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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: DYER ELEMENTARY           Principal: Michael Difilippo
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

At Dyer ES we believe in students' well-being through prioritizing self-care, physical and mental health, and social-emotional learning.
  1. We will continue to improve our PBIS Framework and implement PBIS schoolwide. Students will earn BEAR Bucks for being Brave, Engaged, Accountable, and Respectful. Students will be able to cash in their bucks weekly for prizes such as school-wide raffles and grade-level prize carts. Teachers will collaborate in order to grow in their understanding of the program and master the framework as PBIS teachers. PBIS coaches and team leaders will present monthly professional development to support teachers with the framework and positive classroom management strategies. 
  2. School-wide PBIS clerk will utilize Character Strong with students to support behavior. 
  3. Social Emotional Learning (SEL) lessons will be taught to all students on a weekly basis. Lessons each week will focus on a SEL topic and students will be recognized on the weekly announcements and earn a brag tag for exhibiting the lessons’ intended behaviors.
  4. School Administrators will develop an administrator framework to norm themselves regarding school-wide discipline. 
  5. School counselors will provide small group sessions to support students' social and emotional needs. 
  6. Counselors will participate in district training and provide professional learning opportunities for staff.
  7. Teachers who are new to the profession will participate in a Mentoring program that focuses on classroom management strategies. 
  • Percent of students responding positively to the following EES Student survey items:
    • I feel safe at school:
      • Baseline: 44%
      • Target: 60%
    • I enjoy coming to school:
      • Baseline: 40%
      • Target: 60%
  • Retain teachers new to Dyer ES:
    • Retain a minimum of 12 of the 13 teachers new to Dyer for the 2024-2025 school year. (92%)
Equity 2.A - Multi-tiered System of Supports

Dyer will continue to remove barriers for our students so that we can ensure that all students have access to programs and support at our school.
  1. We will provide remediation and enrichment opportunities to all students through our morning BEAR Time and small group intervention with the intervention teacher throughout the day.
  2. We will provide equitable access to clubs.
  3. Weekly CLT's (Collaborative Learning Teams) and monthly MTSS grade-level meetings will continue to reassess our work and make improvements for our students.
  4. The MTSS Team will meet bi-monthly to analyze student data and make instructional decisions to ensure success for all students. 
  • Grade Level Improvement Goals:
    • Students in grade 3-5 will show an improvement of 5% (proficient+distinguished) on ELA GMAS.
    • Students in grade 3-5 will show an improvement of 5% (proficient+distinguished) on Math GMAS.
    • Students in grade 3-5 will show a reduction of 5% (beginning) on ELA GMAS
    • Students in grade 3-5 will show a reduction of 5% (beginning) on Math GMAS
  P&D P&D Beginning Beginning
GMAS Baseline Target Baseline Target
3rd ELA 58% 63% 16% 11%
4th ELA 67% 72% 10% 5%
5th ELA 66% 71% 8% 3%
3rd Math 69% 74% 9% 4%
4th Math 73% 78% 10% 5%
5th Math 74% 79% 10% 5%
5th Science 77% 82% 9% 4%
Equity 2.B - Opportunity and Access

Students at Dyer will all have access to high-quality, rigorous instruction.  Students will have multiple opportunities to have access to gifted, remedial, and enrichment services.
  1. Teachers will meet weekly to plan high-quality rigorous instruction, decreasing variability among classrooms.
  2. Tiered Intervention and Gifted curriculum will be strengthened through the format of our school-wide BEAR time. 
  3. Students will participate in SEL and restorative practices through morning meetings and scheduled SEL lessons.
  4. All students will have access to SEL instruction and a rigorous curriculum through the addition of a Guided Play Space (K-2) and Thinking Skills (3-5)  special. 

 
  • 100% of our students will be provided opportunities to participate in school-wide clubs held during school hours.
  • Percent of students responding positively to the following EES Student survey items:
    • My teacher tells me the purpose for each lesson or activity:
      • Baseline: 49.8%
      • Target: 60%
    • Most students are respectful of others at this school:
      • Baseline: 31.6%
      • Target: 40%
  • 100% of our students will participate in the iReady Screener for reading and math. Our goal for the 2023-2024 school year is to have 100% of our students show typical growth by the end of the year.
  • Our goal for the 2023-2024 school year is to maintain a minimum of 17% of students identified as gifted.  

 
Effectiveness 3.A - Results-Based Evaluation System

Teachers at Dyer will continue to have input in the goals related to their students through RBES.  Teacher RBES goals will be related to SEL and Academic Press.
  1. Collaborative Learning Teams will continue to meet weekly and be refined throughout the year.    
  2. Instructional coaches will continue to be in place to support the work of our teachers.   
  3. An active and ongoing mentor/support network will be in place for new staff members.
  4. Access to instructional planning will continue to be utilized with all certified staff members through the use of a vertical framework. 
  5. Peer observations will be initiated in order to norm our instruction. 
  6. Teachers will analyze learning targets with students in order to help students set goals. 
  • Any initiatives related to academic achievement by GCPS (or initiated by Dyer ES directly) will continue to be promoted at the school level.
  • Performance goals, particularly those related to academics, will be monitored and viewed via MTSS grade level meetings and conversations during CLT.
  • Percent of students responding positively to the following EES Student survey items:
    • My teacher tells me the purpose for each lesson or activity.
      • Baseline: 49.8%
      • Target: 60%
  • Grade Level Improvement Goals:
    • Students in grade 3-5 will show an improvement of 5% (proficient+distinguished) on ELA GMAS.
    • Students in grade 3-5 will show an improvement of 5% (proficient+distinguished) on Math GMAS.
  P&D P&D
GMAS Baseline Target
3rd ELA 58% 63%
4th ELA 67% 72%
5th ELA 66% 71%
3rd Math 69% 74%
4th Math 73% 78%
5th Math 74% 79%
5th Science 77% 82%

 
Excellence 4.A - Preferred Education Destination

Communication with our families will continue to improve in order to help Dyer Elementary be a preferred educational destination. 
  1. Increased communication of our academic efforts and success through daily social media posts and parent liaison contact. 
  2. Increased promotion of the school by the School Council and Parent Liaison.
  3. Increased social media presence for Dyer
  4. All communication is sent in multiple languages (English and Spanish). 
  5. Stakeholder relationships will be strengthened through regular opportunities to participate in student recognition. 
  • EES surveys for parents and families.
  • Number of families completing the EES Family survey:
    • Baseline: 93
    • Target: 150
  • Percent of families responding positively to the following EES Family survey items:
    • The school tells me how I can help my students with their homework.
      • Baseline: 58%
      • Target: 70%

 
Family Engagement/Building Parent Capacity -

Dyer ES will build our parents' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise.
  1. Engage in Community Outreach throughout the school year
  2. Provide "Parent Connections" which is just-in-time learning around technology, school procedures, academic support, and social emotional well-being for students
  3. Offer "Conversations in English" to provide learning opportunities to support needs of multilingual families
  4. Hold International Family Night in the Spring
  5. Recruit parents to be active members of the PTO and to serve on a committee of their choosing based on interest

The number of parents attending "Parent Connection" sessions.

Baseline - N/A

Target - 25

 

The number of parents attending "Conversations in English" sessions.

Baseline - N/A

Target - 10