Students who are connected to a school community are culturally aware of others within the school community. Further, students who embrace cultural competence exhibit more empathy toward others within their peer group and/or those they simply interact with on a daily basis. Systems, structures, and processes will be created to operationalize the GCPS commitment to creating environments where students can thrive. 

1. Student Survey Response Action Steps

   1. LMS staff will participate in professional development session related to cultural "cornerstones" of our stakeholders/community. 
   2. Engage in a school community engagement event at least once per semester (with focused support for non-predominant populations).
   3. Analyze survey data related to culture to determine how we're doing and incorporate a suggestion box in the vestibule for parents and in the cafeteria for students. 
   4. Ensure that school resources (in each content area) effectively represent the students we serve. 
   5. Ensure that there is representation of our students (visually/aesthetically) throughout the building.
   6. We will continue to discuss survey results with students on the Principal's advisory board. 
   7. Host a student townhall, including randomly selected students, twice per month. 
   8. Engage newcomers in a Mustang Friends program to onboard them to our school/district. 
   9. Wellness opportunities will be created where teachers: relax and unwind in staff Wellness Room, monthly staff appreciation/team building opportunities, and staff feedback about wellness preferences will be sought.
   10. SEL lessons will be taught to ensure students have the social and emotional support they need in the areas of self-awareness, self-control, and interpersonal skills.
   11. Weekly recognition and appreciation of students for grades and behavior will be provided: Student of the Week, grade level appreciations, and PBIS turn-ins.

   12. Students who have chronic absenteeism will be monitored by counselors and rewarded for consistent attendance.

    

"I am comfortable interacting with people of a different ethnic backgrounds."

Baseline: 86%

Target: 90%

We believe that the  wellbeing of our students and staff have  a direct correlation to student success and positively impacts teacher retention. Providing an environment that is conducive to the social and emotional wellbeing of teachers, support staff, and students will result in increased student achievement. When students' ownership, voice, and agency are elevated, a more responsive school is cultivated. 

Student and Staff Survey Action Steps

1. Use survey information to develop the Advisement program. Include activities that support students’ needs.

2.  Invite students to participate on the SEL Leadership Team. Include student feedback on the quality of the Advisement lessons. 

3. The LMS PBIS Team will plan engaging student activities to teach and/or reward student behavior.  

4. Invite Student Council/Advisory Board Students to participate on the PBIS Leadership Team in order to obtain student input. 

5. Review responses on the staff survey to provide feedback on school practices, engagement activities, and wellness.  

6. Attendance Counselor will provide a school-wide attendance plan, provide parent communication (by mail, email, and telephone), monitor weekly and monthly attendance reports, and rewards for students who come to school regularly. 

7. Provide quarterly opportunities for staff to engage in staff wellness activities (support teacher engagement team as staff team building events are coordinated). 

8. Engage business partners in supporting student and staff wellbeing activities. 

Student Survey items (weighted average)

LMS will Increase the percent of students responding positively to the following student wellbeing EES items:

 Staff Survey

Increase the percent of staff responding positively to the following staff support EES Staff Survey items (weighted average):

 Chronic Student Absenteeism

Decrease the percent of the identified students who are chronically absent during the 2024-25 SY (as identified by 10% or more days absent 2023-24 SY). 

BASELINE: 22.2%

TARGET: 19% (Stretch goal is 6%)

 At Lilburn Middle School, students have diverse learning needs which have contributed to student academic performance. Students can achieve at higher levels with a comprehensive system of safety nets to address academic and behavioral needs. The need for a responsive framework to fully operationalize a multi-tiered system of supports to address academic and non-academic student needs and remove barriers to success is a school-wide focus this school year.

MTSS Academic Action Steps

1. All staff teachers will be trained to deliver the iREADY screener and to review the data.  

2. School-wide screener and make-up dates will be scheduled.  

3. Use the academic screener data to determine what student supports each student needs and regularly review the academic interventions to make sure that they are effective. 

