date submitted: dates of revision - okaloosa …...school webpage, the dms facebook page, weekly...

SAC funds in the amount of $

will primarily be used for

Date Submitted:

Dates of Revision:

School Performance Plan 2019-2020

School Name: Destin Middle School

Legend

AICE Advanced International Certificate of Education

MtSS Multi-tiered System of Supports

AP Advanced Placement NGCAR-PD

Next Generation Content Area Reading Professional Development

DA Differentiated Accountability NGSSS Next Generation Sunshine State Standards ED Economically Disadvantaged PERT Postsecondary Education Readiness Test ELA English Language Arts PMP Progress Monitoring Plan ELL English Language Learners PMS Progress Monitoring System EOC End of Course Exam POC Plan of Care ESE Exceptional Student Education PPP Pupil Progression Plan ESSA Every Student Succeeds Act PSAT Preliminary Scholastic Aptitude Test FAIR Florida Assessment for Instruction in

Reading SAC School Advisory Council

F/R Free & Reduced SAI Supplemental Academic Instruction FS Florida Standards SAT 10 Stanford Achievement Test FSA Florida Standards Assessment SESAT Stanford Early School Achievement Test IB International Baccalaureate SPP/SIP School Performance Plan/School

Improvement Plan IEP Individualized Education Program SWD Students with Disabilities IPDP Individualized Professional Development

Plan VE Varying Exceptionalities

MAP Measures of Academic Progress

Okaloosa County School District

Vision Statement:

We inspire a lifelong passion for learning.

Mission Statement:

We prepare all students to achieve excellence by providing the highest quality education while empowering each individual to positively impact their families, communities, and the world.

Core Values:

Accountability: We, working in conjunction with students’ families, accept responsibility to ensure student learning, to pursue excellence, and to hold high standards for all.

Citizenship: We prepare all students to exercise the duties, rights, and privileges of being a citizen in a local community and global society.

Excellence: We pursue the highest academic, extracurricular, and personal/professional standards through continuous reflection and improvement.

Integrity: We embrace a culture in which individuals adhere to exemplary standards and act honorably.

Personal Growth: We promote the acquisition of knowledge, skills, and experience to develop individuals with the aspiration, perseverance, and resilience to be lifelong learners.

Respect: We show regard and consideration for all through a culture of dignity, diversity, and empathy.

Leadership: We provide guidance and direction to accomplish tasks while being a moral compass to others.

2

School Performance Team

Identify the names and titles of the School Performance Plan developers.

Name Title

Grant Meyer

Below are the vote totals for each student’s waiver appeal. Each one was

approved. Note the Walton student was only approved for the Fall

season.

Principals, please get this information to these students.

Thank you all.

Principal

Julie Dillon Assistant Principal

Ila Reeder ELA Department Chair

Mary Willis Math Department Chair

Amy Giraldo SS Department Chair

Cory Ruyan Science Department Chair

LeAnn Mileer 5th Grade Chair

Dawn Pack STEM Teacher

Becky Heyse 8th Grade Math Teacher

Tulsa Moore Instructional Coach

Margaret Markey ESE Teacher

Stakeholder Involvement: Describe the process taken to create the School Performance Plan.

DMS administration attends OCSD Principal's Meeting in spring 2019 for updates and discussion of 2019-2020 SPP focus areas.

Administration facilitates school wide reflection on implementation of the 2018-19 SPP.

The DMS staff worked in departmental teams to reflect on what worked and reviewed last year’s SPP goals as well as the district's focuses for this

year. The department chairs met with each of their departments to review data, discuss the district's focuses and to create goals and implementation

steps for our school.

The SPP team met in June together with district support and had time to complete their goals and discuss the implementation steps. Each department

chair returned a completed copy of revisions and the SPP plan was updated.

Copies of the SPP action plan were again reviewed by all department chairs and teachers during the month of August. The updated adjustments were

entered into the SPP template in August for Administrative review, as well as a review by the Leadership team.

The SPP will be approved by SAC on September 5th. An implementation and monitoring guide will be created for the teachers to utilize in their

classrooms.

3

School Profile Destin Middle School is a public school in the Northwest section of the Florida Panhandle along Florida's beautiful Emerald Coast. The city of

Destin has a population of approximately 13,700 full-time residents. The diverse population includes military, retirees, health care, entrepreneurs,

and the hospitality industry. Approximately 760 students are currently enrolled in grades five through eight.

The faculty and staff dedicate themselves to promoting excellence in academic achievement. Destin Middle School's curriculum offers

opportunities and advantages for all levels of students. These efforts include Honors/Advanced, Career Training, Support Facilitation for ESE,

Intensive Reading, and Intensive Math. We also offer courses for 7th and 8th grade students in which they are able to obtain high school credit.

These courses are as follows: Spanish I, Digital Informational Technology, Foundations of Web-Design, Algebra I Honors, Geometry, and

Physical Science Honors. Destin Middle School emphasizes the arts to encourage multiple types of intelligences found among our student

population. Students may select electives such as: Beginning Band, Intermediate Band, Symphonic Band, Beginning Spanish, Weight-lifting,

Fitness and Tumbling, Business Keyboarding, Leadership, Physical Education, 2D/3D Art, and Introduction to Technology/STEM. Courses are

available for advanced students in the following subjects: Algebra I Honors, Geometry, Advanced Math Grades 6 - 7, World History Advanced,

Advanced Civics, U.S. History Advanced, Advanced ELA Grades 6-8, Advanced Science Grades 6-8, and Physical Science Honors. Destin Middle

School continues to offer a comprehensive sports program available for boys and girls as well as an array of extracurricular programs.

DMS is proud of its Florida A+ school ratings. Presently, our racial composition is as follows: 77% are Caucasian, 2% are Asian, 10% are

Hispanic, 3% are African-American and 7% are Multi-Racial. Destin Middle continues to be a school of choice from the neighboring military

community of Bluewater Bay. DMS statistics reveal a higher percentage of affluent families in Okaloosa County; however, recent statistics reveal

that our demographics are changing. This year, we have 295 students who are on free or reduced lunch.

Community and parent support is crucial to Destin Middle School and is achieved through our School Advisory Council, PTSA, volunteer and

mentoring programs.

4

Community and Parent Awareness

5

Community and Parent Awareness

What does the data tell you regarding the positive aspects of your school?

