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["2025-2026 Continuous Improvement Plan (CIP)"]
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["District Name:",null,"Atlanta Public Schools ",null,null,null,null,"Fiscal Year",null,"2025-26"]
["School Name:",null,"KIPP Woodson Park Academy",null,null,null,null,"Grade Band:",null,"K-8"]
["Principal:",null,"Tara Stifler",null,null,null,null,"Cluster:",null,"Douglass (Partner School)"]
["Federal Programs Support Specialist:",null,"Kathy Mayfield",null,null,null,null,"State Designation (CSI/TSI/ATSI or NA):",null,null,"ATSI"]

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{"sheet":"Timeline","index":2,"n_rows":33,"n_cols":5,"rows_kept":33,"cut":false,"hidden":false,"merged":[[0,0,0,4],[3,0,5,0],[3,1,5,1],[3,3,5,3],[3,4,5,4],[2,0,2,4],[3,2,5,2],[33,0,33,4],[7,3,17,3],[7,4,18,4],[8,2,10,2],[11,2,12,2],[13,2,15,2],[16,2,17,2],[13,0,15,0],[16,0,17,0],[8,1,10,1],[11,1,12,1],[31,0,31,2],[19,0,19,4],[8,0,10,0],[11,0,12,0],[18,0,18,1],[6,0,6,4],[20,4,28,4],[20,3,28,3],[32,0,32,2],[29,0,29,1],[30,0,30,1],[29,4,30,4],[29,2,30,2],[13,1,15,1],[16,1,17,1],[20,1,26,1],[21,2,26,2]]}
["Continuous Improvement Planning Timeline "]
["Actions ","Estimated Time  ","Notes, Tools and Resources ","Timeline ","Support Provided "]
["Getting Started "]
["Step 1: Establishing a Team\n*Required Task: Complete Project Team Matrix on CIP template ","30 minutes ","Action: Identify individuals who can work collaboratively throughout the needs assessment process \n\nResource: Data Decision Making Process guide page 8 and Example of a Project Team Matrix    \n\n*Task 1: Project Team Matrix  ","April 21 – May 2","Federal Programs Technical Assistance"]
[]
[]
["Conduct a Comprehensive Needs Assessment  "]
["Step 2: Gather and Analyze data ","60 minutes ","Action: Team gathers data and interprets the data \n\nResource: K-8 or HS CIP Data Protocol  \n\nResource: Data Decision Making Process guide pages 12; 18-20 \n\nTool 1: Data Matrices  ","April 21 – May 19","District Virtual PL  \nGaDOE SES/RESA SIS (CSI Schools) \nGeorgia Learns Course \nFederal Programs Technical Assistance\n \n\nNote: It will take several meetings to review achievement, process, and other pertinent data such as attendance, pass-fail, survey, etc. "]
["Step 3: Summarize Data ","60 minutes ","Action: Review the data to determine school strengths and challenges for improvement \n\nResource: Data Decision Making Process guide pages 29-30 \n\nTool 2: Summary Matrix WS "]
[]
[]
["Step 4: Prioritize Needs ","45 minutes ","Resource: Data Decision Making Process guide page 32 \n\nTool 3: Overarching Needs "]
[]
["Step 5: Analyze Root Causes - Analyze WS\n*Required Task: Complete Root Causes Analysis on CIP","60 minutes ","Resource: Data Decision Making Process guide pages 34-35 \n\nTool 4: The 5 Whys Root Cause Analysis \n\n*Task 2: Root Causes Analysis WS"]
[]
[]
["Step 6: Develop SMART Goals on CIP\n*Required Task: Update all SMART Goals on CIP ","45 minutes ","Resource: Data Decision Making Process guide pages 37-38 \n\nTask 3: SMART Goal Worksheet "]
[]
["Federal Programs Technical Assitance",null,"Review: Project Team Matrix, Root Causes Analysis WS, and SMART Goals ","May – June "]
["Continuous Improvement Plan Development "]
["Step 7: Identify evidence-based strategies","90 minutes per priority area ","Resource: Data Decision Making Process guide pg. 40; What Works Clearinghouse ","2025-06-06","District Virtual PL\nGaDOE SES/RESA SIS (CSI Schools)\nGeorgia Learns Course\nFederal Programs Technical Assistance"]
["Step 8: Create high-leverage action steps",null,"Resource: Data Decision Making Process guide pages 40-47"]
["Step 9: Select funding sources "]
["Step 10: Establish measurable outcomes for monitoring implementation of action steps "]
["Step 11: Create measurable outcomes for monitoring impact on student achievement "]
["Step 12: Identify resources, position responsible for monitoring "]
["Step 13: Develop a timeline for implementation "]
["Step 14: Complete the Title I section of the CIP ","30 minutes ","Tool: CIP (last two gray tabs)"]
["Step 15: Align Budget  to Goals and Action Steps\t\t\t\t\t\t\t\t","60 minutes ","Tool: Funding Allowabilty Links (embedded in budget tabs)"]
["CIP Review \n(Federally Identified Schools) ",null,"Tool: CIP Rubric","June 30 – July 14 ","CIP Review Teams (Federal Programs and Family Engagement) "]
["CIP Review \n(All other schools) ",null,null,"July 21–August 4"]
["CIP Submission \n(Federally Identified Schools)  ",null,null,"July 18 "]
["CIP Submission \n(All other schools) ",null,null,"August 15"]

