Based on our school needs assessment and instructional leadership team conversations, we believe a well-defined and executed multi-tiered system of supports (MTSS) must be in place in order to reach and teach every child. We want to reduce variability and increase the fidelity of High-Quality Tier 1 instruction for all students, including intentional small groups, access to grade level curriculum, ongoing formative assessments, and progress monitoring. We want to provide targeted, research-based Tier 2 and 3 interventions for students needing academic and behavioral support. We want to promote regular attendance, ensuring all students have access to instruction. 

1. Communication and Implementation of Stripling's Instructional Framework for High Quality Tier 1 Instruction, Implementation of our Balanced Assessment System, and continued implementation of our MTSS framework to ensure Tier 2 and 3 interventions are implemented with fidelity (i.e. regular MTSS Intervention Team meetings, support teacher and homeroom teacher collaboration, utilize MTSS fidelity rubric, etc.) 
2. Collaborative Learning Team (CLT) meetings following the Plan, Do, Check, Act cycle (i.e. analyze and disaggregate data to determine the next steps for planning and instruction, utilize CLT self-assessment rubric, etc.)
3. Review i-Ready data at least twice a year to identify students for additional services, including Gifted screening
4. Implement local school professional learning cycles focused on topics supporting High Quality Tier 1 Instruction (ELA standards, writing, Instructional Conversations for Multi-lingual learners, etc.) and provide ongoing professional learning on instructional technology tools that support student learning (e.g. i-Ready, Imagine Learning, etc.) 
5. WIN "What I Need" Time (intervention/enrichment block) built into the main schedule with purposeful planning for that time during Collaborative Accountable Planning (CAP) time 
6. Utilize classroom walkthroughs, peer observations, and feedback (informal and formal) to enhance and monitor High Quality Tier 1 Instruction 
7. Continuation of our Positive Behavioral Interventions & Supports (PBIS) program 
8. Implement a schoolwide tiered Attendance plan to encourage regular student and staff attendance
9. New Teacher Orientation, mentoring, and ongoing professional learning to support effective classroom strategies
10. Continue to encourage participation in the Coaching, ESOL, and Gifted Endorsement Programs, and work to get as many teachers ESOL certified via the TALC to GACE pathway as possible 
11. Extended Learning Time program with targeted AKS support in Language Arts and Math  
12. Build Parent Capacity to support Language Arts and Math learning at home through family workshops, Parent Center programming, and regular teacher communication. Additionally, build Parent Capacity around Attendance, PBIS, and Multi-lingual Learner supports through family workshops and regular teacher communication. 

Achievement Data

Increase the percentage of students scoring in the Proficient/Distinguished categories on the Georgia Milestones Assessment System (GMAS) by 6% or more over the previous year in ELA and Math. 

Growth Data 

Increase the percentage of students meeting their Typical Growth on the i-Ready Screener for ELA and Math by 8% over the previous year.

Language Proficiency Data

Increase the percentage of Multilingual Learner students moving "One Band" and "More Than One Band" on the ACCESS by 8% over the previous year. 

Attendance Data

Reduce chronic absenteeism of our student body by 5% over the previous year.

Based on our school needs assessment and conversations with our instructional leadership team, we believe each and every student deserves access to a high quality curriculum and rigorous/relevant coursework and enrichment activities. We will focus on increasing 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. Professional Learning to support implementation of new Language Arts AKS 
2. Continued Professional Learning for all K-5 reading/writing teachers on EL curriculum 
3. Instructional Coaching Cycles focused on supporting literacy instruction
4. Learning Walks, peer observations, and feedback 
5. Collaborative Learning Teams utilizing the Plan, Do, Check, Act cycle 
6. Use of assessment tools to monitor and support instruction
7. Build Parent Capacity to support Language Arts learning at home through family workshops, Parent Center programming, and regular teacher communication

Achievement Data

Decrease the percentage of students scoring in the Beginning category on the Georgia Milestones Assessment System (GMAS) by 8% over the previous year in ELA and Math. 

Growth Data

Increase the percentage of students meeting their Stretch Growth on the i-Ready Screener for ELA and Math by 8% over the previous year. 

Based on our needs assessment and discussions with our instructional leadership team, Stripling Elementary will focus on intentionally incorporating opportunities for students to develop competencies defined by the Portrait of a Graduate (Adaptability, Collaborative Leadership, Resourcefulness, Empathy, Critical Thinking, and Communication). 

1. Schoolwide STEM program and Computer Science for All initiatives
2. Continued professional learning for teachers around STEM and the Design Thinking Process
3. Monitoring of Science and Social Studies AKS progress using the District Assessments
4. Continued growth in student well-being and belonging through participation in extracurricular Clubs & Activities
5. Effective intervention and acceleration for all students (W.I.N. time)
6. Career Week activities 
7. Student leadership and mentoring programs (e.g. Everybody Wins!, BLAST leadership team, etc.) 
8. Reward and recognition opportunities that celebrate students, staff, and families 
9. Feedback opportunities for students and staff to promote well-being (e.g. principal feedback sessions, A-team feedback lunches, etc.) 
10. Committee College family engagement events focused on providing enrichment and culturally relevant activities (i.e. focused on social studies, cultural heritage months, STEM, etc.)
11. Build parent capacity through STEM-based workshops, clear communication, and resources to use at home to support STEM and social studies

Participation Data

• Student participation in STEM Fair: Baseline = 19, Goal = 25
• Student participation rate (% of student body) in extracurricular Clubs & Activities: Baseline = 33%, Goal = 38% 

Achievement Data

Increase the percentage of 5th Grade students scoring in the Proficient/Distinguished categories on the Georgia Milestones Assessment System (GMAS) by 6% over the previous year in Science. 

EES Survey Data

Students:

• I know I will graduate from high school. (Baseline = 65%, Goal = 70%)
• I have a plan for what I want to do after high school. (Baseline = 60%, Goal = 65%)
• All students have access to rigorous courses and support. (Baseline = 34%, Goal = 39%)

Families: 

• My student is challenged with a rigorous course of study at this school. (Baseline = 82%, Goal = 87%)