Title 1

Title I is the largest federal aid program for elementary and secondary schools. Title I provides money to school districts around the country based on the number of low-income families in the district. Each school district uses Title I funds to pay for extra educational services for children. The purpose of Title I is to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

Part A embraces fundamental strategies to address the needs of the children served: A school wide focus on improving teaching and learning, flexibility at the local level in tandem with clear accountability for results, more focused targeting of resources on schools with the greatest needs, and stronger partnerships between schools and communities to support the achievement of children served.

Schoo-Parent Compact

Athens Intermediate School 2025-2026 School-Parent Compact

Dear Parent/Guardian:

We value your role in working to help your child achieve high academic standards. The following is an outline of some of the ways you and school staff can build and maintain a partnership to share the responsibility for supporting your child’s learning. Please review this School-Parent Compact with your child. This School-Parent Compact may be discussed with you during a parent-teacher conference as it relates to your child’s school progress.

School’s Responsibility - Athens Intermediate School will:

Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards. The Athens City School System has designed 9 week benchmarks, based on Course of Study objectives, to enable students to achieve end-of-year goals. All of our teachers are Highly Qualified.
Hold parent-teacher conferences (at least annually in elementary schools) during which this compact will be discussed as it relates to the individual child’s achievement. Parent-teacher conferences are held at least once a year.
Provide parents with frequent reports on their children’s progress. This will be done through SEESAW.
Provide parents reasonable access to staff. E-mail access is provided. Class schedules are posted and sent home, and every teacher has a daily planning time where they can be reached by phone or in person.
Provide parent opportunities to volunteer and participate in their child’s class, and to observe classroom activities. Parents are always welcome and are encouraged to attend any special events our school may have.
Ensure regular two-way, meaningful communication between family members and school staff, and, to the extent practicable, in a language that family members can understand. The school will provide communication through Blackboard app, S’More newsletters, SeeSaw, social media and student showcases.

Parent’s Responsibility: We, as parents, will support our children’s learning in the following ways:

Encourage our child to attend school regularly.
Encourage our child to show positive school behavior.
Review our child’s homework.
Monitor television watching, internet use, and encourage positive use of our child’s extracurricular time.
Volunteer in our child’s school and classroom if time or schedule permits.
Attend parent-teacher conferences and participate, when appropriate, in decisions relating to the education of our child.
Serving, to the extent possible, on advisory groups, such as Title I advisory committees and parent and family engagement committees.

Student’s Responsibility: We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards. Specifically, I will:

Ask questions when I don’t understand.
Follow instructions
Follow the school’s rules of conduct.
Respect and cooperate with other students/adults.
Do all my homework.
Read outside of school every day.
Study for tests and assignments.
Pay attention in class.
Respect cultural differences of others.
Give my parent/guardian all notes from my school every day.

Please review this School-Parent Compact with your child. This School-Parent Compact may be discussed with you during a parent-teacher conference as it relates to your child’s school progress. Thank you for your support and involvement in your child’s education.

Parent Signature: _______________________________________

Child’s Name: ______________________________________

Telephone Number:______________________________________

Email Address: ______________________________________

Principal Signature: ______________________________________

Teacher Signature: ______________________________________

Athens Intermediate School 2025-2026 Pacto entre escuela-padres

Estimado padre/madre o tutor:

Valoramos su rol en el esfuerzo por ayudar a su hijo/a lograr altos criterios académicos. A continuación se indican algunas de las formas en que usted y el personal de la escuela pueden crear y conservar una sociedad para compartir las responsabilidades de apoyar el aprendizaje de su hijo/a. Por favor revise el Pacto entre Escuela y Padres junto con su hijo (a). Este Pacto entre Escuela-Padres puede ser mencionado durante cualquier junta con los maestros pues está relacionado con el progreso academic de su hijo(a).

