1A: Dyer Elementary will create systems, structures, and processes that institutionalize and operationalize the GCPS commitment to recognizing, valuing, and leveraging differences to interact effectively and better serve our students, staff, and community.

1. The Dyer ES Attendance Committee will monitor and address student absences in alignment with the local school attendance plan. This will include attendance check-ins, goal setting, and student recognition.

Chronic Absence Rate:

Dyer will reduce the percentage of students absent 10% or more of enrolled days (baseline/target):

• Baseline - 10%
• Target - 7%

2A:  At Dyer Elementary we plan to reduce variability and increase the fidelity of High-Quality Tier 1 instruction implementation for all students, including targeted small groups, grade level curriculum, ongoing formative assessments, and progress monitoring.

1. Teachers will engage in weekly professional learning sessions and collaborative team meetings focused on improving instruction and increasing student achievement. Targeted release days will support peer observations and staff development.
2. All students will be regularly assessed using tools like iReady and formative checks to identify individual needs. Based on progress monitoring data, students will receive enrichment or remediation through small group instruction.
3. Teachers will maintain high expectations and deliver engaging daily lessons aligned with learning targets and a consistent instructional framework, including the workshop model. Instructional strategies will be tailored to meet the needs of all learners, including multilingual and gifted students, through both push-in and pull-out models.
4. Daily instructional monitoring through walkthroughs and feedback (both formal and informal) will support the growth of Tier 1 instruction aligned to GTES standards.
5. Grading practices will be reviewed and aligned with GCPS policies to ensure consistency, clarity, and transparency for all stakeholders.
6. Dyer will implement the GaMTSS process using appropriate rubrics and fidelity tools to analyze data, guide instruction, and support every student. The MTSS coordinator will receive ongoing training to strengthen implementation.
7. New teachers will participate in structured mentoring programs, including monthly cohort meetings and ongoing support in areas such as behavior management and pacing. Staff will also be encouraged to pursue coaching, ESOL, and gifted endorsements to build instructional capacity.
8. Increase focus on teaching and student learning in Science, including allocating time and resources to CLTs and instructional coaching, peer observation, and adminstrative observation feedback.

Percent of all students reading on grade level on Milestones:

3rd grade

• Baseline - 77.9%

• Target - 80%

4th grade

• Baseline -78%

• Target - 80%

5th grade

• Baseline - 89.9%

• Target - 92%

Milestone Proficiency Rate - Dyer Elementary will increase the percentage of Milestones tests in which students scored Proficient or Distinguished.

3rd grade ELA

• Baseline - 52.1%

• Target - 55%

3rd grade Math

• Baseline - 52.9%

• Target - 55%

4th grade ELA

• Baseline - 61.7%

• Target - 64%

4th grade Math

• Baseline - 71.6%

• Target - 74%

5th grade ELA

• Baseline - 66.1%

• Target - 69%

5th grade Math

• Baseline - 66.1%

• Target - 69%

5th grade Science

• Baseline - 68.5%

• Target - 71%

Milestones Performance Index - An index of overall performance on the Milestones, awarding credit for percentage Developing, percentage Proficient, and percentage Distinguished.

ELA (grades 3-5)

• Baseline - 84.1

• Target - 87

Math (grades 3-5)

• Baseline - 93.2

• Target - 96

Science (5th grade)

• Baseline - 94.3

• Target - 96

ML English Proficiency Progress (ACCESS)

• Baseline - 100%

• Target - 100%

2B:  Dyer 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. iReady data will be reviewed at least twice a year to identify students for enrichment opportunities and gifted screening.

2. Gifted-identified and high-achieving students in grades 1–5 will be taught by Gifted-certified teachers.

3. Thinking Skills will be provided during Bear Time for high-achieving students in grades 1–5.

4. Three teachers will participate in the GCPS Gifted Endorsement program during the 2025–26 school year.

5. Kindergarten and First Grade students will participate in Talent Development through the Guided Play Room.

6. Joyful Learning will be a focus in the primary grades along with a Soft Start in the intermediate grades.

7. All students will continue to receive a STEM Special.

8. A select group of students will participate in the Lego Robotics Club before or after school.

9. Homeroom and IRR teachers will collaborate in PLCs to design small group instruction that moves students along the learning continuum.

10. Our three Instructional Coaches will support teachers in mastering instructional strategies and knowledge of the curriculum to accelerate student growth.

iReady 1st Semester Growth: Percent Meeting Typical Target.

ELA Data Grades 1-5:

• Baseline - 63.5%
• Target - 66%

Math Data Grades 1-5:

• Baseline - 58.8%
• Target - 61%

iReady 1st Semester Growth: Percent Meeting Stretch Target.

ELA Baseline Data:

• Baseline - 41.1%
• Target - 44%

Math Baseline Data:

• Baseline - 29.4%
• Target - 32%