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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: DULUTH MIDDLE SCHOOL           Principal: Jimmie McKinley
District Strategic Priorities/Goals Rationale Action Steps
(Implementation Design)		 How will you measure growth?
Growth Factors (Baseline & Targets)
Empathy 1.B - Staff and Student Well Being

Promote student and staff well-being through prioritizing self-care, physical and mental health, and social-emotional learning. 

1.    Engage the Principal’s Advisory Council in monthly meetings to move our school forward about topics that are important to our student body; give students a way to share concerns and be a part of the decision-making community.
2.    Use Paw Points to incentivize good attendance. 
3.    Call students after any 2-day absence through our School Wide Attendance Team (S.W.A.T.).
4.    Counselors implement signature cards for Chronically Absent students and provide incentives to support the importance of coming to school each day. 
5.    Continue to offer two-way communication opportunities to include actionable feedback (Teacher Heart-to-Heart, DMS Leader Academy, Muffins with McKinley, Local School Council, etc.)
6.    Parent Engagement Center will welcome new students and families with a comprehensive and detailed orientation to include available community resources, wraparound services, and academic resources to support their students.

Student Survey
Baseline:  24-25  42% responded positively to the question "I enjoy coming to this school."
Target: 25-26   50% will respond positively to the question "I enjoy coming to this school."

Family Survey
Baseline 24-25 90% of families responded positively to the question “The school has a welcoming environment.”
Target: 25-26 92% of families will respond positively to the question “The school has a welcoming environment.”

Chronic Absenteeism
Baseline:  24-25 - 10% students were chronically absent.
Target:  25-26 - 9% students will be chronically absent.
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.    Continued Tier II data meetings for the Multi-tiered System of Supports (MTSS) team with progress monitoring
2.    Implement MTSS Team of MTSS Coordinator, Administration, and Lead Counselor in support of the GaMTSS School Fidelity Tool.
3.    Conduct iReady PD for using reports, differentiation and small group instruction.
4.    Utilize iReady Screener to identify students in need of Tier II and Tier III support.
5.    Continued Wildcat Pride Time(CQI) approach to include student goal setting and progress monitoring of Tier I and Tier I+ interventions through our MTSS Team’s and Admin’s support.
6.    Reimagined supporting documents for the Instructional Framework to highlight key initiatives; teacher modeling, peer observations, analyzing the standards and professional learning. 
7.    Instructional Leadership Team book study on The New Classroom Instruction that Works.

iReady 1st Sem. Growth: % Meeting Typical Target (ELA)
Percentage of students demonstrating sufficient growth first semester to allow them to meet their annual Typical growth target by end of the school year.


Baseline: SY 24-25 ELA Grades 6-8 – 48.6% met typical growth
Target: SY 25-26 ELA Grades 6-8 – 51.6% will meet typical growth 

iReady 1st Sem. Growth: % Meeting Typical Target (Math)
Baseline: SY 24-25 Math Grades 6-8 – 50.3% met typical growth 
Target: SY 25-26 Math Grades 6-8 – 53.3% will meet typical growth 

iReady 1st Sem. Growth: % Meeting Stretch Target (ELA)
Percentage of students demonstrating sufficient growth first semester to allow them to meet their annual Stretch growth target by end of the school year.


Baseline: SY 24-25 ELA Grades 6-8 – 27.3% met stretch growth
Target: SY 25-26 ELA Grades 6-8 – 30.3% will meet stretch growth

iReady 1st Sem. Growth: % Meeting Stretch Target (Math)
Baseline: SY 24-25 Grades 6-8 – 27.4% met stretch growth 
Target: SY 25-26 Grades 6-8 – 30.4% will meet stretch growth 

Milestones Proficiency Rate (percentage of students scoring P/D)
Baseline: SY 24-25 ELA Grade 6 – 41.7
Target: SY 25-26 ELA Grade 6 – 49

Baseline: SY 24-25 Math Grade 6 – 35.1
Target: SY 25-26 Math Grade 6 – 36.9

Baseline: SY 24-25 ELA Grade 7 – 36.0
 Target: SY 25-26 ELA Grade 7 – 37.4

Baseline: SY 24-25 Math Grade 7 – 35.7
Target: SY 25-26 Math Grade 7 – 35.8

Baseline: SY 24-25 ELA Grade 8 – 38.8
Target: SY 25-26 ELA Grade 8 – 43.4
 
Baseline: SY 24-25 Math Grade 8 – 48.6
 Target: SY 25-26 Math Grade 8 – 48.7

Baseline: SY 24-25 HS Physical Science Grade 8 – 36.8
 Target: SY 25-26 HS Physical Science Grade 8 – 38.6

Baseline: SY 24-25 SS Grade 8 – 37.1
Target: SY 25-26 SS Grade 8 – 37.2

 
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.    School-wide focus on small group instruction coupled with teacher modeling and peer observations.
2.    Increase the number of Gifted, EL and Instructional Coaching endorsed teachers.
3.    Discipline Data Review Team to focus on analyzing, sharing, and providing assistance in regard to Positive Behavioral Intervention & Supports implementation; information shared via monthly faculty meetings.
4.    Schoolwide staff development plan to include differentiated learning opportunities for all teachers to include teacher modeling, peer observations and analyzing the standards.
5.    Increase quality interactions in ML classrooms leveraged by High quality tier-1 instruction, Summit K12 progress monitoring. 
6.    Leverage Wildcat extensions courses to engage relevant, innovative and advanced coursework for all students centered on iReady growth and achievement data.  
7.    School-wide literacy focused initiatives such as Beanstack Reading Challenges, iReady Reading Challenges, and Wildcat Words Champs. 

ML English Proficiency Progress
Baseline: 24-25 68.4% MLs made progress towards English Language Proficiency based on growth on ACCESS.
Target: 25-26 68.5% MLs will make progress towards English Language Proficiency based on growth on ACCESS.

% Reading on Grade Level (Milestones)
Percentage of students performing at or above grade level on the Reading portion of Milestones.

Baseline: SY 24-25 Grade 6 – 58.3
Target: SY 25-26 Grade 6 – 59.2

Baseline: SY 24-25 Grade 7 – 66.7
Target: SY 25-26 Grade 7– 71.2

Baseline: SY 24-25 Grade 8 – 68.7
Target: SY 25-26 Grade 8 – 69.6