- Gwinnett County School District
- GCPS News
GCPS schools named “Literacy Leaders” by GaDOE
September 22, 2023
The Georgia Department of Education has recognized eight Gwinnett County public schools for helping students improve their reading.
- Anderson-Livsey Elementary School (Growth)
- Craig Elementary School (Achievement)
- Gwin Oaks Elementary School (Achievement)
- Ivy Creek Elementary School (Achievement)
- Level Creek Elementary School (Achievement)
- Roberts Elementary School (Achievement)
- Simpson Elementary School (Achievement)
- Trip Elementary School (Achievement)
The schools are among a select group of 155 from around the state recognized as 2022-2023 Literacy Leaders for producing exceptional achievement or growth in 3rd grade reading. Schools with 90% or more of their 3rd grade students reading at grade level or above are being recognized for outstanding achievement, and schools with a 15% or higher increase from 2021-22 to 2022-23 are being recognized for outstanding growth. Of the eight Gwinnett County Public Schools (GCPS) honored, seven were recognized for Achievement and one for Growth.
“We are incredibly proud of the targeted efforts of our teachers and leaders at the identified schools and celebrate the incredible efforts of our students to continue to perform at high levels,” says DeNelle West, GCPS’ Chief Learning Officer. “As an organization, we have leveraged our academic knowledge and skills as the target for each student across the organization. With increased growth, the range of differentiation required to meet the needs of each and every student is a cornerstone of our instructional practices in our classrooms across the district.”
State Superintendent Richard Woods will visit the selected schools throughout September and October to recognize and congratulate them. Although pleased with the results, Mrs. West says the district is focused on continuous improvement. “To better prepare and equip staff to more effectively meet and exceed our district's and the state's academic targets in literacy, we invested in high-quality professional learning that creates a shared understanding of the science of reading, structured literacy, and high-leverage instructional practices,” she explains. “In addition to deepening our capacity to understand the science of reading better, we have also adopted high-quality instructional materials and evidence-based interventions while implementing a multi-tiered system of supports to be responsive to the needs of our students. This intentional focus has helped to strengthen instructional practices that have been in place and raise the bar in areas where needed.”