Moore Middle School Title One
Title 1 Schoolwide Plan Narrative
2012-2013
Moore Middle School has developed, revised/updated and will implement a FY 2012-2013
Title I Schoolwide Plan (SWP) which will clearly demonstrate “conceptual pooling” by the
coordination of all funding sources. The school’s Title I Program through its SWP Plan and
SWP Budget will be identified as a “single cost objective” evidenced through supporting
documentation. Reference: Non-Regulatory Guidance, Title I Fiscal Issues, Revised
February 2008, Sections E-2 and E-18, Pages 50, 51, and 64.
School-wide Planning Component 1: A comprehensive needs assessment of the school.
Introduction:
Moore Middle School (MMS)is located in the Central Gwinnett Cluster of Gwinnett County
Public Schools (GCPS). Located in the heart of Gwinnett County Georgia, the Central Gwinnett
cluster has approximately 9,700 students based in 5 elementary schools, 2 middle schools, and 1
high school. Located in Lawrenceville, Georgia, Moore Middle School was opened on August 8,
2011 to alleviate overcrowding in Richards Middle School. In its first year, there were 861
students, 51 teachers, and 43 support personnel.
The largest school district in the state of Georgia, GCPS is comprised of 77 elementary schools,
25 middle schools, 19 high schools, and 9 special needs/alternative schools. The district has
approximately 162,000 students enrolled in grades K-12 and is one of the largest employers in
the state of Georgia with approximately 22,000 employees.
The school was founded and named for Mrs. Robbie Susan Moore and held its dedication
ceremony October 16, 2011. Mrs. Moore had a long history of community involvement starting
in 1964 when she joined the University of Georgia Extension Service as a teacher's aide. She
organized the Concerned Citizens Group in Gwinnett County to discuss community issues
related to education and voter registration. Her contributions to education included serving as
president of the Lawrenceville Middle School Parent-Teacher Association (PTA), the Human
Relations Council, and she served as a member of the Advisory Board of the Gwinnett County
Board of Education. As a member of the League of Women Voters of Gwinnett County, she was
one of the first black poll managers in the county and worked for many years as a deputy voter
registrar. In addition, Mrs. Moore contributed to her community by organizing the Miss Black
Gwinnett pageant for young African-American girls aged 3 to 18 and served as a Boy Scout
troop leader. She served on the boards of several organizations, including the United Way, the
Lawrenceville Housing Authority, and the Executive Board of the Gwinnett chapter of the
NAACP. The Poplar Hill Church Scholarship Program was also a recipient of her service.
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Based on her legacy of service to her community and excellence as her standard, the motto of
Moore Middle School is “Anchored in Excellence.”
The GCPS vision states that it will become a system of world-class schools where students
acquire the knowledge and skills to be successful as they continue their education at the
postsecondary level and/or enter the workforce. Its mission is to pursue excellence in academic
knowledge, skills, and behavior for each student, resulting in measured improvement against
local, national, and world-class standards.
To align with the GCPS vision and mission statement, the Moore Middle School vision is to
become a world-class school where students acquire the knowledge and skills to become
academically independent thinkers, life-long learners, and leaders in the local and global
community.
The mission of Moore Middle School is to pursue excellence in academic knowledge, skills and
behavior for every student and staff member resulting in measured improvement against local,
national, and world-class standards. In pursuit of this mission we want to effectively involve and
communicate with all participating members of the students’ education. We want to build
partnerships between the school (teachers, administrators, staff members) and the community
with an emphasis on parent involvement. Research has shown that when parents are actively
involved in their child’s education the student will be more successful in his/her classes, have
better attendance, and fewer referrals.
The Title I Schoolwide Plan Narrative for Moore Middle School provides an overview of nonacademic and academic data as described below.
In developing the Schoolwide Title 1 Needs Assessment, the Title 1 committee reviewed the
following data:
 Non-Academic data including:
 Student Attendance
 Student Ethnicity
 Student Demographics and Subgroup Data
 Students enrolled in the Free and Reduced Lunch Program
 Discipline Data
 Academic Data
 Gwinnett Interim Test Results and Posttest Results for Language Arts, Math,
Science, and Social Studies
 Criterion-Referenced Competency Test (CRCT) Results from feeder schools
 CRCT Scores for Language Arts, Reading, Math, Science, and Social Studies
 Iowa Test of Basic Skills Results: Reading, Language Arts, and Math, 2010-11
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2011 CogAT
Grade 5 and 8 Writing Assessment
1st semester grades of MMS students
Much of this data was also gathered from the following on-line resources:
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Local School Plan for Improvement
My Students and My School
Elements
School Reports
Student Records Program (SASI)
Gradebook data (IgPro)
Elementary and Secondary Education Act flexibility and the Georgia College and Career
Readiness Performance Index
This year, the Georgia Department of Education (GaDOE) has applied for and received a waiver
to meeting the Annual Measurable Objectives (AMOs) defined by the Elementary and Secondary
Education Act (ESEA) formerly known as No Child Left Behind (NCLB). Schools in Georgia
will now be required to meet different goals and benchmarks. The goals are based on academic
achievement, reduction in achievement gaps between subgroups, graduation rates, and
performance on the College and Career Readiness Performance Index (CCRPI).
Rather than having predetermined percentages and AMOs to reach to make Adequate Yearly
Progress, schools will be compared to the average of the statewide results of assessments and
will be provided support based on how far below the average they have performed and their
ranking in the state. Therefore, academic needs in our Schoolwide Plan will be based on areas for
improvement rather than explicitly defined achievement goals.
Status for the 2012-2013 school year is based on data from 2010-2011. At this point, Moore
Middle School has not been identified as a Priority or Focus School for the 2012-2013 school
year.
Relative components of the Georgia Waiver will be discussed throughout this plan where
applicable and will be referred to as “Georgia Waiver” and the “Readiness Index” or CCRPI.
Non-Academic Data 2011-2012
It is now more important than ever to examine our demographic data for student ethnicity and
program enrollment. One way school performance is measured for the new Georgia Waiver is by
identifying the degree to which schools have reduced the achievement gaps between the lowest
and highest performing subgroups. Previously, gaps have been measured between subgroups and
“all students.” This new way of measuring achievement gaps increases accountability as some
subgroups will out-perform the “all students” scores, creating a lager range of scores to
overcome.
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Additionally, the Georgia Waiver and CCPRI has decreased the minimum number of students
needed for a school to have a measurable subgroup. So, while in the past, some schools may
have not had enough students in a subgroup to count toward meeting Adequate Yearly Progress
(AYP) as defined by NCLB, the new measures will count these smaller subgroups in the ranking.
Student Population by Grade
28.2
39.4
6th Grade
7th Grade
8th Grade
32.4
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6th grade= 335 Students
7th grade= 276 Students
8th grade= 240 Students
Total= 851 Students
Due to permissive transfers, the 6th grade enrolled the largest number of students, and hence,
class sizes are the largest. The number of 8th grade students was smaller than projected because
many parents elected to keep their children at the current school rather than transfer; however,
Moore Middle School was almost able to meet a projected enrollment of 869 for the 2011-2012
school year. As our 6th grade students advance to 7th grade, we may need additional teachers in
7th grade.
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Students and Teachers by Grade Level
Grade
# of Students
6
7
8
336
281
224
# of teachers who work with
each grade level (includes
connections, Special
education, ESOL)
32
38
31
The number of teachers assigned to the 7th grade was higher based on the number of English as a
Second Language (ESOL) and special education students enrolled in that grade. Because special
education and connections teachers serve more than one grade level, they were counted in all
grades they serve.
Ethnic Composition (%) of Moore Middle School
Hispanic
Multiracial
Black, 43.2
Hispanic, 28.4
Native American/Alaskan Native
White
Asian
Black
Number of students from each ethnic
background
Multiracial, 3.8
White, 16.8
Asian, 6.8
Native
American/Alaskan
Native, 0.9
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Hispanic= 242
Multiracial= 32
Native American/Alaskan
Native= 8
White= 143
Asian= 58
Black= 368
The ethnic diversity of Moore Middle School is shown in the data above. Hispanic students
account for 28.4% of the total school population, 3.8% are Multiracial, 0.9% Native
American/Alaskan Native, 16.8% White, 6.8% Asian, and 43.2% Black. Moore Middle School
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prides itself in its diversity, as we believe that all students bring their own rich cultural heritage
to the learning environment. While diversity is an important asset and strength of our school, our
ELL students (English Language Learners) can face specific challenges for several reasons.
First, some ELL students are not literate in their first language and often must learn a new
language system as well as vocabulary to operate successfully in their new environment. This
language barrier can create an achievement gap when the language must be interpreted. For
example, our CRCT data shows that our ELL students had a difficult time passing the Science
and Social Studies tests. Another challenge is the lack of background knowledge possessed by
the native population. The parents of many of our ELL (English Language Learners) are
reluctant to participate in the school due to their lack of fluency in English. While they show a
great deal of respect for education and are supportive of teachers, they also may not know how to
interact with the school or how to navigate the system to gain community resources for which
they may be eligible. Next year, in order to help our ELL population, we want to have more
teachers with an ELL background working with our ELL population, use coaches to help identify
ways of meeting the needs of these students, use a PISC (Parent Instructional Support
Coordinator) to reach out to all of our parents, and identify and follow-through on ways to better
communicate with parents and students.
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Student Disciplinary Summary- August 2011-February 2012
180
1: School Disruption
2: Damage/Steal School Property
160
3: Damage/Steal Private Property
140
4: Threat/Intimidate/Physical
contact with Staff
120
5: Threat/Intimidate/Physical
Contact with Another
0
8: Failure to follow Directions or
Commands
9: Sexual Misconduct
13: Bus Violations, 26
12: Chronic Beahvior Problem, 27
11: Conduct Subversive to Good Order, 9
10: Tardies/AWOLS, 15
7: Drug Possession
9: Sexual Misconduct, 10
8: Failure to follow Directions or Commands, 16
7: Drug Possession, 1
20
3: Damage/Steal Private Property, 3
40
1: School Disruption, 56
60
2: Damage/Steal School Property, 15
80
4: Threat/Intimidate/Physical contact with Staff, 40
5: Threat/Intimidate/Physical Contact with Another,
170
6: Weapon Possession, 3
6: Weapon Possession
100
10: Tardies/AWOLS
11: Conduct Subversive to Good
Order
12: Chronic Beahvior Problem
13: Bus Violations
Rule Violation
One goal of Moore Middle School is to decrease inappropriate student behavior which often
leads to discipline referrals. Behavior greatly impacts the academic success of students as it
interferes with the learning environment. Fewer referrals directly impacts student achievement
by increasing instructional time for students and teachers. The data reflects the discipline for
Moore through February 2012. In addition to the information above, it should be noted that there
have been 424 rule violations in all and 386 total referrals, involving 200 students. This means
that less than 25% of our school’s population is responsible for all the referrals thus far.
In addition, there are four concerning areas when looking at the data above: 170 Rule 5
violations, 3 Rule 6 violations, 1 Rule 7 violation, and 10 Rule 9 violations. While the
implications of these categories seem to be very serious (and can be at times), they may also be
less serious, depending on the circumstances. For instance, Rule 5 is listed as a threat and can
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range from calling someone a name to actual physical contact; Rule 6 relates to real and fake
weapons; Rule 7 relates to over-the-counter medicine, tobacco, drugs, and alcohol; Rule 9
violations range from name calling through sexual acts.
Steps to address these areas of concern have included character building lessons that are
delivered during advisement time, a school wide behavior plan, and counselor interventions.
Next year we plan to continue these interventions and possibly start the Positive Behavioral
Interventions and Supports (PBIS) system. We also want to target positive and negative
behaviors early in the year, which will let the students and parents know of Moore Middle
School’s expectations.
Regular school attendance is highly encouraged because there is a direct correlation between
student absences and student achievement.
Attendance History from August 2011-December 2011
Avg. days absent
Avg. days enrolled
Avg. days present
Avg. days tardy
6-10 days absent
11-15 days absent
16+ days absent
2.5
79.4
76.9
0
94
17
4
Moore Middle School’s commitment to promoting student success in academic classes is evident
with daily attendance averaging 99.8%. Students absent from school are missing critical
instructional time, which will affect their academic achievement. To reduce the number of
absences, teachers call the student’s home after a student has not been at school for 2 to 3 days.
The school counselor calls home after 5 or more unexcused days, and a letter from the county
will be sent to the parents at 5 days, 7 days, and 15 days. If a student has more than 10 unexcused
absences, he/she will be sent to a Student Advisory Review Committee (SARC). The SARC
consists of an administrator, the school social worker, the student’s counselor, the student, and
parent. The committee meets to provide assistance and support to the parents and student in an
effort to improve attendance.
