Schoolwide Title I Plan

Atkinson Elementary School-wide Title I Plan & School Improvement Plan (Revised June 1, 2016)

14 Nimmons Street Newnan, Georgia 30263 Coweta County School System

Latrina Gates, Principal

This plan is subject to the school improvement provisions of Section 1116 of ESEA. Table of Contents Contents Page

 School-wide Title I Planning Committee 3

 School Profile 4

 Mission, Vision and Beliefs 5

 2015-16 Student Achievement Data 6

 1. Comprehensive Needs Assessment 8

 2. School-wide Reform Strategies 10

2(a.) Provide opportunities for all children in SIP the school to meet or exceed Georgia’s proficient and advanced levels of student performance. 2(b.) Are based upon effective means of raising student Achievement. 2(c.) Use effective instructional methods that address the needs of all children, particularly targeted populations 2(d.) Address how the school will determine if such needs have been met and are consistent with improvement plans.

 3. Instruction by Highly Qualified Professional Staff 12

3(a.) Strategies to attract highly qualified teachers 13 to high-needs school.

 4. Professional Development 14

 5. Strategies for Increasing Parent Involvement 15

 6. Preschool and Middle School Transition 17

 7. Teachers Involvement in Academic Assessment Decisions 18

 8. Coordination of Federal, State, and Local Program 19

8(a.-c.) List of State and local educational agency programs 23 and other Federal programs that will be included.

 9. Activities and Assistance for Students Who Experience 21 Difficulties Meeting Standards

 10-13. Dissemination, Analyzing, and Communication of Test Scores 22

 14-18. Development, Transition and Availability of Plan 23

Title I Planning and Revision Committee 2 Administration Latrina Gates, Principal Dr. Monica Hughes, Assistant Principal Dr. Natalie Dix, Counselor (Parent Involvement Coordinator)

Teachers Leah Reed, Kindergarten Stacy Swenney, 1st Grade Mechele Jones, 2nd Grade Vivian Pifer, 3rd Grade LaNessia Miller, 4th Grade Valerie Hughes, 5th Grade Sonya Matthews, Support Helen Poore, Special Education Dr. Penny Surrett, Instructional Coach Christy Jennings, Specials Jessica Pope, Media Specialist Monty Potts, Extra-curricular Representative

Parents Geraldine Moss

Consultants: Melissa Wimbish, Coweta County Title I Program Coordinator Lisa Copeland, Coweta County School Improvement Specialist

Technical Assistance Provider: Brian Bowie, ETSS, Coweta County School

Atkinson Elementary School Profile

History of Atkinson Elementary

3 Nestled among the historical homes along Greenville and LaGrange streets in Newnan is Atkinson Elementary School, one of the oldest elementary schools in Coweta County. The school is named after the president of the City Board of Education, Mr. T.A. Atkinson. To name a single characteristic that makes this school special would be difficult, but surely Atkinson's rich history would be among those characteristics that gives it its unique flavor.

Atkinson began as a grammar school in 1903 in the home of the Nimmons family, which was located on the current Atkinson campus. In 1909, an eight-classroom, two-story building was constructed in place of the home. It served 20 students with one teacher for each grade. We have a picture of the original Atkinson school in the Nimmons family house and the 1909 two story structure on display in our lobby.

In 1956, the eight classroom structure was demolished and our current two-story school was built. Instead of 20 students, there were 20 classrooms serving 200 students in grades one through four. Additions and modifications were made in 1987 and 1990 to meet the ever-changing needs of the students and community.

Though we have grown from 20 students in 1909 to approximately 465 students today, Atkinson still retains the feel of a small neighborhood school. Surrounded on all sides by homes, it is not uncommon to see the community using the grounds in the evenings and weekends to walk or play. The community takes ownership in the campus, and many parents, as well as neighbors who do not have children of elementary age, aid in keeping up the grounds, mentoring, and helping wherever they are needed.

Mission, Vision and Beliefs of Atkinson Elementary (Revised August 2009)

Atkinson Elementary School All about Ensuring Success

Mission: Together we unlock our full potential using education as the key.

Vision: We ensure the success of each student.

Atkinson Elementary believes in… Respect for stakeholders. Organization of the learning environment Attitudes that are positive. Responsibility demonstrated in actions and behavior. Safety as a priority—academically, emotionally, and physically.

Mission, Vision, and Beliefs of Coweta County School System

Coweta County School System Coweta Committed to Student Success

Mission: To provide high level, engaging work for all individuals to meet the needs of all stakeholders. 4 Vision: We ensure the success of each student.

We believe: -as a learning community, we must continuously improve.

-as leaders of learners, we must see students as volunteers in their learning.

-the Coweta County School System, in partnership with the family and community, must focus on providing challenging, interesting and satisfying work for students.

