TAYLOR ROAD MIDDLE
STRATEGIC PLAN SY 2014/15 – SY 2016/17
APPROVED AUGUST 2014
TAYLOR ROAD MIDDLE | Strategic Plan SY 2014/15 – 2016/17
SECTION I: Strategic Planning Background and Approach
In May 2012, the Georgia Board of Education voted to make Fulton County Schools the state’s largest charter
system. The Charter System Model offers freedom and flexibility, both at the school level and system-wide, to
employ research-based methods to improve student achievement, even if such innovations would require
exemptions to current state laws and regulations.
Given the new Charter System framework, individual schools within Fulton County have the ability to work in
dramatically new ways. We are asking our communities to help drive change and to get involved in our schools.
Our collective vision is that every Fulton County school will have a principal and local School Governance Council
equipped to effectively lead in a charter system environment to improve student achievement through
innovation and flexibility. Schools will be empowered to consider the best uses of resources at the local level
and design innovative practices that align with school needs.
Taylor Road Middle School began the strategic planning process in the spring of 2014. In order to plan our
strategic direction forward, we first had to engage with our community to understand our specific challenges
and consider a path to collectively address them. Our School Governance Council asset mapped with the help of
the TRMS Leadership Team, a community focus group, and members of the SGC committee to answer the
guiding questions. Taylor Road had previously completed three surveys with students, staff, and parents through
our 2013-2014 examination of the Taylor Road Way. Additionally, The SGC used the ATLAS protocol to examine
student testing, demographics, attendance, and discipline data provided by central administration. Finally, we
revisited our School Quality Review from 2012 -- which guided prior TRMS’ strategic plan goals.
Our process included five distinct phases: (1) a needs assessment; (2) the identification of priority issues; (3) the
establishment of long-term outcomes, focus areas, & short-term goals; (4) the formulation of strategic initiative;
and (5) the development of a monitoring plan. Developed over a period of several months and designed
collaboratively with input and guidance from many stakeholders, the strategic plan represents our deliberate
approach to shape and guide what Taylor Road Middle School is, what we do, and why. Our students deserve
the best educational experience we can provide, and this plan sets our vision and direction for making that
happen.
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TAYLOR ROAD MIDDLE SCHOOL | Strategic Plan SY 2014/15 – 2016/17
SECTION II: Context for the Strategic Plan: The School’s Needs Assessment
For every school, the strategic planning process must begin with a thorough consideration of the questions
“Where are we as a school?” and “With what do we have to work?” By identifying strengths and weaknesses
within the school and examining opportunities and challenges within the external environment, schools lay the
foundation for building a strategic plan that builds on their positive attributes while overcoming any weaknesses
or areas for improvement.
Taylor Road Middle School began the strategic planning process by conducting a needs assessment. Through a
close analysis of the internal and external environments, we sought to identify stakeholders’ perceptions of our
school and enhance our understanding of the political, socio-economic, and demographic environment in which
the school operates. By analyzing a comprehensive set of school data and reviewing school-based surveys and
external school reviews, the leaders of Taylor Road Middle School clarified performance trends and identified
the school’s most critical areas for improvement.
Needs Assessment – Process & Summary of Findings
Taylor Road’s School Governance Council, consisting of three teachers, one administrator, three parents, two
community members, and the school principal, planned for the Needs Assessment using four components –
grouped by external and internal environment.