4. Review and revise local school grading practices.
5. Communicate LMS Instructional Framework to instructional staff and community stakeholders through engagement nights, professional development, and advisement lessons to ensure that all students have access to high quality instructional experiences. 
6. Utilize peer observations, classroom walkthroughs and feedback (informal and formal) to enhance and monitor Tier 1 instruction (GTES)
7. Continue MTSS Implementation (utilize MTSS Air Rubric)
8. Continue to encourage participation in the Coaching, ESOL and Gifted Endorsement Program

MTSS Wellness Screener Action Steps

1. All staff teachers will be trained to deliver the Wellness screener and to review the data. . 

2. School-wide screener and make-up dates will be scheduled.  

3. Use the Wellness screener data to determine what student supports each student needs and regularly review the interventions to make sure that they are effective. 

Multi-Tiered System of Supports

1. Ensure that LMS constructs and facilitates a consistently implemented Multi-Tiered System of Supports to address SEL and academic needs of all students. 

ESOL Exit Action Steps

1. LMS will create a family friendly school environment by hosting quarterly parent/ family engagement activities, providing translation services during events, and raising awareness about ACCESS testing.  

2. LMS will host an assembly with students to familiarize them with the ACCESS testing format and uses. LMS will provide assessment tips and strategies that students can use during ACCESS testing. LMS will provide rewards for students based on participation and progress on the ACCESS test.  

3. Students will receive support through their Connections classes and their scheduled Language Development classes. Students will utilize the program Imagine Learning in both settings.  

5. Students who are near proficiency will receive additional support to move their progress to proficiency and beyond. This support will take place during the Extended Learning Time. 

6. Selected LMS teachers will participate in a district training to increase their knowledge and usage of the updated WIDA Speaking and Writing standards and rubric. (The WIDA Speaking and Writing Interpretive Rubrics are scales that help educators understand what students' speaking and writing sounds and looks like at various levels of English language proficiency). 

7. LMS will increase the number of ESOL certified teachers by May 2024.

8. LMS will provide school-wide professional learning to focus on supporting English Learners each semester. LMS ESOL leaders will place resources for instructional use on the school eCLASS page. 

9.  LMS will ensure that Long Term English Learners (LTELs) are provided appropriate academic support and that students are reclassified when they are eligible. 

10. ESOL Endorsement/Certification: Continue to encourage participation in the Coaching, ESOL and Gifted Endorsement Program- For 24-25, plan to nominate teachers for ESOL endorsement when the window opens. Work on getting as many teachers certified via the TALC to GACE pathway as possible.

PBIS Distinguished Action Steps

1. Continued actions that sustained the Operational status of PBIS. 

2. Partner with the LMS Advisement team to teach core behavioral competencies. 

3. Reinstate the Check-in/ Check-out program.

4. Continue the mentoring program for African American males(SEED).  

5. Reinstate the mentoring program for Hispanic males (local school mentoring program). 

6. All homeroom teachers will engage with students in classroom morning meetings (Champion Circles) each school day.  

7. Counselors will continue to offer individual and small group counseling opportunities for students.  

8. Restorative practices will become part of the disciplinary process. 

9. Student surveys will be used to inform school leadership of student input and wellness.  

11.  Student incentives will be offered for positive student behavior and discipline data will be reviewed at each faculty meeting.  

12. The PBIS coaches will  complete all of the required components for Lilburn to maintain compliance with being a PBIS school. 

13. We will continue implementation of local school PBIS at the Operational (and Distinguished) level. 

14. The LMS Team will be trained in Restorative Practices (New staff members)

15. New Teacher Orientation, mentoring, and ongoing professional learning to support effective classroom strategies will be operationalized, implemented, and monitored

16. We will continue working collaboratively with Office of Behavior Support & Interventions

MTSS Academic
95% of enrolled students will participate in universal screening for MA and ELA using the iREADY screener within the screening window. 

BASELINE: 96%
TARGET: 97%
Measure: i-Ready Screener

MTSS Well Being
95% of enrolled students will participate in universal screening for wellbeing using the wellness screener within the screening window.

