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.

 

2025 - 2026 Local School Plan for Improvement (LSPI)


School: CAMP CREEK ELEMENTARY           Principal: Valerie Robinett
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

Camp Creek ES will meet the academic needs of our students through a multi-tiered system of supports (MTSS) that remove barriers to success.
  1. Utilize iReady Universal Screener to identify academic strengths, needs, and interests of each and every student to ensure whole learner, whole child focus.
  2. 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.
  3. Engage in collaborative discussions regarding best practices for providing Tier 1 instruction to maximize student outcomes.
  4. Continue GaMTSS Implementation to support the academic needs of students and plan for targeted interventions in Tier 1, 1+, 2, & 3.
  5. Empower teachers and instructional leaders to deeply understand and utilize iReady diagnostic data - especially the Math Prerequisite Report - to inform targeted instruction, guide intervention planning, and support differentiated teacher-assigned lessons.
  6. Equip teachers and instructional leaders with the knowledge and skills to implement effective teacher-led small group instruction that is responsive to student needs and grounded in data-driven practices.
  • i-Ready 1st Sem. Growth: % Meeting Typical Target 
    • ELA Grades 1-5 Target - 55%
    • Math Grades 1-5 Target - 55%
  • i-Ready 1st Sem. Growth: % Meeting Stretch Target 
    • ELA Grades 1-5 Target - 35%
    • Math Grades 1-5 Target - 35%
  • Georgia Milestones: Percent Reading on or Above Grade Level  
    • Grade 3 Target - 86%
    • Grade 4 Target - 76%
    • Grade 5 Target - 90%
  • Georgia Milestones: Language Arts Percent Proficient/Distinguished  
    • Grade 3 Target - 62%
    • Grade 4 Target - 59%
    • Grade 5 Target - 70%
  • Georgia Milestones: Math Percent Proficient/Distinguished  
    • Grade 3 Target - 76%
    • Grade 4 Target - 70%
    • Grade 5 Target - 66%
  • Georgia Milestones: Science Percent Proficient/Distinguished  
    • Grade 5 Target - 69%
Equity 2.A - Multi-tiered System of Supports

Camp Creek ES will meet the non-academic needs of our students through a multi-tiered system of supports (MTSS) that remove barriers to success.
  1. Utilize EES Survey and SEL Wellness Screener to identify non-academic strengths, needs, and interests of each and every student to ensure whole learner, whole child focus.
  2. Continue GaMTSS Implementation to support the non-academic needs of students and plan for targeted interventions in Tier 1, 1+, 2, & 3.
  3. Continue utilizing Positive Behavioral Intervention & Supports (PBIS) to support the behavioral needs of our students, including monthly team meetings that include data analysis, data sharing, and providing assistance in regards to PBIS implementation.
  4. Develop Local School Attendance Plan that addresses attendance concerns based on a three-tiered approach: Tier I (Universal Supports), Tier II (Personalized Outreach), Tier III (Intensive Intervention).
  5. Monitor student attendance through our check-in system and schedule Student Attendance Review Committee meetings as needed.
  6. Continue school-wide incentive for 20 days of perfect classroom attendance (Camp Creek Cubs Are Here).
  7. Maintain a local school Crisis Prevention Team that focuses on proactive de-escalation strategies that are deployed to support students experiencing a significant and escalating behavioral event.
  • PBIS Implementation Status
    • Spring 2025 Operational (Baseline)
    • Spring 2026 Distinguished (Target)
  • Percentage of students who are Chronically Absent (10% of enrolled days)
    • SY24-25 - 8.2%
    • SY25-26 - 8.0% or less
  • % Students with In-School Suspension (ISS) Incidents
    • SY24-25 - 1.2%
    • SY25-26 - 1.0%
  • % Students with Out-of-School Suspension (OSS) Incidents
    • SY24-25 - 0.7%
    • SY25-26 - 0.5%
Equity 2.B - Opportunity and Access

Camp Creek ES will expand student opportunities to engage in and have access to high-quality, rigorous, and culturally relevant curriculum and enrichment activities (e.g., the arts, gifted, STEM, Dual Language Immersion education).
  1. 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.
  2. Increase opportunities for all students to demonstrate eligibility for gifted/talented programming.
  3. Improve kindergarten readiness by expanding access to early learning experiences from birth to five through district programming and effective community partnerships (Play2Learn, Rising K Academy).
  • i-Ready 1st Sem. Growth: % Meeting Typical Target 
    • ELA Grades 1-5 Target - 55%
  • i-Ready 1st Sem. Growth: % Meeting Stretch Target
    • ELA Grades 1-5 Target - 35%
  • Georgia Milestones: Percent Reading on or Above Grade Level  
    • Grade 3 Target - 86%
    • Grade 4 Target - 76%
    • Grade 5 Target - 90%
  • Georgia Milestones: Language Arts Percent Proficient/Distinguished  
    • Grade 3 Target - 62%
    • Grade 4 Target - 59%
    • Grade 5 Target - 70%
  • Percentage of Gifted / Talented Identified Students
    • SY24-25 - 23.0% (Baseline)
    • SY25-26 - 25.0% (Target)
  • Number of Students served in Play2Learn Program
    • SY24-25 - 30 (Baseline)
    • SY25-26 - 40 (Target)
  • Percentage of Students served in Rising K Academy
    • SY24-25 - 00% (Baseline)
    • SY25-26 - 20% (Target)