Creekland staff believes in supporting the total middle school learner. We believe that building positive relationships with students will support their sense of belonging and wellness.

Creekland staff believes in doing their best work to support the students we teach. We strive to be professional colleagues that build good working relationships.

Empathy 1B - Staff and Student Wellbeing (Strategic Priority: Safe and Welcoming Schools)

Goal: Provide additional opportunities to elevate student and teacher voice, ownership, and agency in the design of their school experience and be responsive to their requests.

1. Student Group Input - Facilitate gender-based and interest-based student small groups using EES survey data. Work with Peer Leaders and Student Ambassadors, which include students from grades 6-8, to receive input and gather student voice to support school improvement. Development of a strong mentoring program that supports students as they build agency.
2.  Celebrate their cultural/social emotional diversity and positive behavior by engaging students and staff in opportunities through Soar Week Celebrations. Continue using Positive Behavioral Interventions (PBIS) to support academic goal setting, celebrate growth, build social-emotional skills, and embrace cultural diversity for a well-rounded educational experience.
3. Build Teacher leadership capacity/input opportunities-Continue to engage teacher leaders in Instructional Leadership Team sessions in which they build capacity to support improvement of school climate and culture through professional development sessions, shared decision making and teacher lead focus groups.

EES  Student Survey -*Baseline = (Seldom True/Almost Never True percentage)

Theme: Supportive learning Environment  

 Baseline  18.3      Target  8.3 (-10)

I enjoy coming to this school      

Baseline  31.2        Target 21.2 (-10)

Most students are respectful of others at this school         

 Baseline 33.2         Target 23.2 (-10)

Work I do in this school is useful and interesting to me       

 Baseline  23.4        Target 13.4 (-10)

Gallup - Staff Engagement Survey 

Participation Rate 

Baseline 86  Target 91(+5)

Focus Questions:

Q3:At work, I have the opportunity to do what I do best every day.  

Baseline  53        Target 63(+10)

Q4: In the last seven days, I have received recognition or praise for doing good work. 

 Baseline  58         Target 68 (+10)

Q5: My supervisor, or someone at work, seems to care about me as a person.        

Baseline  46        Target 56 (+10) 

Q7: At work, my opinions seem to count.    

Baseline  58         Target 68 (+10)

Q08. The mission or purpose of my organization makes me feel my job is important.  

Baseline  51       Target 61 (+10)

Q10: I have a best friend at work.          

Baseline  64        Target 74 (+10)

Q11: In the last six months, someone at work has talked to me about my progress.        

Baseline  63         Target 73 (+10)    

EES  Survey Completion Rate

Completion Rate for Students    Baseline 94.9      Target 97  (+2.1)

Completion Rate for Staff           Baseline  73.6    Target 81  (+7.4)

Completion Rate for Parents      Baseline  19.4     Target 23  (+3.6)

Creekland Middle School's mission is to create a safe, supportive, and inclusive school where every child is encouraged to grow both academically and personally. We are committed to excellence in every class by providing engaging, well-planned instruction and promoting core values such as respect, responsibility, and accountability for learning. Through goal-setting, leadership development, and a strong focus on critical thinking and problem-solving, we strive every day to help students become compassionate individuals who are prepared to lead, learn, and thrive in a changing world.   

Creekland Middle School will  continue to engage with the  GaMTSS (Ga Multi-Tiered Support System). We will incorporate ways into the daily school operations to meet the Academic Press and Supportive Community components for School Improvement.

Current data trends support our need for continuous improve in this area.

Creekland Middle School will continue to engage with the GaMTSS ( GaMulti-Tiered Support System). We will incorporate ways into the daily school operations to meet the Academic Press and Supportive Community components for School Improvement.