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Program Enrollment by percentage
90
80
70
▪
60
50
▪Central Gwinnett Cluster
40
30
▪ GCPS
53.9
79.4
83.3
14.2
7.5
10.1
16.1
22
10.7
10.9
11.6
12.2
20
10
Moore Middle School
0
Special Education
LEP/ESOL
Gifted
F/R Lunch
The graph represents the student populations served at Moore Middle School. Our largest
subgroup, 83.3% is students receiving free and reduced price lunch. Moore Middle School has
the 6th highest free and reduced percentage out of all the GCPS middle schools. The other three
subgroups, Special Education, ESOL, and Gifted are comprised of 10-12% of the population in
each.
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ACADEMIC DATA
CogAT
In 8th grade, students take the Cognitive Abilities Test (CogAT) which measures their cognitive
ability. The Standard Age Score (SAS) is the number that reflects the student’s ability. 100 is
“average” so a score of 80-120 is considered within the average range.
8th Grade Cognitive Abilities Test Results 2011 (CogAT)
Subtest
# of students
tested
Average SAS
Percentile rank
Stanine
Verbal
247
94.7
37
4
Quantitative
246
100.4
51
5
Nonverbal
246
102.5
56
5
Composite
243
98.9
47
5
The students performed in the average range in all categories, ranging from 94.7 (verbal) to
102.5 (Nonverbal). This means that our 8th grade students should be performing at grade level in
all categories. Our students performed the lowest in the verbal category. This category includes
sub tests on verbal classification, sentence completion and verbal analogies, which represent how
well they should perform in Language Arts. This data lets us know that we must be focused in
the area of Language Arts in order to improve our students overall ability. Our professional
development will be strategic with all teachers, so we incorporate Quality Plus Teaching
Strategies (QPTS), and Reading and Writing in all curriculum areas.
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ITBS
5th Grade Iowa Test of Basic Skills (ITBS) Data
The Iowa Test of Basic Skills (ITBS) is a national test that compares students around the United
States. Because Moore Middle School (MMS) is a new school, we examined 5th grade ITBS data
to get a “picture” of how our students were performing at that time.
Current 6th Grade
350
# of students total
300
85
250
200
150
100
50
0
75
84
61
READING TOTAL
58
95
61
OTHER TOTAL
40
45
50
76
78
81
74
85
70
0-25
26-50
51-75
76-99
Current 7th Grade
# of students total
250
67
51
64
77
48
50
0-25
200
150
100
50
0
69
37
READING TOTAL
42
OTHER TOTAL
63
66
MATH TOTAL + COMPUTATION
64
54
54
LANGUAGE TOTAL/LANGUAGE
26-50
51-75
76-99
39
45
Grading range
Current 8th Grade
250
# of students total
200
150
64
40
50
60
READING TOTAL
38
OTHER TOTAL
43
MATH TOTAL + COMPUTATION
100
38
53
48
50
25
22
37
54
53
35
0-25
26-50
51-75
76-99
0
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57
LANGUAGE TOTAL/LANGUAGE
Grading range
Page 11
In all three grade levels, our students performed the lowest on the Language Arts and Reading
tests. In 2011 our 8th grade students took the 2011 ITBS. The results were as follows:
8th grade 2011 ITBS results
Subtest
# of Students Tested
National Percentile Rank
(NPR)
Reading
252
42
Written Expression
252
49
Conventions of Writing
251
44
Vocabulary
252
38
ELA Total
251
43
Mathematics
252
47
Computation
252
57
Math Total
252
50
Social Studies
252
50
Science
251
54
Because students take the ITBS in the early Fall, their scores reflect the skills and knowledge
they acquired in previous grades. The ITBS scores indicate that our students are weakest in
Language Arts with a National Percentile Rank (NPR) of 43. The NPR represents how our
students did in comparison to the rest of the population that took the exam. For example, if a
score is 43, it means 57% of the students scored higher than these students, and these students’
scored at or better than 43% of the students that took the test. ELA scores seem to be low
because the vocabulary scores are low at the 38th percentile. The vocabulary section of the tests
measures Standard English words, not content material. This can mean that by having a low
vocabulary, it can impact all their other tests and make learning the content more difficult.
Research has shown that students from the low socioeconomic levels may have had less time
being read to than students from high socioeconomic levels. This in turn can make reading more
difficult, and students may have a smaller vocabulary and lower comprehension level. Reading
will be an instructional focus within our classes to develop this skill and help our students be
more successful. This means that all our teachers should focus on content specific vocabulary
and Standard English vocabulary in their classes. Professional development, supplemental
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reading materials, novels, and instructional resources can help our teachers and students perform
better.
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CRCT
In the past, the CRCT was used to determine whether a school made Adequate Yearly Progress
(AYP) toward the federal goal of 100% academic proficiency for all students by 2014 and to
measure student mastery of the Georgia Performance Standards (GPS) at each grade level. AYP
was measured with Annual Measurable Objectives (AMOs) for Reading/Language Arts and
Math. With the Georgia Waiver and CCRPI, the CRCT will continue to be a critical piece to
ensure all students are showing academic growth. Subgroup data and increased academic
achievement will be measured.
Beyond meeting the requirements of the Georgia Waiver and CCRPI, this assessment provides
many ways to examine the progress of students in Reading, LA, Math, Science and Social
Studies. The broad subject areas each provide more specific “strand” data which we will
examine closely.
The CRCT is a set of Criterion-Referenced Competency Tests that measures how well students
have learned the content in a particular course. It is a test that is administered in the Spring to all
6th, 7th, and 8th grade students in Georgia Public Schools in the areas of Math, Language Arts,
Reading, Science, and Social Studies. Below is a list of the results from our students last year.
Average scores on the CRCT by grade and subject
860
850
840
English
830
Social Studies, 843.6
Science, 841.3
Reading, 831.3
Math, 846.9
English, 843.5
Social Studies, 821.7
Science, 816.2
Reading, 833.7
Math, 820.4
English, 831.5
Science, 832.7
Reading, 832.6
Math, 848.6
810
English, 838.5
820
Social Studies, 818.3
Math
Reading
Science
Social Studies
800
6th grade
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7th grade
8th grade
Page 14
The results of the state CRCT tests are used to determine if a school meets federal requirements
based on the Georgia Waiver to the ESEA. The CRCT score range is defined by exceeds, meets,
and not meeting grade level expectations. Students who score 850 or above are classified as
exceeding grade level expectations while students scoring in the range of 800–849 fall into the
meets expectations category, and students with scores of 799 or below do not meet the
requirements for the course. Students who score in the 785-815 range are considered to be in the
“bubble range”. Answering one or two questions correctly or incorrectly could mean the
difference between meeting and not meeting expectations. Therefore, it is important to support
these students with remediation and/or enrichment to prevent failure and provide rigor to assist
them with moving into the “exceeds” category.
Overall, our 7th grade students performed the lowest out of the three grade levels. While they
scored higher in language arts and reading, they showed weaknesses in science and math. In
order to help this we would like instructional coaches to work with our teachers and students to
promote higher student achievement, focus on critical thinking, and provide extra support
through manipulative and Extended Learning Times (ELT).
CRCT data indicated that math scores were the highest for 6th and 8th graders but one of the
lowest scores achieved by the 7th graders. As a result, the decision was made to focus on math
during AKS/CQI time. This 30-minute segment of the day is devoted to making and maintaining
gains for the 6th and 8th graders while attempting to remediate the 7th grade students. Based on
our Fall 2011 Posttest data, our 8th grade math scores are showing signs of excellence as Moore
Middle School was four points above the county average. This great achievement is contributed
to our weekly curriculum meetings, targeted professional development, Quality Plus Teaching
Strategies, following the instructional calendar, and our overall focus on math during CQI. Next
year we plan to continue to focus on one area of need during our CQI time.
In order to increase student achievement in the areas of Math and Science, we want to develop
the Science, Technology, Engineering, and Mathematics (STEM) Program to benefit all grade
levels. This program, through the use of technology, will help students grasp concepts and
extend their learning, which will increase student achievement.
Based on this data, science, social studies and reading are the biggest areas of concern for the 6th
grade. The lower scores in social studies and science could be attributed to a reading deficiency,
weak Higher Order Thinking Skills and the inability of the student to read and comprehend
content area text. In order to help in this area, we will promote literacy skills and reading across
the curriculum and the use of critical thinking skills in all subjects.
Eighth grade students scored lowest in reading while math, social studies, and language arts
proved to be their strengths. This may be due to having weak Higher Order Thinking Skills and
the difficulty in reading fluency, vocabulary, and fluency. In order to help in this area, we will
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promote literacy skills, reading and writing across the curriculum, and the use of critical thinking
skills in all subjects.
To address the students’ lack of success in social studies and science, one of our goals is to
implement reading across the curriculum and higher order thinking skills as school-wide
initiatives. It is an attempt to increase comprehension and vocabulary in the content areas that
would result in higher test scores. The tests that students take and questions the teachers will ask
will also reflect higher Depth of Knowledge (DOK) levels. In order to accomplish this,
professional development will be provided for our teachers, as well as common planning and
vertical planning, test preparation books and programs, and materials will be purchased to
enhance student engagement.
_____________________________________________________________________________
6th grade CRCT DATA
Moore Middle School v. GCPS -6th grade CRCT
860
854
850
840
848.6
845.3
845
839.7
838.5
832.6
832.7
832.2
830
Moore Middle School
818.3
820
GCPS
810
800
English
Math
Reading
Science
Social Studies
In all subjects, Moore Middle School 6th grade students performed below the county average on
the 2011 CRCT. In order to decrease these achievement gaps we will target literacy across the
curriculum, vocabulary in content areas and regular speech, writing across the curriculum and a
focus on Higher Order Thinking Skills. We will help teachers do this though planned
professional development, such as: Dan Mulligan training, MAX teaching and learning, Kevin
Raczynski training, DOK training, and weekly curriculum meetings. This training was available
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to some teachers in the 2011-2012 school year; however it will be available to all teachers in
years to come.
Percent of students in DNM, Meets, and Exceeds categories6th grade
100
17
90
80
33
27
36
47
70
60
57
50
40
62
70
47
30
EXCEEDS STANDARD
49
MEETS STANDARD
20
10
0
27
18
5
3
DOES NOT MEET STANDARD
5
While the majority of the 6th grade students scored in the meets or exceeds ranges as indicated by
the data presented in the graphs above, they performed below all other students in the county on
the CRCT. Students’ areas of greatest need are social studies and science. Some possible causes
for the deficiencies may include: a deficiency in background knowledge, reading comprehension
deficits, poor test taking skills, and low/weak vocabulary skills.
To decrease the achievement gap between Moore Middle School and the GCPS average, we
have implemented some strategies such as: Professional Development (Dan Mulligan, MAX
teaching and learning, Kevin Raczynski), weekly curriculum meetings, an ELT program in Math
and Reading for Title I students, Wednesday morning help days, and Math CQI for all students.
Next year we plan to continue to focus on these items and increase them; professional
development will be for all teachers and DOK training will also be incorporated, an ELT
program will be open for all at-risk students, continue an instructional focus during CQI, provide
remediation/enrichment when needed.
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7th grade CRCT DATA
Moore Middle School v. GCPS -7th grade CRCT
860
851.6
850
844.7
840
844
835.5
831.5
833.7
832.1
830
821.7
820.4
820
Moore Middle School
816.2
GCPS
810
800
790
English
Math
Reading
Science
Social Studies
In all subjects, Moore Middle School 7th grade students performed below the county average on
the 2011 CRCT. In order to decrease these achievement gaps we will target literacy across the
curriculum, vocabulary in content areas and regular speech, writing across the curriculum and a
focus on Higher Order Thinking Skills. We will help teachers do this by though planned
professional development, such as: Dan Mulligan training, MAX teaching and learning, Kevin
Raczynski training, DOK training, and weekly curriculum meetings. This training was available
to some teachers in the 2011-2012 school year, however it will be available to all teachers in
years to come.
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Percent of students in DNM, Meets, and Exceeds categories7th grade
100
90
26
13.1
16.2
29.7
30.2
80
70
60
50
40
54.7
58.5
65.3
40.6
61
MEETS STANDARD
30
DOES NOT MEET STANDARD
20
10
0
EXCEEDS STANDARD
32.2
25.2
8.8
29.7
8.8
The graphs above indicate how our 7th grade students performed on the CRCT. Although the
majority of the students scored in the meets or exceeds ranges, they also scored below the county
in all subjects. Our 7th grade students performed the lowest in science, math, and social studies
and highest in English/language arts and reading. Some possible causes for the deficiencies may
include: a deficiency in background knowledge, and low/weak vocabulary skills, poor test taking
skills, and low critical thinking skills.
To decrease the achievement gap between Moore Middle School and the GCPS average, we
have implemented some strategies such as: Professional Development (Dan Mulligan, MAX
teaching and learning, Kevin Raczynski), weekly curriculum meetings, an ELT program in Math
and Reading for Title I students, Wednesday morning help days, and Math CQI for all students.
Next year we plan to continue to focus on these items and increase them; professional
development will be for all teachers and DOK training will also be incorporated, an ELT
programs will be open for all at-risk students, continue an instructional focus during CQI,
provide remediation/enrichment when needed.
