Embedding Meaningful Yearlong Growth at Toomer Elementary School

2022 Continuous Improvement 2022 Continuous Improvement Planning Workbook Planning Workbook Toomer Elementary School Toomer Elementary School June 2022 June 2022

Overview The 2022 Continuous Improvement Plan aims to embed a process of meaningful yearlong growth within Atlanta Public Schools whereby all students achieve at high levels through successful participation in standards-aligned, personalized core instruction. This improvement planning cycle thrusts to the forefront collaborative planning, innovative best instructional practices, comprehensive data analysis and equity-powered reflection on whole child progress. Successful participation in continuous improvement engages school level and district teams in relevant problem identification, prioritization of improvement needs, implementation of strategic action and monitoring efforts for sustained improvement of student outcomes. This workbook will: Guide school leaders through a critical data analysis, needs assessment and planning protocol. Direct leaders to identify equitable strategies with meaningful action steps to be implemented. Empathize with critical stakeholders' contributory to school-wide growth reflecting on short long term progress Account for essential federal, state and district reporting requirements including DoE, GADOE, A.C.E.S., etc. For assistance on building and implementing your plans, please reach out to: Kelly Day, Director of Federal Programs, Kelly.Day@apsk12.org Derrick Hardy, Director of Continuous Improvement, Derrick.Hardy@apsk12.org Larry Wallace, Executive Director of Federal Programs, Larry.Wallace@apsk12.org Kevin Maxwell, Assistant Superintendent of Innovation, Improvement & Redesign, Kevin.Maxwell@apsk12.org

Toomer Elementary School Needs Assessment Strengths Opportunities/Challenges K, 1, 2 ELA data outperforms the Jackson cluster and district Focus on 3-5 ELA instruction to implement frameworks with fidelity K, 1, 2 Math data outperforms the Jackson cluster and district Continuous math instruction implemented with fidelity focusing on promising practiced leveraged in K-2 classrooms. Clear Math and ELA expectations led to pre-identified low-performers based on talent review data volunteered to leave (10/12 homeroom teachers) Continuous support and differentiated professional development for new staff.. 2% increase in GMAS achievement ELA data Increase overall student attendance rate in all grade levels Decreased discipline incidents and OSS by 40% from the previous year Train and develop a school-wide restorative practice team (staff & students) to continuously decrease the number of incidents. Our Overarching Needs Literacy: Increased ELA proficiency based on EOY GMAS data. Numeracy: Increased math proficiency based on EOY GMAS data. Whole Child & Student Support: Increased student attendance Jamboard Link Literacy Problem Statement Numeracy Problem Statement Whole Child & Student Support Problem Statement While Toomer serves an 80% Black student population, only 8% of Black students scored proficient or above (16% in 2019-2020) on EOY GMAS as compared to 69% (80% in 2019-2020) of White students who compose 20% of the population While Toomer serves an 80% Black student population, only 5% of Black students scored proficient or above (15% in 2019-2020) on EOY GMAS as compared to 68% (70% in 2019-2020) of White students who compose 20% of the population Overall student attendance decreased from 95% to 88.4%

Toomer Elementary School Needs Assessment Literacy Problem Statement Numeracy Problem Statement Whole Child & Student Support Problem Statement While Toomer serves a 80% Black student population, only 8% of Black students scored proficient or above (16% in 2019-2020) on EOY GMAS as compared to 69% (80% in 2019-2020) of White students who compose 20% of the population Mapping Link While Toomer serves an 80% Black student population, only 5% of Black students scored proficient or above (15% in 2019- 2020) on EOY GMAS as compared to 68% (70% in 2019-2020) of White students who compose 20% of the population Mapping Link Overall student attendance decreased from 95% to 88.4% Mapping Link Why? Why? Why? Lack of culturally responsive teaching Lack of teacher capacity and self-efficacy Parent belief systems around the importance of physically in school Why? Why? Why? Lack of targeted instruction Lack of critical feedback from leadership team members Lack of connection from school stakeholders to express the importance of coming INTO the building Why? Why? Why? Lack of data review Lack of effective monitoring systems Not enough opportunities for parent involvement Why? Why? Why? Lack of effective monitoring systems Lack of data review Why? Why? Why? Competing values and organizing priorities Competing values and organizing priorities Root Cause Lack of "inspecting what we expect" to support teachers differentiated need to improve curriculum knowledge, pedagogy practices, and to address biases. Lack of "inspecting what we expect" to support teachers differentiated need to improve curriculum knowledge and pedagogy practices. Lack of clear communication from school to parents and lack of prevention before students became chronically absent.

