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: KNIGHT ELEMENTARY           Principal: Toni Ferguson
District Strategic Priorities/Goals Rationale Action Steps
(Implementation Design)		 How will you measure growth?
Growth Factors (Baseline & Targets)
Equity 2.A - Multi-tiered System of Supports

Knight Elementary will identify academic and non-academic strengths, needs, and interests of each and every student to ensure whole learner, whole child focus. 
  1. Create an MTSS student list three times a year after the administration of the iReady Universal Screener to determine the possible need for an SST or Kid Talk. Based on the MTSS student list, the SST Coordinator will conduct a case study to determine the need for an SST. Schedule release days to conduct class kid talks to determine targeted interventions/enrichment and plan lesson plans/small group instruction tailored to assist students in reaching their academic potential.
  2. Hold monthly meetings with the Academic Press and Supportive Community teams to monitor academic and behavioral student growth and determine the next steps to accelerate learning.
  3. Refine Collaborative Learning Teams to AKS analysis, explicit modeling of effective instructional practices, work sample protocols, and assessment protocols in grades K-2.  Implement PLC+ Teams to continue CLT practices and engage in inquiry circles to improve student achievement in grades 3-5.
  4. Refine the 45-minute STAR Time used for intervention and enrichment in all classrooms to provide intensive reading intervention, intensive math intervention, or math/writing enrichment. Host an Extended Learning Opportunity for students receiving intensive interventions during STAR Time to provide math/writing intervention.

Milestone Performance Index (%Developing/Proficient/Distinguished)

Grades 3-5:

ELA  Baseline     72.1%               

ELA Target         80%

Math Baseline    81%

Math Target       89%

Grade 5:     

Science Baseline  75.7%           

Science Target     80%

 

% Reading on Grade Level (Milestones)

Grade 3:   

Baseline    74.3%

Target       80%

Grade 4:

Baseline    60.9%               

Target          80%

Grade 5:

Baseline    76.7%               

Target          82%

 

iReady 1st semester Growth: % Meeting Typical Target

Grades 1-5:

ELA Baseline         64.7%               

ELA Benchmark    70%

Math Baseline       46.5%             

Math Benchmark   50%

iReady 1st Semester Growth % Meeting Stretch Target

Grades 1-5:

ELA Baseline         46.5%               

ELA Benchmark    50%

Math Baseline       27.4%             

Math Benchmark   30%

 

ML English Proficiency Progress ( Access) Progress towards English Language Proficiency

Access Baseline      97.5%

Access Benchmark  100%
Equity 2.B - Opportunity and Access

Knight Elementary will increase students’ opportunities to learn and achieve by consistently implementing a high-quality curriculum that reflects grade-level expectations, focusing on early literacy and the science of reading.
  1. Implement a school-wide professional learning plan to build teacher capacity to utilize the EL Education reading resource.  
  2. Implement a school-wide writing professional learning plan to build teacher capacity and equip students, with an emphasis on grades 3-5, with the necessary tools to show growth on the Georgia Milestones Assessment.
  3. Implement a school-wide plan to build students' background knowledge through integration in science and social studies lessons.
  4. Expand advanced content opportunities in ELA and Math for grades 3-5 and enrichment opportunities in ELA for grades K-2.  Set targeted and stretch growth goals for students as measured by the iReady Univeral Screener to assist with students reaching their academic potential.

Milestones Proficiency Rate (% Proficient/Distinguished)

3rd Grade:

ELA  Baseline     47.1%               

ELA Target         63%

Math Baseline    52%

Math Target       64%

4th Grade:

ELA  Baseline      42.2%               

ELA Target          58%

Math Baseline    56%

Math Target       66%

5th Grade:

ELA  Baseline       58.7%             

ELA Target           64%

Math Baseline     42%

Math Target        69%

Science Baseline  55.3%           

Science Target     65%

 

Increase the percentage of students in the gifted/talented program

Spring 2024: 21% (196 students)

Targeted Spring 2025: 25%
Equity 2.B - Opportunity and Access

We will reduce disruptions to learning resulting from exclusionary discipline actions (in-school suspension and out-of-school suspension) by implementing evidence-based strategies (e.g. restorative practices and PBIS).
  1. Implement a Tier 1 supportive community plan to include morning greetings, joyful learning, morning meetings, and restorative circles (once a week).
  2. Refine PBIS practices school-wide, utilize the local school PBIS Coach to provide Tier II interventions and restorative small groups, and implement counselor lessons/small groups based on Wellness screeners.
  3. Continue to implement CARE Buddies, a school mentoring program
  4. Continue with the school-wide reward system - STAR Bucks, CARE Cart, and introduce quarterly PBIS celebration.
  5. Continue implementing school clubs such as the Student Council to foster student voice.
  6. Implement student awards and recognitions throughout the year.
  7. Implement monthly Character Strong themes that are highlighted on the morning news show.

PBIS Implementation Status

Spring 2024 – Distinguished

Target Spring 2025 - Distinguished 

Decrease the number of students with in-school suspensions

Spring 2024 Results: 12 students

Target Spring 2025: 10 students

Decrease the number of students with out-of-school suspensions

Spring 2024 Results: 10 students

Target Spring 2025: 8 students

Decrease the percent of students absent 10% or more of enrolled days
Spring 2024: 14.6%

Targeted Spring 2025: 10%
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. Build staff and parent capacity to support learning at home.
  2. Implement two family engagement events to support literacy and math.
  3. Implement monthly family engagement workshops (Family Connections: EL Education, Multilingual Learner Workshops, Gifted Lunch and Learns, Scholastic's Read and Rise, Speech workshops, Limitless Kids)
  4. Foster two-way communication between the school and family using ParentSquare.

Increase the percentage of families participating in the annual EES Family Survey

Spring 2024: 25%

Targeted Spring 2025: 35%