BASELINE: 96%
TARGET: 97%
Measure: Student Wellness Survey

Multi-Tiered System of Supports

By May 2024, LMS will move from a 4 to a 5 on the MTSS AIR Rubric on Section 4: MTSS Multi-level Prevention System Fidelity Rubric and Section 5: MTSS School Infrastructure and Support Mechanisms 

BASELINE: 4

TARGET: 5

EL Exit Rate
Increase the percentage of Multilingual Learners who make progress toward  English Language Proficiency based on growth on the ACCESS.   

BASELINE: 61.4%
TARGET: 61.5% (STRETCH: 74.8%)
Measure: ACCESS 2.0

PBIS Distinguished 
Lilburn will maintain its status as an Operational PBIS school while progressing toward Distinguished status as measured by the completion of 4 new items within the Distinguished category on the rating scale. 

BASELINE: Operational Status 
TARGET: Maintain Operational Status and Continue to Progress towards Distinguished 
Measure: PBIS Rating Rubric

Lilburn Students Will Demonstrate a Reduction in the Number of Discipline Referrals Earned This School Year:

BASELINE: 531 Students Total 2023-24 (32% of student body)

* Additional Indicators: 417 ISS (24%); 333 OSS (19.2%)

TARGET: 421 Students by May 2025 (26% of student body- reduction of 110 students)

Teachers will distribute Positive Referrals to students at a more frequent rate.

BASELINE: 300+ Positive Referrals were given out by teachers during the 2023-24 school year

TARGET: 200 per grade level (200- 6th, 200- 7th, and 200 8th by May 2025)

To ensure equity and access, we will Increase opportunities and pathways for all students to access advanced placement courses and enrichment opportunities.

Gifted & Talented Student Identification/Instruction:

1. District designated scores for identification of Gifted & Talented students to be used.  

2. Parent and teacher recommendations will be considered during the screening process. 

3. The use of a portfolio system that allows students to demonstrate their abilities in other ways will be used. 

4. Specific consideration of students in the EL program (portfolio, teacher observations) will be made. 

5. Continue to encourage participation in the Coaching, ESOL and Gifted Endorsement Program
6. Participate in professional development designed to increase rigor and relevance of gifted instruction. 
7. Engage in goal setting with students in the gifted program. 

Discipline Disproportionality Action Steps:

1. LMS leaders will host Title I funded parent workshops that address both supportive community and academic press. 

2. LMS will offer teachers classroom management strategies to help in reducing disruptions to learning.  

3. Workshops to provide additional resources to address student behaviors will be offered to all families.  

4. Classroom management and school-wide behavior management plans will be progressive and restorative practices will be incorporated into behavior management plans. 

5. Conduct Empathy Interviews with selected students (3+ major referrals 2021-22 SY or 2022-23 SY). 

6. LMS will encourage all students to join a school club/activity. Extra curricular opportunities will be provided both outside of the school day and during school. 

7. Principal to host monthly parent workshops (Informed with Irish) and Local School Council meetings with community stakeholders. Discipline to be addressed at these meetings. 

8. Principal will present expectations to students regularly (via announcements, presentations, meetings, etc.). Grade level admin will consistently reinforce the expectations through multiple modes and consistent presence. 

9.    PBIS Program Implementation.

   1. The Data Team and Behavior Team will examine ways to reduce discipline disruptions using positive incentives, proactive interventions, restorative practices, targeted lessons and videos. 

   2. The PBIS program coaches will work to implement all program assessments and adhere to the guidelines for implementing PBIS.

Gifted & Talented Representation & Participation

LMS Gifted program leaders will increase the Gifted Program participation rates. 
BASELINE:  2022 - 145 (8%) 
                   2023 - 193(11%)

 TARGET: 2024-25- 220 (12%)

2024 Ethnic Representation: The ethnic representation of gifted students will increase within each underrepresented student subgroup.

BASELINE: Hispanic (61%). 

TARGET: Hispanic (70%)

Discipline Disproportionality 
Decrease the number of exclusionary incidents (ISS and OSS).  