Toomer Elementary School Goals Our Overarching Needs Increase the ELA proficiency rates for our subgroups- particularly, Black students Increase the Math proficiency rates for our subgroups- specifically. Black students Decrease the number of chronically absent students SMART Goals (Elementary/Middle School) By May 2023, increase Math proficiency and above by 5% from our current 17% proficient and above to 22% proficient and above as indicated on EOY GMAS. By May 2023, Increase ELA proficiency and above by 5% from our current 23% proficient and above to 28% proficient as indicated on EOY GMAS. By May 2023, our percentage of students meeting CCRPI criteria will increase from 53.6% to 58.3% as indicated on APS graphs and infinite campus. SMART Goals (High School) Progress Monitoring Measures Fall MAP Winter MAP Spring MAP Fall MAP Winter MAP Spring MAP Chronic Absenteeism Rate- Bi-weekly check ins

Action Plans Toomer Elementary School TT CIP Goal #1 Strategy: Provide differentiated PLC full of evidence-based practices and monitor each teachers' progress and needs. Person/Position Responsible Timeline of Implementation Action Step Evidence and Artifacts Funding Source APS 5 (IRA Mini-Lesson, GR, Writing) Rubrics Kickup feedback forms Admin Team (P, AP, IC, IBC) July 2022- 1) Create and implement plan for monitoring ELA instruction N/A C & I Ongoing DDI Protocol 2) Create and implement a plan for data review and next steps Admin Team (P, AP, IC, IBC, SELT) July 2022- Data Small group planning page N/A Ongoing Personalized Learning Data PLC calendar 3) Create and implement a plan for teacher capacity building based on data gathered through monitoring data. Admin Team (P, AP, IC, IBC, SELT) July 2022- Personalized Learning Curriculum & Instruction Signature Programming Differentiated professional learning catalog Anecdotal notes in kickup N/A Ongoing C & I Whole Intervention 4) Gain support from CESJ around culturally responsive practices to acknowledge and address implicit biases. Admin Team (P, AP, IC, IBC, SELT) July 2022- N/A Ongoing Child Additional Action Steps required for subgroup populations Person/Position Responsible Timeline of Implementation Action Step Evidence and Artifacts Funding Source APS 5 1) Define instructional practices and create instructional framework for DSE subgroup Admin Team (P, AP, IC, IBC, SELT) N/A C % I July 2022-Ongoing DSE Instructional Framework 2) Provide professional development for DSE teachers to implement ELA instructional framework Admin Team (P, AP, IC, IBC, SELT) Data C& I July 2022-Ongoing PLC Calendar sign in , presentations N/A 3) Create and implement monitoring review for instructional practices. Admin Team (P, AP, IC, IBC, SELT) Data C&! July 2022-Ongoing Monitoring review calendar, feedback, coaching notes N/A