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8th Grade CRCT DATA
Moore Middle School v. GCPS
880
869
870
858.2
857.2
860
852.4
846.9
850
843.5
839.3
840
841.3
843.6
Moore Middle School
831.3
GCPS
830
820
810
English
Math
Reading
Science
Social Studies
In all subjects, Moore Middle School 8th grade students performed below the county average on
the 2011 CRCT. In order to decrease these achievement gaps we will target literacy across the
curriculum, vocabulary in content areas and regular speech, writing across the curriculum and a
focus on Higher Order Thinking Skills. We will help teachers do this by though planned
professional development, such as: Dan Mulligan training, MAX teaching and learning, Kevin
Raczynski training, DOK training, and weekly curriculum meetings. This training was available
to some teachers in the 2011-2012 school year, however it will be available to all teachers in
years to come.
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Page 20
Percent of students in DNM, Meets, and Exceeds categories8th grade
100
90
80
24
42
42
41
45
70
60
EXCEEDS STANDARD STUDENT
COUNT
50
40
30
74
50
56
54
39
DOES NOT MEET STANDARD
STUDENT COUNT
20
10
0
MEETS STANDARD STUDENT COUNT
1
3
8
16
5
The graphs above show how our 8th grade students performed on the CRCT. Once again the
students performed below the county, but the majority of the students scored in the meets or
exceeds categories. Social studies had the highest number of students not meeting the bar while
English/language arts and reading had the highest number of students meeting the standards.
Some possible causes for the deficiencies may include: a deficiency in background knowledge,
low/weak vocabulary skills, poor test taking skills, and low critical thinking skills.
To decrease the achievement gap between Moore Middle School and the GCPS average, we
have implemented some strategies such as: Professional Development (Dan Mulligan, MAX
teaching and learning, Kevin Raczynski), weekly curriculum meetings, an ELT program in Math
and Reading for Title I students, Wednesday morning help days, and Math CQI for all students.
Next year we plan to continue to focus on these items and increase them; professional
development will be for all teachers and DOK training will also be incorporated, an ELT
programs will be open for all at-risk students, continue an instructional focus during CQI,
provide remediation/enrichment when needed.
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2010-2011 CRCT Subgroup Data
Subgroup data is important to examine as it is a critical component of the Georgia Waiver to the
ESEA. The data below shows important and noteworthy aspects of our subgroup sectors.
6th grade Special Education
100
80
60
40
20
0
6
9
72
78
22
13
9
11
51
52
40
37
2
40
58
EXCEEDS STANDARD
MEETS STANDARD
DOES NOT MEET STANDARD
7th grade Special Education
100
90
80
70
60
50
40
30
20
10
0
18.5
4.8
11.5
38.1
3.2
22.6
9.7
19.4
74.2
71
53.8
48.1
57.1
33.3
34.6
EXCEEDS STANDARD
MEETS STANDARD
DOES NOT MEET STANDARD
8th grade Special Education
100
90
80
70
60
50
40
30
20
10
0
19
5
8
6
54
76
42
88
91
42
39
5
5
15
6
EXCEEDS STANDARD
MEETS STANDARD
DOES NOT MEET STANDARD
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Page 22
6th grade ESOL/ELL
100
90
80
70
60
50
40
30
20
10
0
13
9
13
0
29
38
49
73
80
63
42
15
8
62
EXCEEDS STANDARD
7
MEETS STANDARD
DOES NOT MEET STANDARD
7th grade ESOL/ELL
100
90
80
70
60
50
40
30
20
10
0
0
4.2
0
44
3.8
3.8
34.6
38.5
61.5
57.7
72
87.5
56
EXCEEDS STANDARD
28
8.3
MEETS STANDARD
DOES NOT MEET STANDARD
8th grade ESOL/ELL
100
90
80
70
60
50
40
30
20
10
0
0
24
21
16
74
12
47
52
65
26
18
21
79
35
5
EXCEEDS STANDARD
MEETS STANDARD
DOES NOT MEET STANDARD
Revised 7/22/2012
Page 23
Subgroup Data Summary
In all subgroups, social studies and science had the greatest number of students not meeting the
standard. The next area of concern is mathematics for all grades and groups.
Our ELL population had the most difficult time with reading comprehension. Although there is a
majority of students in the "Meets" category, not many have achieved the "Exceeds" category.
The reason for the deficit is due to the reading comprehension skill being one of the last and
most difficult skill to be acquired as the ESOL student advances. This problem with reading is
most obvious in the academic area of Social Studies, where the highest amount of "Does not
Meet" takes place in all three grade levels. This is the same academic area which requires the
greatest amount of reading comprehension through use of content, context, and syntax, and often
relies on inference and predictions based on reading skills. The scores emphasize the problem
that ESOL students encounter in all areas: Academic vocabulary and comprehension being
almost last in the language learning experience, make reading comprehension and academic
expression in all 5 areas difficult. To help these students improve the main concentration will be
a strong focus on the reading comprehension skills and development of written expression. These
will be developed in concert with the expected academic language and knowledge in each
academic area. Teachers may also be trained on best practices for teaching ELL students.
Supplies and resources may be purchased to help these students acquire the knowledge and skills
necessary to be more successful.
Our students in the Special Education program are struggling in science and social studies in all
three grade levels. Those two subjects contain a great deal of content-specific vocabulary and
mostly expository text that increases in difficulty each year. Students lack background
knowledge and the prerequisite reading skills necessary to comprehend the text. This data
confirms the need for a focus on reading at each grade level. To help students improve in these
areas we will target professional development for our teachers that will incorporate Quality Plus
teaching strategies, like Dan Mulligan workshops and literacy and writing across the curriculums
through MAX teaching and Kevin Raczynski. We may also offer ELT programs that focus on
content specific tasks and/or Reading. We may incorporate vocabulary as a school-wide
initiative to improve as it impacts all of our students.
Across the board, gifted students showed the greatest level of success. In fact, for every grade,
all gifted students met or exceeded the CRCT standard in every subject. While this is a great
accomplishment, we want more students performing in the “exceeds” category out of all groups.
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Writing Tests:
In Georgia, all 5th and 8th grade students must take and pass the writing exam to advance to the
next grade level.
Current 6th Grade Students’ Performance on the 5th Grade Writing Assessment
250
200
150
100
223.2
230.6
50
Moore Middle School
GCPS
0
Writing Test
Current 8th Grade Students’ Performance on the 2012 Writing Assessment
250
200
150
100
217
229
50
Moore Middle School
GCPS
0
Writing Test
Group/Subgroup
% Does Not Meet
% Meets
% Exceeds
All students
10
85
5
Special Education
28
69
3
English Language
Learner
27
73
0
Revised 7/22/2012
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Our 6th grade students performed approximately 8 points below the county on the 5th grade
writing exam, our 8th grade student performed 12 points below the county on the 2012 writing
exam. The two subgroups, Special Education and ELL, are significantly higher in the DNM
category than the general population. In order to improve this, we will target instruction to meet
their needs, and practice writing in all curriculum areas. In 2011-2012, Kevin Raczynski
workshops for all language arts teachers and the reading specialists were planned to provide
them with assistance in understanding the scoring process for the test and to provide and share
teaching strategies. These workshops were meant to provide consistency in teaching and grading
to help our students achieve better results on the 8th grade writing assessment. Next year we plan
to continue the Kevin Raczynski training and allow for more teachers to attend by providing
them a substitute teacher on the training days. As our teachers use common writing strategies
more consistently among all subjects and grade levels, our students will perform better as they
will have more exposure to the techniques and expectations. We want all teachers to practice
best writing practices and teach the same format to the students, regardless of the grade and
content area. Writing techniques and data will be shared and monitored in the weekly
curriculum meetings. We also plan to purchase “Write to Learn” so students will have more
opportunities to practice their writing. Ultimately, we want to decrease the number of students in
the DNM category and increase the number of students in the Exceeds category.
In the fall our students will also have the opportunity to take a practice writing test. This test will
then be sent to UGA to be scored on the same rubric. This practice test will allow us to set up
ELT interventions and classroom guidance for at-risk students.
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Page 26
1st Semester Grades: Fall 2011
The report card data shown below reflects the number of students that failed, received a 70-79%,
or received an 80-100% in the respective classes for the first semester of the 2011-2012 school
year. This information is important because it gives us an idea as to how our students may
perform on the CRCT, and how many students may need to attend summer school.
6th grade, % of student with 1st semester grades
70
58.1
57.2
60
52.9
47.4 46.1
50
41.8
40.6
38.5
40
Below 70%
70%-79%
30
80%-100%
20
10
4.3
6.5
3.7
1.2
0
Language Arts
Math
Science
Social Studies
6th Grade Data
 Math had the highest number of failures with 21, or 6.5%, then Language Arts,
Science, and Social Studies.
 Language Arts had the most students range from 80-100%.
 Math and Language Arts are promotion criteria areas for 6th grade.
 A class size reduction in all subject areas could help students perform at higher
levels.
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Page 27
7th grade, % of student with 1st semester grades
70
60.3
60
54.6
52.3
48.5
50
46.2
44.3
40
35.1
33.2
70%-79%
30
80%-100%
20
10
Below 70%
14.5
6.1
5.3
1.9
0
Language Arts
Math
Science
Social Studies
7th Grade Data
 Science students had a higher passing rate than other subjects. Only 5 students did not
pass.
 Math had the highest number of failures with 38 students, then Social Studies, Language
Arts, and Science.
 Promotion criteria in 7th grade is not based on grades, but rather CRCT results. Grades
can indicated how well the student may do on their CRCT.
 A class size reduction in all subject areas could help students perform at higher levels.
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Page 28
8th grade, % of student with 1st semester grades
60
56.3
53.9
50.2
50
46.1
41.6
43.2
41.6
40
Below 70%
28.6
30
70%-79%
80%-100%
17.6
20
11.8
10
8.2
10.2
0
Language Arts
Math
Science
Social Studies
8Th Grade Data
 8th grade had the most failures in Math, 43 out of 245 students, then Science, Social
Studies, and Language Arts.
 Social Studies had the most students score between 80%-100%.
 Math and Language Arts are promotion criteria areas for 6th grade.
 A class size reduction in all subject areas could help students perform at higher levels.
From the first semester grading data it is evident that all three grade levels must continue to
focus on Math so students can understand the concepts and be successful in their classes. All
three grade levels had them most failures in Math. Students that did not pass their Math and/or
Language Arts class(es) will be given the opportunity to gain course credit through a credit
recovery session called Benchmark Assessment Retest (BAR). These classes will be taught by a
grade level Math/Language Arts teacher, or an academic connections teacher. The instruction
was targeted based on the needs of the students based off the Posttest 1 data, and at the end of the
reteaching session a reassessment will be given. If the student receives a 70% or above, he/she
will have their original grade replaced with a 70% in that subject.
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Page 29
Interim and Posttest Scores, Fall 2011
The charts below show Moore Middle School students’ performance on the Fall 2011
Interim Tests and Posttests compared to other students in the county. Interim Exams are
mid-semester assessments designed by the county to demonstrate student’s mastery of particular
Academic Knowledge and Skills (AKS) objectives, and Posttests are the students final based on
the AKS. Across the board MMS students averaged failing scores and scored below the county
level with one exception.
6th Grade Interim and Posttest Scores
Moore Middle School vs. Gwinnett County
90
80
70
60
MMS Interim
50
MMS Interim, 54.73
GCPS Interim, 65.39
MMS Post test, 54.29
GCPS Post test, 64.66
10
MMS Interim, 67.04
GCPS Interim, 73.17
MMS Post test, 69.2
GCPS Post test, 74.98
20
MMS Interim, 58.02
GCPS Interim, 58.27
MMS Post test, 71.35
GCPS Post test, 71.48
30
MMS Interim, 61.43
GCPS Interim, 65.39
MMS Post test, 75.86
GCPS Post test, 79.25
40
GCPS Interim
Language Arts
Math
Science
Social Studies
MMS Post test
GCPS Post test
0
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30
20
10
0
MMS Interim , 53.05
GCPS Interim , 62.31
MMS Posttest, 54.98
GCPS Posttest, 64.01
40
MMS Interim , 70.6
GCPS Interim , 74.06
MMS Posttest, 74.08
GCPS Posttest, 77.54
MMS Interim, 59.38
GCPS Interim, 68.89
MMS Posttest, 60.17
GCPS Posttest, 69.03
0
MMS Interim, 65.73
GCPS Interim, 78.55
MMS Posttest, 64.99
GCPS Posttest, 76.87
10
MMS Interim, 38.99
GCPS Interim, 46.25
MMS Posttest, 73.39
GCPS Posttest, 80.47
20
MMS Interim , 52.28
GCPS Interim , 56.03
MMS Posttest, 69.16
GCPS Posttest, 65.39
30
MMS Interim, 68.45
GCPS Interim, 74.21
MMS Posttest, 67.73
GCPS Posttest, 73.72
40
MMS Interim , 69.64
GCPS Interim , 74.35
MMS Posttest, 74.47
GCPS Posttest, 78.87
7th Grade Interim and Posttest Scores
Moore Middle School vs. Gwinnett County
90
80
70
60
50
MMS Interim
GCPS Interim
Language Arts
Math
Science
Social Studies
8th Grade
50
Language Arts
Math
Science
Social Studies
Revised 7/22/2012
MMS Posttest
GCPS Posttest
Interim and Posttest Scores
Moore Middle School vs. Gwinnett County
90
80
70
60
MMS Interim
GCPS Interim
MMS Posttest
GCPS Posttest
Page 31
Interim and Posttest scores:
All subjects performed below the county average on the Posttest except for 8th grade Math which
scored approximately four points above the county average. This 8 point swing in comparison to
the county average was attributed to the success of the AKS/CQI time, collaborative planning
and curriculum meetings in the 8th grade, and assistance from the Math Title I and academic
connections teachers.
