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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: MOORE MIDDLE           Principal: Lamont Mays
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

Moore Middle School staff is committed to creating additional opportunities for students to exercise their voice in areas including, but not limited to their learning and extracurricular activities.

Our school will also promote staff and student well-being to ensure a sense of belonging in our school community.

  1. Staff will be recognized on a monthly basis as it relates to our LEAD Mission and T.E.A.M (Together Everyone Achieves Mo(o)re) Theme. Staff may be nominated in by Moore administrators or staff may nominate their colleagues to be officially recognized.
  2. Students will be recognized on a monthly basis as it relates to our LEAD Mission and T.E.A.M (Together Everyone Achieves Mo(o)re) Theme. Student recognition will include being highlighted as the Student of the Day, recognition breakfast, names drawn for lunch with the principal, and all recognized students displayed on their grade level boards and scrolling announcements.
  3. Increase student voice through audits and feedback loops of our Advisement and PBIS Programs by student leaders.
  4. On-going Professional Learning to increase the quality of social-emotional learning through Advisement as well as embedded SEL during classroom time.  Advisement and SEL will be aligned to the GCPS Portrait of a Graduate Competencies.

EES Survey

Students

  • Most students are respectful of others at this school
    • Baseline SY22-23: 27%
    • Target SY23-24: 30%
  • I enjoy coming to this school
    • Baseline SY22-23: 40%
    • Target SY23-24: 43%
  • Student success is celebrated in this school
    • Baseline SY22-23: 55%
    • Target SY23-24: 58%

Staff

  • I receive training on instruction to support social emotional learning
    • Baseline SY22-23: 49%
    • Target SY23-24: 53%

Schoolwide

  • PBIS Designation
    • Maintain Distinguished PBIS Designation

 

 
Equity 2.A - Multi-tiered System of Supports

Moore Middle School is committed to supporting each and every student by identifying academic and non-academic strengths, needs, and interests to ensure whole learner, whole child focus through the implementation of a multi-tiered system of supports.

  1. Frequently assess students and collaboratively execute next steps to ensure that students are demonstrating academic, social, and behavioral growth.

  2. Ensure quality instruction through collaborative curriculum planning that is aligned to AKS/ALDS at the distinguished level.

  3. Implement intervention ELT/Saturday School for students who are not successfully progressing and/or mastering the AKS.

  4. Provide MTSS data meetings to support all student needs.

  5. Hold monthly Kid Talk meetings to develop and monitor plans to ensure that each and every student’s academic, social, and emotional needs are met.

  6. Create more effective PBIS programs that incentivize academic and behavioral growth.

  7. Ensure staff is trained in utilizing proper academic and behavioral interventions.

% Reading At or Above Grade Level on Milestones Reading 

  • 6th grade:
    • Baseline SY22-23: 48%   
    • Target SY23-24: 54%
  • 7th grade:
    • Baseline SY22-23: 64%   
    • Target SY23-24: 68%
  • 8th grade:
    • Baseline SY22-23: 70%   
    • Target SY23-24: 73%

% Students scoring P/D on Milestones: English Language Arts

  • 6th grade:
    • Baseline SY22-23: 27%     
    • Target SY23-24: 35%
  • 7th grade:
    • Baseline SY22-23: 30%   
    • Target SY23-24: 33%
  • 8th grade:
    • Baseline SY22-23: 34%   
    • Target SY23-24: 37%

% Students scoring P/D on Milestones: Mathematics

  • 6th grade:
    • Baseline SY22-23: 20%   
    • Target SY23-24: 25%
  • 7th grade:
    • Baseline SY22-23: 23%   
    • Target SY23-24: 27%
  • 8th grade Math:
    • Baseline SY22-23: 35%   
    • Target SY23-24: 38%
  • Algebra I:
    • Baseline SY22-23: 64%   
    • Target SY23-24: 67%

% Students scoring P/D on Milestones: HS Phy SC

  • HS Phy SC:
    • Baseline SY22-23: 27%   
    • Target SY23-24: 30%

% Students scoring P/D on Milestones: Social Studies

  • 8th Grade:
    • Baseline SY22-23: 34%   
    • Target SY23-24: 37%

% Students scoring Tier I level on iReady Reading Assessment

  • 6th Grade:
    • Baseline August iReady Reading Screener: 25%
    • Target Final iReady Reading Screener: 35%
  • 7th Grade:
    • Baseline August iReady Reading Screener: 24%
    • Target Final iReady Reading Screener: 34%
  • 8th Grade:
    • Baseline August iReady Reading Screener: 26%
    • Target Final iReady Reading Screener: 36%

% Students scoring P/D on District Assessments in each content area to reflect typical growth (school performance in context on regression charts)

Baseline TBD on Fall DA Administration

 
Equity 2.B - Opportunity and Access

Moore Middle School will work to ensure each and every student has access to high quality instructional practices where lessons are rigorous and culturally relevant.

