement Plan is evaluated yearly by our Title I Instructional Leadership Team at the beginning of the school year. The team studies all assessment data, Global Scholar Performance Series, DIBELS, ACT Aspire, and ACCESS, to determine if the previous year's goals have been met. New goals based on this assessment data are set by the team and are shared with the constituency groups.

The new goals, objectives, and activities are posted online and distributed to each teacher. All goals and student test data are reviewed at monthly data meetings and adjusted to ensure continuous improvement of all students.

5. Are there any goals you are keeping from the previous year? If so, describe the progress in meeting these goals.

Yes, we are keeping our Attendance Goal which we did not meet last year. We intend to adjust the cut-off date to ensure that attendance will be recorded on the last full day of school.

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6. What goals did you change from your previous year's CIP? Why did you delete or change these goals?

We changed our academic goal from "All learners will be engaged through high quality aligned college and career ready standards, instruction and assessments for all content areas" to "Assure exceptional learning for every student through diligent content planning, focused instruction, and ongoing assessment" for 2016-17. We have broadened our goals to align with the district's curriculum and instructional goals for 2016-17. We also changed our ELL goal to "increase student growth of the targeted English Learner students by at least .5 by 05/22/2017 as measured by 2017 ACCESS test". This year's focus is on those students (27%) who did not make gains or had a decrease in their ACCESS scores. To help these 10 students succeed before they leave Athens Elementary, they will receive focused, objective, data-informed instruction.

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Coordination of Resources - Comprehensive Budget

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Introduction List all federal, state, and local monies that the school uses to run its program.

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I. State Foundation Funds:

FTE's Earned

Units Placed

Total Salaries

FTE Teacher Units

22.97

25.70

1,244,625.32

Administrator Units

1.00

1.0

85,935.00

Assistant Principal

0.00

1.0

92,475.00

Counselor

0.50

1.0

61,889.00

Librarian

1.00

1.0

62,294.25

Career and Technical Education Administrator

0.00

0.0

0.00

Career and Technical Education Counselor

0.00

0.0

0.00

Technology

0.00

0

4,313.09

Professional Development

0.00

0

1,624.74

State ELL Funds

0.45

1.0

20,536.40

Instructional Supplies

0.00

0

14,210.00

Library Enhancement

0.00

0

541.50

Totals

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1,588,444.30

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Title I

Label 1.

Question Improving the Academic Achievement of the Disadvantaged Provide the total.

Value 183224.2

Provide a brief explanation and breakdown of expenses.

Teachers Salaries: 177,619.00 100%: Title I Teacher 100%: Title I Teacher 10%: ELL Teacher

Accelerated Math: 1980.0 Instructional: 872.90 PebbleGo Biographies Database: 395.00 PebbleGo Next Database: 395.00 Supplies & Materials: 119.30

Parent Involvement: 1843.00

Label 1.

Question ARRA Funds Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

Not applicable

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Title II

Label 1.

Question Professional Development Activites Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

NA

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Title III

Label 1.

Question For English Language Learners Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

NA

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Title IV

Label 1.

Question Safe and Drug-Free Schools Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

NA

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Title VI

Label 1.

Question For Rural and Low-income Schools Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

NA

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Career and Technical Education-Perkins IV

Label 1.

Question Basic Grant (Title I) Provide total.

Value 0.0

Provide a brief explanation and breakdown of expenses.

NA

Label 1.

Question Tech Prep (Title II) Provide the total.

Value 0.0

Provide a brief explanation and breakdown of expenses.

NA

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Other

Label 1.

Question 21st Century, Learn and Serve, Even Start, School Improvement Grant Provide the total.

Value 0.0

Provide a brief explanation and a breakdown of expenses.

NA

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Local Funds

Label 1.

Question Provide the total

Value 41960.8

Provide a brief explanation and breakdown of expenses

Copy Paper

5,000.00

Copy Contract

4,000.00

Laminating Film Workroom Supplies Art Supplies

600.00 1,300.00 500.00

Teacher Allocation (32@100.00)

3,200.00

Principal's Fund

1,000.00

Incentive Programs

3,500.00

Library

1,500.00

Positive Behavioral Support

500.00

Concessions

1,000.00

Buses for Field Trips

1,000.00

Playground

2,000.00

iPad

500.00

Teacher Appreciation

500.00

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Strategies to Increase Parental Involvement

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Introduction All Title I Schoolwide and Targeted Assistance Schools must complete the following diagnostics: the Stakeholder Feedback Diagnostic, the Parent Involvement Diagnostic, the Coordination of Resource/Comprehensive Budget Diagnostic, and EITHER the Title I Targeted Assistance Diagnostic OR the Title I Schoolwide Diagnostic. Parent Survey must be done annually, but it can be done electronically or by paper.

