Gwinnett County School District logo




Accountability and flexibility are hallmarks of Gwinnett County Public Schools' success. Key to that success is ensuring that each school community understands the progress being made by its schools, as well as what plans will drive improvement. Each school creates a collaborative Local School Plan for Improvement (LSPI) to increase student achievement results, with targeted goals based on the four strategic priorities within the district’s Blueprint for the Future: Empathy, Equity, Effectiveness, and Excellence. All schools across the district will focus on goals 2A- Multi-tiered Systems of Support and 2B- Opportunity and Access. Additionally, schools are required to select one goal from each of the other strategic priorities. LSPI goals are dynamic, like our schools, and are updated to reflect changes that occur in schools. Multiple data points are used to determine areas needing improvement and to identify specific, measurable, annual objectives. Schools then determine how to use research-based strategies to achieve these goals, using flexibility as needed. The LSPI development process involves teachers, parents, students, and community members, so the entire school community has the opportunity to be involved in conversations about school improvement.

 

2025 - 2026 Local School Plan for Improvement (LSPI)


School: HULL MIDDLE           Principal: Denise Showell
District Strategic Priorities/Goals Rationale Action Steps
(Implementation Design)		 How will you measure growth?
Growth Factors (Baseline & Targets)
Empathy 1.A - Cultural Competence

Cultural Competence (Strengthen family engagement and inclusivity; be the first choice of students and families for excellent schools and the employer of choice for educators and staff to fulfill their careers).

 

 

 
  1. Expand student voice and launch "Hull Huddle" for parent feedback
  2. Collaborate with PTSA to increase family involvement activities:  Celebrate diversity through international nights for parents; provide drug/social media awareness nights for parents; host i-Ready nights to build parent understanding and buy-in; provide i-Ready family reports and explain how to support learning at home; share diagnostic results with families during conferences. 
  3. Implement activities to instill and increase pride in attending Hull Middle School:  Kindness Pep Rallies
  4. Administer S2S (Student to Staff) survey allowing students to share thoughts and ideas; maintain hull attendance logs for parents attending Hull Huddles and provide opportunity to complete parent feedback forms

Growth Measure

MEASURES OF SUCCESS

Parent participants will attend Hull Huddles.

Students will have an opportunity to have their voices heard; action items will be generated from student and parent feedback, and designated recommendations will be executed.  

Support from PTSA in providing sessions and events for parents.

 
Empathy 1.B - Staff and Student Well Being

Promote student and staff well-being through prioritizing self-care, physical and mental health and social and emotional learning. 
    1. Encourage Staff Utilization of the Wellness Room
      Foster an environment where staff feel supported in utilizing the wellness room for their mental and emotional well-being.
    2. Facilitate Peer Connection Opportunities for Students
      Create avenues for students to engage with their peers through activities such as walk-and-talk sessions, end-of-day socializing, and lunch gatherings with friends.
    3. Implement Mindful Breathing Breaks
      Introduce designated moments for both staff and students to practice deep breathing techniques as a form of relaxation and stress relief.
    4. Enhance Be-Kind Initiatives
      Strengthen initiatives that promote kindness and develop activities that resonate with middle school students' interests.
    5. Increase Two-Way Communication 
      Enhance communication channels to ensure effective dialogue between parents and students; expand student voice through advisory platforms, feedback, and leadership roles AND create Hull Huddles where parents are provided an opportunity to share input and thoughts.
    6. Improve PBIS Implementation
      Refine the implementation of Positive Behavioral Interventions and Supports (PBIS) by incorporating rewards, incentives, and explicit instruction on appropriate behaviors and expectations.
    7. Mentoring  Continue mentoring for all 2nd year teachers.
     

MEASURES OF SUCCESS

TEACHERS AND STUDENTS WILL...

Support for Student Activities
Teachers will enhance student participation in extracurricular activities by sponsoring various initiatives and supporting students in both academic and non-academic endeavors beyond the classroom.

Teacher Well-Being
Teachers will prioritize their physical and emotional well-being by engaging in social activities with colleagues.

Student Involvement in PBIS
Students will actively engage in Positive Behavioral Interventions and Supports (PBIS) rewards and prizes across all grade levels.

Recognition of Kindness
Students will consistently identify acts of kindness, with recognition efforts expected to increase over time.

Student Voice & Family Engagement
Hull Attendance Logs
Student Voice Survey (S2S)
Parent Feedback Forms
 

 

 

EDUCATIONAL EFFECTIVENESS SURVEY STUDENT QUESTIONS BASELINE SPRING 2025 % POSITIVE RESPONSES 2026 GOALS RESULTS
1.  I enjoy coming to school. 51% 53%  
2.  I feel bad when someone gets their feelings hurt.  80% 82%  
3.  In my school, I feel that I belong to a group of friends.  78% 80%  
4.  I can calm myself down when I am excited or upset. 74% 76%  
5.  Most students are respectful of others at this school. 44% 47%  
6.  My principal/administrator cares about me as a person 93.5 95%  
7.  When there is a problem in my school, we talk about how to solve it. 88.1 89%  
Equity 2.A - Multi-tiered System of Supports

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. Strengthen High Quality Tier 1 instruction and intervention fidelity:  Utilize clear and direct teaching methods utilizing 16 elements of effective instruction; ensure that teachers are utilizing data to form small groups and establish a monitoring system to track the frequency of these small group sessions. Focus on engaging learning experiences with an emphasis on Anita Archer's "ARCHERISMS.

