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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?
 
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.