Action Plans Toomer Elementary School CIP Goal #2 Strategy: Provide differentiated PLC full of evidence-based practices and monitor each teachers' progress and needs. Person/Position Responsible Timeline of Implementation Action Step Evidence and Artifacts Funding Source APS 5 (Number talks, lesson cycle) Rubrics Kickup feedback forms 1) Create and implement plan for monitoring Math instruction Admin Team (P, AP, IC, IBC) July 2022-Ongoing N/A C & I DDI Protocol 2) Create and implement a plan for data review and next steps Admin Team (P, AP, IC, IBC, SELT) Data July 2022- Ongoing Small group planning page N/A Personalized Learning Data PLC calendar 3) Create and implement a plan for teacher capacity building based on data gathered through monitoring data. Admin Team (P, AP, IC, IBC, SELT) Personalized Learning Curriculum & Instruction Signature Programming July 2022- Ongoing Differentiated professional learning catalog Anecdotal notes in kickup N/A 4) Create and implement a plan for embedding more Learner Profiles, Approaches to Learning and Conceptual and Inquiry based strategies into daily instruction. PLC Calendar Observation Notes Follow up emails Signature Programing Curriculum & Instruction IBC July 2022- ongoing N/A Additional Action Steps required for subgroup populations Person/Position Responsible Timeline of Implementation Action Step Evidence and Artifacts Funding Source APS 5 1) Define instructional practices and create instructional framework for DSE subgroup Admin Team (P, AP, IC, IBC, SELT) N/A C % I July 2022-Ongoing DSE Instructional Framework 2) Provide professional development for DSE teachers to implement ELA instructional framework Admin Team (P, AP, IC, IBC, SELT) Data C& I July 2022-Ongoing PLC Calendar sign in , presentations N/A 3) Create and implement monitoring review for instructional practices. Admin Team (P, AP, IC, IBC, SELT) Data C&! July 2022-Ongoing Monitoring review calendar, feedback, coaching notes N/A

Action Plans Toomer Elementary School CIP Goal #3 Strategy: Identify, monitor, and support chronically absent students from DAY 1! Person/Position Responsible Timeline of Implementation Action Step Evidence and Artifacts Funding Source APS 5 Admin Team, SW, Counselor, GLC Create and implement a weekly SAC meeting & incorporate CARE team on week 1. July 2022-Ongoing SAC and CARE team notes N/A DATA Streamline communication to report absences and family needs (I.e. teacher--> SW or admin--> Teacher) Admin Team July 2022- Ongoing Infinite Campus N/A Whole child Monitor teacher take rate Principal July 2022- Ongoing Infinite Campus N/A Whole child Additional Action Steps required for subgroup populations Person/Position Responsible Timeline of Implementation Action Step Evidence and Artifacts Funding Source APS 5 Identify DSE students who failed to meet expected attendance goals during the 2021-2011 school year and create a cohort for Check and Connect District Disproportionality Staff and Principal August 2022 and ongoingData for attendance during the 21-22 school year and tracker for 2022-23 school year N/A Whole Child Plan and implement quarterly parent meetings either at school or home visits to provide additional support for any DSE student who falls below the 10% attendance mark October 2022 and quarterly Social Worker and Principal Meeting announcements/invites, Agenda, sign in N?A Whole Child

Family Engagement School Name Plan Family Engagement Goal(s): 1) By May 2023, we will Increase family engagement, specifically from our Edgewood community by increased strategic communication. 2) By May 2023, we will diversify our PTA membership by reaching out to 100% of our families. Person/Position Responsible Timeline of Implementation Action Step Evidence and Artifacts APS 5 Whole Child/Signature Program Host monthly student-focused PTA meetings that highlight the arts and send out specific invitations Lead Team (P, AP< IC, Grade Level Chairs) Meeting Flyers, sign in, agendas Ongoing Whole Child/Signature Program Host a Toomer Legacy Celebration to highlight families who attended Toomer previously. Lead Team (P, AP< IC, Grade Level Chairs) Your Text Here Agenda, flyers, sign in July 2022- January 2023 (ongoing) Whole Child/Signature Program Lead Team (P, AP< IC, Grade Level Chairs) Actively recruit and invite diverse parents to join the PTA July 2022- Ongoing PTA meeting action items, sign in , phone logs Include IB philosophy and action in each family engagement opportunity. IB Coordinator Monthly on-going Agenda, sign in Signature Program Your Text Here

School Name Appendix Short Term Action Plan: (9 weeks) The next section is required for CSI, TSI and Promise Schools. All other schools are able and encouraged to use the template if they choose. Things to consider: Based on my year long plan, what are the actions that I need to start with for the first 9 weeks? What GSCI systems and structures are these actions steps aligned to? What resources (human/non-human) are needed to implement action steps? What district support will you need to implement action steps? Who will be responsible for monitoring the implementation of the action steps? What success criteria will be used for implementation and impact on student achievement? What artifacts/evidence will you use to show progress or completion of action steps? What is the proposed date of completion of action steps?

