Gwinnett County School District logo




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: FORT DANIEL ELEMENTARY           Principal: Barbara Tucker
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

Fort Daniel Elementary remains committed to reducing the number of students in Tier 3 (performing three or more grade levels below) in Reading and Math, as well as moving students from Tier 2 by increasing the number of students in Tier 1 (performing on grade level).
  1.  Fort Daniel Elementary will use data from screening and progress monitoring tools to drive and differentiate instruction to reach the needs of all students with a focus on small group instruction.
  2. Fort Daniel Elementary teachers will ensure that students in Tier 3 receive support through more intensive interventions using applicable evidence-based reading and math programs.
  3. Fort Daniel Elementary School will continue to expand Academic Knowledge & Skills (AKS)/Continuous Quality Improvement (CQI) through Hawk Time. Hawk Time is an opportunity to extend and support the learning of students in the areas of reading and math. 
  4. Teachers, Coaches and Administrators will implement Team Huddle Time during CLT with a focus  on FDES Data Deliverables (AKS Mastery) discussions.
  5. Fort Daniel Elementary will implement a structured system of weekly Learning Walks utilizing the LSPI Instructional Observation Instrument to systematically monitor instructional practices and provide actionable feedback. Concurrently, leverage the expertise of instructional coaches and the Instructional Technology & Innovation Coach to lead targeted coaching cycles and facilitate peer observation opportunities that promote collaborative professional growth. 
  6. MTSS Data Driven Dialogues will occur after the iReady Fall, Winter, and Spring Assessments. 
  7. Fort Daniel Elementary teachers will participate at least twice a week in grade-level collaborative learning team (CLT) sessions, where 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

Reading Goal: Fort Daniel Elementary will increase the percentage of students performing in Tier 1 on the iReady Reading diagnostic to 70% or higher by the end of the 2025-2026 school year. Additionally, the percentage of students in Tier 3 will decrease to below 7%.

Math Goal: Fort Daniel Elementary will increase the percentage of students performing in Tier 1 on the iReady Math diagnostic to 73% or higher by the end of the 2025-2026 school year. Additionally, the percentage of students in Tier 3 will decrease to below 6%.

Kindergarten
  IReady Reading iReady Math
  Tier 1 Tier 2 Tier 3 Tier 1 Tier 2 Tier 3
Fall Assessment 36% 64%   21% 79%  
Winter Assessment            
Spring Assessment            
% Difference            
First Grade
  iReady Reading iReady Math
  Tier 1 Tier 2 Tier 3 Tier 1 Tier 2 Tier 3
Fall Assessment 26% 67% 7% 19% 65% 17%
Winter Assessment            
Spring Assessment            
% Difference            
Second Grade
  iReady Reading iReady Math
  Tier 1 Tier 2 Tier 3 Tier 1 Tier 2 Tier 3
Fall Assessment 42% 37% 21% 17% 64% 19%
Winter Assessment            
Spring Assessment            
% Difference            
Third Grade
  iReady Reading iReady Math
  Tier 1 Tier 2 Tier 3 Tier 1 Tier 2 Tier 3
Fall Assessment 64% 22% 14% 18% 60% 22%
Winter Assessment            
Spring Assessment            
% Difference            
Fourth Grade
  iReady Reading iReady Math
  Tier 1 Tier 2 Tier 3 Tier 1 Tier 2 Tier 3
Fall Assessment 40% 44% 16% 28% 52% 20%
Winter Assessment            
Spring Assessment            
% Difference            
Fifth Grade
  iReady Reading iReady Math
  Tier 1 Tier 2 Tier 3 Tier 1 Tier 2 Tier 3
Fall Assessment 44% 25% 32% 38% 46% 15%
Winter Assessment            
Spring Assessment            
% Difference            
Equity 2.B - Opportunity and Access

Fort Daniel Elementary remains committed to working to increase academic and social emotional opportunities for students. Each and every student will be engaged in high quality ,rigorous and culturally relevant curriculum and enrichment activities.
  1. Fort Daniel Elementary will continue to implement a schoolwide schedule that is conducive to providing students with a high-quality, rigorous, and culturally relevant curriculum, including advanced coursework and the implementation of the EL curriculum. 
  2. Every student will engage in small group, differentiated instruction during literacy and math blocks. In addition, each grade-level has a scheduled Intervention/Extension Time (Hawk Time) to address remedial or advanced learning opportunities. 
  3. Enhance student prosocial interactions with both teachers and peers through implementing Character Strong Lessons that align with Social and Emotional Learning (SEL) and Positive Behavioral Intervention and Support (PBIS) initiatives with opportunities for each and every student to participate in a variety of clubs and extracurricular activities outside of the school day.
  4. Celebrate staff and students through recognition activities and events.
  5. Continue to offer a variety of community engagement activities such as curriculum night, academic nights, etc. 

Fort Daniel Elementary School will show improvement on the ELA Georgia Milestones Assessment (GMAS) by increasing developing proficient and distinguished levels from 82.3% (2025) to 85.8% (2026) in the number of students in third, fourth and fifth grades. 

Fort Daniel Elementary School will show improvement on the Math Georgia Milestones Assessment (GMAS) by increasing developing proficient and distinguished levels from 92.7% (2025) to 93.7% (2026) in the number of students in third, fourth and fifth grades.