Moore Middle School has implemented a common assessments policy in all subject areas and
grade levels. These tests are designed to prepare the students for the interim and posttests. These
tests are designed by the teachers with a high degree of rigor and are used to measure student
performance and to implement remediation if necessary. In order to improve these tests, we want
our teachers to attend Depth of Knowledge training offered by Gwinnett County.
Moore Middle School also follows the grading policy outlined by the Gwinnett County Board of
Education. We also provide students with the opportunity to reteach/retest to allow students to
continue to learn the material throughout the semester.
Moore Middle School would like to reduce the number of students in classes by hiring more
teachers to increase students achievement.
______________________________________________________________________________
Our Local School Plan for Improvement goals for the 2011- 2012 school year will be as
follows:
1. Moore Middle School students will improve academic performance in core subjects
through weekly collaborative planning by teachers in an effort to improve quality-plus
teaching strategies, increase student engagement, and improve problem-solving and
application skills in mathematics.
2. Moore Middle School will increase the percentage of eighth grade students meeting and
exceeding the standard on the state writing test.
Summary of the Findings
Moore Middle School is in its first year of operation and is developing programs and processes
to ensure success for all students. We pride ourselves in our diversity and are able to promote
Mrs. Robbie S. Moore’s legacy by bringing all people together and expecting excellence from
all.
The federal Free and Reduced Meal program serves 83% of our students, and therefore, qualifies
our school for Title I status and funding. Our students have scored below the county average on
most grade level and subject area tests, the ITBS, the 8th grade Writing Assessment, and the
CRCT.
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Literacy is a concern as many of our students are performing below grade level expectations on
various reading measures at all grade levels. By increasing achievement in this area, it is
possible and likely for science, social studies, and math scores to increase as well. All language
arts and reading teachers are committed to using Quality Plus Teaching Strategies to engage all
students. These teachers participated in staff development designed to differentiate instruction
and create a common writing standard. Next year we plan to continue this professional
development and possibly allow all teachers to participate. This will not only help our students in
language arts, but also across the curriculum when interpreting other texts. All efforts of the
teachers will be focused on building student engagement and differentiating instruction to meet
individual student needs. A writing initiative includes encouraging students to participate in
local, county, and national level writing contests.
While the students are in our building we want to maximize their instructional focus. We want
to provide academic connections classes, Extended Learning Time (ELT) classes, and
Benchmark Assessment Retest (BAR) to at-risk students. These settings will be focused on the
students need in order to help remediate and/or enrich.
For the 2011-2012 school year, mathematics was deemed to be a primary focus. Each student
received 60 minutes of instruction per day with the content area teacher and an additional 35
minutes of Continuous Quality Improvement (CQI) time. Identified students receive additional
support during math connections classes. Utilization of a variety of summative, formative, and
interim assessments throughout the course of the school year are an intricate part of our
instructional strategy. The Big 20/Grid Iron Challenge (developed locally), common
assessments, GCPS Interim Assessments, and Math Exemplars (problem-solving) are ways we
track ongoing performance and mastery of the Academic Knowledge and Skills (AKS) defined
by Gwinnett County Public Schools. Spring 2011 CRCT data indicated that 88% of all 8th grade
students scored in the Meets or Exceeds category. In 7th grade, 80% of all students and only 44%
of all students in special education scored in the Meets or Exceeds category. Additionally, 91%
of all 6th students and only 69% of all studnets in special education scored in the Meets or
Exceeds category. CQI for the upcoming year will be based on data collected from 2012 CRCT
scores, writing results, interim and posttest scores, and the ITBS data.
The teachers and administrative staff have identified areas in need of improvement to prepare our
students for additional post-secondary education or careers and to close the achievement gap
between MMS student subgroups (SWD and ELL) and the county and nation. To address these
needs teachers will meet regularly to monitor students’ progress and continue to have students
self-assess their progress during advisement time. This period is also set aside for individual
goal talks between teachers and students. In addition, students participate in activities related to
character building and positive choices with relation to behavioral problems that support the
local school discipline plan.
Revised 7/22/2012
Page 33
Although we offer tutoring before school on Wednesdays, additional opportunities for tutoring
perhaps before and after school could be a possibility for next year. In order to increase student
involvement we may also provide transportation with Title I funds in and ELT opportunity. We
recognize the need to increase our parental involvement to bring the school and community
together for the benefit of all. We hope to accomplish this through extending informative
programs into their housing communities, having interpreters available at school activities, and
informing parents of programs for which they may be eligible. Research shows that when
parents are involved in their child’s education, student achievement increases, and attendance is
better, and the student has fewer referrals. We want to increase parent involvement through
workshops, better communication (phone system, flyers, folders, etc) in order to create a team
regarding each student.
We also recognize that students learn in different ways. As technology become more accessible
to students at a younger age, we see the importance of it in our classrooms. We also believe that
students learn when they are able touch and manipulate things. With these ideas in mind, we
plan to use Title I funds to purchase technology, software program, site licenses, manipulative,
and teachers supplies. While many of our students do not have access to technology at home, we
want to provide more access for them through Title I funds.
An additional program called STEP will be added to Moore Middle School in 2012-2013. This
program will help identified, overage, 8th graders students acquire the content to help promote
them, and possibly graduate earlier. This program acknowledges that the regular educational
environment had not met their needs and additional assistance will be provided to them. Title I
funds may be used to help these students acquire the content as needed.
In order to reach the most students with a smaller budget, we also want to use our Title I funds to
hire additional teachers and instructional coaches.Teachers have the most direct impact on the
success of our students and we want to help teachers and students be the best that they can be.
Assistant Principals will help teachers understand and interpret data in order to increase student
achievement. We also want to purchase an observation data system to track the use of
instructional practices being used. This data will help lead future professional development needs
and instructional decisions within the building to best meet the needs of our students.
Ultimately, we want our students to be safe and successful at Moore Middle School. We want to
push and challenge all of our students to reach their potential, and enable our students to reach
the “exceeds” category when possible.
To help our students reach a standard of excellence, we will use Title I funds for:





Additional teachers.
Parent Involvement Support Coordinator (PISC.)
Professional development/stipends/substitute teachers/book studies.
Substitute teachers for release day collaborative planning.
Stipends for teachers and administrators for summer planning.
Revised 7/22/2012
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 Instructional coaches.
 An Extended Learning Time (ELT) program (teachers, director, supplies, technology).
 Transportation for ELTs and parents to attend meetings and conference related to the
academic achievement of their children
 STEM Program
 Technology.
 Teacher observation program.
 Content specific books.
 Content specific supplies.
 Novels (including e books and books on tape).
 Supplemental Library books (including e-books and books on tape).
 Supplemental Maps/ globes.
 Teacher’s supplies.
 Administrative supplies.
 Postage for parent communication.
 Parent outreach (workshops, supplies, communication needs ie call system, postage,
folders, light refreshments, etc).
 A parent center.
 Supplemental manipulatives for instruction in the four core curriculum areas.
 Write to Learn.
 Enrichment class/ manipulatives.
 Inventory needs (lables, etc).
 Site licenses.
 Software.
 Supplementary testing preparation materials.
 Supplemental materials for Special Education and ELL support.
 Additional hours for the bookkeeper/clerical.
 Batteries and technology replacements/repairs.
Revised 7/22/2012
Page 35
School-wide Planning Component 2: Schoolwide reform strategies that are sciecntifically
research based, (Field Trips must be directly tied to the comprehensive needs assessment
and academic standards,) and
(a) Provide opportunities for all children in the school to meet or exceed Georgia’s
proficient and advanced levels of student performance.
To meet the State’s challenging academic achievement standards, students at Moore Middle
School will be consistently taught using the curriculum outlined by the State and Gwinnett
County Public Schools, GCPS. At Moore Middle School, all students regardless of their
academic setting are taught using the Gwinnett Academic Knowledge and Skills, AKS, which
are the Gwinnett County standards for each class offered and are in part based on the Georgia
Performance Standards, GPS and the Common Core Curriculum (CCC). Students’ academic
progress from the previous year and results on the spring 2012 CRCT will be used to determine
academic needs for 2012-2013 school year.
Our main focus is to improve mathematics and reading/language arts/writing, science, and social
studies school-wide, in grades 6, 7, and 8 for the 2012 – 2013 academic year. All students will
take language arts, which includes reading, grammar skills, and writing, and math instruction for
a minimum of 60 minutes per day with their content area teacher. If possible, teachers may be
hired to provide more instruction to the students and to reduce the class size. In addition,
instructional coaches may be hired if deemed necessary. An assistant principal and the Parent
Instructional Support Coordinator (PISC) may be hired to assist teachers and the Schoolwide
Program.
(b) Are based upon effective means of raising student achievement
Through staff-development, we will provide teachers with more research-based teaching
strategies in differentiated instruction which will increase student engagement and challenge all
students to achieve at higher levels of learning. At times, our teachers may partake in
professional development for Reading, Math, Language Arts, Science, and Social Studies offered
outside of our school building. Continuous, life-long learning is an important belief at Moore
Middle School and learning best practices will excite our teachers so they can be the most
effective teacher possible in the classroom. Some examples of this type of professional
development, and others may be utilized instead, are, Dan Mulligan training, MAX teaching and
learning, Kevin Raczynski training, Suzy Peppers training and other training through the county.
Teachers will also participate in peer observations of master teachers to learn best practices
strategies and positive classroom management. Since teachers will be out of the classroom for
these professional development opportunities, they may be provided substitutes.
All Moore teachers will use research based strategies such as acceleration, previewing,
summarizing, graphic organizers, comparing/contrasting, and vocabulary development to
enhance student learning and promote student engagement. Teachers will use content materials
that will assist students in connecting academic content to real-world experiences, participate in
math staff development facilitated by Dan Mulligan, and implement a school-wide writing
curriculum. Dr. Dan Mulligan is the President of e4ae consulting. He previously served as the
Revised 7/22/2012
Page 36
Director of Instructional Accountability for Hampton City Schools. Prior to this time, Dan served
as the Director of Assessment and SOL Accountability and Supervisor of Mathematics in
Chesapeake, Virginia. He has more than 30 year’s educational experience in New York City and
Virginia. Dr. Mulligan has conducted hundreds of workshops throughout Virginia and nationally.
Dan has dedicated his professional career to helping improve student achievement, especially for
the most challenged learners. He will be sharing math instructional strategies.
The CQI team from Moore attended training in 2011 with Patricia Davenport, former Director of
Curriculum and Instruction at the Brazosport Independent School District. Currently, Ms.
Davenport, provides services as a private educational consultant. Her focus is to support districts
in their efforts to achieve systemic change through instructional process and design training, data
disaggregation, the integration of quality tools and effective schools research, and
implementation of Baldrige and other quality tools. The CQI team will be delivering training
about the continuous quality improvement method to the rest of the Moore staff by implementing
a train-the-trainer model. The method involves continually looking at student data and adjusting
instruction to meet the academic needs of the students. For students not performing up to
baseline criteria, remediation to make sure mastery of the AKS is accomplished may be
provided. For students showing mastery of the AKS, the CQI time will be directed toward
enrichment activities digging deeper into the math curriculum.
Moore Middle School may hire instructional coaches to ensure that teachers are trained on how
to implement effective research-based instructional methods that increase the quality and
quantity of time for teaching and learning, such as Quality Plus teaching strategies, differentiated
instructional strategies, and differentiated assessment strategies. Instructional coaches,
counselors, and administrators will conduct periodic reviews of data to determine (a) if the
research-based strategies are being implemented with fidelity, (b) if students’ needs are being
met, and (c) if progress is consistent with improvement plans approved under the Educate
America Act, 2000.
Professional development will help our teachers use quality plus teaching strategies, in Math,
Reading and Writing, Language Arts, Science and Social Studies, literacy across the curriculum,
and ensure that students are engaged through the lessons. Professional Development will allow
our teachers to understand and apply Depth of Knowledge (DOK) to their questioning, support
and facilitate curriculum meetings, meet the needs of students ESOL and Special Education
programs, and implement instructional initiatives related to our LSPI. Book studies may be
conducted by our staff. Stipends may also be provided for teachers over the summer for planning
and professional development purposes.
