Bay Creek Middle School 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. 1. Academic Supports

   ·       Universal Screeners – We will administer academic screeners multiple times per year to identify students needing targeted support and enable timely intervention.

   ·       HQTI (High Quality Tier 1 Instruction) – Teachers will consistently implement rigorous Tier 1 instructional strategies aligned to standards and best practices to ensure strong learning outcomes for all students. This includes the Theory of Action that if students intentionally retrieve knowledge at purposeful intervals, they will move knowledge from their working memory to their long-term memory, resulting in measurable gains in student results.

   ·       CLT Implementation – Collaborative Learning Teams will use data to drive instructional planning, assess student mastery, adjust instruction, and build capacity to better meet student needs.

   ·       GaMTSS Rubric Alignment – MTSS practices will be evaluated and refined using the Georgia MTSS fidelity of implementation rubric to ensure systems are robust and responsive across all tiers.

   ·       Mastery Learning Cycle – Teachers will implement a mastery learning cycle that includes diagnostic assessments, differentiated instruction, formative feedback, re-teaching, and re-assessment opportunities to ensure students achieve proficiency. Not learning is not an option.

   ·       Tier 2 and 3 Interventions – Students identified through data analysis will receive targeted Tier 2 and Tier 3 academic interventions that are evidence-based, regularly monitored, and adjusted as needed.

   2. Behavior Supports

   ·       Universal Screeners – We will administer behavior and SEL screeners to identify students at risk and support the development of individualized behavior intervention plans.

   ·       Attendance Team – The attendance team will monitor student attendance, investigate chronic absenteeism through root cause analysis, and develop support plans in collaboration with families and staff.

   ·       Peer Conflict Coping Advice – Provide structured instruction and coaching in conflict resolution skills through advisory lessons, counseling, and peer mentorship programs.

   ·       Class Disruption Reduction – Teachers will implement proactive behavior management techniques, establish classroom norms, and use positive reinforcement to minimize disruptions and improve classroom culture.

   3. RBES Implementation

   ·       Teacher Goal-setting – Teachers will develop Student Growth and Professional Learning Goals aligned to school improvement priorities and MTSS practices, informed by student data. These RBES Goals will be directly related to the LSPI Growth Factors and/or District measurements.

   ·       Student Goal-setting – Students will set their own academic and behavioral goals, track their progress, and receive feedback through structured conferencing with teachers or advisors.

   ·       Data Review – Regular data review cycles will be embedded in CLT and support-team meetings to analyze academic, attendance, and behavior trends. Additionally, course teams will update their RBES goals quarterly to reflect on progress and adjust action plans to meet set goals.

   ·       Team Action Planning – Each grade-level and support team will create targeted action plans based on data reviews that include strategies, timelines, and assigned responsibilities tied to school goals.

1. Increase the percentage of students scoring Proficient or Distinguished on GMAS.
2. Decrease the percentage of students scoring Beginning on GMAS.
3. Achieve a 90 or above on the GMAS Performance Index 
4. 95% of students attend 90% of the time or better.
5. Reduce the number of students receiving a referral for fighting, pushing/shoving, or physical contact. 
6. Reduce the number of students receiving a referral for class disruption.

Bay Creek Middle School will expand student opportunities to engage in and access high-quality, rigorous, and culturally relevant curriculum, advanced coursework and enrichment activities (e.g., the arts, gifted, STEM, CTE courses).

1. Identification

·       Use of academic universal screeners - Academic universal screeners will be used multiple times per year to flag students with high potential who may benefit from further gifted program consideration.

·       Use of multiple assessment data sources - A broad range of assessment tools, including benchmark assessments, classroom performance, teacher observations, and standardized test results, will be used to ensure all students demonstrating gifted potential are identified.

2. Qualification

·       Cast a wide net – We will intentionally broaden access to gifted pathways by avoiding restrictive eligibility filters and ensuring equity in the identification process.

·       Use portfolios for non-traditional qualification - Portfolios will be used to document creativity, problem-solving, and academic potential for students who may not qualify through traditional standardized metrics.

3. Preparation

·       Gifted Leadership Team - A dedicated Gifted Leadership Team will guide the vision, monitor implementation, and support staff in increasing access and success for students in gifted programming.

·       HQTI - High-Quality Tier 1 Instruction (HQTI) will be consistently delivered to all students, ensuring instructional rigor and challenge that prepares students for advanced academic opportunities.

Maintain at least 25% of student population with eligibility for gifted programming.