Build Out Short Term Action Plans (STAP) School Name: Toomer Elementary School SES Name: Date STAP Started: August 1, 2022 Length of STAP: 9 Weeks Continuous Improvement Plan Goal #1: By May 2023, Increase ELA proficiency and above by 5% from our current 23% proficient and above to 28% proficient as indicated on EOY GMAS. District Support Implementation Measurable Goal Student Progress Measurable Goal School Action Steps GSCI Systems and Structures Resources Timeline Position(s) Responsible Completion of Action Step What action steps will the school team implement to meet this goal? What systems and structures is this action step a part of? What resources are needed to implement the action step? What support, if any, will the district provide to implement this action step? What is the intended date of completion of this action step? Who is responsible for monitoring the implementation of this action step? What data will be used to evaluate the progress of implementation of this action step, and how will it be quantified? What measurable goal will be established to show implementation? What data will be used to evaluate the impact of this action step on student performance, and how will it be quantified? What measurable goal will be established to show impact? Was this action step completed? Attach final CIT agenda that documents completion. 1.Monitoring plan for teacher use of best practices for ELA instruction IC AS needed coaching Septemb er 15, 2022 Principal Coaching cycle will be analyzed for the purpose of identifying who and how much support each teacher receives. Review of instructional plans as a result of formative assessment. Classroom observation data. Weekly data checks will be analyzed for continued student growth with the three times for your MAP Growth used as overall goal Student weekly formative data 2. Implement data review plan with follow action steps IC and teachers As needed coaching Septemb er 15, 2022 Principal 3.Review current results for DSE students and create an individualized instructional plan for academic growth and implement IC and SELT with DSE Teachers N/A Septemb er 15, 2022 Principal Weekly formative assessment data. Student weekly formative data 4. 5.

Build Out Short Term Action Plans (STAP) School Name: Toomer Elementary School SES Name: Date STAP Started: August 1, 2022 Length of STAP: 45 days Continuous Improvement Plan Goal #2: By May 2023, increase Math proficiency and above by 5% from our current 17% proficient and above to 22% proficient and above as indicated on EOY GMAS. District Support Implementation Measurable Goal Student Progress Measurable Goal School Action Steps GSCI Systems and Structures Resources Timeline Position(s) Responsible Completion of Action Step What action steps will the school team implement to meet this goal? What systems and structures is this action step a part of? What resources are needed to implement the action step? What support, if any, will the district provide to implement this action step? What is the intended date of completion of this action step? Who is responsible for monitoring the implementation of this action step? What data will be used to evaluate the progress of implementation of this action step, and how will it be quantified? What measurable goal will be established to show implementation? What data will be used to evaluate the impact of this action step on student performance, and how will it be quantified? What measurable goal will be established to show impact? Was this action step completed? Attach final CIT agenda that documents completion. 1.Monitoring plan for teacher use of best practices for MATH instruction IC AS needed coaching Septemb er 15, 2022 Coaching cycle will be analyzed for the purpose of identifying who and how much support each teacher receives. Review of instructional plans as a result of formative assessment. Classroom observation data. Weekly data checks will be analyzed for continued student growth with the three times for your MAP Growth used as overall goal Student weekly formative data Principal 2. Implement data review plan with follow action steps IC and teachers As needed coaching Septemb er 15, 2022 Principal 3.Review current results for DSE students and create an individualized instructional plan for academic growth and implement IC and SELT with DSE Teachers N/A Septemb er 15, 2022 Principal Weekly formative assessment data. Student weekly formative data 4. 5.