Teachers will partake in other professional development opportunities that increase mathematical
and literacy skills. Some of the opportunities may include: Kevin Raczynski, MAX teaching and
learning, Elements training, DOK training, Suzy Peppers, and any other professional
development that will help our teachers meet the needs of our identified students.
Research proves that greater parent involvement increases student achievement. Our plan will
dedicate a portion of its funds to increase parent involvement. Some items that will be bought to
assist our parents may include, but are not limited to, presenters, interpretation, talk systems, call
systems, light refreshments, office supplies, paper, brochures and stands, postage, envelopes,
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furniture and any other items that will benefit parental involvement and or the parent center.
Next year we also plan to hire a PISC (Parent Instructional Support Coordinator) to help reach
out to parents and to provide them with additional support.
Below is a list of books that discuss research-based best practices. The items and ideas that we
want to implement at Moore Middle School are based on of these books:
Bambrick-Santoyo, Paul. Driven by Data: A Practical Guide to Improve Instruction. San
Francisco: Jossey-Bass, 2010. Print.
Beers, Kylene. When Kids Can't Read: What Teachers Can Do. Portsmouth: Heinemann, 2003.
Print.
Forget, Mark. MAX Teaching with Reading and Writing: Classroom Activities for Helping
Students Learn New Subject Matter While Acquiring Literacy Skills. Victoria, BC:
Trafford, 2004. Print.
Harvey, Stephanie, and Anne Goudvis. Strategies that Work. 2nd. Portland: Stenhouse
Publishers, 2007. Print.
Marzano, Robert, Debra Pickering, and Jane Pollock. Classroom Instruction that Works:
Research-Based Strategies for increasing Student Achievement. Alexandria: Association
for Supervision and Curriculum Development, 2001. Print.
Marzano, Robert. What works in Schools: Translating Research into Action. Alexandria:
Association for Supervision and Curriculum Development, 2003. Print.
Payne, Ruby. A Framework for Understanding Poverty. 4th. Highlands: aha! Process, Inc., 1996.
Print.
Stronge, James. Qualities of Effective Teachers. 2nd. Alexandria: Association for Supervision
and Curriculum Development, 2007. Print.
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(c) Use effective instructional methods that increase the quality and amount of learning
time.
Teachers will use formative and benchmark assessments to determine ongoing needs of their
students. During weekly collaboration meetings, teachers will analyze data to determine
instructional needs. If funds permit, students will have the opportunity to use Coach Connected,
Study Island, Reading Plus, iPASS, IXL.com, United Streaming, Destination Reading and Math,
and SMART Technology, SMART slates, SMART podiums, tablet, student response systems,
enchantedlearning.com, airliners, powerpoint presenters so teachers and more flexibility in the
classroom, and/ or other technology programs that will meet the needs of our students. Batteries
and technology replacements/repairs may be needed on items that we already have so they are
accessible to students and parents. Some of the ways teachers may address students’ weaknesses
is through novel studies using fiction and non-fiction books, the use of hands-on manipulatives
like hands-on equations, and games directly connected to the AKS. Students will also learn test
taking, note taking, and study skills through their academic classes, advisement classes, and/or
ELT programs. All efforts of the teachers will be focused on building student engagement and
differentiating for individual student needs.
Currently, each academic day begins with thirty minutes of Continuous Quality Improvement,
CQI, time for all students to preview essential content and skills in Math to prepare students to
master the learning when they encounter it in regular instruction. Teachers provide learning
enrichment and extensions when students have mastered particular AKS or interventions when
students struggle to meet standards. In the late spring, data will be examined to determine how
CQI time will be used for the 2012-2013 school year.
We will also use available funds to pay for teachers in extended learning sessions. These funds
will be used after all available resources from the local school and the county level have been
exhausted. The extended learning may be in the form of Saturday school sessions, programs in
the mornings before the start of the regular school day, extended learning time after school
programs, or even may occur in additional academic sessions during the regular school day. An
ELT Director may be hired to facilitate the ELT program to ensure academic success for every
student. A clerical person may be needed to help with our ELT program. Transportation will be
provided to students attending our ELT sessions if funds permit. Everything possible will be
done to maximize the resources and opportunities to meet the needs of struggling students to
empower them to reach grade level and beyond in their academic efforts. A mentor program
may also be established to reach out to our at-risk students. If the data shows that students from
specific subgroups need extra help, extra services, staffing, and/or supplies may be provided to
them.
Data shows that the more students practice the material and spend quality time focused on the
material, they are more likely to remember the material. If funds permit Moore Middle School
may create a learning lab and pay someone to facilitate the learning before school, afterschool or
on Saturdays.
Research also suggests that students learn more though hands-on application and problem
solving techniques. We want to develop a Science Technology Engineering and Math (STEM)
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Program to provide the opportunity for our students to grow in the areas of Science and Math
through the use of technology and engineering applications. We may purchase supplemental
materials beyond those available through state or local funds for this initiative.
Interactive technology meets the needs of many of our students and a wide-array of teaching
strategies can be used with it. If funds permit, we will purchase smartboards for the teachers.
These boards, and other technology such as student response systems and smart slate wireless
devices will help create a positive, interactive classroom experience.
To develop conceptual understanding in mathematics, children must start at a concrete level. As
that conceptual knowledge base increases and children are able to apply their understanding to
more complex problems, other more complex tools facilitate student growth. Manipulatives for
math like calculators, VersaTiles, hands-on-equations, geoboards, geo folding nets, fraction bars,
conic sections, compasses, rulers, protractors, double sided counters, fraction circles, Rainbow
Fraction Tiles, Fraction Tower Activity Set, base ten cubes, snap cubes, and Algebra Tiles are
some of the resources that will be purchased for the Title I math classes. We will purchase games
tied to the AKS and student relevant math experiences such as: Blink, Set, Sequence Numbers,
Integer Chess, Angleside School Adventure, Quizmo, Pizza Fraction Fun Game, Equate
including the advanced integer tiles, decks of playing cards, dice, dominos, Twist and Shout
Multiplication, Yahtzee, Racko, and other games as they are deemed appropriate to add real life
application to math learning.
Trade books are an excellent tool to provide a context for math instruction. The following are
some of the books that will be purchased for math classes: the Sir Cumference books, Round
Table Geometry: Sir Cumference Classroom Activities, What’s Your Angle Pythagoras, Amanda
bean’s Amazing Dream, Alice in Pastaland, Spaghetti and Meatballs for All, A Very Improbable
Story, Full House An Invitation to Fractions, When a Line Ends A Shape Begins, Math Curse,
Patterns in Peru, Math Curse, The Greedy Triangle, Two of Everything, Measuring Penny, My
Full Moon is Square, One Grain of Rice, The King’s Chessboard, appropriate books in the Stuart
Murphy series of math books, Apple Fractions, Fraction Fun, The One Dollar Word Riddle
Book, and Minnie’s Diner A Multiplying Menu, Algebraic Clues, Algebraic communicating with
tiles, Assessing math understanding and concepts, and Math starters and stumpers. Magazines,
such as Scholastic math magazine, would also be beneficial in class. Of course, this list is not all
inclusive as teachers will be looking for literacy resources to build student background
knowledge of math.
Because reading is required in all content areas, it makes sense to address reading difficulties of
at-risk students in an effort to improve overall academic achievement. We may hire a certified
reading teacher to provide explicit reading instruction to increase academic performance in
Reading and English/Language Arts for all students, focusing on Students with Disabilities and
English Language Learner subgroups to meet and or exceed annual targets through the use of
evidenced-based strategies, such as Read 180 and REWARDS. Read 180, one of the most
thoroughly researched and widely-used adolescent literacy programs in the U.S., contains
teaching and learning components that address students who read several years below grade
level.
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REWARDS is an acronym for Reading Excellence: Word Attack and Rate Development
Strategies. It is an intense, short-term intervention reading program that is specifically designed
for students in Grades four through twelve who have mastered skills associated with first- and
second-grade reading levels but have difficulty reading long words and/or who read slowly.
To increase engagement in reading and literacy we may purchase a number of supplemental
resources for reading classes. Games may be purchased that tie into the AKS for each grade
level. Some of the games that may be purchased are: Scrabble, Boggle, Word Pirate, Word Thief,
Bananagrams, Quiddler, Last Word, You’ve Been Sentenced, Inference, Reading Between the
Lines, Context Clues, Perquackey, Go To Press A: A Grammar and Editing Game, Scrabble
Slam, and Mad Lib. This list is not all inclusive because teachers may know other games that
will meet the needs of the students in their classes.
Book sets for literature circles or whole class novel studies will be purchased. Other books that
will be needed to support this type of instruction are the Brian Clearly books, Ruth Heller, the
Bluford High Series books, and the word fun series, all of which explain the different parts of
speech and language structures in a way to which students can relate. The books are highly
engaging with graphics that catch the student’s attention and text written at a level that the lowest
reader can understand but higher level readers will enjoy. Brain Cleary has a free web site that
supports his books to extend the learning opportunities. E-books , books on tape, and other
novel sets may be purchased to support the needs of our students. Other books (fiction and/or
non-fiction) that are directly related to the four content areas may be bought if deemed
appropriate.
Supplemental supplies will be ordered to enhance learning for Science and Social Studies
classes. Some items that will enhance instruction are: science equipment for labs, maps, globes,
coach books, non-fiction novels, basic supplies, etc. These items are needed to create a deeper
understanding of the material in order to increase student achievement. We may purchase
technology to assist in all classes, but especially in Math and/or Science to help students learn
and extend their comprehension.
To support writing across the curriculum we will purchase Write to Learn and have practice
writing tests sent to UGA to be scored to simulate the writing exam. The scored exams are
returned with feedback that teachers will use to improve and guide instruction.
Supplemental test preparation materials will be used to teach test taking skills and prepare
students to effectively demonstrate their learning in formal and informal testing situations. Test
prep books, site licenses, and/or software may be purchased to help students gain these test
taking skills.
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(d) Address the needs of all children, particularly targeted populations, and address how
the school will determine if such needs have been met and are consistent with approved
improvement plans.
As stated previously, teachers will use formative, benchmark, and classroom assessments to
determine ongoing needs of their students. They will collaborate weekly to analyze data to
determine instructional needs.
Moore Middle School will use historical achievement data, attendance data and discipline data to
identify those students at risk for dropping out of school. Once at-risk students are identified,
Moore Middle School teachers, counselors, and administrators will implement evidence-based
programs designed to improve student engagement, such as mentor-mentee and after-school
drama and civic organizations that will address particular needs, with an emphasis on improving
reading, math, discipline and attendance. Title I funds will be used only to supplement programs
that provide support in the four content areas, however.
For students who are not meeting grade level standards for performance and who have been
placed on an Academic Contract, extended school opportunities may be offered as funds are
made available. These opportunities may include programs that promote literacy and math
proficiency through opportunities such as Academic Assistance Programs, before and after
school programs, Summer School, and parent meetings.
Next year, Moore Middle School will also establish a STEP program for at-risk, older 8th
graders. This program targets 8th grade students that are 15years old or older that are at risk of
dropping out. This program offers an accelerated, fast paced curriculum to help the students get
back on grade level and graduate from high school.
(e) Must include documentation to support that any educational field trip used as an
instructional strategy is aligned to the comprehensive needs assessment found in the
schoolwide plan and must be connected to the support of assisting students to achieve
proficiency or advanced status in relation to the State Academic content standards.
Documentation must be provided during the budget approval process. Required based
on FY12 US ED monitoring.
N/A
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School-wide Planning Component 3: Instruction by highly qualified teachers
Moore Middle School is comprised of the following staff members in 2011-2012:
List of Staff:
 1 Principal and 4 Assistant Principals
 Core Content Area teachers: 32
o 6th grade= 12
o 7th grade= 10
o 8th grade= 10
 Connections Teachers: 12
 8 Special Education Teachers
 3 Counselors
 1 ESOL Teacher
 1 ISS Teacher
 2 Hooper Transition Teachers
 1 Media Specialist
 1 LSTC
 14 Support Staff Members
 10 Custodial Staff members
 10 Cafeteria Staff Members
Moore’s focus is on improving achievement of all students, therefore the majority of its staffing
is dedicated to instruction. Teachers with specialized skills in supporting at risk students such as
those with Limited English Proficiency and with disabilities are available to meet the needs of all
students.
Instructional Staff: Level of degree
17% of the instructional staff has a BACHELORS DEGREE
58% of the instructional staff has a MASTERS DEGREE
24% of the instructional staff has a SPECIALIST DEGREE
1% of the instructional staff has a PhD
*All teachers are Highly Qualified.
83% of our faculty members hold one or more graduate degrees. Many teachers are involved in
graduate school programs to develop additional skills necessary to meet and move beyond the
challenges faced in the classroom every day.
