Literacy Plan. One of the commitments of the Tate Elementary School faculty and staff is that we are

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1 Literacy Plan One of the commitments of the Tate Elementary School faculty and staff is that we are committed to continuous improvement while producing students who are confident, self-directed, and persistent learners. The first step in developing a comprehensive literacy plan was to establish a literacy team representative of the various populations we serve within our school. The team was responsible for administering the needs assessment to our faculty and assessing the results. Our team consists of a representative from kindergarten through second, third through fifth, special education, media, and administration. Four of these individuals serve on our school leadership team and the other individual is a teacher-leader and former leadership team member. Due to the size of our school, our teachers serve in multiple advisory capacities. This allows us to continually share and update the entire faculty on literacy efforts. In creating our Literacy Plan, we established four priority goals that fall under one or more of the specified Building Blocks. We will introduce our four goals and then address each Building Block following the charts. Our Literacy Plan contains 24 actions, and those actions are listed in our 4-Goal chart as Action. Tate Elementary School 1

2 Goal 1: Improve the ability and achievement of all students in writing across all content areas. What Action Who When How Assessment 4, 5, 7, 8, LSS, Literacy Pending Writing 2 Win 14, 15, 16, Team, Teachers, Grant and 24 North GA RESA Award All students receive effective writing instruction across the curriculum All Students receive direct, explicit instruction in reading (including phonics) A school culture exists in which teachers across the content areas accept responsibility for literacy instruction as articulated in the CCGPS 4, 5, 7, 8, 14, 15, 1, 17, and 24 1, 4, 7, 8, and 24 Teachers, LSS Administration, LSS, Teachers Pending Grant Award / Ongoing Junior Great Books, PebbleGo, TrueFlix, Saxon Phonics Learning in writing and specific writing program TKES, Lesson Plans, Writing Assessments for grades 3 & 5, Writing Portfolios Reports from all programs, AIMSweb progress monitoring Lesson Plans, Observations, Student writing samples, Writing Portfolios Goal 2: Improve intervention strategies and practices across all RtI tier levels in order to increase achievement for all students. What Action Who When How Assessment 1, 10, 14, Administration, Pending Grant 12, 17, 18, Teachers, LSS, Award 19, and 24 RTI Coordinator Tier 1 instruction based upon the CCGPS is provided to all students in all classrooms Tier II needs based interventions are provided for targeted students 1, 10, 12, 14, 17, 18, 20, and 24 Administration, Teachers, LSS, RTI Coordinator Pending Grant Award Learning training from National Institute on RtI Saxon Phonics, Earobics, Fast ForWord, Lego Educational Story Starter Program Lesson plans, TKES, Progress Monitoring data, DIBELS Next, SRI Lesson Plans, TKES, Data Collection, Progress Monitoring, Pre- /Post- Assessments, AIMSWeb, SEMS/RTI file, Tate Elementary School 2

3 In Tier III, SST and Data Team monitor progress jointly Summative data is used to make programming decisions as well as to monitor individual student progress A clearly articulated strategy for using data to improve teaching and learning is followed 6, 7 10, 11, 12, 14, 17, 18, 21, and 24 6, 7, 10, 11, 12, 13, 14, 17, 22, and 24 7, 8, 11, and 24 Teachers, SST/Data Team, LSS, RTI Coordinator Teachers, LSS, RTI Coordinator Teachers, LSS, RTI Coordinator Pending Grant Award / Ongoing Pending Grant Award Saxon Phonics, Earobics, Fast ForWord, Lego Educational Story Starter Program Training from National Institute on RtI benchmark data, DIBELS Next, SRI Lesson Plans, TKES, Data Collection, Progress Monitoring, Pre- /Post- Assessments, AIMSWeb, SEMS/RTI file, benchmark data, DIBELS Next, SRI Lesson Plans, TKES, Data Collection, Progress Monitoring, Pre-/Post- Assessments, AIMSWeb, SEMS/RTI file, benchmark data, DIBELS Next, SRI Lesson Plans, TKES Goal 3: Integrate literacy skills and strategies across all content areas. What Action Who When How Assessment 1, 8, 14, Administration, / TKES, lesson 17, 22, Teachers, LSS, Ongoing plans, 23, and Literacy classroom 24 Committee, North observations Georgia RESA A school culture exists in which teachers across the content areas accept responsibility for literacy instruction as development, collaborative planning, PD360, Coaching by North Georgia RESA Tate Elementary School 3

