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Accountability and flexibility are hallmarks of Gwinnett County Public Schools' success. Key to that success is ensuring that each school community understands the progress being made by its schools, as well as what plans will drive improvement. Each school creates a collaborative Local School Plan for Improvement (LSPI) to increase student achievement results, with targeted goals based on the four strategic priorities within the district’s Blueprint for the Future: Empathy, Equity, Effectiveness, and Excellence. All schools across the district will focus on goals 2A- Multi-tiered Systems of Support and 2B- Opportunity and Access. Additionally, schools are required to select one goal from each of the other strategic priorities. LSPI goals are dynamic, like our schools, and are updated to reflect changes that occur in schools. Multiple data points are used to determine areas needing improvement and to identify specific, measurable, annual objectives. Schools then determine how to use research-based strategies to achieve these goals, using flexibility as needed. The LSPI development process involves teachers, parents, students, and community members, so the entire school community has the opportunity to be involved in conversations about school improvement.


2023 - 2024 Local School Plan for Improvement (LSPI)

School: DACULA ELEMENTARY           Principal: Holly Warren

District Strategic Priorities/Goals Rationale Action Steps
(Implementation Design)
How will you measure growth?
Growth Factors (Baseline & Targets)
Empathy 1.B - Staff and Student Well Being

Dacula ES works to ensure individualized, authentic instruction through the implementation of Social Emotional Learning and Restorative Practices, with an emphasis on student and staff well-being, self-care, physical and mental health, and social emotional learning.


  1.  Dedicated time daily within the master schedule for classroom morning meetings and explicit teaching of calm down/self-regulation strategies during this time. 
  2.  Restorative Practices training for all staff
  3.  Identified students will participate in targeted conflict resolution, decision making, and communication sessions with counselors assigned as part of our Multi-Tiered System of Supports.
  4.  Additional PBIS training at the local school level from the PBIS team- including data analysis, positive reinforcement strategies, tiered supports, etc.
  5.  Consistent celebrations of staff (Weekly Shout-Outs from staff to staff in Falcon Forecast, individual staff recognition in writing from administrators, Pay It Forward - monthly recognition of staff by fellow staff members, pictures of teachers/classrooms/activities in the Falcon Forecast).
  6. Counselor Lessons/Small Groups based on Wellness Screeners
  7.  Opportunities for parents to participate in activities that strengthen school/family relationships (All-Pro Dads, VIP, etc).


  1. Increase Percent Positive Responses (% Often True + % Almost Always True) on the following EES-STUDENT survey items:  

  • In my school, I feel that I belong to a group of friends. 

    • Baseline: 56%
    • 2024 Target: 59%
  • There's at least one adult in this school I can talk to if I have a problem.

    • Baseline: 71%
    • 2024 Target: : 74%
  • I can calm myself down when I am excited or upset.

    • Baseline: 40%

    • 2024 Target:  43%

  • Most students are respectful of others at this school. 

    • Baseline: 14%
    • 2024 Target:  20%


  1. Percent Positive Responses (% Often True + % Almost Always True) on the following EES-STAFF survey items:

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

    • Baseline:  69%
    • Target:    72%
  • Staff at all levels are treated fairly here.

    • Baseline: 78%
    • Target: 80%


Equity 2.A - Multi-tiered System of Supports

Dacula ES and all of GCPS will use both observational, anecdotal, and performance data to ensure that every student demonstrates critical thinking skills and has a clear path to content mastery.

  1. Universal Screeners given in LA and Math three times per year 
  2. Targeted Tier 1, 2, and 3 interventions developed by the MTSS team based on screener data.
  3. Additional teachers allotted to reduce class size
  4. Additional intervention teacher allotted (part-time)
  5. Dedicated 45 minute intervention block built into each child’s day
  6. PBIS Coach available to provide interventions, feedback, or conduct restorative small groups
  7. Parent/Teacher Conferences twice per year to review progress.