BASELINE: Exclusionary Total: 43.2% 750 (EXCLUSIONS)
TARGET: Exclusionary Target 21% 375 (EXCLUSIONS)

BASELINE: OSS 2023-2024- 19.2%
TARGET OSS- 9%

BASELINE: ISS 2023-24- 24%

TARGET ISS- 12%

At Lilburn Middle School, we strive to maintain high levels of performance, as is the legacy of GCPS, while serving the specific and unique needs of students at Lilburn MS. We are specifically focused on building collective efficacy within our school in order to create the expected impact so that our students may benefit from the targeted actions that we employ at our school. We strive to build effective practices that will sustain teacher retention, promote student academic and social emotional growth, and engage our families in lasting partnerships.

Academic Press Action Steps

1. Instructional Conversations will be implemented across all classrooms by May 2025. 

2. LMS math teachers will participate in professional development that enables them to utilize the Instructional Conversations approach to teach students math in grades 6-8. 

3. LMS will regularly update and monitor the progress of the school’s Local School Plan for Improvement (LSPI), including monitoring for gaps in implementation.

2. School leaders will  utilize weekly Collaborative Learning Team meetings to plan for the implementation of Social Emotional Learning (SEL) and instructional improvement. 

3. LMS leaders and teachers will monitor instruction by completing paired and informal walkthroughs. Administrators will complete a minimum of 10 per week and teachers will complete one Mustang Round per month. 

4. LMS Content Leaders will participate in monthly professional learning that will facilitate practices that support instructional alignment across classes. 

5. LMS Leaders will promote efforts to continue to increase the collective efficacy amongst teachers. 
6. LMS staff will oversee the Collaborative Learning Team process during each weekly instructional planning meeting. Teachers will plan for personalized student support during these meetings.
7. LMS staff will discuss student data following each assessment and will review student work regularly.   
8. LMS students will engage in goal setting activities each month.   
9. LMS leaders will communicate student and school performance data to stakeholders and solicit input for school improvement from teachers, students, parents, and community. 
10. LMS will engage parents in student goal setting and data review during Mustang Parent Teacher Academic Team Meetings (2x Annually in person, 1X monthly virtually).
11. Students will embrace the Portrait of the Graduate competencies as a means of ensuring a focus on graduation (during SEL and embedded into instruction).
12. Ongoing assessments and quarterly benchmark exams will be used to track progress toward each grade-level goal. Regular data analysis meetings will ensure that adjustments to instructional strategies are made as needed to meet or exceed target proficiency rates.
13. Targeted Math Interventions: Implement tiered interventions for students struggling in math, including after-school tutoring and peer-assisted learning.
14. Cross-Curricular Literacy: Integrate reading comprehension and writing skills across science and social studies curricula to deepen content understanding.
15. STEM Integration: Expand hands-on learning in science and math through project-based learning, inquiry labs, and collaborative group activities.
16. Data-Driven Decisions: Use formative assessment data and teacher collaboration to adjust instruction and monitor progress regularly.

iReady Performance Goals

By May 2025, the percentage of LMS students (grades 6-8) who attain TYPICAL growth in the area of Reading/ELA as measured by the iReady screener will increase.

BASELINE: 45.3%

TARGET: 55%

By May 2025, the percentage of LMS students (grades 6-8) who attain TYPICAL growth in the area of math as measured by the iReady screener will increase. 

BASELINE: 41.8%

TARGET: 50%

By May 2025, the percentage of LMS students (grades 6-8) who attain STRETCH growth in the area of Reading/ELA as measured by the iReady screener will increase.

BASELINE: 25.9%

TARGET: 35%

By May 2025, the percentage of LMS students (grades 6-8) who attain STRETCH growth in the area of math as measured by the iReady screener will increase.

BASELINE: 24.2%

TARGET: 35%

Milestones Performance Goals

By Spring 2025, LMS teachers will increase student achievement in English Language Arts (ELA) across Grades 6, 7, and 8 as measured by the End of Grade (EOG) Milestones, ensuring all grade levels meet or exceed their respective target goals.

By Spring 2025, LMS teachers will increase student achievement in Mathematics (MA) across Grades 6, 7, and 8 as measured by the End of Grade (EOG) Milestones, ensuring all grade levels meet or exceed their respective target goals.

