Our goal is to build an intentional, well-established, exemplary social and emotional learning (SEL) program that strategically provides cross-divisional support coupled with robust professional learning and resources for staff, students, and families.

ALES prioritizes our investments in student and staff well-being.

1. SEL professional learning integrated into our schedule for culture building
2. SEL strategies integrated into core instructional practices (Signature SEL Practices- warm welcome, engaging learning activities, optimistic closings)
3. Restorative Practices integrated into the ALES school PD plan for culture building and practiced for skill development and refinement.
4. Community Engagement focused on SEL Signature Practices
5. Streamlined work and roles between SEL, Restorative Practices, and PBIS
6. Ongoing professional development to staff on Social and Emotional Learning (SEL)
7. Plan monthly staff wellness activities 
8. Implement more recognition activities for teachers including: Teacher of the Month, New Teacher of the Month, PBIS/SEL Teacher of the month, Classified Staff Member of the Month
9. Implement more two-way conversation opportunities for teachers/staff and principal to increase the flow of thoughts and ideas.

ESS Staff Questions - (1) When there is a problem in my school, we talk about how to solve it (2) My principal/administrator cares about me as a person (3) My principal facilitates systems/processes to support school improvement (4) Support from my principal/supervisor leads to progress on instructional improvement (or professional growth)

Please see attached chart for growth factors baseline and targets. 

Anderson-Livsey Elementary School will Implement a comprehensive multi-tiered system of supports (MTSS) to address academic and non-academic student needs. Through MTSS, we will implement processes and procedures to monitor the effectiveness of teaching practice in order to develop plans to meet the needs of students resulting in a decrease in the number of students performing at the lowest performance level.

1. Provide Opportunities for intervention and enrichment through Generals Target Time focused on reading (45-minute CQI block).
2. Use of research based reading resources for an increase in students reading on grade level.
3. Provide professional learning on the use of reading and math intervention resources.
4. Offer Extended Learning Opportunities to provide students with additional academic support.
5. Utilize IFT meetings for frequent data reviews.
6. The MTSS team will use data from iReady/DIBELS/SEL screener to create action steps and provide specific interventions for tier II and tier III students.
7. Implement PBIS with fidelity to decrease the number of ODRs, days in ISS, and days of OSS.
8. Partner with the Office of Behavioral Support to provide coaching and a series of professional learning opportunities on effective Tier I classroom management an organization.
9. Continue to build teacher capacity and leadership during IFT meetings and leadership team meetings.
10. Utilize EL Education curriculum which engages students in reading, thinking, speaking, and writing about engaging grade-level texts on meaningful and culturally responsive topics.
11. Encourage teachers to participate in district professional development.
12. Provide resources and materials for intervention and small groups.
13. Establish a PBIS Tier II team and attend Tier II training.
14. Provide math interventions during the math block.
15. Increase opportunities for small group, targeted instruction which supports the effective implementation of the MTSS process and/or provide additional interventions and supports to students.

Please see attached chart for growth factors baseline and targets. 

At ALES, we want each and every student to meet his/her highest potential. However, there is a need to reduce disruptions to learning resulting from exclusionary discipline actions (in-school suspension, out-of-school suspension, and alternative placements) and create more opportunities and access to learning. We recognize the importance of incorporating culturally relevant curriculum within our academic program. We will implement a high-quality curriculum that reflects grade level expectations, focusing on early literacy and the science and love of reading. We will provide opportunities for all students we will provide extra-curricular activities for all grade levels (K-5). We will also provide equitable access to programs that ensure our students have the knowledge and skills to succeed as contributing members of a global society, regardless of race, gender, sexual orientation, ethnic background, English proficiency, faith, socioeconomic status, or disability.

By implementing evidence-based strategies (e.g., restorative practices and PBIS), we will expand student opportunities to engage in and have access to high quality, rigorous, and culturally relevant curriculum, advanced coursework and enrichment activities.

