As Trickum Middle School continues to be a diverse school, we feel the need to build the cultural competency of our staff as a means of increasing empathy and creating a school in which all stakeholders feel a sense of belonging and safety.

1. Counselors will address cultural competence amongst students in classroom counseling lessons and/or the creation of small groups
2. Host and promote within the community a Multicultural/International Night and support the International Student Club where students can learn about different cultures represented in our school
3. Welcoming ritual to open faculty meetings focused on empathy 
4. Teacher Preplanning Breakout Sessions focused on differentiation, de-escalation techniques, strategies to support Multilingual Learners, and revisiting Tiger Pride (advisement lessons)
5. Continued work with empathy circles throughout the year (4 sessions) being redelivered by the Instructional Leadership Team
6. Connections and Self-Contained Special Education book study
7. Continue to empower Student Council as a way for students to share concerns and be a part of the decision making community
8. Continue to offer two-way communication opportunities to include actionable feedback (Ryan's Roundtable, Local School Council, etc.)

Cultural Proficiency - Staff Survey

Baseline: 74%; Target: 78%

Cultural Proficiency - Student Survey

Baseline: 92%; Target: 94%

Sense of Belonging - Student Survey

Baseline: 75%; Target: 77%

At Trickum Middle School, our vision is to “ensure learning for all students.”  As a school, we continuously work towards creating conditions in which every child has an opportunity to reach their full academic and social potential.

1. Data meetings for the Multi-tiered System of Supports (MTSS) team with progress monitoring
2. Continue to employ a lead counselor with a focus on MTSS
3. Interdisciplinary team meetings once per month to discuss and document data/progress monitoring (KidTalks) with an input process to include Connections teachers
4. Utilize iReady Screener to identify students in need to provide support for students
5. Provide reading and math Tier 2 supports for all identified students
6. Frequent attendance small groups facilitated by counselors
7. Continued Tiger Time approach to include progress monitoring
8. Continued implementation of a formalized process for Kid Talk/MTSS Data Collection
9. Create and train a Marcus Crisis Prevention Program (MCPP) team
10. Reimagined supporting documents for the Instructional Framework to highlight key components
11. Instructional Leadership Team book study on The Art of Coaching Teams
12. Emphasis on Behaviors that Support Effective Collaboration document to increase CLT collective efficacy

MTSS Screening - Academic

Baseline: 96%; Target: 96%

MTSS Screening - Wellbeing

Baseline: 97%; Target: 97%

PBIS Distinguished

Baseline: TBD; Target: Operational

Student Improvement - % Beginning on Milestones

Baseline: 20%; Target: 17%

At Trickum  Middle School, we will ensure that all of our students will have opportunities to engage in and access to high-quality, rigorous, and culturally relevant curriculum.

1. 1 to 1 devices for all students
2. Continued focus on small group instruction coupled with peer observation
3. Continued scheduling practices to include all instructional settings on multiple pods
4. Increase the number of Gifted, EL and Instructional Coaching endorsed teachers
5. Discipline Data Review Team to focus on analyzing, sharing, and providing assistance in regards to Positive Behavioral Intervention & Supports implementation; information shared via monthly faculty meetings
6. Continued implementation of restorative practices by Assistant Principals to include restorative circles and re-entry conferences
7. Staff preplanning breakout session focusing on de-escalation techniques (modify re-delivery of MCPP training)
8. Reviewing iREADY data twice/year to identify students for additional services
9. All certified teachers will complete WIDA training to support MLs
10. Schoolwide staff development plan to include differentiated learning opportunities for all teachers to include peer to peer instruction

Gifted & Talented Representation by Subgroup

Baseline/Target - see attachment

Discipline Representation by Subgroup

Baseline/Target - see attachment

At Trickum Middle School, we strive to be the “greatest middle school in the nation.” This includes ensuring a sustained legacy of academic performance.

1. Continue to link Results-Based Evaluation System with the Local School Plan for Improvement 
2. Weekly walk-throughs with "sticky note" feedback by Leadership Team
3. Continue to implement collaborative practices utilizing the best practices of professional learning communities
4. Implementation of the Trickum Middle School Instructional Framework including re-imagined supporting documents
5. Professional learning for all teachers focused on research-based instructional practices, academic vocabulary, and analyzing student work with the intentions of increasing student performance in all classrooms
6. Continued focus on small group instruction coupled with peer observation
7. Leadership Team will continue to provide feedback to teachers, focusing on the improvement of instructional practice
8. Instructional Leadership Team book study on The Art of Coaching Teams to help improve Collaborative Learning Teams practices
9. New Teacher Committee focused on providing differentiated New Teacher Network support and development with implementation for Year 1, 2, and 3 staff

Gwinnett Teacher Evaluation System [GTES] (Percentage of teachers who are proficient and/or exemplary in Standard #2 Instructional Planning, Standard #3 Instructional Strategies, Standard #4 Differentiation, Standard #8 Academically Challenging Environment and Standard #9 Professionalism) 

Baseline: 99.8% Target: 100%

Improvement Progress (Increase the percentage of students scoring in the Proficient or Distinguished categories on each of the Georgia Milestones Assessments)

Baseline/Target - see attachment