According to the data, there are several positive aspects of Destin Middle School. The survey indicates that our parent's feel welcome at Destin

Middle School. Our parents serve on our SAC committee, volunteer at school events, attend pep rallies, and are a vital part of our school community.

Our survey also indicates that our parents believe that our principal is an effective leader and that academic performance is our number one priority.

The students at DMS are provided the opportunity to take advanced classes as well as high school credit classes. Various electives are provided for

students to expand their choices based on student interest.

What does the data tell you regarding the opportunities for improvement in your school?

The data displayed several areas of strengths, along with a few opportunities for improvements. One of the noted areas for improvements is that we

value our parent's input. DMS has taken a proactive approach to this concern and have taken the initiative to ensure that our communication with

parents are two sided and we listen to sugguestions on improvements. Our front office staff has received additional training on the importance of this

process and will help meet the needs of our parents.

Provide a description of the various forms of communication to your community and parents.

Destin Middle School encourages all stakeholders to become involved in our school and support academic achievement for all students. We use

several channels of communication to ensure that we reach all stakeholders. Our electronic forms of communication include the Destin Middle

School webpage, the DMS Facebook page, weekly newsletter that is emailed to all parents, Remind phone messages, OCSD SchoolApp, RoboCalls,

and our scrolling marquee in front of our school. Our written forms of communication include our Hook, Line, and Thinker Newsletter, which is

published quarterly, information packets for new students, classroom newsletters, and letters mailed home.

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Historical School Grade Data

Acceleration

Success

Mid

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% S

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(C

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% M

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% o

f St

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igh

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& In

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s

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ents

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ints

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ned

Ove

rall

Per

cen

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Gra

de

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or

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d L

un

ch R

ate

*

Min

ori

ty R

ate

*

Destin Mid 2017 75 80 68 94 62 73 55 60 55 9 622 69 A NO 32 22

Destin Mid 2018 71 86 74 93 58 69 40 60 55 9 606 67 A NO 36 20

Destin Mid 2019 70 81 70 80 62 66 50 60 68 9 607 67 A NO 35 23

District 2019 65 73 69 79 57 65 48 53 65 11 733 67 A 44 32

Statet2019 55 58 56 70 54 56 45 58 68 11 652 59 B 55 40

*Percentages not Counted in Calculationt Calculated by Average of all Districts

Achievement Learning Gains

7

School Action Plan ESSA Subgroup: Strategies & Programs to Support the Objectives

ESSA Subgroup Focus

Subgroup: Students with Disabilities

School Focus

What is the cause(s) for this subgroup being an area of focus?

Students with Disabilities is Destin Middle School's lowest Sub-group on our ESSA report. Specifically, in ELA.

What are we doing to target this subgroup?

Create a plan that provides teachers with all available data for our Students with Disabilities.

Assist teachers to provide the least restrictive environment for our students to achieve learning gains and reach proficiency levels.

Create PD time for ESE, ELA and Intensive Reading teachers to collaborate.

Targeted School-based Professional Development: ESE and ELA teachers will work with the Instructional Coach to create lessons that incorporate strategies that support ESE students, are engaging,

appropriately rigorous and based on student data

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Action Steps for Implementation:

Classroom Implementation Action Steps (Teachers and Students):

Teachers will remind students of their allowable accommodations prior to testing and assignments.

ESE teacher will model advocating needs in regards to ESE accommodations

Teachers will provide visual reminders and model strategies, vocabulary and note-taking strategies in order to assist SWD’s comprehension on

assignments

Teachers will provide strategies for recording of assignments and organizational skills

Classroom Assistant will assist with small group instruction.

Student will know and understand their accommodations and will appropriately self-advocate for these accommodations during class time and

assessments.

Students in Learning Starts will have core class notebook checks

School Implementation Action Steps (Administration, Teachers, and Students):

School will offer Learning Strategies courses

ESE teacher will review IEP process with students in Learning Strats class

ESE teacher/Admin will provide copies of IEP accommodations to all general education teachers

Progress Monitoring:

Initiative How Will It Be Monitored Frequency of Official Monitoring Who Is Responsible To Monitor

Standards-based Data-driven

Instruction

Data Chats Quarterly Administration, ESE Teache

Student Conferencing Conference Notes, Feedback

Sheets

Monthly Administration, ESE Teacher

Weekly Planner Student Agendas Weekly ESE Teacher

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Evaluation Following Mid-Year Data:

Evaluation of Targeted School-based Focus & Implementation:

Refinement of Targeted School-based Focus:

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School Action Plan ELA: Reading & Writing

District Goal: Students shall demonstrate reading proficiency at or above the expected grade level.

Objectives:

Elementary

The percentage of all curriculum students who will make learning gains in reading as defined by the State of Florida on

the Florida Standards Assessment Test will be at least 72%.

The percentage of students in the lowest 25% who will make learning gains in reading as defined by the State of

Florida on the Florida Standards Assessment Test will be at least 70%.

The percentage of Level 4 and 5 students who will make learning gains in reading on the Florida Standards

Assessment Test will be at least 81%

Middle School

The percentage of all curriculum students who will make learning gains in reading as defined by the State of Florida on


The percentage of students in the lowest 25% who will make learning gains in reading as defined by the State of

Florida on the Florida Standards Assessment Test will be at least 70%.

The percentage of Level 4 and 5 students who will make learning gains in reading on the Florida Standards

Assessment Test will be at least 81%

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FSA Reading Proficiency (By Grade) ELA (Reading): Data

School Grade FSA

2015

FSA

2016

FSA

2017

FSA

2018

FSA

2019Gain/Loss

18-19

Destin Mid 5 77 76 69 62 66 +4

District 5 63 62 62 64 67 +3

Destin Mid 6 67 80 73 68 66 -2

District 6 60 61 62 59 63 +4

Destin Mid 7 70 63 80 67 72 +5

District 7 64 57 62 56 58 +2

Destin Mid 8 81 78 67 79 70 -9

District 8 68 69 65 66 66 0

FSA ELA by Percent Proficient

School Grade

*Header 5

Destin Mid 5 55 -5 72 +0.5 58 -2 85 +5.1 67 +8.6 63 +7.5 60 +8.5 87 +11

District 5 53 -7 72 +0.7 58 -3 83 +4.5 63 +5.3 59 +4.6 56 +4.8 84 +7.8

*Header 6

Destin Mid 6 59 +3.5 64 -1 48 -1 85 +3.1 67 +1.1 64 +2.2 60 +3.1 88 -5

District 6 60 +8 65 +4.4 46 +4 83 +3.4 64 +3.2 59 +3.7 58 +4.4 86 0

*Header 7

Destin Mid 7 58 0 67 +7.7 56 +2.5 69 -1 69 +1.9 64 +3.3 61 +1.2 93 +0.7

District 7 52 0 62 +7.1 52 +1.4 65 -3 63 -1 58 +0.8 56 +0.2 87 -4

*Header 8

Destin Mid 8 60 -3 75 +2.3 69 +5.8 73 -15 71 -1 68 +0 66 -1 90 -5

District 8 57 -1 73 +3.2 68 +8.1 72 -15 70 -3 66 -3 64 -3 91 -4

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FSA ELA Strands 2019

% Correct / Increase(+), Decrease(-) from Last Year

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FSA ELA Data (By Grade) ELA: Data

