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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: BRITT ELEMENTARY           Principal: Melissa Madsen
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

Responsive processes matching academic and social-emotional resources to each and every student ensures that they are responding to instructional strategies and lessons.  Students who need additional support must be identified quickly and provided with appropriately designed instruction.
  1. Refine the processes of our MTSS team to be more responsive to students' needs and intervention supports. 
  2. Train staff in effective Tier I instructional strategies and components, formative assessments, data collection and analysis, lesson differentiation, and small group instruction.
  3. Designate specific times and days for grade-level and vertical collaboration on student achievement data and develop team action steps, including whole group, small group, and individual instruction.  
  4. Use diagnostic and AKS assessments to analyze Tier I instruction's strengths and weaknesses and identify the level of support needed for all students.
  5. Use Synergy discipline data to analyze Tier I and Tier II behavioral data to identify strengths and needs to develop lessons for schoolwide implementation.  
  6. Provide professional development on Tier I and Tier II academic and social-emotional instruction targeting differentiated small group instruction.  
  7. Provide teachers with resources to support Tier I, Tier II, and Tier III instruction

Increase the percentage of students scoring at the Mid or Above Grade Level Mark on the iREADY Diagnostic Assessment

ELA:

  • Kindergarten Baseline %  Target 80%
  • First Grade Baseline 54% Target 65%
  • Second Grade Baseline 46% Target 60%
  • Third Grade Baseline 37% Target 50%
  • Fourth Grade Baseline 27% Target 40%
  • Fifth Grade Baseline 24% Target 40%

Math

  • Kindergarten Baseline %  Target 80%
  • First Grade Baseline 48% Target 60%
  • Second Grade Baseline 28% Target 40%
  • Third Grade Baseline 21% Target 40%
  • Fourth Grade Baseline 19% Target 40%
  • Fifth Grade Baseline 16% Target 40%

Increase the percentage of students scoring in the proficient and distinguished ranges on the Georgia Milestones Assessment System.

English Language Arts

  • Third Grade Baseline 23% Target 30.4%
  • Fourth Grade Baseline 34% Target 37.5%
  • Fifth Grade Baseline 39% Target 45.5%

Mathematics

  • Third Grade Baseline 34% Target 41.7%
  • Fourth Grade Baseline 36% Target 41.3%
  • Fifth Grade Baseline 40% Target 41.9%

Science

  • Fifth Grade Baseline 24.1%    Target 28.4
Equity 2.B - Opportunity and Access

All students deserve equitable access to programs and activities that meet their academic, creative, and social-emotional needs, including enrichment, acceleration, computer science, athletic, visual, and performing arts.
  1. Use diagnostic testing to identify student needs and the appropriate interventions and enrichment.
  2. Develop extended learning time activities that accelerate and enrich students. 
  3. Increase opportunities for students to participate in enrichment activities and events, such as clubs and field trips.  
  4. Provide professional development on effective teaching strategies for multilingual students to facilitate access to the curriculum at all English language proficiency levels.  

We will increase the percentage of students who are progressing toward English Proficiency on the ACCESS

School Baseline 60%  Target 75%

  • Second Grade Baseline 54%  Target 60%
  • Third Grade Baseline 68%  Target 75%
  • Fourth Grade Grade Baseline 68%  Target 75%
  • Fifth Grade Baseline 86% Target 90%

Increase the percentage of students participating the gifted program

School Baseline 10%  Target 12%
Family Engagement/Building Parent Capacity -

Communication is how we understand each other and build confidence and trust with our parents and other stakeholders.  World-class communication enables all stakeholders to collaborate effectively.
  1.  Send parent communication in preferred languages. 
  2. Increase opportunities for parents to share their ideas and opinions.
  3. Promote parent participation in parent conferences, parent workshops, and Lunch and Learns.
  4. Use social media and communication applications to increase parent involvement. 
  5. Build our parents' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise

We will increase/maintain the percentage of stakeholders indicating positive responses on the Education Effectiveness Survey's Communication and Collaboration Domain

Family SY 2025 Results 

  • Communication/Materials I receive from the school are in a language I can understand:  100%
  • I am encouraged to collaborate with my student's teachers about my student's learning:  87.0%
  • The school communicates effectively with my family: 88.9%
  • The school communicates with me about my student's progress 86.7