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External Environment: Community Conditions
External Environment: Stakeholders
Internal Environment: Student Need
Internal Environment: School Structure & Resource Use
External Environment: Community Conditions
As we considered External Environment: Community Conditions, we worked with the school Leadership Team
and the Educational Resource Strategies (ERS) SchoolCheck asset map during the Spring of 2014. We reached
out to our community with a focus group after school ended in May. Our assessment was based upon these
three guiding questions:
1. What societal issues most impact the school?
2. What external organizations are serving our students and how?
3. What current partnerships support our work? What stakeholders are missing?
The SGC listed property values, social media, the economy, and community pressure/competition (‘keeping up
with the Jones’) as societal issues. We listed the numerous homework assistance options, sports leagues, faithbased organizations, music groups and the close connections (121 Reach) we share with our neighbor
Chattahoochee High School. We celebrated the success of the Junior Achievement and Relay for Life
partnerships mentioned during the focus group; we listed the missed opportunities of homeowners
associations, assisted living centers, and the growing multicultural religious centers that are a part of the shifting
demographics of our community.
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TAYLOR ROAD MIDDLE SCHOOL | Strategic Plan SY 2014/15 – 2016/17
External Environment: Stakeholders
We next examined External Environment: Stakeholders. Using the ATLAS data protocol, we examined perception
data from numerous sources. We utilized existing data from three Taylor Road Way surveys (with students,
parents, and staff) conducted during the 2013-2014 school year, along with the focus group discussion. The
Leadership Team of TRMS noted results of the School Quality Review (2012-13) were also salient to answering
three guiding questions:
1. Are students actively engaged in and taking ownership of their academic success?
2. How satisfied are our stakeholders with the programs and performance of our school?
3. What are the engagement levels of our parents and community members? In what activities are
they most/least engaged?
This area brought into focus a huge growth opportunity: our students are engaged only in limited ways. The
School Quality Review data had previously noted the need to raise the quality and regularity of student
involvement in their own learning. Stakeholders reported high percentages of satisfaction with Taylor Road (98%
parents and community members polled reported TRMS recognizes and values high achievement by students).
Survey and discipline data show little concern regarding safety, as the vast majority of respondents reported
students are safe at school. The council did note how compliant students are not always engaged students.
We noted ongoing efforts to increase connections to our external environment. The Summer Bridge initiative,
our Flag Ceremony, and cooperative projects with Chattahoochee HS have all aided satisfaction levels. Yet the
focus group and survey data points to a perception gap between parental involvement levels, students and
parents feeling respected and heard by staff and administration, and the need for additional efforts with
external stakeholders.
Internal Environment: Student Need
As we moved to consider Internal Environment: Student Need, our efforts began with a focus group of 6th
graders. The SGC later used the ATLAS protocol to examine student data from the data pack of demographic
data, mobility rates, student test scores from the Georgia Writing Test and the CRCT, as well as the surveys
noted above. We again revisited our School Quality Review and prior strategic plans from 2012, plans which
focused on the CRCT test data results. As the protocol concluded, we focused on these guiding questions:
1. In what areas do our students excel? In what subjects and grades do our students need additional
support?
2. How does the performance of our school compare to that in other like schools?
3. Which specific student groups require additional support?
4. Are there specific components of our school culture that should be prioritized?
As a part of a 6th grade service learning project in social studies, four classes with approximately 90 students
total discussed the Taylor Road Community by looking at our mission and belief statements. Students were
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TAYLOR ROAD MIDDLE SCHOOL | Strategic Plan SY 2014/15 – 2016/17
asked to identify points from the mission and belief statement which they thought were most important, things
that we do well, and parts that we need to work on. Their findings:
What are the important pieces of the mission and belief statements?
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We are members of a global society
We believe all students can learn
We are part of a team to help adolescents
We have a safe and positive environment
We have numerous opportunities for success
We celebrate diversity
We prepare students for the future
As part of the ATLAS protocol, members of the Council were tasked with considering the implications of the
data. Many things are going well at Taylor Road. Our school climate, test scores and dedicated faculty and staff
make our school a great place. We shared the perception from the survey data and anecdotally that TRMS is
“happiest” middle school in Fulton County – the best kept secret of Johns Creek. Many teachers go above and
beyond to support students, providing help sessions at all hours and giving up personal time. TRMS is very stable,
with not a high mobility percentage. As such, we speculated mobility probably does not impact school outcomes.