Responsabilidades de la escuela: Escuela Intermedia de Athens

Proveer un currículo y enseñanza de alta calidad en apoyo a un ambiente efectivo de aprendizaje que permite la participación de los niños para lograr alcanzar los estándares académicos de aprendizaje establecidos por el estado. El Sistema de las Escuelas de la Ciudad de Athens ha diseñado un programa para alcanzar metas de nueve semanas, basado en las metas de los estandartes de estudio, para ayudar a los niños a alcanzar las metas del final del año escolar. Todos nuestros maestros son altamente calificados para enseñar.
Tener juntas entre padres y maestros (por lo menos una vez al año en las escuelas primarias) en las cuales habrá oportunidad de hablar sobre este pacto y como se relaciona con las metas individuales de nuestros niños. Las juntas de padres y maestros son realizadas una vez al año. ● Proveer a nuestros padres con reportes frecuentes del progreso de nuestros niños. Los reportes de progreso académico se envían a casa cada 4 ½ semanas, y las boletas de calificaciones cada 9 semanas.
Proveer a los padres acceso a recursos necesarios.
Proveer a los padres oportunidades para participar como voluntario en la clase de su hijo(a) y observar las actividades en el salón de clases. Padres son bienvenidos y se les anima a participar en cualquier evento o actividad de nuestra escuela.
Garantizar una comunicación regular entre los miembros de la familia y el personal de la escuela y, en la medida de lo posible, en un idioma que los miembros de la familia puedan entender. La escuela proporcionará comunicación a través de la aplicación Blackboard, boletines S'More, SeeSaw, plataformas sociales y presentaciones de los estudiantes.

Responsabilidades de los padres: Nosotros, como padres, apoyaremos el aprendizaje de nuestros hijos de las siguientes maneras:

Animar a que su hijo/a asista regularmente a la escuela
Animar a que su hijo/a tenga un comportamiento positivo en la escuela
Revisar las tareas de su hijo/a
Supervisar lo que su hijo/a ve en televisión y animar al uso positivo del tiempo.
Asistir a las reuniones de padres y maestros y participar, cuando corresponda, en las decisiones sobre la educación de su hijo/a. ● Sirviendo, en la medida de lo posible, con grupos de asesoria, tales como comités asesores de Título I y comités de participación de padres y familias.

Responsabilidades del estudiante: Nosotros, como estudiantes, compartiremos la responsabilidad de mejorar nuestras metas académicas y alcanzar los estándares más altos que el estado nos pide. Específicamente, Yo:

Hacer preguntas cuando no entienda algo.
Obedecer indicaciones.
Obedecer las reglas de conducta de la escuela.
Respetar y cooperar con otros estudiantes/adultos.
Hacer toda mi tarea.
Leer fuera de la escuela todos los días.
Estudiar para los exámenes y tareas.
Poner atención en clases.
Respetar las diferencias culturales de los demás.
Dar a mis padres/tutores todas las notas o avisos de la escuela todos los días.

Por favor revise este convenio entre la escuela y los padres con su hijo/a. Este convenio puede abordarse en una reunión de padres y maestros ya que tiene relación con el progreso de su hijo/a. Gracias por su apoyo y participación en la educación de su hijo/a. Por favor comuníquese con la siguiente persona para obtener mayor información.

Nombre de los padres: _______________________________________

Nombre del estudiante: _______________________________________

Número telefónico: _______________________________________

Dirección de correo electrónico: _ _______________________________________

Firma del director: Firma del maestro(a): _______________________________________

ACIP

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?

In August, staff reviewed ACAP scores from the previous year and iReady scores from the fall assessment. Staff were asked to look at gaps in the data to set goals for the 25/26 school year.

2. What were the results of the comprehensive needs assessment? 4th-grade math needs:
4th-grade math needs:

Geometry: 36% below grade level
Measurement & Data: 32%
Algebraic Thinking: 26%
Number & Operations: 27%

5th-grade math needs:

Geometry: 34% below grade level
Measurement & Data: 29%
Algebraic Thinking: 26%
Number & Operations: 20%

4th-grade reading needs:

Informational Text: 36% below grade level
Vocabulary: 27%
Literature: 23%
Phonics: 22%
High-Frequency Words: 6%
Phonological Awareness: 0%

5th-grade reading needs:

Informational Text: 41% below grade level
Vocabulary: 35%
Literature: 35%
Phonics: 14%
High-Frequency
Chronic Absenteeism had decreased from the year prior.