  2. Implement MTSS for academic & non-academic Goals:  Administer tiered interventions and data-driven placement; target 6th grade and students  2 or more grade levels behind with Small Group Instruction and tutoring.

  3. Model Instruction: Demonstrate lessons at distinguished and proficient levels to set clear expectations for students.

  4. Set i-READY schoolwide usage goal AND Celebrate growth through data walls, student shout-outs, and incentives.

  5. Effective Interventions: Use district-approved resources to provide targeted interventions where needed; assign personalized lessons in i-READY aligned to specific skill gaps.

  6. Administer the i-Ready Universal Screener to assess the needs of each student by identifying students in Tier 2 and Tier 3 based on performance bands (i.e., 2 or more grade levels below).

  7. Provide Enrichment Opportunities for students who score above grade level on the screener, along with extension activities for those performing at grade level.

  8. Implement Support Levels for students who score below grade level on the screener.

  9. Utilize the School Fidelity Tool and Team Fidelity Tool to track student progress effectively.

  10. Apply the CLT Rubric to evaluate the effectiveness of collaborative learning teams.

  11. Training  Train teachers on interpreting i-Ready reports and integrating lessons into core instruction.

MEASURES OF SUCCESS

TEACHERS, ADMINISTRATORS & STUDENTS WILL...  (Theory of Action)  

The APs will...

  • Build their capacity of the MTSS process through professional development opportunities and via the MTSS coordinator.
  • Utilize the MTSS data tracking form to support teachers and CLT leaders with identifying students in need of acceleration and intervention.
  • Analyze multiple data points to determine placement within the tiers and address student misconceptions during Pride Time.
  • Monitor the effectiveness and implementation of the MTSS process via the use of the MTSS AIR rubric on a consistent basis.

 

The Principal will... 

  • Build their capacity of the MTSS process through professional development opportunities and via the MTSS coordinator and APs.
  • Provide the vision and mission aligned with the LSPI goals.
  • Monitor the implementation and progress towards the MTSS goal.
  • Provide frequent feedback to the APs on the next best steps to keep in alignment and achieve the overall goal which is to streamline the MTSS process and improve student learning outcomes.

CLT leaders will engage in learning centered around high-quality tier 1 instructional practices.

 

CLT leaders will engage in learning centered around the MTSS process and the associated interventions.

 

CLT leaders will demonstrate an understanding of the MTSS process.

 

CLT leaders will analyze multiple data points to determine student placement within the tiers and address student misconceptions during Pride Time.

 

MEASURES OF SUCCESS:                                                                                                                                                                                                     

Increase in frequency of Small Group Instruction (SGI) implemented in classrooms. 

At least 80 percent of Lessons Rated Proficient/Distinguished.

Reduction in Students 2 or more Grade Levels Below.

Implement Interventions with High Fidelity.

Students will monitor their own i-Ready growth.

6th Grade Language Arts will increase student performance on Milestones from 65% P&D (proficient and distinguished) to 70% P&D.

7th Grade Language Arts will increase student performance on Milestones from 70% P&D to 75% P&D.

8th Grade Language Arts will increase student performance on Milestones from 68% P&D to 75% P&D.

6th Grade Math will increase student performance on Milestones from 65% P&D to 70% P&D.

7th Grade Math will increase student performance on Milestones from 69% P&D to 75% P&D.

8th Grade Math will increase student performance on Milestones from 76% P&D to 80% P&D.

8th Grade Social Studies will increase student performance on Milestones from 67% P&D to 70% P&D.

8th Grade Science will increase student performance on Milestones from 65% P&D to 70% P&D.
Equity 2.B - Opportunity and Access

Expand student opportunities to engage in and access high-quality, rigorous, and culturally relevant curriculum, advanced coursework (e.g. Advanced Placement and dual enrollment, and enrichment activities)

  1. Teachers will consistently and comprehensively implement small group instruction.

  2. Ensure that all students identified for gifted eligibility through the screener undergo assessment.

  3. Implement extracurricular First Friday options during extended learning time.

  4. TLAC (Teach Like a Champion Techniques) will be implemented; a measurable component will be incorporated.

MEASURES OF SUCCESS

 

TEACHERS AND STUDENTS WILL...
  • Teachers will use data to identify students for SGI.
  • Teachers will implement SGI for high performers through previewing.
  • Students will participate in at least one extra-curricular activity.
  • Students will demonstrate growth as measured by district and state assessments.
  • Students accessing enrichment opportunities beyond tier 1 will increase over prior year. 
  • Students in underserved student groups will show an increase in gifted/enrichment opportunities over last year.