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["District Name:",{"$f":"+'Cover Page'!C30","v":"Atlanta Public Schools "},null,"Fiscal Year:",{"$f":"+'Cover Page'!J30","v":"2025-26"}]
["School Name:",{"$f":"+'Cover Page'!C31","v":"KIPP Woodson Park Academy"},null,"Grade Band:",{"$f":"+'Cover Page'!J31","v":"K-8"}]
["Principal:",{"$f":"+'Cover Page'!C32","v":"Tara Stifler"},null,"Cluster:",{"$f":"+'Cover Page'!J32","v":"Douglass (Partner School)"}]
["Federal Programs Support Specialist:","Kathy Mayfield",null,"CSI/TSI/ATSI or NA:",{"$f":"+'Cover Page'!K33","v":"ATSI"}]
["Continuous Improvement Plan (CIP) - Projected Team Matrix"]
["Positions:","Name","Team Role","Responsibility"]
["Administrators"]
["Principal*","Tara Stifler","Facilitator","Leads meetings and sets the agenda. Ensures alignment with district and state improvement goals. Coordinates action steps and timelines. Communicates CIP goals and progress to families and external partners."]
["Principal Fellow","Jonathan Carlisle","Co-Facilitator\nData Analyst","Collects, analyzes, and interprets student achievement and school performance data. Identifies trends and areas of need. Monitors progress toward goals using measurable outcomes. "]
["Assistant Principal*","Nicole Tardif","Data Analyst/Professional Development Coordinator \n","Collects, analyzes, and interprets student achievement and school performance data. Identifies trends and areas of need. Monitors progress toward goals using measurable outcomes. Plans professional development according to the data. Supports teachers in implementing new strategies.\n"]
["Fiscal Manager*","Tai Jordan"]
["Leadership Team and/or School-Level Positions"]
["Special Education Lead Teacher (SELT) ","Carita Harvey","Curriculum & Instructional Team Member \n","Assists in modifying resources & strategies  to best support instruction for diverse learners.\nMonitors progress toward goals using measurable outcomes for diverse learners."]
["Instructional Coach ","Arlisa Rosser","Data Analyst/Professional Development Coordinator \n","Collects, analyzes, and interprets student achievement and school performance data. Identifies trends and areas of need. Monitors progress toward goals using measurable outcomes. Plans professional development according to the data. Supports teachers in implementing new strategies.\n"]
["Instructional Coach ","Elishia Parker","Data Analyst/Professional Development Coordinator \n","Collects, analyzes, and interprets student achievement and school performance data. Identifies trends and areas of need. Monitors progress toward goals using measurable outcomes. Plans professional development according to the data. Supports teachers in implementing new strategies.\n\t"]
["Department Chair (Operations)","Alison Irons ","Data Analyst/Attendance Team Lead","Collects, analyzes, and interprets student attendance and school performance data. Identifies trends and areas of need. Monitors progress toward goals using measurable outcomes. Plans strategies according to the data. Supports attendance team & school in implementing new strategies."]
["General Ed. Teacher*","Dynell West","Curriculum & Instructional Team Member","Shares practical insights from classroom experiences.  Serves as an advocate for the Math department in identifying innovative methods to address gaps"]
["Teacher, Students with disabilities (SWD) (if applicable)*","Frenise Venisee","Curriculum & Instructional Team Member","Shares practical insights from classroom experiences.  Serves as an advocate for the ELA & Special Education departments in identifying innovative methods to address gaps"]
["Teacher, English learners (EL)  (if applicable)*","Brandon Raper","Curriculum & Instructional Team Member","Offers strategies for language development and instructional support for English learners. Assists in modifying resources & strategies  to best support language acquisition.\n"]
["Teacher, Career, Technical, and Agricultural Education (CTAE)  (if applicable) ","N/A"]
["Teacher, Gifted (if applicable) "]
["Counselor "]
["Social Worker "]
["Paraprofessional*","Lahteyaerrah Blackamore "]
["Parent Liaison or Designee  *","Kenya Taylor","Famiy Engagement Coordinator","Developes strategies to strengthen school-family patnerships, and support initiatives. Spearheads documentation for FE Title I"]
["Community Stakeholder*","Roy Cogdell (Grove Park Foundation)","Community Representative & Supporter","Collaborates with school staff to identify school & community needs and address solutions. Provides resources to support school in addressing the community & school needs. Advocates for the school and community as a whole, in the broader Grove Park & Atlanta community."]
["Community Stakeholder"]
["Student  (high school only)*","N/A"]
["Student  (high school only)*","N/A"]
["Federal Programs"]
["Federal Programs Support Specialist or Designee*","Kathy Mayfield","Federal Programs Representative","Ensures that CIP initiatives' intent and purposes are  aligned to identified consolidated federal funds.  "]
["RESA School Improvement Specialist (SIS) (CSI Schools Only)*","N/A"]
["GaDOE School  Effectiveness Specialist (SES) (CSI Schools Only)*","N/A"]
["Please note that * indicates a required team member."]

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["Root Causes Analysis Worksheet"]
["Select the top two to four overarching needs from your needs assessment. Conduct a separate root cause analysis for each need. Complete the table below for each selected overarching need."]
["Overarching Need 1: Literacy ","To develop teacher capacity & skill to provide data-driven, differentiated instruction to all scholars through targeted support and data-driven coaching cycles"]
["Root Causes to be addressed","Lack of access to consistent data to drive instruction & differentation\nLack of consistent coaching on using data to drive instruction & scholars doing the thinking-work & application of standards to texts themselves"]
["This is a root cause and not a contributing cause or symptom",true,"Yes",false,"No"]
["This is something we can affect",true,"Yes",false,"No"]
["Impacted Programs (optional)","Staffing model for ELA coaching, Curricula without sufficient amount of cold reads and daily exit tickets for data analysis"]
["Additional Responses (optional)"]
["Overarching Need 2: Numeracy ","To increase teacher capacity & skill around targeted, data-driven instruction & release of scaffolding through aligned, data-driven coaching cycles of support"]
["Root Causes to be addressed","Lack of intentional use of data to inform instruction & planning\nScholars not having enough time to do the heavy-lifting of the work/standard"]
["This is a root cause and not a contributing cause or symptom",true,"Yes",false,"No"]
["This is something we can affect",true,"Yes",false,"No"]
["Impacted Programs (optional)","Staffing model for Math coaching & coaching support on data analysis "]
["Additional Responses (optional)"]
["Overarching Need 3: Whole Child","To build awareness for families around the correlation between consistent attendance and academic growth, through consistent communication & family supports."]
["Root Causes to be addressed","Family awareness & understanding of the importance of consistent schooling"]
["This is a root cause and not a contributing cause or symptom",true,"Yes",false,"No"]
["This is something we can affect",true,"Yes",false,"No"]
["Impacted Programs (optional)","Accountability for famillies in regards to chronically absent rates"]
["Additional Responses (optional)"]
["Overarching Need 4: Graduation/ College & Career Readiness (HS Only)"]
["Root Causes to be addressed"]
["This is a root cause and not a contributing cause or symptom",false,"Yes",false,"No"]
["This is something we can affect",false,"Yes",false,"No"]
["Impacted Programs (optional)"]
["Additional Responses (optional)"]

