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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: 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
  4. SEL lessons and activities using Character Strong
  5. School counselor lessons  and small groups focusing on just-in-time themes
  6. Student awards and recognitions every quarter, focusing on achievement and growth
  7. Cub of the Month feedback sessions with students
  8. Adult focus on SEL, including duty-free opportunities
  9. Provide consistent fireside chats for staff to speak with the principal and administrative team

EES Student Survey Category

Supportive Learning Environment (SLE) 

Survey Item: Work I do at this school is useful and interesting to me (Baseline: 44% | Goal 46%)

Survey Item: Most Students are respectful of others at this school (Baseline: 34% | Goal 36%)

Survey Item: I enjoy coming to this school (Baseline: 41% | Goal 43%) 

 
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 stakeholders 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. Leverage streams of assessements (DA, i-Ready, GMAS), through data talks and data dive protocols, to gauge progress of our goal to reduce beginning percentages across students groups.  

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

i-Ready Typical and Stretch Growth in Grades K-5

Increase the percentage of students meeting Typical and Stretch Growth 

Grade i-Ready Typical Growth in Reading i-Ready Stretch Growth in Reading i-Ready Typical Growth in Math i-Ready Stretch Growth in Math
Kindergarten Baseline 75% | Goal 78% Baseline 51% | Goal 54% Baseline 75% | Goal 78% Baseline 51% | Goal 54%
1st Baseline 45% | Goal 48% Baseline 27% | Goal 30% Baseline 66% | Goal 69% Baseline 43% | Goal 46%
2nd Baseline 57% | Goal 60% Baseline 38% | Goal 41% Baseline 51% | Goal 54% Baseline 25% | Goal 28%
3rd Baseline 66% | Goal 69% Baseline 45% | Goal 48% Baseline 64% | Goal 67% Baseline 42% | Goal 45%
4th Baseline 59% | Goal 62% Baseline 35% | Goal 38% Baseline 59% | Goal 62% Baseline 28% | Goal 31%
5th Baseline 61% | Goal 64% Baseline 34% | Goal 37% Baseline 55% | Goal 58% Baseline 23% | Goal 26%

 

Percent Reading on Grade Level in Grades 3-5

Percentage of students performing at or above grade level on the Reading portion of Milestones

Grade Percentage of students at or above grade on Reading portion of Milestones
3rd Baseline 84% | Goal 87%
4th Baseline 77% | Goal 80%
5th Baseline 84% | Goal 87%

 

EES Staff Survey Category

Monitoring of Teaching and Learning (MTL)

Survey Item: Students are encouraged to self-reflect and track progress toward goals (Baseline: 77% | Goal 80%)
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. Engage staff in a quadrant sheet data tracking tool to inform about previous and current progress
  2. Engage staff in the MTSS process through MTSS committee and Tier 2 grade level talks
  3. Training of teachers on Restorative Practices through SEL and PBIS staff meetings
  4. Administrative team meet with counselors twice a month to discuss targeted supports and interventions 

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 Percent of students scoring Beginning in Language Arts Percent of students scoring Beginning in Math
Special Education Baseline 49% | Goal 46% Baseline 46% | Goal 43%
Multi-language Learner Baseline 26% | Goal 23% Baseline 7% | Goal 4%
Black Baseline 22% | Goal 19% Baseline 20% | Goal 17%
Hispanic Baseline 23% | Goal 20% Baseline 17% | Goal 14%

 

i-Ready Stretch Growth Goal for Reading and Math

Increase the percentage stretch growth in the following student groups:

Student Group i-Ready Stretch Growth for Reading i-Ready Stretch Growth for Math
Special Education Baseline 19% | Goal 22% Baseline 21% | Goal 24%
Multi-language Learner Baseline 34% | Goal 37% Baseline 45% | Goal 48%
Black Baseline 29% | Goal 32% Baseline 24% | Goal 27%
Hispanic Baseline 38% | Goal 41% Baseline 34% | Goal 37%
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. Implement a revised CLT agenda that engages staff to analyze the AKS, and provide a CLT focus of analyzing assessment items, forming differentiated small groups, analyzing student work, or analyzing student data
  2. Engage in consistent cycles of learning walks across all content areas and provide consistent feedback
  3. Engage staff in peer observations 
  4. Monitor the efficacy of CLTs using the CLT rubric.
  5. Use district assessment data to identify students in need, and provide just-in-time supports and interventions.  
  6. Leverage the instructional expectations to center feedback for improvement

Georgia Milestones ELA and Math (Grades 3-5)

Increase the percentage of students scoring at the Proficient and Distinguished level:

Grade Percent of students scoring Proficient or Distinguished in Language Arts Percent of students scoring Proficient or Distinguished in Math
3rd Baseline 64% | Goal 67% Baseline 70% | Goal 73%
4th Baseline 60% | Goal 63% Baseline 74% | Goal 77%
5th Baseline 70% | Goal 73% Baseline 73% | Goal 76%

 

i-Ready Typical Growth for Gifted Students

Increase the percentage of students achieving typical growth on i-Ready:

i-Ready Typical Growth in Reading for Gifted i-Ready Typical Growth in Math for Gifted
Baseline 65% | Goal 100% Baseline 67% | Goal 100%

 

EES Staff Survey Category

Focused Professional Development (FPD) 

Survey Item: Peer observation/coaching and feedback is a tool we use to improve instruction (Baseline: 67% | Goal 70%)