Build Out Short Term Action Plans (STAP) School Name: Toomer Elementary School SES Name: Date STAP Started: 10/10/2022 Length of STAP: 45 Days Continuous Improvement Plan Goal #1 & 2 Increase ELA and Math proficiency by 5% District Support Implementation Measurable Goal Student Progress Measurable Goal School Action Steps GSCI Systems and Structures Resources Timeline Position(s) Responsible Completion of Action Step What action steps will the school team implement to meet this goal? What systems and structures is this action step a part of? What resources are needed to implement the action step? What support, if any, will the district provide to implement this action step? What is the intended date of completion of this action step? Who is responsible for monitoring the implementation of this action step? What data will be used to evaluate the progress of implementation of this action step, and how will it be quantified? What measurable goal will be established to show implementation? What data will be used to evaluate the impact of this action step on student performance, and how will it be quantified? What measurable goal will be established to show impact? Was this action step completed? Attach final CIT agenda that documents completion. 1. Monitoring of self-directed teacher data-protocol. Data trackers N/A 12/19/22 Principal Data trackers Data protocol sheets Reteaching plans IC Grades Improved CFU Formative assessments Growth on winter MAP 2. Create, share and monitor rubrics with clear expectations for each component of the literacy/ math block by Friday, November 4, 2022 (will share with staff Tuesday, November 8, 2022) 3. Analyze teacher self-reflection based on various components due from teachers Friday, November 18, 2022 12/19/22 Principal Review of the various components of the literacy block (observational data) Google form Detailed rubrics APS 5 12/19/22 Principal Review of teaching expectations Teacher anecdotal notes Components of teacher needs 100% of teachers have completed self-assessment and have at least 2 peer- reviews Personalized learning MAP Growth data CFU & in-the-moment redirection/strategic lifts 4. Create a peer review template and a triangulation protocol (admin observation, self- reflection, & peer review) Forms Common vocabulary 12/19/22 Principal Changed pedagogical practices that impact student learning 5. Develop a PD plan that includes coaching cycle, professional learning, and peer review Differentiate d excel sheet with teacher needs Kickup 12/19/22 Principal Percentage of teachers moving from Tier III & IV back to Tier I & II. Differentiated/targeted path and pace trickled down from PLC support

Build Out Short Term Action Plans (STAP) School Name: Toomer Elementary School SES Name: Date STAP Started: 10/10/2022 Length of STAP: 45 Days Continuous Improvement Plan Goal #3: School Action Steps Resources District Support Timeline Implementation Measurable Goal Student Progress Measurable Goal GSCI Systems and Structures Position(s) Responsible Completion of Action Step What action steps will the school team implement to meet this goal? What systems and structures is this action step a part of? What resources are needed to implement the action step? What support, if any, will the district provide to implement this action step? What is the intended date of completion of this action step? Who is responsible for monitoring the implementation of this action step? What data will be used to evaluate the progress of implementation of this action step, and how will it be quantified? What measurable goal will be established to show implementation? What data will be used to evaluate the impact of this action step on student performance, and how will it be quantified? What measurable goal will be established to show impact? Was this action step completed? Attach final CIT agenda that documents completion. 1. 2. 3. 4. 5.

Build Out Short Term Action Plans (STAP) School Name: Toomer Elementary School SES Name: Date STAP Started: Length of STAP: Continuous Improvement Plan Goal #3: School Action Steps Resources District Support Timeline Implementation Measurable Goal Student Progress Measurable Goal GSCI Systems and Structures Position(s) Responsible Completion of Action Step What action steps will the school team implement to meet this goal? What systems and structures is this action step a part of? What resources are needed to implement the action step? What support, if any, will the district provide to implement this action step? What is the intended date of completion of this action step? Who is responsible for monitoring the implementation of this action step? What data will be used to evaluate the progress of implementation of this action step, and how will it be quantified? What measurable goal will be established to show implementation? What data will be used to evaluate the impact of this action step on student performance, and how will it be quantified? What measurable goal will be established to show impact? Was this action step completed? Attach final CIT agenda that documents completion. 1. 2. 3. 4. 5.

