Skip To Main Content

Continuous Improvement Plan

Understanding the Continuous Improvement Plan

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 Continuous Improvement Plan (CIP) is to provide a school with a plan for improvement based upon 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 plan is structured for the school to reflect on how it provides teaching and learning on a day to day basis.

 

AES 2025-2026 CIP

Vision

The vision of Athens Elementary is to empower all students for lifelong success.
 

Mission 

Our mission at Athens Elementary is to empower all students for lifelong success in a rapidly changing world.
 

Critical Initiative:

The school communicates a clear vision as to how teachers should address instruction.
 

Key Measures

  • Analysis of student work and data.
  • Discussion of common assessments & instruction.
  • Specific actions for achievement of all students.

Objective 

Collaborative Collaborative teams regularly meet to address common issues regarding curriculum, assessments, instruction, and the achievement of all
students.
 

Critical Initiatives  

The school establishes clear and measurable goals that are focused on critical needs regarding improving overall student achievement at the school level.
 

Key Measures

  • 75% of students will be proficient in ELA.
  • 65% of students will be proficient in Math.

Objective

Collaborative teams regularly meet to address common issues regarding curriculum, assessments, instruction, and the achievement of all
students.
 

Critical Initiative

The school curriculum and accompanying assessments adhere to state and district standards.
 

Key Measures

Use district curriculum • Align to state and district priority standards.

Design and revise instruction as needed.

Objective

Collaborative teams regularly meet to address common issues regarding curriculum, assessments, instruction, and the achievement of all students.

Schoolwide Diagnostic for ACIP:

Download the 2025-2026 Continuous Improvement Plan

2025-2026 Title I Schoolwide Diagnostic for ACIP

Component 1: Comprehensive Needs Assessment (Sec. 1114(b)(6))

1. How was the comprehensive needs assessment conducted?
 
The comprehensive needs assessment is ongoing and continuous throughout the 2025-2026 academic school year. At the beginning of the 2025-2026 school year, Athens Elementary School reviewed assessment data in Reading and Mathematics from the 2025 ACAP Data. The results were shared with teachers analyzed in Collaborative Data Meetings. Subsequent Data Meetings included the Fall I-Ready Assessments in Reading and Mathematics as well. An overview of school strengths and weaknesses were identified and discussed as it pertained to school wide data. Teachers further analyzed data as it pertained to their specific grade level, classes and individual needs. Target areas for improvement were identified as well as strategies that align with our goals for improvement. Teachers use both formal and informal assessments and progress monitoring to monitor students and guide and inform instruction. DATA Meetings are ongoing throughout the year. Students who consistently struggle are referred to the Problem Solving Team (PST) for additional strategies, interventions and support.
 
2. What were the results of the comprehensive needs assessment? 
 

Second Grade Reading ACAP Data indicates that 57% of students tested were on or above grade level for reading. 43% of students were below grade level. Of those students below grade level, 29% are receiving Special Education Services and 32% are English Learners receiving service through the LE Specialist. Furthermore, 41% of students who were below grade level are receiving TIER 3 Interventions daily.

The Fall 2025 I-Ready diagnostic data in Reading is prepared by grade level. Kindergarten data indicates 85% of students are below average, 13% are on grade level and 2% is above grade level.

The Fall 2025 I-Ready diagnostic data in Reading is prepared by grade level. First Grade data indicates 95% of students are below average, 4% are on grade level and 1% is above grade level.

The Fall 2025 I-Ready diagnostic data in Reading is prepared by grade level. Second grade data indicates 78% of students are below average, 13% are on grade level and 9% is above grade level.

The Fall 2025 I-Ready diagnostic data in Reading is prepared by grade level. Third Grade data indicates 57% of students are below average, 25% are on grade level and 8% is above grade level.

Fall I-Ready Reading Data showed that 19% of students K-3 are on or above grade level, 60% of students are one grade level below, and 21% of students are two or more grade levels below.

Second Grade Mathematics ACAP Data indicates that % of students are ranked at performance level 4, % of students are ranked at performance level 3, % of students are ranked at performance level 2 and % of students are ranked at performance level .