-we are responsible for the success of each student.

Enrollment Profile

Currently, Atkinson Elementary School (ATKES) houses 23 regular classrooms and 8 support classes and serves an average of 450 students per day in kindergarten through fifth grades. As of May 2016, 314 (67.2%) students receive free or reduced lunch. 283 (60.5%) receive free lunch and 31(6.6%) receive reduced lunch. This is an increase from 58% last year. Since this percent is above the state’s 40% qualifier, Atkinson continues to receive school-wide Title I funding. As a school-wide Title I school, Atkinson has been able to fully integrate and coordinate federal, state and local initiatives, which allow us to better meet the needs of all students.

Student Test Performance Data based on Spring 2015 and 2016 GMAS Grades 3-5 at Atkinson met Performance Targets for the ALL Students Subgroup in the areas of science and social studies. The graph below indicates which content areas subgroups such as Blacks, Whites, EL and Economically Disadvantaged met targets. Content CCRP CCRPI CCRPI GMAS GMAS Content CCRPI CCRPI CCRPI GMAS GMAS area and I 12-13 13-14 2015 2016 area and 11-12 12-13 13-14 2015 2016 Subgroup 11-12 Subgroup Meets/ Meets/ Developing Developing Meets/ Developi Developi Meets/E 2 - Meets/ Meets/E 1 - ELA Excee Exceed or Greater or Greater Exceed ng or ng or xceeds READING Exceeds xceeds ds s s Greater Greater All 88% 86% 90.5% 67.5% 71.4%- 212 93% 93% 94.3% 66%% 245 All Black 78.1% 80.4% 81.5% 49.2% 58.9% 66 93% 84% 87.8% 47.9% Black White 94% 89.5% 94.2% 82.1%- 82.3% 104 96% 96% 98% 92.8% 77.4% 112 White

5 Econ. 83.6% 84.2% 88% 143 93% 91% 93% Dis. Econ. Dis. SWD 63.6% 62.6% 82.3% 26% 29% 17- 77% 83% 94.1% 38.7% SWD Hispanic 96% 60.7% 58.8% 25- 96% 64.7% Hispanic Meets/ Meets/ Meets/E Developing Developing Meets/ Meets/E Developi Developi 3 – 4 – Meets/ Excee Exceed xceeds or Greater or Greater Exceed xceeds ng or ng or MATH SCIENCE Exceeds ds s s Greater Greater 212- 83% 88% 87.7% 85.7%- 85.7% 212 80% 77% 83.4% 72.8% 75.1% All 193/225 All 66- 70% 68.4% 78.7% 73% 79.4% 66- 56% 53.4% 66% 50.7% 58.9% Black Black 104- 91% 89.4% 90.3% 92.8% 90.3% 104- 92% 87.2% 91.3% 87.5% 86.3% White - White - Econ. 97% 78.7% 85.3% 143- 71.5% 72.2% 79% Dis. Econ. Dis. 17- 68% 83% 76.4% 34.7% 51.6% 17- 48.1% 50% 70.5% 43.4% 54.8% SWD SWD 25- 96% 85.7% 85.2% Hispanic 92% 64.2% 70.5% Hispanic 5 – SOC. Meets/ Meets/ Meets/E Developing Developing STUDIE Excee Exceed xceed or Greater or Greater S ds s 212- 80% 76% 85.8% 74.2% 76.7%- All 188 66- 65% 55.2% 73.8% 56.3% 58.9% Black 104- 90% 87.9% 89.4% 83% 87% White 143- 74.4% 71.3% 82.5% Econ. Dis. 17- 51.8% 40.9% 76.4% 21.7% 51.6% SWD 25- 100% 75% 76.4% Hispani c

PERFORMANCE SUMMARY (% of Students who Met/Exceeded Standards)

3rd Grade 10-11 11-12 12-13 13-14 14-15 15-16 ELA 91.7% 87% 88% 82.5% 64.9% 76.6% Reading 97.2% 94% 97.3% 84% X 80% Math 84.9% 71% 81.3% 71% 80.5% 87.7% Science 79.2% 81% Social 71.4% 86.6% Studies

4th Grade 10-11 11-12 12-13 13-14 14-15 15-16

6 ELA 84.8% 93% 85.7% 97.3% 73.9% 58% Reading 81.0% 89% 87% 97.3% X 49.3% Math 82.2% 82% 78.5% 97% 86.9% 84.8% Science 75.3% 64.5% Social 79.7% 63% Studies

5th Grade 10-11 11-12 12-13 13-14 14-15 15-16 ELA 97.2% 81% 85% 88.6% 64.5% 78.9% Reading 98.6% 97% 93.5% 93% X 71% Math 100.0% 96% 90.9% 100% 89.8% 84.2% Science 64.5% 78.9% Social 72% 80.2% Studies

