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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: STARLING ELEMENTARY           Principal: Crystal T Cooper

District Strategic Priorities/Goals Rationale Action Steps
(Implementation Design)
How will you measure growth?
Growth Factors (Baseline & Targets)
Empathy 1.A - Cultural Competence

Starling Elementary will create systems, structures, and processes that institutionalize and operationalize the GCPS definition of cultural competence: Recognizing, valuing, and leveraging differences in order to interact effectively and better serve our students, staff, and community.  We will incorporate cultural competence and strategies for inclusivity into professional learning for all Starling Elementary personnel. We will build a culture that is built on improving the climate of the Starling and Grayson community through a shared vision, purpose and mission focused on equitable teaching practices and exposure to methods that will unify and build positive outcomes. Starling Elementary will integrate culturally responsive teaching practices in the Q-Plus teaching strategies and Gwinnett Teacher Evaluation System.


  1. Share with leadership teams to gain stakeholder input  with the following teams/opportunities:
    ILT- Instructional Leadership Team
    Local School council 
    Analyze EES data and review EES and report out to staff 
    Complete cultural competence cards with staff 
    Staff/Student recognition throughout the year (posted) and at Faculty Meetings
    Professional learning throughout the year
    PBIS and SEL training 
    Cultural Competence training
    Morning meetings training
    Counseling support
    International Day (November)
    Flag representation in school
    Increase visibility in the school (pictures)
    Student council conversations 
    Kindness Club 
    Starling Newsletter connectedness
    Continuous Morning Meetings to promote belonging, significance and fun 

 100 % of staff, students, and/or families responding favorably to following items on the Educational Effectiveness Survey 

  • We hold one another accountable for behavior that is culturally sensitive. 

  • This school respects the different cultures represented in our community. 

  • My student learns about the cultures of our community in their school.

  • Adults in this school value and respect my racial/cultural identity. 

  • We are provided training to meet the needs of a diverse student population in our school. 

  • Staff at this school value and respect all students. 

  • I am comfortable interacting with people from a different racial or ethnic background. 

  • This school respects student differences


Empathy 1.B - Staff and Student Well Being

Starling Elementary will continue efforts to build an intentional, well-established, exemplary social and emotional learning (SEL) program

that strategically provides cross-divisional support coupled with robust professional learning and resources for staff, students, and families. We will develop additional resources through the human resources department and the SEL office to provide mental health supports for staff, e.g. employee assistance programs, wellness coaching, stress management, etc. Starling Elementary will provide additional opportunities to elevate student voice,

ownership, and agency in the design of their school experience and be responsive to their requests.


    • Rams and Relaxation Room

    • Administrator Empathy discussions at Admin meetings (Mondays)

    • Kindness Club

    • Staff/Student recognition 

      • Attendance

      • SEL 

      • Recognition bulletin boards

      • Positive calls home

      • Morning announcements

      • PTA

      • Rams of the Month

      • Birthday recognition

      • Listen & Learn Tours with staff

      • Starling newsletter

      • Monthly morale boosters

      • Mindfulness Mondays

    • Preplanning Rotations and professional learning

      • PBIS

      • SEL

      • Cultural Competence

    • Morning meetings

    • Counseling

Student Well-Being:  All students will show a 5% improvement rate in their perspective of the following specific questions on the Educational Effectiveness Survey (EES): 

  • In my school, I feel that I belong to a group of friends. (75%)

  • There’s at least one adult in this school I can talk to if I have a problem. (87%)

  • I am hopeful about my future. (92%)

  • I can calm myself down when I am excited or upset. (60%)

  • Setbacks don’t discourage me. (50%) 

  • I feel safe at this school. (60%)

  • I enjoy coming to this school. (50%)

Teacher Support:_All teachers will show a 5% improvement rate in their perspective of the following specific questions on the Educational Effectiveness  


My principal/administrator cares about me as a person. (64%)

  • Our staff can count on one another for help when needed. (62%)

  • We celebrated progress toward improvement plan goals. (54%)

SEL Classroom Integration: _All teachers will show various improvements on each question based on the specific percentage goals below on the Educational Effectiveness Survey (EES). 

  • I receive training on instruction to support social 

  • emotional learning. (90%)

  • I incorporate social emotional instruction into my daily instructional delivery.(75%)

  • The development of students’ social emotional learning enhances the learning environment in our classrooms. (75%)


Equity 2.A - Multi-tiered System of Supports

Equity Goal 2.A – Multi-tiered system of supports

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.







Starling Elementary 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.


    •  MTSS Implementation Team regularly scheduled meetings on Tuesday morning.

