At Trip Elementary School, we believe in developing the skills and strategies to foster social-emotional growth.  This includes building relationships, setting goals, communicating effectively, and using conflict resolution strategies. In order for students and staff members to be fully engaged in the school community, we must promote student and staff well-being by prioritizing self-care, physical and mental health, and social-emotional learning.  Well-being improves students' academic performance, behavior, social integration, and satisfaction. Well-being improves teachers' ability to interact with students, teach concepts, face challenges, and avoid teacher burnout.  At Trip, we foster an environment that supports mental and physical health, physical and emotional safety, and a feeling of belonging, a sense of purpose, achievement, and success for each and every student and staff member. 

1. We will provide opportunities for all stakeholders to participate in the school decision-making process.  This will occur through SIT, CLTs, Student Leadership Meetings, Student Council, opinion surveys, task force teams/groups, in-class feedback on learning activities, and an element of student choice in relation to topics taught and teaching methods used when learning. 
2. Teacher recognition
3. Through Positive Behavior Interventions and Support (PBIS), we recognize staff and students who display positive character traits. Students and staff will also be supported through behavior interventions when needed. This support will be provided through the behavior support team.
4. Students will participate in morning meetings, and Social Emotional Learning (SEL) lessons.
5. Continue Tier 2 supports in our Positive Behavioral Interventions & Supports (PBIS) program. 
6. Counselors will provide SEL lessons through Classroom Guidance as supported by teachers.
7. Student social-emotional well-being will be addressed by implementing the following: classroom guidance, small group counseling, and individual counseling. 
8. The Wellness Room offers teachers an opportunity to recharge and decompress throughout the school day to support their physical, emotional, and mental well-being.  

EES Survey Data

Student Wellbeing

            I enjoy coming to this school

Data Points:

Positive        Target

38%                  50%

 I feel safe at this school

Positive        Target

47%                 57%

SEL Classroom Integration

    I receive training on instruction to support social-emotional learning

Positive       Target

55%                 75%

   I incorporate social-emotional instruction into my daily instructional delivery.

Positive       Target

69%                 75%

Trip Elementary School will implement a comprehensive framework to fully operationalize a multi-tiered system of supports to address academic and non-academic student needs and remove barriers to success. A Multi-tiered System of Supports (MTSS) is a “tiered system of supports that integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavioral
problems. MTSS promotes systems alignment to increase efficiency and effectiveness of resources” (Adopted from National Center on Response to Intervention, 2010).  This system of support will help Trip teachers and support staff identify students’ academic, behavioral, and social-emotional strengths and challenges and provide differentiated support for students based on their needs. 

The MTSS Implementation Team has regularly scheduled Roundtable meetings on Tuesday mornings to discuss the academic and behavioral progress of students on the schoolwide intervention list. Trip will implement the following programs, instructional practices, and instructional resources to address the academic needs of each and every student. 

1.   The implementation of a data-based, problem-solving team (MTSS/Intervention Team), Response to Intervention (RTI) process, Trip Time, EIP, Gifted and Talented
Program, ELL, Saturday School, differentiated small group instruction, formative assessments, and iReady Diagnostic in Reading and Math.   

2.   MTSS Team professional learning on and implementation of MTSS processes (i.e. data conversations, Student Support Team meetings, Kid Talks, iReady Reading and Math, Dibels 8, and Amplify). 

4.   Schoolwide continued use of Imagine Learning, Amplify, iReady, and SPIRE for SWD.

5.   We will continue our Trip Time Intervention/Enrichment block in the master schedule and training for staff on how to use the 45-minute block of time effectively.

6.   Multi Lingual Learner (MLL) teachers will preview vocabulary during normal instruction and the coaches will provide resources to the parents.  MLL teachers will review data regularly to provide interventions for MLL students.

7.   District Coaches will support SPED teachers to increase their capacity with instructional practices and writing goals and objectives for IEPs to support SWDs.

8.   In order to meet the non-academic needs of our students, schoolwide PBIS Rams Can lessons will be taught along with SEL lessons.  We will continue with CICO (Check in/Check Out) along with establishing a mentoring program.  We will also have schoolwide recognition programs established for grades K-5.

iReady Universal Screener

Analyze for a decrease of students needing Tier 2 and Tier 3 supports due to effective Tier 1 instruction and additional supports.

District Assessments

Maintain high percentage of students in the proficient/ distinguished range (Post 1 District Assessment). Maintain or exceed percentage points above the district by 7-10 percentage points.

GMAS 3-5

Trip Elementary School will maintain high levels of achievement as shown in the District Milestones Regression Chart.

