Before students can succeed academically, they feel like they belong. We believe that when students and staff have a strong sense of belonging, it leads to a better overall student experience and directly supports student learning outcomes.

Student Well-Being

1. Counselors will conduct SEL lessons with each individual homeroom class.
2. Homeroom teachers will implement morning meeting with fidelity with a focus each morning on the word of the month. This time will be used to build classroom community.
3. All students will attend a school-wide Kindness Kickoff Assembly in August.
4. All staff will implement PBIS strategies to ensure a positive learning environment.
5. All students will participate in the Strong4Life Challenge - a wellness initiative established through a partnership with Children's Healthcare of Atlanta.

Staff Well-Being

1. Staff shout outs in the weekly staff newsletter - The Patrick Press.
2. Staff recognition during staff meetings.
3. Welcome notes from veteran teachers to all new staff.
4. New teacher induction activities including a cluster AI meeting to encourage vertical collaboration.
5. Cluster Back-to-School Kickoff
6. Team building activities intentionally built into staff meetings to build the overall school community.
7. Continuance of Dream Builders mentoring program for chronically absent students.
8. Schoolwide attendance incentive program.

Percent of students responding positively to the EES survey question: I enjoy coming to school.

Baseline: 39%

Target Goal: 50%

Percent of staff responding positively to the EES survey question: My principal/administrator cares about me as a person.

Baseline: 92%

Target Goal: 95%

Percent of students with chronic absence rates reduced.

Baseline: 148/996 - 15%

Target Goal: 119/999 - 12%

We desire to create conditions under which each and every student receives the instructional support to develop to their full potential.

1. Use screener and historical data to identify students in need of additional tiered supports.
2. Strategic master scheduling to allow the intervention team and grade level teachers the opportunity to target identified Tier 2 and Tier 3 students across all grade levels.
3. Designation of an MTSS team to coordinate schedules and monitor effective implementation of the schoolwide plan.
4. Quarterly grade level data reviews to ensure identification of students who need to transition into or out of Tiered support opportunities.
5. In collaboration with the county Office of Staff Development, professional learning aligned to the QPTS to build classroom teacher capacity to effectively support Tier 1 and Tier 2 instruction will be implemented for all certified staff.

Student Improvement - reduce the percent of students performing at the beginning proficiency level on the Georgia Milestones assessment based on cohort data models.

Student Improvement - increase the percent of students reading on grade level on the Georgia Milestones assessment based on cohort data models.

Student Improvement - increase the number of students achieveing typical growth and/or stretch growth on both the iReady reading and math universal screeners

Reading Screener Baseline Data

Math Screener Baseline Data

We believe that in order to provide equitable services for each and every student, we must first assess their academic and social/emotional needs and then use that information to provide appropriate interventions and extensions.

1. Continued deliberate creation of a master schedule that supports the addition of AC math and reading sections in grades 4 and 5.
2. Continued use of the universal screener to identify gifted students.
3. Targeted professional learning on the QPTS for all certified staff to ensure implementation of best instructional practices during all Tier 1, Tier 2, and Tier 3 instruction.
4. Continuation of extracurricular learning opportunities before and after school as well as during the school day for all students in grades 3-5 to enhance access and opportunity to participate in focused areas of interest related to AI/Fine Arts/STEM/PE.
5. Think Labs and Enrichment courses built specifically into student schedules to ensure exposure to and participation in extension opportunities.
6. Addition of dedicated ML teachers to work to support student access to learning.
7. Deliberate work around the Instructional Conversations JPA through the use of previously trained staff.

Gifted and Talented Representation - improve the participation of underrepresented racial/ethnic groups in gifted and talented programs.

Baseline:

Target Goal: 1 group

*2-1-1-0-0 The goal is 1 racial/ethnic group underrepresented in 2 and 3 years and 0 racial/ethnic groups in years 4 and 5.

ML English Proficiency: increase the percent of students improving towards English Language proficiency as measured by ACCESS results based on a cohort tracking model.

The mission of Patrick Elementary is to create a foundation of excellence by providing high quality tier 1 instruction that results in high student performance, character development, social/emotional growth, and future-ready problem solvers.

1. Teachers will participate in twice weekly collaborative planning sessions led by the assistant principal and the instructional coach with an intentional focus on professional learning on one day and on instructional prep on the second day.
2. Revision of the collective agreements to increase alignment across grade level instructional practices.
3. Professional learning for all certified staff members related to instructional best practices.
4. Dedicated coaching cycles for all staff in literacy and math.
5. Increased instructional walk-through feedback for all certified staff.
6. Scheduling that supports involvement of special education teachers in both collaborative planning sessions and professional learning opportunities.

Percent of students performing at the proficient and distinguished levels on the Georgia Milestones assessment in math and English/Language Arts based on a cohort tracking model.

Student Improvement - increase the number of students achieveing typical growth and/or stretch growth on both the iReady reading and math universal screeners

Reading Screener Baseline Data

Math Screener Baseline Data