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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: HEAD ELEMENTARY           Principal: Tonya Burnley

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

Head Elementary is committed to promoting student and staff well-being through prioritizing self-care, physical and mental health, and social emotional learning.  We want all students and adults to feel healthy, safe, and happy here at school.

  1. Head ES will celebrate with students and staff for various reasons throughout the year.  Celebrations for students will include, but not be limited to, recognizing positive character traits, rewarding academic success, encouraging reading effort, and more.  

  2. The staff will continue to connect with students to ensure students feel they belong.  


  3. For staff, leaders will lead with empathy and compassion providing support for the needs of all staff members.  


  4. Staff members will implement SEL lessons for students.  Students will continue to participate in character trait lessons through the color stable program and through PBIS.

We will utilize our EES survey results for both students and staff to measure success.  

  • EES Student Questions - 

(1) I feel safe at this school 

Baseline: 91% “Sometimes or Almost Always True”

Goal: 93%

(2) I enjoy coming to this school 

Baseline: 93% “Sometimes or Almost Always True”

Goal: 94%

(3) I am hopeful about my future 

Baseline: 97% “Sometimes or Almost Always True”

Goal: Maintain high level of success.

  • Staff Support – Staff Survey

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

Baseline: 86% “Often or Almost Always True”

Goal: 89%

(2) My principal/administrator cares about me as a person 

Baseline: 93% “Often or Almost Always True”

Goal:  95%

(3) My principal facilitates systems/processes to support school improvement 

Baseline: 92% “Often or Almost Always True”

Goal: 95%

(4) Support from my principal/supervisor leads to progress on instructional improvement (or professional growth)

Baseline: 82% “Often or Almost Always True”

Goal: 85%


Equity 2.A - Multi-tiered System of Supports

Head ES will use a multi-tiered system of supports to address academic and non-academic student needs and remove barriers to success.  All students will have access to programs and support based on each need.  EL Education will taught in all classrooms for literacy instruction.  


  1. Universal Screeners administered in LA and Math a minimum of twice a 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. Counselor Lessons/Small Groups based on Wellness Screener

  8. Tier 1 EL Instruction 

To measure growth, Head ES will strive to meet the following goals:

  • 98% student participation on academic and well-being screeners.

  • Increase the percentage of students reading on or above grade level in third grade as measured by the Georgia Milestones.

Baseline: 88%

Goal: 93%

  • Increase the percentage of students scoring in Proficient or Distinguished levels on the ELA Georgia Milestones in all grades.  

3rd Grade Baseline: 69%

Goal: 74%

4th Grade Baseline: 63%

Goal: 68%

5th Grade Baseline: 66%

Goal: 71%


Equity 2.B - Opportunity and Access

Students at Head ES will have expanded opportunities to engage in high quality, rigorous, and culturally relevant curriculum, and enrichment activities.  

  1.  Continue Play2Learn program.

  2.  Add Joyful Learning in all kindergarten classes.

  3.  Using a universal screener, ALL students in grades 1st-5th will be screened for gifted.

  4.  Additional Early Intervention staff members have been added to implement more supports.  

  5.  Students will participate in SEL lessons weekly.

  6.  Access to technology has been given to all students through the 1:1 chromebook program.

  7.  Adding a Cultural Awareness Committee to support Hispanic Heritage Month, Black History Month, Women's History Month, and Asian-American/Pacific Islander Month.
  • We will monitor and track the number of students in the Gifted Program and continue to provide wide access to this opportunity.  

           Baseline:  21% student population identified as gifted

           Goal: 22%

  • We will use the EES student survey results related to this area.

All students are held to the same behavior rules and expectations.
           Baseline: 96% “Sometimes or Almost Always True”
           Goal: Maintain a high level of success.

Work I do in this school is useful to me.
           Baseline: 95% “Sometimes or Almost Always True”
           Goal: Maintain a high level of success.

My teacher expects all children to succeed, no matter who they are. 
           Baseline: 99% “Sometimes or Almost Always
           Goal: Maintain a high level of success.



Effectiveness 3.B - Talent Management

Teacher and staff effectiveness is critical to the success of a school.  Head ES will support educators so that they can achieve district goals.


  1. Head ES provides a robust new teacher program to onboard new staff.  


  2. Training is provided to all staff that focuses on differentiation to create higher levels of active engagement and mastery of the AKS.


  3. Adult SEL practices will be used this year to ensure teachers experience a positive work environment.

To measure our progress, we will monitor the EES staff survey results.  

In our school we expect all staff to perform responsibilities with a high level of excellence.
Baseline: 98% “Often or Almost Always True”
Goal: maintain

My professional learning community work results in improved student learning.
Baseline: 86% “Often or Almost Always True”
Goal: 89%

Our staff shares new ideas and strategies with one another.  
Baseline: 92% “Often or Almost Always True”
Goal: 93%

Our teachers engage in professional development activities to learn and apply new skills and strategies.  
Baseline: 84% “Often or Almost Always True”
Goal: 86%

We are provided training to meet the needs of a diverse student population in our school.
Baseline: 82% “Often or Almost Always True”
Goal: 85%


Excellence 4.C - World-Class Communication and Engagement

Head ES will provide multiple avenues for two-way communication to keep our community informed and to receive input from all stakeholders.


  1. Head ES teachers will continue to send newsletters to parents with important information and dates.


  2. Head ES will continue to use multiple parent and community groups such as PTA and School Council to build relationships with the school community.  


  3. We will continue to offer the increased the number and varied the type of parent-involvement opportunities added last year.

  4. A full-time Parent Outreach Liasion has been added to our staff.  

Our success will be measured by the Family EES Survey results.

Communication/materials I receive from the school are in a language I can understand.
Baseline: 98% “Often or Almost Always True”
Goal: Maintain

I feel welcome at this school.
Baseline: 93% “Often or Almost Always True”
Goal: 94%

Parent organizations at this school actively encourage all families to participate.  
Baseline: 92% “Often or Almost Always True”
Goal: 93%

This school communicates effectively with my family.
Baseline: 90% “Often or Almost Always True”
Goal: 91%