Five Forks Middle School is committed to creating a culture where staff and students feel a sense of belonging and safety. We will strive to increase the cultural competence and proficiency of our organization and individual staff members to improve service delivery, strengthen programs, and enhance engagement across the full spectrum of our diverse community.

1.  Work with Peer Leaders and Student Ambassadors, which include students from grades 6-8, to receive input and gather student voice.
2.  Hold daily Morning Meetings (SEL) with students that will take place Monday - Thursday each week. 
3.  Design and implement Advisement lessons, PBIS lessons, and SEL lessons to further grow and enhance a positive and healthy school culture.
4.  Offer a variety of clubs and extracurricular activities that will cultivate an environment of inclusion for our diverse student body.
5. Develop a local school mentoring program for male students run by teacher leaders. 
6.  Offer ongoing professional development for all staff members in the area of Supportive Community.
7. Staff RBES Goals and Professional Learning Goals will align to our school's LSPI to measure progress in the areas of Supportive Community and Academic Press. 

Baseline Data: Student Educational Effectiveness Surveys (EES) for the 23-24 SY with the "Supportive Learning Environments" characteristic indicate the following areas for improvement: 

• I enjoy coming to this school.  (45% positive responses)
• Most students are respectful of one another in this school. (34% positive responses)
• I feel proud of my school. (58% positive responses) 

Target:  Increase these specific areas by 3% minimum. 

Five Forks Middle School recognizes that not all students learn in the same way or at the same time.   We will implement a comprehensive framework to fully operationalize a multi-tiered system of supports to address academic and non-academic student needs and remove barriers to success.

1. The MTSS team consisting of administrators, counselors and teacher leaders will oversee supports and interventions for both academic and behavior. 
2. Conduct monthly MTSS data review meetings with all grade levels and connections teachers. 
3. The Tier 2 & Tier 3 PBIS/Restorative practices team will track behavioral data and develop targeted interventions specific to the needs of those students. The PBIS program will also encourage and reward positive behavior through Bronco Bucks and Positive Behavior Referrals.
4. Utilize universal screeners to identify students who need additional academic and/or emotional support.
5. Ensure high quality Tier 1 instruction/Explicit Instruction for all students that includes targeted small groups.  Planning for this will take place during weekly PLCs. 
6. Use  ongoing formative assessments to remediate and enrich instruction.
7. Continue to implement our Reteaching and Reassessment plan to ensure mastery of the AKS.
8. Staff RBES Goals and Professional Learning Goals will align to our school's LSPI to measure progress in the areas of Supportive Community and Academic Press. 

Baseline Data:  Student Responses to Educational Effectiveness Surveys (EES) from 23-24 SY identifies the following areas for improvement:

• My teachers find other ways for me to learn difficult things. (66% positive responses)
• My teachers often tell me how I am doing in their class. (56% positive responses)
  • Target for ESS:  Improve each area by a minimum of 3%.  

iReady Data: Fall 2024 to Spring 2025

Reading Data: For the iReady Fall Screener, the majority of our students, across all grade levels, tested at the grade level or above for reading 

• 6th Grade (398 students tested) 
  • At or above Grade Level: 51%
    • Mid or above grade level: 32%
    • Early on grade level: 19%
  • One grade level below: 23%
  • Two grade levels or below: 11%
  • Three or more grade levels below: 15% 
• 7th Grade (393 students tested) 
  • At or above Grade Level: 63%
    • Mid or above grade level: 36%
    • Early on grade level: 27%
  • One grade level below: 17%
  • Two grade levels or below: 7%
  • Three or more grade levels below: 12% 
• 8th Grade (418 students tested) 
  • At or above Grade Level: 50%
    • Mid or above grade level: 29%
    • Early on grade level: 21%
  • One grade level below: 23%
  • Two grade levels or below: 5%
  • Three or more grade levels below: 24% 

The iReady Reading Goal for all three grade levels is to increase the percentage of students in the combined "At or above Grade Level" category by 10% - therefore decreasing the percentages of students who are in the below grade level range. 

Math Data: For the iReady Fall Screener, the majority of our students, across all grade levels, tested at the grade level or above for math 

• 6th Grade (396 students tested) 
  • At or above Grade Level: 49%
    • Mid or above grade level: 16%
    • Early on grade level: 33%
  • One grade level below: 34%
  • Two grade levels or below: 9%
  • Three or more grade levels below: 9% 
• 7th Grade (393 students tested) 
  • At or above Grade Level: 53%
    • Mid or above grade level: 20%
    • Early on grade level: 33%
  • One grade level below: 30%
  • Two grade levels or below: 7%
  • Three or more grade levels below: 10% 
• 8th Grade (418 students tested) 
  • At or above Grade Level: 37%
    • Mid or above grade level: 16%
    • Early on grade level: 21%
  • One grade level below: 34%
  • Two grade levels or below: 9%
  • Three or more grade levels below: 19% 

The iReady Math Goal for all three grade levels is to increase the percentage of students in the combined "At or above Grade Level" category by 10% - therefore decreasing the percentages of students who are in the below grade level range. 

Five Forks Middle School seeks to expand student opportunities that will allow them to engage in and have access to high quality, rigorous, and culturally relevant curriculum, advanced coursework (e.g. Advanced Placement and dual enrollment), and enrichment activities (e.g. the arts, gifted, STEM, career technical education).

1. Review academic data along with the universal screeners to identify additional students for gifted evaluation.
2. Incorporate problem-based and project-based learning activities in math and science classes.
3. Continue to implement our Reteaching and Reassessment plan to ensure mastery of the AKS.
4. Continue to identify students for EOC courses - Spanish, Foundations of Engineering, Biology, and Math locally and partner with the Foreign Language Programs at the high school for students to take courses there. 
5. Staff RBES Goals and Professional Learning Goals will align to our school's LSPI to measure progress in the areas of Supportive Community and Academic Press. 

Baseline Data:  Student Responses to Educational Effectiveness Surveys (EES) identifies the following areas for improvement:

• My teachers find other ways for me to learn difficult things. (66% positive responses)
• My teachers often tell me how I am doing in their class. (56% positive responses)

Target for ESS:  Improve each area by a minimum of 3%.   

Academic and District Assessment Data:

80% or more students will score 75% or higher on locally created and district summative assessments. Additionally, for District Assessments, our goal will for each curriculum area assessed, Five Forks Middle School will rank in the Top 6 of all GCPS Middle Schools. 

Georgia Milestones Assessments (GMAS):