As the Office of Equity + Social Justice (OESJ) prepares to select its next cohort of Atlanta Public Schools (APS) Alonzo A. Crim Award recipients for the 2026-2027 school year, OESJ is proud to highlight the work of two current Crim Champions who are working tirelessly to ensure that every student has the resources and supports they need to thrive and succeed.
Crim Champions receive microgrants up to $5,000 to support an impactful professional learning initiative of their choice during the school year that aligns with the APS equity commitments.
Tonya Holmes, a school social worker at Fickett Elementary School, focused on educating instructional staff about the importance of increasing communication with families to improve attendance and student outcomes.
Bunche Middle School Principal Kimberly Whitfield used her grant to intentionally strengthen a schoolwide culture of equity that drives improvements in academic achievement, student behavior, and overall climate. The goal: to improve student outcomes and foster belonging, creativity, and excellence for all learners.
Grant funds at Bunche also supported expert-led professional learning, instructional materials, arts and movement-based resources, and substitute teacher coverage to ensure staff could fully engage in the training. Key focus areas included: Proactive and Restorative Behavioral Supports; Belonging, Inclusion, and Student Voice; Creativity, Arts, and Movement; and Equitable Teaching and Reflective Practice.
Attendance Awareness Campaign
Holmes said her goal is to help students stay in school.
“We can’t let kids think that it’s OK not to come to school,” she told fellow social workers, teachers, and instructional staff. “The purpose of my project is to increase communication between school staff, students and parents to improve school attendance. I hope parents and students will feel more empowered to communicate their barriers to school attendance.”
She shared that some of those barriers include housing status, transportation issues, mental health concerns, and other factors families may not feel comfortable sharing.
During her presentation, Holmes emphasized that consistent school attendance is critical to preventing grade retention, strengthening academic performance, and preparing students for future competitiveness in college and the workforce.
She also highlighted that while Fickett Elementary’s attendance rate is higher than the district average, a small group of students with chronic absenteeism (about 10%) significantly impacts overall performance, including CCRPI scores. Holmes’ goal is to raise the school’s CCRPI score to 80% by reducing excessive absences—particularly students missing 18 or more days.
A major theme of the presentation was strengthening communication and partnerships with families. Holmes and her colleagues stressed the importance of early, proactive outreach to parents, helping them understand the value of daily attendance, and identifying barriers that may prevent students from coming to school. These barriers include transportation challenges, lack of resources (like coats or communication tools), housing instability, and limited local support systems.
Colleagues, including social work coordinator Elesha Curvey, emphasized a “grassroots” approach: building relationships, showing empathy, and connecting families with needed resources. Teachers were encouraged to personally reach out to families, share what students are missing academically, and express care and commitment to student success.
To motivate attendance, Holmes proposed a range of incentives and strategies, including:
- Student rewards such as T-shirts, attendance parties, donuts, trophies, and recognition shout-outs
- Parent incentives like mugs
- Teacher accountability through logging attendance outreach in Infinite Campus
- Creative supports like “Attendance Heroes” student groups, transportation assistance (e.g., Uber/Lyft cards or a school van), and community donations
Holmes also acknowledged the need for deeper intervention in some cases, including collaboration with social services when necessary.
According to Holmes, the attendance awareness initiative aims to create a culture where attendance is prioritized, barriers are addressed with compassion, and all students have equitable access to educational opportunities.
Social Emotional Learning (SEL) Support
Dennis Toliver, Social Emotional Learning (SEL) coordinator, facilitated SEL training at Bunche Middle School centered on the importance of relationships, fairness, and restorative practices in addressing student behavior and conflict.
The impactful session opened with a video scenario involving a conflict between a teacher and student over a hat, which escalated due to miscommunication and unmet emotional needs. Through this case study, participants analyzed the perspectives of all stakeholders—teacher, student, administrator, and parent.
A key takeaway was that the teacher prioritized authority over empathy, failed to listen to the student’s concerns, and demonstrated inconsistency in rule enforcement. In contrast, the student expressed a desire for respect and fairness, while also acknowledging his own need for better emotional regulation. The situation was further complicated by external factors, including the student’s home environment, underscoring the importance of understanding students’ lived experiences.
The administrator’s role was viewed as neutral but insufficient. While maintaining balance, the administrator missed an opportunity to actively mediate and guide a restorative conversation. The parent perspective highlighted accountability on both sides: valuing respect, consequences, and emotional support, while also emphasizing the need for empathy and fairness from the school.
Tolliver used this scenario to introduce restorative practices, emphasizing that individuals are more likely to change behavior when authority figures work with them rather than to or for them. Core principles included building community, repairing harm, and engaging students in fair and inclusive decision-making processes.
The training also explored the “social discipline window,” contrasting approaches such as high control/low support versus high control/high support, with the latter aligning to restorative practices. A practical strategy shared was the “2×10 Strategy,” which encourages educators to spend two minutes a day for ten consecutive days building authentic connections with students—especially those who may be more challenging or disengaged.
Overall, the session reinforced that effective SEL implementation starts with self-reflection and growth among educators. By fostering strong relationships, practicing empathy, and using restorative approaches, schools can better manage conflict, support student development, and create a more equitable and supportive learning environment. Participants described the training as engaging, interactive, and impactful.
Together, both professional development sessions illustrated a cohesive vision for equity in schools—one that prioritizes relationships, addresses systemic and personal barriers, and equips educators with practical tools to support both academic success and student well-being.
