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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: BURNETTE ELEMENTARY           Principal: Sally Lehmann
District Strategic Priorities/Goals Rationale Action Steps
(Implementation Design)		 How will you measure growth?
Growth Factors (Baseline & Targets)
Empathy 1.B - Staff and Student Well Being

Continue efforts to build an intentional, well-established, exemplary social and emotional learning (SEL) program that strategically provides cross-divisional support coupled with robust professional learning and resources for staff, students, and families.
  1. Implementation of schoolwide PBIS program
  2. Before/After school clubs
  3. Daily Morning Meetings in all classrooms
  4. LNN new segments focusing on what we like about school
  5. Student awards and recognitions throughout the year
  6. Student goal setting - growth mindset
  7. Attendance letters and outreach to all parents of chronically absent students.

EES Student Survey

KPI Theme: Student Wellbeing

Baseline: 48.1 (Almost always true)

Goal: 49.5

 

Survey Item: I enjoy coming to this school. (Baseline 38.5% | Goal 40%)

 

Survey Item: Setbacks don’t discourage me. (Baseline 26.4% | Goal 27.2%)

 

Chronic Absenteeism

Students who are absent 10% or more of the enrolled days

Baseline: 9%

Goal: 8%

 
Equity 2.A - Multi-tiered System of Supports

High-quality tier 1 instruction for all students that includes targeted small groups, grade-level curriculum, ongoing formative assessments, and progress monitoring.  By implementing MTSS, Burnette can promote equitable opportunities, personalize interventions, and create a positive and inclusive learning environment for all students.
  1. Continue refinement of CLT implementation: math/literacy coach attending, weekly agenda, analysis of recent data
  2. Additional CLT planning every other week to plan I&E groups
  3. Half-day planning  after each nine weeks to provide grade levels the time to utilize data protocols to analyze district assessments, as well as "unpack" the upcoming EL modules and math units
  4. EL implementation of instructional resources, including new Skills Block materials
  5. 3-5 teachers engage in Data Days and student goal setting conferences
  6. Local school Professional Development: Knowing Each Student (anecdotal notes, iReady reports, tracking student progress)

MOY/EOY iReady Typical and Stretch Growth K-5

Percentage of students reaching typical/stretch goals

Grade i-Ready Typical Growth in Math i-Ready Stretch Growth in Math i-Ready Typical Growth in Reading i-Ready Stretch Growth in Reading
Kindergarten

MOY BL: 58%

EOY BL: 75%

Goal: 60%

MOY BL: 46%

EOY BL: 53%

Goal: 50%

MOY BL: 49%

EOY BL: 67%

Goal: 55%

MOY BL: 29%

EOY BL: 38%

Goal: 35%
1st Grade

MOY BL: 57%

EOY BL: 55%

Goal: 60%

MOY BL: 47%

EOY BL: 35%

Goal: 48%

MOY BL: 45%

EOY BL: 51%

Goal: 55%

MOY BL: 26%

EOY BL: 27%

Goal: 35%
2nd Grade

MOY BL: 74%

EOY BL: 75%

Goal: 60%

MOY BL: 41%

EOY BL: 35% 

Goal: 50%

MOY BL: 74%

EOY BL: 75%

Goal: 55%

MOY BL: 50%

EOY BL: 55%

Goal: 35%
3rd Grade

MOY BL: 50%

EOY BL: 71%

Goal: 55%

MOY BL: 34%

EOY BL: 38%

Goal: 35%

MOY BL: 61%

EOY BL: 59%

Goal: 70%

MOY BL: 42%

EOY BL: 38%

Goal: 45%
4th Grade

MOY BL: 61%

EOY BL: 69%

Goal: 55%

MOY BL: 32%

EOY BL: 38%

Goal: 35%

MOY BL: 54%

EOY BL: 59%

Goal: 63%

MOY BL: 34%

EOY BL: 34%

Goal: 37%
5th Grade

MOY BL: 59%

EOY BL: 73%

Goal: 62%

MOY BL: 31%

EOY BL: 35%

Goal: 35%

MOY BL: 62%

EOY BL: 68%

Goal: 55%

MOY BL: 48%

EOY BL: 45%

Goal: 35%

 

GMAS Proficient and Distinguished

  Reading Math
3rd Grade

Baseline 53%

Goal 58.2%

Baseline 66%

Goal: 73.6%
4th Grade

Baseline 55%

Goal: 57%

Baseline 68%

Goal: 68%
5th Grade

Baseline 67%

Goal: 70.8%

Baseline 75%

Goal: 79%

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

  
3rd

Baseline 79.6%

Goal 86%
4th

Baseline 69.4%

Goal 82.6%
5th  

Baseline 87.5%

Goal 88.9%

 
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 monitor student progress and make instructional shifts
  2. Monthly data talks with grade levels
  3. Half-day plannings after every nine weeks to provide grade levels the time to utilize data protocols to analyze district assessments to determine future instruction
  4. Continued support provided to grade levels from the MTSS team to monitor student progress
  5. 3-5 teachers engage in Data Days and student goal setting conferences
  6. Local school Professional Development that focuses on Knowing Every Student

iReady Typical and Stretch Growth K-5

*See chart in previous goal

 

Georgia Milestones ELA and Math (Grades 3-5)

Decrease the percentage of students scoring at the beginning level in the following student groups:

Student Group

 % of students scoring Beginning in ELA % of students scoring Beginning in Math
Special Education Baseline 51%| Goal 49.5%

Baseline 26% | Goal 25%
ML

Baseline 28% | Goal 27% 

Baseline 8% |Goal 7%
Black Baseline 23% | Goal 22%

Baseline 15% | Goal 14%
Hispanic

Baseline 30% | Goal 28% 

Baseline 7% |Goal 6%