Increasing the cultural competency of our school will result in creating an environment where staff, students, and families have a sense of community, understanding, and belonging.

1. Provide professional development and engagement opportunities to deepen staff understanding of the cultural backgrounds, diversity, and social emotional needs of our students, families, and community.
2. Provide lessons, engagement, and opportunities where students can develop meaningful relationships with peers from different cultural backgrounds.
3. Provide academic and wellness opportunities to build parents’ capacity and create an environment where parents feel welcome.

• EES Survey (Students): I am comfortable interacting with people from different backgrounds.
  Baseline = 51%; Goal = 80%
• EES Survey (Family): I feel welcome at this school.
  Baseline = 85.1%; Goal = 95%
• EES Survey (Family): Parents/families have input into plans for improving this school.
  Baseline = 79%;  Goal = 85%
• EES Survey (Staff): We are provided training to meet the needs of a diverse student population in our school.
  Baseline = 73%; Goal = 80%
• EES Survey (Staff): Overall cultural proficiency.
  Baseline = 64.3%; Goal = 80%

1. Build staff capacity to attribute to a positive and collaborative school culture where teaching and learning occur at high levels.
2. Create a high impact learning environment that promotes student attendance, active engagement, and increased academic performance.
3. Create a high impact work environment where staff are part of the mission, vision, and decision making impacting school climate and academics.

1. Build the capacity of the counseling department and MTSS supportive framework to effectively address attendance concerns, academics, and behavioral habits. 
2. Collaborate with the Office of Student Services to ensure alignment with counseling, student, and behavioral health policies, practices, programs, and procedures. 
3. Build the capacity of the leadership team where staff are part of the decisions impacting the school.
4. Create committees and opportunities for staff to provide input on key decisions impacting the school.
5. Maintain a wellness space address the social and emotional needs of staff.

• EES Survey (Staff): When there is a problem in my school, we talk about how to solve it.
  Baseline = 61%; Goal = 75%
• EES Survey (Staff): Support from my principal/supervisor leads to progress on instructional improvement (or professional growth).
  Baseline = 71%; Goal = 85%
• Student Attendance: Percent of students who missed 16 or more days.
  Baseline = 21%; Goal = 8%

Effectively implement comprehensive instructional and intervention frameworks to fully address academic and non-academic student needs at a high level.

1. Administer iReady screeners to develop MTSS plans for high level Tier 1 instruction.
2. Effectively plan and collaborate for high level Tier 1 instruction in all core content areas.
3. Provide specific feedback and professional learning to address instructional and learning gaps in literacy and math. 
4. Facilitate purposeful collaborative planning opportunities three days a week. Planning meetings will focus on lessons and assessments in the core content areas, data analysis, and MTSS planning. 
5. Leverage district support and resources. Specifically, collaborate with district level coaches to support high level Tier 1 instruction in the classroom and during planning meetings.
6. Effectively implement and monitor the MTSS/RTI intervention framework.
7. Provide Classwork and iReady training and support for teachers to provide Tier 2 interventions and progress monitoring to support gap closures.
8. Collaborate with the school psychologist regarding students receiving Tier 3 interventions and progress monitoring.
9. Promote teacher participation in UGA CLASE professional learning. Doing so will lead to increased understanding and instructional practices when working with language learners. 

• Reading GMAS (P/D):
  Baseline = 3rd 10%,  4th 20%, 5th 34%; Goal = 3rd 35%,  4th 55%, 5th 55%

• Reading GMAS Lexile:
  Baseline = 3rd 41%, 4th 37%, 5th 60%; Goal = 3rd 50%, 4th 50%, 5th 70%

• Reading iReady (underserved):
  Baseline = Black 33%, Hispanic 45%, ML 40%, SWD 32%, F/R 49%;
  Goal = Black 50%, Hispanic 65%, ML 50%, SWD 45%, F/R 65%;

• Math iReady:
  Baseline = K 45%, 1st 52%, 2nd 52%, 3rd 64%, 4th 66%, 5th 55%;
  Goal = K 60%, 1st 70%, 2nd 70%, 3rd 75%, 4th 75%, 5th 75%

To identify and provide opportunities for students to develop their gifted skills, will promote an advanced approach to accessing the AKS at a distinguished level.

To provide teachers and students with positive behavioral strategies to decrease the percentage of unwanted behaviors that impede learning. 

1. Provide teachers with gifted training and collaborative opportunities to effectively identify and provide high level instruction.
2. Create a gifted planning and instructional team to increase the rigor and instructional practices of teachers.
3. Provide enrichment opportunities for students to explore and challenge their creative skills.
4. Effectively implement PBIS to provide behavior strategies for teachers and students.
5. Work with GCPS coaches to provide behavior learning opportunities for teachers and students.
6. Provide high quality tier 1 instruction and targeted Tier 2 and Tier3 interventions aligned to the MTSS Academic Press and Supportive Community.
7. Deepen parents’ understanding of gifted/enrichment learning, parent engagement, and behavior management during a series of parent workshops. 

•  Gifted Enrollment and Screener Data:
  Baseline = 6%; Goal = 12%
  
  
• Discipline Data
  Percentage of students with discipline incidents. Baseline = 9%; Goal = 3%
  Percentage of students with ISS incidents. Baseline = 4.9%; Goal = 2%
  Percentage of students with OSS incidents. Baseline = 1.6%; Goal = 1%