Sch

oo

l

FSA

Te

st G

rad

e2016 2016

Destin Mid 5 55% 51% -4 51% 0 60% +8 44% 34% -10 17% -17 36% +18

* District 5 59% 62% +3 61% -1 68% +7 45% 47% +2 49% +2 55% +5

Destin Mid 6 64% 65% +1 65% 0 61% -5 51% 54% +3 53% -1 50% -3

* District 6 56% 57% +1 53% -3 55% +1 53% 51% -2 47% -4 50% +3

Destin Mid 7 53% 63% +10 57% -6 63% +5 50% 65% +15 38% -27 59% +21

* District 7 54% 59% +5 48% -11 55% +6 47% 50% +3 39% -11 48% +9

Destin Mid 8 72% 66% -6 59% -7 64% +5 65% 66% +1 53% -13 58% +5

* District 8 64% 64% +0 61% -4 62% +1 58% 60% +2 55% -5 59% +4

FSA ELA Overall Gains Low 25% Gains

2017 2018 2019 2017 2018 2019

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School Action Plan ELA: Strategies & Programs to Support the Objectives

Elementary Central Focus: ELA Focus Grades 3-5

Keeping the end in mind, use the ELA Standards, Item Specifications, Achievement Level Descriptors (ALDs), and data (e.g., MAP,

FSA, formative) to create lessons

Collaboratively develop a culminating task (e.g., test, writing task, etc.) that reflects the standard(s) of focus

Use Item Specifications to create quality questions based on the standards and ALDs which prepare students for the developed

culminating task

Investigate how to use grade-level texts from Journeys and supplemental materials as a resource to plan lessons which prepare

students for the developed culminating task

School Focus

Targeted School-based Focus: Using Balanced Literacy model, create standards-based reading and writing instruction that ensures student engagement through purposeful

interactions with TDQs

Targeted School-based Professional Development: School-based professional development for district focus follow-up

Teachers will be give an additional 1/2 day of PD following each school-based professional development, to collaborate with other teachers and

instructional coach

Collaboration to create culminating activities and/or formative assessments of various complexity aligned directly to Standards

Collaboration to design formative assessments which are modeled after the FSA Item Specification

Peer observations within/across schools

Department planning, within grade levels to create lessons and assess data

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Teachers will instruct the students on the components of Everyday Instructional Reading, to include: text annotations, student talk, writing in

response to reading

Teachers will use high quality texts of varying genres aligned to standards during purposeful read aloud and mini lessons to model fluency,

comprehension strategies, and higher-order thinking skills including rigorous TDQs at varying DOK levels

Teachers will select appropriate complex texts and select TDQs with varying DOKs leading to a culminating task

Teachers will analyze a variety of data to plan for differentiated instruction in small group, cooperative groups and station tasks within the

Balanced Literacy Model

Teachers will utilize the Standards Resource Book/ ALDs to create and find questions that adequately address the depths of the standards.

Teachers will use weekly stations, cooperative groups or small groups to differentiate classroom instruction.

Teachers will post learning targets on the board written as “I can/Students will” statements that clearly define the standards being studied to help

guide instruction



Components of Balanced

Literacy:Word Study, Standards-

Based whole group instruction,

small group instruction, stations

Daily/Weekly Formal and Informal Evaluations,

CWT's, Lesson Plans

Administration, Teacher

Standards-based TDQs written at

varying level DOKs


CWT's, Lesson Plans


Components of EIR: text-marking,

annotations, small group


CWT's, Lesson Plans


Differentiated small-group

instruction


CWT's, Lesson Plans


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16


Elementary Central Focus: Text-based Writing

School Focus

Targeted School-based Focus Based on FSA Writing Rubric: Purpose, Focus, Organization Evidence and Elaboration Targeted School-based Professional Development:

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Destin Middle School Writing Plan

Grades 6 - 8

ELA: Text-based WRITING

Targeted School-based Focus Based on FSA Writing Rubric: Evidence and Elaboration

Teaching how Analysis and Synthesis lead to Elaboration.

Destin Focus:

How are we using TDQs to facilitate student engagement that prepares students for writing tasks?

Teachers are creating TDQ’s with the culminating task in mind.

TDQ’s lead students to the prompt they are asked to respond to.

TDQ’s are specific to the end task and help guide students thinking.

How are we using Student Talk as a method to facilitate synthesis in writing?

Students are using student talk to discuss given topics

Student talk gives students the opportunity to grapple with a topic or question

Student talk gives students the opportunity to hear the opinions and ideas of others which they can build upon.

How do we integrate Writing strategies (i.e. SPEC, elaborative techniques,) into reading instruction to promote synthesis across sources?

We use mentor text to provide examples of good writing

Students highlight the parts of a mentor text (thesis, counter claim, etc.)

Students use a mentor text to point out elaborative techniques (SPEC)

We practice with paired passages so students understand why passages are paired, identify common themes, etc.

Targeted School-Based Professional Development:

Calibrating Destin Writes in November

Utilizing prompts from District exemplar sets

District ELA professional development with specific grade levels

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Teachers will meet following District PD and departmental meetings to work with instructional coach, other teachers, and administration.

Writing-working group member will provide strategies and information, following each District writing-working training.

