1A: Creates systems, structures, and processes that reflect the GCPS commitment to recognizing, valuing, and leveraging differences to interact effectively and better serve our students, staff, and community.

1. PBIS and SEL professional learning opportunities, Classroom Meetings, Restorative Circles, etc.
2. Working collaboratively with the Office of Behavior Support and Intervention Quarterly Trainings (Behavioral Coaches/PBIS Committee Members)
3.  Empower existing PeerLeaders to give students a platform to share their ideas and concerns during counseling sessions.
4. Implement regular surveys, suggestion boxes, or forums where all school stakeholders can provide feedback on school policies and programs (e.g., School Council, PTA Executive Board, and All Pro Dad Meetings).
5. Involve students in decision-making processes, especially those that directly affect them (in grades 3-5 EES surveys).

We will measure growth using the latest 180 Day Review Documents attached from Spring, 2025 iReady, Spring DA, and Spring Milestones results as my baseline. 

2A: 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 to support ALL students.

1. Teachers will meet twice weekly during collaborative learning time (CLT) to collaborate, share best practices, and analyze data using their data notebooks and RBESonline spreadsheets. Teachers will also review K-5th Grade i-Ready Diagnostic Assessment Data to ensure students are reaching/exceeding predicted outcome scores. A plan will be implemented to provide additional support for Tier 2 & Tier 3 students as needed, with training from district-level literacy interventions and LiteracyCoaching Training. Administrators, teacher leaders, and grade chairs will lead collaborative planning sessions. Updates will be shared monthly during our Leadership Advisory Team(LAT) meetings.
2. Twice a week, teachers will participate in grade-level collaborative learning team (CLT) sessions, and teachers, coaches, and administrators will review instructional calendars, curriculum standards, achievement level descriptors, and assessment data to develop appropriate instructional lesson plans for next steps that directly align with the AKS Standards.
3. MTSS Implementation Team will meet regularly scheduled meetings to support professional learning on interventions(Fundations, Just Words,mCLASS, Wilson, LLI, Spire). In addition, the team will implement MTSS processes like data conversations, student support team meetings kid talks. We will also participate in the schoolwide use of professional learning on Imagine Learning, Amplify, and i-Ready.

During the 2025-2026 School Year, Simpson Elementary will increase the academic performance in English/Language Arts for all students in:

• Grade 3 with a score of 70% or more in the proficient and distinguished categories;
• Grade 4 with a score of 80% or more in the proficient and distinguished categories;
• Grade 5 with a score of 88% or more in the proficient and distinguished categories;
• In addition, on the district and Milestones EOG Assessments in English/Language Arts, with at least 50% or more in the Distinguished Categories.

During the 2025-2026 School Year, Simpson Elementary will increase the academic performance in Math for all students in

• Grade 3 with a score of 80% or more in the proficient and distinguished categories;
• Grade 4 with a score of 82% or more in the proficient and distinguished categories;
  Grade 5 with a score of 83% or more in the proficient and distinguished categories;
• In addition, on the district and Milestones EOG Assessments in Math with at least 50%or more in the Distinguished Categories.

2. B -Opportunity and Access- Increase opportunities to learn and achieve by consistently implementing a high-quality curriculum that reflects grade-level expectations, focusing on early literacy, the science of reading, and new math standards.

Professional Learning for all K-5 reading/writing teachers on the EL Curriculum, LETRS, Dibels,  i-Ready, MTSS, OG, SPIRE, Computer Science, LLT, MLT, TI, and PBIS Training.

1. Instructional Coaching Cycles
2.  Peer Observations& Feedback
3.  Collaborative Learning Teams utilizing eClass, etc.
4. Gifted referral, identification, and portfolio process
5.  Continuation of PBIS implementation for all school stakeholders
6.  Committee meetings focused on providing enrichment and culturally relevant activities
7. Use of Assessment Tools (iReady, Amplify, e.g.)

Growth will be monitored by utilizing the i-Ready Universal Screener in the fall, winter, and Spring of 2026 to show an increase using the Spring 2025 baseline data:

• iReady 2nd Semester Reading Growth with a Spring, 2025 baseline of meeting K-5 "Typical Growth" of 69% with at least a 1% increase or more by Spring, 2026.
• iReady 2nd Semester Reading Growth with a Spring, 2025 baseline of meeting K-5 "Stretch Growth" of 46% with at least a 1% increase or more by Spring, 2026.
• iReady 2nd Semester Math Growth with a Spring, 2025 baseline of meeting K-5 "Typical Growth" of 68% with at least a 1% increase or more by Spring, 2026. 
• iReady 2nd Semester Math Growth with a Spring, 2025 baseline of meeting K-5 "Stretch Growth" of 39% with at least a 1% increase or more by Spring, 2026.

We will build our parents' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise.

1. Build and engage parents by supporting our LSPI Plans through school council sessions throughout the year.
2. Build and engage parents through supporting community engagement with PTA events (e.g., PTA Arts in Education Series)
3. Build and support early childhood initiatives through our Play to Learn Sessions and Little Learners.
4. Build and support academic instruction through communication with parent-teacher conferences with Spanish interpreters.
5. Build and support academic instruction through student support nights with Gifted, EIP, and Sp. Ed and Milestones Redeliveries.

Parent EES and Georgia Health Parent Surveys:
FamilyEngagement/BuildingParent Capacity -Family Questions:

• FamilyEngagement/BuildingParent Capacity -Family Question: My student understands the purpose of each lesson, in Spring 2025, Baseline 65.3% with an increase of 2% or greater in the “Almost Always True” Category by Spring 2026.
• FamilyEngagement/BuildingParent Capacity -Family Question: My student is encouraged to track progress toward their goals, in Spring 2025, Baseline 61.5% with an increase of 2% or greater in the “Almost Always True” Category by Spring 2026.
• FamilyEngagement/BuildingParent Capacity -Family Question: I am informed about progress toward the improvement goals of this school, in Spring 2025, Baseline 65.3% with an increase of 2% or greater in the “Almost Always True” Category by Spring 2026.