Student Test Performance Data

Due to revisions under the new ESEA Flexibility Waiver, schools are no longer assessed based on AYP. Schools are now required to meet the state performance targets for CCRPI. Looking at the highlighted data on page 7, one can identify the areas in which our school met the subgroup and/or all students’ targets. Overall, Atkinson’s ELA Developing or higher scores increased from 67.5% to 71.4% meeting the state’s target at 63.6%. We were able to sustain the percentage of students performing within the Developing and higher categories in Mathematics at 87.7%. The target was 66.8%. The Science target was set at 61.0%. We exceeded the target with 75.1%. This is also true for Social Studies where the 63.1% target was exceeded with a 76.7% performance. ELA for the SWD subgroup is the only area that did not meet the state’s performance target; however, progress was noted from 26% I 2015 to 29% in 2016.

Grade levels and the School Building Leadership Team (SBLT) reviewed test performance. Test performance results were also shared with School Council.

1. Comprehensive Needs Assessment

COMPREHENSIVE NEEDS ASSESSMENT (SWP/SIP Components) 1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1). A. We have developed our school wide plan with the participation of teachers, administrators, and parent. Stakeholders received an invitation to participate in the School wide planning meeting. Surveys were conducted to seek input from stakeholders regarding the effectiveness of school programs and identify areas of focus. During the meeting, stakeholders revised the Title I School wide Plan, Parent 7 Involvement Plan, SIP and compacts. Our plans were posted on the AES website to provide a different method to encourage more feedback. Throughout the year, stakeholders and community members may retrieve a copy of the plans in the front office, school Parent Resource Center and online. Additionally, translated copies will be made available in parent’s primary language upon request.

B. We have used the following instruments, procedures, or processes to obtain this information... Parents completed the Annual Title I survey in March. Teachers completed a school wide survey in May. GMAS (Georgia Milestone Assessment System) data was disaggregated, shared and discussed with the SBLT (School Building Leadership Team). Results were used to determine the effectiveness of programs and strategies. Attendees participated in whole and small group discussions to brainstorm innovative ideas for target areas. Teachers presented information and data on programs and frameworks that they have used.

C. We have taken into account the needs of migrant and ESOL children. The procedures we will follow, should these students be in attendance, are identifying these students and having our ESOL teacher work with these students in the appropriate setting. Our Parent Involvement Coordinator (PIC) and counselor will offer professional learning for parents and families in the areas of Literacy, math, and strategies for helping their children at home.

D. We have analyzed and discussed current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. Students are given the Scholastic Reading Inventory (SRI) a minimum of three times a year. This assessment is used to progress monitor lexile scores. SGA’s are given in grades k-3 and common assessments are developed and used to identify strengths and weaknesses. Students receive acceleration, remediation and enrichment based on their performance. All teachers develop a plan for promoting progress for top and bottom quartile performing students.

E. We have based our plan on information about all students in the school and identified students and groups of students who are not yet achieving to the State Academic content standards and the State student academic achievement standards including  Students with disabilities All subgroups met the proficiency targets in all content areas except Students With Disabilities (SWD) in ELA. Although students increased from 26% to 29%, this subgroup did not meet the 37.3% target.  Economically Disadvantaged

F. The data has helped us reach conclusions regarding achievement or other related data.  The major strengths we found in our program were *Daily service support during skills block at every grade level where consistent and frequent differentiated instruction is provided for subgroups. * Consistently teach social studies and science throughout each nine weeks *Integrate more Nonfiction texts into the ELA instructional block in third grade. GMAS scores increased from 71.4% to 86.6% in Social Studies and 64.9% to 76.6% in ELA. *In fifth grade, ELA increased from 64.5% to 78.9% and Social Studies Improved from 72% to 80.2%. The major needs we discovered were *Focus on identifying students not mastering grade level standards in ELA and math in grades K-3 and provide support through the RTI process.

8 * Integrate vocabulary content in context at all grade levels * Incorporate writing across the curriculum at every level * Monitor lexile levels at each grade level

The needs we will address are * Improve vocabulary recall and application * Fluently complete grade level appropriate assignments in reading and math * Generate a written response from a prompt and/or passages  The specific academic needs of those students that are to be addressed in the school wide program plan will be * To incorporate Tiger Academy (tutoring) for grades k-2 to target mastery of basic skills * To apply reading and writing skills by generating a written response from a prompt/ passages. Students will complete a grade level appropriate Write Score assessment one to two times a year to progress monitor readiness levels.  The ROOT CAUSE(s) that was discovered for each of the needs were * Lack of proficiency in reading and math fluency * Below grade level Lexile levels