Action Steps for Administration:

Teachers will meet following the central message professional development and at department meetings to work with instructional coach, other

teachers and administration

• Provide substitutes for PD days

• Professional Development ½ day release to calibrate Destin Writes

• Collaborate with Bluewater Bay Elementary to create PD schedule

• Provide ELA teachers with an ELA binder that includes Standards, Item Specifications, ALD's, and ELA curriculum resources

• Schedule and attend monthly grade level and department meetings to discuss SPP implementation

• Schedule an additional day each month for Department meetings that are grade level specific

• Schedule an additional day each month of PD meeting time for specific PD needs

• Provide teachers with SPP implementation and monitoring guide to assist with planning

• Create a schedule with common planning time for department areas within a grade level

Writing Plan:

Teachers will implement focused writing instruction for each component of the writing process, to include: * Unpacking the prompt through uniform text-coding/RAFT strategies.

* Purposeful text marking and annotations based on TDQs and mini-writing lessons

* Targeted lessons and exercises on strategic coding and eliminating distractors.

* Outlines and SPEC charts will be utilized throughout writing lessons and Close Reads to assist students with planning for their essay(s).

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* Modeling and practicing more mature transitional phrasing and varied sentence structure. Tying specific transitional words and phrases to

matching formats and patterns of organization.

* Analyzing and unpacking the prompt through uniform text-coding/RAFT strategies.

*Introductions taught by analyzing a prompt via RAFT, and cross-referencing multiple texts for shared ideas or themes, allowing students to practice

constructing various introductions based on different patterns of organization.

* Conclusions, taught in tandem with intros. Mini-lessons on varied sentence structures, synonyms for verbiage used in the introduction, analogies,

and if-then scenarios.

* Emphasis on lead-ins and traditional transitions will be given to 5th and 6th grade ELA classes, while 7th and 8th grade ELA students will focus on

more mature transitional phrasing and varied sentence structure. Tying specific transitional words and phrases to matching formats and patterns of

organization.

* Explicit instruction in determining relevant vs. irrelevant evidence from student’s own text marking.

* Emphasizing strong elaboration through modeling and student talk when verbally citing evidence from text and then explaining why. *Instructing and modeling progression of analysis required moving from one text to multiple sources.

* Utilizing multiple texts, in a variety of formats, to Claim-Support-Explain (CSE) to produce a well-reasoned written essay.

* Utilizing FSA Writing Sampler Sets and Okaloosa Writing Exemplars to provide models of

examples and non-examples during instruction. * Providing rubrics for students to practice referencing the rubric(s) when peer- and self-editing writing exercises and culminating tasks in class.

* Utilizing (Peer) Rubrics for calibrating and editing exemplars.


(Peer)Rubrics/Calibrating & Editing Exemplars Monthly/Quarterly

Distractors in Text Weekly

Transitions Weekly/Monthly

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Introductions/Conclusions Quarterly

Elaboration/Synthesis Daily/Weekly

All monitored through Observations, Lesson Plans, Destin Writes

Responsible for monitoring: Students, Teachers, Administration

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DMS - ELEMENTARY Writing Plan:

5th Grade

ELA: Text-based WRITING

Targeted School-based Focus Based on FSA Writing Rubric: Evidence and Elaboration

Destin Focus: How are we using TDQs to facilitate student engagement that prepares students for writing tasks?

Teachers are creating TDQ’s with the culminating task in mind.

TDQ’s lead students to the prompt they are asked to respond to.

TDQ’s are specific to the end task and help guide students thinking.

How are we using Student Talk as a method to facilitate synthesis in writing?

Students are using student talk to discuss given topics

Student talk gives students the opportunity to grapple with a topic or question

Student talk gives students the opportunity to hear the opinions and ideas of others which they can build upon.

How do we integrate Writing strategies (i.e. SPEC, elaborative techniques,) into reading instruction to promote synthesis across sources?

We use mentor text to provide examples of good writing

Students highlight the parts of a mentor text (thesis, counter claim, etc.)

Students use a mentor text to point out elaborative techniques (SPEC)

We practice with paired passages so students understand why passages are paired, identify common themes, etc.

Targeted School-Based Professional Development:

• Calibrating Destin Writes in November

• Utilizing prompts from District exemplar sets

• School-based ELA professional development in September, October, December with Plew Elem.

• Teachers will meet following the central message professional development and at department meetings to work with instructional coach, other


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Writing-working group member will provide strategies and information, following each District writing-working training.

Action Steps for Administration:

• Teachers will meet following the central message professional development and at department meet ings to work with instructional coach, other


• Provide substitutes for PD days

• Professional Development ½ day release to calibrate Destin Writes

• Collaborate with Bluewater Bay Elementary to create PD schedule

• Provide ELA teachers with an ELA binder that includes Standards, Item Specifications, ALD's, and ELA curriculum resources

• Schedule and attend monthly grade level and department meetings to discuss SPP implementation

• Schedule an additional day each month for Department meetings that are grade level specific

• Schedule an additional day each month of PD meeting time for specific PD needs

• Provide teachers with SPP implementation and monitoring guide to assist with planning

• Create a schedule with common planning time for department areas within a grade level

Writing Plan:

Unpacking the Prompt: What does the prompt say, what does it mean, why does it matter?

Teachers will model how to unpack the prompt using common language.

Determine whether the prompt is informational or opinion and address the writing task.

Students will develop a thesis statement based on the prompt’s purpose.

Purposeful Text Marking:

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Teachers will model reading the text closely and text marking, based on TDQs

Students will closely read the texts and determine how they will text mark for evidence and elaboration staying focused on the purpose in order to

have an organized essay

Essay Planning:

Addressing purposeful text marking: SPEC and specific annotations based on the prompt/text.

Teachers will model planning for the essay, specifically how the text marking translates into student writing.

Students will determine the writing task for Everyday Instructional Reading in all content areas.

Scaffolding Instruction:

Teacher will provide explicit instruction on why multiple sources might be required to respond to a

given prompt.

Teacher modeling and through gradual release model we will build from one source to

multiple sources.

Introduction and Conclusion:

Students will practice writing introductions in response to reading during Everyday Instructional Reading.

Teachers will provide explicit instruction on grabbing the reader’s attention, answering

the prompt, and writing a topic sentence and/or claim.

Teacher will provide explicit teaching of summarizing skills with impactful concluding

statement

Teacher will use FSA Writing Sampler Sets and Okaloosa Writing Exemplars to identify

attributes of an introduction and conclusion.

Citing Evidence:

Teachers will model how to text mark purposeful evidence and how to paraphrase evidence.

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Teachers will Instruct, model, and practice citing evidence with sentence stems.

Explicit instruction in determining relevant vs. irrelevant evidence from student’s own text marking.

Students will practice citing evidence in both writing tasks and Everyday Instructional Reading tasks.