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[]
["Identification  of Goals and Action Steps"]
["SMART Goal 1/Priority 1:",null," By the end of the 2025-2026 school year, the 3rd-5th grade students will increase scoring developing or above from 49% (SY24-25) to 64% (SY25-26) on the spring 2025 EOG in ELA. "]
["Strategy:",null,"Routinely use a set of comprehension-building practices to help students make sense of the text."]
["Strategy (click for example of resource):",null,"https://ies.ed.gov/ncee/wwc/docs/practiceguide/rti_reading_pg_021809.pdf"]
["Action Steps",null,"Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs Funding Source"]
["Implement flexible targeted skills and \nstrategy based small group instruction\nfor remediation and/or acceleration in reading",null,"Principal \nAP Reading \nInstructional Coach \nTeachers","Aug-May (5 days a week)","50% data meetings aligning MAP Continuum skills in standards for small group work, data meeting protocol used with data collected from targeted small group","formative assessments MAP data classroom observations","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Implement 30 minute daily intervention/ enrichment block in reading based on MAP data from BOY 24-25.",null,"Principal \nAP Reading \nInstructional Coach \nTeachers","Aug-May (3 days week)","100% of students/teachers will engage in the 30 minute daily intervention/enrichment block","digital platform data formative assessments, MAP data , classroom observations, Data meeting looking at data & student grouping,","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Increase reading comprehension through explicit teaching of comprehension strategies and vocabulary",null,"Principal \nAP \nReading \nInstructional Coach \nTeachers","Aug-May (5 days a week)","100% of teachers will participate in PLCs on effective implementation of structured literacy strategies (comprehension and vocabulary).","classroom observations, PLC content, MAP data, formative assessments","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Subgroup Action Steps (required)"]
["Identified Subgroup","Action Steps","Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs Funding Source"]
["Students With Disabilities (SWD)","Implement effective co-teaching model for special education students when appropriate","Principal \nSELT \nAP","Aug-May","100% of co-taught teachers will use 1 of the 3 preferred co-taught models. ","classroom observations","Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Economically Disadvantaged","The Reading Teacher will provide additional support  to decrease the number of students at the beginning and developing levels through targeted small group instruction. ","Reading Teacher","Aug-May ","100% of reading teachers will implement small group instructional strategies.","bi-weekly fluency reading data (increase in wpm), observations, increase in Lexile level/ guiding reading, collaborative planning","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Family Engagement"]
["Action Steps",null,"Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs Funding Source"]
["Implement quarterly family engagement activities to provide literacy support at home.",null,"Teachers\nPrincipal  \nAP","Aug-May","60% of families will attend the quarterly literacy family engagement activities.","Sign-in sheets\nclassroom observations","Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",true]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
[]
[]
["Subgroups"]
["Race/Ethnicity"]
["Economically Disadvantaged"]
["Students With Disabilities (SWD)"]
["English Learners (EL)"]
["Foster/Homeless"]
["Migrant"]

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[]
["Identification of Goals and Action Steps"]
["Literacy SMART Goal 1/Priority 1:",null,"By the end of the 2025-2026 school year, the 3rd-8th grade scholars will increase scoring developing or above from 44% (SY24-25) to 60% (SY25-26), and proficient and above from 20% to 30% on the spring 2025 EOG in ELA. \n***This data is preliminary and does not include grades 4,6,7, and still includes non-FAY scholars.  This goal will be updated once we have all results back & will include goals by grade for growth by each level."]
["Strategy:",null,"Consistent coaching of teachers to ensure teaching practices focus on scholars doing the heavy-lifting and having productive struggle with text, while also analyzing data to prepare for each lesson to align to scholar needs."]
["Strategy (click for example of resource):",null,"https://www.evidenceforessa.org/program/content-focused-coaching-whole-class/"]
["Action Steps",null,"Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs "]
["Implement weekly data analysis protocol meetings in ELA Collaborative Plannng meeting, where teachers analyze scholar work to identify strengths and misconceptions & plans to address.",null,"ELA Assistant Prinicpals (2)\nRegional ELA Managers","September 2025-May 2026\nWeekly","85% of weekly data meetings held throughtout the year. (85% is out of total number of weeks) \n100% of data meetings include analyzing scholar work  ","APM Workbook\nformative assessments\niReady assessments\nCollaborative Planning Meeting & Academic Progress Monitoring Meeting Rubrics\nScholar Formative Assessments","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Increase reading comprehension through daily instructional release of over-scaffolded instruction to allow scholars more opportunity to analyze texts independently. ",null,"ELA Assistant Prinicpals (2)\nRegional ELA Managers\nELA Teachers","August 2025-May 2026\n","100% of teachers will participate in weekly CPMs on effective release to scholars to do the heavy lifting\n\n100% of ELA Coaches will real-time coach in each weekly observation to align instructional time to scholar independent practice","Classroom observations in SchoolMint Grow\nReal-time Coaching\nCPM Workbooks\nformative assessment data\niReady Data\nKIPP Atlanta Instructional Melody Check Rubric","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Implement 30 minute daily responsive block in ELA for grades 5-8 based on iReady and DIBELS data from August 2025.",null,"Campus Principal\nDeputy Principal\nELA Assistant Principal\nRegional Math Manager","Aug 2025-May 2026\n (4 days week)","100% of students/teachers will engage in the 30 minute daily responsive  ELA block; as measured by weekly classroom observations & walkthroughs","iReady & DIBELS Data\nclassroom observations in School Mint Grow\nAcademic Progress Monitoring Meetings (APM)\nELA Data Meetings","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Subgroup Action Steps (required)"]
["Identified Subgroup","Action Steps","Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs "]
["Students With Disabilities (SWD)","Implement weekly collaborative planning meetings with SWD and  general ed teachers","Assistant Principals of Scholar Support (2)\nELA Assistant Principals (2)","September 2025-May 2026","SWD ELA Teachers will attend 85% of ELA collaborative planning meetings for identified grade(s) ","Collaborative Planning Meeting Notebooks\nsign-ins\nMeeting observations in SchoolMint Grow","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Students With Disabilities (SWD)","SWD ELA Teacher will provide additional support  to scholars via individual SDI strategies, in all lessons,  to increase the number of scholars performing at the developing and proficient levels. ","Assistant Principals of Scholar Support (2)\nScholar Support Teacher Leaders (2)\nELA SWD Teachers","August 2025-May 2026","100% of SWD teachers will implement SDI strategies that are differentiated for each scholar's need.","Lesson Plans\nClassroom Observations in SchoolMint Grow\nGA DOE ATSI Rubric & KIPP Atlanta SDI Rubric","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Family Engagement"]
["Action Steps",null,"Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs "]
["During school wide family events, we will have opportunities for families to learn how to support with reading at home including how to pick an appropriate text for your scholar, comprehension questions to ask to support with understanding of the text, and fluency strategies. ",null,"Family Liasion ","August 2025-May 2026 ","School created materials to support families and family sign in sheets for events. ","By the end of 2025-2026, the 3rd-8th grade scholars will increase scoring developing or above from 44% to 60% and proficient and above from 20% to 30% on the Spring EOG in ELA.  ","Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",true]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
[]
[]
["Subgroups"]
["Race/Ethnicity"]
["Economically Disadvantaged"]
["Students With Disabilities (SWD)"]
["English Learners (EL)"]
["Foster/Homeless"]
["Migrant"]