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Strategies to Increase Parental Involvement

1. Describe how the school will convene an annual meeting to inform parents of the school's participation in Title I and explain Title I requirements, including the 1% set-aside, and the right of parents involved.

During the first month that school is in session, Athens Elementary holds its required annual meeting of Title I parents. Parents are notified of the meeting through (1) notices sent home by students (2) the school website (3) the school calender (4) "One Call" phone messages and (5) student sticker reminders. All written communications are in English and Spanish. This year (2016-17) the meeting will be held at 5:30 p.m. (at a time most respondents on the parent survey had requested) on September 13, 2016. Translation into Spanish is offered at the meeting.

Topics discussed are: *What it means to be a Title I School *The 1% Set-Aside *The LEA Parental Involvement Plan *The CIP *The School-Parent Compact *Requesting Qualifications of Your Child's Teacher *Notifications of teachers who are not Highly Qualified *The Annual Evaluation of the Parental Involvement Plan *The process for how all Title I parents may have involvement in the 1% Set-Aside, the LEA Title I Plan, the CIP, the revisions of Compacts, the LEA and School Parental Involvement Plans and the Annual Evaluation of the LEA Parental Involvement *Introduction of Parent Leaders/Contacts *Timeline for this year's Parent Involvement Opportunities (including opportunities to share in decision making)

2. Describe: 1) How there will be a flexible number and format of parent meetings offered; 2) How parents will be involved in the planning, review and improvement of the Title I Program (Note: State the school's process for how all Title I parents have the opportunity for involvement in decision-making.); and 3) How funds allocated for parent involvement are being used in the school.

1. The leadership and staff of Athens Elementary have a strong belief in the importance of parent involvement and therefore have put measures into place to offer parent meetings according to the preferences indicated on the end of the year Parent Survey. This year our annual meeting for all parents will be once in the evening. In addition, our parent resources are located in the school library for parents to check out any time during the school day, 7:50 a.m.-2:45 p.m.

2. Athens Elementary believes in involving parents in all aspects of its Title I programs. A Parent Advisory Council meets annually to revise the LEA Parental Involvement Plan. We have two parent representatives on our CIP committee who are active participants in the development of the plan. In addition, all parents are given the opportunity to review the plan and offer their input before the plan is approved.

For the Parental Involvement Plan, all parents are given surveys at the end of the school year seeking their input on activities, training and materials that the school should offer to parents during the next school year. Each year on Field Day, the Continuous Improvement Plan, including the Parental Involvement Plan is reviewed and evaluated. Results of parent surveys are reviewed by the parent representatives and the entire CIP committee in determining needed changes.

3. Athens Elementary uses its Parental Involvement funds as follows: To fund materials and supplies for parents to use at home with their students and to provide transportation and child care as needed to assist Title I parents in participation in our parent meetings.

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3. Describe how the school provides parents of participating children timely information in a uniform format and, to the extent practicable in a language they can understand, about programs under Title I, a description and explanation of the curriculum in use, forms of academic assessments, and achievement expectations used, and, if requested by parents, opportunities for regular meetings to formulate suggestions and participate as appropriate in decisions related to the education of their children.

At the required Title 1 parent meeting in the fall, information is presented to parents about the Title program, the curriculum and forms of academic assessments being used. Parents learn about the following subjects taught: reading, math, language, science, social studies, physical education, art, music, and library and computer science. They also learn about how to schedule parent-teacher conferences and how they can participate in decisions related to the education of their child. Parents are given a copy of the parent handbook, which includes more detailed information of these topics and a copy of the parent involvement plan. We presently serve 92 Hispanic students. An interpreter is provided at the meeting to communicate with parents of these children. In addition, documents are provided, to the extent practical, in Spanish, including report cards and handbooks. An Open House is also held where parents are invited to visit their child's classrooms and meet their teachers. At this time, teachers will provide additional information on the subjects they teacher and how students are individually assessed. In alternating years we have either a Family Reading Night or a Family Math Night where parents learn about College and Career Ready Standards.