G. The measurable goals/benchmarks we have established to address the needs are * Increase the number of students scoring within the expected grade level lexile band using Scholastic Reading Inventory to progress monitor at least three times per year. The percentage of students scoring an 850 or higher lexile in grade 5 increased from 57.5% in 2015 to 66.6% in 2016. The percentage of students scoring a 650 or higher lexile in grade 3 increased from 45.9% in 2015 to 58.8% in 2016. * Increase the percentage of students performing at or above the expected grade level in reading and math fluency using GRASP and Reflex Math * Increase the percentage of students performing at the Proficient and Distinguished levels on the GMAS using SGA’s, Benchmarks, and common assessments aligned to state standards and given at least three times a year 38% of all 3rd-5th graders scored at Proficient or higher on the GMAS in 2015 and 2016. * Increase the percentage of students scoring a two or higher on the writing section of the GMAS using Write Score as a tool to progress monitor.

2. School-wide Reform Strategies

REFORM STRATEGIES 2. School wide reform strategies that:

A. Atkinson strives to provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

 Implement Tigers Academy (morning tutoring for students in grades k-2)  Implement a skills block at every grade level where students receive differentiated instruction  Offer Advanced Content for high achieving students  Implement PBIS

9  Provide model lessons for teachers and parents to improve teaching strategies

B. Use effective methods and instructional strategies that are based on scientifically based research that:

 Provide additional support in some classrooms throughout the day  Engage students in solving problems while progress monitoring fluency using Reflex math  Integrate the curriculum using Pebblego to teach ELA, Science and Social Studies.  Enhance the instructional program using MobyMax as a resource to teach all content areas in grenades k-2  Progress monitor lexile scores using SRI- Reading Inventory  Collaboratively set goals and communicate expectation of everyone achieving the goals using Reading Counts- School wide reading program as a measuring tool  Incorporate Daily 5 and Cafe framework to teach reading comprehension

C. Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the school wide program which may include:

 Trainings for parents- Parent University assigned extra support  Colab inclusion classes at every grade level assigned extra support  Augmented EIP classes at each grade level  Counseling and mentoring services  Referral of students to RTI if not mastering grade level content  Support teachers Co-Teach with Inclusion and augmented EIP homeroom teachers to decrease the teacher student ratio and to provide small group, differentiated instruction during ELA and Math blocks.  EIP Support teachers have common planning with grade level homeroom teachers.  Instructional planning days for teachers to prepare data, strategies, and activities to share with parents

D. Address how the school will determine if such needs have been met; and

 Teachers attend curriculum meetings monthly to plan units, frameworks and performance tasks. During these meetings, instructional practices, academic needs of students, and differentiated instructional strategies are discussed.  Each teacher uses data to reroster (identify bubble students). Benchmark Data and GRASP Assessments are used to identify varied levels of students. Teachers and students use this information to help set goals and to plan lessons to help students improve skills in their areas of weakness.  Each grade level meets weekly (collaborative planning) to discuss individual students’ performance and progress. The teachers examine domains not mastered from benchmarks and formative assessments. They also discuss and share classroom modifications, motivation techniques, and successful instructional strategies.  Each grade and department develops a Team Improvement Plan to highlight specific strategies implemented to achieve overall SIP goals.

10  Administrators conference with each teacher to evaluate progress towards meeting the goals identified in their plans.  Administrators meet with each grade level to analyze Benchmark and GRASP data and to identify students not mastering standards. Teachers and administrators discuss new strategies to implement based on data.

3. Instruction by Highly Qualified Professional Staff (See highly qualified staff report in Appendix)

Professional Educational Staff Position Number Principal 1 Assistant Principal 1 Counselor 1 Kindergarten 4 1st Grade 4 2nd Grade 3 3rd Grade 4 4th Grade 4 5th Grade 4

11 Special Education 4 Speech 1 Art (Part-time) 1 Music 1 PE 1 Computer Instruction 1 REACH (Gifted) 1 ESOL 1 EIP 1 Media Specialist 1 Technology Support Specialist 1 Paraprofessionals 10 Title I Paraprofessionals 2

 Degrees:

o Bachelor’s Degree 19 o Master’s Degree 16 o Specialist Degree 6 o Doctorate 2 o All paraprofessionals hold Georgia Paraprofessional Certificates o 2 Staff Members are CPR Certified

The Coweta County School System district office works very closely with the Administration to place highly qualified teachers and support personnel at Atkinson Elementary. Atkinson presently has 100% of staff that meets highly qualified requirements put forth by the State Department of Georgia and ESEA.

Atkinson Elementary believes in sound quality instruction from highly qualified teachers. The staff has varying degrees, which ranges from undergraduate degrees to Doctoral degree. Currently, we have several staff members seeking an additional degree and those who are not pursuing a degree are involved in professional development courses to enrich themselves professionally.

