Radloff Middle School will promote student and staff well-being through prioritizing Positive Behaviors Intervention & Supports for each scholar and staff member to increase student success and employee engagement.

Staff rewards & recognition—Addition of Glow notes on mailboxes

Amplify Student Voice & Input— PBIS Champions; Principal Student Advisory Council; Instructional Conversations within Joint Productive Activity (JPA) to promote students leading conversations

Positive Behavior Intervention & Supports (PBIS) Designation

BASELINE: emerging

TARGET: operational

Student Wellbeing (EES Student Survey) - Percent of students responding positively to the following student wellbeing EES

Student Survey items (weighted average):

(1) I feel safe at this school

BASELINE:  59.4%

TARGET: 63%

(2) I enjoy coming to this school

BASELINE: 39.5%

TARGET: 42%

3) I am respectful of others at this school.

BASELINE:  81.9%

TARGET:  83%

4) Most students are respectful of others at this school.

BASELINE:  31.7%

TARGET:  34%

5) Student success is celebrated at this school.

BASELINE:  57.8%

TARGET:  60%

(6) I feel proud of my school

BASELINE: 50%

TARGET: 52%

Staff Support (Staff Survey) - Percent of staff responding positively to the following staff support EES Staff

Survey items (weighted average):

(1) When there is a problem in my school, we talk about how to solve it

BASELINE: 63.9%

TARGET: 66%

Gallup Poll Staff---Percent of staff responding positively to the following questions:

Q04:  In the last seven days, I have received recognition or praise for doing good work.

BASELINE:  54%

TARGET:  58%

Q07:  At work, my opinions seem to count.

BASELINE:  57%

TARGET:  59%

Radloff 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. Attendance Data Integrity—Improve practices and accountability for taking daily attendance
2. Attendance Monitoring—Monthly Local School Attendance Council meetings to Schoolwide
3. Instructional Assessment—Administer daily fast formatives; team-based and data-based Kidtalks; Standards-based grading;
4. Redesign Extended Learning Time (ELT)—On and Off-Team Interventions to address Tier 1, Tier 2 and Tier 3 interventions; Addition of school-wide literacy lessons;
5. Off Team ELT Progress Monitoring
6. Expansion of Peer-to-Peer instructional conversations to include all content teams (6-8^th grade math & focus on 6^th ELA, MA, SS, SCI)
7. Instructional Access—Use ML Signature Strategies (Text Engineering; Inclusion of academic vocabulary; build background knowledge; use of sentence stems and starters; IC)
8. Multilingual Support Staff Professional development to learn ways to make instruction accessible for ML students
9. Instructional Monitoring through individual student RBES goals 

EES Staff Survey Results

2) My principal facilitates systems/processes to support school improvement

BASELINE: 77.6%

TARGET: 80%

Student Wellbeing (Chronic Absenteeism) - Percent of students chronically absent. Calculated as the number of students missing 10% or more of enrolled days divided by the total number of enrolled students who were enrolled at least 30 days.

BASELINE: 22% (at-risk attendance)

TARGET: 19% (at-risk attendance)

Student grade outcomes

Student Success Percentage:

Semester 1:  SY24-25 Baseline:____________

Semester 2:  SY24-25 Baseline:____________

(Move to Effectiveness) Student Improvement – % of Proficient and Distinguished on the Georgia Milestones

Student Improvement% of scholars reaching 74% or above--Non-GMAS Courses

English Learner (EL) Progress Towards Language Proficiency - CCRPI

English Learner progress towards English language proficiency.

Based on EL students’ growth on the ACCESS test and calculated by the GaDOE for the CCRPI as a “rate” that rewards more credit for greater amounts of student progress. According to GaDOE, EL students making no progress towards proficiency earn 0 points; those making progress but not moving one band earn 0.5 points; those moving one band earn 1 point; and those moving more than one band earn 1.5 points. The possible overall rate ranges from 0 to 100. The reported overall value for the district is a weighted average of the Elementary, Middle, and

High school districts' results published by the GaDOE for GCPS, using October FTE K-12 GCPS enrollment by level as weights.

