A multi-tiered system of support (MTSS) is a proactive and preventative framework that allows us to integrate data and instruction to maximize student achievement and support students’ social, emotional, and behavior needs from a strengths-based perspective.

1. Maintain a team to monitor and provide additional student support.

2. Work with district behavior coach to support teachers in classroom management strategies and deliver MCPP Tier 3 training to staff. 

3. Continue to administer the universal screener to all students.

4. Designate two days a week for formalized CLT meetings to support effective Tier 1 instruction.

5. Have CLT leads complete the Collaborative Learning Teams rubric to reflect on the effectiveness of their meetings and determine areas of strength and growth.

6. Use data from universal screener to plan supports/enrichment for all students.

7. Continue to train staff on intervention tools to be used during EIP segments and remediation/enrichment block.

8. Identify students who need additional testing (gifted/intervention).

9. Utilize Data Digs, Data Talks, and protocols with District Assessment and iReady data to maximize student achievement.

10. Refer to MTSS Air Rubric in the beginning, middle, and end of the year to determine strengths and areas of growth in our process.

11. Use release days, digital learning days, and summer planning days to increase opportunities for CLTs to collaborate and effectively plan.

12. Utilize intervention block to ensure additional opportunities for small group, targeted instruction which supports the effective implementation of the MTSS process and/or provide additional interventions and supports to students.

13. Family Engagement/Building Parent Capacity - continue to offer family workshops focused on instructional support at home.

Increase the percentage of students meeting their Typical Growth on the iReady Screener for ELA and Math by 5% over the previous year.

Increase the percentage of students scoring in the Proficient/Distinguished categories on the Georgia Milestones Assessment System (GMAS) from 3rd to 4th grade and 4th to 5th grade in ELA and Math. 

Berkeley Lake ES supports the Board of Superintendent’s vision of expanded opportunity and access.

1. Increase the number of underrepresented students in the Gifted & Talented Program
2. Continue to offer enrichment opportunities for gifted and high-achieving students
3. Implement evidence-based strategies, including PBIS, to reduce disruptions to learning resulting from exclusionary discipline actions
4. Consistently implement a high-quality curriculum that reflects grade level expectations, focusing on early literacy and the science of reading (EL Instruction)
5. Provide additional interventions during our intervention block for all Emerging Language Learners (ML students).
6. Family Engagement/Building Parent Capacity - continue to offer family workshops to support enrichment/remediation in the home. 

• Increased number of Black and Hispanic students in the Gifted and Talented program.

  • • Black - 10.5% (18% of school population). TARGET: - 11.5%

    •  Hispanic - 12.8 (43% of school population). TARGET: 13.8%.

   

• Decrease in the number of students receiving Office Discipline Referrals

  • • All students - 23 (TARGET: 21 or fewer)

• Increase the percentage of students meeting their Stretch Growth on the iReady Screener for ELA and Math by 5% over the previous year.

• Increase the our ML proficiency progress on the ACCESS assessment 

Berkeley Lake ES aims to be a preferred destination for both families and educators. We want to foster an environment that is student-centered and promotes a well-rounded education experience.  We also aim to attract and retain high-quality teachers through opportunities for professional growth, leadership, and community.

1. Increase opportunities for extra curricular activities K-5
2. Continue to focus on Trauma Sensitive Teaching and Restorative Practices
3. Expand opportunities for student voice
4. Partner with Mentor Gwinnett to increase supports for new teachers
5. Provide professional learning opportunities for all staff members
6. Expand leadership opportunities for staff
7. Expand opportunities for teacher voice and shared leadership practices
8. Continue to plan and offer opportunities to promote community amongst all staff members
9. Family Engagement/Building Parent Capacity - Promote school community through Family Engagement Nights and Family-friendly functions.

• EES Survey - Student
  • I enjoy coming to school - 46% (TARGET 48%)

• EES Survey – Staff

  • Support from my principal leads to instructional improvement (or professional growth).  -  94% (TARGET - 95%) 

  • My principal/administrator cares about me as a person - 92% (TARGET 93%)

• EES Survey - Family
  • The school is doing a good job preparing my student for a successful future - 85% (TARGET - 87%)

• To promote college and career readiness, increase the percentage of students reading on or above grade level on the Georgia Milestones Assessment in 3rd grade.

  • GMAS ELA % of students reading on grade level	Baseline: SY23-24	Goal: SY24-25
    3rd Grade	72%	78.3%

• Increase opportunities for afterschool clubs and student leadership.

  • 23-24 Clubs	24-25 Clubs
    Green Team (Environmental Protection)	Green Team (Environmental Protection)
    Wild Readers	Wild Readers
    Chorus	Chorus
    K-Kids (Service Club)	K-Kids (Service Club)
    Student Council	Student Council
    4th-5th Robotics	4-5 Robotics
    Click-Create Club (computer club)	Click-Create Club (computer club)
    Safety Patrol	Safety Patrol
    School Store	School Store
    Peer Mediators	Peer Mediators
    IT Girls	IT Girls
    	NEW - K-1 Robotics
    	NEW - 2-3 Robotics
    	NEW - Art Club
    Total - 11	Total - 14