Taylor Road has a smaller population of Asian families as compared to neighboring River Trail Middle School.
Test scores on the CRCT were certainly competitive with Fulton County and our local neighbors. Science classes
certainly appeared to have the most growth potential initially. Our writing scores were also quite high.
The SGC also examined other implications. The fewer number of Taylor Road students exceeding standards as
compared to our neighbors is concerning. Our gifted and struggling students appear to be getting adequate
support; perhaps middle of the road students get lost. Assistance with homework outside of school is a “bonus”
that not all students can receive. Activities and assignments could be more closely matched to student levels –
especially those students of higher ability in general education classes. Higher level questions and assignments –
more rigor – would extend and deepen student learning.
Survey results from the Taylor Road Way highlighted a disconnect between those who gave voice to concerns vs.
those who chose not to respond. Overall, the results did point to teachers being more pleased with students
than students with teachers, and that not all teachers are consistently respectful to students. The student group
noted other growth opportunities for the SGC to consider:
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A lowering level of respect for
o The school environment (kids leaving trash everywhere, vandalizing bathrooms,
breaking/messing with school computers)
o Students (bullying, cultural discrimination, even racism)
o Teachers (negativity on both sides)
The positive environment may be at risk. Students reported an atmosphere of negativity
among students; although students report that most, but not all, staff promote a positive
environment
Some students do not feel a part of the “Taylor Road Community”
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TAYLOR ROAD MIDDLE SCHOOL | Strategic Plan SY 2014/15 – 2016/17
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Preparation for the future needs to include more innovative uses of technology
More academically diverse activities needed (too many of the same activities in the
classroom; no variety)
Apathy among students. Some students do not care about their learning, which slows down
the pacing for the rest of the class
Internal Environment: School Structure and Resource Use
The final component to our needs assessment process focused on the Internal Environment: School Structure
and Resource Use. The School Governance Council used the SchoolCheck self-assessment tool as a measure of
the opinions of our leadership team, grade level chairpersons, and content-specific contacts. We also compared
those conclusions to the School Quality Review previously considered. Or guiding questions during this
component included:
1. In what areas are we using resources strategically?
2. In what areas could we use our resources more strategically?
3. What areas should be priorities for restructuring our resource use?
Highest scores on the self-assessment center around students with special needs. The data clearly showed
special education and English language learners at Taylor Road are supported and integrated into the core
learning environment whenever possible and at high levels. Here again the general education students and the
perception of meeting their needs fell short. Scheduling and staffing to assist struggling students was a strength,
with students given many opportunities during the school day to get additional instruction and practice. The
School Quality Review noted the management of resources at Taylor Road allowed the school day to flow
smoothly.
Needs were noted around struggling and new teachers, giving them deep and ongoing support. Teacher leaders
and content contacts reported teachers struggle with accessing student data, and having the time to effectively
analyze and use data in instruction. Administrators through the Teacher KEYS evaluation system have been
positively perceived for their rollout of the process, although team members did note the need for leadership
during planning and data team meetings.
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TAYLOR ROAD MIDDLE SCHOOL | Strategic Plan SY 2014/15 – 2016/17
SECTION III: Long-term Outcomes
LONG-TERM OUTCOME 1 Students will achieve academic success in an active and engaging learning
community.
Data from student, parent, and staff surveys conducted during the 2013-2014 school year, the results of the
School Quality Review (2012-13), and focus group discussions show that TRMS students are compliant in the
classroom, but should be more engaged. Compliant students lead to passive learning, with students who are
well-behaved but not involved in their own learning. Teachers must focus instruction not only to help students
learn the standards, but also to see the value in learning. The student surveys also indicate the need for more
academically diverse activities in the classroom. Some students are apathetic about their own learning, which
hinders their academic success and of their peers.
