Based on community input and leadership team feedback, we believe our school climate is within our locus of control. It is our responsibility to ensure all students feel safe and that they belong so that they can be fully engaged in learning activities. It is our responsibility to ensure teachers have the support they need to create a positive learning environment. 

1. Professional Learning and implementation of: morning meetings, Social Emotional Learning (SEL), Joyful Learning, Restorative Practices
2. Continuation on Tier 1+ (Operational Level) of our Positive Behavioral Interventions & Supports (PBIS) program 
3. Restructuring of Counseling lessons and supports to focus on SEL 
4. Increase the number of after school Clubs & Activities for students 
5. Integration of SEL into all classrooms, including Humanities

EES Survey Data

Action Steps 1-5 - Student Wellbeing: 

• I enjoy coming to this school. (Baseline = 39% positive; Goal = 50%) 
• I feel safe at this school. (Baseline = 41% positive; Goal = 50%)

Action Step 1 - Staff Support:

• I receive training on instruction to support social emotional learning. (Baseline = 82% positive; Goal = 90%) 

Based on our school needs assessment and instructional leadership team conversations, we believe a well-defined and executed multi-tiered system of supports (MTSS) must be in place in order to reach and teach every child. 

1. MTSS Implementation Team regularly scheduled meetings 
2. MTSS Team professional learning on interventions (e.g. Fundations, Just Words, mCLASS, Wilson, LLI, Spire, etc.) 
3. MTSS Team professional learning on and implementation of MTSS processes (i.e. data conversations, Student Support Team meetings, Kid Talks) 
4. Schoolwide continued use of and professional learning on instructional technology tools that support student learning (e.g. Imagine Learning, Amplify, iReady, etc.) 
5. Intervention/Enrichment (I/E) block in the master schedule and training for staff on how to use it effectively 
6. Use of Assessment Tools (Dibels 8, iReady, etc.) for screening 
7. Extended Learning Time program with targeted AKS support in Language Arts and Math

Action Steps 1-7 - iReady Screener Data:

• Reduce percentage of students scoring "At Risk for Tier 3" in Language Arts and Math by the end of the 23-24 school year by 8% over the previous year. 

Action Steps 1-7 - GMAS Data:

• Reduce percentage of students scoring in the "Beginning category" on the ELA and Math Milestones by the end of the 23-24 school year by 8% over the previous year. 

Based on our school needs assessment and conversations with our instructional leadership team, we believe each and every student deserves access to a high quality curriculum and rigorous/relevant coursework and enrichment activities.

1. Continued professional Learning for all K-5 reading/writing teachers on EL curriculum materials 
2. Instructional Coaching Cycles 
3. Peer Observations & Feedback 
4. Collaborative Learning Teams utilizing the Plan, Do, Check, Act cycle 
5. Gifted referral and identification process 
6. Implementation of a STEM program for all students and Professional Learning for teachers on STEM PBL
7. Continuation of our Computer Science for All initiative 
8. Committee meetings focused on providing enrichment and culturally relevant activities 
9. Use of Assessment Tools (e.g. iReady, etc.)

Action Steps 1-9 - GMAS Data:

• Increase percentage of students reading on grade level on the ELA Milestones by 8% over the previous year. 

Action Steps 1-9 - DA Data:

• Increase percentage of students scoring in the "Mastered" and "Review" categories on the End-of-Year District Assessments by 8% over the previous year. 
• Increase percentage of students scoring in the "Proficient" and "Distinguished" categories on the District Milestones Benchmark by 8% over the previous year. 

Action Steps 5 & 9 - Gifted/Talented Representation: 

• Increase the percentage of students served in the Gifted/Talented program by the end of the 23-24 school year by 3%. 

By utilizing the RBES as a school, we can work to get our MTSS pyramid toward a pyramid shape (with 80% of students successful at Tier 1) by focusing on effective Tier 1 instruction and harnessing the power of peer observation and feedback. 

1. Focus on effective Tier 1 instruction (i.e. EL curriculum, balanced numeracy, etc.)
2. MTSS Implementation Team 
3. Peer observations (learning walks) schedule, feedback form, and debriefs 
4. Collaborative Learning Teams utilizing the Plan, Do, Check, Act cycle
5. Teachers attending district-supported professional learning opportunities 

Action Steps 1-5 - DA Data:

• Increase percentage of students scoring in the "Mastered" and "Review" categories on the End-of-Year District Assessments by 8% over the previous year. 
• Increase percentage of students scoring in the "Proficient" and "Distinguished" categories on the District Milestones Benchmark by 8% over the previous year. 

*See Goal 2.B for the data charts

Action Steps 3 & 4 - Learning Walks Data:

• Number of peer learning walks completed per certified teacher to support instructional practice; Baseline = 2; Goal = 4 

Based on our needs assessment and discussions with our instructional leadership team, Stripling Elementary will become a preferred education destination for students, parents, and employees of Gwinnett County by continuing to focus on a positive school climate and improved student achievement. 

1. Increase the number of after school Clubs & Activities for students
2. Effective Tier I instruction (e.g. EL curriculum implementation, etc.) 
3. Effective intervention and acceleration for all students 
4. Career Week activities 
5. Student leadership and mentoring programs (e.g. Everybody Wins!, BLAST, Paul Duke mentors, etc.) 
6. Committee events focused on providing enrichment and culturally relevant activities

Action Steps 2 & 3 - GMAS Data:

• Increase percentage of students scoring in the "Proficient" and "Distinguished" categories on the Milestones by 8% over the previous year. 

Action Steps 1-6 - EES Survey Data

Employee Satisfaction:

• Staff at all levels are treated fairly here. (Baseline = 78% positive; Goal = 88%)

Student Satisfaction: 

• Student success is celebrated in this school. (Baseline = 45% positive; Goal = 55%) 

We will build our care-givers' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise.

1. Family and Community Engagement Workshops focused on supporting our LSPI (e.g. PBIS workshop, Literacy workshop, Math workshop, ESOL workshop, etc.)
2. School committees focused on developing and implementing culturally relevant extracurricular and family engagement activities (e.g. International Night, STEM Night, etc.)
3. Continued partnership with the PTA 

Action Steps 1-3 - EES Survey Participation from Families

• Baseline - 51 participants; Goal - 75; increase participation by 50%

Action Steps 1-3 - Title I Family Engagement Event Surveys and Feedback 

• Analyze qualitative feedback from Title I family engagement surveys and implement suggestions