School Name Appendix Quarterly Continuous Improvement Check-in: The next section is required for Tier 1 and 2 school. This will be completed at your first CIP support check-in Things to consider: Based on my year long CIP plan, what are the actions that the school has already completed? What data supports the completion of this action step and success criteria (both implementation and student achievement)? What artifacts have you collected to What resources (human/non-human) are needed to implement action steps? What district support will you need to implement action steps? What is the proposed date of completion of action steps?

Quarterly Continuous Improvement Check-In Associate Superintendent: School Name:Toomer Elementary School Continuous Improvement Plan Goal #1: Completed Action Steps Evidence of Completed Actions Steps (Implementation or Student/Teacher progress data) PLC data, evidence in Kick up Artifacts available Kickup, calendar, sign in sheets, lesson plans 1. Monitoring plan for teacher use of best practices for ELA Instruction 2. Implement data review plan with follow action steps Data collection, reteaching plans, data binder, observations in kickup 3. Review current results for DSE students and create and individualized instructional plan for academic growth. Co-teacher data collection, reteaching, data binder Reteaching plan Summary of next steps and district support needed to continue progress: Individualized support for resource DSE teacher Action Steps in Progress Anticipated Date of Completion Necessary Resources to Complete Step None remaining Summary of next steps and district support needed to complete action steps currently in progress: Pending Action Steps Anticipated Start Date Necessary Resources to Begin/Complete Step None Summary of next steps and district support needed to start action steps:

Quarterly Continuous Improvement Check-In School Name: Associate Superintendent: Continuous Improvement Plan Goal #2: Completed Action Steps Evidence of Completed Actions Steps (Implementation or Student/Teacher progress data) PLC data, evidence in Kick up Artifacts available Kickup, calendar, sign in sheets, lesson plans 1. Monitoring plan for teacher use of best practices for Math Instruction 2. Implement data review plan with follow action steps Data collection, reteaching plans, data binder, observations in kickup 3. Review current results for DSE students and create and individualized instructional plan for academic growth. Co-teacher data collection, reteaching, data binder Reteaching plan Summary of next steps and district support needed to continue progress: Action Steps in Progress Anticipated Date of Completion Necessary Resources to Complete Step None Remaining Summary of next steps and district support needed to complete action steps currently in progress: Pending Action Steps Anticipated Start Date Necessary Resources to Begin/Complete Step Summary of next steps and district support needed to start action steps:

Quarterly Continuous Improvement Check-In School Name: Associate Superintendent: Continuous Improvement Plan Goal #3: (not written, however we did make progress ) Completed Action Steps Evidence of Completed Actions Steps (Implementation or Student /Teacher progress data) Artifacts available 1. Set up SAC and CARE team weekly meetings, following district protocol. 2. Functioning SAC and CARE Team 3. Protocol for entrance and exiting CARE Team Summary of next steps and district support needed to continue progress: Action Steps in Progress Anticipated Date of Completion Necessary Resources to Complete Step Summary of next steps and district support needed to complete action steps currently in progress: Pending Action Steps Anticipated Start Date Necessary Resources to Begin/Complete Step Summary of next steps and district support needed to start action steps:

ACTIVITY: School Information Title I Complete the chart on the next page by listing all committee members who participated in completing the school wide plan. Please duplicate the slide to add more positions if necessary. All positions with an asterisk must be included on the planning committee. Title I schools must print this page, obtain signatures, and submit it to your Federal Programs Specialist.