Associated measures for this outcome would include test scores, such as the percentage meeting and exceeding
on state-issued tests and increasing scores on the ITBS. Other measures could include improved results in STAR
testing throughout the year, and common assessments given in the classrooms. Peer observations and
instruments to measure student engagement will be implemented. In addition, timely formative assessments
will be used to track academic success and engagement.
LONG-TERM OUTCOME 2. Students will preserve respectful relationships with their peers and
adults.
Data from school-based surveys and focus groups regarding school environment show respect among students
and adults could be improved. The results pointed to teachers being more pleased with students than students
with teachers, and that not all teachers are consistently respectful to students. Some students, therefore, do
not feel like a part of the “Taylor Road Community.” The positive environment of the school may be adversely
affected. It is imperative for students and adults to feel a sense of loyalty and belonging to the school.
To measure the preservation of respectful relationships with their peers and adults, Taylor Road Middle School
will seek increased positive responses to future surveys of the entire community.
LONG-TERM OUTCOME 3. Students will be challenged to achieve at their highest level in a rigorous
environment.
Data from the School Quality Review (SQR), surveys and focus groups show that while gifted and special needs
students receive quality support, “middle of the road” students receive less support. State-sponsored
standardized scores are consistently competitive with local schools and Fulton County in the percent of students
meeting standards. However, the number of students at the Exceeds level is not as favorably competitive as
those of surrounding schools. Surveys have indicated that some students lack motivation to learn, should
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TAYLOR ROAD MIDDLE SCHOOL | Strategic Plan SY 2014/15 – 2016/17
reflect on their own learning (metacognition), and should be trained for the workforce. In addition, teachers
need to increase their level of rigor.
Students will show increased levels of achievement on state-sponsored standardized tests. Information from
student surveys will show increased positive responses on items regarding rigorous instruction.
SECTION IV: Focus Areas, Short-Term Goals, and Strategic Initiatives
FOCUS AREA 1.Student Engagement
Compliant students lead to passive learning, with students who are well-behaved but not involved in their own
learning. Teachers must focus instruction not only to help students learn the standards, but also to see the
value in learning. The student surveys also indicate the need for more academically diverse activities in the
classroom. Some students are apathetic about their own learning, which hinders their academic success and of
their peers.
As measures of progress, we will:
1. Increase student engagement in the classroom
2. Increase engagement of parent/community volunteers in academic activities
3. Increase teacher proficiency with active and engaging instruction
Summary of Strategic Initiatives:
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The master bell schedule will continue to feature REAL (Remediation, Enrichment,
Achievement and Learning) time during the school day.
Our Response to Intervention team will define and develop teacher proficiency with
engaging student activities and expectations during REAL time.
Students will continue to receive instruction with community-based connections and
instructors (i.e. Junior Achievement).
Students in science, technology, engineering and math courses (STEM) will receive
problem-based instruction more often. Teachers will continue collaborating, planning
and implementing problem-based learning this school year.
Students will work in groups in every class daily; students will be allowed to discover
concepts without direct teacher instruction weekly. This initiative will begin in the 201415 school year.
Students in all Earth science classes will complete a project on our Nature Trail (in
cooperation with Chattahoochee HS).
Teachers will observe colleagues following a variety of peer observation protocols. The
protocols will vary to monitor student engagement. The protocols will be designed to
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TAYLOR ROAD MIDDLE SCHOOL | Strategic Plan SY 2014/15 – 2016/17
provide feedback to teachers, and increase teacher proficiency with active and engaging
instruction.
FOCUS AREA 2.Culture and Community
Some students do not feel a part of the “Taylor Road Community.” It is imperative for students and adults to
respect each other and feel a sense of loyalty and belonging to the school.
As measures of progress, we will:
1. Increase positive communication between students and teachers
2. Create and monitor a common expectation of respect
3. Increase opportunities for positive student interaction
Summary of Strategic Initiatives:
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Citizenship Breakfasts will continue to recognize positive student interaction by the
principal. Specific students and parents are individually invited to attend.