3(a.)  Strategies to attract high quality teachers: o Collaborative planning time is provided for teachers each day for 45 minutes to plan for student success. o Quality mentor relationships are provided and formed when we welcome new personnel to our staff. o On-going professional development opportunities are provided for all staff members. o Collaboration with state universities (Student Teaching Programs) o County supplemented salaries o Interviewing/recruiting process o System wide highly qualified teaching requirements o New teachers are assigned mentors

All new teachers to the school are assigned mentors. The mentor’s purpose is to provide peer support and guidance to help ensure a successful school year and to help increase teacher retention

12 in the profession. Mentors will assist new teachers to define and develop effective instructional practices and classroom management techniques.

Attracting Highly Qualified Teachers

Coweta County School System actively recruits highly qualified teachers. Coweta has a partnership with the University of West Georgia which allows for the opportunity to provide on the job training for prospective educators.

Our system conducts a new teacher induction program to orient, train and support highly qualified teachers. Top candidates are encouraged to visit the school and interview and observe the grade level or area of interest. This process is a vital mechanism in support of our teacher retention efforts.

Teachers are monitored based on degree level, years of experience and highly qualified status by the human resources department to ensure that all students are equitably served by teachers with comparable levels of experience and qualifications at each school.

Atkinson Elementary retains highly qualified teachers by providing mentors for teachers with three years experience or less. Mentors meet with new teachers weekly during grade level meetings to plan for standards- based instruction. Assistance is also provided by the administrative team, instructional coach and teacher leaders at various grade levels.

4. Professional Development Atkinson Elementary recognizes that in order for continuous learning and growth to flourish, our school must make professional development a top priority.

Professional learning is directly tied to the Georgia Standards of Excellence, District initiatives, student performance data analysis, survey results and our School Improvement Plan. Activities are designed to include job embedded opportunities in addition to other group and individual training experiences.

Each year stakeholders including teachers, paraprofessionals, administrators along with parents and community members have an opportunity to complete system and school level needs assessments and climate surveys to help our School Building Leadership Team identify school strengths and areas for targeted improvement that form the basis of our Professional Learning Plan.

AKES provides on-site staff development opportunities as well as those available through district level workshops. As new teachers are hired, they also receive training on and off site.

 The activities developed specifically for Atkinson’s professional learning include: o Monthly Curriculum Planning o Georgia Standards of Excellence o Standards-Based Instruction o College and Career Readiness Performance Index o ESEA Flexibility Waiver 13 o Balanced Assessments o Cyber Safety o Tech Summit Redelivery o Interpreting and using Lexile scores to plan instruction o Student Goal Setting o On-line assessment training o Data Utilization training o Weekly Grade Level Meetings o Differentiated Instruction o Formative Assessment o Summative Assessments o Diagnostic Assessment o High Expectations o Higher order thinking skills training and redelivery o Math Workshops o Multi-Cultural Lessons/Activities o New Teacher Mentors o Building an Effective Professional Learning Community o Pyramid of Intervention/SST training- All certified conducted by System SST Coordinator & School Psychologist. o State Longitudinal Data System – New student data system for the management of student assessment records/data. o Utilizing On-Line Assessments to Review Student Progress o GRASP Assessment Training o Walk-throughs o GMAS o Analyzing Data SGA’s o Safe School Modules o Constructive Response o E-Board Training o RTI – Data o Google Environment o TKES/LKES

5. Strategies for Increasing Parental Involvement (See supporting documents in Appendix)

Atkinson strives for 100% parent involvement in the academic setting of the school. This belief is communicated and reinforced with parents throughout the year at events such as the Annual Title I Meeting and PTO meetings.

The Title I Parent Involvement Committee works very closely with the faculty, staff, parents, and community to promote parent involvement in the education of the students and to improve parenting skills and family relationships. A survey was administered to parents in April of 2016 for their input on topics of interest and preference of time for parent involvement workshops. Workshops/Parent Nights will be conducted by school staff as well as community professionals.

Our school seeks to foster a positive and effective working relationship and partnership with parents. Communication is enhanced when all of us have a clear picture of basic expectations that support student learning. In response, our students, parents, teachers and Administration complete a yearly Student-Parent-School Compact to clarify our basic support for students.

Atkinson Elementary School builds parent capacity for stronger parental involvement by

14  Translating necessary information into the native language for parents who do not speak English.  Having academic teachers provide a monthly newsletter to parents that informs parents of the academic activities and curriculum standards that will take place in the coming weeks.  Administration provides a quarterly newsletter to parents showcasing student and parent achievements along with academic and parenting strategies for parents with a monthly calendar added to the back.  Providing the School-Parent- Student Compact in pamphlet form with explanations of why our stakeholders are important and strategies for how we can work as a team to ensure student success.  Providing parents a parent resource room that includes parenting literature, academic games and activities that can be checked out by parents through the media center.  Calling and texting parents to invite them to attend events throughout the year.  Providing volunteer opportunities and training throughout the year.

