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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.


2023 - 2024 Local School Plan for Improvement (LSPI)

School: SUGAR HILL ELEMENTARY           Principal: Nick Boyers

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

Promote student and staff wellbeing through prioritizing self-care, physical and mental health, and social
emotional learning. 

  • Continue efforts to build an intentional, well-established,
    exemplary social and emotional learning (SEL) program
    that strategically provides professional learning and resources for staff, students, and families.
  • Develop additional resources through the human resources department and the SEL office to provide mental
    health supports for staff, e.g. employee assistance programs, wellness coaching, stress management, etc. 
  • Provide additional opportunities to elevate student voice,
    ownership, and agency in the design of their school experience and be responsive to their requests
  1. Sugar Hill's supportive community committee will focus on staff and student well-being.  The committee will create events, environments, and experiences aimed at improving staff and student well-being. The committee will collaborate to implement a local school International Night and cluster community event to showcase the cultures and talents of students and staff at Sugar Hill. 
  2.  Sugar Hill will host three staff well-being days with opportunities for staff to connect with one another and community partners. 
  3.  Sugar Hill will designate time during August Roundup to establish routines and procedures that build classroom community through morning meetings and SEL lessons.  Sugar Hill will identify a school-wide monthly SEL focus and implement lessons from Character Strong.  Staff will utilize new technology for content creation during Roundup to engage students.
  4.  Sugar Hill Elementary will partner with the city of Sugar Hill and Lanier High School to implement field trips in the local community. 
  • Sugar Hill will increase the percentage of students responding "Almost Always True" on the EES Student Survey Item "I enjoy coming to this school" from 47% during the 22-23 school year to 52% or higher during the 23-24 school year. 
Equity 2.A - Multi-tiered System of Supports

Implement a comprehensive framework to fully operationalize a multi-tiered system of supports to address academic and
non-academic student needs and remove barriers to success.

  • Identify academic and non-academic strengths, needs, and interests of each and every student to ensure whole learner, whole
    child focus. 
  • Build capacity to support and fully integrate non-academic tier 1 structures and processes such as school-wide positive behavior interventions and
    supports (PBIS), SEL curriculum/competencies, school counseling programs, etc. 
  • Increase strategic alignment, accessibility, and impact of integrated student supports for students identified for tiered
    interventions, including, but not limited to, after school enrichment programming, full-service community school
    models, mentoring programs, family resources/supports, behavior specialists, social workers, counselors, psychologists, clinic workers, etc. 
  • High-quality tier 1 instruction for all students that includes targeted small groups, grade level curriculum, ongoing
    formative assessments, and progress monitoring.
  • Develop targeted universalism strategies and supports for multilingual learners and students with disabilities.
  • Embed supports for multilingual learners and students with disabilities into grade-level instructional materials with appropriate scaffolding. 
  • Increase capacity building for effective co-teaching practices and universal design strategies.
  1.  Sugar Hill teachers will implement EL Curriculum with fidelity, receive professional development on building vocabulary and comprehension with informational texts, deconstruct and analyze new math standards in kindergarten thru fifth grade.
  2.  Leaders will facilitate professional development on co-teaching and differentiation that includes training on the WIDA standards and six models of co-teaching.
  3.  Sugar Hill will host two parent workshops to increase parent capacity and improve communication.
  • Sugar Hill will retain status as a Distinguished PBIS school.
  • Sugar Hill will decrease the percentage of students scoring at the beginning level on the Georgia Milestones by 5% in ELA and math. 
  % of Students Scoring at the Beginning Level on GMAS during the 22-23 School Year % of Students Scoring at the Beginning Level on GMAS during the 23-24 School Year
ELA 19%  
Math 12%  




Equity 2.B - Opportunity and Access

Expand student opportunities to engage in and access high-quality, rigorous, and culturally relevant curriculum, advanced coursework, and enrichment activities (e.g., the arts, gifted, and STEM). 