The Fall I-Ready mathematics data is prepared by grade level. Kindergarten data indicates that 93% of students are below average, 3% of students are average, 3% are above average,

The Fall I-Ready mathematics data is prepared by grade level. First Grade data indicates that 96% of students are below average, 1% of students are average, 3% of students are above average.

The Fall I-Ready mathematics data is prepared by grade level. Second Grade data indicates that 92% of students are below average, 5% of students are average, 3% of students are above average.

The Fall I-Ready mathematics data is prepared by grade level. Third Grade data indicates that 93% of students are below average, 7% are average, 1% are above average.

Fall I-Ready Math Data indicates that 7% of students grades K-3 are at or above grade level. 69% of students are one grade below and 21% are two or more grade levels below. This data is further broken down by grade level.

3.  What conclusions were drawn from the results?

The comprehensive needs assessment reveals that a significant percentage of students across grades K–3 are performing below grade level in both reading and mathematics. The data indicate widespread foundational skill deficits, with the majority of students falling one or more grade levels below expectations in both subject areas.

In reading, the Fall 2025 I-Ready diagnostic shows that only 19% of students K–3 are on or above grade level, while 60% are one grade level below, and 21% are two or more grade levels below. The highest percentages of students below grade level are found in Kindergarten (85%) and First Grade (95%), suggesting that early literacy instruction must be strengthened through explicit, systematic teaching of phonemic awareness, phonics, and vocabulary development. By Third Grade, improvement is evident with 57% below average, which may indicate that interventions and instructional supports are beginning to yield results but still require consistency and refinement.
 
In mathematics, only 7% of K–3 students are at or above grade level, while 69% are one grade below and 21% are two or more grades below. Across all grade levels, 92– 96% of students are performing below average, showing a critical need for improvement in number sense, problem-solving, and application of mathematical concepts. These results highlight the importance of strengthening conceptual understanding and providing more opportunities for students to apply math skills in real-world contexts.
 
The data also suggest that students receiving Special Education and English Learner (EL) services make up a notable portion of those performing below grade level, emphasizing the need for continued collaboration among classroom teachers, interventionists, and specialists to ensure instructional alignment and differentiated supports. Additionally, Tier 3 interventions are being implemented for struggling learners, but ongoing progress monitoring and data-driven adjustments are necessary to increase effectiveness.
Overall, the assessment indicates a need for:
  • Stronger core instruction in early literacy and numeracy.
  • Increased focus on foundational reading and math skills in the primary grades.
  • Continued intervention support for students below grade level, with emphasis on progress monitoring.
  • Professional learning to enhance teachers’ ability to integrate higher-order
  • thinking, questioning, and problem-solving into daily instruction.
  • Intentional efforts to close achievement gaps through collaboration and data- informed instruction across all grade levels.
In summary, while there is evidence of incremental growth at the upper elementary level, the data clearly demonstrate that the majority of students require intensive support in reading and mathematics to reach grade-level proficiency. Strengthening early foundational instruction, intervention effectiveness, and cross-disciplinary application of content will be key to improving overall student outcomes.
 

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

The analysis of perception, student achievement, school programs, and demographic data indicates that while stakeholders view the school as a positive and supportive learning environment, there are consistent concerns related to academic performance, particularly in reading and mathematics. Student achievement data show that a majority of students in grades K–3 are performing below grade level, revealing a need for stronger Tier 1 instruction, early intervention, and differentiation to address gaps in foundational literacy and numeracy skills. Perception data from teachers and parents highlight strengths in school culture, communication, and student support, but also identify the need for more consistent instructional practices and data-driven decision-making. Program and process data show that interventions and enrichment opportunities are in place; however, implementation fidelity and progress monitoring vary across grade levels, impacting the consistency of student outcomes. Demographic data indicate  diverse student population with a notable percentage of English Learners and students receiving Special Education services, emphasizing the importance of inclusive practices, language development, and collaborative support. Collectively, this analysis concludes that while the school environment is positive and supports student well-being, continued focus on instructional rigor, alignment of interventions, and targeted professional development are essential to improving overall academic achievement and closing performance gaps among subgroups.