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Students and Teachers by Grade Level
Grade
# of Students
6
7
8
336
281
224
# of teachers who work with
each grade level (includes
connections, Special
education, ESOL)
32
38
31
Based on the CRCT results, interim assessments, and various other measurements of student
success, Moore Middle School is a high-needs school. Because of this, there is a need to attract
highly skilled and highly qualified teachers. There are various methods that the faculty and staff
may use to attract these teachers. Some of these methods include teacher to teacher talks between
prospective teachers and current staff about school dynamics, functions, policies, expectations.
For new teachers, Moore Middle School may implement a new teacher mentoring program,
where new teachers (mentee) are paired with a veteran teacher (mentor) from Moore. The
mentor will guide the new teacher through procedures, policies, teaching strategies, and answer
new teacher questions as they arise.
(a) Strategies to attract high quality, highly qualified teachers to high-needs schools.
Along with teacher talks and mentoring, Moore Middle School can collaborate with local
colleges and universities to increase teaching candidates’ involvement in Moore through student
internships, student teaching, observations, and volunteering opportunities. This will increase
Moore’s exposure to local communities. A final initiative to gain highly qualified teachers is to
promote within and encourage current support staff to further their education in classroom
training in order to become certified teachers. All of these efforts can only help Moore Middle
School to increase their student success in math, reading, science, and social studies.
Another attraction to Moore Middle is the cancellation/deferment option for teachers on certain
federal loans. The Stafford Loan Forgiveness Program for Teachers is a financial incentive for
teachers who have student loans and teach at high-needs schools. Below is the link to the
website that provides a detailed explanation of the program and the eligible schools.
http://www.studentaid.ed.gov/PORTALSWebApp/students/english/cancelstaff.jsp?tab+repaying
As for educators who are currently teaching at Moore Middle, building a community of
professionals through collaborative planning in which teachers develop lesson plans and
curriculum, use student assessment data to focus instruction, and share instructional strategies.
Finally, having, well-planned and ongoing professional development activities that will increase
the efficacy of the current teaching staffs’ pedagogy.
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School-wide Planning Component 4: High quality and ongoing professional development
for teachers, principals, and paraprofessionals and, if appropriate, pupil services
personnel, parents, and other staff.
Moore Middle School provides high quality and ongoing professional development for all staff
to enable all children in the school to meet the State’s student academic achievement standards.
This is evidenced by the professional development opportunities provided during the 2011-2012
school year which include curriculum planning meetings, technology training (Elements, IGPro,
Study Island, Destination Reading), MAX Teaching with Reading and Writing, Kevin
Raczynski, and Dan Mulligan.) Next year, we want to continue these opportunities and open
them up to more staff members to support the needs of the school.
Mathematics

During pre-planning CRCT results are shared with all teachers, strengths and weaknesses are
discussed with each grade level. This data review sets the context for grade level content
meetings and collaborative planning sessions for the duration of the school year. In addition,
CRCT data is used to construct homogeneous student groups for Continuous Quality
Improvement (CQI) instruction and to prioritize skills to be taught in the core academic areas
as well.
 Math teachers meet regularly for collaborative planning to accomplish the following tasks:
o update and adjust instructional calendars that highlight essential math concepts and
skills to promote consistency and provide flexibility for accelerating students who are
behind and extending students who have met expectations;
o refine concept maps and unit plans to support more detailed planning;
o create unit plans, lesson plans, and classroom assessments. (Each grade level is
responsible for the development of Common Assessments at their respective grade
level. In order to ensure quality assessments requiring higher levels of thinking,
teachers are trained on the concept of Webb’s Depth of Knowledge and Universal
Design as it applies to developing engaging lessons and balanced assessments.)
 Teachers participate in regularly-scheduled math meetings with a professional learning
emphasis, focused on implementing instructional strategies and research-supported best
practices specifically in math classrooms.
 Planning sessions are held annually for teachers to construct their RBES goals. During these
sessions, teachers review their own and their students’ historical achievement data so they
can develop and implement specific classroom strategies and professional development goals
to improve both their instruction and student learning in identified areas of weakness.
Professional Learning includes:
 Dan Mulligan’s Hands-on Math Strategies
 Central Gwinnett Cluster Vertical Team Meetings
 GCPS Math Institute – County Level Course
 Math Strategies and DOK Aligned Assessments – Local School Initiative
 Study Island Math Program
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





Curriculum planning meetings
Kevin Raczynski training
MAX teaching
Book studies
ESOL and Special Education best practices training
Other GCPS training or professional development as deemed appropriate
Reading and Language Arts (including Writing), Science and Social Studies

During pre-planning CRCT and Writing results are shared with all teachers. Strengths and
weaknesses are discussed with each grade level. This data review sets the context for grade
level content meetings and collaborative planning sessions for the duration of the school
year. In addition, CRCT Reading results data is used to identify students who need Tier 2 or
3 interventions to accelerate their progress in reading.
 All teachers meet weekly for collaborative planning to accomplish the following tasks:
o update and adjust instructional calendars that highlight essential concepts and skills to
promote consistency and provide flexibility for accelerating students who are behind
and extending students who are capable of higher achievement;
o refine concept maps and unit plans to support more detailed planning;
o create unit plans, lesson plans, and classroom assessments. (Each grade level is
responsible for the development of Common Assessments at their respective grade
level. In order to ensure quality assessments requiring higher levels of thinking,
teachers are trained on the concept of Webb’s Depth of Knowledge and Universal
Design as it applies to developing engaging lessons and balanced assessments.)
 Some teachers will partake in School Curriculum Council meetings along with the
administration. The teachers will be the curriculum chair leaders and the meetings will
focus on student and school improvement.
 Teachers participate in regularly-scheduled curriculum meetings with a professional learning
emphasis, focused on implementing instructional strategies and research-supported best
practices specifically in academic classrooms. These sessions are led by the curriculum
chair.
 Planning sessions are held annually for teachers to construct their RBES goals. During these
sessions, teachers review their own and their students’ historical achievement data so they
can develop and implement specific classroom strategies and professional development goals
to improve both their instruction and student learning in identified areas of weakness.
 Although Quality-Plus Teaching Strategies are emphasized in all curriculum areas, Special
Education teachers “pushing-into” the classroom preview essential vocabulary and skills to
help support direct instruction.
 All teachers may participate in staff development to learn how to use expository and
persuasive writing prompts to assess both students’ understanding of content application of
writing skills.
Professional Learning includes:
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












Writing Success Strategies UGA (Kevin Raczynski) – Local School Initiative
Central Gwinnett Cluster Vertical Team Meetings
GCPS Literacy Institute – County Level Course
Vision 2016 – County Level Course
MAX Teaching with Reading and Writing – Local School Initiative
Math Strategies and DOK Aligned Assessments – Local School Initiative
Study Island Reading Program
Destination Reading Program
Curriculum planning meetings
Dan Mulligan
Book Studies
ESOL and Special Education best practices training
Any other training deemed necessary to enhance student achievement and parent
involvement
 eCLASS training, New Teacher Evaluation Updates, Common Core Training
 Other professional development may be used to that will relate to the Georgia Waiver
During the 2012-13 school year, professional staff development will support the implementation
of programs which are the result of the Local School Plan for Improvement (LSPI) and the Title
I Committee. As funds permit, teachers, support staff, the principal, and the assistant principals
will have opportunities to participate in all local school staff development. Some staff
development opportunities may include staff development by Kevin Raczynski, Dan Mulligan,
MAX Teaching and Learning, training in differentiated instruction, relevant training for student
engagement, Webb’s Depth of Knowledge (DOK) training, Sheltered Instructional Observation
Protocol (S.I.O.P.) training, math, science, social studies, reading, and writing strategy training
for inclusion classrooms, vertical planning at the local, cluster, and county level, balanced
literacy instruction training, Elements training, attend reading and writing conferences, and any
other training that is deemed appropriate and necessary to meet LSPI goals and increase student
achievement in Reading, Language Arts, Math, Science, and Social Studies. If funds permit, we
will include all subjects in these trainings. If funds permit, teachers and the curriculum council
will partake in staff development to strengthen the curriculum group. If funds permit,
instructional coaches may be available to provide professional develop workshops or sessions to
teaching staff. Teachers will also observe other teachers that are experts in particular areas. In
order to participate in these trainings, teachers may be provided substitutes or a stipend for
summer training, if funds permit. Staff members may also participate in book studies that will
positively impact our school.
Additionally, teachers will also have opportunities to collaborate with other Title I schools in the
Central Gwinnett Cluster. Teachers may have opportunities to participate in vertical teams at the
cluster and county level.
Book studies may also be conducted through professional development to enhance student
achievement, behavior, and/or increase parent involvement. For example, Ruby Payne’s “A
Framework for Understanding Poverty” may be used to help our staff understand and reach our
school community.
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Gwinnett County offers many opportunities for teachers and paraprofessionals to participate in
courses throughout the year in which our teachers may participate in, in addition to the local
school staff development program.
If funds permit we may also use instructional coaches to help our teachers become more
successful and targeted with the quality plus teaching strategies, and with positive parent
communication.
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School-wide Planning Component 5: Strategies to increase parent involvement.
Decades of research has shown that when parents are involved in their children’s education we
see the following results: higher grades, test scores, and graduation rates; better school
attendance; increased motivation; better self-esteem; lower rates of suspension; decreased use of
drugs and alcohol; and fewer instances of violent behaviors. The more parents participate in
schooling, in a sustained way, at every level -- in advocacy, decision-making and oversight roles,
as fund-raisers and boosters, as volunteers and para-professionals, and as home teachers -- the
better for student achievement. When parents come to school regularly, it reinforces the view in
the child's mind that school and home are connected, and that school is an integral part of the
whole family's life.
Recognizing the truth of the research, the Moore Middle School staff is committed to do
everything possible to make sure parents or guardians are welcome at this school. Not only do
we want parents to be welcome; we want parents to feel welcome. We want parents to recognize
their importance in the team partnership for their child’s success.
Increasing parent education about literacy, math proficiency, and strategies to support their
child’s education is a goal at Moore Middle School. Multiple opportunities for parental
involvement at various times during the year will be available. Parents are encouraged to attend
Title I parent workshops, conferences, PTSA, and curriculum meetings. Title I meetings will be
designed to involve parents with their children in academic settings. A variety of parent meetings
will be provided.
Moore Middle School will convene an annual meeting at a convenient time, to which parents of
participating children will be invited and encouraged to attend. At this meeting, parents will be
informed that their school is a Title I school and that it receives Title I funding. Parents will learn
about the requirements of Title I and the right of parents to be involved in the school.
All parents will be invited to attend a Title I Annual Orientation Meeting in the fall. Information
will be disseminated via mail, email, flyers, website, and/or phone calls. The Orientation meeting
may occur during Open House, Curriculum Night, or any time during the fall. During
Orientation, parents will receive information about Title I which includes but is not limited to
goals, purpose and expectations of Title I. Parents are also informed of their importance in their
child’s education and opportunities for decision-making and volunteer opportunities at our
school.
In addition to the Orientation meeting in the fall, additional Title I meetings/workshops will be
offered during the school year to provide parents with resources and training to support their
child at home. These meetings may consist of a technology night, math night, ESOL Night,
testing tips, homework and study skills, literacy night, discipline, communication, promotion
requirements, etc. Parents should have multiple opportunities to attend meetings. To
accommodate the schedules of our parents, a meeting will be offered during the day; either
before school or during the early morning, or Lunch and Learn, and one in the evening. Each
meeting should last approximately 45 minutes. The Title I committee suggests meetings be held
at 7:30 a.m. or 6:30 p.m., but to determine the most convenient times for parents, the Committee
will develop a survey to get parent feedback.
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To increase parental participation, childcare and transportation to and from school may be
provided if funds permit. The school may provide vouchers for a taxi or tokens for the Gwinnett
Transit System. Interpreters will be available at every parent meeting. We will use the Talk
System for our non-English speaking parents at every meeting once the system has been
purchased.
A copy of the Title I documents will be available for parents. Parents with students new to
Moore will receive information at the registration office and/or will be invited to receive the
information about Title I at a scheduled meeting. All parents who want an individual session to
learn more about Title I or follow up meetings the Parent Involvement workshops may contact
the PISC or the Title I Assistant Principal to schedule an appointment.
The Title I Teacher/Student/Parent Compact will specify on-going teacher, student, and parent
responsibilities. This will enhance parents’ involvement in their children’s education.
The Title Committee recommends the following effective strategies to increase parental
involvement. Teachers will keep grades updated regularly to allow parents to monitor student
progress through the Parent Portal. Teachers will utilize and update on a weekly basis a teacher
website to allow parents to monitor the activities that are taking place in the individual
classrooms. Parents may have the opportunity to participate in: “Bring Your Parents to School
Day,” Hands-on Parent Academic nights, Curriculum Nights, a Lunch and Learn or Social
Supper to encourage partnership in education, enable the parental voice, and provide materials
for feedback. Parents will have the opportunity to complete a Parent Needs Assessment through
the Moore Middle Parent Teacher Student Association, PTSA, in order for the school to better
serve the needs of the parents. Parents will have the opportunity and are encouraged to volunteer
at Moore Middle in different capacities. The Title I PISC and AP may also use Survey Monkey,
or a similar program, to survey the parents for consistent, quality improvement.
