Before students can succeed academically, they need to feel like they belong. We believe that when students and staff have a strong sense of belonging, it leads to a better overall student experience and directly impacts student learning outcomes.

Student Well-Being:

1. Counselors will conduct SEL lessons with each individual homeroom class.
2. Homeroom teachers will implement morning meetings with fidelity. The focus will be on the word of the month, and the time will be used to build classroom community.
3. PBIS strategies will be implemented to ensure a positive learning environment.
4. Students will participate in acts of kindness which will be recognized by leaves added to the kindness tree.
5. Dream Builders mentoring program will be offered for students (based on staff recommendation).
6. A schoolwide attendance incentive program will be implemented and individualized support for chronically absent students will be provided.

Staff Well-Being:

1. Staff shout-outs in the weekly staff newsletter.
2. Staff recognition during staff meetings.
3. Welcome notes from veteran teachers to all new staff.
4. New teacher induction activities focused on establishing relationships between the new teachers and the mentors who are supporting their work.
5. Cluster Back-to-School kickoff at Seckinger HS.

Parent Engagement:

1. Weekly communication from school to families via parent newsletter.
2. Weekly communication from teachers to families via class newsletters.
3. Advertisement of upcoming events across multiple platforms including the school website which supports translation.
4. Additional translation devices for use by classroom teachers.

Percent of students responding positively to the EES survey questions based on the theme of Supportive Learnng Environment with an emphasis on connecting to at least one adult and understanding that bullying is not tolerated at Patrick ES.

Baseline and Target Goals:

Percent of staff responding positively to the EES survey questions based on the themes of Clear and Shared Focus, Communication and Readiness to Benefit with an empahsis on trust, openness to change, and ownership of student learning.

Baseline and Target Goals:

Percent of staff responding positively to the Gallup Q12 questions which were reported as lowest performing for the 2024 report period.

Percent of parents/guardians participating in the EES Family Survey.

Baseline: 15.4%

Target Goal: 25% (based on completion rates for all ES in GCPS)

Percent of families/guardians responding positively as compared to other GCPS elementary schools to the EES survey questions based on the themes of Clear and Shared Focus, Communication and Effective Leadership with an empahsis on communication regarding student progress.

Percent of students with chronic absent rates reduced.

Baseline: 108/1086 - 10%

Target Goal: 65/1086 - 6%

We desire to create conditions under which each and every student receives the instructional support to develop to their full potential.

1. Use screener and historical data to identify students in need of additional tiered supports.
2. Strategic master scheduling to allow the intervention team and grade level teachers the opportunity to target identified tier 2 and tier 3 students across all grade levels.
3. Continuance of a dedicated MTSS team to coordiante schedules and monitor effective implementation of the school-wide plan.
4. Quarterly grade level data reviews to ensure identification of students who need to transition into or out of tiered support opportunities.
5. Professional learning centered around small group instruction for all classroom teachers.
6. Collaboration during CLT to ensure consistency of small group instruction across reading and math classrooms.

Student Improvement - reduce the percent of students performing at the beginning proficiency level on the Georgia Milestones assessment based on cohort data models.

Student Improvement - increase the percent of students reading on grade level on the Georgia Milestones assessment based on cohort data models.

Student Improvement - increase the percent of students in grades 3-5 achieving typical and/or stretch growth on both the iReady reading and math diagnostic midyear assessment based on cohort data models.

Baseline Reading:

Baseline Math:

We believe that in order to provide equitable services for each and every student, we must first assess their academic and social/emotional needs and then use that information to provide appropriate interventions and/or extensions.

1. Continued deliberate creation of a master schedule that supports the addition of accelerated math and reading sections in grades 3-5.
2. Continued use of the iReady universal screener to identify gifted students.
3. Targeted professional learning focusing on small group instruction with an emphasis on calibration across grade level teams.
4. Continuation of extracurricular learning opportunities before and after school as well as during the school day for all students in grades 3-5 to enhance access and opportunity to participate in focused areas of interest related to AI/Fine Arts/STEM/PE.
5. Think Labs and Enrichment courses built specifically into student schedules to ensure exposure to and participation in extension activities.

ML English Proficiency: increase the percent of students improving toward English Language proficiency as measured by ACCESS results based on a cohort tracking model.

Gifted and Talented Representation: improve the participation of underrepresented racial/ethnic groups in gifted and talented programs.

Baseline:

The mission of Patrick ES is to create a foundation of excellence by providing high quality tier 1 instruction that results in high student performance, character development, social/emotional growth, and future-ready problem solvers.

1. Teachers will participate in twice weekly collaborative planning sessions led by the assistant principal and instrucional coaches with an intentional focus on small group instruction and calibration across classrooms on the same grade level.
2. Revision of the Collective Agreements to increase alignment across grade level instructional practices and to ensure collective understanding of classroom expectations.
3. Professional learning for all certified staff members to ensure instructional alignment.
4. Intentional coaching cycles for staff in both literacy and math.
5. Increased intentional walk-through feedback for all certified staff.
6. Scheduling and room placement that ensures the involvement of special education teachers in collaborative planning and professional learning sessions.

Student Achievement - percent of students performing at the proficient and distinguished levels of the Georgia Milestones assessment in English/Language Arts and Math based on a cohort tracking model.

Student Achievement - decrease the percent of ML students performing below grade level on the Reading portion of the Georgia Milestones Assessment based on a cohort tracking model.