DMS believes in reducing variability and increasing the fidelity of high-quality Tier I instruction for all students, including data-driven small groups, formative assessments, and student engagement.

Professional Development:

• Teachers will participate in weekly PLCs that focus on the “how” of implementing planned lessons.

• Teachers will participate in professional learning to address explicit instruction and high-quality Tier 1 instruction including small group instruction, formative assessments, and student engagement.

• Administrators will utilize paired observations, classroom walkthroughs and (formal/informal) feedback to enhance and monitor Tier 1 instruction. (GTES)

Academic Support:

• Conduct a universal screener (iReady) in reading and math to identify needs of students.

• Weekly (formal/informal) KidTalk meetings to identify students’ needs, plan interventions, and monitor progress. 

• Conduct monthly MTSS meetings to monitor progress of tiered students.

• Utilize Remedial Education Program(REP) and Extended Learning Time (ELT) to address tiered students’ academic needs as determined by specific data points

Behavioral Support:

• Utilize PBIS, Mentoring Program, and  Behavior Interventionist for tiered behavior support.

• Counselors will utilize small groups to address needs of students as identified by the EES Wellness Survey.

• Continue implementation of restorative practices to include circles, chats, and Restoration Room to address behaviors.

ELA and Math GMAS data will reflect an increase in percentage of students scoring proficient/distinguished.

iReady data will reflect an increase in the percentage of students meeting their typical/stretch growth.

DMS believes each and every student is deserving of equitable opportunities and access to rigorous and relevant education needed to succeed.

Instructional Programs

• Provide a variety of Carnegie Unit opportunities for students beyond HS Physical Science and HS Algebra I.

• Consider multiple entry points/factors for Gifted criteria.

• Continue to encourage participation in the Coaching, ML, and Gifted Endorsement Programs. 

• Provide specific strategies to teachers for specific strategies for reaching ML students and Students with Disabilities.

Behavior Support:

• Utilize restorative practices, the restoration room,  and the behavior interventionist to address unfavorable student behaviors.

• Utilize training from MCPP to engage in appropriate de-escalation strategies and techniques with students to decrease exclusion from class.

• Utilize data to track the academic and behavioral progress of students who receive exclusionary consequences.

Family Engagement:

• Continue providing Family Engagement opportunities for families to actively participate in their child’s development.

• Continue to provide 2-way communication opportunities for students, staff, and families.

• Administer EES survey and analyze data to track progress with family engagement.

The percentage of students who earn more than 3 exclusionary disciplinary consequences will not exceed 25% for each grade level.

All students enrolled in a Carnegie Unit course will earn a Carnegie Unit for high school credit.

Percentage of positive responses on the EES Student Survey will increase

DMS believes in world-class communication and engagement with transparent, two-way communication to build stakeholder trust and confidence.

Family Engagement:

• Continue providing Family Engagement opportunities for families to actively participate in their child’s development.

• Continue to provide 2-way communication opportunities for students, staff, and families.

• Administer EES survey and analyze data to track progress with family engagement.

Dacula Middle will show an increase participation rate as well as the percentage of positive parent responses on the EES Survey regarding school communication, effectiveness, opportunity, and access.