Elaboration:

Teacher will instruct, model, and provide practice using the SPEC outline.

Students will practice elaborating on evidence in writing tasks, student talk, and Everyday Instructional Reading tasks.

Transitions:

Teachers will instruct students, model, and provide practice for students to create effective internal and external transitions.

Students will practice writing (and adding) effective use of transitions in both writing essays and Everyday Instructional Reading tasks.

Content Specific Vocabulary:

Teachers will provide explicit instruction and practice on using context clues to identify content

specific vocabulary.


(Peer)Rubrics/Calibrating & Editing Exemplars Monthly/Quarterly

Transitions Weekly/Monthly

Introductions/Conclusions Quarterly

Elaboration/Synthesis Daily/Weekly

All monitored through Observations, Lesson Plans, Destin Writes

Responsible for monitoring: Teachers, Administration

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Elementary ELA Levels 1 and 2 Focus

School Focus

Targeted School-based Focus: Differentiated Small Group Instruction Targeted School-based Professional Development: Provide PD for ELA teachers that focus on strategies that will actively engage students and motivate level 1 and 2 students to absorb the skill.

Collaboration to create culminating activities and/or formative assessments of various complexity aligned directly to Standards

Collaboration to design formative assessments which are modeled after the FSA Item Specification

Department planning, within grade level, to create lessons and assess data

27

Action Steps for Remediation:

Intervention/Title I Implementation Action Steps (Teachers and Students): Teachers will use differentiated instruction and group scaffolding for understanding high quality texts through Close Reading and Everyday

Instructional Reading (EIR).

Teachers will utilize small group instruction to increase student understanding and differentiate instruction according to the varying needs of each

student

Teachers will analyze student data to plan for instructional groupings and station tasks

Teachers will utilize a variety of formative assessments to determine the nature of students’ weaknesses (MAP, i-Ready, MobyMax, teacher-made

assessments, etc.)

Teachers will select high quality texts and TDQs of varying genres aligned to standards to increase student understanding

Teachers will create opportunities for students to write and answer TDQs at increasing DOK levels to scaffold support

Students will annotate - read with a pencil in their hand on a regular basis



Student Conferencing Monthly Conference Notes, Feedback

Sheets

Administration,Teachers

Differentiated Small Group

Instruction as part of Balanced

Literacy model

Lesson plans, data chats, walk-

throughs

Weekly Administration,Teachers

28




29


Secondary Central Focus

Keeping the end in mind, use the ELA Standards, Item Specifications, Achievement Level Descriptors (ALDs), and data (e.g., MAP,

FSA, formative) to design engaging lessons:

Use ELA resources such as Florida Collections, Achieve 3000, and Common Lit to plan instructional lessons/units

Develop FSA style questions and assessments to accompany instructional lessons/units

Use data (e.g., MAP, FSA, formative) to drive whole group instruction and cooperative groups

School Focus

Targeted School-based Focus: Using backward design to create differentiated tasks to include small group, whole group and cooperative learning opportunities that place a strong

focus on student interaction and engagement

Targeted School-based Professional Development: Teachers will collaborate to determine common instructional focus areas that align with the focus standards from the county.

Teachers will collaborate to design formative assessments using multiple resources (commonlit.org, coach digital)

Peer observations within/across schools of classrooms where differentiated routines and tasks are evident.

30



Teachers will create questions from each strand (key ideas and details, craft and structure, language and editing) in order to determine areas of

weakness for small group focus.

Teachers will follow the focus standards from the county.

Teachers will use the gradual release model to scaffold the instruction of complex standards.

ELA teachers will communicate/collaborate with IR teacher in order to align standards being taught.

Teacher will communicate focus standards with IR and Learning Strategy teachers in order for them to support content vocabulary.

Teachers create and plan for Everyday Instructional Reading lessons that align to the Standards, Item Specifications, and ALDs/Learning

Progressions utilizing the Curriculum Guides, Standards Resource Books, and other resources in order to ensure that instruction is standard-based

and that students are purposefully interacting with text.

Teachers will instruct the students on the components of Everyday Instructional Reading, to include: (i.e., text marking and annotations, student

talk, writing through reading derived from the TDQ) during classroom instruction and stations.

Students will use components of Everyday Instructional Reading (i.e., text marking and annotations, student talk, writing through reading derived

from the TDQ) during classroom instruction and stations.

Teachers will model routines, procedures, and expectations for small groups, stations, and cooperative learning tasks.

Teachers will model vocabulary and comprehension strategies within context.

Teachers will create opportunities for cooperative learning groups to be utilized on a regularly basis to enhance student engagement, and

comprehension of specific standards.

Students will participate in purposeful student talk, based on TDQ’s will be practiced and incorporated daily and cooperative group discussions

leading to writing tasks.

Teachers will analyze a variety of data (ALD’s, MAP, FSA, Formative and Summative Assessments) to plan for differentiated instruction in small

group and station tasks that provide remediation and/or acceleration.

31

Students will complete differentiated tasks that provide remediation and/or acceleration based on data during targeted small group instruction and

stations.

Teachers will select appropriate complex text and create TDQs with varying DOKs leading to a Culminating Task requiring student behaviors

described in the ALDs/Learning Progressions for target standard(s).

Students will create their own TDQs to encourage and guide purposeful student talk, using question stems when appropriate.

Teachers will select varied ELA text resources providing multiple media and formats for cross-referencing texts, infographics, and address

speaking and viewing/listening standards.

Teachers will utilize multiple sources to analyze infographics, genres, and writing formats (Odell, Commonlit.org, Coach Digital).

Teachers will post Learning Targets on the board written as “I can/Student Will” statements that clearly define the standard(s) being studied to help

guide instruction.



