Lamar County Schools is committed to excellence in the teaching and learning process. Providing quality work that is challenging, engaging, and rigorous for ALL students EVERY day in EVERY classroom is the primary focus of all instructional programs in Lamar County.
Located in middle Georgia, Lamar County boasts a rich educational heritage. A relatively new county formed in 1920, our current school facilities were begun in 1975 and were formed from many community schools that existed over the years: Aldora School, Barnesville High Industrial School, Booker School which changed to Forsyth Road School, Gordon Military Academy, Milner School, and Thomaston Street School. Senator Richard B. Russell is numbered among Gordon Military's prominent alumni. We serve over 2500 students in one school at each grade span: Primary [PreK-2], Elementary [3-5], one Middle School [6-8], and High School [9-12]. We are proud to have Gordon State College, Southern Crescent Technical College, and Gordon GYSTC as teaching and learning partners.
TLE Electronic Platform
MyGaDOE Portal (for FIP)
Depth of Knowledge Chart
Commitment to Teaching and Learning
The Lamar County School System (LCSS) is dedicated to providing all students with a curriculum that is challenging and provides quality learning experiences. The PK-12 academic curriculum is aligned to the state’s academic expectations and programs of study. In late fall of 2015, the LCSS’ Strategic Plan was approved by the State Board of Education and will drive our district’s improvement process.
Action steps from the Strategic Plan and data based on student assessments, curricular assessments, and progress monitoring assessments will be used to review professional practice, monitor personnel, and adjust curriculum. In addition, the data collected and assessed on the College and Career Ready Performance Index (CCRPI)/District Comprehensive Improvement Plan (CLIP) and individual school-level School-Wide Program (SWP) plans and Georgia’s new Teacher Keys Effectiveness System (TKES) are to be utilized systematically in planning effective instruction that meets the needs of our students and guide systemic, strategic and data-driven professional learning. Scientifically research-based strategies and interventions are used to improve student learning.
All students are regularly monitored and assessed in an effort to master Georgia Standards of Excellence (GSE) through the researched-based Pyramid of Intervention model. Teachers use content and grade-level meetings to focus and plan core and tiered instruction based on student data. To further growth among our building leaders and teachers, the district is committed to providing Learning Support Specialists (LSS) to coach and assist teachers in the research-based Formative Instructional Practices model and how they inform the tiers on the research-based Pyramid of Intervention model. The role of the Learning Support Specialist (LSS) is to support the teachers in the administration of quarterly benchmarks, disaggregating data, and helping to prescribe and implement new strategies and tiered interventions that engage students in the mastery of standards. Data-driven professional learning is facilitated by the LSS based upon the review of the data. Progress monitoring includes multiple measures, both formative and summative.
Partnering with families is a priority. There is a plethora of contact points between families and all levels of the school system. It is the intention of the school system and all of its schools to implement a system of multiple points of contact with families that keep parents informed and engaged in the learning process for their children. The district and school websites, the Parent Portal, the school messaging system, daily agendas, Parent Compacts, and weekly Tuesday folders are examples of current contact points among stakeholders. There are also structures in place at all schools by which each student is engaged by at least one adult advocate on a regular and consistent basis. In each of these settings the students’ educational experience is supported by ongoing discussion with a designated adult that incorporates the monitoring of grades, attendance, student morale and daily progress. The structures include “Teachers as Advisors” programs at the middle and high schools. In the elementary and primary schools, the students’ advocates are their homeroom teachers. There are common reporting policies and processes such as the Powerschool Parent Portal, midterm progress reports, required parent conferences, and report cards. We believe meaningful two-way communication between and among all stakeholders critical to our students’ success.