At Trip Elementary School, every student deserves access to a high-quality curriculum and rigorous/relevant coursework and enrichment activities. Opportunity and access include expanding student opportunities to engage in and access high-quality, rigorous, and culturally relevant curriculum, advanced coursework, and enrichment activities.

1. The administrative team will attend collaborative planning meetings to ensure equity amongst the grade levels in all content areas.
2. The administrative team and instructional coaches will provide lesson feedback each week.
3. Members will conduct training on restorative practices and PBIS evidence-based practices for staff to decrease behavior disruptions that remove students from the classroom. 
4. Teacher leaders participate in Math and Literacy Leadership Teams as well as Cluster Vertical Teams.
5. Admire and Acquire required by all content and SPED teachers. Sacred Planning days will occur for teachers every 9 weeks.
6. Gifted Referral and Identification to include Portfolios- Experienced teachers on Gifted Instructional Leadership Team.
7. Computer Science, STEM, and Drama for all students K-5.
8. Focused on providing enrichment and culturally relevant activities for students
9. Building Parent Capacity through Parent Workshops and Parent University.
10. Increase number of families participating in Play 2 Learn to increase access to early learning experiences.  

Use the iReady Universal Screener and DIBELS assessments to appropriately identify students needing Tier 2 and 3 supports as well as acceleration.

SEA Enrollment- providing opportunities in the summer for student growth and enrichment

Play2Learn Enrollment - increase opportunities for early learning for children 0-5

Gifted Enrollment Percentage- identify students for gifted testing through the use of additional measures such as portfolios

GMAS 3-5 and District Assessments maintain high performance on the District Milestones Regression Chart provide evidence of the effectiveness of the impact of quality Tier 1 instruction and interventions on student performance in Title I environment

By utilizing the RBES, Trip Elementary School will work for our MTSS pyramid toward reflect a pyramid shape (with 85% of students successful at Tier 1) by focusing on effective Tier 1 instruction and harnessing the power of peer observation and feedback. 

1. Administrative Team and Instructional Coaches will monitor instruction by conducting instructional walks and providing relevant, useful feedback to teachers. 
2. Focus during CLTs and RAM University will be on effective Tier 1 instruction. 
3. Novice teachers (1-3 years experience) will be provided a mentor.  Instructional coaches will conduct coaching cycles with selected novice teachers.
4. Teachers and support staff will monitor students’ achievement by analyzing data throughout the school year.  Some assessments that will be administered include individualized iReady diagnostics, Dynamic Indicators of Basic Early Literacy Skills (DIBELS),  classroom assessments, and individualized progress monitoring. 
5. Data Reviews conducted at  45/60/90/135 using iReady data for reading and math.
6. PBIS Check-In/Check-Out system to improve student behaviors over time.
7. MTSS Intervention Team to teach selected students for remediation and acceleration during Trip Time. 
8. CLTs are consistently involved in continuous quality improvement model utilizing Plan, Do, Check, Act cycle.
9. Math and Literacy Leadership Team members attend district-level PD and provide train-the-trainer professional learning to grade-level teachers.
10. STEM Night, Multicultural Night, Monster Math Night, Drama Club Performances, Rockin' Rams Performances, and Career Day to provide enrichment opportunities for the community
11. Active PTA, Local School Council, and business partners to leverage ways to increase family and community support
12. Effective communication utilizing Parent Square, TES Website, Facebook, Instagram, and newsletters.

GMAS 3-5 ELA and Math

EES Survey Data - % of positive responses:

Employee Satisfaction

Staff at all levels are treated fairly here (Baseline - 77%; Target - 90%)

Student Satisfaction

 I feel safe at this school (Baseline - 92%; Target - 100%)

 I enjoy coming to this school (Baseline - 87%; Target - 90%)

Parent Satisfaction

This school has a welcoming environment that embraces the diversity of race, ethnicity, religion, gender and sexual orientation (Baseline-89%; Target-100%)

Trip Elementary School demonstrates world-class communication and engagement by modeling the value GCPS leadership places on transparent, two-way communication to build stakeholder trust and confidence. 

1. Implement Parent Square to streamline communication channels. 
2. Implement regular parent workshops during the school day with the parent liaison. 
3. Improve two-way communication with surveys, in-person and virtual meeting opportunities.
4. Continue to build parent capacity through parent workshops.
5. Counselors and teachers will increase student exposure to career and college readiness opportunities throughout the year.
6. Continue to increase parent engagement in events throughout the year.

• 100% of certified teachers will be trained on Parent Square.