5. How are the school goals connected to priority needs and the needs assessment?
 
At Athens Elementary, goals and objectives are extracted from our current data on ACAP, attendance, and discipline. Our goals are connected to our needs. The greatest need is improved reading and math achievement based on ACAP (Alabama Comprehensive Assessment Program) scores.
 
Each goal along with its objective represents an evidence based means of building teacher capacity, strengthening instructional practice, and fostering student engagement. All of which supports student achievement.
 
Students who did not meet the cut score in Reading on ACAP or who consistently perform at 10% or below on benchmark progress monitoring receive 30 minutes a day of Tier Il intervention targeting areas to close the achievement gap.
 
All students who are below grade level receive TIER I instruction in Reading and Math. Progress monitoring data is used to determine what students need during this time of explicit direct instruction.
 
Students who are at grade level or above grade level receive enrichment instruction during TIER Il time.
 
Every administrator, every teacher, and every parent plays an important role in helping students achieve success in learning the academic standards established by the state of Alabama and successfully demonstrating that knowledge on standards based assessments such as the Alabama Comprehensive Assessment Program.
 
6.  How do the goals portray a clear and detailed analysis of multiple types of data?
 
All goals and objectives are derived from data analysis of reading and math ACAP, iReady benchmark assessments from the previous year and iReady fall assessments. As identified, the goal in reading and math is to increase the number of students who perform at mastery, to decrease the number of students receiving TIER Il instruction. With respect to our English learners, assessment data from ACCESS is used to determine students progress toward language acquisition.
 
7.  How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged?
 
At Athens Elementary Academy, we have two full time Title Intervention teachers, one full time reading intervention teacher, a full time English Learner intervention teacher, a full time counselor, a full time special education and speech teacher. The Title I intervention teachers support students in TIER Ill instruction who scored below the 10th%tile in reading and math on the ACAP. They further support students who have consistently 2( or more times) scored below the 10th%tile on common assessments. These groups are flexible and students move in and out of TIER Il according to their benchmark assessments. Students who do not qualify for TIER IlI intervention receive TIER II instruction during scheduled instructional time. Students who are on lEPs receive designated services in education, speech, behavior and occupational therapy in accordance with goals as specified in the IEP. Our English Learner interventionist supports students whose primary language is other than English. The majority of our non English speaking students speak Spanish. All students at Athens Elementary, including those identified as migrant, limited-English proficient, homeless, economically disadvantaged, and neglected/ delinquent, have access to all services and programs available, including free/ reduced lunch, Title Iservices, EO Services, special education service, and counseling services. Athens City School District also has a Gifted and Talented teacher who works with students who have been identified. This teacher also screens students who have been recommended to the Gifted and Talented Program prior to identification. Athens Elementary students also attend STEM Lab, Music, Library and PE.
 

Component 2: Schoolwide Reform Strategies (Sec. 1114 (7)(A)(i)(ii)(iii)(I)(II)(III)(IV)(V))

 
1.  Identify the instructional strategies and methods used that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.
 
Athens Elementary believes that exploration leads to engagement; engagement maximizes learning, project-based learning leads to student ownership, which leads to retention of material. Athens Elementary educators use differentiated instructional strategies and methods to offer a developmentally appropriate academic program for all of our students. Teachers participate in professional development to move their teaching practices forward and strengthen instructional practice in the classroom. Students participate in whole group and small group lessons daily where multi-sensory strategies and activities are implemented.
 
Students who need additional support in Reading and Math receive TIER IlI Support with the Resource, Title and EL Teachers. In addition students who are identified as Gifted and Talented receive services once a week. In addition to the newly adopted HMH Into Reading curriculum, each grade level has developed Units By Design that are a part of the core of our academic program. These units are aligned with state standards, and success criteria are evaluated through performance scales that are aligned with standards-based grading. As a part of each unit, students participate in grade-level research through project-based learning activities, embedded reading, language arts, and math lessons, and field research trips. All students K-3 spend 30 
minutes to 1 hour per week in the Athens Elementary WOW Lab where our WOW specialist leads the class in extended learning activities to support content standards and units. The engineering design process is a large part of our daily teaching and is incorporated into the majority of our student-focused learning activities. Our students also participate weekly in music and art. These classes also provide additional learning opportunities that are aligned and supportive of the grade-level units. The Media Specialist meets with each class weekly and supports the content by offering resources through books, digital and technology integration, and WOW Lab activities. The Media Specialist is also available to schedule additional time for collaborative learning activities in the Library Media Center. Resources have been made available to the teachers as a means to provide age-appropriate lessons, activities, and resources to help our students become well-rounded individuals as well as support the vision of our district's "Portrait of a Graduate" for the future.
 