    • MTSS Team professional learning on interventions (Fundations, Dibels 8, mCLASS, Wilson, Orton-Gillingham, LLI, Spire)

    • MTSS Team professional learning on and implementation of MTSS processes (i.e. data conversations, Student Support Team meetings, Kid Talks, Amplify) 

    • Kid talks/ Tier 1+ and 2 meetings

    • CQI (RAMS Time) expectations implemented and followed 

    • CLT expectations implemented and followed

    • Use of resource expectations implemented and followed 

    • School-wide expectations (RAMS) posted throughout the building and classrooms to reinforce positive behavioral expectations  

    • PBIS lessons and RAMS expectations are posted in every classroom and throughout the building

    • Use Golden Tickets as a reward when students are showing RAMS Can Behavior-- PBIS expectations

    • PBIS Coach will participate in district training

    • Monthly PBIS meetings with committee members

    • PBIS Student Celebrations Every 9 weeks

    • Attendance incentives for students who meet the goals for perfect attendance 

    • Leverage instructional settings (Gifted, MLL, EIP) to ensure that interventions are being implemented with fidelity 
    • Formative assessments should be implemented and reviewed for next steps

    • iReady testing review and intervention support and decision making

    • SPED/EIP/Gifted, MLL/F & R student data will be disaggregated and reviewed for support and progress

    • Parent informational sessions (Parent Portal, Attendance, Literacy, Gifted, etc.)
    • Encourage endorsements 

    • Increase clubs (Junior Beta) 

    • Enlarging capacity in the media center

    • Improve and increase gifted testing (AC) 

    • Church weekend bags (New Path) 

    • Increase teacher connection to data collection

    • Sharing college and career access to each and every student 

    • Social worker and Counseling support

100% of K–5 students  are universally screened in Math and ELA.


100% of 3rd-5th grade students are universally screened for wellbeing.


100% of teachers and staff will implement PBIS. 


20% of students with IEPs scoring proficient/distinguished on Milestones. 

____ of students who are EIP scoring proficient/distinguished on Milestones


27% of MLL students who meet requirements to exit required ESOL. 

There were 116 referrals in the 2022-2023 school year

The goal for the 2023-2024 school year is to decrease our referrals by 10% 

Equity 2.B - Opportunity and Access

Equity Goal 2.B – Opportunity and access

Expand student opportunities to engage in and have access to high quality, rigorous, and culturally relevant curriculum, advanced coursework (e.g. Advanced Placement and dual enrollment), and enrichment activities (e.g. the arts, gifted, STEM, career technical education).

Starling Elementary will expand student opportunities to engage in and access high-quality, rigorous, and culturally relevant curriculum, advanced coursework (e.g., Advanced Placement and dual enrollment), and enrichment activities (e.g., the arts, gifted, STEM, career technical education).


By the end middle of the year (MOY- January 2024, the percent of students reading on/above grade level will increase by 15% as measured by the iREADY (MOY) Benchmark assessment (Universal Screener)


    •  Attend Collaborative Learning Teams meetings to ensure equity amongst grade level in all content areas.

    • BLN-Cluster Vertical Team

    • Literacy Leadership Team

    • Math Professional Learning 

    • Social Studies and Science Professional Learning 
    • District resources and school Professional Development will be used to create consistency of practice among teachers within each grade.
    • Instructional Coaching Cycles 

    •  Admire and Acquire & Feedback 

    • School Improvement Team

    • Gifted referral and identification process

  1. Gifted Students

    Starling will continue to serve students in the pull out model who have been identified for the Gifted program in grades 1st - 5th

    Teacher Certification

    Starling will continue working towards increasing the % of teachers who are gifted certified to ensure that all students who are gifted are taught by a gifted teacher on each grade level. This will provide teachers with strategies to accelerate and enrich learning for all students. 
    • Play 2 Learn-will add the Play2Learn program for children birth-to-5 for 90 minutes each week to build foundational school skills. 

    • PBIS/SEL Coach to support all PBIS efforts 

    • Clubs

    • National Junior Beta Club for grades 4 & 5
    • KREP 

    • Review Fall alerts for SST meetings

    • Focus on Tier 1 instruction

    • Mentor/Mentee program (novice teachers 1-3 years will be provided a mentor)

    • Coaching cycles with new teachers (all and new to district) 

    • Frequent classroom walks to ensure high quality instruction and evidence-based best practices. Feedback will be provided through formative/informal observation tools.

    • Paired instructional walks using the new learning walk tool

    • Conduct teacher walks, to help foster data-driven conversations in collaboration meetings.