% of Students scoring in the Beginning range on GMAS:


3rd LA:

  • Baseline: 29%
  • 2024 Target: 25%

3rd MA

  • Baseline: 24%
  • 2024 Target: 21%

4th LA

  • Baseline: 18%
  • 2024 Target: 16%

4th MA

  • Baseline: 27%
  • 2024 Target: 24%

5th LA: 

  • Baseline: 20%
  • 2024 Target: 18%

5th MA

  • Baseline: 25%
  • 2024 Target: 22.4%

5th SC

  • Baseline: 26%
  • 2024 Target: 23.4 %
Equity 2.B - Opportunity and Access

Dacula ES and all of GCPS will expand student opportunities to engage in and have access to high quality, rigorous, and culturally relevant curriculum and enrichment activities.

  1. Professional Learning on Educational Equity to include the following:  equity practices in the classroom, equity in student recognition, unconscious biases, culturally responsive teaching
  2. Increase of careers highlighted at the Career Fair
  3.  Cultural Awareness Vertical Team supporting Hispanic Heritage Month, Black History Month, Women's History Month, and Asian-American/Pacific Islander Month
  4.  Continued implementation of EL Education K-5 which includes culturally relevant, timely, real-world literature and release time for teachers for planning
  5.  Continuation of Play 2 Learn 
  6. Enrichment clubs:  (i.e. Readers Rally, Chess, Chorus, STEM, etc)

1. Increase Percent Positive Responses (% Often True + % Almost Always True) on the following EES-STUDENT survey items:

  • All students have access to rigorous courses and supports.
    • Baseline: 32%
    • 2024 Target: 35%
  • My teachers find other ways for me to learn things I find difficult. 
    • Baseline: 58%
    • 2024 Target: 62.8%
  • My teachers ask questions of all students, not just some students 
    • Baseline: 35%
    • 2024 Target: 40%
  • Student success is celebrated in this school. 
    • Baseline: 36%
    • 2024 Target: 42%
Effectiveness 3.A - Results-Based Evaluation System

Dacula ES will utilize the redesigned Results-Based Evaluation System comprised of inputs, behaviors, and outcomes that determine the standards for student success.

  1. Implementation of tiered interventions based on the Multi-Tiered System of Supports
  2. Teacher training to provide additional supports and resources for Tier 1 instruction
  3. Collaborative Learning Team (CLTs) through release days and planning sessions to include assessment protocol, work sample protocols, data review/talks, AKS analysis, LA pilot, explicit modeling for teachers for MA/LA strategies
  4. Intervention tools to include online subscriptions resources
  5. Parent instructional support through Parent Outreach Liasion.



  1. Percentage of students scoring Proficient/Distinguished on GMAS

3rd LA

  • Baseline: 41%
  • 2024 Target: 45%

3rd MA

  • Baseline: 46%
  • 2024 Target: 50%

4th LA

  • Baseline: 34%
  • 2024 Target: 40%

4th MA

  • Baseline: 42%
  • 2024 Target: 46%

5th LA

  • Baseline: 42%
  • 2024 Target: 46%

5th MA

  • Baseline: 46%
  • 2024 Target: 50%

5th SC

  • Baseline: 47%
  • 2024 Target: 50%


Excellence 4.C - World-Class Communication and Engagement

Demonstrate world-class communication and engagement through modeling the value GCPS leadership places on transparent, two-way communication to build stakeholder trust and confidence.

  1. Active PTA
  2. Strong Quality-Plus Teaching Strategies
  3. Family Events - Instructional Fair, Multicultural Night, etc. 
  4. Strong communication practices between teachers and parents
  5. Parent instructional supports available in Parent Center for check-out.
  6. Parent workshops available with Parent Outreach Liaison.
  1. EES Survey: Family Satisfaction

  • I am informed about progress toward the improvement goals of this school. 

    • Baseline: 74%

    • 2024 Target: 77%

  • My student is challenged with a rigorous course of study at this school. 

    • Baseline: 76%

    • 2024 Target: 80%

2. EES Survey: Student Satisfaction

  • All students have access to rigorous courses and materials. 

    • Baseline: 32%

    • 2024 Target:  36%

  •  Setbacks don't discourage me

    • Baseline: 34%

    • 2024 Target:  38.9%

  •  I feel safe at this school 

    • Baseline: 44%

    • 2024 Target: 48%