We believe that staff and student well being are of utmost importance in any educational setting.  Creating and sustaining an environment that prioritizes well being can have significant positive effects on individuals' mental, emotional, and physical health.  By actively promoting staff and student well being at Parsons, we are working to create a positive and nurturing environment that supports growth, learning, and success for each and every individual.

1. Implementation of a schoolwide PBIS program
2. Parsons Clubs and Activities
3. Implementation of the Student Council
4. SEL lessons and activities using Character Strong
5. School counselor lessons  and small groups focusing on just-in-time themes
6. Student awards and recognitions every quarter, focusing on achievement and growth
7. Cub of the Month feedback sessions with students
8. Adult focus on SEL, including duty-free opportunities
9. Provide consistent fireside chats for staff to speak with the principal and administrative team

EES Student Survey Category

Supportive Learning Environment (SLE) 

Survey Item:Work I do at this school is useful and interesting to me (Baseline: 44% | Goal 46%)

Survey Item:Most Students are respectful of others at this school (Baseline: 34% | Goal 36%)

Survey Item:I enjoy coming to this school (Baseline: 41% | Goal 43%) 

In order to reach and teach each and every child, a well-defined and executed multi-tiered system of support (MTSS) must be in place and focused on the whole child.  MTSS provides an effective framework that ensures each and every child receives the support they need to succeed academically, socially, and emotionally.  By implementing MTSS, Parsons can promote equitable opportunities, personalize interventions, and create a positive and inclusive learning environment for all students.

1. Ensure schoolwide schedules are aligned to support multiple levels of intervention based on student needs

2. Ensure communication with stakeholders on tiered interventions

3. Ensure all stakeholders understand that MTSS is a framework to prevent all students from experiencing poor learning outcomes

4. Implement and structure school-based professional development so that all teachers continuously improve instructional practices, data-based decision making, and delivery of interventions and supports  

5. Leverage streams of assessements (DA, i-Ready, GMAS), through data talks and data dive protocols, to gauge progress of our goal to reduce beginning percentages across students groups.  

6.  Examine the fidelity of our MTSS program through the AIR rubric.

i-Ready Typical and Stretch Growth in Grades K-5

Increase the percentage of students meeting Typical and Stretch Growth 

Percent Reading on Grade Level in Grades 3-5

Percentage of students performing at or above grade level on the Reading portion of Milestones

EES Staff Survey Category

Monitoring of Teaching and Learning (MTL)

Survey Item: Students are encouraged to self-reflect and track progress toward goals (Baseline: 77% | Goal 80%)

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 quadrant sheet data tracking tool to inform about previous and current progress
2. Engage staff in the MTSS process through MTSS committee and Tier 2 grade level talks
3. Training of teachers on Restorative Practices through SEL and PBIS staff meetings
4. Administrative team meet with counselors twice a month to discuss targeted supports and interventions 

Georgia Milestones ELA and Math (Grades 3-5)

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

i-Ready Stretch Growth Goal for Reading and Math

Increase the percentage stretch growth in the following student groups:

The RBES tool includes equal elements of academic growth and supportive community promotes continuous improvement through the identification of strengths and weaknesses and communicates the annual change in school performance in both academic growth and creating a supportive community.

1. Implement a revised CLT agenda that engages staff to analyze the AKS, and provide a CLT focus of analyzing assessment items, forming differentiated small groups, analyzing student work, or analyzing student data
2. Engage in consistent cycles of learning walks across all content areas and provide consistent feedback
3. Engage staff in peer observations 
4. Monitor the efficacy of CLTs using the CLT rubric.
5. Use district assessment data to identify students in need, and provide just-in-time supports and interventions.  
6. Leverage the instructional expectations to center feedback for improvement

Georgia Milestones ELA and Math (Grades 3-5)

Increase the percentage of students scoring at the Proficient and Distinguished level:

i-Ready Typical Growth for Gifted Students

Increase the percentage of students achieving typical growth on i-Ready:

EES Staff Survey Category

Focused Professional Development (FPD) 

Survey Item: Peer observation/coaching and feedback is a tool we use to improve instruction (Baseline: 67% | Goal 70%)