  1. Increase the number of under-represented student groups screened for the Gifted program.

  2. Increase collective impact of staff to provide quality instruction each day by building effective collaborative teams.

  3. Provide collaborative spaces and professional development so teachers can create engaging instruction.

  4. Weekly walkthroughs by administrators.

  5. Increase Peer Observation frequency to once per month based on instructional learning cycles.

% Students identified as Gifted

Baseline SY22-23: 8%   

Target SY23-24: 10% 

EES Survey

Staff

  • Collaboration and Communication Theme
    • Baseline SY22-23: 75%   
    • Target SY23-24: 78%
  • My professional learning community work results in improved student learning
    • Baseline SY22-23: 76%   
    • Target SY23-24: 79%
  • Monitoring Teaching and Learning Theme
    • Baseline SY22-23: 74%   
    • Target SY23-24: 77%
  • We monitor the effectiveness of instructional interventions
    • Baseline SY22-23: 73%    
    • Target SY23-24: 76%
  • Focused Professional Development Theme
    • Baseline SY22-23: 63%   
    • Target SY22-23: 66%
  • Peer observation/coaching and feedback is a tool we use to improve instruction
    • Baseline SY22-23: 64%   
    • Target SY23-24: 67%
  • We are provided training to meet the needs of a diverse student population in our school
    • Baseline SY22-23: 61%   
    • Target SY23-24: 64%

Universal Screener Participation Rate

  • Target SY23-24: 95%

Weekly Walkthrough Goal

  • Baseline: 20 total per week
  • Target: 5 Teachers per administrator per week (25 total per week)

Peer Observation Goal

  • Baseline: SY22-23 3 cycles 
  • Target SY23-24 6 cycles

 
Effectiveness 3.B - Talent Management

Moore Middle School is committed to hiring, developing, and retaining teachers who possess the potential to be great in the Blueprint for the Future’s four strategic priorities (Empathy, Equity, Effectiveness, and Excellence). 

  1. Provide on-going support for teacher leaders to mentor teacher new to our school.

  2. Provide teachers new to our school with mentors adequately trained to provide them support in acclimating to GCPS/Moore Middle School.

  3. Communicate local and district professional development expectations, opportunities.

  4. Utilize interview and hiring process that identifies candidate’s potential that reflects the four strategic priorities, MMS LSPI, and MMS student body.

  5. Provide teachers release days during both semesters for collaborative content planning, ESOL support, and SPED support. 

EES Survey

Staff

  • Effective Leadership Theme
    • Baseline SY22-23: 85%   
    • Target SY23-24: 87%
  • Support from my principal/supervisor leads to progress on instructional improvement (or professional growth)
    • Baseline SY22-23: 84%   
    • Target SY23-24: 86%

Professional Learning

  • Increase % of certified staff attending at least two district professional learning (Content/SEL)
    • Baseline SY22-23: 50%
    • Target SY23-24: 67%

 
Excellence 4.A - Preferred Education Destination

Moore Middle School is committed to being a first choice of students and families for excellent schools and the employer of choice for educators and staff to fulfill their careers.

  1. Improve quality of instruction by reducing variability between classrooms through focus walks, feedback, and additional monitoring/support.

  2. Provide assortment of opportunities for students and families to become more engaged at our school: (local tournaments (basketball, soccer), intramurals, athletic conditioning, dances, cultural celebrations (Hispanic Heritage Month, Black History Month), and Title I Theme Nights.

  3. Partner with external groups to provide future skills for students (ie. Financial literacy).

  4. Build relationships with businesses and faith-based community enhance connections between the school, parents, and greater community.

EES Survey

Student

  • I feel proud of my school
    • Baseline SY22-23: 50%   
    • Target SY23-24: 53%

Parent

  • My student enjoys going to school
    • Baseline SY22-23: 64%   
    • Target SY23-24: 67%
  • I believe adults in this school care about my student
    • Baseline SY22-23: 72%   
    • Target SY23-24: 74%
  • My student is challenged with a rigorous course of study at this school
    • Baseline SY22-23: 50%   
    • Target SY22-23: 53%

 
Family Engagement/Building Parent Capacity -

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

  1. Interactive workshops will take place where parents can learn about the content through a lesson, and then practice with other parents and/or their child.

  2. Parents will learn specific knowledge and/or skills so they are equipped to help their child academically at home.

  3. We will teach parents how technology can assist them and their child at home, and show them what resources they have available and how to access the resources. 

  4. Our teachers will also receive professional development regarding building parent capacity and effective communication, so through schedule parent-teacher conferences, the teachers can help parents understand how to help their child at home.

  5. Interpretation will be provided for parents as needed. In addition, our PIC will assist parents with academic related needs during office hours of 8:15am-4:15pm.

Increasing % Parent Participation/Involvement in planned parent activities

  • Baseline: 5% of population
  • Target: 10% of population

Increasing % Parent Survey Responses

  • Baseline: 10% of population
  • Target: 15% of population