2.  Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards, through activities which may include—
  • counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas
  • preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools
  • implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.)
Behavior issues continue to be a growing challenge for teachers. The Student Support Team offers Multiple Systems of Support for Athens Elementary students. The team not only addresses academic needs, but any other needs such as behavioral, social and emotional needs, or any other concerns teachers may have. The team assesses each individual situation, discusses available resources and helps to develop plans or an appropriate direction for any students requiring intervention.
 
3.  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.
 
Athens City School District implements a series of organized after-school tutoring sessions that take place on Tuesdays and Thursdays from 3:00-4:30. These intervention classes are taught by highly qualified teachers to support students beyond the instructional school day.
 
Athens Elementary teachers provide academic support beyond the school day by communicating specific needs to the parents about how, working together on specific skills, students may advance in reading and math. The teacher provides a weekly newsletter that outlines skills that are being taught during the 9 weeks of instruction and ways to support that instruction. The teacher may call, text, or communicate through SeeSaw. The teacher may provide additional materials that can be used at home. Parents are made aware of resources available for use at home and how materials can be checked out from the Title I classroom. These materials are available to all students and families. SeeSaw, a digital portfolio, is a tool that teachers use to share information and communicate ways that parents/ families can support and reinforce academic skills.
 
Athens City Schools also offers a summer school session during the summer of each school year. All K-3 students who performed below grade level on their reading and math portion of the spring I-Ready benchmark are invited to attend. Summer School teachers consist of qualified teachers from our district that are equipped with training and materials to use the state approved SPIRE program. This program's content is presented during the summer session within small groups where students are placed with peers based on similar skills.
 
Athens Elementary offers"Kindergarten Camp" for incoming kindergarten students for a sneak peak of what to expect when school begins. The experience is a soft transition into the adjustment of a full day of school. Kinder Camp participants take home bags with interactive materials to be used at home with parents.
 
Latchkey, is an after school child care program led by an instructional support staff member who provides activities each afternoon for students whose parents are working. The Boys and Girls Club of Athens is an alternative to attending the LatchKey program. Both programs offer time to work on homework and homework help.
 
Parents are encouraged to be involved beyond the school day by attending Athens Elementary Conference Week, PTO meetings, ShowCase Nights, Spanish Speaking Parent Night, One School, One Book Celebration Night, and other activities.
 
4.  Describe procedures/strategies used to address academic challenges for each group of Migrant, English Learners, Economically Disadvantaged, Special Education, Neglected and/or Delinquent, and Homeless Students.
 
Staff at Athens City Schools Central office along with staff at Athens Elementary Academy work together to identify the students in our district who are considered migrant, English Learners, economically disadvantaged, neglected, delinquent, and homeless. Staff is trained to recognize the signs, and processes are in place to
 
identify these students. The Exceptional Services Coordinator oversees the students served through Special Education.
All students must be provided with a free and appropriate public education. All students are held accountable to the same state student performance standards.
All students at Athens Elementary have access to all programs provided to every student. This includes free meals, Title I services, Special Education services, EL services, gifted services, fine arts and counseling services. Our school counselor is available and knowledgeable about local resources that provide assistance to struggling families.
Upon registering for school, all parents complete an Alabama State Department of Education Employment Survey, to determine potential migrant families. In addition, all parents must complete a Home Language Survey to determine eligibility for services provided through the EL program.
 