4 articulated in the CCGPS Active collaborative school teams ensure a consistent literacy focus across the curriculum All students receive effective writing instruction across the curriculum All students receive direct, explicit instruction in reading 1, 5, 8, and 24 4, 5, 8, 15, 16, and 24 4, 5, 8, and 24 LSS, administration, teachers, paraprofessionals, Literacy Committee Teachers / Ongoing Pending Grant Award Teachers / Ongoing; and, Pending Grant Award (for AR) Collaborative planning, Increase classroom and library book collections Writing to Win Program, LEGO Story Starters Development for teachers, job-embedded coaching Agendas and sign-in sheets from meetings, Assessment teams, Lesson Plans, Library data on check outs, increase in student Lexile levels Increase In student writing scores, improved quality of student writing, student work samples AIMSweb, CRCT scores, Accelerated Reader, Benchmark testing Goal 4: Enhance the knowledge and skills of our instructional staff through job-embedded professional development in the areas of writing instruction, literacy across content areas, RtI strategies, and technology. What Action Who When How Assessment 4, 5, 8, 11, LSS, Literacy / 15, 16, 23, Team Ongoing and 24 learning (ongoing) in all aspects of writing instruction Monitor and evaluate the effectiveness of implemented writing strategies 5, 8, 11, 15, 16, and 24 Teachers, Literacy Team, LSS ; Pending Grant Award Learning through North Georgia RESA on the teaching of writing Writing to Win Program Lesson Plans, TKES, improved quality of student writing, higher student writing test scores Writing Assessments for grades 3 and 5, TKES, improved quality of student writing, writing samples Tate Elementary School 4

5 learning (ongoing) in all aspects of RtI instruction Monitor and evaluate the effectiveness of implemented RtI strategies learning (ongoing) in all aspects of technology Monitor and evaluate the effectiveness of implemented technology 1, 12, 23, and 24 1, 10, 11, 14, and 24 1, 10, 11, 14, and 24 1, 10, 11, 14, and 24 Administration, RTI coordinator, Teachers Teachers, RTI Coordinator Teachers, District Tech Staff Teachers, Administrators Pending Grant Award Pending Grant Award / Ongoing / Ongoing Learning, inhouse, from the National Center on Response to Intervention Learning, inhouse, from the National Center on Response to Intervention Learning through North Georgia RESA, District Tech staff E-Readers, laptops, ipads, listening centers, Pebble Go, Accelerated Reader from all content areas Progress monitoring, TKES, Benchmarking, SEMS Progress Monitoring, CRCT, AIMSweb TKES, Observations TKES, observations Building Block 1 Engaged Leadership Action 1: Demonstrate commitment to learn about and support evidence-based literacy instruction in his/her school In the , a literacy team was created as a subcommittee of the school s leadership team. The purpose of the committee was to review student data and serve as the steering committee for the development of a comprehensive literacy plan. An area of concern within Building Block 1 is a need to establish a culture in which teachers across all content areas accept the responsibility for literacy instruction; however, as a committee, we believe this begins with our school leadership. According to The Why of the Georgia Literacy Plan, the leadership is a key piece to literacy reform. (page 159) Therefore, the role our leadership holds in our school literacy process is of critical importance. Tate Elementary School 5

6 1) Participate in professional learning in literacy leadership in order to better support classroom instruction; 2) Provide time and support for staff to participate in job-embedded professional learning (including coaching, if available, peer-mentoring, learning community, grade-level meetings focused on student work, etc.) Action 2: Organize a Literacy Leadership Team As stated above, our literacy team was created as a subcommittee of the school s leadership team. While our school has work diligently to address academic weaknesses, we would like to be more on the proactive side of literacy. In order to better meet the needs of our student population, more work is needed in growing our literacy team to include additional stakeholders such as Headstart, parents, etc. (The What, p. 5). 1) Expand the Literacy Team to include community stakeholders and partners including representatives from other community resources and parents; Action 3: Maximize the use of time and personnel through scheduling and collaborative planning While Tate Elementary works to meet the needs of our special education population (teaching in the least restrictive environment/co-teaching) and establishing their schedules first, our academic blocks for reading and math for the other populations has been impacted. Reading and Math blocks for all students have been decreased to 75 minutes. Our teachers do have daily collaborative planning opportunities and within this timeframe, meet as a grade level at least once every week. Students who meet eligibility requirements for EIP receive additional reading and/or math instruction as a doubledose in the 45-minute EIP classroom. Tate Elementary School 6