{"sheet":"Goal 2","index":7,"n_rows":44,"n_cols":8,"rows_kept":44,"cut":false,"hidden":false,"merged":[[6,0,9,1],[6,2,9,2],[6,3,9,3],[6,4,9,4],[6,5,9,5],[0,0,0,7],[1,0,1,7],[2,0,2,1],[2,2,2,7],[5,0,5,1],[5,6,5,7],[3,0,3,1],[3,2,3,7],[4,0,4,1],[14,0,17,1],[14,2,17,2],[14,3,17,3],[14,4,17,4],[14,5,17,5],[10,0,13,1],[10,2,13,2],[10,3,13,3],[10,4,13,4],[10,5,13,5],[24,5,27,5],[18,0,18,7],[19,6,19,7],[20,0,23,0],[20,1,23,1],[20,2,23,2],[20,3,23,3],[20,4,23,4],[20,5,23,5],[24,0,27,0],[24,1,27,1],[24,2,27,2],[24,3,27,3],[24,4,27,4],[34,0,34,7],[28,0,28,7],[29,0,29,1],[29,6,29,7],[30,0,33,1],[30,2,33,2],[30,3,33,3],[30,5,33,5],[30,4,33,4]]}
[]
["Identification of Goals and Action Steps"]
["Math SMART Goal 1/Priority 1:",null,"By the end of the 2025-2026 school year, the 3rd-8th grade scholars will increase scoring developing or above from 61% (SY24-25) to 70% (SY25-26), and proficient and above from 19% to 30% on the spring 2025 EOG in Math. \n***This data is preliminary and  still includes non-FAY scholars.  This goal will be updated once we have all results back & will include goals by grade for growth by each level."]
["Strategy:",null,"Routinely use a set of data-driven practices to ensure teachers differentiate learning consistently and help scholars do the heavy lifting with work on their level."]
["Strategy (click for example of resource):",null,"https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/dddm_pg_092909.pdf"]
["Action Steps",null,"Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs "]
["Implement weekly data analysis protocol meetings in Math Collaborative Plannng meeting, where teachers analyze scholar work to identify strengths and misconceptions & plans to address.",null,"Math Assistant Prinicpals (2)\nRegional Math Managers","September 2025-May 2026","85% of weekly data meetings held throughtout the year. (85% is out of total number of weeks) \n100% of data meetings include analyzing scholar work  ","APM Workbook\nformative assessments\niReady assessments\nCollaborative Planning Meeting & Academic Progress Monitoring Meeting Rubrics\nScholar Formative Assessments","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Implement 30 minute daily intervention/ enrichment block in math for grades 4-7 based on iReady data from August 2025.",null,"Campus Principal\nDeputy Principal\nMath Assistant Principal\nRegional Math Manager","Aug 2025-May 2026\n (4 days week)","100% of students/teachers will engage in the 30 minute daily intervention/enrichment math  block (WIN Time), as monitored by bi-weekly observations.","iReady Data\nclassroom observations in School Mint Grow\nAcademic Progress Monitoring Meetings\nMath Data Meetings","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Implement flexible targeted skills and \nstrategy based small group instruction aligned to instructional domains. (grades 3-8)",null,"Campus Principal\nDeputy Principal\nMath Assistant Principal\nRegional Math Manager","August 2025-May 2026\n(4 days a week)","100% of small group lessons will be aligned to identiy target skills from iReady data analysis protocols (to CCRPI), as monitored by weekly obervations","iReady Data\nclassroom observations in School Mint Grow\nCCRPI Target Scholars Tracker","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Subgroup Action Steps (required)"]
["Identified Subgroup","Action Steps","Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs "]
["Students With Disabilities (SWD)","Implement weekly collaborative planning meetings with SWD and  general ed teachers","Assistant Principals of Scholar Support (2)\nMath Assistant Principals (2)","September 2025-May 2026","SWD Math Teachers will attend 85% of ELA collaborative planning meetings for identified grade(s) ","Collaborative Planning Meeting Notebooks\nsign-ins\nMeeting observations in SchoolMint Grow","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Students With Disabilities (SWD)","SWD Math Teacher will provide additional support  to scholars via individual SDI strategies, in all lessons,  to increase the number of scholars performing at the developing and proficient levels. ","Assistant Principals of Scholar Support (2)\nScholar Support Teacher Leaders (2)\nMath SWD Teachers","August 2025-May 2026","100% of SWD teachers will implement SDI strategies that are differentiated for each scholar's need.","Lesson Plans\nClassroom Observations in SchoolMint Grow\nGA DOE ATSI Rubric & KIPP Atlanta SDI Rubric","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Family Engagement"]
["Action Steps",null,"Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs "]
["Host family academic events throughout the school year to show families how to support with math skills at home including addition, subtraction, multiplication, and division facts. ",null,"Family Liaision ","August 2025-May 2026 ","Increase family participation in monthly school events. Sign in Sheets","By the end of 2025-2026, the 3rd-8th grade scholars will increase scoring developing or above from 61% to 70% and proficient and above from 19% to 30% on the Spring EOG in Math.","Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",true]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
[]
[]
[]
["Subgroups"]
["Race/Ethnicity"]
["Economically Disadvantaged"]
["Students With Disabilities (SWD)"]
["English Learners (EL)"]
["Foster/Homeless"]
["Migrant"]