  • Increase opportunity to learn through consistently implementing a high-quality curriculum that reflects grade level
    expectations, focusing on early literacy and the science of reading, and identifying subjects and grades to target for
    improvement through third-party curriculum audits. 
  • Increase opportunities and pathways for all students to demonstrate eligibility for gifted/talented programming. 
  1. Increase enrichment opportunities during Roundup by adding the following offerings: robotics, environmental education, gamification, intro to drones, etc.).
  2. Increase the number of career presenters at Career Day.
  3. Reduce disruptions to learning through restorative practices.
  • Sugar Hill will add two additional robotics team to increase access.  
  • Sugar Hill will create enrichment opportunities using drones to 15+ students. 
  • Sugar Hill will provide environmental enrichment opportunities through the use of tower gardens to 30+ students. 

Robotics Teams

Baseline: 22-23 SY - 3 teams

Target: 23-24 SY - 6 teams


Baseline: 22-23 SY - 0 students

Target: 23-24 SY - 25 students

Tower Gardens

Baseline: 22-23 SY - 30 students

Target: 23-24 SY - 40 students

Effectiveness 3.A - Results-Based Evaluation System

Redefine the inputs, behaviors, and outcomes that determine the standards for student success as measured
by the Results-Based Evaluation System (RBES) to support school improvement and student growth. 

  • Revise and implement updated systems, structures, and processes for progress monitoring of LSPI implementation,
    with proactive opportunities to course-correct with additional resources and support within the academic year. 
  1. Implement quarterly grade-level data talks to review District Assessment data. 
  2. Plan and implement individual data talks with homeroom teachers and MTSS team members after the mid-year universal screener to make adjustments and monitor student progress. 
  • Sugar Hill students will show a 30% increase from the BOY to EOY universal screener in the vocabulary domain scoring "Mid or Above Grade Level" or "Early on Grade Level."
  % of Students Scoring Mid or Above Grade Level or Early on Grade Level on BOY Vocabulary Domain % of Students Scoring Mid or Above Grade Level or Early on Grade Level on MOY Vocabulary Domain % of Students Scoring Mid or Above Grade Level or Early on Grade Level on EOY Vocabulary Domain
Kindergarten 35%    
1st Grade 30%    
2nd Grade 31%    
3rd Grade 48%    
4th Grade 40%    
5th Grade 36%    
School Total 37%    
  • Sugar Hill students will show a 25% increase from the BOY to EOY universal screener in the Comprehension: Informational Text domain "Mid or Above Grade Level" or "Early on Grade Level."
  % of Students Scoring Mid or Above Grade Level or Early on Grade Level on BOY Comprehension: Informational Text % of Students Scoring Mid or Above Grade Level or Early on Grade Level on MOY Comprehension: Informational Text % of Students Scoring Mid or Above Grade Level or Early on Grade Level on EOY Comprehension: Informational Text
Kindergarten 38%    
1st Grade 23%    
2nd Grade 33%    
3rd Grade 40%    
4th Grade 37%    
5th Grade 39%    
School Total 35%    



Excellence 4.C - World-Class Communication and Engagement

Demonstrate world-class communication and engagement through modeling the value GCPS leadership places on transparent, two-way communication to build stakeholder trust and confidence. 

  • Strategically use social media and digital communications to connect with more stakeholders
  • Improve two-way communication, engagement, and outreach that connect the community, the schools, and the
    district office. 
  1. Implement Parent Square to streamline communication channels. 
  2. Implement regular parent workshops during the school day with the parent liaison. 
  3. Improve two-way communication with the City of Sugar Hill, Lanier Middle School, and Lanier High School on social media and school newsletters.
  • 100% of certified teachers will be trained on Parent Square.
  • Increase the percentage of families who have an active portal account to 95%.

Parent Square

Baseline: 22-23 SY - 0 teachers

Target: 23-24 SY - 100% of teachers

Active Portal Account

Baseline: 22-23 SY: 92.7%

Target: 23-24 SY: 95%