7 1) Provide a protected, dedicated minute block allocated to literacy instruction in grades where students are in self-contained classrooms. 2) In areas where grade levels are departmentalized, ensure that students receive two to four hours of literacy instruction (reading and writing) in language arts as well as across content area classes. 3) Ensure that teams meet for collaborative planning and examine student data/work during this time. Action 4: Create a school culture in which teachers across the curriculum are responsible for literacy instruction as articulated in the Common Core Georgia Performance Standards Tate Elementary School continues to implement the CCGPS utilizing the state s curriculum map and frameworks. While some teachers have worked to implement a variety of writing strategies based on past programs utilized, there is a lack of consistency across and within grade levels. Additionally, the level of rigor for writing assignments and expectations varies, and more elaborate writing is limited to the reading/language arts classroom. 1) Plan for targeted, sustained professional learning for the staff on literacy strategies and deep content knowledge. 2) Study current research on disciplinary literacy in the content areas. 3) Develop common writing rubrics for use across grade levels that align with the rubrics for the 3 rd grade and 5 th grade Georgia Writing Test. 4) Provide professional learning to develop the understanding that a comprehensive system of learning supports differs from a case-by-case, fragmented approach and to enhance motivation and capability of the critical mass of stakeholders Tate Elementary School 7

8 Action 5: Optimize literacy instruction across all content areas While Tate Elementary has maintained good scores in the area of writing, we would like to see an increase in the number of our students exceeding on the Georgia Writing Test in grades 3 and grades 5. As previously mentioned, a lack of consistency in the teaching of writing is of concern to the literacy team. Students have opportunities to participate in mock writing assessments at the fifth grade level; however, this is hardly sufficient for the purpose of developing and sustaining critical literacy skills. It may well benefit students at Tate Elementary to have teachers participate in collaborative vertical alignment with feeder middle schools in to develop foundational writing skills for future middle school writing assessments. 1) Provide professional learning on incorporating literature into the content areas; Use of informational text in ELA classes. 2) Provide professional learning on writing instruction in all subject areas. 3) Provide professional learning on text complexity. 4) Provide teachers with resources to provide a variety and choice in reading materials and writing topics. 5) Discuss instructional strategies or modifications that may be better suited to promoting student learning of the CCGPS 6) Provide time for collaborative vertical alignment across grade levels and with the feeder middle schools to determine foundations and priority writing skills for middle school writing assessments. Action 6: Enlist the community at large to support schools and teachers in the development of college-and-career-ready student as articulated in the College and Career Georgia Performance Standards. Tate Elementary School 8

9 The Title One status of Tate Elementary has allowed us to seek additional outside supports for our students in a variety of circumstances. We will continue to maintain these efforts. Student successes are celebrated in newsletters and quarterly academic award ceremonies are held for parents and families to attend (The What, p. 7). Our School Advisory Council meets on a regular basis to discuss school events and student data. While we have several mentors who work with our students through the local Optimist Club, we would like to grow this program so that more students can benefit from having a mentor. 1) Continue to focus proactively on broad issues that may prevent students from learning. 2) Enlist literacy learning in outside organizations (The How, p. 24) Building Block 2 Continuity of Instruction Action 7: Ensure a consistent literacy focus across the curriculum through the use of collaborative teams. Tate Elementary recognizes a need for the establishment of disciplinary collaborative teams. This area of need is part of our School Improvement Plan. In order for these teams to be effective, additional training is necessary in the area of examining student work and instructional practices. It is imperative that our instructional staff have a thorough understanding of literacy and the writing process, and what literacy looks like in all content areas. 1) Establish cross-disciplinary teams for literacy instruction (The How, p. 29). 2) Administration establishes an expectation of shared responsibility for the development of literacy across the curriculum. Tate Elementary School 9

