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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: MOORE MIDDLE           Principal: Lamont Mays
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

Moore Middle School staff is committed to increasing student agency by creating additional opportunities for students to exercise their voice in areas including, but not limited to their learning and extracurricular activities. Our school will also promote staff and student wellbeing to ensure a sense of belonging in our school community.
  1. Increase monitoring of student attendance at each grade level through counselors and MTSS coordinators through early warning systems. Ensure that all stakeholders are aware (administrators, counselors, social worker, parents) and proper interventions are communicated and implemented. 
  2. Establish 6th Grade Academy to accelerate rising 6th graders’ acclimation to academic, behavioral, and social expectations at Moore Middle School.
  3. Partner with the Office of Behavior Support and Interventions to provide professional learning to increase the quality of SEL, Advisement, Restorative Practices, and other initiatives.
  4. Incorporate opportunities for student voice and feedback through meetings with student leadership and representative groups.
  5. Continue student and staff recognition programs and opportunities (include more regular attendance recognition for students and staff).
  6. Provide opportunities for students to participate in clubs and extracurricular activities.

Reduce overall student absence rate:
24-25 Baseline: 16%
25-26 Target: 14%

Increase Percent Positive Responses on the following EES Student Survey Items
Most students are respectful of others at this school
24-25 Baseline: 32% 
25-26 Target: 35%

I enjoy coming to this school   
24-25 Baseline: 34%
25-26 Target SY24-25: 40%

Student success is celebrated in this school
24-25 Baseline: 60%
25-26 Target: 63% 

Increase Percent Positive Responses on the following EES Staff Survey Items:
I receive training on instruction to support social emotional learning
24-25 Baseline: 75%
25-26 Target: 80%

 
Equity 2.A - Multi-tiered System of Supports

Moore Middle School is committed to supporting each and every student by identifying academic and non-academic strengths, needs, and interests to ensure whole learner, whole child focus through the implementation of a multi- tiered system of supports.
  1. Ensure quality instruction through collaborative curriculum planning that is aligned to AKS/ALDS at the distinguished level.
  2. Implement and monitor a Balanced Assessment System.
  3. Frequently assess students and collaboratively execute next steps to ensure that students are demonstrating academic, social, and behavioral growth.
  4. Analyze and disaggregate data to determine the next steps for planning and instruction.
  5. Utilize peer observations, classroom walkthroughs and feedback (informal and formal) to enhance and monitor Tier 1 instruction (GTES).
  6. Communicate and monitor implementation of Instructional Framework and practices aligned to Theory of Action.
  7. Utilize iReady screener data to inform decisions regarding student interventions and supports.
  8. Implement interventions (ie. ELT/Saturday School) for students who are not successfully progressing and/or mastering the AKS.
  9. Continue MTSS Implementation (utilize MTSS Air Rubric).
  10. Hold monthly Student Intervention Meetings (SIM) to develop and monitor plans to ensure that each and every student's academic, social, and emotional needs are met.
  11. Continue implementation of our PBIS program to incentivize academic and behavioral growth.
  12. Ensure staff is trained in utilizing proper academic and behavioral interventions through professional learning and monitoring.
  13. Counselors will continue to monitor student attendance and support students based on data from the EES/Wellness Screener and EWS.

iReady RDG Typical Growth
24-25 Baseline 6th RDG: 51%
25-26 Target 6th RDG: 53%
24-25 Baseline 7th RDG: 56%
25-26 Target 7th RDG: 59%
24-25 Baseline 8th RDG: 40%
25-26 Target 8th RDG: 46%

iReady RDG Stretch Growth
24-25 Baseline 6th RDG: 23%
25-26 Target 6th RDG: 26%
24-25 Baseline 7th RDG: 28%
25-26 Target 7th RDG: 31%
24-25 Baseline 8th RDG: 14%
25-26 Target 8th RDG: 20%

iReady MA Typical Growth
24-25 Baseline 6th MA: 41%
25-26 Target 6th MA: 46%
24-25 Baseline 7th MA: 50%
25-26 Target 7th MA: 55%
24-25 Baseline 8th MA: 37%
25-26 Target 8th MA: 42%

iReady MA Stretch Growth
24-25 Baseline 6th MA: 20%
25-26 Target 6th MA: 23%
24-25 Baseline 7th MA: 23%
25-26 Target 7th MA: 26%
24-25 Baseline 8th MA: 11%
25-26 Target 8th MA: 15%

