LSPI Plan

2023 - 2024 Local School Plan for Improvement (LSPI)

School: ROSEBUD ELEMENTARY Principal: Brittany Holmes

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

Rosebud strives to promote student and staff wellbeing through prioritizing self-care, physical and mental health, and social emotional learning. Rosebud will focus on the concept of belonging and be strategic in the social emotional needs of our students and staff.

Goal 1) Rosebud Elementary School will increase the percentage of positive responses on the ESS survey in the 2023-24 school

year.

Goal 2) Rosebud Elementary will create an environment that supports positive behaviors and decreases the number of discipline referrals in

the 2023-24 school year.

Goal 3) Rosebud will create an environment that supports student and staff attendance and decrease the average number of days staff and

students are absent in the 2023-24 school year.

Rosebud will...

Develop an MTSS team to implement, review, and assess student performance data (specifically PBIS data and the ESS student wellness survey). Our MTSS system will be revamped to include the addition of behavior pathways for the purposes of data collection to provide appropriate student support.
1. 1. Training on the behavior pathways and development of a decision making team (a team of individuals who will best serve the student)
Create school wide processes (PBIS) so that behavior expectations are explicit and can be followed (use CQI to continually monitor the effectiveness of the processes)
Create classroom expectations that are explicit and communicating those to parents and students to promote a positive school environment.
Implement the PBIS program with fidelity and rewarding/recognizing students and staff who are following the expectations
1. 1. Addition of the PBIS student of the week
  2. Addition of student and staff of the month celebrations
Implementing clubs and other extracurricular opportunities for students.
Hiring mentors and counselors to meet the social emotional needs of students.
Including students in goal-setting and data tracking to create a sense of ownership of their behavior and of their academic goals.
SEL / PE focused specials to support the behavioral needs of students (Restorative Practices training).
School and Community Events throughout the school year that develop relationship and create a sense of belonging.

ESS Survey Results

KPI Baseline Mean Score	KPI Target Mean Score
Students: I enjoy coming to this school
34%	40%
In class we often work with other students to solve a problem or do a task
27%	35%
Most students are respectful of others at this school
11.2%	15%

The discipline data

	2022 - 2023	Goal for 2023-24
Rosebud Elementary School 2022-23 % of students who received a discipline referral	3%	2%
District 2022-23 % of students who received a discipline referral	7%	N/A

Attendance Data


Student average days absent (Rosebud Elementary) 2022 - 23	6	4
District average days absent 2022 -23	6	N/A
Teacher average days absent (Rosebud Elementary ) 2022 - 23	45.88	40
District ave4rage days absent 2022 - 2023	32.56	N/A

Equity 2.A - Multi-tiered System of Supports

A multi-tiered system of supports (MTSS) is a proactive and preventative framework that allows GCPS schools to integrate data, instruction, and resources to maximize student achievement and support students’ social, emotional, and behavior needs. Rosebud 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.

Have a functioning MTSS team. The will be divided into two (one team for supportive community and one team for academic press)
Use the CQI process to assess the effectiveness of our MTSS framework for both academic and non-academic supports for students.
The MTSS team will assess and review student performance data (academic and wellness) and address student needs based on screener and performance data.
Constantly review areas of need and areas of strength within the MTSS system and provide appropriate resources, time, and attention so that the needs of ALL students are being met.
Develop other process within the MTSS framework to ensure fidelity
1. Supportive Community framework includes
  1. a. Implementing the PBIS program with fidelity to teach students expectations and reward positive behavior.
  2. a. Human resources (an additional counselor, mentors, and SEL specials teacher)
  3. a. SEL integration through counseling lessons and researched based SEL lessons during specials
2. Academic Press framework includes
  1. a. Increased professional development of Tier 1 instruction
  2. a. Increased professional development on multi-sensory strategies and the science of reading as we learn the EL curriculum
  3. a. Data reviews to address areas of strength and academic need
  4. a. Teacher and Student goal setting based on areas of concern and areas of strength. Making sure to focus on areas of strength so we know what we can do and build from there.
Employ and provide interventions at increasing levels of intensity and frequency based on the needs of the students
Increase communication to parents and provide resources to support both academic and behavior goals
Increase resources in the parent center to support academic and behavior goals outside the school day

An increase of the percentage of stakeholders responding positively for the following questions on the Educational Effectiveness Survey.

Increase the percentage of students meeting or exceeding on the Georgia Milestones in Reading in 3rd grade for the 2023 - 2024 school year by 5% (from 38% in 2023 to 43% in 2024).

Increase the percentage of students meeting or exceeding on the Georgia Milestones in Math in 3rd grade for the 2023 - 2024 school year by 5% (from 42% in 2023 to 47% in 2024).

Increase the percentage of students meeting or exceeding on the Georgia Milestones in Reading in 4th grade for the 2023 - 2024 school year by 3% (from 43%% in 2023 to 46% in 2024).