10 3) Provide professional learning in establishing best practices for literacy instruction, differentiation, and technology integration into instruction. 4) Provide professional learning for content area teachers in understanding literacy standards and implementation of activities and learning strategies related to literacy across the curriculum. Action 8: Support teachers in providing literacy instruction across the curriculum. Traditionally, literacy instruction has been seen as the sole responsibility of the reading and/or language arts teacher. Writing in the other content areas, as a whole, has been unstructured and sporadic at best. There has been a lack of consistency and rigor in the expectations of what students should be able to do. 1) Integrate literacy strategies and skill development necessary for achievement in all subjects as articulated in the CCGPS. 2) Coach, model, co-teach, observe, and give feedback to teachers on the use of literacy strategies in the classroom. 3) Provide professional learning on the delivery of research-based literacy strategies in the classroom, across all content areas. 4) Provide consistent grading standards, writing rubrics, and exemplars of student work to support increases in literacy implementation. Action 9: Collaborate with supporting out-of-school agencies and organizations within the community. Tate Elementary s counselor works to coordinate outside services for families with various community resources, depending upon the individual needs of the family. Additionally, small group, individual, and classroom guidance is provided on a regular basis (The What, p. 7). Tate Elementary School 10

11 1) Increase the mentoring capacity for students from inside and outside resources. Building Block 3 Ongoing Formative and Summative Assessments Action 10: Establish an infrastructure for ongoing formative and summative assessments to determine the need for and the intensity of interventions and to evaluate the effectiveness of instruction. Tate Elementary is developing a process for utilizing screening and progress monitoring tools for all students. Additional training for teachers will be necessary to ensure they understand and appropriately use the data to drive instruction and for differentiation purposes. An evaluation team was established to assist with the administration of assessment and progress monitoring instruments. 1) Define a process for selecting appropriate interventions for struggling readers. 2) Identify and purchase assessment and intervention materials aligned with students needs. 3) Evaluate the results of the assessments in order to adjust the expectations and instruction in all classrooms. 4) Provide professional learning opportunities to instruct staff on collecting, understanding, and analyzing data results 5) Provide professional learning opportunities to instruct staff in selecting appropriate interventions for struggling students. Action 11: Use universal screening and progress monitoring for formative assessment. Tate Elementary has begun to select and use effective universal screenings to measure literacy competencies for all students. TES also uses tools to measure foundational literacy skills such as phonemic awareness, oral reading fluency, vocabulary, etc. The district has established administration Tate Elementary School 11

12 guidelines and provides monthly opportunities for schools to collaborate and discuss their assessment data with other schools in the county. 1) Select or develop school-wide classroom based formative assessments to assess efficacy of classroom instruction. 2) Include assessment measures to identify high achieving/advanced learners who would benefit from advanced coursework. 3) Acknowledge staff s efforts to improve their use of assessment data to inform instruction. 4) Continue professional learning to understand administration of universal screening measures and weekly progress monitoring probes. Action 12: Use diagnostic assessment to analyze problems found in literacy screening. The Needs Assessment did not indicate a weakness in this area; however the literacy team believes TES staff would benefit from additional professional learning in the area of assessment utilization. 1) Identify diagnostic assessments, where possible, that isolate the component skills needed for mastery of literacy standards. 2) Use technology to differentiate learning within content areas (e.g., use Lexiles to match students to text; provide opportunities for practice in order to strengthen areas of weakness; use gloss option on e-books to provide definitions for unknown words, etc.). Action 13: Use summative data to make programming decisions as well as to monitor individual student progress. Tate Elementary School 12

13 Tate Elementary teachers utilize previous year s assessment results to determine broad needs of students. The Student Longitudinal Data System (SLDS) provides trend data for student achievement including academic performance in the classroom. This resource is only available at the present time for students who have been enrolled in Georgia schools, and testing data is only available for those grade levels administered state assessments, excluding the Georgia Writing Assessment. Teachers do utilize a variety of other assessments such as end-of-unit or chapter tests as part of the adopted reading and/or math program. The use of these assessment results is limited to the classroom teacher. Additional training and guidance is needed so that teachers can use the data in collaborative discussions to make necessary adjustments in their instruction. 1) Discuss assessment results with students and set individual student learning goals. 2) learning for teachers in the process of creating and monitoring student learning goals. 3) Plan lessons, re-teaching, and intervention activities that target areas of need. 4) Expand meeting schedule to include collaborative data teams and content area teams to develop common formative assessments and inform instruction. Action 14: Develop a clearly articulated strategy for using data to improve teaching and learning. At Tate Elementary, our Learning Support Specialist and administrators work collaboratively to ensure that all assessment and student data is effective and easily accessible to teachers. 1) Schedule collaborative planning time with LSS at least one time per month to discuss student achievement data and/or other assessment reports. Tate Elementary School 13