We will provide a variety of activities to increase parental involvement:

 Title I Parent Involvement Committee o Will consist of administrators, counselor, Parent Involvement Coordinator, teachers, parents, technology specialist, & Hispanic representative when available

 Parent Involvement Coordinator o Plan, initiate and oversee activities that will help increase parent involvement. o Inform parents of workshops and volunteer programs o Work closely with teachers, parents and administrators to promote effective parent involvement activities o Assist parents in the utilization of the resources provided through our Parent Resource Center.

 Parent Volunteer/Mentor Program o Parent/Mentor Recognition Ceremony at the end of the school year o Market our need for mentors using the newspaper, churches, etc.

 Opportunity to serve on various PTO Committees o Spirit Night o Fundraiser o Teacher Appreciation o Box Tops o Year book o Book Fair o Open House o Decades Dance o Volunteers o Movie Night

 Parent and Grandparent Luncheons

 Parent Workshops o Title I The goal is to prepare students and parents for continued academic success, provide activities to the parents that will identify the students’ individual needs and supply necessary interventions to ensure that the students learn to his/her potential. 15 o Literacy Night This Scholastic Program is designed to bring families, schools, and communities together to support children’s literacy development, while celebrating the positive impact of family culture and tradition. Parents are instructed on how best to support literacy development at home and they get to take-home libraries for every student. This creates a partnership and resources to help build a text-rich home environment. Parents were allowed to develop English and Spanish books.

o 3rd, 4th, 5th Test Prep Night (include all grade levels) This workshop is structured to inform 3rd and 5th Grade parents about what students are expected to know and be able to do on the CRCT. Information about the interpretation of scores and the promotion requirements to the next grade is also shared. The CRCT meets and exceeds standards will be explained in detail and a prep course will be presented to demonstrate to parents how they can help their child practice at home. Parents will be exposed to a live demonstration of the Online in the computer lab.

o Middle School Orientation Atkinson correlates with Smokey Road Middle to ensure that 5th grade parents attend the orientation for middle school in the spring. This meeting provides techniques to parents on assisting their child through the transition period from elementary to middle school. Parents are provided techniques on effective study habits and test-taking tips, organization, scheduling, attendance policy, and school policies. Middle school personnel come over from Smokey Road. Let students view a video or slideshow on what it’s like to go to middle school at Smokey Road.

 Parent University Parents attend workshops (skills based professional learning for grade levels). Parents who attend seven of the 9 activities will graduate with their child at the end of the year Awards program. . Hold sessions during the school day once a month and one in the evening once per quarter. . Hold sessions out in the community in locations near the students.

Parents are continuously invited to volunteer at the school through teacher contacts, class newsletters, school newsletters, and school website. All parents are also invited to attend meetings of the School Council and PTO. Parent conferences are scheduled three times a year: Beginning of the Year Conferences, Semester Conferences, and Student-led Conferences. During these scheduled conferences, teachers are encouraged to communicate with every parent about their child’s academic achievement and progress. Supporting documentation will be found in the appendix:

 Annual Parent Involvement Survey  Parent Engagement Policy  School –Parent- Student Compact  Parent Resources through Atkinson Elementary  Parent Resources through Coweta County School System

6. Preschool & Middle School Transition

16  Transition of Preschool to Kindergarten In the spring, the kindergarten teachers at Atkinson schedule a meet and greet day for parents of students who will be entering Kindergarten. The Kindergarten teachers discuss the expectations for school and the curriculum that will be taught throughout the year.

Conferences are held routinely to keep parents informed of their child’s progress.

Preschool students and staff will visit the elementary school in the spring to familiarize themselves with the school setting.

 Transition of 5th Grade to 6th Grade (Middle School) During the spring, Atkinson’s 5th Grade students have the opportunity to go and visit Smokey Road Middle School along with parents. The 6th grade guidance counselor along with the principal prepare the rising sixth graders for a new and exciting year in middle school. They assure the students and parents that every effort will be made to make the transition as smooth as possible. The students are informed on the changes to expect and rules and regulations of the school. In addition, a middle school orientation is held in the fall for students to meet and greet their teachers and become familiar with their procedures before the first day of school

7. Teacher Involvement in Academic Assessment Decisions

Assessment results are analyzed frequently throughout the year in order to provide students with the most effective instruction in the areas of reading, language arts, science social studies and math. Teachers are an integral part of the decision making process at Atkinson Elementary. School administration strongly believes in an open door policy with staff members. The School Building Leadership Team (SBLT), grade levels and department meetings are held monthly as a means for teacher input and feedback to address academic issues, discuss test data and develop school improvement strategies. Grade level and school committee representatives are members of the SBLT. Teachers are involved in the decision making process through the following:

