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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: PARSONS ELEMENTARY SCHOOL           Principal: Lenie George
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

In order to reach and teach each and every child, a well-defined and executed multi-tiered system of support (MTSS) must be in place and focused on the whole child.  MTSS provides an effective framework that ensures each and every child receives the support they need to succeed academically, socially, and emotionally.  By implementing MTSS, Parsons can promote equitable opportunities, personalize interventions, and create a positive and inclusive learning environment for all students.
  1. Ensure schoolwide schedules are aligned to support multiple levels of intervention based on student needs
  2. Ensure communication with stakeholders on tiered interventions
  3. Ensure all staff understand that MTSS is a framework to prevent all students from experiencing poor learning outcomes
  4. Implement and structure school-based professional development so that all teachers continuously improve instructional practices, data-based decision making, and delivery of interventions and supports  
  5. Leverage district assessment data, through data talks and data dive protocols, to gauge progress of our goal to reduce beginning percentages across students groups
  6. Examine the fidelity of our MTSS program through the AIR rubric
  7. Engage students on monthly i-Ready tracking and goal setting
  8. Conduct weekly learning walks with the administrative team to focus on All Block and Skills Block, as part of our Theory of Action

i-Ready Typical and Stretch Growth in Grades K-5

Increase the percentage of students meeting Typical and Stretch Growth: 

Group

i-Ready Typical Growth in Reading

i-Ready Stretch Growth in Reading

i-Ready Typical Growth in MA

iReady Stretch Growth in MA

1st-5th

Baseline 66% | Goal 69%

Baseline 40% | Goal 43%

Baseline 65% | Goal 68%

Baseline 36% | Goal 39%

 

Percent Reading on Grade Level in Grades 3-5

Percentage of students performing at or above grade level on the Reading portion of Milestones

Grade

Percentage of students at or above grade on Reading portion of Milestones

3rd

Baseline 85% | Goal 88% 

4th

Baseline 71% | Goal 74% 

5th

Baseline 84% | Goal 87% 

 
Equity 2.B - Opportunity and Access

Each and every student will only meet her or his highest potential if provided equitable access to programs that ensure he or she has the knowledge and skills to succeed as contributing members of a global society, regardless of race, gender, sexual orientation, ethnic background, English proficiency, faith, socioeconomic status, or disability.
  1. Engage staff in a data tracking tool to inform about previous and current progress
  2. Engage staff in the MTSS process through MTSS committee and Tier 2 grade level talks
  3. Administrative team meet with counselors twice a month to discuss targeted supports and interventions 

i-Ready Grade Level Status Reading and Math

Increase the percentage of students achieving mid or above grade level on i-Ready

i-Ready Mid or Above Grade Level for Reading

i-Ready Mid or Above Grade Level  for Math

Baseline 57% | Goal 60%

Baseline 62% | Goal 65%

 

Decrease the percentage of students below grade level on  i-Ready

i-Ready Below Grade Level for Reading

i-Ready Below Grade Level  for Math

Baseline 24% | Goal 21%

Baseline 21% | Goal 18%




i-Ready Typical Growth for Gifted Students on Reading and Math

Increase the percentage of students achieving typical growth on i-Ready:

i-Ready Typical Growth for Reading

i-Ready Typical Growth for Math

Baseline 76% | Goal 90%

Baseline 75% | Goal 90%



i-Ready Stretch Growth Goal for Reading and Math

Increase the percentage stretch growth in the following students groups:

Student Group

i-Ready Stretch Goal for Reading

i-Ready Stretch Goal for Math

Special Education

Baseline 27% | Goal 30% 

Baseline 21% | Goal 24% 

Multi-language Learner

Baseline 34% | Goal 37% 

Baseline 46% | Goal 49% 

Black

Baseline 37% | Goal 40% 

Baseline 28% | Goal 31% 

Hispanic

Baseline 32% | Goal 35% 

Baseline 35% | Goal 38% 



Discipline Incidents

Decrease the number of discipline incidents

Baseline: 110 incidents | Goal 100 incidents