3. What conclusions were drawn from the results?

4th-Grade math had a real issue with a drop in ACAP scores. Being able to target their collab time to a more tiered approach. We also dove into subgroup data to identify the lowest-performing group. EL and SPED were our lowest-performing groups, with both scoring in the C category.

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

Perception Data: There is strong existing evidence of stakeholder engagement through weekly family newsletters, social media, and "Parent University". However, the school concluded a need for more formal "teacher voice" through quarterly surveys to improve learning.

Student Achievement: Analysis of i-Ready and ACAP data led to the conclusion that while current digital resources stimulate curiosity, there is a need for a more "balanced system" of assessment. Specific achievement targets were set: 60% proficiency in Math and 70% in Reading by the Spring i-Ready assessment.
School Programs/Process: A key conclusion is the need to move from informal collaboration to "intentional and consistent" weekly meetings focused specifically on student work and data.
Demographic Data: The assessment identified a need to "balance class lists" to better sustain a culture of fairness, equity, and inclusion

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

Professional Support: The diagnostic gave a low rating (2) to staff receiving support to strengthen practice. The school linked this to a goal of 100% of teachers being active participants in all collab meetings. Academic Growth: Priority needs in Math and Reading (identified via i-Ready data) are connected to goals for Tier III instruction from specialized interventionists.

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

Diagnostic & Standardized Data: Goals are specifically benchmarked against i- Ready Winter/Spring diagnostics and ACAP specifications.
Observational Data: Goal 2.1 uses classroom walkthroughs, lesson plan audits, and QR codes for each room to collect real-time instructional data. Process Data: Goal 1.4 measures the effectiveness of the school's "Collab Time" through team agendas and minutes, ensuring the process of collaboration is actually occurring.

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

Whole School Population: The school set a goal to recognize 80% of students for their academic, extracurricular, and community contributions to build a positive school culture. This includes recognizing "Portrait of a Graduate" traits in weekly nominations.

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 Intermediate School strengthens its academic program through the dual implementation of Marzano’s Instructional Framework and AVID Schoolwide strategies, ensuring both high-yield instruction and student agency. Quality learning time is maximized through Weekly Collaborative Teams that use data to pivot instruction and individualized i-Ready learning paths. AIS provides a well-rounded and enriched curriculum by utilizing Powerful Task Design, embedding 'Portrait of a Graduate' skills into daily lessons, and providing opportunities for acceleration through the use of Level 4 Proficiency Scales

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.)

We were able to use math and reading interventionists to properly create a schedule to purposefully and adequately tier III intervention.

Also created a system for every Friday to review weekly data and target students who were on pace to be chronically absent.

Our counselor leads a daily counseling class where she presents a survey to gather students' needs. She was able to tailor her lessons based off the survey.

We developed a school-wide Eagle Code that is posted for every area of our building. The eagle code is discussed on morning announcements to reinforce student behavior. Having clearly identified expectations throughout the building.

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.

Targeted Summer Learning: During the summer months, AIS identifies students who have not met proficiency on the ACAP or i-Ready diagnostics to participate in specialized summer literacy and numeracy camps, ensuring that learning continues beyond the traditional school calendar to prevent 'summer slide' among disadvantaged learners

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.

1. Migrant Students

Procedures: AIS uses the ALSDE Employment Survey during enrollment to identify families who have moved within the last 36 months for agricultural or fishing work.

2. English Learners (EL)

Procedures: Identification begins with the Home Language Survey. Students are then screened using the W-APT/WIDA Screener to determine proficiency levels.
Strategies: * Instruction: Students receive support from an EL Teacher using the WIDA Standards and individual EL Plans.
Assessment: Progress is monitored annually via the ACCESS for ELLs assessment.