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[]
["Identification of Goals and Action Steps"]
["Whole Child SMART Goal 3/Priority 3: ",null,"By the end of the 2025-2026 school year, K-8th grade sholars will increase the number of scholars who are present 90% or more days by 10% from 60.4% (SY24-25) to 70% (SY25-26), with 50% of scholars being Low Risk and 20% being At Risk."]
["Strategy:",null,"Routinely hold family attendance meetings, focusing on the various data sets to identify feasible and targeted attendance support to drive growth in each of the categories. "]
["Strategy (click for example of resource):",null,"https://www.evidenceforessa.org/program/early-warning-intervention-and-monitoring-system-ewims/"]
["Action Steps",null,"Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs "]
["Implement consistent and effective Family Attendance Meetings for famillies with excessive absences.  Implement an attendance contract with the family to improve attendance.",null,"Atttendance Clerk\nAttendance Team\nSocial Worker\nSchool Counselors\nParent Liaison","August 2025-May 2026\n (as needed for families)","85% of identified attendance at-risk famililes will have Family Attendance Meetings with an attendance contract ","Weekly Attendance Team Meeting Workbook\nFamily Attendance Meeting Sign-ins & Notes\nAPS Graphs CCRPI Attendance Tracker ","Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",true]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Each school leadership team member and attendance team member will have a chronically absent caseload of 3 chronically absent scholars to monitor attendance and support famillies to increase attendance. Support includes calling when absent, providing transportation supports as needed, and/or working with family to determine barriers to provide solutions. \nCaseload will change as scholars progress off the CA list.",null,"School Leadership Team (Principal, 2 Principal Fellows, Director of Operations, 8 Asssitant Principals)\nAttendance Team (Attendance Clerk, Registrar, 2 Counselors, Social Worker)","September 1, 2025-May 2026\n(weekly)","75% of identified famililes will show an decrease from high risk for absenteeism to some risk","IC Contact Logs\nAttendance Team Meeting Workbook\nAPS Graphs CCRPI Attendance Tracker ","Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",true]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Establish a comprehensive yearlong incentive plan for positive attendance growth for families and scholars, inclusive of more frequent attendance incentives and explanations for receipt",null,"Attendance Team\nCampus Principal","July 2025-May 2026","5% of scholars in the at risk category will move to some risk, and 5% of scholars in the some risk category will move to low risk by the end of the year. We will monitor the data weekly. ","APS Graphs CCRPI Attendance Incentive Tracker\nAttendance Incentive Plan","Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",true]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Subgroup Action Steps (required)"]
["Identified Subgroup","Action Steps","Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs "]
["Students With Disabilities (SWD)","Implement daily calls to SWD famillies who are absent to determine reason for absence and to encourage arrival by 10AM, if feasible.","Assistant Principals of Scholar Support\nPrimary & Middle Paraprofessionals","August 2025-May 2026","100% of famillies of SWDs will receive a daily phone call by 9:30AM, if absent","Attendance Call Logs\nAPS Graphs CCRPI Attendance Tracker (filtered for SWD)","Title I, A",true]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
[null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Family Engagement"]
["Action Steps",null,"Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs "]
["Implement quarterly family meetings that build awareness on the importance of consistent school attendance. activities to provide literacy support at home.",null,"Parent Liaison\nAttendance Team","August 2025-May 2026","50% of attendance at-risk and some-risk families will attend the quarterly attendance family engagement meetings.","Sign-in sheets\nAPS Graphs CCRPI Attendance Tracker","Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",true]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
[]
[]
[]
["Subgroups"]
["Race/Ethnicity"]
["Economically Disadvantaged"]
["Students With Disabilities (SWD)"]
["English Learners (EL)"]
["Foster/Homeless"]
["Migrant"]

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[]
["Intent and Purpose Action Steps"]
["SMART Goal 4/Priority 4 (HS Only):"]
["Strategy (click for resource):"]
["Action Steps",null,"Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","District Support","Federal Programs"]
[null,null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,null,"Title IV, B",false]
[null,null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,null,"Title IV, B",false]
[null,null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,null,"Title IV, B",false]
["Subgroup Action Steps for Literacy (required)"]
["Identified Subgroup","Action Steps","Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","District Support","Federal Programs"]
[null,null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,null,"Title IV, B",false]
[null,null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,null,"Title IV, B",false]
["Family Engagement"]
["Action Steps",null,"Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","District Support","Federal Programs"]
[null,null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,null,"Title IV, B",false]
[]
[]
[]
["Subgroups"]
["Race/Ethnicity"]
["Economically Disadvantaged"]
["Students With Disabilities (SWD)"]
["English Learners (EL)"]
["Foster/Homeless"]
["Migrant"]

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[]
["Identification of Goals and Action Steps"]
["Graduation/ College & Career Readiness SMART Goal 4/Priority 4:"]
["Strategy:"]
["Strategy (click for example of resource):"]
["Action Steps",null,"Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs "]
[null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
[null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
[null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Subgroup Action Steps (required)"]
["Identified Subgroup","Action Steps","Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs "]
[null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
[null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
["Family Engagement"]
["Action Steps",null,"Person/Position Responsible","Timeline of Implementation","Method for Monitoring\n Implementation","Method for Monitoring Effectiveness","Federal Programs "]
[null,null,null,null,null,null,"Title I, A",false]
[null,null,null,null,null,null,"Parent & Family Engagement",false]
[null,null,null,null,null,null,"SIG, A",false]
[null,null,null,null,null,null,"Title II",false]
[]
[]
[]
["Subgroups"]
["Race/Ethnicity"]
["Economically Disadvantaged"]
["Students With Disabilities (SWD)"]
["English Learners (EL)"]
["Foster/Homeless"]
["Migrant"]