By Spring 2025, LMS teachers will increase student achievement in HS Physical Science across Grades 6, 7, and 8 as measured by the End of Grade (EOG) Milestones, ensuring all grade levels meet or exceed their respective target goals.

By Spring 2025, LMS students will demonstrate growth in the percentage of students performing at or above grade level on the 8th Grade Social Studies Milestones  subtest as follows:

At Lilburn Middle School, excellence is not optional. The students that we serve deserve a school community that is focused on excellence. This is the way that we believe we will accomplish the District’s Vision and Mission and become a World-Class school. This will contribute to the development of a World-Class district. Lilburn is situated within a dynamic community and we want community residents to see our school as the preferred destination for students. We aspire for Lilburn to be a contributing resource within the Lilburn community by creating unique opportunities and excellent educational experiences for the students we serve.

Employee, Student, and Family Satisfaction Action Steps

1. Through establishing collective efficacy, leaders at Lilburn Middle School will cultivate a climate of high quality instruction, a positive culture, a student-centered focus, and a commitment to the success of each and every child.  

2. Through monitoring instruction, LMS leaders and teacher-leaders will reduce variability in instructional practices that may occur across classes. 

3. LMS leaders will ensure that students have access to the arts, athletics, extra curriculars, and Science Technology Engineering, and Math programs. 

4. Develop standards for customer service support and communicate to clerical, admin, teachers, and support staff. Create a world-class customer service experience for our stakeholders (Disney experience); solicit regular feedback from stakeholders about the experience through surveys and Empathy interviews. 

5. Conduct town hall discussion (empathy interviews) with parent group, and staff in the target group (0-5 years) to determine opportunities for improvement. 

6. Communicate to internal and external stakeholders Lilburn’s goal to become a preferred destination.  

7. Ensure that there is community and school partnership by establishing student leadership and community service opportunities. 

8. Leverage GCPS public relations resources to tell a great story about LMS. 

9. Provide incentives for staff and reward expected behaviors.  

10. Recruit, train, and retain teachers through an inclusive and tiered hiring process, training procedure, and new teacher mentoring program. 

11. Continue to ensure that there are teacher leader opportunities

12. Invite families to engage in activities related to academic press and supportive community (Hispanic heritage, LMS family soccer match, International Night).

13. Coordinate College Fairs, business partnerships, field trips for students 
14. Engage families in their native language (translated presentations, meetings, media

15. Offer professional learning throughout the school year

16. Ensure PBIS implementation across our school

17. Ensure EES/Gallup survey administration and analysis

18. Organize, fund, and facilitate various accessible reward and recognition opportunities that celebrate students

19. Set the standard for 2-way communication opportunities for students, staff, and parents/community

20. Engage in social media initiatives that lead to student academic gains

21. Development of a Teacher Leader Cadre to activate teacher leaders.
22. The AP leading the TLC will engage the Teacher Leader Cadre in school improvement tasks. 

Staff Retention

By May 2025, the percentage of staff retained at LMS will increase. 

BASELINE: Retention Data: 90% retained (May 2024)

TARGET: 91% Retained

Staff Perception/Survey Goal

The percentage of staff who respond positively to the EES Staff Survey will increase as measured by survey item:  "My principal/administrator cares about me as a staff."

BASELINE: 88%

Teacher Leader Retention

Teacher leaders will be provided an opportunity to engage in school improvement efforts by completing two school improvement projects per year.

BASELINE: TBD

TARGET: 2

TARGET: 92%

We are working to support family workshops and schoolwide events where parents can learn important actions that can support their child. 

1. Engage in Achieve 3000 to support literacy skills
2. Set literacy targets for reading
3. Teach parents how to monitor student progress
4. Inform parents of tutoring and set the expectation for their students to attend
5. Monitor support plan students through the Parent Center
6. Continue to invite parents to school-wide events and invite to participate in school improvement effort

Parents will respond favorably to the survey, as measured by the item:

Parents/families participate in important decisions about their student's education.

Baseline 84%

Target 87%