Small group stations/teacher led

small groups/cooperative learning

Formal/Informal Evaluation, lesson

plans, CWT’s

Weekly Teachers/Administration

Components of EIR: text marking,

annotations, purposeful student talk

Lesson Plans, Formal/Informal

Evaluations, CWT’s

Daily/Weekly Teachers/Administration




32


Central Focus: Text-based Writing

School Focus

Targeted School-based Focus Based on FSA Writing Rubric: Purpose, Focus, Organization Evidence and Elaboration Targeted School-based Professional Development: Calibrating Destin Writes in November

Utilizing prompts from District exemplar sets

District ELA professional development with specific grade levels

Teachers will meet following the central message professional development and at department meetings to work with instructional coach, other




Rubrics/Calibrating & Editing

Exemplars

Formal and Informal Evaluations,

CWT's, Lesson Plans

Monthly/Quarterly Teacher, Administration

Introductions/Conclusions Formal and Informal Evaluations,

CWT's, Lesson Plans

Quarterly Teacher, Administration

Elaboration/Synethesis Formal and Informal Evaluations,

CWT's, Lesson Plans

Daily/Weekly Teacher, Administration

33




34


Secondary ELA Levels 1 and 2 Focus

School Focus

Targeted School-based Focus: Intensive Reading Classes Targeted School-based Professional Development: IR class will consist of small group station work including students on the Achieve 3000 program, an intensive instruction group with the teacher

and an independent reading group

Achieve 3000 training and participate in on-site professional development with Achieve 3000 representatives.

Attend ELA PD for district

Intensive Reading and ELA teachers will meet following the central message professional development and at department meetings to work with

instructional coach, other teachers and administration

Intensive Reading Teachers and Instructional Coach will meet to review the implementation of the Achieve 3000 program with the coach

providing additional support and modeling lessons, as needed to support IR teacher utilizing the balanced literacy model

Instructional coach will support the IR teachers in implementing the balanced literacy model and use of ALDs and flip charts with Achieve3000

articles

35


Intervention Action Steps (Teachers and Students): IR Teachers will incorporate complex literature into their small group/whole group instruction

Teachers will check for understanding after giving an independent reading or writing task

Teachers will teach pre-reading and pre-writing strategies in conjunction with the Standards

Teachers will provide Standards based spiraling or remediation in small differentiated groups based on formative and summative assessment data

Teachers will provide regular opportunities for student talk throguh purposeful TDQs and cooperative group tasks

Teachers will model open response questions or summaries of text and use exemplars in instruction

Teachers will instruct students on close reading protocol and strategies utilizing "Stretch Articles" from Achieve 3000

Students will write to and answer TDQs at increasing DOK levels to scaffold support

Students will actively participate in Achieve 3000 program/activities three class periods per week.

Students will be given the opportunity to orally summarize text to ensure comprehension

Students will check grades online and note ways to improve, including study habits and complete work on time



Achieve 3000 participation Student Progress Reports 2-3 times per week Administration, IR Teacher

Student Conferencing Conference Notes, Feedback

Sheets

Monthly Administration, IR Teacher

36




37

School Action Plan Social Studies

District Goal: Students shall demonstrate social studies proficiency at or above the expected grade

level.

Objectives:

Civics

The percentage of all curriculum students who will be proficient in Civics as defined by the State of Florida on the

Florida Civics End-of-Course Exams will be at least 85%.

38

Civics Proficiency (By School) Social Studies: Data

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CIVICS

Destin Mid 178 n/a 85 79 92 90 78 -12 64 63 62 72 70 59 65 68 65 70 71 69 64 63 65 69 66 59 61 62 60 64 70 58

DISTRICT 2,486 n/a 78 80 80 79 79 0 59 58 61 64 62 61 61 62 62 64 62 69 58 61 63 62 60 60 55 56 58 55 61 58

Strand 2 Strand 3 Strand 4

Pass %

(1st Time Takers)Origins & Purpose of Law & Gov't Roles, Rights & Resp. of Citizens Gov't Polic. & Political Proc. Organiz. & Func. Of Gov't

School/Test

# St

ud

ents

(20

19)

Test Score

20

18

-19

Ch

an

ge

Strand 1

39

School Action Plan Social Studies: Strategies & Programs to Support the Objectives

Central Focus: Social Studies Focus

Keeping the end in mind, create lessons based upon content standards Use the benchmark clarifications and content limits to inform lesson design where appropriate

o Use Test Item Specifications to develop quality assessment items based upon benchmark clarifications and content limits (Civics and 11th United States History)

Use resources effectively in classroom instruction and planning o Use textbooks, ancillary materials, FJCC, and SHEG, along with a thorough analysis of pre-selected FSA standards, for

collaborative lesson planning (World History and 8th United States) Use engaging strategies and instructional Best Practices in lesson delivery and planning

o Explore engaging classroom activities that support English Language Learners as well as students with general reading deficiencies for use in collaborative lesson planning (World History and 8th United States)

o Introduce instructional Best Practices and routines for lesson planning (New Social Studies Teachers)

School Focus

Targeted School-based Focus: Social Studies department will connect grade level standards and current pacing guide, keeping in mind the content limit specifications, focusing

on student engagement and vocabulary.

Targeted School-based Professional Development: Collaborate with department to access documents available through multiple platforms/sources

S/S teachers develop lessons with vocabulary semantic feature analysis and vocab activities using Tier 2 and Tier 3 words

Attend district S/S PD, collaborate with other teachers of the same subject to improve teaching strategies and instructional methods

Peer observations within/across schools

40



6th Grade:

Teachers will use new pacing guides and current standards to reorganize and incorporate higher level thinking into teaching lessons/units.

Teachers will incorporate skills previously learned in 1st 9 weeks, into each civilization, instead of teaching them as stand alone units.

In preparation for 7th grade standards, 6th grade teachers will integrate civics, economics, and geography standards in with World History

standards, when appropriate.

Sixth and seventh grade DMS teachers will meet for collaboration, in order to clarify civics concepts for introduction into 6th grade lessons during

the 2nd Semester.

7th Grade:

Teachers will use pacing guides and current standards to organize and incorporate higher level thinking into teaching units.

Civics teachers will focus more on:

• Origins & Purposes of Govt. strategies

• Govt. Policies & Procedures strategies

Teachers will create tests with high level, quality items based on benchmark clarifications and content limits.

Civics teachers will continue to add relevant questions from previously-covered content to discussions, study guides, vocabulary quizzes, and tests

according to the Pacing Guide

Teachers will use the FJCC website/materials that coordinate with the OCSD Pacing Guide. This resource includes a variety of graphic organizers

and options for formative assessments throughout the units.

Summative assessments will be created based on the FJCC materials, especially through the use of the practice questions/answers available for

each unit. After creating a teacher made test, the teacher will turn the test into an administrator for approval of high level, quality items based on

benchmark clarifications and content limits.

8th Grade:

41

Teachers will use pacing guides and current standards to organize and incorporate higher level thinking into teaching lessons/units.

Teachers will receive training in My Career Shines in order to incorporate career education into the second semester curriculum.

