Annistown elementary strives 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.

1. Provide professional learning opportunities throughout the school year with SEL focus.
2. Streamline expectations and daily implementation of Generals P.R.I.D.E. Time focusing on SEL competencies, PBIS expectations and use of Character Strong lessons.
3. Provide family/community engagement opportunities focused on SEL competencies and PBIS expectations.
4. Continue partnership and collaboration with Office of Behavior support and Office of Social Emotional learning for learning opportunities to support staff, students, and families.
5. Implement staff wellness opportunities throughout the school year to support their wellbeing.
6. Develop a wellness room to support staff wellbeing.
7. Daily announcements will be used to implement positive affirmations, promote feelings of belonging, and increase cultural awareness.
8. School counselors will conduct small group lessons.

Annistown Elementary will identify academic and non-academic strengths, needs, and interest of each and every student to ensure whole learner, whole child focus.

1. Continue implementation of local school PBIS practices.
2. Integration of SEL, PBIS, practices within the classroom.
3. Redelivery of Restorative Practices training and support for teachers and staff.
4. Continue collaboration with Office of Behavior support & Intervention and Office of SEL.
5. Strengthen Tier 2 behavior interventions by enhancing the identification process, improving behavior management, and supporting staff through targeted professional development and implementation of supportive strategies.
6. Continue to refine the roles, duties, and responsibilities of the MTSS team to better meet the needs of students in need of Tier II and Tier III academic, behavioral, social and emotional supports. 
7. Purchase additional programs to provide intervention, data collection, and progress monitoring.
8. Conduct a detailed analysis of attendance data to identify specific trends, patterns, and root causes of chronic absenteeism.
9. Develop individualized attendance improvement plans for students identified as chronically absent, involving teachers, counselors, and families in the planning process.
10.  Implement targeted interventions such as mentoring programs, incentive systems, and outreach initiatives to engage students and families proactively.
    

Annistown Elementary will reduce the variability and increase fidelity of High - Quality Tier 1 instruction implementation for all students including targeted small groups, grade - level curriculum, ongoing formative assessments and progress monitoring.

1. Revise and communicate Annistown Instructional Framework for all core content areas.
2. EL Implementation of instructional resources.
3. Utilize peer observations, classroom walkthroughs, and feedback to enhance and monitor Tier 1 instruction.
4. Continue to encourage teachers to attend  district professional learning opportunities
5. Analyze and disaggregate data to determine the next steps for teaching and learning.
6. Develop and implement targeted interventions tailored to the specific needs of students who are scoring below level in reading and at the beginning level in math.
7. Provide additional instructional support, small group interventions, and differentiated learning opportunities to address identified skill gaps.
8. Utilize lessons and resources to support instruction from ECOMM.
9.  Provide ongoing professional development for teachers focused on effective literacy and math instruction strategies, data-driven decision making, and incorporating reading across content areas.
10. Foster collaborative planning time for grade-level teams to analyze AKS and student work, share best practices, and develop common assessments aligned with grade level expectations for mastery with the support of district and local school coaches.
11. Utilize ELT to support intervention and enrichment opportunities.
12. Strengthen partnerships with families through workshops, informational sessions, and resources to support at-home literacy practices and reinforce the importance of reading proficiency.
13. Establish regular progress monitoring checkpoints to assess the effectiveness of implemented strategies and interventions and adjust instructional practices and interventions based on ongoing data and student performance trends.

Annistown will implement a high-quality curriculum that reflects grade level expectations, focusing on early literacy and the science of reading.

1. Revise and refine implementation of Generals target time with daily implementation for intervention, remediation and enrichment opportunities.
2. Utilize support teachers and special area teachers to support intervention, remediation, and enrichment opportunities during Generals Target Time.
3. Utilize data driven decision making to support intervention, remediation, and enrichment opportunities to enhance student learning. 
4. Review iReady data to identify students needing additional supports and services including but not limited to gifted and tier 3 interventions of support.
5. Utilize district specialist and coaches for support with Special Ed. instructional best practices, MTSS implementation, MLL supports, and gifted identification.
6. Utilize EES screener and survey data to meet supportive community needs.
7. Continue to encourage participate in gifted endorsement program.
8. Offer professional development opportunities for teachers focused on advanced differentiation strategies, curriculum compacting, and personalized learning approaches for gifted students.
9. Continue to refine and improve the GT identification process to identify a diverse range of gifted learners, including those from underrepresented backgrounds or exceptional talents in specific areas.
10. Implement universal screening or multiple measures of assessment to capture a broader spectrum of student abilities, talents and instructional needs.
11. Use data-driven insights to make informed decisions about program enhancements and adjustments to better meet the evolving needs of gifted learners.

At Annistown it is important to improve English Language Learner resources and support to accelerate language acquisition.

1. Continue to work collaboratively with the district's MLL Department to support effective implementation.
2. Continue to encourage teachers yo participate in the district ESOL endorsement program.
3. Offer professional development opportunities for teachers focused on differentiation strategies and personalized learning approaches for MLL students.
4. Monitor progress closely and use data to inform instructional decisions, identify effective practices, and make timely adjustments to improve student outcomes.
5. Foster collaborative planning time for grade-level teams to share instructional strategies aligned with WIDA expectations.

We will build our parents' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise.

1. Strengthen partnerships with families through workshops, informational sessions, and resources to support at-home  practices and reinforce learning. proficiency
2. Engage community resources, such as public libraries, to provide additional support and enrichment opportunities for students outside of school hours.
3. Strengthen partnerships with district support, community organizations, social services, and local agencies to provide additional support services to families facing challenges that contribute to absenteeism.
4. Collaborate with parents and caregivers through workshops, information sessions, and regular communication to emphasize the importance of regular school attendance and address any concerns they may have.
5. Educate parents on the importance of early literacy and numeracy skills and equip parents with strategies for supporting early learning through our Play2Learn program.
6. Continue to bridge language gaps by providing English classes for parents of MLL.
7. Develop and implement a Parent Prep Academy to provide parents with learning opportunities to reinforce grade level mastery expectations learning at home.
8. Provide school communication and supports in a variety of languages.