When students feel connected to their school community, they are more likely to develop cultural awareness and empathy toward their peers. Culturally competent students are better equipped to engage positively with others, appreciate diverse perspectives, and contribute to an inclusive school environment. To support this, we will implement intentional systems, structures, and processes that reflect GCPS’s commitment to fostering environments where every student feels valued, supported, and empowered to thrive.

1. Engage students and families through community events, student town halls, suggestion boxes, and advisory groups to amplify stakeholder voices.

2. Enhance cultural responsiveness by analyzing survey data, updating visual and instructional resources to reflect student diversity, and hosting PD around community "cornerstones."

3. Foster student connection and wellness through onboarding support for newcomers (Mustang Friends), SEL lessons, and regular student recognition.

4. Promote staff well-being with monthly wellness activities, use of the staff wellness room, and feedback opportunities to support staff morale

Increase the rate of students responding favorably to the survey item:
"I am comfortable interacting with people of a different ethnic backgrounds."
Baseline: 80.7%
Target: 83.7%

Lilburn Middle School will increase student voice, ownership, and agency by expanding opportunities for students to actively participate in shaping their school experience. Through structured leadership, feedback, and engagement initiatives, students will build stronger connections to the school community, leading to improved behavior, academic achievement, and a greater sense of belonging.

1. Enhance the Advisement Program using student survey data to address SEL needs, with regular feedback from students on lesson quality and relevance.
2. Strengthen PBIS and Attendance Efforts by involving Student Council/Advisory Board members in the PBIS Leadership Team, and implementing a schoolwide attendance plan with targeted communication and student incentives.
3. Support Staff Wellness and Engagement by reviewing staff survey responses and providing quarterly wellness opportunities, in collaboration with the staff engagement team.
4. Leverage Community Partnerships to support both student and staff wellbeing through sponsored activities, recognition efforts, and resource contributions.

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

•  Most students are respectful of others at this school Baseline 35.7% Target 40%

Survey Item: Well- Being

•  I feel safe at this school: Baseline 58.9% Target 62%

Survey Item: Student Satisfaction

•  I feel proud of my school Baseline 55.4% Target 60% 
•  I am respectful of others at this school. Baseline 80.9% Target 83.7%
   

Staff Survey items 
Increase the percent of staff responding positively to selected EES Staff Survey items (weighted average).
Survey Item: Staff Support 

• My principal/administrator cares about me as a person Baseline 88.7% Target 93% 
• Support from my principal/supervisor leads to progress on instructional improvement (or professional growth) Baseline  92% Target 96% 
• Staff are held accountable for the new behaviors and practices needed to achieve the school improvement plan goals. Baseline 79% Target 85%

At Lilburn Middle School, we promote College and Career Readiness by identifying academic and non-academic strengths, needs, and interests of each and every student to ensure whole learner, whole child focus. LMS 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. We strive to 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. 

MTSS Screener Action Steps (Academic & Wellness)

1. Train Staff: Train all staff on i-Ready and Wellness screener administration, data analysis, and intervention planning.

2. Implement Strategic Scheduling: Establish schoolwide screener windows and ensure high participation with organized make-up opportunities.

3. Use Data to Drive Supports: Regularly review screener data to provide targeted academic and wellness interventions and monitor effectiveness.

High-Quality Tier I Instruction & MTSS Action Steps

1. Strengthen Tier I Instruction: Ensure explicit, standards-aligned instruction with a focus on literacy integration and new ELA standards.

2. Monitor & Align Practices: Conduct regular peer observations, walkthroughs, and feedback to align instruction with LSPI, RBES, and CLT goals.

3. Implement MTSS Framework: Use the School Fidelity Tool and the Team Fidelity Tool to drive data-based Tier 2/3 supports for academic and behavioral needs.

4. Build Staff Capacity: Support teachers in earning endorsements and provide PD aligned to HQTI, grading practices, and the LMS framework.

ESOL Exit & Support Action Steps

1. Promote Family Engagement: Host quarterly events with translation services, ACCESS awareness, and student assemblies on testing strategies.

2. Provide Targeted Supports: Use Imagine Learning in Language Development and Connections classes, with ELT support for students near proficiency.

3. Increase Staff Capacity: Expand ESOL certification by 2026, provide semesterly PD, and share EL instructional resources via eCLASS.

4. Support LTELs & Use WIDA Tools: Ensure support and reclassification for LTELs; train selected teachers on WIDA Speaking and Writing rubrics.

PBIS Action Steps

1. Sustain Distinguished Status: Meet all PBIS criteria, including data review and compliance with district expectations.