Progress Towards English Proficiency Index

BASELINE: 63%

TARGET: 65%

EL - Exit Rate

BASELINE: 26 Students (ACCESS Performance Band 6-7)

TARGET: 32 Students (Exit from ML)

iReady Reading–January

Percentage of students meeting Typical and/or Stretch Growth by January and End of the Year

iReady Reading Meeting Typica & Stretch Growth by January: (Baseline developed by cohort) Get 6th grade Baseline from elementary schools

• 7th Typical Baseline: 7th Grade=43%   

• TYPICAL TARGET:  50% Typical Growth

• 7th Stretch Baseline: 7th Grade=17%  

• STRETCH TARGET:  22%

• 8th Typical Baseline: 8th Grade=63%

• TYPICAL TARGET:  65% 

• 8th Stretch Baseline: 8th Grade=19%  

• STRETCH TARGET:  22% 

iReady Math–Janaury

iReady Math Meeting Typical Growth by January:

• 7th Typical Baseline: 7th Grade=37%   

• TYPICAL TARGET:  50% Typical Growth

• 7th Stretch Baseline: 7th Grade=10%  

• STRETCH TARGET:  15%

• 8th Typical Baseline: 8th Grade=44%   Target: 60%

• TYPICAL TARGET:  52% Met Typical Growth

• 8th Stretch Baseline: 8th Grade 23% 

• STRETCH TARGET:  25%

iReady Reading–May

Percentage of students meeting Typical and/or Stretch Growth by January and End of the Year

iReady Reading Meeting Typica & Stretch Growth by May: (Baseline developed by cohort) Get 6th grade Baseline from elementary schools

• 7th Typical Baseline: 7th Grade=43%   

• TYPICAL TARGET:  80% Typical Growth

• 7th Stretch Baseline: 7th Grade=17%  

• STRETCH TARGET:  35%

• 8th Typical Baseline: 8th Grade=63%

• TYPICAL TARGET:  80% 

• 8th Stretch Baseline: 8th Grade=19%  

• STRETCH TARGET:  30% 

iReady Math–May

iReady Math Meeting Typical Growth by May:

• 7th Typical Baseline: 7th Grade=37%   

• TYPICAL TARGET:  85% Typical Growth

• 7th Stretch Baseline: 7th Grade=10%  

• STRETCH TARGET:  25%

• 8th Typical Baseline: 8th Grade=44%   Target: 60%

• TYPICAL TARGET:  85% Met Typical Growth

• 8th Stretch Baseline: 8th Grade 23% 

• STRETCH TARGET:  35%

Radloff Middle will expand student opportunities to engage in and access high-quality, rigorous, and culturally relevant curriculum, along with appropriate scaffolds, to meet the needs of each and every learner and increase language proficiency.  

1. Attendance Data Integrity—Improve practices and accountability for taking daily attendance
2. Attendance Monitoring—Monthly Local School Attendance Council meetings to Schoolwide
3. Instructional Assessment—Administer daily fast formatives; team-based and data-based Kidtalks; Standards-based grading;
4. Redesign Extended Learning Time (ELT)—On and Off-Team Interventions to address Tier 1, Tier 2 and Tier 3 interventions; Addition of school-wide literacy lessons;
5. Off Team ELT Progress Monitoring
6. Expansion of Peer-to-Peer instructional conversations to include all content teams (6-8^th grade math & focus on 6^th ELA, MA, SS, SCI)
7. Instructional Access—Use ML Signature Strategies (Text Engineering; Inclusion of academic vocabulary; build background knowledge; use of sentence stems and starters; IC)
8. Multilingual Support Staff Professional development to learn ways to make instruction accessible for ML students
9. Instructional Monitoring through individual student RBES goals 

Gifted & Talented Representation – number of students found eligible for Gifted

Baseline:  35 Students

Target:  40 Students

Discipline Data Indicator (Change in Year-to-Year ODR):

SY24-25:  Office Discipline Referral Baseline:  

SY25-26: Office Discipline Referral Target:

Discipline Data Indicator (% of Total Enrollment with ODR:

SY24-25:  %of Scholars with ODR Baseline:

SY25-26: %of Scholars with ODR Target:

Radloff Middle will increase student achievement outcomes on various assessments throughout the year.