3. Economically Disadvantaged Students

Procedures: While all students at AIS benefit from the Title I Schoolwide status, identification for specific support is linked to Free/Reduced Lunch eligibility and "At-Risk" flags in PowerSchool.
Strategies:
- Technology: The 1:1 iPad (Power Up) initiative ensures students have digital access at home, regardless of family income
- Basic Needs: Coordination with the school counselor for the Full Tummy Project.

4. Special Education

Procedures: We follow strict IDEA guidelines. Students are identified through the SST (Student Support Team) referral process or child-find activities, followed by a comprehensive evaluation.
Strategies:
- IEP Implementation: Instructional strategies are guided by the student’s Individualized Education Program (IEP), focusing on accommodations such as extended time, small-group testing, and modified assignments.
- Specialized Tools: Use of SPIRE for reading intervention or specific math manipulatives as outlined in the provided improvement template.

5. Neglected and/or Delinquent Students

Procedures: The district Federal Programs Coordinator maintains contact with local residential facilities or foster care agencies.
Strategies: We ensure immediate enrollment and credit coordination. The Guidance & Counseling Department provides targeted SEL (Social Emotional Learning) support to help these students stabilize emotionally and academically after transitions.

6. Homeless Students (McKinney-Vento)

Procedures: Students are identified via the Residency Questionnaire in the enrollment packet. The District Homeless Liaison verifies eligibility under the McKinney-Vento Act.
Strategies: Academic Continuity: Students are automatically eligible for Title I services, including supplemental tutoring and school supplies.

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.

All information is translated into the language needed. We also have pocket translators to help with any language.

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

12.8%

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

leadership and intensive, ongoing professional development for the teaching staff.

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)?

We had 6 "leave". Out of the six, one went to a lower grade, one went to teach PE at the middle school, one retired, one moved to a school closer to her home, and one moved to another state. This is the lowest rate we have had.

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

We use data from various assessments to set goals for our teams. The teams set goals and continuously evaluate their progress through PLC meetings. The admin team also plans PD days throughout the year based on benchmark assessments and goals that are set by our district and the admin team.

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

Teachers were able to design their own PD based on assessment needs. Throughout the year, they are able to present PD to their peers whom they see as valuable. We also use survey data to guide the next steps. Teachers were able to complete MCS training to address behaviors in the building. This gave them tools to address behaviors.

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.

We provided one-on-one peer mentoring for teachers with 3 or fewer years of experience. Teachers are paired based on their needs. Teachers offer their support.

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

Professional development at AIS is defined as 'sustained and ongoing' through its integration into the weekly master schedule. Rather than isolated workshops, PD is job-embedded via Weekly Collaborative Teams, where 100% of faculty analyze student work and i-Ready data to refine instruction. This is supported by continuous Coaching Cycles with Instructional Partners focused on Marzano’s Framework and Powerful Task Design. Furthermore, our commitment to long-term initiatives like AVID ensures that professional learning is a multi-year journey of refinement rather than a series of disconnected sessions.

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 the eighth-grade transition to high school, and/or the high school-to-college/workforce transition.

Athens Intermediate School facilitates transitions through a combination of social- emotional support and academic alignment. To aid transition into AIS, we conduct 3rd-grade tours and use incoming data to provide immediate Tier III interventions. To assist with the move to middle school, our 5th graders tour Athens Middle School and are introduced to the 'school-within-a-school' model of the 6th Grade Center. Academically, our teachers meet regularly to discuss standards being assessed.

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 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 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?

Athens Intermediate School evaluates its program effectiveness through a triangulated data approach, combining summative, formative, and perception data:

Summative State Data: The school analyzes ACAP (Alabama Comprehensive Assessment Program) results annually to measure proficiency and growth in ELA, Math, and Science. This data is disaggregated by subgroups (EL, Special Education, Economically Disadvantaged) to identify broader institutional gaps.
Formative/Interim Indicators: We rely heavily on i-Ready Diagnostic data (Fall, Winter, and Spring) to measure "stretch growth." These diagnostics act as the primary "pulse check" to see if Title I interventions are working in real-time.
Non-Academic Indicators: WE evaluate "the whole child" by tracking Chronic Absenteeism rates (reviewed in weekly Friday meetings) and discipline referrals, as these factors directly impact academic results.

