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 well­being to ensure a sense of belonging in our school community.

1. Partner with the Office of Behavior Support and Interventions to provide professional learning to increase the quality of SEL, Advisement, Restorative Practices, and other initiatives.
2. Incorporate opportunities for student voice and feedback through meetings with student leadership and representative groups. 
3. Continue student and staff recognition programs and opportunities.
4. Continue to maintain staff wellness room.
5. Provide opportunities for students to participate in clubs and extracurricular activities.

Increase Percent Positive Responses on the following EES Student Survey Items:

• Most students are respectful of others at this school
  • Baseline SY23-24: 28%
  • Target SY24-25: 33%
• I enjoy coming to this school
  • Baseline SY23-24: 36%
  • Target SY24-25: 40%
• Student success is celebrated in this school
  • Baseline SY23-24: 56%
  • Target SY24-25: 60%

Increase Percent Positive Responses on the following EES Staff Survey Items:

• I receive training on instruction to support social emotional learning
  • Baseline SY23-24: 82%
  • Target SY24-25: 85% 
• When there is a problem in my school, we talk about how to solve it
  • Baseline SY22-23: %
  • Target SY23-24: % 

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. Ensure quality instruction through collaborative curriculum planning that is aligned to AKS/ALDS
   at the distinguished level.
2. Implement and monitor a Balanced Assessment System.
3. Frequently assess students and collaboratively execute next steps to ensure that students are
   demonstrating academic, social, and behavioral growth.
4. Analyze and disaggregate data to determine the next steps for planning and instruction (utilize CLT self-assessment rubric).
5. Utilize peer observations, classroom walkthroughs and feedback (informal and formal) to enhance and monitor Tier 1 instruction (GTES).
6. Communicate and monitor implementation of Instructional Framework.
7. Utilize iReady screener data to inform decisions regarding student interventions and supports. 
8. Implement interventions  (ie. ELT/Saturday School) for students who are not successfully progressing and/or mastering the AKS.
9. Continue MTSS Implementation (utilize MTSS Air Rubric).
10. 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.
11. Continue implementation of our PBIS program to incentivize academic and behavioral growth.
12. Ensure staff is trained in utilizing proper academic and behavioral interventions through professional learning and monitoring.
13. Counselors will continue to monitor student attendance and support students based on data from the EES and Wellness Screener

iReady Typical and Stretch Growth in Grades 6-8

Percent of Students Reading on Grade Level on GMAS

Percent of Students Proficient/Distinguished ELA on GMAS

Percent of Students Proficient/Distinguished MA on GMAS

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. Review iReady data at least twice a year to identify students for additional services including gifted screening.
3. Increase collective impact of staff to provide quality instruction each day by building effective collaborative teams.
4. Collaborative learning teams will be developed to provide guaranteed and viable curriculum access to each and every student by reducing instructional variance across classrooms.  
5. Provide collaborative spaces and professional development so teachers can create engaging and rigorous instruction.
6. Increase number of teachers with ESOL endorsement via TALC to GACE pathway or other methods. 
7. Increase Peer Observation frequency based on instructional learning cycles.
8. Utilize EL/ML resources to increase language acquisition for ML students. 
9. Provide additional access to the curriculum through in-person and virtual field trips related to content. 
10. The staff will continue to provide opportunities for students to participate in clubs or extracurricular activities.

% Students identified as Gifted 
Baseline SY23-24: 11%
Target SY24-25: 12%

Universal Screener Participation Rate
Baseline SY23-24: 95%
Target SY24-25: 95%

Focus Walk Observations Weekly Goal
Baseline SY23-24: 20 Per Week
Target SY24-25: 25 Per Week 

EES Survey Staff
Collaboration and Communication Theme
Baseline SY23-24: 73%
Target SY24-25: 76%

My professional learning community work results in improved student learning
Baseline SY23-24: 87%
Target SY24-25: 90%

Monitoring Teaching and Learning Theme
Baseline SY23-24: 84%
Target SY24-25: 87%

We monitor the effectiveness of instructional interventions
Baseline SY23-24: 79%
Target SY24-25: 82%

Focused Professional Development Theme
Baseline SY23-24: 86%
Target SY24-25: 89%

Peer observation/coaching and feedback is a tool we use to improve instruction
Baseline SY23-24: 78%
Target SY24-25: 81%

We are provided training to meet the needs of a diverse student population in our school
Baseline SY23-24: 84%
o Target SY24-25: 87%

MMS is committed to increasing student achievement by being more data- focused and data-driven. Consequently, teachers and leaders will use the Plan, Do, Check, Act cycle to monitor student progress.

1. Provide PD in effective formative assessment strategies and proper next steps (enrichment, independent practice, small group instruction etc.).
2. Provide PD in utilizing ATLAS protocol to analyze student performance data to include common assessments, district assessments, and GMAS.
3. Provide on-going support for teacher leaders to mentor teacher new to our school.
4. Provide teachers new to our school with mentors adequately trained to provide them support in acclimating to GCPS/Moore Middle School.
5. New Teacher Orientation, mentoring, and ongoing professional learning to support effective classroom strategies.
6. Communicate local and district professional development expectations, opportunities.
7. Provide teachers release days during both semesters for collaborative content planning, ESOL support, SPED support, Fine Arts support, and building teacher leadership capacity.
8. Provide teachers opportunity to build their capacity through approved workshops, seminars, and professional learning (content, fine arts etc.).
9. Utilize interview and hiring process that identifies candidate's potential that reflects the four strategic priorities, MMS LSPI, and MMS student body.

Georgia Milestones (Grades 6-8)
Increase the number of students scoring Proficient and Distinguish on the GMAS Spring Administration.

ML Proficiency Progress
Increase the percentage of multilingual learners (ML) progress towards English language proficiency (movement of one band or more on ACCESS).
Baseline: Target:

EES Survey Staff

• Effective Leadership Theme
  • Baseline SY23-24: 87%
  • Target SY24-25: 89%
• Support from my principal/supervisor leads to progress on instructional improvement (or professional growth)
  • Baseline SY23-24: 88%
  • Target SY24-25: 90%
    
    

Moore Middle 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. Provide assortment of opportunities for students and families to become more engaged at our school: sports, intramurals, athletic conditioning, dances, talent shows, cultural celebrations (Hispanic Heritage Month, Black History Month), Title I Theme Nights (International Night, Literacy/Numeracy Night), talent shows etc.
2. Partner with external groups to provide future skills aligned to Portrait of a Graduate for students (STEM based, Financial Literacy).
3. Build relationships with businesses and faith-based community to enhance connections between the school, parents, and greater community. 
4. Increase opportunity, access, and support for our students to increase their engagement, skill and appreciation in the fine arts (Band, Chorus, Orchestra, Theater Arts, and Visual Arts). 
5. Improve quality of instruction by reducing variability between classrooms through focus walks, feedback, and additional monitoring/support
6.  

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 8:1Sam-4:15pm.