Gwinnett County School District logo

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: HARBINS ELEMENTARY           Principal: Jimmy Lovett

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

Harbins will work to ensure students and staff are provided with a learning environment that promotes relevant, authentic instruction for well being through the implementation of Social Emotional Learning and Restorative Practices.

  1. SEL/PBIS Committee created with representation from all grade levels and areas of the school community.
  2. Designated time in the comprehensive schedule that provides all grade levels with a 15-minute Morning Meeting to implement SEL lessons and connect with students.
  3. Schoolwide training for all staff members with Restorative Practices, provided by Behavior Support Department of GCPS.
  4. Provide monthly opportunities for SEL check-ins with staff and students.
  5. SEL/PBIS Committee, School Counselors, and our Opportunity Room staff will provide students and with opportunities to increase wellbeing throughout the schoolyear.

Supportive Learning Environment (Staff)
2023 Baseline- 88%
2024 Target- 93%
Supportive Learning Environment (Student)
2023 Baseline- 47%
2024 Target- 57%

Equity 2.A - Multi-tiered System of Supports

For healthy
learning and
development to
take place,
students must
feel safe and
across all
domains of
cognitive, socialemotional,
ethical, identity,
health. This is
more likely to
happen when
are structured
in ways that
support the
whole child and
are responsive
to students’
strengths and

  1. Analyze the structure and processes from the initial implementation of the MTSS process in school year 2022-2023.
  2. Adjust and improve the structure and processes based upon the analysis from the previous year as well as supporting student data.
  3. Evaluate, disaggregate, and utilize student data provided by iReady Universal Screener and the Student Wellness Survey to drive instructional decisions (EIP, Gifted, etc) for each and every student.
  4. Grade level teachers will be engaged in periodic reviews of relevant data and progress of students, as led by the MTSS coordinator and grade level administrators.
  5. Conduct monthly MTSS review meetings with the MTSS Team utilizing the AIR Rubric.

Student movement from Tier 3 and Tier 2 to Tier 2 and Tier 1 as determined by iReady Tier data between Fall and Spring.

2022-2023 Baseline Data- iReady Tier Report- Fall 2022 and Spring 2023

iReady Tier Data 22-23        
  Reading Fall '22 Reading Spring '23 Math- Fall '22 Math- Spring '23
Tier 3 22 12 22 8
Tier 2 41 25 58 32
Tier 1 37 63 20 59


2022-2023 Goal

65% of students in Tier 1, 29% in Tier 2, and 6% in Tier 3



Equity 2.B - Opportunity and Access

Harbins will expand student opportunities to engage in high-quality, rigorous, and culturally relevant curriculum by providing all students with access to individualized instruction for enrichment and remediation on a continual basis.

  1. Training and Support for all teachers implementing the new EL Education Literacy program
  2. Daily Targeted Intervention time named Tiger Time, which provides opportunities for each and every student to receive enrichment and remediation
  3. Expand student identification for enrichment through the Gifted qualification process
  4. Provide training and support for intervention teachers, including programs such as SPIRE, Read 180, Navigate 360, and LLI. 
  5. Collaborative Learning Teams meet bi-weekly to review standards, align instructional strategies to support each and every student, and disaggregate relevant student data.

Families- Increase percent Positive Responses on the following EES-Family survey area: High Standards and Expectations

2023 Baseline 84%

2024 Target 90%

Students- Increase percent Positive Responses on the following EES-Student survey area: High Standards and Expectations

2023 Baseline 73%

2024 Target 80%

Increase the percentage of students scoring at the Proficient and Distinguished levels on the Georgia Milestones Assessment (Reading) and the iReady EOY Assessment (Math) based upon the cohort data:

Baseline Data 22-23 % Proficient and Distinguished
3rd grade Milestones Reading 48%
3rd grade iReady Math EOY 45%
4th grade Milestones Reading 39%
4th grade iReady Math EOY 47%
Target Data 22-23 % Proficient and Distinguished
4th grade Milestones Reading 55%
4th grade iReady Math EOY 52%
5th grade Milestones Reading 45%
5th grade iReady Math EOY 53%
Effectiveness 3.A - Results-Based Evaluation System

Harbins will provide each and every student with daily plans for instruction that provide students with remediation and enrichment opportunities based upon formative assessment data.

  1. Collaborative Learning Teams will provide teachers with time to develop and review formative assessments which drive instructional plans.
  2. Harbins Teacher participation in the Assessment Leadership Training program offered by the department of Accountability and Assessment.  
  3. Professional Learning opportunities provided throughout the school year which focuses on formative assessment development and review.
  4. Grade Level leaders facilitate Data Talks with teachers at each grade level in the areas of Reading and Math.
  5. Parent/Teacher Conferences will have a focus on Student-Led Conferencing in the Spring, with students using their formative assessment data to communicate their academic progress.

Increase Percentage of Students Scoring in the Proficient and Distinguished category on the Milestones Assessment and iReady EOY Assessment 

Baseline Data 22-23 % Proficient and Distinguished
3rd grade Milestones Reading 48%
3rd grade iReady Math EOY 45%
4th grade Milestones Reading 39%
4th grade iReady Math EOY 47%


Increase Parent Attendance in Spring Conferences 

Baseline 2023- Fall Conference Parent Attendance- TBD

Target 2024- Spring Conference Parent Attendance- TBD

Excellence 4.C - World-Class Communication and Engagement

Harbins will work to foster positive relationships throughout the Harbins School Community in order to create a learning environment that promotes trust and confidence in the instructional program operating at our school.

Harbins will provide workshops and activities to build Family Engagement/Parent Capacity throughout the 2023-2024 school year.

  1. Full implementation of Parent Square for one-way and two-way communication with the school to parents, the school to staff, staff to school, staff to parents, parents to school, and parents to staff.
  2. Providing additional opportunities for parents to participate in School Council Meetings on an in-person and digital basis.
  3. Weekly Parent Newsletter, the Peek, provides Harbins families with important dates and information related to academic and social-emotional learning at the school.
  4. Events are held throughout the year that provide the opportunity for families to engage in community building and expand their understanding of the academic work of Harbins.
  5. Parent/Teacher Conferences in the Fall and Spring will incorporate components of student-led conferences.
  6. Build staff and parent capacity to support learning at home through staff and parent workshops held in the Fall and Spring.

Increase percent Positive Responses on the following EES-Parent Survey in the areas Collaboration and Communication and Parent and Community Involvement:

Collaboration and Communication (Parent)
2023 Baseline- 88%
2024 Target- 93%
Parent and Community Involvement (Parent)
2023 Baseline- 85%
2024 Target- 90%