 School Building Leadership Team (SBLT)  Committees such as literacy, STEM , multi-cultural, PBIS  Test data analysis by grade level  Weekly grade level meetings  Monthly Curriculum Meetings  Surveys  PTO Team Representatives  School Council Representatives

Teachers are also involved in the following administration of assessments:

 SRI Reading Counts  County wide Benchmarks  GRASP  Common Assessments  Pre and post testing in math and reading  Benchmarks k-5 17  CogAT (2nd and 4th)  GMAS (3rd -5th)  GKIDS (Kindergarten)  Access

At Atkinson, teachers are working to incorporate common assessments and assessing for mastery. Teachers are incorporating a variety of assessments into their instruction such as performance-based projects, constructed response and essays. Students’ learning expectations are communicated through the use of rubrics and collaborative goal setting.

Our school system has worked very hard to make sure students are assessed at different points during the year to make sure they are on target according to the GA Standards of Excellence and GPS. By having these benchmark assessments, teachers, parents and students are given feedback on the progress the students are making in mastering the grade level objectives. Teachers and students work collaboratively to set expectations and students strive to reach their goals.

8. Federal, State, and Local Program Coordination

Atkinson Elementary continuously strives to improve the overall instruction of our school. We utilize many agencies, services, and professionals to assist us in our efforts.

Federal, State, and Local Programs: (a-c)  Pre-Kindergarten Program  Free and Reduced Breakfast and Lunch Program  Early Intervention Program  GYSTC (An extension of the science curriculum)  West Georgia RESA (Professional Learning)  Local Business Partners  Mentoring Program  School Council  Safe and Drug Free School Program (SAFE) SAFE Officer, a resource provided via the Coweta County Sheriff’s office teaches 5th grade SAFE nine week curriculum and confers with students, schools and families regarding student safety and legal issues.  After-School Program  Translation services at the system level for ESOL families  School Counselor  School Nurse  Speech Therapist  Full range of Special Education Services for qualifying students  Physical/Occupational Therapist  Help a Child Smile Dental Van to qualifying families  Routine Hearing/Vision Screenings  Audiological support to specialist upon failure of hearing screening; coordinated by School Speech Therapist  Pupil Services Coordinators to make home visits and provide attendance, transportation, personal need assistance and links to community resources.  Routine Pediculosis Screenings and Family Support

18  GRITS Program (Georgia Registry of Immunization Transactions Services): resource managed by school nurse to track student immunization issues and provide assistance to families to ensure requirements are met in matters of public health./  The counselor provides a list if counselors and outside agencies to provide mental health, behavioral support and student/family counseling.  Fifth Grade Puberty Sessions for students and parents.  Coweta County Fire Department provides “Smoke House” fire safety experience for students.  Red Ribbon Week – anti drug focus  Jump Rope for Heart – Healthy heart focus via physical education program for grades 3,4 and 5  Heart Safe Program – Defibrillator access and staff Code Blue training for medical emergencies  Cougar Connections  4-H for 5th grade  Puddle Jumpers

Other activities we have found useful are:

 Title I director helps conduct training sessions for parents  Life Skills taught by the Guidance Counselor  Local GED programs are offered as well as job training and vocational/technical education at our Central Education Center (CEC)  Career Day-Local business partners and community professionals demonstrate job embedded skills and discuss relativity of the importance of getting an education.

Utilization of Title I Resources: Atkinson Elementary will utilize Title I resources to fund additional support personnel, supplies and materials to implement school reform strategies and better meet the needs of all student learners while maintaining a mindful focus on the additional needs of at-risk learners.

Funding will provide the unique opportunity to implement new technologies to include the provision of ActivBoard (Promethean Boards) instruction in the elementary classrooms. We will also purchase Wright Score, Moby Max, Reflex Math, Reading Counts, SRI and Pebble Go to enhance instruction. In addition to greatly enhancing student engagement and interest, implementation creates for students an informational bridge to the future world of work.

Atkinson Elementary will continue to use funding to provide additional parent involvement opportunities aimed at building the alliance between home, school and community, as we work together to best achieve student learning goals as outlined in our school mission. Parents will become informed of the new curriculum and frameworks being implemented in classrooms.

Plan developed in coordination with other programs under the School to Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community Service.

19 9. Activities and Assistance for Students Who Experience Difficulties Meeting Standards

Our goal for school improvement is for each student to meet or exceed the state standards in all content areas. We have many activities and programs in place to help us as we work to meet this goal.

 Students who scored below grade level in the content areas of reading and math on the GMAS were identified and grouped to receive intense instruction throughout the year with two certified teachers. Differentiated instructional strategies are planned based on the domains not mastered.