{"sheet":"Title IA SWP Questions","index":11,"n_rows":11,"n_cols":2,"rows_kept":11,"cut":false,"hidden":false,"merged":[[0,0,0,1],[1,0,1,1],[11,0,11,1]]}
["Title I School Wide Program (SWP) Questions"]
["Instructions:  Please answer all questions below that apply to your grade span along with all questions that are for ALL SCHOOLS."]
["SWP Question #1 - ALL SCHOOLS","Response"]
["What are 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—","On average, over 50% of ELA and 40% of Math scholars in grades 3-8 need are scoring in the Begining Category of EOG Milestones and need intensive supports.  Scholars need support in closing gaps through remediation and differentiated instruction so that scholars can more adequately access grade-level content independently.  As a whole community, many of our most at-risk scholars have a varity of barriers that make their educational progress difficult, which are inclusive, but not limited do, lack of stable housing, limited nutritonal options, in need of phsycial and mental health supports, and access to all-around wraparound services that decreas ebarriers that scholars in our community face.\n\nAdditionally, our school community is a vary transient community, with about 200 scholars transitioning in and out of KWPA on a yearly basis. Many scholars who transition in have been out of school an excessive amount of time, causing year-long, or more, collective gaps in their educational journey, which further impedes their academic progress. "]
["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;","In order to continue to meet the varying needs of all of our scholars, we also provide many additional supports and exposures to our scholars during the school day including free bi-monthly field lessons, free of charge, an expansive Partnership with Chris 180 and Morehouse interns, an onsite health clinic and partnership with Whitefoord Health Clinic which provides physical, mental, and dental supports to all of our families and community members.  Over the years, our partnership with each of these has increased.  We have a full-time onsite Chris 180 therapist in-house, and the Whiteford partnersihp is pretty full.  We are continuing to add more supports with vision supports for scholars as well, inclusive of providing glasses after screenings!  Free of charge!\n\n As a part of our partnership with Buckhead Church, identified scholars in grades third-eighth have a Buckhead Mentor who meets with them regularly during their enrichment block. Our two counselor workers and Chris 180 Therapist also have focus groups with subsets of scholars to continue to work on building identified skills that help to navigate emotions and difficult situations. By focusing on a schoolwide positive culture system inclusive of Restorative Practices, and supports with a contracted Behavior Consultant as needed, we are able to ensure we are provide scholars with positive, safe, and structured learning environments that allows them all to achieve to the best of their ability while learning to communicate through restorative practices and social-emotional learning with Second Step. Lastly, our daily scholar huddles, mindfulness block, and morning circles add additional layers of support and strategies for scholars as they continue to navigate their social-emotional journey.  Our Culture Team does a phenomenal job of working to provide recognition to scholars with our core values and growth around this as well.\n\nOur biggest focus areas is continuing to build family and community awareness around solving conflicts with words and not physically, and to continue to work with the APD and Gang Unit to ensure we are supporting our scholars, particularly our young males, to ensure they stay focused on the right path.  "]
["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.);","By focusing on a schoolwide Positive Culture System, Restorative Practices, and supports with a contracted Behavior Consultant as needed, we are able to ensure we are provide scholars with positive, safe, and structured learning environments that allows them all to achieve to the best of their ability while learning to communicate through restorative practices and social-emotional learning with Second Step. Lastly, our daily scholar huddles, mindfulness block, and morning circles add additional layers of support and strategies for scholars as they continue to navigate their social-emotional journey.\n\nAt the same time, we know that some scholars need additional support and intervening services, and we are able to provide those with the use of our Behavior Consultant, and our MTSS Coordinator. Identified scholars are able to receive individualized behavior plans that target their areas of strength and need to ensure they are growing and getting the support they need. Additionally, we ensure that all of our teachers receive professional learning support and development on restorative practices, mindfulness, de-escalation strategies, and responding to difficult scholar behaviors. We are continuing to work with on identifying schoalrs early, and working urgently to get them the supports they need, inclusive of regional placements and adapted curriculums, like GAA, as needed.  We are proud of the urgency with which we have been working to do this and the supports we have been able to get for our scholars, and want to continue to focus on this to ensure we do it with fidelity and urgency, so that all scholars can thrive as soon as possible and consistently as possible."]
["c.) professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects.","At KWPA we have weekly Collaborative Planning Meetings with our teachers and coaches that focuses on the use of data to inform and adjust instruction and meet the needs of scholars.  Each grade level team has at least one day a week of 90 minutes of uninterrupted planning time that is utilized for this CPM.  Additionally, we have a number of our SWD teachers enrolled in varying courses with MetroResa--about SDI for experienced SWD teachers, and general coteaching and resource strategies for newer SWD teachers.  We consistently send our teachers to identified professional developments online and in-person.\n\nAs a KIPP Atlanta region, our teachers also participate in at least monthly PD sessions with their content and grade peers across campuses.  On these days/halfdays, we get subs to support classrooms to enable teachers to have quality dedicated time to continue to improve their craft.  On Staff PD days, at least half of each day is dedicated to such PD.\n\nOur weekly staff meetings consist of at minimum bi-weekly content meetings consisting of data analysis, planning, and more, and our K-4 teachers have a dedicated Reading Coach Consultant who spends 1 entire week with us a month (from Montana). As we enter into our 4th year of this partnership, we have seen teacher's content knowledge grow exponentially from her support."]
["SWP Question #2 - ELEMENTARY ONLY","Response"]
["What strategies will the school utilize in assisting preschool children in the transition from early childhood education?","Our primary focus for assisting with the Pre-K to Kindergarten transition is with our partnership with the Woodson Park YMCA Early Learning Center located on our campus grounds.  We work to ensure that we attend all Kindergarten readiness meetings and workshops they have for their famllies, providing them resources about strategies to use at home, especially in regards to phonological awareness and oral language building.  Additionally, we work closely with them to ensure 100% of Pre-K students there that are zoned to come to KWPA enroll ahead of time. Many times famillies wait until August to enroll in Kindergarten, but ensuring that enrollment is done in the spring prior ensures that scholars are ready to start on day 1 and do not miss any days of learning.  Lastly, we have a day where the Pre-K students come to KWPA (even those out of zone), to experience what a day of Kindergarten would be like.  This is a favorite day of all of ours and we send the pre-k scholars home with a shirt and litearacy resoruces. "]
["SWP Question #3 - MIDDLE SCHOOLS AND HIGH SCHOOLS ONLY","Response"]
["How will the school support the preparation for and awareness of opportunities for postsecondary education and the workforce, including career and technical education programs and broadening students' access to coursework that allows them to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools)?","At a high level, our school partners with families and our district high school, Douglass High School, to ensure that scholars and families are aware of the expectations of high school, and the process of transitioning to high school.  Support includes pep rallies, high school visits, parent meetings, support with application writing for non-zoned schools, and more.\n\nWe have also grown in the number of varying opportunities we have been providing to our famillies for school-choice and applications for advanced course placement, or scholarship opportunities.  Our counselor team does a great job creating these opportunities with our famillies.  This year we had 8 scholars to get into the Iovine & Young Center at Douglass High School, and we hope to increase that number each year as we continue to make our middle school courses more rigorous.  This path prpares scholars to compete in the world of technology and design.\n\nTo support our famillies with this momentous transition, beginning in October, we have regular transition parent nights with our families. We partner with Douglass High School to ensure that we have a school tour of their zoned school, a pep rally for all scholars at KWPA (at FDHS), and schedule and promote all of the Cluster activities within our cluster such as athletic Cluster Nights, Parent Nights, and Orientations. This partnership ensures that families and scholars are thinking about, planning for, and getting to know their high school. Our counselor and CARE Team also support our families in any transition paperwork for high school, as well as sharing their options, and our Assistant Principal of Scholar Support works, beginning in October, to ensure that she is setting 100% of SWD scholars up for transition plans, and ensuring that she works with their identified high school to ensure a seamless transition of their plan and supports.\n\nScholars also participate in various in-depth career projects throughout their middle school year, taking interest surveys and compelting research projects and presentations about a chosen career.  We host an annual career fair in each March to promote our scholars' access to varying careers.  \n\nAs we continue to grow in our proficiency, our next hope is that in the coming years we can provide our 8th grade scholars with access, for at least a homeroom set of scholars, to Algebra I.  We are anxious to score high enough on our EOG GRade 8 Milestones in the coming years to qualify for this opportunity."]

