Rock Springs Elementary is one of the most diverse elementary schools in the State of Georgia (source: www.niche.com) currently ranked second out of 1,335 schools.  In the 2022-2023 school year, we began to learn and grow in our cultural competence as we celebrated our diverse community.  Our faculty and staff will continue to learn about our families' cultures and will consider our own personal biases and the impact this could have on student learning.

1. Celebrate our diversity through a variety of cultural events working collaboratively with our local PTA.
2. Faculty and staff will be provided phase 2 of training to better understand our personal biases and increase awareness that everyone has a past that shapes they way they view the world.  They will determine best practices to lessen the impact of any personal biases on instruction and student engagement.
3. The media selection committee will continue to focus on increasing the number of culturally relevant texts available in our classrooms and media center.
4. Faculty and staff will increase their awareness of cultural events, religious holidays, and celebrations that may impact a child's attendance and engagement.

Staff Survey Question: 

We are provide training to meet the needs of our diverse student population.

Student Survey Question:  

I am comfortable interacting with people from a different racial or ethnic background.

Family Survey Question:  

Rock Springs respects the different cultures represented in our community.

Rock Springs enters year two of continuous improvement focused on the social, emotional, and mental health of our students, faculty, and staff.

1. Teachers will be provided training on the updated SEL lessons to more fully engage our students and elevate our awareness of how students are doing socially and emotionally and how their mental health can impact their learning.
2. Teachers will be trained on our newly revamped PBIS matrix and will then teach our students these behavioral expectations.

Staff and student well-being is supported through the development of the Positive Behavior Interventions and Supports (PBIS) System. Grades K-2 and grades 3-5 will each have a behavior intervention teacher and a counselor. Our two behavior intervention teachers will continue to work with district PBIS coaches to learn, build and implement PBIS with fidelity. A Behavior Intervention Flow Chart will be developed and presented to faculty and staff to ensure students are supported at all tiered-levels based upon the Multi-Tiered Systems of Support Model. Professional learning will be provided to support teachers in implementing PBIS during Collaborative Learning Teams (CLT) and faculty meetings. Positive behavior will continue to be celebrated through a preplanned schedule of events.

Social-Emotional Learning (SEL) lessons will be updated and revised for the upcoming school year and the administration team will continue to monitor the implementation of SEL lessons in classrooms and provide feedback for continuous growth. To support implementation of SEL, professional learning will continue to be provided and the master schedule will have allotted time for daily SEL lessons.

Students and staff will continue to be celebrated internally and externally for professional and personal achievements. The culture of the school and community will continue to grow upon the vision of “Caring while holding each and everyone accountable.”

Student Survey Question: 

I can calm myself down when I am excited or upset.

Staff Survey Question: 

I receive training to support social emotional learning.

Staff Survey Question: 

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

Family Survey Question:  Rock Springs provides a caring, supportive environment for my student.

Rock Springs will continue to use screening and progress-monitoring to identify and predict students who may be at risk for expected learning outcomes or who may experience connectedness, wellbeing needs, or behavioral concerns that impact learning.

1. Teachers will be trained to provide tiered intervention support for academic and behavior concerns to ensure each and every student is provided the support they need when they need it.

2.   Staffing adjustments will be made to ensure students receive intervention and enrichment based on individual needs.
3.   MTSS academic screening will take place to determine student intervention and enrichment needed for math and language arts.
4.   MTSS wellbeing screening will take place to identify students who may need support to help remove barriers for learning.
5.   Counselors will hold student attendance review committee meetings to address attendance concerns and will schedule celebrations for students and classes with the best attendance.

Staff adjustments have been made to support academic and behavioral interventions and enrichment: Multi-Tiered System of Supports (MTSS) Coordinator, two counselors, Special Education Lead teacher, two Positive Behavior Intervention Teachers, and two Instructional Coaches. An organizational chart will be created to specify roles and responsibilities and a Behavior Intervention Flow Chart to ensure all students and staff are supported academically, behaviorally and emotionally. All staff will receive training on restorative practices and the processes and procedures of MTSS. 

Universal screeners will be used to identify the needs of students and teachers will be identified to provide academic and behavioral interventions and enrichment support for each student working alongside regular education teachers. Academic interventions will continue to be provided before, during, and after school for students. Educational Effectiveness Surveys (EES) will be used to identify leveled tiers of supports for student well-being.

Counselors will continue to encourage and celebrate good attendance and support student well-being by developing positive relationships through small group intervention and restorative circles. Students and staff will continue to provide voice and choice in implementing programs and activities to build positive morale such as the Buddy Bench.

Student Survey Question: 

My teachers find other ways for me to learn things I find difficult.

Staff Survey Question: 

Rock Springs has effective equity strategies for all.

Family Survey Question: 

Actions of school leaders promote a shared commitment for equity.