 Morning Tutoring is offered on two days a week to K-2 grade students in the areas of Reading/Language Arts & Math. Instruction is provided in the computer lab.

 During teacher-parent conferences, all parents are given a synopsis of the resources that Atkinson has to offer to all students who may need help with academics. Teachers, parents and students communicate together to decide what is the best way to help each student.

 Parent-teacher conferences are held two times a year at Atkinson Elementary School. Teachers are also encouraged to schedule conferences on an as needed basis. Parents are notified about conferences through newsletters, school website, text REMIND 101and reminders are sent home. Each teacher keeps a conference log of the contacts and turns the log into the administration.

 The Student Support Team (SST) is a vital part of our school’s effort to ensure the success of every student. Our SST students are identified by their homeroom teacher as needing additional assistance in learning through Response to Interventions (RTI). All active SST students have their strategies and plans reviewed a minimum of once a marking period. This is the bare minimum. It is not unusual for SST to meet more frequently.

 Administration meets with grade levels to identify and discuss plans for students not meeting standards.

 Curriculum meetings are scheduled with grade levels monthly to discuss research based instructional strategies. RESA may come to help teachers to help with behavioral support.

 Teachers serve on vertically aligned committees to research and share strategies to enhance and improve instructional practices.

20 Components 10- 13 Student Assessment Distribution to Parents and Reporting

The dissemination of student test scores is an important component of the mandate that systems inform the public concerning testing. SBLT meets monthly to address academic issues, discuss test data and develop school improvement strategies. Administration meets with grade levels and departments to identify at-risk students based on GRASP, Benchmarks and formative assessments. Plans are discussed and implemented to modify instruction to meet the needs of the students. Parents are provided with test results with an interpretation guide that explains how results will be used to improve instruction. Putting results in this context, goes beyond the numbers and focuses on the implications for learning, this in turn emphasizes the purpose for the assessment and promotes a clearer understanding of current student achievement.

Letters are sent home to each parent explaining test results. Parents are encouraged to contact their child’s teacher, counselor or an administrator if they are concerned about the results or if they need further explanation. During parent-teacher conferences and IEP meetings, test results are explained to parents. The school newsletter is published quarterly. The newsletter contains information regarding academic tips, upcoming school events, information from the administration team, and effective parental tips.

All 3rd and 5th grade students are required to achieve grade level scores on the Georgia Milestones Assessment System (GMAS) in Reading and Math in order to be promoted to the next grade. In order for the students and parents to understand this requirement, a GMAS parent night is scheduled. The principal and assistant principal discuss the domains tested and test taking strategies. When results from the test come in, all parents are notified immediately through our school website, county website and local newspaper. Each student that did not pass the reading and/or math portion will be notified along with their parents. Enrichment and remediation will be provided during the school year and students will be given the opportunity to retest.

Grade reports are issued every nine weeks; mid-term progress reports are issued during the fifth wee k of the grading period. Outstanding student achievement is recognized at the end of each nine week s for having As and Bs, having perfect attendance, and having good behavior.

The Newnan-Times Herald publishes the scores and annual report cards for each school in Coweta County. Parents are encouraged to contact their child’s school to discuss the scores in more detail.

The Atlanta Journal Constitution also reports results from the state and school constituents. The public is able to evaluate county by county results.

Components 14-18: Development, Availability, and Translation of Plan to Parents, Community and Public 21 Atkinson Elementary is continuously increasing Community Involvement and Awareness. One of the programs we have developed is the Partners in Education program where local business and business partners collaborate with PTO to host a Spirit Night each month. A small percentage of the revenue earned during that night goes back to the school for teachers and students. In return, the school acknowledges the business for its support in the school newsletter, parent E-letter and at PTO meetings. After a commitment is made, the business is encouraged to come in and visit during SBLT and School Council Meetings where the Title I Plan, School Improvement Plan and School Achievement Data are presented.

Atkinson Elementary School will make the Title I Plan available to the public by:  Hard copy available at the school  Electronic version linked to our school web site  Presented to School Council and SBLT  Have translations available upon request  Go over strategies with parents during Parent Nights/PTO Meetings

All forms and correspondence are translated into Spanish as well as English. We have bi-lingual staff members that assists our Hispanic parents, when needed. This is in an attempt to make both English and Spanish speaking parents feel “Welcome” as they enter our doors. The plan is available with translation and is subject to the school improvement provision of section1116.

APPENDIX

Supporting Documents for the Title I School-Wide Plan

I. Title I Parent Night (Annual Meeting) Agenda II. Georgia Assessment of Performance of School Standards (GAPSS) 22 III. Atkinson Elementary Highly Qualified Staff Report IV. Annual Parent Involvement Survey V. Parent Engagement Policy VI. School-Parent-Student Compact VII. Parent Resource Center at ATKES VIII. Parent Resource Center at Coweta County School System