Snellville Middle School will implement systems and processes to fully promote Safe and Welcoming Schools and operationalize the GCPS commitment to recognizing, valuing, and leveraging differences to interact effectively and better serve our students, staff, and community. 

1. Expand Snellville's peer leadership team across each grade level to engage students in leadership initiatives and problem solving practices within grade levels.
2. Integrate Portrait of a Graduate competencies learning into advisement meetings, twice weekly, Monday and Friday with monthly culminating assessment and/or recognition school wide. 
3. Create a student leadership advisory council to encourage collaboration and supportive community among school leaders and student leaders. 
4. Collaborate with the Office of Behavior Support and Interventions to assess fidelity and implementation of student engagement experiences. 

Increase percentage of positive responses in the Educational Effectiveness Survey domains, Self-Management and Social Awareness. 

Increase number of student leaders beyond Student Council and 8th Grade Peer Leadership, and representing a broad reach of student groups.

Achieve 90% for PBIS engagement, per GA  through BLAZE time advisement meetings with established student recognitions as Comet Tail BLAZERS.

Snellville Middle School will implement a comprehensive framework to fully operationalize a Multi-tiered System of Supports to improve Literacy and Academic Excellence, while reducing variability and increasing the fidelity of High-Quality Tier 1 instruction implementation with data review and progress monitoring for all students. 

1. Improve new teacher support and retention with refinement of administrative team and collaborative learning team support structures to meet the needs of first-year teachers, those new-to-Snellville Middle, and those within three years of their educational career. 
2. Create and level-set leadership HQT1 expectations and content high-quality practices by course team monitored with weekly classroom walkthrough schedule. 
3. Develop and implement a common Collaborative Learning Team (CLT) practices for all collaborative learning teams (core, connections, support staff and families) to reduce variance in practice and in communication. 
4. Develop capacity of Snellville leaders and collaborative learning teams to use data to drive instructional planning, assess student learning, modify instruction, and monitor progress of all students. 
5. Instructional lead teacher development by administrative leaders meeting each week with course team leads to discuss team plans, data review, strategies, timelines, and responsibilities tied to team goals. 
6. Professional development prioritizing HQT1 practices in teaching and learning. 

Georgia Milestones Assessment System

1. Increase the percentage of students scoring Proficient or Distinguished on GMAS.

Snellville Middle School will identify opportunities to support and engage teachers with increasing opportunities and access for Each and Every Student to consistently learn and achieve by implementing a high-quality curriculum that reflects on grade level expectations, including early literacy and science of reading. 

1. Weekly grade level leadership meetings of administrator, counselor, and grade level leaders to create targeted action plans based on performance and behavioral data, and embed data review into bi-weekly grade level meetings to analyze and respond to academic, behavioral trends. 
2. Develop and implement progress monitoring tool for reviewing student progress during Academic 1 intervention and enrichment learning.
3. Implement GaMTSS Fidelity Tool as guidance and capacity building of Snellville's MTSS team. Team will meet bi-monthly in review of students needs and supports. 
4. Establish learning support plans for Multilingual learners, gifted learners, and students with disabilities by grade level.
5. Provide opportunities for all students to achieve proficiency by offering additional instructional time.
    

Increase percentage of students who respond favorably to domain High Standards and Expectations in Educational Effectiveness Survey.

High Standards and Expectations 

Increase percentage of students performing in Proficient and Distinguished achievement levels in multi-lingual, students with disabilities, and gifted student groups.

Increase percentage of students scoring at or above grade level on GMAS.

Snellville Middle School will promote College and Career Readiness by integrating learning of multiple pathways to success and supporting students in identifying their strengths, interests, and understanding of learning pathways to high school and beyond. 

1. Create a classroom learning hub where students can explore and engage in high school academies, leadership development, college and career information and seminars.
2. Create a process for monthly vertical team course collaboration to increase percentage of accelerated learners and next grade level readiness. 
3. Partner with Equal Opportunity Schools to enhance high school articulation and preparation process and increase postsecondary outreach opportunities for grades 6-8.
4. Generate grade level goal setting and progress monitoring driven by data and grade level themes centered on leadership, progress, and performance. 
5. Increase community partnerships and postsecondary supports to enhance student learning, readiness, and on-grade level self-assessment.
6. Family Engagement: Embed college and career readiness learning components in communications and engagement with families, including newsletters, conferences, Title I collaborations. 
7. Family Engagement: Promote a Portrait to Promise Parent Lab twice each semester to engage families in input, learning, and strategies for bridging excellence between school and community.

Increase percentage of families completing EES survey and responding favorably in Effective Leadership, Supportive Learning Environment, and High Expectations for Learning domains.