1)     Instructional Monitoring—Individualized RBES goals for each student (using previous year’s GMAS, ACCESS and/or August iReady score) to determine student by student movement; track common formative assessment (CFA) & Common Summative Assessment (CSA)

2)     Student goal setting & tracking-Set iReady SMART goals; track progress on iReady/Imagine learning & other Tier 2 & Tier 3 goals and learning targets

3)     Instructional Clarity & Coherence  

o   Learning Target with skill and strategy (scholars included to say and track their learning of the target) 

o   Mini-lesson that includes the 16 elements of explicit instruction (focus on #4, 5, 6, 7, 8, and 11-16) MUST have: #11Require frequent responses) 

o   Fast Formative to assess student understanding 

4)     Instructional Response--Use fast formative data to launch a teacher-guided small group & Schedule reteach and re-assessments for each learning unit 

5)     Improve Instructional Delivery—Ensure that instructional framework components are within each lesson; Rehearse and practice explicit instruction during twice-weekly curriculum planning sessions

EES Student Survey

Student Satisfaction –Student Survey

Percent of students responding positively to the following student satisfaction EES Student Survey items (weighted average):

(1) Adults in this school help me plan and set goals for my future

BASELINE: 56.8%

TARGET: 59%

((3) Support from my principal/supervisor leads to progress on instructional improvement (or professional growth)

BASELINE: 65.4%

TARGET: 68%

(Add EES Family & Student Survey question about understanding learning goals)

Radloff Middle will increase parent engagement by offering a wide variety of entry points for parents to engage with the school.

Increase Access--Parent center coordinator and parent liaison will facilitate and teach parent English Courses; monthly Parent Meetings; counseling team will facilitate coffee & counselor monthly meetings

Increase Access--The principal will facilitate three Callahan’s Community Come Y’all sessions during the year to talk with the community, staff, and scholars about areas of interest. These sessions will be scheduled during a time when other student performances are occurring.

Reduce Barriers & Instill Confidence will work to design the staff Spanish for Educators course, recruit staff to participate, and track impact. 

Increase Parent Capacity--Yearlong and seasonal committee will coordinate and facilitate Title I Events: Literacy Night, STEM (Math/Science/Engineering) Night, ESOL Night, and International Night. Committees will engage Radloff scholars in these events to promote more community engagement.

Increase Communication & Instructional Awareness--. The principal will send out a weekly Parent Newsletter (Radloff Newsletter) to update the community, staff, scholars, and parents about upcoming school initiatives, outcomes, and activities.

Increase Awareness--Radloff staff will send out progress reports monthly to ensure that parents are informed about their scholars' progress.  The parent center coordinator and liaison

Family Satisfaction – Family Survey

Percent of families responding positively to the following family satisfaction EES Family Survey items (weighted average):

(1) The principal of this school is committed to quality education

BASELINE: 88%

TARGET: 90%

(2) I believe adults in this school care about my student

BASELINE: 80.9%

TARGET: 82%

(3) Parents/families and employees at this school talk respectfully with one another (SY24-25: School employees are respectful and courteous of one another.)

BASELINE: 82.6%

TARGET: 85%

(4) This school is doing a good job of preparing my student for a successful future

BASELINE: 82.5%

TARGET: 84%

EES Student Survey

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

BASELINE: 47.7%

TARGET: 51%