Family Survey Question: 

Struggling students receive early intervention and additional help at Rock Springs.

Percent of students universally screened for math and language arts.

Percent of students universally screened for wellbeing.

Student Performance on the Georgia Milestones Assessment

Math- Our goal is to decrease the percentage of students scoring at the Beginning level.
3rd Grade     Baseline%  7     Target%  5
4th Grade     Baseline%  13   Target%  11
5th Grade     Baseline%  22   Target%  20

English/Language Arts- Our goal is to decrease the percentage of students scoring at the Beginning level.
3rd Grade     Baseline%  16    Target% 14
4th Grade     Baseline%   23   Target% 21
5th Grade     Baseline%   21   Target% 19

Opportunities should be provided for students to engage high-quality and relevant coursework including gifted, STEM, visual and performing arts.

1.   Training will be provided for all teachers to review expectations for small-group instruction in order to support each and every student.
2.   Teachers will provide enrichment for each and every student who demonstrates mastery of the AKS.
3.   The Instructional Leadership Team (ILT) will review the master schedule each semester and make adjustments as needed ensure opportunity and access for every student.

Content leaders have been provided with CLT protocols to support their team in developing and analyzing instructional practices. Instructional coaches will also provide guidance in developing formative assessments to monitor student achievement. They will continue to analyze data to form small group instruction in EL Education and mathematics. The instructional coaches will continue to support all teachers in the area of Math and ELA with specific goals focused on student achievement through coaching cycles. The instructional coaches and administration will continue to monitor the transfer of work from CLT into the classroom as we focus on equity - providing each and every student what they need to be successful.

The instructional coach, administration, and teachers will continue to participate in professional learning opportunities around structured literacy practices behind the science of reading and mathematical practices. Teachers will implement instructional strategies that allow for a deeper understanding of individual student needs and provide feedback and support. Teachers will observe model classrooms and will be provided the opportunity to lead professional learning and school-wide events.

New teachers will continue to be provided with a mentor. Professional learning will be differentiated by instructional needs such as new teachers and veteran teachers.

The master schedule will be a fluid document that may be revised to maximize student instruction and support. Early learning education will expand with two sessions of Play 2 Learn each week and a session of Little Learners Academy each month.

Staff Survey Question: 

Instruction is personalized to meet the needs of each and every student.

Family Survey Question: 

My child is challenged with a rigorous curriculum at Rock Springs.

Family Survey Question: 

Teachers accommodate my student's individual needs by adjusting instruction.

Student Survey Question: 

My teachers find other ways for me to learn things I find difficult.

Student Survey Question:  My teachers provide activities and lessons that challenge me to learn.

Increase the percentage of Gifted-identified students at RSES
Baseline: 13%     Target:  15%

Rock Springs makes data-driven decisions to target instruction that supports each and every learner.

1.   Review common, formative assessments and benchmarks to determine actions for student academic support.
2.   Teachers will set individual student growth goals based on iReady screener data for math and language arts.
3.   Teachers will review GMAS data as a summative student growth measure to reflect and make adjustments as needed for student support.

As we prepare for the 2023-2024 school year, teachers will be trained on iReady, the GCPS universal screener.  Teachers will set individual RBES goals based on iReady.  Teachers will also review the GMAS results to determine any student support adjustments that may be needed to begin the school year.

Math- Our goal is to increase the percentage of students scoring at the Proficient and Distinguished levels on the Georgia Milestones Assessment.
3rd Grade     Baseline%   69    Target% 71
4th Grade     Baseline%   66    Target% 68
5th Grade     Baseline%   46    Target% 48

English/Language Arts- Our goal is to increase the percentage of students scoring at the Proficient and Distinguished levels on the Georgia Milestones Assessment.
3rd Grade     Baseline%  59    Target% 61
4th Grade     Baseline%  40    Target% 42 
5th Grade     Baseline%  51    Target% 53

Multiple avenues should be provided for two-way communication to keep our faculty, staff, students, and families informed and to seek input from all stakeholders.

1. Continue to review our weekly school newsletter to ensure language conversion for families who do not speak English.
2. Encourage parents to participate in district surveys in order for them to have a voice.

Family Survey Question: 

Rock Springs communicates effectively with our family.

Family Survey Question: 

Rock Springs communicates with me about my student's progress.

Family Survey Question: 

Communication I receive from Rock Springs is in a language I can understand.

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

1. The Rock Springs Parent Liaison will focus on family engagement with the goal of building the capacity of parents/family members to support student success.
2. Family Engagement workshops as well as daily ongoing individualized supports will be a part of our engagement plan. 
3. Staff will utilize technology, translation services, and bilingual staff to engage families in multiple languages.

Family Survey Question: 

Rock Springs communicates effectively with our family.

Family Survey Question: 

Communication I receive from Rock Springs is in a language I can understand.