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["Title IA:  Attestations"]
["School Wide Plan Development: 1114(2)(B) (i-iv)","Requirements Met"]
[null,"Yes ","No","NA"]
["1. 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",true,false,false]
["2. 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;",true,false,false]
["3. 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.",true,false,false]
["4. 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.",true,false,false]
["5. Is developed in coordination and integration with other Federal, State, and local services, resources, and programs, such as programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under Section 1111 (d), if appropriate and applicable.",true,false,false]
["6.  Jointly developed with, and distributed to, parents and family members of participating children a written parental and family engagement involvement policy, agreed on by such parents, that shall describe the means for carrying out the requirements of Subsections (c) through (f). Parents shall be notified of the policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. Such policy shall be made available to the local community and updated periodically to meet the changing needs of parents and the school.",true,false,false]
["Pursuant to Sections 1114(2)(B)(i-iv) and 1116(b)(1) of the Every Student Succeeds Act (ESSA), the principal's signature below affirms that the school complies with the requirements and maintains the necessary recommended documentation.  (Electronic signatures are accepted)"]
["Principal's Signature (use cursive font):  Tara Stifler","Date:  July 10, 2025"]

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["FY26 Plan and Budget"]
["School Name: ",null,null,null,"Contact Email Address:"]
["School Contact: ",null,null,null,"Contact Phone Number: "]
[]
["Funding Source","Orginal Allocation ",null,null,"Carryover","Total Allocation "]
["Title IA ",415800,null,null,null,{"$f":"SUM(B6:E6)","v":415800}]
["Family Engagment Allocation:",15400,null,null,null,{"$f":"SUM(B7:E7)","v":15400}]
["Title IIA Allocation:",null,null,null,null,{"$f":"SUM(B8:E8)","v":0}]
["This is to certify that the above plan was developed in consultation for the 2025-2026 school year. Modifications to the plan(s) may occur during the implementation year. Electronic signature is permitted"]
[]
[]
["Federal Programs Designee ",null,null,null,"Charter/Partner Finance Representative "]
[]
["Title",null,null,null,"Title "]
[]
["Date",null,null,null,"Date "]

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["Title I, Part A - Improving Academic Achievement of Disadvantaged Plan"]
["Title I, Part A grants provide supplementary educational services to schools with the highest percentages of children from low-income families. The purpose of the grant is to help ensure that all children meet challenging State academic content and student achievement standards. Click here for allowable use of funds."]
["Allocation (Projected) ",null,{"$f":"+'C_P_R Federal Programs Budget '!F6","v":415800}]
["Budget Detail: Function Code 1000 - Instruction"]
["List Items",null,"Provide a brief desciption of how these items will be used",null,"Sub-Account",null,null,"Timeline of Implementation","Estimated Cost ",null,"Total "]
[null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(I6:J13)","v":0}]
[]
[]
[]
[]
[]
[]
[]
["Subtotal ",null,null,null,null,null,null,null,null,null,{"$f":"K6","v":0}]
["Budget Detail: Function Code 2100 - Pupil Services"]
["List Items",null,"Provide a brief desciption of how these items will be used",null,"Sub-Account",null,null,"Timeline of Implementation","Estimated Cost ",null,"Total "]
[null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(I17:J24)","v":0}]
[]
[]
[]
[]
[]
[]
[]
["Subtotal ",null,null,null,null,null,null,null,null,null,{"$f":"K17","v":0}]
["Budget Detail: Function Code 2213 - Instructional Staff Training"]
["List Items",null,"Provide a brief desciption of how these items will be used",null,"Sub-Account",null,null,"Timeline of Implementation","Estimated Cost ",null,"Total "]
[null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(I28:J35)","v":0}]
[]
[]
[]
[]
[]
[]
[]
["Subtotal ",null,null,null,null,null,null,null,null,null,{"$f":"K28","v":0}]
["Budget Detail: Function Code 2700 - Student Transportation Service"]
["List Items",null,"Provide a brief desciption of how these items will be used",null,"Sub-Account",null,null,"Timeline of Implementation","Estimated Cost ",null,"Total "]
[null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(I39:J46)","v":0}]
[]
[]
[]
[]
[]
[]
[]
["Subtotal ",null,null,null,null,null,null,null,null,null,{"$f":"K39","v":0}]
["Estimated Total ",null,null,null,null,null,null,null,null,null,{"$f":"K47+K36+K25+K14","v":0}]
["Balance Remaining ",null,null,null,null,null,null,null,null,null,{"$f":"C3-K48-G67","v":0}]
[]
["Salaried Employees"]
["Name","Position ","Account","Sub-Account","Salary","Benefits","Total","Fully Funded?","Comments/Notes"]
["Elisha Parker Math Instructional Coach Grades 3-4","Instructional Coach",1000,3210,131008.2,null,{"$f":"E53+F53","v":131008.2}]
["Arlissa Rosser","Instructional Coach",1000,3210,{"$f":"137288.28","v":137288.28},null,{"$f":"E54+F54","v":137288.28},null,null,null,null,0]
["Daeja Bailey","Instructional Coach",1000,3210,{"$f":"77951.52+18550.06","v":96501.58},null,96501.58,null,null,null,null,{"$f":"I55*J55*K55","v":0}]
["Kenya Taylor Parent Liason","Parent Liason",2000,1770,51001.94,null,51001.94,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
["Estimated Total",null,null,null,null,null,{"$f":"SUM(G53:G66)","v":415800}]

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["3000- Purchased Professional and Technical Services"]
["3210- Contracted  Service Teachers"]
["5190- Student Transportation Purchased"]
["5320- Communications Web-based Subscriptions and Licenses"]
["5800- Travel Employees"]
["6100- Supplies"]
["6110- Supplies Technology Related"]
["6120 Computer Software"]
["6150- Expendable Equipment"]
["6160- Expendable Computer Equipment"]
["6400- Digital/Electronic Textbooks"]
["6410- Textbooks-Printed"]
["6420- Books (Other Than Textbooks)"]
["8100-  Registration (Dues and Fees)"]

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["Title I, Part A - Improving Academic Achievement of Disadvantaged Plan\nParent & Family Engagement"]
["Title I, Part A grants provide supplementary educational services to schools with the highest percentages of children from low-income families. The purpose of the grant is to help ensure that all children meet challenging State academic content and student achievement standards. Click here for allowable use of funds."]
["Allocation (Projected) ",null,{"$f":"+'C_P_R Federal Programs Budget '!F7","v":15400}]
["Budget Detail: Function Code 1000 - Instruction"]
["List Items",null,"Provide a brief desciption of how these items will be used",null,"Sub-Account",null,null,"Timeline of Implementation","Estimated Cost ",null,"Total "]
[null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(I6:J13)","v":0}]
[]
[]
[]
[]
[]
[]
[]
["Subtotal ",null,null,null,null,null,null,null,null,null,{"$f":"K6","v":0}]
["Budget Detail: Function Code 2100 - Pupil Services"]
["List Items",null,"Provide a brief desciption of how these items will be used",null,"Sub-Account",null,null,"Timeline of Implementation","Estimated Cost ",null,"Total "]
[null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(I17:J24)","v":0}]
[]
[]
[]
[]
[]
[]
[]
["Subtotal ",null,null,null,null,null,null,null,null,null,{"$f":"K17","v":0}]
["Budget Detail: Function Code 2213 - Instructional Staff Training"]
["List Items",null,"Provide a brief desciption of how these items will be used",null,"Sub-Account",null,null,"Timeline of Implementation","Estimated Cost ",null,"Total "]
[null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(I28:J35)","v":0}]
[]
[]
[]
[]
[]
[]
[]
["Subtotal ",null,null,null,null,null,null,null,null,null,{"$f":"K28","v":0}]
["Budget Detail: Function Code 2700 - Student Transportation Service"]
["List Items",null,"Provide a brief desciption of how these items will be used",null,"Sub-Account",null,null,"Timeline of Implementation","Estimated Cost ",null,"Total "]
[null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(I39:J46)","v":0}]
[]
[]
[]
[]
[]
[]
[]
["Subtotal ",null,null,null,null,null,null,null,null,null,{"$f":"K39","v":0}]
["Estimated Total ",null,null,null,null,null,null,null,null,null,{"$f":"K47+K36+K25+K14","v":0}]
["Balance Remaining ",null,null,null,null,null,null,null,null,null,{"$f":"C3-K48-G67","v":0}]
[]
["Salaried Employees"]
["Name","Position ","Account","Sub-Account","Salary","Benefits","Total","Fully Funded?","Comments/Notes"]
["Kenya Taylor Parent Liason","Parent Liason",2000,1770,15400,null,{"$f":"E53+F53","v":15400}]
[null,null,null,null,null,null,{"$f":"E54+F54","v":0},null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,{"$f":"I55*J55*K55","v":0}]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
[null,null,null,null,null,null,0,null,null,null,null,0]
["Estimated Total",null,null,null,null,null,{"$f":"SUM(G53:G66)","v":15400}]