School Information Title I Atlanta Public Schools 2023 District Name Fiscal Year Toomer Elementary School PreK- 5 School Name Grade Band Caroline Brown Jackson Principal Cluster Promise State Designation (CSI/TSI/Promise) Name Position Signature Associate Superintendent* Kala Goodwine Principal* Caroline Brown Assistant Principal* Teruko Dobashi-Taylor SWD Lead Teacher* A. Springer ELL Teacher* Teacher*(Grade) Reuven (first grade) A Perkins (Third Grade) Paraprofessional* T. Weaver Teacher (Grade) Teacher ( Grade) Interventionist Community Member/Parent* Federal Programs Specialist* Natasha Clayton

ACTIVITY: Title I Attestations Title I All components of a schoolwide program plan must be addressed. Please sign by each box to attest that the school is in compliance with each indicator, sign and return to your Federal Programs Specialist.

Attestations Title I Atlanta Public Schools FY 23 District Name Fiscal Year Toomer Elementary School K-5 School Name Grade Band Caroline Brown Jackson Principal Cluster Promise State Designation (TSI/CSI/Promise): School Wide Plan Development: 1114(b) 1-5 Signature Is developed during a 1-year period, unless the school is operating a school-wide program on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section Is developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school; Caroline Brown

Attestations Title I Atlanta Public Schools FY 23 District Name Fiscal Year Toomer Elementary School K-5 School Name Grade Band Caroline Brown Jackson Principal Cluster Promise State Designation (TSI/CSI/Promise): School Wide Plan Development: 1114(b) 1-5 Signature Remains in effect for the duration of the school s participation under this part, except that the plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards; Caroline Brown Is available to the local educational agency, parents, and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

ACTIVITY: Title I Intent and Purpose Title I Each school participating in the Fund 150 consolidation program must complete an Intent and Purpose form. This form must provide an accurate description of how the intent and purpose for each program will be met. Instructions: Using the chart on the next page, describe how the Intent and Purpose for each consolidated funding source will be met by the school. Delete the statements that do not apply, sign and return to your Federal Programs Specialist.

Intent and Purpose Title I Atlanta Public Schools FY 23 District Name Fiscal Year Toomer Elementary School K-5 School Name Grade Band Caroline Brown Jackson Principal Cluster State Designation (TSI/CSI/Promise) Family Engagement (School Designed) Promise School Designed School Wide Plan Development: 1114(b) 1-5 Program School Actions Small group pull-out when needed to reinforce academic standards Intervention as needed to reinforce academic standards Focused behavior and academic interventions Math Specialist Reading Specialist Remediate Students Improve teacher quality through induction/mentor program Ongoing job embedded professional development Professional learning communities Conferences Professional development in targeted instructional areas Extended planning which focuses on curriculum design and effective instructional strategies Instructional Coach position Title I, A Develop Staff

Intent and Purpose Title I Atlanta Public Schools FY 23 District Name Fiscal Year Toomer Elementary School K-5 School Name Grade Band Caroline Brown Jackson Principal Cluster State Designation (TSI/CSI/Promise) Family Engagement (School Designed) Promise School Designed School Wide Plan Development: 1114(b) 1-5 Program School Actions Parent Liaison position Inhouse Parent Resource Center Parent academic events and workshops Build the capacity of staff to support Family Engagement Engage Families Title I, A

Intent and Purpose Title I District Name Fiscal Year School Name Grade Band Principal Cluster State Designation (TSI/CSI/Promise) Family Engagement (School Designed) School Wide Plan Development: 1114(b) 1-5 Program School Actions Family Engagement Title I, A Set Aside Parent University Program

Intent and Purpose Title I District Name Fiscal Year School Name Grade Band Principal Cluster State Designation (TSI/CSI/Promise) Family Engagement (School Designed) School Wide Plan Development: 1114(b) 1-5 Program School Actions 21st Century (BAMO Only) 21st Century Community Learning Center School Improvemen t (CSI, TSI, or Promise Only) School Improvement (CSI, TSI, or Promise)

Intent and Purpose Title I District Name Fiscal Year School Name Grade Band Principal Cluster State Designation (CSI/TSI/Promise) Family Engagement (School Designed) School Wide Plan Development: 1114(b) 1-5 Program School Actions Middle School Behavior Initiative Title IV, A High School and Middle School Bridge Program (Safe and Healthy) Title IV, A

ACTIVITY: SWP Questions Title I Please answer questions below that apply to your grade span along with all questions that are for ALL SCHOOLS.

