Head Elementary is committed to promoting student and staff well-being through prioritizing self-care, physical and mental health, and social emotional learning.  We want all students and adults to feel healthy, safe, and happy here at school.

1. Head ES will celebrate with students and staff for various reasons throughout the year.  Celebrations for students will include, but not be limited to, recognizing positive character traits, rewarding academic success, encouraging reading effort, and more.  

2. The staff will continue to connect with students to ensure students feel they belong. 
 

3. For staff, leaders will lead with empathy and compassion providing support for the needs of all staff members. 
 

4. Staff members will implement SEL and PBIS lessons for students.  Students will continue to participate in character trait lessons through the color stable program and through PBIS.

We will utilize our EES survey results for both students and staff to measure success.  

• EES Student Questions - 

(1) I feel safe at this school 

Baseline: 95% “Sometimes or Almost Always True”

Goal: Maintain 95%

(2) I enjoy coming to this school 

Baseline: 93% “Sometimes or Almost Always True”

Goal: 94%

(3) I am hopeful about my future 

Baseline: 97% “Sometimes or Almost Always True”

Goal: Maintain 97%

• Staff Support – Staff Survey

(1) When there is a problem in my school, we talk about how to solve it

Baseline: 92% “Often or Almost Always True”

Goal: Maintain 92%

(2) My principal/administrator cares about me as a person 

Baseline: 94% “Often or Almost Always True”

Goal:  95%

(3) My principal facilitates systems/processes to support school improvement 

Baseline: 98% “Often or Almost Always True”

Goal: Maintain 98%

(4) Support from my principal/supervisor leads to progress on instructional improvement (or professional growth)

Baseline: 87% “Often or Almost Always True”

Goal: 88% 

Head ES will use a multi-tiered system of supports to address academic and non-academic student needs and remove barriers to success.  All students will have access to programs and support based on each need.  Structured literacy will be used in all classrooms for literacy instruction.  

1. Universal Screeners administered in LA and Math three times per year.

2. Targeted Tier 1, 2, and 3 interventions developed by the MTSS team based on screener data.

3. Dedicated staff member (part time) allotted to lead MTSS program.

4. Dedicated 45 minute intervention block built into each child’s day.

5. PBIS Coach available to provide interventions, feedback, or conduct restorative small groups.

6. Counselor Lessons/Small Groups based on Wellness Screener

7. Tier 1 Structured Literacy Instruction

To measure growth, Head ES will strive to meet the following goals:

• 98% student participation on academic and well-being screeners.

• Increase the percentage of students reading on or above grade level in third grade as measured by the Georgia Milestones.

Baseline: 83%

Goal: 87%

• Increase the percentage of students scoring in Proficient or Distinguished levels on the ELA Georgia Milestones in all grades.  

3rd Grade Baseline: 59%

Goal: 64%

4th Grade Baseline: 66%

Goal: 71%

5th Grade Baseline: 76%

Goal: 81%

Students at Head ES will have expanded opportunities to engage in high quality, rigorous, and culturally relevant curriculum, and enrichment activities.  

1. Continue Play2Learn program.

2.  Using a universal screener, ALL students in grades 1st-5th will be screened for gifted.

3.  Students will participate in SEL/PBIS lessons weekly.

4.  Access to technology has been given to all students through the 1:1 chromebook program.

5.  Cultural Awareness Committee will continue to support Hispanic Heritage Month, Black History Month, Women's History Month, and Asian-American/Pacific Islander Month.

6. We will monitor and track the number of students in the Gifted Program and continue to provide wide access to this opportunity.  

Gifted indentification percentanges:  

 Baseline:  23% student population identified as gifted

 Goal: 24%

• We will use the EES student survey results related to this area.

All students are held to the same behavior rules and expectations.
          Baseline: 96% “Sometimes or Almost Always True”
          Goal: Maintain 96%

Work I do in this school is useful to me.
          Baseline: 95% “Sometimes or Almost Always True”
          Goal: Maintain 95%

My teacher expects all children to succeed, no matter who they are.
          Baseline: 100% “Sometimes or Almost Always True”
          Goal: Maintain a high level of success.

Teacher and staff effectiveness is critical to the success of a school.  Head ES will support educators so that they can achieve district goals.

1. Training is provided to all staff that focuses on differentiation to create higher levels of active engagement and mastery of the AKS.

2. A new professional learning program will be implemented for the 24-25 school year in the following areas:  literacy, math, teacher leadership, student behavior, and instructional technology. 

3. Adult SEL practices will continue to be used this year to ensure teachers experience a positive work environment.

To measure our progress, we will monitor the EES staff survey results and monitor staff retention percentages.  

In our school we expect all staff to perform responsibilities with a high level of excellence.
Baseline: 98% “Often or Almost Always True”
Goal: Maintain 98%

My professional learning community work results in improved student learning.
Baseline: 95% “Often or Almost Always True”
Goal: Maintain 95%

Our staff shares new ideas and strategies with one another. 
Baseline: 94% “Often or Almost Always True”
Goal: 95%

Our teachers engage in professional development activities to learn and apply new skills and strategies. 
Baseline: 97% “Often or Almost Always True”
Goal: Maintain 97%

We are provided training to meet the needs of a diverse student population in our school.
Baseline: 88% “Often or Almost Always True”
Goal: 90%