Our Mission is to create a community of learners who are responsible and engaged community members; demonstrate initiative, persistence, and adaptability; are curious and value risk taking as part of the learning process; access and analyze information and formulate an opinion; communicate effectively; and work individually and on teams to solve real world problems.
- Black/African American: 9%
- White: 53%
- Hispanic: 35%
- Two or more races: 2%
All members of the Andrew Avenue community focus on relationships. Relationships are the key to engagement and learning. Teachers strive every day to get to know their students and their barriers to learning. Teachers collaborate with their grade level partners and support staff to develop social and emotional and instructional strategies to create an environment where students can develop agency. Andrew Avenue is a place where students take responsibility for their own learning. They develop relationships with adults, their peers, AND their learning.
Teachers use metacognitive strategies in the classrooms at Andrew Avenue. Students are empowered to direct their own learning. They are given the time to plan, ask questions, organize their work and are given the opportunity to self reflect. Teachers give students the opportunity to engage with their peers in meaningful discourse. Our district Humanities curriculum in elementary school teaches reading through social studies. Students are engaged in discussions and complete tasks around the topics of equity, social justice community building, and leadership. These examples of a culturally relevant curriculum allow students to engage and connect with the content in meaningful ways.
Andrew Avenue has embraced social and emotional learning. All classrooms use common language to identify their emotions. Students are able to also identify and utilize strategies to regulate their emotions so that they are able to access their academics. Teachers give the students the time and the space for students to communicate and regulate their emotions so that they are ready to learn. Social and emotional learning is embedded into our curriculum and our school wide positive behavioral supports. All classrooms have student created class charters. Students decide how they want to feel in their classroom and plan how they are going to help themselves and their peers feel that way all year long. Administrators, teachers, paraprofessionals, secretaries, custodians, and cafeteria staff believe in the power of social and emotional learning. Adults consistently model communicating emotions which helps to create a safe space for students and their learning.