Goal 2A:  Reduce variability and increase the fidelity of High-Quality Tier 1 instruction implementation for all students, including targeted small groups, grade level curriculum, ongoing formative assessments, and progress monitoring.    (Transition Priority 2- Accelerate Academic Achievement)

1. Tier I Instruction - Plan high quality Tier 1 instruction where all students engage in the learning with AKS/Learning Target/Achievement Level Descriptors at the expected level.  Engage in the CLT process to build collective efficacy. Engage in high quality interactions through instructional conversations and protocols to enhance student engagement.

2. Small Group Instruction - Differentiate learning (remediation and enrichment) using small group instruction.  Provide daily opportunities for engagement in high quality interventions/extensions through the use of teacher led small groups as well as targeted intervention/acceleration during our daily intervention time called EAGLE TIME and during Connections classes. 

3. Targeted Interventions and Supports to create well rounded educational opportunities -  Offer 3 days/week during Eagle Time based on student achievement data.  Supports include iReady, Achieve 3000, Amplify, Read 180, and REP Programming. Refinement of a GaMulti-Tiered System of Support (GaMTSS) team to analyze data and determine student support. Utilization of universal screeners to determine student access into programs to provide support for individual needs. These programs include but are not limited to: Gifted, Multilingual Learner, and Intervention Programs, which offer support for the diverse needs of all students. These interventions will be done during connections, before/afterschool tutoring, Extended learning Time and Eagle Time. 

• Kid Talks - Meet as needed for Kid Talks to analyze data, discuss tiered support, and create individualized plans of support for students. 
• SEL Lessons - Use data collected from the EES Student Survey and student interests twice a week  to provide input on the selection of advisement lessons. 

4. Data Analysis/Student Mastery Progress Monitoring- Engage in CLT data analysis sessions bi weekly to ensure mastery of content. Engage students in knowing their data by using goal setting monthly to support students in monitoring their progress.  Utilize universal screeners to identify students who need additional academic and/or emotional support.  Improve Data Analysis practices to drive student achievement. Communicate student progress towards mastery every 3 weeks by using detailed guidelines to ensure clear communication and intervention plans are created for individual students. Provide intervention opportunities and goal setting sessions.   (Transition Action 2.9)

5.  Family Engagement  will increase by building stakeholder awareness though Parent University Workshops,  Curriculum Nights, Transition Nights,  Multicultural nights, Talon Newsletter, and PTA events/activities. (Transition Priority 3: Engage Stakeholders and Build Trust  & Transition Priority 4 Community and Family Engagement)

EES  Student Survey -*Baseline = (Seldom True/Almost Never True percentage)

 Theme: Belonging & Identity         

Baseline  13.4    Target  3.4 (-10) 

My teacher(s) often tell me how I am doing in their class           

Baseline  15.7      Target 5.7 (-10)

Theme: Clear and Shared Focus         

 Baseline  11.1      Target  1.1 (-10)

In my classes, students are busy doing school work.                   

Baseline  16.7       Target 6.7 (-10)

 Theme: Monitoring of Teaching and Learning        

 Baseline  14      Target  4 (-10)

My Teachers tell me the purpose of each lesson or activity   

 Baseline  17.5       Target 7.5 (-10) 

EES  Family Survey -*Baseline = (Seldom True/Almost Never True percentage)

 Theme: Clear and Shared Focus                     

  Baseline  5.5   Target  .5 (-5) 

I am informed about progress toward the improvement goals of this school       

  Baseline  11.6    Target 1.6(-10)

Theme: Parent and Community Involvement       

Baseline  5.4     Target  .4 (-5)

This school tells me how I can help with homework                 

Baseline  20.5       Target 10.5 (-10)

Baseline and measurable data points will be generated from the MTSS Screener as well as the Milestones Assessment data to reduce the number of students in Beginning Learner level.

iReady Data: Spring 2025 to Spring 2026 - Increase in the percentage of students achieving either typical or stretch growth on iReady from August to May.

Baseline: 45        Target: 50( +5)

 Milestones Proficiency - Increase in the percentage of students achieving proficient or distinguished on Milestones (6th MA, LA; 7th MA, LA; 8th SS, LA).