Students that are evaluated as English Language Learners take the WIDA ACCESS test. If students qualify for services, parents are informed of available services and have the right to waive those services. If parents agree, the IELP (Individual English Language Plan) committee meets to determine placement for the student. The committee may consist of the EL teacher, parent/guardian, student's teacher, counselor, administrator and a translator fi needed. The committee reviews the IELP plan for each student annually. If a student scores proficient on the WIDA, and is performing on grade level, they become eligible to exit the EL program and will be monitored for four years. Services provided through the EL program include, but are not limited to, content area tutoring, pull out for EL services, individual student support, and content based EL instruction.
 
The Athens City School 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 and provide them with appropriate services.
 

Economically disadvantaged students may qualify to receive weekend food bags offered by the Full Tummy Project.

Athens Elementary provides special education services and uses appropriate procedures in accordance with federal and state laws and regulations to determine students who qualify for services. If a student qualifies for services, an Individual Education Plan (IEP) is written. The IEP outlines additional resource time and/or classroom support in reading and math. In addition to core subject areas, other needs that are addressed in the lEP include speech/language therapy, occupational therapy, social skills instruction, behavior management, and enrichment/gifted services. IEP meetings address the concerns of the parent, and the academic, developmental, and functional needs of the child. Students receiving Special Education services receive all of the same academic and educational experiences as General Education students. Supplementary services, devices and support are used as needed

5.  Describe how the school provides individual student academic achievement results and interpretation of the results to parents of English Learners in a language they can understand.

In the fall of each school year, Athens Elementary holds an evening parent meeting for our Spanish speaking parents. Translators are present to assist with the general meeting and to help parents and teachers hold mini conferences to ensure that the parents are aware of school processes and procedures.

Furthermore, the staff at Athens Elementary sends home ACAP and READY reports to parents. ACAP scores and beginning of the year I-READY scores go home in the fall of the school year. I-READY score reports are sent home after the January/mid- school year assessment and then a 3rd time after spring assessments are complete.

The English Learner Teacher attempts to meet individually with the parents of students qualifying for EL services at the beginning of the school year to inform them of scores generated by the ACCESS for ELLs. The EL teacher also utilizes a program called Talking Points to send messages to parents in their native language.

The Athens City School system provides hard copy translation information in Spanish and will work to accommodate any other needed language translations. A Spanish speaking translator is available if needed for in person meetings.

Parent conferences are planned annually. It is a week where teachers make themselves available after school hours and invite parents to come and conference about curriculum, test scores, data, progress, behavior, and student needs.

Translation is available upon request.

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

As we ended the 2024-25 school year, three certified staff members discontinued employment at Athens Elementary. One of the three employees retired, one transferred to other schools outside of our Athens City School District and one of the three decided to become a stay at home mom. The remaining employees transitioned into the 25-2026 school year.

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

At Athens Elementary, teachers are highly qualified. We have 18% of teachers who have 21 plus years of experience, 40% with 11-20 years of experience, and 42% with 1-10 years of experience.

Currently, 63.6% of our teachers hold a Bachelor of Science Degree, 69.7% hold a Masters in Education Degree, 6.1% hold an Education Specialist Degree, and 3% are Alabama Board Certified. Athens Elementary teachers continually participate in rigorous professional development such as LETRS (Language Essentials for Teachers of Reading and Spelling) and AMSTI (The Alabama Math, Science, and Technology Initiative) math.

8.  If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate (recruitment and retention strategies)?

The Athens City School district traditionally has a low turnover rate for qualified teachers. Every year district representatives showcase Athens City Schools at job fairs in Alabama sponsored by colleges/universities for the purpose of attracting highly qualified (HQ) teachers. Prospective teachers are given information about Athens City Schools, the city of Athens, and neighboring communities. Contact information is collected from prospective teachers in high-need areas and these teachers are encouraged to apply and consider relocation to the area. When positions become available, the district posts the anticipated opening on the ALSDE "Teach in Alabama" website. Prospective applicants may submit applications which local administrators may view. Athens City Schools administration determines personnel needs that require the use of Title I funds. Athens Elementary follows guidelines set forth by the ACS Board for hiring and strives to attract highly qualified and experienced teachers for our school. First-year teachers collaborate with fellow grade-level teachers, and the system provides additional professional development to new teachers.

