Annistown Elementary School is committed to providing opportunities to elevate Staff and Student voice, ownership, and agency in the design of our school experience, supporting a sense of belonging and relationship skills while increasing student efficacy and teacher and staff collective efficacy. We are also committed to ensuring consistent attendance and creating an environment that fosters learning.

1. Conduct monthly PBIS team meetings to review behavior data and adjust strategies based on trends.
2. Implement student shout-outs and class recognitions tied to PBIS expectations that highlight inclusive behaviors and decision-making.
3. Integrate weekly PBIS mini-lessons and Character Strong lessons during General PRIDE Time (morning meetings) to reinforce behavior expectations and conflict resolution.
4. Align Character Strong lessons with monthly SEL themes, emphasizing empathy, inclusion, and responsible choices.
5. Analyze EES survey data by grade level and subgroup to identify gaps in belonging and responsible decision-making.
6. Use staff surveys or exit tickets after professional learning sessions to co-design next steps and refine schoolwide strategies.
7. Celebrate staff efforts in supporting a sense of belonging (e.g., Staff Shout-Out Wall, recognition in staff meetings).
8. Continue weekly communication summaries (Monday Memo) for consistent updates on goals, data, PD, and events.
9. Conduct regular attendance meetings with families on the chronic absenteeism list and those at risk of developing chronic absenteeism. 
10. Conduct weekly meetings with the school social worker to discuss students with attendance concerns. 
11. Develop student attendance plans for students with three or more absences.
12. Partner with district Leadership Development and national consultants approved by GCPS to support and coach teacher leaders and building leaders in strategies to support school culture.

Annistown Elementary remains committed to reducing the number of students performing three or more grade levels below grade level in Reading and Math, while also increasing the number of students performing at grade level. We will improve the consistency and effectiveness of Tier I instruction to ensure equitable access to grade-level content for all students. 

1. Provide targeted professional learning on the Science of Reading (phonics, vocabulary, comprehension) and high-impact math practices (concrete-representational-abstract model, number sense routines).
2.  Conduct regular Tier 1 walkthroughs and feedback cycles using look-for tools aligned to reading and math goals.
3. Conduct quarterly Data Talks with each grade level to identify students who are above, on and below benchmark, celebrate their growth, and plan next steps.
4. Provide weekly CLTs focused on Tier 1 and small-group instruction twice per week.
5. Use coaching cycles (Plan, Observe, Debrief) to support teachers working with high-need learners.
6. Use GaMTSS meeting structures to track individual student needs, review data, and revise plans.
7. Disaggregate data by student groups (e.g., SWD, MLL, ED) to ensure equity in progress and access to intervention.
8. Provide release time for teams to collaborate and receive additional time for instructional planning and professional learning.
9. Provide ELT to support student growth and achievement in math and ELA.

Annistown Elementary is committed to ensuring that every student receives the resources, support, and opportunities necessary to thrive. Our school recognizes that giving each learner what they need to succeed is essential. To this end, we are focused on expanding access to rigorous academic experiences, enrichment opportunities, and targeted interventions tailored to the diverse needs of students, including Multilingual Learners, Students with Special Education Needs, and our gifted and talented students.

1. Implement daily data-informed small group instruction during reading and math blocks, based on i-Ready diagnostic and growth monitoring results.
2. Use student data trackers in Grades 2–5 to support goal setting and ownership of progress.
3. Conduct classroom walkthroughs focused on observing small-group instruction and student data use
4. Provide targeted coaching and support for teachers based on identified trends in i-Ready growth or progress gaps that require additional support.
5. Provide differentiated enrichment opportunities during Generals Target Time for students based on formative data.
6. Include multilingual student engagement strategies in all CLTs and lesson plans (e.g., visuals, graphic organizers, native language support).
7. Utilize sentence stems, structured conversations, and interactive word walls across content areas to support academic vocabulary development.
8. Provide professional learning focused on scaffolding for language learners and integrating academic vocabulary.
9. Provide Extended Learning opportunities for students in need of additional support.

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

1. Send monthly grade-level newsletters or learning snapshots highlighting current academic focus areas, key standards, and home support tips.
2. Send weekly family newsletters with school-wide updates and news to consistently communicate our priorities..
3. Continue to provide Parent Prep Academy workshops quarterly, focused on math, reading, and language development strategies.

4. Strengthen two-way communication by conducting short family feedback loops after events (paper/QR exit slips) and adjusting future sessions based on input.

5. Share Family Impact Spotlights in newsletters and on social media, highlighting how family engagement contributes to student success.

6. Ensure The Plan/The Promise is redelivered at Open House and Fall Curriculum Nights, providing translated copies and brief explanation sessions.

7. Provide family engagement opportunities and workshops for the school community in a variety of areas.