14 2) Continue practice of Learning Support Specialist report to the district Leadership team. 3) Establish a data collection space for centralized teacher reference. Building Block 4 Best Practices in Literacy Instruction Action 15: Provide direct, explicit literacy instruction for all students Pickens County School District has selected and implemented a core reading program. The literature incorporates a variety of social studies and science concepts. TES teachers participated in training to ensure proper implementation of the program. With scheduling constraints, teachers have struggled to make sure the required skills are taught. 1) Determine which aspects of literacy instruction students are to receive in each subject area to include effective reading comprehension strategies in all subject areas. 2) Provide professional learning on the tenets of explicit instruction: a) use of data to information instructional decisions and explicit teaching; b) selection of appropriate text for strategy instruction; c) modeling of how strategies are to be used; d) guided and independent practice with feedback; e) discussion of when and where strategies are to be applied 3) Ensure a daily literacy block in K-5 that includes explicit instruction in word identification, vocabulary, and comprehension, as well as small groups for differentiation for all students. Action 16: Ensure that students receive effective writing instruction across the curriculum At TES, teachers have implemented writing instruction with little consistency from grade level to grade level, and even from classroom to classroom. Teachers have varied levels of experience in the teaching of writing. TES teachers would benefit from an explicit writing program, the establishment of protocols and expectations, and having access to materials in the area of writing. development is Tate Elementary School 14

15 needed to assist teachers in developing and fine-tuning their own ability to write as well as acquiring effective strategies in the teaching of writing. 1) Develop a coordinated plan for writing instruction across all subject areas to include a) explicit instruction; b) guided practice; and c) independent practice 2) Provide professional learning on best practices in writing instruction in all subject areas 3) Develop or identify the programs, protocol, and/or materials necessary to implement the plan at each grade level 4) Develop consistent, standards-based writing rubrics in each grade level Action 17: Teachers work to develop and maintain interest and engagement as students progress through school. Tate Elementary has no incentive programs in place to increase reading at the school. Due to budget cuts, TES was no longer able to maintain the Accelerated Reader program which has been helpful in monitoring individual student reading goals. Additionally, student use of technology has been difficult due to the age of the building and problems associated with bringing a historical building up to a level of infrastructure that will support widespread integration of technology into student learning. 1) Work to acquire a program to similar to AR to assist is setting/monitoring student reading goals. 2) Provide opportunities for students to self-select reading material and research topics. 3) Provide technology resources to increase student engagement in lesson and activities. 4) Provide on-going professional learning in best practices regarding student engagement. Tate Elementary School 15

16 5) Provide on-going professional learning related to integration of literacy activities utilizing technology across the curriculum Building Block 5 System of Tiered Intervention (RTI) For All Students Action 18: Use information developed from the school-based data teams to inform RTI process. Tate Elementary School, as well as the entire school district, has been challenged by the lack of consistent processes and data management procedures between schools. The district has worked diligently this year to establish procedures and routines; however, based on the Needs Assessment, a strong need exists in creating a process for matching at-risk students with appropriate interventions. Teachers would also benefit from having a variety of research-based resources available, as well as appropriate training on implementing the provided tools. 1) Develop protocols for identifying students and matching them to appropriate interventions. 2) Monitor to ensure interventions are occurring regularly and with fidelity. 3) Offer professional learning to support teacher understandings of tiered interventions and analysis of data. 4) Offer professional learning related to administration of universal screeners, benchmark assessments, and weekly progress monitoring probes. Action 19: Provide Tier I Instruction based upon the CCGPS in all grades to all students in all classrooms. The Learning Support Specialist works with teachers to review student data to ensure classroom instruction is focused on the areas of greatest need. More attention needs to be placed on the area of literacy (a combination of reading AND writing) with special attention given to grades K-2 in the development of foundational skills for students. Tate Elementary School 16

