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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: TRIP ELEMENTARY           Principal: Lesley Hill
District Strategic Priorities/Goals Rationale Action Steps
(Implementation Design)		 How will you measure growth?
Growth Factors (Baseline & Targets)
Empathy 1.B - Staff and Student Well Being

Trip Elementary School uses staff and student survey data to continue to support wellbeing through prioritizing self-care, physical and mental health, and social emotional learning.
  1. Implementation of a schoolwide PBIS program with an emphasis on recognizing positive behaviors.
  2. Continued study of temperament training, "I Said This, You Heard That" with an extension to how student temperaments impact student interactions
  3. Strategic social-emotional learning opportunities for staff and students through teacher mingle events, Friendship Fridays, and morning meetings.
  4. Targeted messaging on being respectful, kind, and problem-solving

EES Survey

 Student Survey Items:

 Most students are respectful of others at this school.  (Baseline: 12.4% | Goal 17%)

 

 Staff Survey Item:

Increase overall Communications EES Theme Percentage  (Baseline: 68% | Goal 73%)

 
Equity 2.A - Multi-tiered System of Supports

Trip Elementary believes quality Tier I instruction, coupled with targeted supports that meet the specific data-driven needs of students, removes barriers to success.

  1. Administer iReady, a universal screener.

  2. Teach the academic standards and respond to student needs using high-yielding instructional strategies, small group instruction, formative assessments, and progress monitoring.

  3. Offer daily Reading and Math interventions along with extensions during Instructional Focus Time.

  4. Provide Tier 3 Reading and Math interventions to eligible students.

iReady Universal Screener (Meeting Typical and Stretch Growth)

  • Sixty-five percent or more of students in kindergarten through fifth grade will demonstrate sufficient growth in the first semester to meet their annual Typical growth target in i-Ready Reading by the end of the year.
  • Sixty percent or more of students in kindergarten through fifth grade will demonstrate sufficient growth in the first semester to meet their annual Typical growth target in i-Ready Math by the end of the year.
  • Thirty-five (35%) or more of students in kindergarten through fifth grade will demonstrate sufficient growth in the first semester to meet their annual Stretch growth target in i-Ready Reading by the end of the year.
  • Thirty (30%) or more of students in kindergarten through fifth grade will demonstrate sufficient growth in the first semester to meet their annual Stretch growth target in i-Ready Math by the end of the year.

Milestones Data- Percentage of Proficient and Distinguished

Grade Level

ELA % P/D

Math % P/D

Science

3rd

55%

68%

 

4th

55%

66%

 

5th

68%

56%

61%
Equity 2.B - Opportunity and Access

Based on our needs assessment and instructional team conversations, Trip Elementary seeks to expand student opportunities to engage in and access high-quality, rigorous, and culturally relevant curriculum, advanced coursework, and enrichment activities.
  1. Teach and expose all students to the expected level of the standard while also providing high levels of scaffolds and supports via whole and small group instruction.
  2. Offer a “Thinking Skills,” Computer Science, STEM, and Problem and Project-Based Learning enrichment courses that yield access to rigorous instruction, support, and challenging learning experiences.

  3. Use data notebooks to monitor student progress to ensure and expand student opportunities to engage in and access high-quality, rigorous, and culturally relevant curriculum. 

  4. Review and revise Trip ES grading practices.  The administrative team will monitor grade books every 4 and 1/2 weeks.
  5. Continue to encourage participation in the Coaching, ESOL, and Gifted Endorsement Program.
  6. Review i-Ready data at least twice a year to identify students for additional services, including gifted screening.
  7. Provide ongoing professional development for Special Education teachers and Paraprofessionals.

Increase/ and or maintain the percentage of teachers with Gifted and ESOL endorsements with staffing changes.

Percentage Gifted Teachers- Baseline 35/89 = 40% Goal: 40%

Percentage ESOL Teachers- Baseline 22/89 = 25% Goal: 25%

 

 
Excellence 4.C - World-Class Communication and Engagement

Trip Elementary School demonstrates world-class communication and engagement by modeling the values GCPS leadership places on transparent, two-way communication to build stakeholder trust and confidence. 
  1. Offer and host regular parent meetings, cultural events, family nights, and festivals throughout the semester to support the whole family.
  2. Offer and host regular parent meetings throughout the semester to support students' academic needs in the four core: Reading, Math, Science, and Social Studies.
  3. Provide English classes for parents who desire to learn the English language.
  4. Continue to grow and increase participation in the school's PTA.

Increase opportunities for engagement in the parent center.

Increase enrollment and participation in PTA and events.