Increase the percentage of students meeting or exceeding on the Georgia Milestones in Math in 4th grade for the 2023 - 2024 school year by 3% (from 60% in 2023 to 63% in 2024).

Increase the percentage of students meeting or exceeding on the Georgia Milestones in Reading in 4th grade for the 2023 - 2024 school year by 3% (from 43% in 2023 to 46% in 2024).

Increase the percentage of students meeting or exceeding on the Georgia Milestones in Math in 5th grade for the 2023 - 2024 school year by 3% (from 37% in 2023 to 40% in 2024).

Increase the percentage of students meeting or exceeding on the Georgia Milestones in Reading in 5th grade for the 2023 - 2024 school year by 3% (from 47% in 2023 to 50% in 2024).

Increase the percentage of students performing at or above grade level in all areas assessed on the iReady Diagnostic.

iReady = Baseline (Math - Diagnostic) 12% Target 40%

iReady = Baseline (Reading - Diagnostic) 29% Target 50%

Equity 2.B - Opportunity and Access

Rosebud Elementary will ensure that all students have access to a quality education. Our MTSS (multi-tiered system of supports) addresses the academic, behavioral and social emotional needs of all students. Rosebud strives to implement our MTSS system with fidelity and commits to continued training for staff and a continued review of data, resources, and supports for our students.

Rosebud also believes in supporting the needs of the whole child; identifying the gifts of students through programs, challenges, clubs, and after school activities.

Goal 1) Rosebud will increase effective Tier 1 instruction.

Goal 2) Rosebud will support the needs of students through the MTSS system for both academics and behavior

Goal 3) Rosebud will support the whole child through clubs, events, and activities

Our Steps toward our MTSS plan include:

Analyzing data to identify the learning and behavioral needs of students
1. Employ researched based strategies to support student achievement goals
2. Train teachers on strategies through professional development
Providing enrichment and acceleration opportunities (Saturday School, Extended Learning Time, ESOL, and Gifted programs)
Use the lead gifted and ESOL teachers as facilitators of professional development for our ESOL and gifted programs.
Provide extra-curricular activities to address the needs of the whole child (after school clubs, school wide programs - STEM Night, Multi-cultural night, Literacy Night, etc.) and school wide STEM projects.
Transformation of hallways to promote the academies offered at the high school (expose students to college and careers). Hallways will also promote colleges and trades.
Hallways that promote academic and behavioral goals attained by teachers and students (trophies, recognition, awards)
Providing professional development for teachers to support our MTSS framework
Provide multiple opportunities to demonstrate mastery of the AKS
Engage in the Science of Reading and Orton Gillingham training and implement strategies to support students of all reading levels
Rosebud will display colleges and careers down the hallways and incorporate career lessons into the curriculum (counseling department). Rosebud will also host a career day program for all students to be exposed to a wide variety of jobs, trades, and careers.

Evidence of effective Tier 1 instruction will be measured using iReady data. Rosebud will increase the percentage of students on or above grade level in all grades for math and reading (See attachment).

Increase the number of ESOL endorsed teachers at Rosebud Elementary School in the 2023-2024 school year. Ensuring at least 1 ESOL endorsed teacher per grade level.

Increase the number of gifted certified teachers at Rosebud Elementary School in the 2023-2024 school year. Ensuring at least 1 Gifted teacher per grade level.

Increase the number of programs and extra-curricular activities - ensuring that ALL students have an opportunity to participate in a program or project other than the four core.

Effectiveness 3.A - Results-Based Evaluation System

The Results-Based Evaluation System promotes continuous quality improvement by identifying the overall strengths and areas of improvements. Rosebud Elementary School is committed to aligning our RBES to our school improvement plan so that resources, professional development, programs, and staffing are aligned to school goals. Rosebud staff will "pass the torch" of excellence in the 2023-2024 school year. Passing the torch of excellence is our commitment to making sure that every student who enters our classroom leaves in a better place for the teacher the following year.

Leadership communicates schoolwide goals (LSPI) and teachers develop RBES goals to support the LSPI
Leadership shows the connection between RBES goals/classroom strategies and its impact on school/student achievement.
Leadership works to create an understanding of "why" we do the work so that teachers align their goals to the "why".
Rosebud will meet weekly in collaborative learning teams to internalize the intent of the lessons provided in ECOMM
1. Learn to think with the RBES goals in mind (how will the lesson support student growth?, what strategies can I use to meet the lesson objects based on student need?)
2. Implement instructional strategies that support RBES goals and target learning needs
Create a data room and document student performance on common assessments
1. All stakeholders take accountability for student performance
Use data to create instructional small groups.
Meeting monthly to review social-emotional and academic data to identify students who may need more support and develop plans to meet each and every student’s needs.
Working collaboratively with students to create social-emotional and academic goals and confer with students regularly about progress towards their goals.