SWP Questions Title I District Name Fiscal Year School Name Grade Band Principal Cluster State Designation (CSI/TSI/Promise) School Wide Plan Questions Response Toomer Elementary will implement the Fountas and Pinnell literacy curriculum with fidelity and the Illustrative Mathematics program. Provide professional learning opportunities to all teachers and staff to increase literacy capacity and follow an intentional coaches protocol to internalize standards, units, assess and adjust instruction. Lead Instructional Team will conduct daily walk throughs to appropriate instruction in all classrooms. Weekly data monitoring by the LIT will highlight any all students who may not be meeting the Georgia academic standards. Data subgroups will be monitored during this weekly meeting. For any student who is not mastering standards they will be referred to the RTI specialist for identification of necessary Tier II interventions. The master schedule has written to provide additional instructional time. 1. ALL SCHOOLS - Provide a description of how the school will be implementing strategies to address school needs, as well as, provide opportunities for all children, including each of the subgroups of students (economically disadvantaged students, students from major racial and ethnic groups, children with disabilities and English learners [Sec 1111(c)(2)]) to meet the challenging State academic standards [Schoolwide Reform Strategies that: Sec. 1114(b)(7)(A)(i-iii)].

SWP Questions Title I District Name Fiscal Year School Name Grade Band Principal Cluster State Designation (TSI/CSI/Promise) School Wide Plan Questions Response 2. ALL SCHOOLS - 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 Students will be identified through the weekly grade level care teams where if needed the student will be referred to the school wide care team where additional supports will be identified including mental health counseling, social emotional development, and physical needs. With the implementation of the school wide MTSS, students will quickly be identified through the care team and or the weekly DDI s and the every 6 weeks data walk with all teachers. Students also will be monitored at least bi-weekly in Tier 2 and 3 with monthly intervention team review of the data. a. counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students skills outside the academic subject areas; b. 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.).

SWP Questions Title I District Name Fiscal Year School Name Grade Band Principal Cluster State Designation (TSI/CSI/Promise) School Wide Plan Questions Response 3. ALL SCHOOLS Describe how the school will use and implement effective parent and family engagement strategies under Section 1116, Sec.1112(b)(7), and Sec.1112(e)(3)(C) for parents of English Learners. If your school does not have EL students with parents in need of translation put NA. Toomer has 1 family who identifies as English Learners. Currently this one family is not in need of translation. Should Toomer s EL population grow we will identify strategies to support those families.

SWP Questions Title I District Name Fiscal Year School Name Grade Band Principal Cluster State Designation (TSI/CSI/Promise) School Wide Plan Questions Response All preschool children will receive literacy and math screening during the first month of school to check for progress. Progress monitoring through Fountas and Pinnell, Early Literacy, and the pre-k screening tools will have at least quarterly during the school year. At any time during the screening any student who appears to be falling behind will be identified and interventions provided and monitored through the RTI system. 4. ELEMENTARY SCHOOLS ONLY - Provide the strategies the school will utilize in assisting preschool children in the transition from early childhood education.

SWP Questions Title I District Name Fiscal Year School Name Grade Band Principal Cluster State Designation (CSI, TSI, or Promise) School Wide Plan Questions Response 6. HIGH SCHOOLS ONLY - Explain how the school prepares students for and makes them aware 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).

SWP Questions Title I District Name Fiscal Year School Name Grade Band Principal Cluster State Designation (CSI, TSI, or Promise) School Wide Plan Questions Response 5. MIDDLE AND HIGH SCHOOLS ONLY - Describe how the school will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including, if applicable- a. through coordination with institutions of higher education, employers, and other local partners; and ii. through increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills. Sec. 1112(b)(10); b. through increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills. Sec.1112(b)(10).