2. Reinforce Expectations: Implement SEL Moments, instructional norms, and student incentives; review discipline data monthly.

3. Expand Tiered Supports: Reinstate Check-In/Check-Out, mentoring, counseling, and restorative practices with staff training.

4. Elevate Student & Staff Voice: Use student input to inform practices; embed PBIS in New Teacher Orientation and staff PD.

To ensure equity and access, we will Increase opportunities and pathways for all students to demonstrate eligibility for gifted/talented programming and access to advanced placement courses and enrichment opportunities.

Gifted & Talented Student Identification & Instruction

1. Use district criteria, recommendations, and portfolios (with EL student considerations) for gifted identification (wide net approach).

2. Increase teacher capacity through endorsement programs and PD focused on rigor and relevance.

3. Support gifted students through goal setting and enriched instructional opportunities.

Discipline Disproportionality & PBIS

1. Provide classroom management training, restorative practices, and targeted family workshops.

2. Engage students through mentorships, clubs, and schoolwide incentives to promote positive behavior.

3. Analyze discipline data regularly via PBIS and behavior teams to guide interventions and reduce disproportionality.

Collaboratively develop customer service standards and train all front-line staff and new employees to create GCPS ambassadors. 

1. Communicate Vision & Values:
   The principal will clearly communicate the school's workplace values and align all school messaging around key themes: Trust, Stability/Consistency, and Core Business.

2. Develop and Implement Communication Protocols:
   The leadership team will create a standardized stakeholder communication protocol for school visits, parent outreach, and business partner engagement to ensure consistent, positive experiences.

3. Monitor and Improve Customer Service:
   Admin will regularly collect and review feedback from staff and community stakeholders, using a PDCA (Plan-Do-Check-Act) cycle to identify and implement improvements.

4. Foster a Culture of Joy and Accountability:
   School budgets and leadership efforts will support initiatives that build a joyful, accountable culture aligned with the LMS brand and reflected throughout the school community. We will foster a culture of shared accountability by setting clear expectations, monitoring progress, and celebrating successes, while also prioritizing joy in our daily practices to ensure that staff feel valued, supported, and connected. 

At Lilburn Middle School, we are committed to maintaining high levels of performance while meeting the unique needs of our students. Our school-wide focus is on strengthening literacy and language proficiency through consistent implementation of high-quality, grade-level instruction grounded in the science of reading. By building collective efficacy among teachers and staff, we aim to ensure that every student has access to effective practices that support academic success, social-emotional growth, and meaningful family engagement. Through targeted actions, we will reduce instructional variability, support teacher retention, and provide all students with the tools to become confident, capable readers and communicators.

1. Strengthen Instructional Practices

• Implement Instructional Conversations in all classrooms by December 2025.
• Facilitate weekly CLT meetings that include bite-sized PD focused on HQTI, SGI, FIP, and SEL integration.
• Promote shared instructional practices aligned to the LMS Instructional Playbook (lesson planning, structures, and vision).

2. Monitor and Support Teaching

• Conduct daily instructional touchpoints (min. 4 per admin) and monthly Instructional Rounds and SPLAT (student work analysis).
• Admin will attend and support all CLT meetings and provide coaching through informal walkthroughs.

3. Drive Continuous Quality Improvement (CQI)

• Use ongoing assessments and benchmarks to monitor grade-level progress and adjust instruction.
• Facilitate monthly student goal-setting and engage staff in data analysis to refine strategies and meet LSPI goals.
• Communicate student/school performance data to students, staff, and families, and gather feedback for improvement.
• Implement Instructional Conversations and shared classroom structures by December 2025.
• Conduct monthly Mustang Rounds and SPLATs to review instruction and student work.
• Facilitate ongoing PD in High-Quality Tier I Instruction, SEL integration, and leadership development.

4. Continuous Quality Improvement (CQI) & Literacy Focus Across the Curriculum

• Integrate reading comprehension and writing into all content areas through PD and planning support.
• Provide reteach, review, and grade-recovery opportunities, and offer structured help sessions for students needing academic support.
• Use assessments and benchmark data to drive grade-level goals and instructional adjustments.
• Engage students in monthly goal setting; share data with families through regular workshops.
• Embed reading and writing across content areas and provide targeted support for students below proficiency.

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

1. Support Literacy Development: Implement iReady to build students' reading skills and set literacy growth targets for all students.

2. Engage and Inform Families: Teach parents how to monitor reading progress, communicate tutoring opportunities, and set clear attendance expectations for support programs.

3. Strengthen Family-School Partnerships: Monitor students receiving additional support through the Parent Center and actively involve families in schoolwide events and improvement efforts.

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%