9.  Describe how data is used from academic assessments to determine professional development.

Assessment data drives next steps for professional development. Curriculum leaders at the Athens City Schools Central Office, along with school administrators and school instructional partners, meet to review academic assessment data. They use knowledge from looking at the data to collaborate, discuss, and to create a plan that implements professional development that targets and improves instructional practices.

Professional development hours are carefully planned to give content area teachers the best knowledge possible that will help close knowledge gaps. Professional development hours are used to help guide staff in collaborating and developing research-based lesson plans within units of study developed by grade level teams.

Teachers strive to utilize more direct, explicit instruction to help students master standards, as well as grow in personal and collaborative success skills. The focus for professional development activities is often aligned to implementing the strategies and activities that develop direct instruction to teach grade level standards. LETRS, Project Based Learning, Computer Science focused lesson planning, Unit planning, Social and Emotional Learning, and AMSTI are primary focus areas of professional development.

10.  Identify the professional development opportunities for teachers, principals, paraprofessionals, and other school personnel to improve instruction.

Professional development is at the forefront of this district and begins with system administrators participating and developing plans for system wide and individual school focus. Athens Elementary school administrators work with our reading and math coaches to develop sessions related to the needs of Athens Elementary. All of the time and effort put into professional development is to enhance and support teachers delivering lessons on grade level standards.

For the 2025-2026 school year, some Athens Elementary classroom and resource teachers will be participating in intensive and rigorous LETRS training. LETRS stands for "Language Essentials for Teachers of Reading and Spelling".

Some Athens Elementary classroom teachers will be participating in AMSTI (Alabama Math, Science, and Technology Initiative). It's an initiative to improve math and science teaching statewide.

Teachers representing each grade level are continuing to participate in the district's initiative to identify priority standards from the Alabama Course of Study and tag them as priority standards across the ACS system. They are establishing scaffolding standards, the standards needed as steps in the process to achieve priority standards. They are developing proficiency scales used to determine whether or not a student is proficient and to what degree. And, finally, pacing guides to assist teachers in knowing how much time to spend on a standard. Each grade level team also continues to work on Unit By Design training as a district and at the school level.

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

All Athens Elementary staff are available to assist new teachers at any time. Some systems that have been put into place include an assigned mentor for 1st and 2nd year teachers. Another system for assisting new teachers that is in place is called "On Boarding Training". It is a series of meetings over time that informs new teachers of ongoing initiatives that have been in place in the system.

The Athens Elementary reading and math coaches instruct new and seasoned teachers on school level coaching cycles. The teachers and coaches use hard data or teacher observations to plan together and implement lessons that target specific skill development with students.

Collaborative grade level teams meet each week and this also includes the principal, assistant principal, reading and math coaches. New teachers have the opportunity to learn and ask questions during this set-aside time.

12.   Describe how all professional development is “sustained and ongoing.”

The level of training and knowledge received when teachers participate in such high quality programs (such as LETRS or AMSTI) become internalized teaching knowledge. That training sustains our teaching practices. LETRS takes 2 years to complete. AMSTI training is a continuous training stretched out over time. All of the professional development activities we participate in are continuous and ongoing and not a "one and done" type training.

At Athens Elementary, the reading and math coaches play a key role in delivering professional development learning activities and giving guidance to all classroom and special area teachers. The coaches plan and implement professional development lessons and activities in whole group, small group, and individual settings. The coaches begin sessions by reviewing the process we are going through (how we got here) and what is needed to continue the process (where we are going).

In order for professional development to be sustainable it must be used in daily practice. The administrators at Athens Elementary also participate in training and support teachers with their ongoing professional development and implementation.

13.  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 and/or high school to college/ workforce.

Athens Elementary staff places great importance on helping our students transition from home to school and from grade to grade. We realize that the student must be supported not only academically, but socially and emotionally as well. Our students enter kindergarten from home, or a public or private pre-K environment, and leave our school to enter Athens Intermediate School for their 4th grade year.