4. Describe how parents, the school staff, and students share responsibility for improved student academic achievement for participating students (How the School-Parent Compact is jointly developed with Title I parents; how it is used, reviewed, and updated).

Athens Elementary School's faculty and parents review and revise its school-parent compact at Field Day each year. The CIP committee considers all suggestions and makes changes if needed. All parents are given a copy of the compact at grade level Orientation meetings in the fall. The compact is explained to parents, and they are asked to sign the compact signifying their commitment to working in partnership with the school and their child in ensuring that their child is successful in school. The teachers and principal sign the compacts and file them in the classrooms for use in parent-teacher conferences

5. Describe procedures to allow parents to submit comments of dissatisfaction with the Continuous Improvement Plan.

During the review process, all parents are notified of the review through notices sent home in our parent communication folders. The notices make parents aware that the plan is under review, that a copy of the plan is available for review at the Field Day booth, in the Title I Specialists' classrooms, in the foyer of the school's main entrance, and on the school's web-site, and that parents have the right to give input regarding the revision of the plan. The notice also states that after the plan is finalized and approved, if a parent finds the plan to be unsatisfactory, they have the right to submit their concerns in writing at the school, and the school will submit the parent's concerns to the LEA at the same time that the CIP is submitted. The LEA will then direct these concerns to the State Department of education.

6a. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental SY 2016-2017 Š 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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involvement.)

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall provide training for parents of participating children in understanding such topics as the State's academic content standards and State student academic achievement standards, State and local academic assessments, the requirements of Title I, and how to monitor their child's progress and work with teachers to improve the achievement of their children. (Describe)

Athens Elementary will accomplish much of this through the annual Open House to be held at the beginning of the school year. At that time, parents will be given the opportunity to meet their child's teachers and learn about individual class assignments and what their role is in helping their child succeed. They will receive an overview of the state academic content (College and Career Ready) standards, academic achievement standards, and assessments. In addition, an annual Title I Parent Meeting will be held during the first month of school where an explanation will be given regarding Title I, what services will be offered, and how parents can be involved in their child's education.

6b. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement. (Describe)

Athens Elementary has many parent resources in the school library which can be checked out during school hours. These materials include, but are not limited to, information about reading with your child, creating a home learning environment, and working as a partner with your child's teacher. We also have Family Nights where teachers share ideas and literacy resources for parents to use at home. Athens Elementary has access to Rosetta Stone through the LEA for English Language learners including parents and students. Title I funds are used to purchase ScootPad, an online reading and math fluency program, in which students in first and second grades can work at home.

6c. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall educate teachers, office personnel, and other school staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. (Describe)

Athens Elementary teachers, office personnel, and other school staff continually plan parent programs and activities through grade level meetings, faculty meetings, and special event committee meetings. All parents are welcome in our school and our school counselor is available to work with them to meet the needs of their children.

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6d. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with other federal programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children.(Describe)

Athens Elementary coordinates its parent involvement among our programs and all funding sources within our school. Every effort is made to ensure that this coordination of resources provides the best opportunities for all members of our parent community to fully participate in the education of the children.

6e. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. (Describe)

Presently Athens Elementary serves 92 Hispanic students. Information about all school meetings, parent notices, etc., is sent to parents of these children in Spanish. The LEA can provide translation assistance with verbal and written communication with these parents as needed.

6f. Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children? (See NCLB Section 1118, requirements for building capacity in parental involvement.)

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, our school: Shall provide such other reasonable support for parental involvement activities as parents may request. (Describe)

Athens Elementary will make every effort to work with parents in meeting their requests as related to their involvement in their child's education.

7. Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand.

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ACIP Athens Elementary School

Athens Elementary, to the extent practical, provides opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students. AE has 92 Hispanic students, therefore, parent notifications, such as report cards, meeting notices, and handbooks are sent to parents in Spanish. In addition, we have a translator who is available to assist in verbal communications with Hispanic parents. All students, including parents of migratory students, receive important school information through notes home in their parent/school communication folders, messages from our automated phone system, emails, phone calls, the AE website, and emergency broadcasts on local television channels. AE is a handicapped accessible building.

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