Percent of Students Reading on Grade Level on GMAS
24-25 Baseline 6th RDG: 46%
25-26 Target 6th RDG: 52%
24-25 Baseline 7th RDG: 62%
25-26 Target 7th RDG: 64%
24-25 Baseline 8th RDG: 72%
25-26 Target 8th RDG: 72%

Percent of Students Proficient/Distinguished ELA on GMAS
24-25 Baseline 6th ELA: 27%
25-26 Target 6th ELA: 33%
24-25 Baseline 7th ELA: 28%
25-26 Target 7th ELA: 33%
24-25 Baseline 8th ELA: 33%
25-26 Target 8th ELA: 38%

Percent of Students Proficient/Distinguished ELA on GMAS
24-25 Baseline 6th MA: 21%
25-26 Target 6th MA: 25%
24-25 Baseline 7th MA: 24%
25-26 Target 7th MA: 28%
24-25 Baseline 8th MA: 46%
25-26 Target 8th MA: 50%
24-25 Baseline 8th MA: 66%
25-26 Target 8th MA: 70%
Equity 2.B - Opportunity and Access

Moore Middle School will work to ensure each and every student has access to high quality instructional practices where lessons are rigorous and culturally relevant.
  1. Increase the number of under- represented student groups screened for the Gifted program.
  2. Review iReady data at least twice a year to identify students for additional services including gifted screening.
  3. Increase collective impact of staff to provide quality instruction each day by building effective collaborative teams.
  4. Collaborative learning teams will be developed to provide guaranteed and viable curriculum access to each and every student by reducing instructional variance across classrooms in alignment with the Theory of Action.
  5. Provide collaborative spaces and professional development so teachers can create engaging and rigorous instruction in alignment with the Theory of Action.
  6. Increase number of teachers with ESOL endorsement via TALC to GACE pathway or other methods.
  7. Increase Peer Observation frequency based on instructional learning cycles.
  8. Utilize EL/ML resources to increase language acquisition for ML students.
  9. Provide additional access to the curriculum (real-world connections) through in-person and virtual field trips related to content.
  10. Provide additional access to the curriculum through in-person and virtual field trips related to content.
  11. Staff will continue to provide opportunities for students to participate in clubs or extracurricular activities.

% Students identified as Gifted
24-25 Baseline: 13%
25-26 Target: 15%

Universal Screener Participation Rate
24-25 Baseline: 95%
25-26 Target: 95%

ML Proficiency Progress
Increase the percentage of multilingual learners (ML) progress towards English language proficiency (movement of one band or more on ACCESS).
24-25 Baseline: 33%
25-26 Target: 40%

My professional learning community work results in improved student learning
24-25 Baseline: 88%
25-26 Target: 90%

We monitor the effectiveness of instructional interventions 
24-25 Baseline: 87%
25-26 Target: 89%

Peer observation/coaching and feedback is a tool we use to improve instruction
24-25 Baseline: 82%
25-26 Target: 85%

We are provided training to meet the needs of a diverse student population in our school
24-25 Baseline: 84%
25-26 Target SY24-25: 87%
Family Engagement/Building Parent Capacity -

We will build our parents' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise.
  1. Interactive workshops will take place where parents can learn about the content through a lesson, and then practice with other parents and/or their child.
  2. Parents will learn specific knowledge and/or skills so they are equipped to help their child academically at home.
  3. We will teach parents how technology can assist them and their child at home and show them what resources they have available and how to access the resources.
  4. Our teachers will also receive professional development regarding building parent capacity and effective communication, so through schedule parent-teacher conferences, the teachers can help parents understand how to help their child at home.
  5. Interpretation will be provided for parents as needed. In addition, our PIC will assist parents with academic related needs during office hours of 8:1Sam- 4:15pm.

EES Family Participation Survey Rate
% Families participating in the annual EES Family Survey
24-25 Baseline: 10%
25-26 Target: 13%