17 1) Provide professional learning on direct, explicit strategies to build students foundational skills, as well as fluency, vocabulary, comprehension, and writing skills. 2) Gifted, Media, and Special Education teachers will collaborate at least once each month with grade levels, either face-to-face or electronically to ensure proper planning, deliver of instruction, and assessment for students with unique learning needs is taking place. 3) Provide professional learning related to analyzing data from universal screening and benchmark measures. Action 20: Implement Tier 2 needs-based interventions for targeted students Tate Elementary teachers struggle with determining appropriate interventions based on the identified needs of the students. A dedicated intervention block of thirty minutes is included in the instructional day. This time is used for progress monitoring and providing small group/individual instruction as needed. A data tracking system is utilized so that our school level RTI coordinator (school counselor) can monitor the status and intervention plan for students in the RTI process. 1) Plan and provide professional learning for teachers in a) appropriate use of supplemental and intervention materials; b) diagnosis of reading difficulties; c) direct, explicit instructional strategies to address difficulties; and, d) charting/measuring student progress. 2) Search and study similar schools (demographics) who have closed the achievement gap; when possible, establish a team to visit the school or at a minimum, have the literacy team to visit and observe their practices in action Action 21: In Tier 3, ensure that Student Support Team (SST) and Data Team monitor progress jointly. Tate Elementary School 17

18 The District has provided a variety of training opportunities during the current academic year in an effort to provide consistency in managing the RTI/SST process. At TES, the RTI process if facilitated by our school counselor who also monitors student progress through our data management system. The counselor is responsible for conducting face-to-face meetings with teachers and assisting as needed in the RTI/SST process. 1) learning is needed to provide teachers with research-based strategies to use as interventions for students based on the specific, individual needs of the student. 2) Continue to ensure that students move out of and into T2 and T3 as needed (keep the process fluid). Action 22: Implement Tier 4 specially-designed learning through specialized programs, methodologies or strategies based upon students inability to access the CCGPS any other way. Tate Elementary has developed its master schedule to ensure the least restrictive environment as per the guidelines that coincide with Georgia s goals (The What, pg. 12). The principal coordinates data with the county office to ensure appropriate funding for students in special programming situations and works to make certain funding sizes in co-taught and resources classes are adhered to. Each student with an IEP is assigned to a case manager. All special education teachers are highly qualified and have experience in delivering services to students with significant needs. Teacher of the gifted and special education teachers participate as active members of our school community. 1) Special education and gifted case managers meet on a regular basis with regular education teachers to monitor progress and instruction for these groups of students. Tate Elementary School 18

19 Building Block 6 Improved Instruction through Learning Action 23: Ensure that pre-service education prepares new teachers for all the challenges of the classroom. Tate Elementary maintains a solid working relationship with local and distant universities, and is frequently contacted to allow student teachers to work under the supervision of our teachers and administration. One of our teachers serves on an advisory council to a local university. Additionally, several of our teachers have the Teacher Support Specialist endorsement from the state of Georgia. 1) Ensure that mentoring teachers are fully trained in providing instruction in disciplinary literacy. Action 24: Provide professional learning for in-service personnel At Tate Elementary School, we have been fortunate to have common planning time for each grade level for a number of years. This collaborative planning time has been utilized for a variety of tasks including planning lessons, review of CCGPS, examining student work, analyzing student data, and various professional learning presentations (The What, pg. 13). While professional learning is critical, and definitely a need for our staff, the 45-minute planning time does not provide adequate time for appropriate development of knowledge to take place. Our teachers have access to on-line professional learning tools as well as the district s Director of Teaching and Learning. Even with these resources, our Literacy Team feels additional, job-embedded training would provide more solid results and have a greater impact on student achievement. We need more intensive training in the area of literacy, writing, technology implementation/integration, and response to intervention. The literacy team also believes that teachers have a critical role in the professional learning process; they need to develop a professional growth plan based on their self-perceived areas of need. Tate Elementary School 19

20 1. Use teacher data (surveys and interest inventories; teacher observations) as well as student data to target professional learning needs (The How, pg. 48). 2. Encourage teachers to develop a self-growth plan based on a self-assessment. 3. Provide (and continue to provide) program-specific professional learning. 4. Provide training in administering and interpreting results of assessments in terms of literacy. 5. Provide training in the effective use of technology within the classroom. 6. Utilize coaching and training resources for North GA RESA when possible. Tate Elementary School 20

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