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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: ALCOVA ELEMENTARY SCHOOL           Principal: Jacquetta Baldwin
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

Alcova ES will continue to build on our comprehensive framework to fully operationalize a multi-tiered system of support to address academic and non-academic student needs and remove barriers to success.

 

  • Teachers will use high quality Tier 1 instruction, formative, and summative assessment data  to implement small group instruction with fidelity.  

  • Grade levels will work together to clarify and implement clear processes and procedures for the implementation of intervention blocks. (Focus Math & Literacy)

  • Teachers will continually collect and analyze progress monitoring data for Tier II & Tier III students to determine the next level of support/intervention. 

  • Provide quarterly professional learning to staff about the MTSS process. 

  • Professional learning on understanding and using I-Ready reports. 

  • Track and support student ownership of grade level typical and stretch I-Ready goals in reading and math. 

  • Use I-Ready data to determine ELT & intervention support.

  • Teachers will implement PBIS strategies with fidelity in their classrooms to reinforce positive behavior expectations.

  • Use data from district assessments to inform the next steps for small group instruction and interventions.

 

I-Ready Diagnostic Assessment- 

  • Increase the percentage of students performing at Tier 1 on I-Ready reading and math when comparing the beginning of year to end of year results. 

  • Increase the percentage of students meeting EOY I-Ready typical and stretch growth goals when comparing the end of year to the previous 2 years. 

 

District Assessments- 

  • Increase the percentage of students performing at the proficient and distinguished levels. 

 

Georgia Milestones Assessment- 

    • By May 2026, the percentage of 3rd grade students scoring at the Proficient or Distinguished levels on the GMAS ELA assessment will increase from 41% in 2025 to 46%, as measured by the Spring 2026 GMAS.

    •  By May 2026, the percentage of 3rd grade students scoring at the Proficient or Distinguished levels on the GMAS Math assessment will increase from 45% in 2025 to 55%, as measured by the Spring 2026 GMAS.

    •  By May 2026, the percentage of 4th grade students scoring at the Proficient or Distinguished levels on the GMAS ELA assessment will increase from 36% in 2025 to 40%, as measured by the Spring 2026 GMAS.

    • By May 2026, the percentage of 4th grade students scoring at the Proficient or Distinguished levels on the GMAS Math assessment will increase from 46% in 2025 to 51%, as measured by the Spring 2026 GMAS.

    • By May 2026, the percentage of 5th grade students scoring at the Proficient or Distinguished levels on the GMAS ELA assessment will increase from 42% in 2025 to 48%, as measured by the Spring 2026 GMAS.

    • By May 2026, the percentage of 5th grade students scoring at the Proficient or Distinguished levels on the GMAS Math assessment will increase from 40% in 2025 to 45%, as measured by the Spring 2026 GMAS.

    • By May 2026, the percentage of 5th grade students scoring at the Proficient or Distinguished levels on the GMAS Science assessment will increase from 32% in 2025 to 42%, as measured by the Spring 2026 GMAS

    Reading on Grade Level:

    By May 2026, the percentage of 3rd grade students reading on or above grade level on the GMAS will increase from 71% in 2025 to 76%, as measured by the Spring 2026 assessment.

     By May 2026, the percentage of 4th grade students reading on or above grade level on the GMAS will increase from 57% in 2025 to 62%, as measured by the Spring 2026 assessment.

     By May 2026, the percentage of 5th grade students reading on or above grade level on the GMAS will increase from 69% in 2025 to 75%, as measured by the Spring 2026 assessment.

     
Equity 2.B - Opportunity and Access

Alcova will expand student opportunities to engage in and have access to high-quality, rigorous, and culturally relevant curriculum advanced coursework and enrichment activities.

  • The counseling team will work with individual students and parents to develop a check-in system to support school attendance of students with absences greater than 10. 

  • MTSS team will meet monthly to discuss strategies to increase school attendance. 

  • Teachers will collaborate on strategies to increase engagement and ownership of student learning. 

  • Refine and clarify the process for school-wide student goal setting. Provide individual coaching support for teachers where applicable. 

  • Create a positive & collaborative school culture around the implementation of data to drive instructional decisions. 

  • Create opportunities for topic-specific writing in science, social studies, and reading to enhance students' understanding and engagement in these subjects effectively.

  • Offer Extended Learning Time to students for enrichment and remediation. 

  • Provide extended opportunities for students to practice reading. 

 

Attendance-

By May 2026, Alcova will work to decrease the percentage of students with 10 or more absences from 13.2% to 12%

 

Educational Effectiveness Student Survey 

    • By May 2026, the percentage of students reporting a sense of belonging on the Student Engagement Survey will increase from 65% in 2025 to 66%, as measured by the 2026 district student survey.

    •  By May 2026, the percentage of students reporting positive well-being on the Student Engagement Survey will decrease from 46% in 2025 to 48%, as measured by the 2026 district student survey.

    • By May 2026, the percentage of students reporting high levels of satisfaction on the Student Engagement Survey will increase from 48% in 2025 to 49%, as measured by the 2026 district student survey.

     
Excellence 4.A - Preferred Education Destination

Alcova will be the first choice of students and families for excellent schools and the employer of choice for educators and staff to fulfill their careers.
  • Organize monthly workshops to support parents and families. 
  • Partner with the student council to review EES student survey results and reflect on the next steps. 

  • Partner with the local school council and PTA to review EES family survey results and reflect on the next steps. 

  • Partner with the instructional leadership team to review EES Staff survey results and reflect on the next steps. 

  • Communicate the difference between typical and stretch growth on I-Ready benchmarks with all stakeholders.

  • Offer new and different learning experiences through extracurricular clubs.

  • Intentionally, increase planning time with half days to support staff work-life balance. 

  • Quarterly Admin Chat and Chew to elevate staff voice in decision-making.

  • Increase ways to acknowledge student and staff accomplishments.

  • By May 2026, the percentage of staff reporting high levels of support on the Staff Engagement Survey will increase from 76% in 2025 to 78%, as measured by the 2026 district staff survey.

  • By May 2026, the family participation rate on the Family Engagement Survey will increase from 31% in 2025 to 35%, as measured by the survey response data collected in Spring 2026.