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School-wide Planning Component 6: Plans for assisting preschool children in the transition
from early childhood programs to local elementary school programs, to middle, high and
post-secondary education.
Our school has developed a specific plan for transitioning students from the elementary school
setting to middle grades and transitioning students from the middle grades setting to high school.
The guidance counselors and administrators will provide students support during the transition.
The plan may also include support from additional staff members, students, and parents.
In the spring, students from Lawrenceville Elementary and Winn Holt Elementary are invited to
Moore Middle School for preview and orientation activities. These activities will be designed to
help them discover the ways middle school will be different for them, while still encouraging
them to work hard for a successful completion of fifth grade. The students may receive
introductory information about middle school expectations, the academic day, Connections
classes in which they may participate including year-long fine arts offerings, and extra-curricular
opportunities. During the visit, fifth graders may tour the school, so they will begin to develop a
visual sense of the facility.
We will also invite parents of rising sixth graders to an orientation meeting. At that meeting, we
will share much of the same information that students received during their morning visit.
Parents will also receive information on the middle school promotion criteria. Parents may also
have the opportunity to participate in a “Parent-to-Parent Talk” in which parents of current sixth
grade students share their experiences that helped them and their students make the smooth
transition to middle school.
If funds permit, additional opportunities for Rising 6th graders may include a summer program
for “Rising Knights” to participate in reading/language arts/writing and math academies to
familiarize students with the sixth grade curriculum.
Moore Middle School will collaborate with the high school to provide 8th grade students and
their parents an opportunity to become familiar with the expectations of Central Gwinnett High
School as well as the GCPS promotion criteria and expectations. If funds permit, parents of
current high school students will be invited to come to a workshop at Moore Middle School to
share their experiences and the experiences of their students with parents of Rising 9th graders.
In the spring, 8th grade students will visit Central Gwinnett High School for a preview and
orientation activities. These activities will be designed to help them discover the ways high
school will be different for them, while still encouraging them to work hard for a successful
completion of eighth grade. The students may receive introductory information about high
school expectations, the academic day, Connections classes in which they may participate
including year-long fine arts offerings, and extra-curricular opportunities. During the visit, eighth
graders may tour the school, so they will begin to develop a visual sense of the facility. During
the advisement period, eighth grade students may participate in academic guidance lessons to
prepare them for the transition to high school. An eighth grade ceremony may culminate the
year in which the rising 9th graders are received by the 9th grade principal of Central Gwinnett
High School.
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Since we know that additional parents will move to our area after these meetings have been
conducted, we may offer another evening with the same information for families who were
unable to attend the first orientation. Parents will have various methods of communicating with
the teachers and staff through email, parent portal, website, school visits, and phone calls.
Moore Middle School teachers are also involved in creating smooth transitions between school
levels in each academic discipline. Teachers may participate in vertical planning sessions
involving elementary, middle school, and high school teachers to provide for continuity in
curricula across the academic levels.
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School-wide Planning Component 7: Measures to include teachers in the decisions
regarding the use of assessments to provide information on, and to improve, the
performance of individual students and the overall instructional program.
In addition to CRCT, ITBS, and the Georgia writing test data, results from local school
assessments and GCPS Interim Assessments will be used to help guide instructional planning. In
addition, one of the 8th grade practice writing assessments will be sent to the University of
Georgia for scoring. Open ended items will be included in assessments across all curriculum
areas and grade levels. Other ways teachers are involved in using assessments to make
instructional decisions are:
 by planning sessions for teachers to construct their RBES goals are also conducted.
During these sessions, teachers review their own and their students’ historical
achievement data so they can develop and implement specific classroom strategies to
improve both their instruction and student learning in identified areas of weakness.
 by using school wide use of CQI time to provide additional instructional time in Math
and/or Reading. Weekly Big 20’s will provide continuous data to monitor for growth.
 by using weekly content area planning sessions to review data and to make instructional
plans to address weaknesses with students’ performances of the AKS.
 by using Common assessments will be created by the teachers to monitor student’s
progress and further needs.
 by allowing departments to collaborate in the creation of instructional calendars to help
keep instruction consistent within each grade level.
 by offering Math/Reading connections grade levels who need additional support in
mastery of the AKS. Highly qualified teachers in these connections classes offer
instruction using various teaching strategies to reach all types of learners.
 by conducting test talks by advisement teachers in all grade levels. These talks are
designed to provide positive reinforcement for students and their achievements as well as
provide suggestions for improvement.
 by participating in GCPS pre/post-test opportunities, and using the data from those
assessments to remediate/reteach.
 by providing Benchmark Assessment Retest (BAR) classes during connections for
students who need to recover their grades. Teachers will use common
assessments/interim exams to identify weakest AKS strands. Students will then attend
math/reading classes during their connection times in order to learn material whose
mastery was not met during regular academic classes.
 by assisting with vertical teaming by all Central Gwinnett High School feeder schools for
Math and Language Arts (and other subjects if possible). Teachers from all grades are
represented on this team in order to provide consistency and focus from one grade to the
next.
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In order to improve the programs MMS offers, the administration will meet monthly with the
Curriculum Council to gather teacher input. This group of teacher-leaders will also discuss the
information/question(s) with their curriculum areas to gather more feedback on data, programs,
assessments, the LSPI, enrichment ideas, and/or overall school improvement ideas. This
information will be reported back to the administration through the weekly curriculum meeting,
via email, or by a follow-up Curriculum Council meeting.
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School-wide Planning Component 8: Coordination of Federal, State, and Local services
and programs.
Title I will coordinate with federal, state, and local programs such as ESOL, Special
Education, and other programs to meet the needs of all students. Administrators, counselors,
and teachers will also coordinate such programs as violence prevention, nutrition, housing,
adult education, vocational and technical training when practicable and applicable to support
all students. All stakeholders will be involved in such programs and resources will be utilized
from GCPS, Moore Middle School, and partnerships with businesses and local colleges and
universities. Programs may include GED preparatory classes, field trips to local colleges and
universities, ESOL classes, resource fair, and student mentoring programs.
The Title I Assistant Principal will work with the Title I social workers in the cluster and the
county level to make sure we use all of the resources available to meet the needs of all
students. In doing so, we will use the federal migrant program to address specific needs of
any identified migrant students. We will use resources available through the McKinney
Vento Act to address specific needs of identified homeless students. To assist nutritional
needs of identified Title I students and family, we will use the resources through Seamless
Summer. All students at Moore Middle School, including the Title I students, will be eligible
to receive free breakfast through the Universal Breakfast Program. If we have an after school
extended learning time, we will use the resources of the after-school snack program. One, of
the resources that may be used if scheduling permits, is peer tutors from Central Gwinnett
High School. These peer tutors will work alongside the Title I teachers as the teachers feel
appropriate. They can work in a collaborative group, or in a one-on-one capacity. If needed,
the students will be placed in a GCPS Summer School program to increase opportunities for
student success. The GCPS School Resource Officer, SRO, will be involved in working with
students on anti-drug, bullying, and gang violence programs if that is determined to be a
need.
(a)
List of state and local educational agency programs and other federal programs that
will be included.
In addition to the coordinating efforts listed throughout our school’s improvement plan; the
following programs will be utilized at Moore Middle School:
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Free and/or Reduced Lunch to Qualifying Families
Universal Breakfast program
PTSA
McKinney Vento Act
Be There Campaign
School Nurse
Red Ribbon Week and Drug Free Schools Programs
IE2 Flexibility Contract
Gwinnett County Public School Staff Development Funds
Gwinnett County Public School’s Staffing Allotments
English to Speakers of Other Languages
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Special Education Programs
Support from the School Resource Officer
School Social Worker
Gifted Program
Title I
STEP program
Georgia Learning Resource Services
eCLASS
Parent Leadership Academy
Gwinnett County Public Schools Enhancement Grant
Career Technical Education
AYP and the Georgia Waiver to ESEA
The programs listed above will provide Moore Middle School with the necessary funds and
personnel to give the students in our school an exceptional education. Lunch programs, snack
programs, health and fitness programs, and the school nurse ensure that the students stay healthy.
Through IE2 Flexibility Contract and the other Gwinnett County initiatives, Moore Middle
School will be able to provide a multitude of academic support for the students. Funding from
Title I will supplement the academic programs that Moore will offer. Programs may include
Extended Learning Time opportunities. Finally programs like the Be There Campaign will
provide additional support and guidance to our parents.
(b)
Description of how resources from Title I and other sources will be used.
Moore Middle School may spend Title I money on:
 Additional teachers.
 Professional development/stipends/substitute teachers.
 Substitute teachers for release days for collaborative planning which is supplemental to
teacher’s daily common planning period.
 Stipends for teachers, clerical, and administrators for summer planning.
 Parent Involvement Support Coordinator (PISC)
 Instructional coaches.
 Extended Learning Time (ELT) programs (teachers, director, supplies, technology).
 Transportation for students that participate in the ELT
 Transportation, if needed and if funds are available, for parents to attend school
conferences and meetings related to the academic achievement of their children.
 Technology.
 Content specific books.
 Content specific supplies.
 Novels.
 Supplemental library books
 Supplemental maps/ globes.
 Supplemental Teacher supplies.
 Supplemental materials for science and technology instruction.
 Parent outreach (workshops, supplies, communication needs ie call system, postage,
folders, light refreshments, etc).
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 A parent center (furniture).
 Supplemental instructional manipulatives to support learning in the four core content
areas.
 Inventory needs (labels, scanners, etc).
 Site licenses.
 Software.
 Supplemental testing preparation materials.
 Supplemental manipulatives to be used for instruction in the four content areas
 Supplemental instructional materials for classroom use beyond those provided by state
and local funds that are not directly related to Individual Education Plan (IEP)
requirements or Individual Modification Plans for students in Special Education and ELL
programs respectively.
 Batteries and technology replacements/repairs.
 Bookkeeper may receive additional hours to assist in managing financial documentation
related to Title I
(c) Plan developed in coordination with other programs, including those under the Schoolto-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied
Technology Act, and National and Community Service Act of 1990.
One benefit of the (Science Technology Engineering and Mathematics (STEM) Program is that
students learn skills relevant to our changing world and are therefore more prepared to enter
post-secondary education or a career upon graduation from high school. Moore Middle School
students are given opportunities to prepare to attend Gwinnett County charter schools: the
Gwinnett School of Mathematics, Science, and Technology and Maxwell High School of
Technology.
Eighth grade students are provided support when they transition to the high school. In the spring,
we work with teachers and counselors at Central Gwinnett high School to ensure students are
enrolled in the right courses and are provided the support they need as they take this next step on
their path from cradle to career.
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School-wide Planning Component 9: Activities to ensure that students who experience
difficulty mastering standards shall be provided with effective, timely assistance which
shall include:
A. Measures to ensure that students’ difficulties are identified on a timely basis;
Moore Middle School will use effective methods and instructional strategies that are research
based to strengthen the core academic program. Targeted instruction will be in the areas of Math
and/or Reading/Language Arts during the Continuous Quality Instruction time (CQI). This
targeted instruction is currently done the first 30 minutes of the school day. During the 20112012 School Year, math skills are being emphasized during CQI time.
Students needing more instructional interventions to be successful in the classroom will be
identified for the Response to Intervention (RTI) process. Teachers, counselors, and
administrators will meet regularly to identify students with an academic need, which is called the
Kid Talk Process. Students needing further academic and behavioral interventions will be
scheduled for parent-student-school conferences to determine the student’s placement in the RTI
process. As a result of the RTI process, students will be offered specific, targeted academic and
behavioral interventions to improve the student’s academic success in the classroom. Student
academic data will be gathered to show progress in the RTI process. Students not progressing
will be recommended for further evaluation with the school psychologist.
Students will analyze their own data (grades, testing, and attendance) through the Moore Middle
School Academic Advisement Program. Students with their teachers and parents will set
academic goals for improvement. Students will learn how to lead their own student led
conference with their teachers, parents, counselors, and administrators through the Academic
Advisement Program. Students will be encouraged “to own” their academic data, to set
challenging goals for improvement, and be responsible for their present and future academic
success.
As funds are available, individual and small group support will be provided before and after
school on an as needed basis. Extended Learning Time will be provided through before and after
school tutoring sessions, morning help day, Academic Assistance Program, Summer/Saturday
Writing Boot Camp, and Gwinnett County Public Schools Summer School. Teachers will
coordinate with and support the regular education program. A communication plan will be put in
place to provide all Moore Middle School teachers working with identified students to meet and
plan collaboratively to discuss student progress.
Moore Middle School hopes to hire both Literacy and Math Coaches through Title One Funding
for the 2012-2013 School Year. These academic coaches will be providing strategies, skills, and
tools for students at – risk academically. These coaches work with both teachers and students to
facilitate student academic success.
