Cultural competence is recognizing, valuing, and leveraging differences in order to interact effectively and better serve our students, staff, and community.  The demographics of the district and Ivy Creek Elementary continue to shift and change.  Increasing our cultural competence is an important step in creating a culture of belonging for our families, students, and staff.  

1. We will conduct staff development on understanding and recognizing biases.   Through self-reflection work we will look to uncover personal biases and learn to develop counter-behaviors.
2. We will enhance our "Welcome Wednesday" to include new and returning families to help increase the knowledge of parents/guardians on how to access their child's education and to highlight available resources.  
3. We will increase our outreach programs to the communities represented at Ivy Creek to highlight ways to volunteer at the school and to be involved in the PTA.  
4. We will enhance and improve school-wide events that celebrate the cultures of Ivy Creek, such as our Multicultural Night, Hispanic Heritage Month, Black History Month, And Asian American Pacific Islander month.  

EES Survey Data:

Adults in this school value and respect my racial/cultural identity.  Baseline: 94% Positive Responses  Target:  95% Positive

My parents/family feel welcome to visit this school.  Baseline:  75% Positive Responses  Target:  78% Responses

In my school, I feel that I belong to a group of friends.  Baseline:  57% Positive Responses,   Target: 60% Positive Responses

MTSS is a framework that is used to support students based on their individual needs.  MTSS enables us to work on both academic press and supportive community to improve student achievement.  By looking at individual student academic and wellness data, we are able to adjust our instruction to fit the needs of each and every student.  

1. We will administer academic and wellness screeners to report areas of strength and areas of need for each student.  Our teachers will be able to able to provide enrichment or remediation opportunities based of this information.  
2. Students who are close to qualifying for gifted services will be provided enrichments opportunities such as brain boxes and additional STEM activities.  
3. We will enhance current attendance incentives to include students who have a high number of excused absences.  School attendance is an important indicator of school success, whether excused or unexcused.  We to want to motivate our students to encourage them to want to come to school.  
4. The MTSS leadership team consisting of administration, counselors, and interventionists will meet regularly to assess strengths, weaknesses, and next steps. The AIR rubric will be used to facilitate this process. 

1. Increase the percentage of students performing at the proficient and distinguished level on the Georgia Milestones.  

   2. Increase the percentage of students performing at the distinguished level on the Georgia Milestones.

   3. Decrease the percentage of students performing at the beginning level on the Georgia Milestones

Students must have opportunities to engage in and have access to high quality, rigorous, and culturally relevant curriculum materials to address and reduce educational inequity.  

1.  We will utilize peer observations, classroom walkthroughs, and feedback to enhance and monitor Tier 1 instruction and to reduce variability between classrooms.  
2.  We will engage teachers in professional learning on the structured literacy, the science of reading, and the difference between a knowledge building curriculum and a skills based curriculum.  
3. Teachers will participate in weekly Collaborative Learning Team meeting to ensure lessons are aligned to the AKS and curriculum materials, as  are consistent among teachers on a grade level.  
4. Instructional Coaches will model best practices and provide instructional support for identified teachers and/or grade levels.  

1. Increase the percentage of students performing at the proficient and distinguished level on the Georgia Milestones.  

   2. Increase the percentage of students performing at the distinguished level on the Georgia Milestones.

   3. Decrease the percentage of students performing at the beginning level on the Georgia Milestones

  4. Increase the percentage of students demonstrating sufficient growth first semester to allow them to meet their annual stretch growth target by the end of the of the school year.  

Great schools build great communities.  We want families to view GCPS as THE place for students to receive a high-quality education.  We do this by focusing on individual student needs, anticipating skills students will need for future success, and providing excellent customer services to our families.  

1. We will remain the district leader in Artificial Intelligent (AI).  AI goes beyond computer and technical skills to focus on "future ready skills".  Future ready skills include things such as creative problem solving, ethical thinking and collaborative learning.  
2. The cluster elementary schools will work together to create lesson plans that incorporate AI/future ready skills into the core academic areas.  This demonstrates for students that AI is not a separate skill students learn but rather an embedded part of all of their learning.  
3. We will work with cluster schools to ensure clubs and activities are aligned at the elementary level, as well as enhance our vertical AI leadership team.  

EES Data:  Increase the percentage of positive responses on the student survey.

• I am good at figuring out the best solution to problems I am facing.  Baseline:  34% positive responses  Target:  37% positive responses

EES Data:  Increase the percentage of positive responses on the parent survey.

• My student is challenged with a rigorous course of study at this school.  Baseline:  77% positive responses  Target:  80% positive responses
• This school is doing a good job of preparing my student for a successful future. Baseline:  8% positive responses  Target:  83% positive responses