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

Action steps are designed with the intent and purpose to address the needs identified by our additional targeted support and improvement (ATSI) status.

1. Professional learning throughout the school year with a focus on Rosebud’s marginalized populations (SPED, ML, and Gifted populations) - as identified by our school data and designated by our ATSI status.
2. Family/Community Engagement: focused on support for SPED, ML, and Gifted students (to include families and community members).
3.  Professional Development focused on strategies that specifically support the needs of all students but especially IRR/SPED, ML, and Gifted students.
4.  Working collaboratively with Office of Behavior Support and Interventions
5. Celebrating wins and recognizing students and staff for their growth (with a hyperfocus on ESOL, SPED, and gifted students)
6. Family/Community Engagement: Celebrate and recognize community members (active parents, and community partnerships) to bridge the gap between the school and the community.
7. PBIS celebrations and monthly PBIS student recognition ceremonies.

•     CCRPI data
•     iReady Data
•     Georgia Milestones

Rosebud ES will increase content mastery in English/Language Arts by 4.5% (Developing and above) for ALL STUDENTS by the end of the 2025-26 school year as evidence on the iReady assessments.

Rosebud ES will increase content mastery in English/Language Arts by 3% (Developing and above) for the SWD/ML population by the end of the 2025-26 school year as evidence on the iReady assessments.

2A: Implement a comprehensive framework to fully operationalize a multi-tiered system of supports to address academic and non-academic student needs and remove barriers to success. Identify academic and non-academic strengths, needs, and interests of each and every student to ensure whole learner, whole child focus.

Action steps are designed with the intent and purpose to address the needs identified by our additional targeted support and improvement (ATSI) status.  

1. Revise observations to include: more frequent collaborative walk-throughs,  problem of practice and theory of action observations,  and more frequent conversations around teaching practices/strategies.

2. Increase differentiation by using summative data to proactively plan for student groups.  Increase differentiation by using formative data to reactively plan for student groups.

3. Incorporate the 4 pillars of Rosebud and schoolwide goals in meetings to calibrate staff.  

4. Frequently review the MTSS process (tasks at each tier, individuals responsible for supporting each tier, and processes specific to Rosebud)

• Continue MTSS Implementation (utilize MTSS Air Rubric)       
• Use of mentors and MTSS Behavior coach to provide support and training to mentors and teachers.

5. Use student surveys to determine areas of celebration and growth as it pertains to students' feelings of inclusivity, belonging, and student interest.

6. Have a process or set of norms for faculty meetings, CLTs, and Committee meetings.

•        Committees, Clubs, and Events should be designed to be inclusive of staff and student interests.
•        Award students throughout the year for growth and achievement
•        Review and revise of grading practices (specific to ML and IRR students)
•        Team trained in MCPP de-escalation techniques.
•        Analyze and disaggregate data to determine the next steps for planning and instruction (utilize CLT self-assessment rubric)
•        EL implementation of instructional resources
•        Implementation of New Literacy Standards and continued support for new Math standards introduced in the 24-25 school year.
•        Implementation of Balanced Assessment System
•        Utilize peer observations, classroom walkthroughs and feedback (informal and formal) to enhance and monitor Tier 1 instruction (GTES)
•        Continue implementation of local school PBIS
•        Utilize SEL Lesson Plans
•        Continue implementation of local school PBIS
•        New Teacher Orientation, mentoring, and ongoing professional learning to support effective classroom strategies.
•        Working collaboratively with Office of Behavior Support & Interventions
•        Create a year-long new teacher institute specific to the needs of Rosebud Teachers

• Rosebud ES will increase content mastery in English/Language Arts by 4.5% (Developing and above) for ALL STUDENTS by the end of the 2025-26 school year as evidence on the iReady assessments.

  Rosebud ES will increase content mastery in English/Language Arts by 3% (Developing and above) for the SWD/ML population by the end of the 2025-26 school year as evidence on the iReady assessments.

  Rosebud ES will increase content mastery in Mathematics by 4.5% (Developing and above) for the ALL 3rd -5th grade students by the end of the 2025-26 school year as evidenced on Georgia Milestones.

  Rosebud ES will increase content mastery in Mathematics by 3% (Developing and above) for the SWD/ML population by the end of the 2025-26 school year as evidenced on Georgia Milestones.

  Rosebud ES will increase content mastery in Mathematics by 1% for all students in grades 3-5 by the end of the 2025-26 school year as evidenced on GaDOE CCRPI Reports as compared to the 2024-25 school year data from the GaDOE CCRPI Reports.

2B: Increase opportunities for students to demonstrate eligibility for gifted/talented programming.

Action steps are designed with the intent and purpose to address the needs identified by our additional targeted support and improvement (ATSI) status.  

1. Revise observations to include: more frequent collaborative walk-throughs,  problem of practice and theory of action observations,  and more frequent conversations around teaching practices/strategies.

2. Increase differentiation by using summative data to proactively plan for student groups.  Increase differentiation by using formative data to reactively plan for student groups.

5. Family/Community Engagement: Use student surveys to determine areas of celebration and growth as it pertains to students' feelings of inclusivity, belonging, and student interest.

6. Have a process or set of norms for faculty meetings, CLTs, and Committee meetings.

•        Committees, Clubs, and Events should be designed to be inclusive of staff and student interests.
•        Award students throughout the year for growth and achievement
•        Analyze and disaggregate data to determine the next steps for planning and instruction (utilize CLT self-assessment rubric)
•        EL implementation of instructional resources
•        Implementation of New Literacy Standards and continued support for new Math standards introduced in the 24-25 school year.
•        Utilize peer observations, classroom walkthroughs and feedback (informal and formal) to enhance and monitor Tier 1 instruction (GTES)

Rosebud ES will increase content mastery in English/Language Arts by 2.5% for gifted students by the end of the 2025-26 school year as evidence on the iReady assessments.