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We will provide remedial instruction in Academic Connections classes in the areas of Reading
and Math. Software programs like Destination Reading and Study Island and/ or other
instructional programs will be available for students to use in conjunction with their classroom
instruction time.
Small group instruction will be led by the school counselors and other school personnel in the
areas of organizational skills, academic goal setting, study skills, and test taking strategies.
When appropriate, students may be placed in a co-taught classroom to provide additional support
for students. If a child is having difficulty in their class, he/she may be placed on an Academic
Contract.
Tutoring is offered school wide for all students, all subjects on Wednesday mornings at 8:15
AM. Additional tutoring times are offered throughout the school week for specific, targeted
students based upon identified, academic needs.
The STEP program will be implemented in 2012-2013 to help overage students pass the 8th grade
and 9th grade in one academic year. This program will be rigorous, yet meet the needs of diverse
learners.
B. Periodic training for teachers in the identification of difficulties and appropriate
assistance for identified difficulties
All Moore teachers will use research based strategies such as acceleration, previewing,
summarizing, graphic organizers, comparing/contrasting, and vocabulary development to
enhance student learning and promote student engagement. Teachers will use content materials
that will assist students in connecting academic content to real-world experiences, participate in
math staff development facilitated by Dan Mulligan, and implement a school wide writing
curriculum. Dr. Dan Mulligan is the President of e4ae consulting. He previously served as the
Director of Instructional Accountability for Hampton City Schools. Prior to this time, Dan served
as the Director of Assessment and SOL Accountability and Supervisor of Mathematics in
Chesapeake, Virginia. He has more than 30 year’s educational experience in New York City and
Virginia. Dr. Mulligan has conducted hundreds of workshops throughout Virginia and nationally.
Dan has dedicated his professional career to helping improve student achievement, especially for
the most challenged learners and he will be sharing math instructional strategies with our staff.
The CQI team from Moore attended training in 2011 with Patricia Davenport, former Director of
Curriculum and Instruction at the Brazosport Independent School District. Currently, Ms.
Davenport, provides services as a private educational consultant. Her focus is to support districts
in their efforts to achieve systemic change through instructional process and design training, data
disaggregation, the integration of quality tools and effective schools research, and
implementation of Baldrige and other quality tools. The CQI team will be delivering training
about the continuous quality improvement method to the rest of the Moore staff by implementing
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a train-the-trainer model. The method involves continually looking at student data and adjusting
instruction to meet the academic needs of the students. For students not performing up to
baseline criteria, remediation to make sure mastery of the AKS is accomplished may be
provided. For students showing mastery of the AKS, the CQI time will be directed toward
enrichment activities digging deeper into the math curriculum.
Teachers will partake in other professional development opportunities that increase mathematical
and literacy skills. Some of the opportunities may include: Kevin Raczynski, MAX teaching and
learning, Elements training, DOK training, Suzy Peppers, RTI training, and any other
professional development that will help our teachers meet the needs of our identified students.
C. Teacher-parent conferences that detail what the school will do to help the student, what
the parents can do to help the student, and the additional assistance available to the student
at the school or in the community
All Moore Middle School parents are invited to participate in parent-teacher conferences in
October and February. At these conferences, teachers will share data that describes the student’s
academic progress, strengths and needs. They also share the curriculum and strategies they use to
support student learning. At many of the conferences, students who have been trained will lead
their own conference with teacher support. In addition to these regularly scheduled conferences,
parents are encouraged to schedule in-person or phone conferences on a more frequent basis to
keep them up-to-date on the achievement of their children.
Student Support Team / Response to Intervention (SST/RTI) meetings are scheduled for students
who are experiencing difficulty despite the instructional efforts of their teachers and parents.
Parents are invited to attend the conferences to learn more about how their child is doing in
school, and to be involved in the design and implementation of strategies that will support
learning.
At parent-teacher conferences and SST/RTI meetings parents are provided with ideas to help
their children at home. Some of these ideas include:
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Asking children what they learned in school on a regular basis and setting the expectation
that the child will respond with specific information. (Parents are encouraged to keep up
with their children’s grades and assessment results through the parent portal. This also
helps them to guide conversations with their children about how school is going.)
Setting ground rules at home regarding the completion of homework and long-term
projects. Parents can check agenda books in which students are required to record their
assignments daily.
Setting aside a scheduled time every day for their children to read, above and beyond the
reading required to complete homework assignments.
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Modeling independent reading at home, by sharing newspaper or magazine articles and
talking about them. (this also improves students’ awareness of current events providing
the background knowledge to make connections with content in school)
Sharing websites that parents and students can access to support learning from the school
day.
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School-wide Planning Component 10: Description of how individual student assessment
results and interpretation will be provided to the parents.
Parents will receive individual student test results for all required state assessments and GCPS
locally required tests. For state tests, individual student results are sent to the local schools
where the results will be sent home with the students to the parents. Parents will have an
explanation of the test through conferences with the Assistant Principal, Parent Involvement
Support Coordinator (PISC), Counselors, and teachers. Individual student results of the GCPS
Interim and Posttest results will be put in the teacher’s grade book and shared via the parent
portal, progress reports, and conferences.
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School-wide Planning Component 11: Provisions for the collection and disaggregation of
data on the achievement and assessment results of students.
Disaggregated results for state assessments are provided by the vendor in hard copy. Data used
for student assessment and achievement are collected and disseminated through Go.Gwinnett
Portal to “My Students,” “My School,” and “My District.” Teachers and administrators in local
schools view results for both aggregated school information as well as current classroom and
individual student results of students. Teachers and administrators can also view historical data
for their school or class, disaggregated into subgroups. The Georgia Department of Education
provides disaggregated data on the CRCT and writing test. All the data will be analyzed by the
staff to improve instruction and ensure academic success for all students.
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School-wide Planning Component 12: Periodic training for teachers in the identification of
difficulties and appropriate assistance for identified difficulties.
GCPS provides training of test data interpretation at the required Local School Test Coordinator
meetings held at least three times during the school year and during Y’all Come sessions.
Training is also provided for the Leadership Team at the local schools on utilizing test data
stored in My Students. Test data is not reported for student groups having less than ten students.
Curriculum planning and instructional strategies are made based on test results from looking at
subgroups equal to or greater than forty students.
Staff members will also have access to training through other avenues ranging from the state to
the local school level. The Georgia Department of Education provides disaggregated data on
assessments which the local school will help train the teachers to interpret. Administrators will
be trained on the data through the County Assessment and Title I offices. Staff members will
also have access to training on using My Students, Elements, etc. As eClass develops more in
the schools, staff members will be provided training based on the needs.
As part of our LSPI, teachers will meet in curriculum meetings every week. The focus of these
meetings will be how to implement the quality plus teaching strategies and best practices, data
analysis, creating common assessments with a range of DOK levels, assessment item reviews,
and curriculum planning. These small groups will be focused on meeting the needs of the
students and increasing student achievement. Teachers and administrators will also pay close
attention to subgroup data to ensure all students are meeting the standards. When needed, our
local school experts (ex. Special Education chair, ELL Chair, etc) may provide staff development
and/or GCPS professional development may be provided to our teachers. Training will be
provided to these groups and the staff as need. Each of these groups will have a curriculum
leader that will meet with the administrators for a monthly meetings related to the focus of the
school and what the data is reflecting.
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School-wide Planning Component 13: Provisions for public reporting of disaggregated
data.
The State Accountability Report is provided to every parent and to interested community
members. The report also includes trends in data and highlights programs schools are
implementing to increase student achievement. The State Accountability Report is also available
to parents and the community on the Georgia Department of Education website.
Gwinnett County Public Schools has developed an accountability system for improving schools
called the Results-Based Evaluation System (RBES). Under RBES, local schools communicate
their results with community members through an annual School Accountability Report. This
Accountability Report is available in hard copy and online. Moore Middle School does not have
a School Accountability Report from 2010-2011 as we are currently in our inaugural year. Next
school year we will provide School Accountability Report based on the 2011-2012 school year.
This Accountability Report will be available in hard copy at the school in the front office and
Parent Center, sent home with all students, and online during the 2012-2013.
Additionally, during the Title I Annual Orientation Meeting, school achievement data is shared
with all parents.
All community members have access to these reports when available through the school website,
GCPS website, and GA DOE website:
 Moore Middle School: www.mooremiddleschool.org
 GCPS: www.gwinnett.k12.ga.us
 GA DOE: www.doe.k12.ga.us/
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School-wide Planning Component 14: Plan developed during a one year period, unless the
LEA, after considering the recommendation of its technical assistance providers,
determines that less time is needed to develop and implement the Schoolwide Program.
Starting in August of 2011 a consensus was given by the Moore faculty and community
members to transition from a Targeted Assisted Title I School to a Schoolwide Title I School.
Once consensus was given, a Title I Schoolwide planning committee was formed. This
committee consisted of GCPS county level Title I representatives, Moore Middle School Title I
teachers, at least one teacher from each curriculum area, two Special Education teachers, the
Title I AP, the bookkeeper, a clerk, and parents.
The plan will be reviewed and revised twice a year, in the fall and the spring by the committee.
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School-wide Planning Component 15:Plan developed with the involvement of the
community to be served and individuals who will carry out the plan, including teachers,
principals, other school staff, and pupil service personnel, parents and students (if
secondary).
Starting in August 2011 Moore Middle School began to prepare the schoolwide plan. Initially,
we gained consensus from a variety of groups, such as, all faculty member, parents at open
house, PTSA, and parents at our Title I Annual Orientation and parent workshops. Once
consensus was gained we asked for input regarding what was needed for our school ranging from
parent involvement to increased student achievement to professional development. A variety of
groups were asked about what was needed: School council, PTSA, parents at Title I parent
workshops, and all faculty members. Our schoolwide committee was originally organized and
consists of Title I program specialists, the Title I program coordinator, the Title I AP, teachers
from a variety of grade levels and subject areas, and parents. In fact, the meetings were open to
all community and staff members. Our original committee included:
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Linda Davis: Title I Program Specialist
Erin Buckley: Coordinator for Federal & Special Programs
Sharon Grahn: Title I Consultant
Erin Hahn: Title I Coordinator
Lamont Mays: Principal
Analisa Wendt: AP contact for Title I
Stacye Brabham: Clerk
Kathie Hardin: Counselor
Irma Zamora: Bookkeeper
Carla Schmitt: Title I Math teacher, grades 6, 7 and 8
Kellye Whitlock: Title I Math teacher, grades 6, 7 and 8
Jennifer Clarke: Title I Reading teacher, grades 6, 7 and 8
Donna Westerhouse: Title I Reading teacher, grades 6, 7 and 8
Suzette Henry: Special Education teacher
Johnetta Henry: Special Education teacher
Linda Moise: 6th grade Science teacher
Michelle Parker: 7th grade Language Arts teacher
Chekquita Collins: 8th grade Math teacher
Furga James: 8th grade Social Studies teacher
Sandra Larious: Parent
Lynne Serrian: Parent
Ranya Bouchi: Parent
Kiana McDowell: Parent
This group was formed by asking for volunteers and parent involvement. To encourage
participation we included information about our schoolwide planning meetings in our school
newsletter, by sending home flyers with students, posting signs by the car rider lanes and inside
the school. Out meetings consisted of brainstorming sessions, reviewing data, break-out writing
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groups, and whole group discussions. To revise the plan, group members will meet at scheduled
times to review the plan, the schools data, and then agree to make any revision, if needed.
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School-wide Planning Component 16: Plan available to the LEA, parents, and the public.
All people will have access to our schoolwide plan. A copy of Moore Middle School’s
schoolwide plan is available to the LEA at the Gwinnett County Public Schools Instructional
Service Center in the office e of the director for Federal and Special Programs. An electronic
copy of the plan will be available on Moore Middle School’s website, on the Title I page. In
addition, a copy of the plan will be sent home with all students in the fall of 2012, and also
incorporated in new student’s registration folders. Hard copies will also be available in the front
office of the school, in the media center, and in the parent center.
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School-wide Planning Component 17: Plan translated to the extent feasible, into any
language that a significant percentage of the parents of participating students in the school
speak as their primary language.
The schoolwide plan will be translated into other languages when possible. In addition to the
schoolwide plan, the action plan, the parent involvement plan, and the school parent compact
will also be translated to other languages when possible.
Bilingual (English to Spanish) staff members are available to translate or explain the plan
as needed.
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School-wide Planning Component 18: Plan is subject to the school improvement provisions
of section 1116.
The revised schoolwide plan Moore Middle School is subject to the school improvement
provisions of section 1116.
The Schoolwide plan and the LSPI are both based on the needs assessment of the school. The
plans work together to help all students achieve academic success. The Schoolwide plan is a
comprehensive view of what the school will do to ensure a joint effort (including the
administration, teachers, staff members, community, parents and students), so all students are
successful, and the LSPI identifies areas and ways to help our students. Both plans work
together to benefit the students of Moore Middle School.
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