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?

Growth Over Proficiency: For students furthest from the standards (Tier III), the school measures success by i-Ready Stretch Growth targets. Effectiveness is determined by whether these students are making more than one year's worth of academic growth in a single school year to close the achievement gap.
PST Monitoring: The Problem-Solving Team (PST) meets regularly to review the progress of students receiving intensive intervention. If a student is not responding to a specific intervention strategy, the program is deemed "ineffective" for that child, and the strategy is adjusted.
Subgroup Gap Analysis: We use the eProve platform to compare the performance of historically disadvantaged subgroups against the general population. A decrease in the "Achievement Gap" percentage on state assessments is the ultimate metric for program effectiveness.

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?

We follow the Alabama Continuous Improvement Cycle (Plan-Do-Check-Act):

Weekly Revisions (Collab Time): Revisions happen at the classroom level every week. Meet in Collaborative Teams to analyze student work and "adjust instructional strategies" immediately based on current mastery.
Mid-Year Review: In January, the Instructional Leadership Team (ILT) conducts a formal review of Winter i-Ready data. If the school is not on track to meet the goal of 60% Math and 70% Reading proficiency, the ACIP action steps are revised to reallocate resources (e.g., more coaching cycles or different intervention materials).

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.

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 Intermediate School, work together using federal, state, and local funds to, in the best possible way, enhance the quality of learning and education at Athens Intermediate. Priorities include keeping class sizes as small as possible, vetting and purchasing the best textbooks and core programs available, and keeping technology, for learners' use, current and up to date for every student in our school. Federal funds will be used to provide high-quality professional development that is focused on our school improvement goals. Other Priorities include supplementing classroom instruction for certain students with specific needs. Beyond that, materials and supplies that enhance classroom learning are carefully selected and considered before purchases are made. Federal, state, and local funds are carefully committed and allocated to support the achievement of our school-wide goals.

Family Engagement Plan

Athens Intermediate School Title 1 Parent and Family Engagement

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic achievement, Athens Intermediate School:

1. 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.

Through the Annual Title I Parent Presentation, parents are informed of our Title I resources that are used to help parents work with their children at home. These resources include:

SeeSaw for Families application
Reflex/Frax
BrainPop

Title I funds materials and supplies for Family Nights, where parents and students engage in College and Career standards-based activities that can be used at home. At the beginning of the year, our ELL teachers meet with their students’ families to inform and assist them with the academic and communication apps we use. The interventionists work closely with classroom teachers to provide materials and/or activities to be used at home when a parent makes a request.

2. 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.

Athens Intermediate’s staff continually seeks to involve parents in their students’ education. Students and teachers communicate digitally with parents through the SeeSaw app. Our administration keeps families informed about all school activities through a digital newsletter. All parents are welcome in our school and our school counselor is available to work with them to meet the needs of their children.

3. 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.

Athens Intermediate coordinates Title I parent involvement activities with other programs and funding sources within our school. Supplies and materials for Family Nights are funded by Title I. Our PTO and Partner in Education assist with parent nights to provide incentives for attendance. 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.

4. 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.

Athens Intermediate provides the following forms in Spanish: Free/Reduced Lunch applications, Transportation, School-Home Compact and PTO information. The multilingual Talking Points app is also used by our teachers and administration for two-way communication with parents. The LEA can provide translation assistance with verbal and written communication with parents as needed. Documents are integrated natively on our website with the ability to be translated into seven languages besides English.

(5) Shall provide such other reasonable support for parental involvement activities as parents may request.

Athens Intermediate will make every effort to work with parents in meeting their requests as related to their involvement in their child's education. Parents are also provided the opportunity to make suggestions for Parental Involvement Activities through our digital suggestion box and in response to numerous parent and family surveys conducted throughout the school year.

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