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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: BURNETTE ELEMENTARY           Principal: Sally Lehmann
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

Continue efforts to build an intentional, well-established, exemplary social and emotional learning (SEL) program that strategically provides cross-divisional support coupled with robust professional learning and resources for staff, students, and families.
  1. Implementation of schoolwide Positive Behavior Intervention System (PBIS) program
  2. Before/After school clubs with scholarships provided to those in need
  3. Daily Morning Meetings in all classrooms
  4. Social Emotional Learning (SEL) activities using Character Strong
  5. Student awards and recognitions throughout the year
  6. Monthly Character Strong themes highlighted on LNN news
  7. Monthly parent outreach to encourage student attendance

EES Student Survey

Student Well Being

Baseline: 51.5

Goal: 52.8

Survey Item: I enjoy coming to this school. (Baseline 46% | Goal 48%)

Survey Item: I can calm myself down when I am excited or upset. (Baseline 43% | Goal 50%)

Chronic Absenteeism: Student who are absent 10% or more of enrolled days

Baseline: 9.2%

Goal: 8%

 
Equity 2.A - Multi-tiered System of Supports

High-quality Tier 1 instruction for all students that includes targeted small groups, grade-level curriculum, ongoing formative assessments, and progress monitoring.  By implementing Multi-Tiered System of Support (MTSS), Burnette can promote equitable opportunities, personalize interventions, and create a positive and inclusive learning environment for all students.
  1. Continue refinement of Curriculum Learning Team (CLT) implementation: math/literacy coach in attendance, weekly agenda, analysis of recent student data
  2. Half-day plannings after each nine weeks to provide grade levels the time to utilize data protocols to analyze district assessments, as well as "unpack" the upcoming EL modules and math units
  3. EL implementation of instructional resources
  4. Continue MTSS implementation (utilizing MTSS Air Rubric)
  5. Utilize peer observations, and classroom walkthroughs/feedback to enhance and monitor Tier 1 instruction
  6. 3-5 teachers engage in Data Days and student goal setting conferences.
  7. Local school Professional Development that focuses on Tier 1 instruction targeted towards ML and enrichment students.

iReady Typical and Stretch Growth K-5

Grade i-Ready Typical Growth in Math i-Ready Stretch Growth in Math i-Ready Typical Growth in Reading i-Ready Stretch Growth in Reading
Kindergarten

MOY BL: 43%

EOY BL: 51%

Goal: 55%

MOY BL: 34%

EOY BL: 34%

Goal: 35%

MOY BL: 40%

EOY BL: 58%

Goal: 55%

MOY BL: 40%

EOY BL: 58%

Goal: 55%
1st Grade

MOY BL: 69%

EOY BL: 69%

Goal: 69%

MOY BL: 55%

EOY BL: 46%

Goal: 55%

MOY BL: 64%

EOY BL: 70%

Goal: 64%

MOY BL: 48%

EOY BL: 51%

Goal: 48%
2nd Grade

MOY BL: 65%

EOY BL: 68%

Goal: 65%

MOY BL: 46%

EOY BL: 32% 

Goal: 46%

MOY BL: 73%

EOY BL: 78%

Goal: 73%

MOY BL: 58%

EOY BL: 61%

Goal: 58%
3rd Grade

MOY BL: 39%

EOY BL: 58%

Goal: 39%

MOY BL: 22%

EOY BL: 30%

Goal: 35%

MOY BL: 55%

EOY BL: 59%

Goal: 55%

MOY BL: 35%

EOY BL: 36%

Goal: 35%
4th Grade

MOY BL: 60%

EOY BL: 81%

Goal: 60%

MOY BL: 40%

EOY BL: 49%

Goal: 40%

MOY BL: 63%

EOY BL: 58%

Goal: 63%

MOY BL: 36%

EOY BL: 35%

Goal: 36%
5th Grade

MOY BL: 56%

EOY BL: 65%

Goal: 56%

MOY BL: 33%

EOY BL: 32%

Goal: 35%

MOY BL: 73%

EOY BL: 73%

Goal: 73%

MOY BL: 46%

EOY BL: 41%

Goal: 46%

 

GMAS Percent of Students scoring Proficient and Distinguished

  Reading Math Science
3rd Grade

Baseline 57.8%

Goal 60%

Baseline 60%

Goal: 64%

 NA
4th Grade

Baseline 65%

Goal: 65%

Baseline 75%

Goal: 78%

 NA
5th Grade

Baseline 79%

Goal: 71%

Baseline 64%

Goal: 68%

Baseline 64%

Goal: 66.5%

 

Percent Reading on Grade Level in Grades 3-5 (GMAS)

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 80.7%

Goal 82.2%

 

4th

 

Baseline 80.7%

Goal 83.1%

 

5th

 

Baseline 80.7%

Goal 83.1%

 

 
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 data tracking tool to monitor student progress and make instructional shifts
  2. Monthly data talks with grade levels
  3. Half-day plannings after every nine weeks to provide grade levels the time to utilize data protocols to analyze district assessments to determine future instruction
  4. Continued support provided to grade levels from the MTSS team to monitor student progress
  5. Student goal setting in all grade levels
  6. 3-5 teachers engage in Data Days and student goal setting conferences.
  7. Local school Professional Development that focuses on Tier 1 instruction targeted towards ML and enrichment students.

iReady Gifted and Typical Stretch Growth - Gifted Students

Increase the percentage of typical and stretch growth for gifted students

ELA

Typical Growth: Baseline: 72% | Goal 90%

Stretch Growth: Baseline: 59% | Goal 75%

 

Math

Typical Growth: Baseline: 56% | Goal 75%

Stretch Growth: Baseline: 38% | Goal 55%

 

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 % of students scoring Beginning in ELA % of students scoring Beginning in Math
Special Education Baseline 48% | Goal 45.5%

Baseline 33% | Goal 35%
ML Baseline 30% | Goal 29%

Baseline 10% | Goal 11%
Black Baseline 20% | Goal 19%

Baseline 12% | Goal 13%
Hispanic Baseline 28% | Goal 27%

Baseline 14% | Goal 15%