In order to help our students make a smooth transition, we offer the following:

  • Kindergarten Pre-registration in early Spring
  • Kindergarten Camp for incoming Kindergarten students is offered in the summer
  • Classroom supply lists are attached to the end of the year report card for the
  • Meet the Teacher night is scheduled just before school open
  • Students in third grade visit Athens Intermediate school for a tour in the late
  • Eagle Buddies from various high school organizations serve as mentors

14.  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 individualswith 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 for Elementary Schools

Component 3: Evaluation (How does the school evaluate the implementation of the schoolwide program?)

 
1.  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?
 
The Title I teachers collaborate with the principal, assistant principal, instructional partner, and counselor to discuss the relationship between what the data shows, where we were, where we are and where we want to be. The reading and math coaches along with administrators will review and discuss data with teachers.
 
Administrators and the coaches will use the information in the data to plan professional development for the school year. They work together to evaluate how to best plan professional development that will support the goals we are trying to reach. The Title I Teachers will be responsible for making the plan available to all stakeholders.
 
2.  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?
 
Athens Elementary leaders and teachers meet regularly throughout the year in faculty meetings, Learning Leadership Team meetings, and Problem Solving Team meetings to discuss successes and areas where the achievement gap still exists and to determine whether the school-wide program has been effective in increasing student achievement. During collaborative grade level meetings, the reading and math coaches along with grade level teachers focus on ways to use results from iREADY, ACAP, and WIDA ACCESS for ELLs assessments. Teachers also use the results from formative and summative classroom assessments to inform and guide instruction and to determine strengths and weaknesses of students. They determine next steps to move students toward academic achievement. Students who are falling behind are given extra support through Tier I, Tier Il, and Tier III Title I support. The Title I and English Learner teachers communicate information to and with classroom teachers about students that are behind. These students are monitored by PST and data is tracked. If necessary, referrals are made for further evaluation to insure that all needs are being addressed.
 
3.  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?
Ongoing DATA meetings, collaborative meetings, and LLT meetings are used to inform and guide any revisions of the school plan. LLT meetings are held monthly wherein current relevant data is reviewed to determine if students are making academic progress. Benchmark iReady data is reviewed in the fall, winter and spring. These benchmark assessments are target check-in points to determine how Athens Elementary teachers are closing the achievement gap. All of this data, along with ACAP scores are reviewed and analyzed throughout the year to ensure that the school wide program is focused on the targeted direct instruction students required to attain academic achievement and continuously closing the achievement gap.
 
Athens Elementary Academy is an environment where all stakeholders, internal and external, are welcome to contribute opinions and ideas. Where we are, where we need to be, and how to get there is often the focus of our discussions. How to improve student learning is a school-wide priority. The knowledge gained from looking at data drives future professional development plans and discussion for the entire staff.
 

Component 4: Coordination and Integration of Federal, State and Local Programs and Resources (Sec. 1114(b)(V)(B))

NOTE: Not all schools receive all of the funding sources mentioned.
 
1.  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.
 
Several monetary sources are combined to fund academic operations and academic materials and supplies needed for our school. Taxpayer money from state funds, local funds and federal funds make up these funding sources. These three funding sources are also known as The State of Alabama School Foundation, Title I School- wide Allocation, and Local Funds. The State of Alabama School Foundation funds the majority of the school's teachers, based on student enrollment. School-wide Title money is needed to supplement and increase the number of teacher units.
 
Title I allocations fund the salary and fringe benefits of the Title I teacher(s) and English learner teacher. These teachers provide much needed instructional support to students struggling in the regular classroom or instructional support for those students who are learning English. The remaining amount of the Title I School-wide Allocation is used to provide a variety of important resources such as books, learning aids, technological equipment, access to websites, hands-on learning materials, and many other supplies.
 

2.  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, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).

The Athens City Schools administrators, along with administrators and teachers of Athens Elementary work together using federal, state, and local funds to, in the best way possible, enhance the quality of learning and education received at Athens Elementary. Priorities include keeping class sizes as small as possible, vetting and purchasing the best possible textbooks and core programs available, and keeping technology, for the use of the learner, current and up to date for every student in our school. Other Priorities include supplementing instruction in the classroom for certain students with specific needs. Beyond that, materials and supplies that enhance learning in the classroom are carefully chosen and considered before purchases are made. Federal, state and local funds are carefully committed and allocated to support achievement of our school-wide goals.