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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: PARSONS ELEMENTARY SCHOOL           Principal: Lenie George

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

We believe that staff and student well being are of utmost importance in any educational setting.  Creating and sustaining an environment that prioritizes well being can have significant positive effects on individuals' mental, emotional, and physical health.  By actively promoting staff and student well being at Parsons, we are working to create a positive and nurturing environment that supports growth, learning, and success for each and every individual.   

  1. Implementation of a schoolwide PBIS program
  2. Parsons Clubs and Activities
  3. Implementation of the Student Council and Advisory Group
  4. SEL Lessons using Character Strong during SEL Pride Time
  5. Implementation of Parent Square communication to increase the home school connection
  6. Student awards and recognitions every quarter
  7. Adult focus on SEL, including duty-free opportunities 

EES Student Survey Category

Supportive Learning Environment (SLE) 

Survey Item: Most Students are respectful of others at this school (Baseline: 31% | Goal 34%)

Survey Item: I enjoy coming to this school (Baseline: 42% | Goal 45%)



Equity 2.A - Multi-tiered System of Supports

In order to reach and teach each and every child, a well-defined and executed multi-tiered system of support (MTSS) must be in place and focused on the whole child.  MTSS provides an effective framework that ensures each and every child receives the support they need to succeed academically, socially, and emotionally.  By implementing MTSS, Parsons can promote equitable opportunities, personalize interventions, and create a positive and inclusive learning environment for all students.

1. Ensure schoolwide schedules are aligned to support multiple levels of intervention based on student needs

2. Ensure communication with stakeholders on tiered interventions

3. Ensure all staff understand that MTSS is a framework to prevent all students from experiencing poor learning outcomes

4. Implement and structure school-based professional development so that all teachers continuously improve instructional practices, data-based decision making, and delivery of interventions and supports  

5. Implement PBIS to support positive student behavior outcomes

6. Leverage district assessment data, through data talks and data dive protocols, to gauge progress of our goal to reduce beginning percentages across students groups.  

7.  Examine the fidelity of our MTSS program through the AIR rubric.

Georgia Milestones ELA and Math (Grades 3-5)

Decrease the percentage of students scoring at the beginning level in the following student groups:

Student Group ELA MA
Special Education Baseline 44% | Goal 41% Baseline 42% | Goal 39%
Multi-Language Learner Baseline 25% | Goal 22% Baseline 11% | Goal 8%
Black Baseline 23% | Goal 20% Baseline 21% | Goal 18%
Hispanic Baseline 23% | Goal 20% Baseline 18% | Goal 15%


i-Ready Screener Data for K-5

Decrease the percentage of students scoring 'below grade level' in the following student groups:

Student Group ELA MA
Special Education Baseline 53% | Goal 50% Baseline 61% | Goal 58%
Multi-Language Learner Baseline 41% | Goal 38% Baseline 32% | Goal 29%
Black Baseline 33% | Goal 30% Baseline 41% | Goal 38%
Hispanic Baseline 36% | Goal 33% Baseline 38% | Goal 35%


Equity 2.B - Opportunity and Access

Each and every student will only meet her or his highest potential if provided equitable access to programs that ensure he or she has the knowledge and skills to succeed as contributing members of a global society, regardless of race, gender, sexual orientation, ethnic background, English proficiency, faith, socioeconomic status, or disability.

  1. Staff will open CLTs to two days a week to include development opportunities for new standards and curriculum
  2. The Gifted and Talented Program provides learning experiences that develop the use of thinking strategies and processes. Parsons Elementary will increase the number of students in the Gifted and Talented Program by providing staff development for teachers on characteristics of giftedness
  3. Training of teachers on Restorative Practices

EES Family Survey Category

High Standards and Expectations (HSE)

Survey Item: My student is challenged with a rigorous curriculum at our school  (Baseline: 79% | Target 82%)


EES Student Survey Category

Monitoring of Teaching and Learning

Survey Item: My teacher(s) ask questions of all students, not just some students (Baseline: 42% | Target 45%)

Survey Item: My teacher(s) tell me the purpose of each lesson or activity (Baseline: 32% | 35%)


Increase the percentage of students getting referred to Gifted Testing and being found eligible

Number of students enrolled divided by the number referred and found eligible for gifted testing (Baseline: 21% | Goal 24%)

Effectiveness 3.A - Results-Based Evaluation System

The RBES tool includes equal elements of academic growth and supportive community promotes continuous improvement through the identification of strengths and weaknesses and communicates the annual change in school performance in both academic growth and creating a supportive community.

  1. Continue a school wide MTSS team that includes representation of all instructional area
  2. Ongoing professional development focusing on the district interventions for Tier 2 including Comprehension Toolkit, Amplify, Number Strings, mClass Burst Lesson, and iReady
  3. Development of local school instructional expectations to establish clear instructional expectations which will be the focus for instructional “PRIDE Walks” and to use the LSPI monitoring tool for feedback 
  4. Use district assessment data to identify students in need, and provide just-in-time supports and interventions.  
  5. Monitor the efficacy of CLTs using the CLT rubric.

i-Ready Data for Reading and Math

Decrease the percentage of students scoring below grade level:

Student Score ELA MA
Below Grade Level Baseline 22% | Goal 19% Baseline 21% | Goal 18%
Excellence 4.C - World-Class Communication and Engagement

The implementation of a strategic communication plan is needed to meet the diverse needs of families, students, and staff members. 

  1. Implementation of ParentSquare for parent communication
  2. Sending out weekly communication to parents and staff members 
  3. Sending Daily Updates to staff members 
  4. Increasing social media presence through Facebook and Instagram

EES Family Survey Category

Collaboration and Communication

Survey Item: This school communicates effectively with my family (Baseline: 86% | Target 89%)


Survey Participation

Parsons will increase their family participation rate on the EES survey by 15% (Baseline: 216 Respondents | Goal: 250 Respondents)


Social Media


Number of Posts (Baseline 128: Posts | Goal: 180 Posts)


Number of Posts (Baseline 125: Posts | Goal: 180 Posts)