1. Our goal is to promote self-awareness, self-management, social awareness, responsible decision-making, and relationship skills for our students. In addition, our focus is to promote regular attendance and intentional student engagement.
2. We will build staff capacity to contribute to a positive and collaborative school culture where teaching and learning occur at high levels.

1. Provide additional SEL professional development for staff to deepen their understanding of students' feelings, perceptions, input, and well-being. 
2. Provide additional opportunities for students to share input and demonstrate ownership of their learning and school experience.
3. Promote a high impact learning environment that promotes regular attendance, active engagement, and increased academic performance.
4. Create additional opportunities (e.g. student council, peer leaders, etc.) and schedule regular meetings where students can speak openly with school administrators and teachers.
5. Encourage and support initiatives and projects proposed and led by students.

Based on our WSA and EES data, our goal is to increase the percentage of students responding positively in the following areas:

Continuous Improvement (CI) and Criterion Referenced (CR)
- Student Belonging from 63% to 73%
- Student Well-Being from 48.2% to 58%
- Student Satisfaction from 55% to 65%

1. Identify academic and non-academic strengths, needs, and interests of each and every student to ensure whole learner, whole child focus.
2. Effectively implement the 16 Elements of High-Quality Tier instruction (HQTI) and utilize high quality tier resources, specialists, and strategies.
3. Reduce variability and increase the fidelity of HQT1 instruction, small groups, formative assessments, and progress monitoring.

1. Implement explicit HQTI Instruction and conduct learning walks to effectively monitor and provide intentional just-in-time feedback.
2. Provide professional development and implement Specially Designed Instruction (SDI) for all target groups (IEP, ML, and gifted).
3. Provide ongoing professional development to effectively implement the new ELA Standards. 
4. Analyze and disaggregate data (academic and PBIS) to determine the next steps for planning and instruction (utilize new GaMTSS Team Fidelity Tool).
5. Continue implementation of high-quality mentoring and professional development for year 1 and year 2 teachers. 

Based on our WSA and GMAS data, our goal is to increase the percentage of students performing at the Proficient and Distinguished level in ELA, MA, and SC.

Milestones Proficiency Rate (%P/D):
- Grade 3 ELA from 13% to 32%
- Grade 3 MA from 28% to 40%

- Grade 4 ELA from 15% to 36%
- Grade 4 MA from 39% to 49%

- Grade 5 ELA from 22% to 45%
- Grade 5 MA from 30% to 40%
- Grade 5 SC from 24% to 35%

*i-Ready and DA data will be used throughout the year to monitor Typical and Stretch Growth

1. Increase students’ opportunities to learn and achieve by consistently implementing a high-quality curriculum that reflects grade-level expectations with a focus on early literacy and reading.
2. Increase opportunities for students to demonstrate eligibility for gifted/talented programming.
3. Provide teachers and students with positive behavioral strategies to decrease the percentage of unwanted behaviors.

1. Implement explicit HQTI Instruction and conduct learning walks to effectively monitor and provide intentional just-in-time feedback.
2. Analyze and disaggregate data (academic and PBIS) to determine the next steps for planning and instruction (utilize new GaMTSS Team Fidelity Tool).
3. Continue implementation of local school PBIS and Team trained in Restorative Practices. Work collaboratively with the Office of Behavior Support & Interventions.
4. Continue to encourage participation in the Coaching, ESOL and Gifted Endorsement Program.

Continuous growth will be measured using,
- the 16 Elements of Explicit Instruction walk-through tool; 
- i-Ready Growth data;
- District Assessments; and
- GaMTSS Fidelity Tool

i-Ready BOY Baseline (goal is to decrease the percentage of...)
- Grade 1 = 29% of students performing 2 or more grade levels below
- Grade 2 = 58% of students performing 2 or more grade levels below
- Grade 3 = 66% of students performing 2 or more grade levels below
- Grade 4 = 58% of students performing 2 or more grade levels below
- Grade 5 = 72% of students performing 2 or more grade levels below

Parents who actively participate in their child's education contribute significantly to their academic, social, and emotional development.

1. Provide family and community engagement opportunities to allow families to share input impacting school change; share concerns about their child’s progress; and gain a greater understanding of the curriculum and multi-tiered system of supports.
2. Provide family, community, and engagement training for staff to improve communication and partnerships between the home and school.

Goals will be measured using parent surveys and participation rates

Family Survey Participation Rate
- Increase percentage from 23% to 32%