8th grade teachers will collaborate with 11th grade teachers at FWBHS to make sure we are reinforcing confusing/challenging U.S. History

concepts 2nd Semester.

All S/S teachers will use course standards and Item Specs to develop lessons and teacher created questions (TDQs) and student created questions

(SDQs) at various levels of complexity.

All S/S teachers will integrate map, chart, and graph skills into their subjects. These lessons will emphasize the standards and include DBQ type

analysis and include EIR strategies

Students will be aware of the standards, learning targets and success criteria for lessons being taught.

Students will use Everyday Instructional Reading components to develop their reading skills to gain deeper meaning from the text and develop

critical thinking skills.

Students will use appropriate strategies to anayze hisotrical docments, charts, graphs, etc.



Pacing guides and Standards Informal CWT's, Lesson Plan Weekly Administration, Classroom

Teachers

Purposeful student talk, multiple

sources

Formal & Informal Evaluations,

CWT's, Lesson Plans

Daily/Weekly Administration, Classroom

Teachers

DBQ's Formal & Informal Evaluations,

CWT's, Lesson Plans

Semester Administration, Classroom

Teachers

42


Evaluation of Targeted School-based Focus & Implementation: Refinement of Targeted School-based Focus:

43

School Action Plan

Math

District Goal: Students shall demonstrate math proficiency at or above the expected grade level.

Objectives:

Elementary

The percentage of all curriculum students who will make learning gains in math as defined by the State of Florida on


The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida

on the Florida Standards Assessment Test will be at least 70%.

The percentage of Level 4 and 5 students who will make learning gains in math on the Florida Standards Assessment

Test will be at least 76%

Middle School

The percentage of all curriculum students who will make learning gains in math as defined by the State of Florida on


The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida

on the Florida Standards Assessment Test will be at least 70%.

The percentage of Level 4 and 5 students who will make learning gains in math on the Florida Standards Assessment

Test will be at least 84%

44

FSA Math Proficiency (By Grade) Math: Data

School Grade FSA

2015

FSA

2016

FSA

2017

FSA

2018

FSA

2019Gain/Loss

18-19

Destin Mid 5 81 81 82 76 69 -7

District 5 66 70 66 71 71 0

Destin Mid 6 68 78 69 77 68 -9

District 6 57 59 62 61 62 +1

Destin Mid 7 82 74 91 88 85 -3

District 7 68 72 70 73 73 0

Destin Mid 8 83 74 57 78 81 +3

District 8 75 72 67 65 65 0

FSA Math by Percent Proficient

School Grade

*Header 5

Destin Mid 5 63 -4 66 -3 59 -2

District 5 63 +1.7 67 +0.4 55 -1

*Header 6

Destin Mid 6 70 -3 62 -3 48 -3 53 -16 69 +8.3

District 6 63 -2 55 +1 37 -7 51 -12 61 +10

*Header 7

Destin Mid 7 70 -4 49 -14 60 -3 67 0 62 +2

District 7 62 0 41 -9 49 +0.8 58 -4 53 +5

*Header 8

Destin Mid 8 50 -2 50 +1.9 59 +9.3 55 -13

District 8 48 0 46 +4.1 49 +7.6 53 -9

Stats/

Prob/ Num GeometryFunctions

Express/

Equat

Number

System

Stats/

ProbGeometry

Express/

Equat

Ratio/

Prop

Number

System

Stats/

ProbGeometry

Express/

Equat

Ratio/

Prop

Meas/

Data/Geo

Num/Opp:

Base 10

Oper/Alg/

Fracts

FSA Math Stands 2019

% Correct / Increase(+), Decrease(-)

from Last Year

45

FSA Math Data (By Grade) Math: Data

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FSA: Algebra 1

EOCDestin Mid 94 100 100 100 100 100 98 -2 n/a 65 55 64 67 66 n/a 53 46 58 63 51 n/a 66 41 50 53 49

DISTRICT 2,293 74 81 73 80 78 78 0 n/a 37 39 46 46 54 n/a 34 34 46 47 43 n/a 49 32 35 37 39

* Pearson Algebra 1 for 2014

School/Test#

Stu

den

ts (

2019

)

Test Score

20

18

-19

Ch

an

ge


Pass %

(1st Time Takers)Algebra & Modeling (%) Functions & Modeling (%) Statistics & The Number System (%)

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FSA: Geometry

EOC

Destin Mid 26 100 100 100 100 100 0 85 88 54 78 71 85 85 45 74 59 66 81 37 78 63

DISTRICT 1,936 62 68 69 65 73 +8 54 46 40 45 47 45 35 35 31 38 31 29 30 39 32

School/Test

# St

ud

ents

(20

19)

Test Score

20

18

-19

Ch

an

ge


Pass %

(1st Time Takers)

Congruance, Similarity, Right Triangles

& Trigonometry (%)

Circles, Measurement & Properties

with Equations (%)Modeling with Geometry (%)

46

FSA Math Data (By Grade) Math: Data

Sch

oo

l

FSA

Te

st G

rad

e2016 2016

Destin Mid 5 64% 66% +2 59% -7 62% +3 49% 53% +4 50% -3 47% -3

*District 5 65% 59% -6 58% 0 69% +11 55% 46% -9 51% +4 58% +8

Destin Mid 6 66% 71% +5 62% -10 66% +4 43% 37% -5 59% +21 49% -10

*District 6 50% 52% +2 55% +3 59% +3 49% 46% -3 60% +13 58% -1

Destin Mid 7 70% 89% +19 84% -5 80% -4 57% 93% +37 80% -13 63% -17

*District 7 69% 68% -1 65% -3 67% +2 59% 59% +0 58% -1 59% +2

Destin Mid 8 74% 55% -19 60% +4 73% +14 78% 48% -30 46% -2 70% +24

*District 8 78% 72% -6 70% -2 69% -1 76% 64% -12 62% -2 64% +2

FSA Math Overall Gains Low 25% Gains

2017 2018 2019 2017 2018 2019

Destin Mid A1-MS 69% 73% +4 75% +3 42% -33 26%

*District A1-MS 77% 84% +8 74% -11 62% -12 24%

Destin Mid GE-MS 100% 100% 0 100% 0 87% -13 26%

*District GE-MS 79% 94% +15 82% -11 84% +1 26%

*District A1-HS 48% 51% +3 59% +8 56% -2 26%

*District GE-HS 48% 54% +5 49% -5 52% +3 26%

47

School Action Plan Math: Strategies & Programs to Support the Objectives

Elementary Central Focus: Math Focus

Use OCSD M3 Standards-based planning document to create student-centered standards-based lessons

Collaboratively review student data to select and develop whole-group and small-group lessons and routines

Differentiate small group lessons using new HMH textbook resources; flipcharts

School Focus

Targeted School-based Focus: Plan student centered lessons and small group differentiated activities based on collaborative data review to increase learning gains for all 5th

grade students.