The current mentor/mentee program will expand to include additional staff and student
development through life-coaching advice. All mentoring levels (teacher/teacher,
teacher/student, and student/student) will be supported.
The counseling department in cooperation with our graduation coach will implement
the Peacemakers Initiative during the coming year. A Peacemakers council made up of
students, staff and community members will explore respect, peer pressure, and
alternative solutions to conflict.
School representatives attending the Power Over Prejudice (POP) summit, along with
the counseling website and school newspaper, will spread awareness of positive student
and teacher communication.
The counseling office will seek and become a Recognized ASCA Model Program (RAMP)
with the American School Counseling Association.
Random of Acts of Kindness will be recognized and encouraged by students and staff.
Students and staff will be encouraged to attend and recognized for attendance at afterschool events.
Promotion of school spirit through pep rallies will begin.
Positive behavior supports and rewards will continue as per the Fulton County Code of
Discipline.
Teachers will observe colleagues following a variety of peer observation protocols. The
protocols will vary to monitor respect among students and staff. The protocols will be
designed to provide feedback to teachers and increase teacher efforts to model and
reward respectful interactions.
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TAYLOR ROAD MIDDLE SCHOOL | Strategic Plan SY 2014/15 – 2016/17
FOCUS AREA 3. Instructional Rigor and Relevance
Our gifted and special needs students receive quality support, while on-level students receive less support.
Some students lack motivation to learn, should reflect on their own learning (metacognition), and should be
trained for the workforce. In addition, teachers need to increase their level of rigor.
As measures of progress, we will:
1. Increase academic achievement of on-level learners
2. Increase teacher proficiency with high-level questions and activities
3. Increase student self-directed learning opportunities
Summary of Strategic Initiatives:
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The master bell schedule will continue to feature REAL (Remediation, Enrichment,
Achievement and Learning) time during the school day.
Our Response to Intervention team will define and develop teacher proficiency with
high-level activities and expectations during REAL time.
Students will be allowed increased self-directed learning activities during REAL time.
Teachers will continue professional development for rigorous questioning and lesson
planning
Test talks (an adult meeting with each student to discuss standardized scores and goal
setting for coming state assessments) will continue for each student every year.
Teachers will observe colleagues following a variety of peer observation protocols. The
protocols will vary to monitor respect among students and staff. The protocols will be
designed to provide feedback to teachers and increase teacher efforts to model and
reward respectful interactions.
Semester-long physical education/health/connections classes will be considered to
increase rigor beyond the capacity of 9-week courses.
The availability of high school classes/credit opportunities, as well as virtual and on-line
courses will be expanded.
More advanced and accelerated course options will be pursued in science and social
studies for non-TAG students.
SECTION V: Next Steps
The #TaylorRoadWay conversation continues with engagement, rigor and relationships stressed during
preplanning and throughout the school year. Initiatives currently in progress at Taylor Road Middle School
include those highlighted above. REAL time is a part of the master schedule daily, and that block of time can be
used in a number of creative ways currently being explored by our RTI Data committee. We have begun offering
high school credit in physical science; we continue to offer credit for continuous achievement in world languages
and math.
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TAYLOR ROAD MIDDLE SCHOOL | Strategic Plan SY 2014/15 – 2016/17
The counseling department will continue to lead in preserving respectful relationships, as we expand
opportunities to model and reward exemplary teacher and student behavior. In cooperation with our graduation
coach, mentors and mentees will enlarge their focus and enhance life skills. Our peer observation protocols and
professional development plans will evolve, the school leadership team playing an integral part of strategic
planning, monitoring, and reporting at the school level.
All initiatives will be monitored in a variety of ways. That data, as well as Student Learning Objectives, Teacher
Effectiveness Measures, Teacher Keys observations, and other surveys will provide the School Governance
Council the information to adjust going forward, with the three long-term objectives of engagement,
relationships, and rigor remaining the focus.
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