Rosebud ES will increase content mastery in Mathematics by 2.5% for the ALL 3rd -5th grade gifted students by the end of the 2025-26 school year as evidenced on Georgia Milestones.

Rosebud ES will increase content mastery in Mathematics by 2% for all gifted students in grades 3-5 by the end of the 2025-26 school year as evidenced on GaDOE CCRPI Reports as compared to the 2024-25 school year data from the GaDOE CCRPI Reports.

2C: Overhaul resource allocation systems and processes to ensure that each school’s instructional, social emotional, and behavior supports match the unique student and community needs. Ensure access to effective instruction for students furthest from opportunity through differentiated and strategic compensation, as well as additional capacity building.

Action steps are designed with the intent and purpose to address the needs identified by our additional targeted support and improvement (ATSI) status.  

1. Hire teachers to reduce class size.
2. Revise observations to include: more frequent collaborative walk-throughs,  problem of practice and theory of action observations,  and more frequent conversations around teaching practices/strategies.
3. Increase differentiation by using summative data to proactively plan for student groups.  Increase differentiation by using formative data to reactively plan for student groups.
4. Incorporate the 4 pillars of Rosebud and schoolwide goals in meetings to calibrate staff. 
5. Frequently review the MTSS process (tasks at each tier, individuals responsible for supporting each tier, and processes specific to Rosebud)

• Continue MTSS Implementation (utilize MTSS Air Rubric)       
• Use of mentors and MTSS Behavior coach to provide support and training to mentors and teachers.

     6.Have a process or set of norms for faculty meetings, CLTs, and Committee meetings.

•        Committees, Clubs, and Events should be designed to be inclusive of staff and student interests.
•        Award students throughout the year for growth and achievement
•        Review and revise of grading practices (specific to ML and IRR students)
•        Team trained in MCPP de-escalation techniques.
•        Analyze and disaggregate data to determine the next steps for planning and instruction (utilize CLT self-assessment rubric)
•        EL implementation of instructional resources
•        Implementation of New Literacy Standards and continued support for new Math standards introduced in the 24-25 school year.
•        Implementation of Balanced Assessment System
•        Utilize peer observations, classroom walkthroughs and feedback (informal and formal) to enhance and monitor Tier 1 instruction (GTES)
•        Continue implementation of local school PBIS
•        Utilize SEL Lesson Plans
•        Continue implementation of local school PBIS
•        New Teacher Orientation, mentoring, and ongoing professional learning to support effective classroom strategies.
•        Working collaboratively with Office of Behavior Support & Interventions
•        Create a year-long new teacher institute specific to the needs of Rosebud Teachers

Rosebud ES will increase content mastery in English/Language Arts by 4.5% (Developing and above) for ALL STUDENTS by the end of the 2025-26 school year as evidence on the iReady assessments.

Rosebud ES will increase content mastery in English/Language Arts by 3% (Developing and above) for the SWD/ML population by the end of the 2025-26 school year as evidence on the iReady assessments.

Rosebud ES will increase content mastery in Mathematics by 4.5% (Developing and above) for the ALL 3rd -5th grade students by the end of the 2025-26 school year as evidenced on Georgia Milestones.

Rosebud ES will increase content mastery in Mathematics by 3% (Developing and above) for the SWD/ML population by the end of the 2025-26 school year as evidenced on Georgia Milestones.

Rosebud ES will increase content mastery in Mathematics by 1% for all students in grades 3-5 by the end of the 2025-26 school year as evidenced on GaDOE CCRPI Reports as compared to the 2024-25 school year data from the GaDOE CCRPI Reports.

3.A Redefine the inputs, behaviors, and outcomes that determine the standards for student success as measured by the Results-Based Evaluation System (RBES) to support school improvement and student growth.

1. Tier 1 instructional strategies are implemented with fidelity and equitably.  Rosebud will continue their focus on the following:

1A.  Learning targets, annotating learning targets, and creating student friendly learning targets aligned to the AKS

1B. PD on how to use assessments to drive instruction and what does the data say about my teaching (what do I need to do differently, the same, what strategies will help students based on what the data says)

1C. PD on differentiation (databased groups vs. ability groups – knowing when to use which group)

1D. PD on spiraling standards and how to incorporate test taking strategies.

2. What interventions are used at the Tier 2 and 3 levels and how can I used them to target areas of growth for students (to include how can you push your on and above grade level students to achieve more)?

3. Communication of Instructional Framework and Communication of instructional goals

3A. Goals will be developed by departments, grade levels, teams, individual teachers, and students.

3B. A process for monitoring goals (staff and students)

3C. A process for being held accountable for meeting goals (staff and students)

• Rosebud ES will increase content mastery in English/Language Arts by 4.5% (Developing and above) for ALL STUDENTS by the end of the 2025-26 school year as evidence on the iReady assessments.

  Rosebud ES will increase content mastery in English/Language Arts by 3% (Developing and above) for the SWD/ML population by the end of the 2025-26 school year as evidence on the iReady assessments.

  Rosebud ES will increase content mastery in Mathematics by 4.5% (Developing and above) for the ALL 3rd -5th grade students by the end of the 2025-26 school year as evidenced on Georgia Milestones.

  Rosebud ES will increase content mastery in Mathematics by 3% (Developing and above) for the SWD/ML population by the end of the 2025-26 school year as evidenced on Georgia Milestones.

  Rosebud ES will increase content mastery in Mathematics by 1% for all students in grades 3-5 by the end of the 2025-26 school year as evidenced on GaDOE CCRPI Reports as compared to the 2024-25 school year data from the GaDOE CCRPI Reports.