School Improvement Plan
E.T. Booth Middle School SY 2026-2027
Goals for ELA
Percentages below represent students who scored at the Proficient and Distinguished Level.
*Due to new ELA Georgia Milestones assessment in May of 2026, ELA and Reading scores will not be shared by the state until November 2026.
Scores will be updated when they are available to the district.
Reading Proficiency
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
*Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| Grade 6 | 64.3% | 65.3% | 0.00% | 70.3% |
| Grade 7 | 72.6% | 78.9% | 0.00% | 78.6% |
| Grade 8 | 72.1% | 73.0% | 0.00% | 78.1% |
Reading Proficiency Action Steps
Action Step 1: Provide professional development in evidence-based literacy strategies, including differentiated instruction and
scaffolding to align practices to the rigor of the standard in all content areas. Teachers will be provided support in incorporating
literacy and annotation in all content areas.
Action Step 2: Implement targeted interventions and Specially Designed Instruction (SDI) focusing on foundational reading skills
such as comprehension, fluency, and vocabulary acquisition.
ELA
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
*Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| Grade 6 | 47.8% | 46.9% | 0.00% | 53.8% |
| Grade 7 | 42.0% | 51.4% | 0.00% | 51.0% |
| Grade 8 | 43.7% | 46.7% | 0.00% | 49.7% |
ELA Action Steps
Action Step 1: Provide professional development in evidence-based literacy strategies, including differentiated instruction and
scaffolding to align practices to the rigor of the standard in all content areas. Teachers will be provided support in incorporating
literacy and annotation in all content areas.
Action Step 2: Implement targeted interventions and Specially Designed Instruction (SDI) focusing on foundational reading skills
such as comprehension, fluency, and vocabulary acquisition.
Reading Intervention Plan
|
Identification of |
Plan of Remediation | Resources | Monitoring |
|---|---|---|---|
| 6th - 8th grade students performing below proficiency in ELA |
Implement targeted literacy interventions and data-driven instruction during Reading Connections and ELT |
Core and supplemental resources |
Targeted, ongoing monitoring |
Goals for Math
Percentages below represent students who scored at the Proficient and Distinguished Level.
Math Proficiency
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
Progress Towards Goal (SY 2025-2026) |
3-Year Goal (SY 2026-2027) |
|
|---|---|---|---|---|
| Grade 6 | 41.9% | 43.8% | 48.0% | 47.9% |
| Grade 7 | 46.0% | 55.1% | 57.2% | 58.0% |
| Grade 8 | 47.0% | 52.0% | 55.2% | 55.0% |
Math Proficiency Action Steps
Action Step 1: Strengthen grade-level PLCs by implementing a structured data analysis protocol after each common assessment to identify student misconceptions, adjust instruction, and plan targeted interventions and enrichments.
Action Step 2: Embed high-impact instructional strategies—such as the use of math discourse, visual models, and real-world problem-solving—into daily lessons through ongoing professional learning and classroom coaching support as evidenced through classroom walk through data.
Goals for Student Attendance
Student Absences
| Baseline (SY 2023-2024) |
Progress Towards Goal (SY 2024-2025) |
3-Year Goal (SY 2027-2028) |
|
|---|---|---|---|
| Average Daily Attendance |
95.0% | 96.4% | 96.0% |
Student Attendance Action Steps
Action Step 1: Track and review attendance data weekly by grade level and house to identify trends and intervene early with students showing chronic absenteeism, including parent contact, counselor check-ins, and following the CCSD Code of Conduct.
Action Step 2: Implement a school-wide attendance incentive program through the house system, awarding points quarterly to houses with the highest average daily attendance and recognizing top-performing houses and students.
Document Link: printable version E. T. Booth Middle School SIP