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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.

 

2024 - 2025 Local School Plan for Improvement (LSPI)


School: MINOR ELEMENTARY           Principal: Scott H Frandsen
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

To continue creating a culture where staff and students feel a sense of belonging and safety at Minor Elementary.

 
  1. Student Council and advisory groups will be provided additional opportunities to elevate student voice, ownership, and agency in the design of their school experience. Students will have regular meetings with administration, counselors, local school council, and other venues to discuss and report on school issues. 
  2. Social and Emotional Learning (SEL) and Positive Behavioral Intervention and Support (PBIS) lessons will be taught weekly with fidelity. Provide and audit training, activities and incentives provided by the PBIS team to ensure pervasive PBIS practices
  3. Continue to implement morning meetings for teachers to support the SEL/PBIS lessons.
  4. Provide frequent opportunities for student and staff recognition.
  5. Promote student attendance through attendance incentives for students, communication with families, and attendance Student Support Team (SST) meetings/SARCCs.

Minor will increase the percentage of students responding positively to the following questions on the Student Wellness Survey. 

Question

Baseline

Target

Result

#2 “I enjoy coming to this school.”

86% almost always/

sometimes true

88% almost always/ sometimes true

  

#3 “I am hopeful about my future.”

62% almost always true

64% almost always true

  

 

Minor will increase the percentage of staff responding positively to the following question on the staff perception survey. 

Question

Baseline

Target

Result

#1 “When there is a problem in my school, we talk about how to solve it.”

67% almost always/

often true

69% almost always/ often true

  
 

Minor will decrease the number of students who are  AT RISK based on the MTSS EWS.
 

Baseline

Target

 Result

Number of students AT RISK

126

100

  

 
Equity 2.A - Multi-tiered System of Supports

To provide students and staff with the necessary targeted support and enrichment that increases opportunities to succeed.
  1. Administer Universal Screeners (i-Ready assessments) and use data to develop interventions and enrichments for identified students.

  2. Administer and utilize Imagine Learning data and other web-based subscriptions to provide strategic language instruction to identified students.

  3. Conduct monthly Tier 2 data talks that will include academic press and the supportive community needs of each student and provide interventions in the content areas of language arts and math during Patriot Time.

  4. Teachers will participate in professional learning on specific interventions and data collection practices. Teachers will be trained in modification and differentiation strategies for MLs. 
  5. Students struggling in the areas of reading and math will participate in Extended Learning Programs

Minor ES will increase the percentage of students moving one/more than the performance band on the ACCESS test.

Baseline

Target

Result

61% 

63%

  

 
Equity 2.B - Opportunity and Access

To provide students and staff with targeted support and enrichment that increase opportunities to succeed.

 
  1. Increase opportunities and pathways for all students to demonstrate eligibility for gifted/talented programs.
  2. Analyze PBIS and discipline data to identify student needs and address these through PBIS/SEL instruction, mentors, and wrap-around services.
  3. We will provide school-wide and classroom opportunities to celebrate student behavior progress

Minor ES will increase the percentage of students identified as Gifted/Talented.

Baseline

Target

Result

8%

10%

  
 

Minor ES will decrease the number of all students who receive ISS and OSS.

Suspension Type

Baseline

Target

Result

In-school Suspension (ISS)

21

19

  

Out of School Suspension (OSS)

9

7

  

 
Effectiveness 3.A - Results-Based Evaluation System

To sustain the legacy of excellent performance at Minor Elementary while responding to the diverse needs of a growing community.

 
  1. Teachers will participate in training from local school coaches on effective small-group strategies, data analysis, and intervention development. 

  2. Teachers will participate in collaborative learning team meetings to ensure lessons and assessments are at the appropriate depth of AKS in all content areas. Teachers will analyze the standards and pacing guides and determine quality plus teaching strategies to incorporate in lessons.

  3. Administrators will attend scheduled planning sessions to participate in the discussions and monitor progress through formal and informal observations and feedback cycles.
  4. New teachers will have calendared opportunities for peer observations. 

  5. The Instructional Learning Team (ILT) will participate in the Learn→Do→Lead model with a focus on differentiation, scaffolds, and extensions in instruction. This will be supported by local and district coaches. 

Minor ES will increase the percentage of students who score at the proficient/distinguished level on the Georgia Milestones.
 

Baseline

Target

Result

3rd LA

19%

21%

  

4th LA

16%

18%

  

5th LA

30%

32%

  
 

3rd MA

27%

29%

  

4th MA

21%

23%

  

5th MA

27%

29%

  
 

5th SC

32%

34%

  

 

Minor ES will increase the percentage of students moving one/more than one performance band on the ACCESS test.

Baseline

Target

Result

61%

63%

  

 
Excellence 4.C - World-Class Communication and Engagement

We will build our parents' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise.

 
  1. Workshops and instructional resources that are aligned with the standards will be provided to parents to support student achievement. During workshops, parents will be informed on how parent support and involvement can contribute to the behaviors, attendance, and academic success of their child. The Parent Center will be open at a variety of scheduled times for material check-out, help sessions, conferencing, and setting up classroom visits. In addition, Minor will continue to partner to offer free language classes for parents who desire to learn English.
  2. Play 2 Learn sessions will be offered to parents during the week to develop parent and child capacity. 

Minor ES will increase the percentage of families responding positively (almost always & often) to the following family satisfaction EES Family Survey items.

Question

Baseline

Target

Result

“My student is challenged with a rigorous course of study at this school.”

68% almost always and often

70%

  

“This school tells me how I can help my student with homework.”

86% almost always and often

88%