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["Title II, Part A - Supporting Effective Instruction"]
["Title II, Part A grants provide funding for increasing academic achievement by improving the effectiveness of teachers, principals, and other school leaders."]
["Allocation (Projected) ",null,{"$f":"+'C_P_R Federal Programs Budget '!F8","v":0}]
["Budget Detail: Function Code 1000 - Instruction"]
["List Items",null,"Provide a brief desciption of how these items will be used",null,"Sub-Account",null,null,"Timeline of Implementation","Estimated Cost ",null,"Total "]
[null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(I6:J13)","v":0}]
[]
[]
[]
[]
[]
[]
[]
["Subtotal ",null,null,null,null,null,null,null,null,null,{"$f":"K6","v":0}]
["Budget Detail: Function Code 2100 - Pupil Services"]
["List Items",null,"Provide a brief desciption of how these items will be used",null,"Sub-Account",null,null,"Timeline of Implementation","Estimated Cost ",null,"Total "]
[null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(I18:J24)","v":0}]
[]
[]
[]
[]
[]
[]
[]
["Subtotal ",null,null,null,null,null,null,null,null,null,{"$f":"K17","v":0}]
["Budget Detail: Function Code 2213 - Instructional Staff Training"]
["List Items",null,"Provide a brief desciption of how these items will be used",null,"Sub-Account",null,null,"Timeline of Implementation","Estimated Cost ",null,"Total "]
[null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(I28:J35)","v":0}]
[]
[]
[]
[]
[]
[]
[]
["Subtotal ",null,null,null,null,null,null,null,null,null,{"$f":"K28","v":0}]
["Budget Detail: Function Code 2700 - Student Transportation Service"]
["List Items",null,"Provide a brief desciption of how these items will be used",null,"Sub-Account",null,null,"Timeline of Implementation","Estimated Cost ",null,"Total "]
[null,null,null,null,null,null,null,null,null,null,{"$f":"SUM(I39:J46)","v":0}]
[]
[]
[]
[]
[]
[]
[]
["Subtotal ",null,null,null,null,null,null,null,null,null,{"$f":"K39","v":0}]
["Estimated Total ",null,null,null,null,null,null,null,null,null,{"$f":"K47+K36+K25+K14+E67+L67","v":0}]
["Balance Remaining ",null,null,null,null,null,null,null,null,null,{"$f":"C3-K48","v":0}]
[]
["Salaried Employees",null,null,null,null,null,"Hourly Employees"]
["Name","Position ","Account","Sub-Account","Salary",null,"Name","Position ","Rate","Weeks","Hours","Total "]
["Sample A","1st Grade Teacher",1000,3210,null,null,"Sample B",null,32.5,2,2,0]
[null,null,null,null,0,null,"Sample C",null,46.3,5,8,0]
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[null,null,null,null,0,null,null,null,null,null,null,0]
[null,null,null,null,0,null,null,null,null,null,null,0]
["Estimated Total",null,null,null,{"$f":"SUM(E53:E66)","v":0},null,"Estimated Total",null,null,null,null,{"$f":"SUM(L53:L66)","v":0}]

{"sheet":"Progress Monitoring (FPSS Use)","index":18,"n_rows":30,"n_cols":8,"rows_kept":30,"cut":false,"hidden":false,"merged":[[5,0,5,2],[0,0,2,7],[3,0,3,2],[3,3,3,7],[4,0,4,2],[4,3,4,7],[22,0,22,7],[8,0,8,7],[9,1,9,7],[10,1,10,7],[11,1,11,7],[13,0,13,7],[15,0,15,7],[16,0,16,7],[17,0,17,7],[18,0,18,7],[19,0,19,7],[20,0,20,7],[14,0,14,7],[12,1,12,7],[21,0,21,7],[30,0,30,7],[23,0,23,7],[24,0,24,7],[25,0,25,7],[27,0,27,7],[28,0,28,7],[29,0,29,7],[26,0,26,7]]}
["FY26 Monitoring Form"]
[]
[]
["District Name: Atlanta Public Schools",null,null,"Fiscal Year: 2026"]
["School Name:",null,null,"Grade Band: "]
["Georgia Department of Education Designation (CSI/TSI/ATSI): ",null,null,false,"First Monitoring (Oct.-Dec.)",false,"Second Monitoring (Jan.-May)",false]
["Title I, Part A",null,"Family Engagement",null,"Title II, Part A"]
["% Expended",null,"% Expended",null,"% Expended"]
["FY26 Smart Goals "]
["Goal 1:"]
["Goal 2: "]
["Goal 3:"]
["Goal 4 (HS Only): "]
["Progress Monitoring (Implementation & Impact)"]
["Implementation:"]
["Goal 1:  "]
[]
["Goal 2:  "]
[]
["Goal 3:  "]
[]
["Goal 4 (HS only): "]
["Impact: Is the school on-track to meet its smart goals?  Utilizing the available data , indicate progress towards each goal.  "]
["Goal 1: "]
["Goal 2: "]
["Goal 3: "]
["Goal 4 (HS only):"]
["Identified Subgroup Performance: Are the identified subgroups making adequate progress? If yes, how will progress continue or be sustained? If no, what actions have been taken to adjust interventions/strategies to better meet student needs?"]
[]
["Next Steps"]

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["SCHOOL VISIT LOGS "]
["Date","Type of Site Visit","Completed By","Site Visit Feedback/Summary"]

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