District Assessments - Creekland Middle school will out perform the district average on all  District Assessments.

Spring Interim Data

Creekland Middle School is a very diverse school. It is important to ensure school practices are aligned to meet the academic and social/emotional needs of all learners.   

Creekland Middle School's vision is to cultivate a challenging and supportive learning environment that promotes academic excellence, leadership development, and personal responsibility. We aim to empower a diverse community of learners and educators to reach their full potential through meaningful experiences, student ownership, and strong partnerships—preparing them to thrive as lifelong learners and responsible members of society. 

Current data trends support our need for continuous improvement in this area.

Equity 2.B - Opportunity and Access 

Goal : 2b. Increase students' opportunities to learn and achieve by consistently implementing a high quality curriculum that reflects grade level expectations focusing on early literacy and the science of reading.

1. Professional Learning: 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. They will choose professional learning goals that support ML, Gifted, General Education or Special Education populations using specific measured learning strategies such as Instructional Conversations, Teacher Led Small Group Instruction, High Quality Interactions and use instructional protocols for engagement.

• Accelerated Programs & Gifted Education - We will partner with the Office of Accelerated Programs & Gifted Education to provide and implement professional learning on effective strategies and promote equity and inclusivity in gifted education with the creation of portfolios. 
• Multilingual Learner Program - We will partner with the district to support staff to provide and implement professional learning on academic support and instructional strategies to help multilingual learners excel academically and linguistically. 
• Educational Excellence and Responsiveness - We will work with the office of professional learning to provide staff training to " Build a culture of belonging".

2.  Increase Family Engagement/Counseling Department -  We will provide  training in our Parent Engagement Center to host parent informational events during monthly "Parent University" to provide additional support and to support a sense of belonging within our community and provide targeted intervention to our students showing minimal progress to increase academic achievement and social and emotional well-being.

3. Discipline Data -  Will be reviewed weekly to determine PBIS and SEL lessons to share research-based teacher strategies and to teach students how to model and implement the school wide PBIS program. 

Goal 2b: Identify academic and non-academic strengths, needs, and interests of each and every student to ensure whole 
learner, whole child focus.  (Transition Priority 2- Enhance Student and Staff Safety and Well-being)

1. Extended Learning Opportunities: Identify opportunities to expand summer, after-school, and co-curricular opportunities  for all student groups and engage with community partners to support extension opportunities.
2.  Clubs and extracurricular activities will cultivate an environment of inclusion for our diverse student body.
3.  Positive Behavior Interventions and Supports (PBIS) to engage students  and staff in opportunities to celebrate their cultural/social emotional diversity and positive behavior during "Soar Week", which occurs monthly allowing for socials, spirit weeks, student goal setting and celebrations.

EES  Staff Survey -*Baseline = (Seldom True/Almost Never True percentage)

 Theme: Communication                       

Baseline 6.3   Target  1.3 (-5) 

Staff in our school do not manipulate others to achieve their goals       

  Baseline  12.4      Target  2.4 (-10)

Theme: Focused Professional Development       

  Baseline  9.6      Target  4.6 (-5)

Peer Observation/Coaching and feedback is a tool we use to improve instruction             

  Baseline  17.6      Target 7.6 (-10)

I receive training on instruction to support social and emotional learning 

 Baseline 7.9         Target 2.9 (-5)

Our teachers engage in classroom based professional development activities (peer coaching) that focus on improving instruction                                 Baseline 14.5      Target 4.5 (-10)

Theme: Monitoring Teaching and Learning       

  Baseline  5.0      Target  0 (-5)

Struggling Students receive early intervention and remediation to acquire skills             

Baseline  8.9      Target 3.9 (-5)

Baseline and measurable data points will be generated from the CCRPI, Interims, 2023 Milestones results as well as PBIS Data, School Discipline Data.