1. Train and implement selected teachers on Restorative Practices (Restorative Practices teachers redelivery training to whole staff including classified staff and New/Returning Teachers)
2. Ongoing Professional Development to support effective classroom strategies
3. Collaborative Planning focus will be on rigorous implementation of curriculum
4. Data analysis on screener-interventions based on analysis 
5. District Instructional Coaches will provide support to our teachers
6. Play2Learn (increase enrollment)
7. SEA program (increase support of enrollment)
8. B2 Anywhere Afterschool Program for students (offer for grades preK-5th)
9. Create clubs and opportunities for all students
10. Just in Time/Lunch and Learning opportunities for teachers to present strategies to parents
11. Offer a schedule where all parents can access parent events.
12. Extended Learning Program
13. Administration attend Restorative Practices Conference 

Please see attached chart for growth factors baseline and targets. 

It is important that we are continuously showing academic progress and reflecting on areas and strategies to help our students and teachers be successful. We will address gaps and misalignment with strategic goals and direction by following our ALES QPTS, MTSS and PBIS Instructional Framework.

1. Continue to link Results-Based Evaluation System with our ALES School Plan for Improvement
2. Weekly walk-throughs by Administration
3. Continue to implement collaborative practices utilizing the best practices of professional learning communities
4. Continue to implement collaborative planning sessions
5. Implementation of ALES Instructional Framework
6. Professional learning focused on the implementation of small groups will be provided for teacher
7. Administrative Team will continue to provide real-time feedback to teachers after every observation (meeting, journal, walk-through tool)
8. Provided modeling and feedback to select teachers for improved teacher practice
9. Weekly data digs facilitated by the math/literacy coach
10. Use and analyze common formative and summative assessments to reflect student’s current progress
11. Review assessment results during Data Day
12. Compute/predict % of students meeting the benchmark
13. Review effectiveness of interventions related to stated goals (meet on a cycle for Tier 2 and 3 Students) during RTI meetings.
14. Review and assess end of module assessments

Please see attached chart for growth factors baseline and targets. 

As our community has become more diverse, we must Improve two-way communication, engagement, and outreach that connect the community, the schools, and the district office

We must also communicate in a way that reaches all parents. By enhancing our communication to meet the needs of our diverse student population, we will help families stay informed of school information, be engaged in school activities, and have an understanding of student progress

1. Communication/Flyers of school events in multiple languages
2. Parent newsletter and calendar translated in multiple languages
3. Continue using social media to connect and communicate with our stakeholders.
4. Monthly meetings/events with parents
5. Update website on a regular basis
6. Two-way communication opportunities for students, staff, and parents/community

Please see attached chart for growth factors baseline and targets. 

We will build our parents' capacity to support their children's academic achievement by ensuring that we  are creating a safe and respectful environment where families can learn from each other as individuals and in groups. We will assist our parents by providing training and opportunities for growth from community volunteers to share their education and career experiences with current families.  Our goal is to ensure opportunities for continuous participation in events designed for families by families.

1. Offer day and evening activities for family engagement and interaction, including Math and Literacy Night
2. Hands-On Family Engagement Nights, including Math and Literacy Nights, Curriculum Night, Incoming Kindergarten Night (Carnival) 
3. Pre-K Specific Family Engagement Activities
4. Collaboration with Head Start (increase enrollment in Pre-KK and K)
5. Provide Volunteering opportunities
6. Parent/Teacher Organizations
7. PK and Kinder Round-Up Activities
8. Class field trips and other activities that include family participation
9. Offer a flexible number of meetings, such as meetings in the morning or evening, (may provide childcare)
10. Home visits, as such services relate to parental involvement.
11. Provide parents of participating children:
    1. Timely information about programs
    2. a description and explanation of the curriculum in use at the school,
    3. the forms of academic assessment used to measure student progress and growth,

Survey of parents participation results 

Increase of parental activities