    • CQI - RAMS Time iReady, Amplify

    • Implement data notebooks

    • Align CLT to Professional learning to discuss formative assessments in all content areas

    • Data reviews 45/60/90/135

    • Peer observations and walkthroughs with schedules and feedback forms

    • Collaborative learning teams with Plan, Do, Check and Act cycle

    • Teachers attending district supported professional learning opportunities

  2. Tutoring for low performing students 
  3. HS tutoring for kindergarten students 

75% of students meeting readiness criteria as measured by KREP assessment. (Update)

13% Gifted BASELINE

16% Gifted GOAL

45% of students scoring proficient/distinguished on 3rd grade ELA Milestones. 

Goal: 23-24

52 % goal

43% of students scoring proficient/distinguished on 4th grade ELA Milestones. 

Goal: 23-24 50% goal

60% of students scoring proficient/distinguished on 5th grade ELA Milestones. 

Goal: 23-24 67% goal

 59% of students scoring proficient/distinguished on 3rd grade MA Milestones

Goal: 23-24 66% goal

56% of students scoring proficient/distinguished on 4th grade MA Milestones

Goal: 23-24 63% goal 

50% of students scoring proficient/distinguished on 5th grade MA Milestones

Goal 23-24 57% 

5th Grade 

58% of students scoring proficient/distinguished on 5th grade SC Milestones

Goal: 23-24 65%


Reading On/Above Grade Level 

22-23 39% (351 students) 65% (+26%)
23-24 35% (411 students) 70% (+35%)


All students will show a 5% improvement rate in their perspective of the following specific questions on the Educational Effectiveness Survey (EES): UPDATE

  • All students are held to the same behavior rules and expectations.(70%) 

  • Work I do in this school is useful and interesting to me. (52%)

  • In class we often work with other students to solve a problem/do a task. (37%) 

  • My teachers expect all students to succeed, no matter who they are. (97%)

  • All students have access to rigorous courses and supports. (47%)

  • Student placement in advanced classes is not influenced by race, gender, or socioeconomic levels.(89%)

  • My teachers help me learn by challenging me with interesting activities in class. (64%)

  • I often see the principal or administrators around the school talking with students (42%)


Effectiveness 3.A - Results-Based Evaluation System

Starling Elementary will continue to redefine the inputs, behaviors, and outcomes that determine the standards for student success as measured by the Results-Based Evaluation System (RBES) to support school improvement and student growth

    • Starling Elementary will implement consistent instructional walkthroughs with the administrative and support team.  This strategy will assist with leadership next steps and support.

    • Starling Elementary staff members will participate in weekly collaborative learning opportunities where participants will analyze data, work samples,and other planning elements.

    • Tiered support will be provided for each and every student, through remediation and enrichment opportunities, based on progression with the AKS.

    • CQI - iReady, Amplify

    • Aligned CLT’s

    • Classroom Visits/Debriefs

    • Formative Assessments 

    • ELT

    • Coaching Cycles

    •  Amplify & iReady Reports

    • SEI Data 

    • PDCA’s (culture of collaboration)

    • EES Screener

    • Paired walkthroughs

    • Admin present for CLT planning

100 % Percent of students will show a 5-10% improvement on iReady screeners from the beginning of the year to the middle.  . 


All staff will show a  a 5% improvement rate in their perspective of the following specific questions on the Educational Effectiveness Survey (EES): 


 (1) There is a consistent vision of school improvement throughout this district (56%)

(2) Support from my principal/supervisor leads to progress on instructional improvement (or professional growth) (53%)

(3) Peer observation/coaching and feedback is a tool we use to improve instruction (57%)


Excellence 4.B - Postsecondary and Workforce Readiness

Excellence 4B: 

Starling Elementary School is committed to preparing each and every student for post-secondary and workforce readiness. We have consistently provided collaborative learning opportunities. Teachers participated in Science of Reading professional development. Students have participated in Socrative discussions and various college and career activities including, but not limited to STEM night. Our Reader’s Rally team consistently meets to read, discuss, and to prepare for the county competition. 

Starling offers a number of various clubs for grades k-5 and also Peer Leader opportunities for students in 4th and 5th. Teachers are implementing both tier I instruction and  SEL lessons with fidelity. Both students and families are able to participate in active PTA sponsored events. 



  1. Counselors will collaborate to create college and career discussions and opportunities
  2. A Career Fair will occur in May
  3. College Day is every Monday at Starling where t-shirts are worn and students and staff are encouraged to engage
  4. Students are engaged in conversations and dialogue related to their future on a frequent basis through their learning 
  5. Staff will consistently find ways to incorporate discussions about STEM and other career choices in all areas to engage them in future roles
  6. 5th grade attending various field trips to increase exposure to the outside world
  7. All student leaders in grades 4 and 5 will attend the Grayson Student Leadership Conference to gain additional leadership skills

We will track participation at our events

We will review academic data to review collaboration 

We will get qualitative feedback from our events