Gwinnett County School District logo




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

Increase the cultural competence and proficiency of our organization and individual staff members to improve service delivery, strengthen programs, and enhance engagement across the full spectrum of our diverse community.

  1. Continue SEL, PBIS,  and Restorative Practices training for staff.

  2. Implement and integrate SEL strategies across the curriculum.

  3. Daily announcements will implement positive affirmations, promote feelings of belonging, and increase cultural awareness.

  4. School counselors will conduct small group lessons.

  5. Increase family engagement and involvement by providing more frequent cultural and curricular-based events and programs during and after school.

  6. Integrate SEL signature practices into family and community engagement programs and events.

  7. Increase opportunities for student, staff, and family voice and leadership.

Increase the percentage of students indicating positive responses on the Educational Effectiveness Survey towards these domains:

  • Parent and Community Involvement
    • Student SY 2024 Baseline: 71%; Target: 76%
  • Social Awareness
    • Student SY 2024 Baseline: 65%; Target: 70%
  • Relationship Skills
    • Student SY 2024 Baseline: 58%; Target: 63%
  • Supportive Learning Environment
    • Student SY 2024 Baseline: 52%; Target: 57%
Equity 2.A - Multi-tiered System of Supports

Implement a comprehensive framework to fully operationalize a multi-tiered system of support to address academic and non-academic student needs and remove barriers to success.

  1. Continue to refine the roles, duties, and responsibilities of the MTSS team to better meet the needs of students in need of Tier II and Tier III academic, behavioral, social and emotional support. 

  2. Train the MTSS Team and the PBIS Team to track academic and behavioral data trends to facilitate Tier II Conversations.

  3. Provide professional development on various differentiation, intervention, and progress monitoring tools, programs, resources, and materials for Tier 1+, Tier II, and Tier III academic and behavior concerns.

  4. Train staff in rigorous Tier I instruction, differentiation, small group instruction, formative assessments, data collection, and data-informed instructional decisions to meet the needs of diverse learners.

  5. Plan for rigorous Tier 1 instruction through collaborative learning teams. Collaborative learning teams will review and plan for clear lesson delivery, differentiation, small group instruction, formative assessments, data collection, and data-informed instructional decisions to meet the needs of diverse learners.

  6. Continue our a PBIS Tier II and Tier III Check-In and Check-Out program for at-risk students through our mentoring program.

  7. Hire additional staff and purchase additional programs to provide intervention, data collection, and progress monitoring.

  8. Purchase instructional technology software programs that will help students close learning gaps and show mastery of the AKS.

Increase the percentage of students who score on grade level or above on the End-of-Year i-Ready diagnostic assessments, as evidenced by their performance at the Tier I level.

  • Magill Reading EOY 2024

    • School Baseline: 52%; Target: 75%

    • Kindergarten Baseline: 69%; Target: 75%

    • First Grade Baseline: 56%; Target: 75%

    • Second Grade Baseline: 58%; Target: 75%

    • Third Grade Baseline: 44%; Target: 75%

    • Fourth Grade Baseline: 49%; Target: 75%

    • Fifth Grade Baseline: 37%; Target: 75%

  • Magill Math EOY 2024 

    • School Baseline: 43%;  Target: 75%

    • Kindergarten Baseline: 59%; Target: 75%

    • First Grade Baseline: 46%; Target: 75%

    • Second Grade Baseline: 45%; Target: 75%

    • Third Grade Baseline: 29%; Target: 75%

    • Fourth Grade Baseline: 49%; Target: 75%

    • Fifth Grade Baseline: 36%; Target: 75%

Increase the percentage of students who score in the Proficient and Distinguished range on the Georgia Milestones Assessment System.

  • ELA GMAS Spring Administration 2024 

    • Third Grade Baseline:18%;Target: 30%

    • Fourth Grade Baseline: 35%; Target 50%

    • Fifth Grade Baseline 37%; Target: 50%

  • Math GMAS Spring Administration 2024 

    • Third Grade Baseline: 49%; Target: 60%

    • Fourth Grade Baseline: 54%; Target: 70%

    • Fifth Grade Baseline: 60%; Target: 80%

Increase the percentage of students who read on Grade Level or Above on the Georgia Milestones Assessment System.

  • GMAS Spring Administration 2024 

    • Third Grade Baseline: 49.1%; Target: 

    • Fourth Grade Baseline: 54.3%; Target: 

    • Fifth Grade Baseline: 60.4%; Target: 

Increase the percentage of stakeholders indicating positive responses on the Educational Effectiveness Survey in the following domains:

  • Supportive Learning Environment

    • Student Baseline: 52%; Target: 57%

    • Family Baseline: 85%; Target: 90%

    • Staff Baseline: 90%; Target: 95%

Increase the percentage of staff indicating positive responses on the Educational Effectiveness Survey in the following domains:

  • Collaboration and Communication

    • Staff Baseline: 81%; Target: 86%

  • Focused Professional Development

    • Staff Baseline: 83%; Target: 88%

 
Equity 2.B - Opportunity and Access

Expand student opportunities to engage in and access high-quality, rigorous, and culturally relevant curriculum, advanced coursework.

  1. Continue to provide teachers training in Gifted Portfolio assessments and data collection.

  2. Continue to provide teachers training in data analysis using i-Ready diagnostic assessments to increase Gifted eligibility.

  3. Increase opportunities for students to attend field trips and join various clubs to access enrichment activities that support the arts, STEM, and career technical education.

Increase the number of students who qualify for gifted services.

  • Baseline: 11%;  Target: 15%

Increase in the percentage of stakeholders indicating positive responses on the Educational Effectiveness Survey in the High Standards and Expectations domain:

  • Student

    • Baseline: 74%; Target: 79%

  • Staff

    • Baseline: 86%; Target: 91%

  • Family

    • Baseline: 77%; Target: 82%

 
Family Engagement/Building Parent Capacity -

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

  1. Our Parent Instructional Coordinator and Family Engagement Team will facilitate programs and events for families that will help them engage their students in learning at home.

  2. Engage families in learning about PBIS and SEL to help them support school culture, climate, and morale.

  3. Communicate with families in multiple languages.

  4. Increase stakeholder engagement through opportunities to share opinions and solve school issues.

  5. Create mentorship and leadership opportunities for families through various volunteer programs.

  6. Use the school newsletter, ParentSquare, and social media to increase family engagement and the home-school partnership in teaching and learning,

Increase the percentage of families indicating positive responses on the Educational Effectiveness Survey towards these domains:

  • Collaboration and Communication

    • Family Baseline: 88%; Target: 93%

  • Parent and Community Involvement

    • Family Baseline: 83%; Target: 88%

  • Supportive Learning Environment

    • Family Baseline: 85%; Target: 90%