Use learning targets daily to focus student learning goals.

Increase rigor of Bell-ringers/Problem of the Day to support student learning.

Targeted School-based Professional Development: School-based professional development in September and November, at Destin Elementary and Kenwood Elementary.

Collegial planning using data (MAP, i-Ready, formative assessments).

Utilize the M-3 document to assist with differentiated small groups.

Utilization of Digital Resources for Increased Rigor; Integrating Math Nation and Khan Academy.

48



Teachers will utilize the M3 document to assist with differentiated small groups and whole group instruction.

Teachers will incorporate technology to help provide individualized remediation or enrichment and fluency practice as needed per student using

iReady, Khan Academy aligned with individual MAP scores, and Prodigy assignments aligned to classroom content

Students will complete differentiated tasks that provide remediation and/or enrichment based on data while in targeted small group instruction and

stations

Teachers will implement and model differentiated standard/domain-specific small group tasks that include higher-order questioning, use of

mathematical practices, and student talk.

Students will incorporate mathematical terms in their reasoning and justification of answers during student talk and assessments.

Teachers will post Learning Targets on the board written as “I Can/Students Will” statements that clearly define the standard(s) being studied to

help guide instruction.

Teachers will use quarterly assessments throughout the year for spiraling back to previously covered content for bell work and small group

instruction. Items will also be pulled and added to increase rigor on chapter tests.



Use of Small groups Observations, Walk-throughs Weekly Teachers/Administrators

Collaborative review of data Grade level/Dept. Mtg. Monthly 5th grade math teachers,

Administrators

Utilization of M3 Document Planning meetings Quarterly Teachers/Administrators

49




50


Elementary Math Levels 1 and 2 Focus

School Focus

Targeted School-based Focus: Use small group instruction and the I-Ready program to provide remediation and support to Level 1 and Level 2 students. Targeted School-based Professional Development: Department meetings to review I-Ready reports (Diagnostic, and instructional progress) to determine student needs.

Incorporate the use of differentiated remediation to increase student performance.


Intervention/Title I Implementation Action Steps (Teachers and Students): Teachers will use differentiated strategies such as cooperative learning groups, small groups, stations to meet the variety of instructional needs in

the classroom. Groups to include activities such as spiraling, re-teaching, error analysis, and enrichment.

Teachers will provide 45 minutes of computer time to students to complete i-Ready math lessons that are individualized for the student based on

the diagnostic tests given throughout the year.

Students will complete a minimum of one i-Ready lesson assigned on a weekly basis.

Teachers will provide small group instruction to identified students a minimum of 2 times per week.

Students will participate in small group discussions and tasks to reinforce standards in which the student is struggling.

51



I-Ready I-Ready Reports Bi-Monthly Teachers

Differentiated Strategies Formal & Informal Evaluations,

CWT's, Lesson Plans

Monthly Teachers/Administrators




52


Secondary Central Focus: Math Focus

Use Achievement Level Descriptors (ALDs) and Item Specifications to design interactive, engaging lessons with a strong focus on

student-to-student interaction

Use math resources such as the textbook, Math Nation, Khan Academy, and technology to support the math content

Use the ALDs and Item Specifications to create rigorous questions mirroring the FSA item types

Use assessment data (e.g., FSA, MAP, formative assessments) to drive whole group instruction, differentiated activities, and

spiraling tasks

School Focus

Targeted School-based Focus: Design interactive, engaging lessons with a focus on using ALD's, Item Specs and FSA type questions

Targeted School-based Professional Development: Professional development on the new textbook and resources

Teachers will work with instructional coach, other teachers, and administration to create assessments using the Backward Design Process.

Teachers will participate in collegial conversations to discover new and exciting strategies to motivate and engage our students

PD on how to implement MAP data

Common Planning, to discuss use of ALD's, and FSA type questions

53



Teachers will use course standards, Item Specifications, and ALDs to develop lessons, complex questions, and assessments using Backwards

Design Process.

Teachers will utilize ALDs and MAP assessments as well as classroom formative and summative assessments to create necessary scaffolding and

differentiated small groups.

Teachers will utilize Math Nation (8th grade) and other resources to support the students’ comprehension of the standard.

Teachers will utilize OCSD Curriculum Resources and Item Specifications and assessment data to spiral standards.

Teachers will instruct, provide practice and assess standards using Item Specifications for students to respond and answer.

Teachers will incorporate Item Specifications in their lessons to increase student familiarity with ALD levels and assessment verbage.

Teachers will design formative and summative assessments using ALDs and Item Specifications to include varying item types.

Teachers will utilize a variety of instructional resources in order to ensure appropriate rigor (10-20% ALD 2, 60-80% ALD3, 10-20% ALD 4/5).

Students will work independently and/or in small groups that include cooperative learning groups, stations, and teacher led small group instruction

Students will complete differentiated tasks that provide remediation and/or enrichment based on data while in small groups

Students will self-check or peer-check group tasks, analyze errors, make corrections and participate in student talk

Students will respond to FSA questions through modeling or justifying solutions through verbal and written responses

Students will follow norms set for Student Talk and cooperative groups.

Teachers will post Learning Targets on the board written as “I Can/Students Will” statements that clearly define the standard(s) being studied to

help guide instruction.

54



Use of BDP to develop formative

and summative assessments.

Lesson-plans, Formal and Informal

Observations, Grade Analysis

Monthly/Quarterly Administration, Teachers

Differentiated Small Groups Observations, Formal and Informal

Evaluations CWTs, Lesson Plans

Weekly/Monthly Administration, Teachers

Various Modes of Instruction Observations, Formal and Informal


Monthly/Quarterly Administration, Teachers

Utilization of ALD's and Item

Specs

Observations, Formal and Informal


Weekly Administration, Teachers




55


Secondary Math Levels 1 and 2 Focus

School Focus

Targeted School-based Focus: Use of student data (MAP, FSA) to identify student weaknesses and plan small group instruction

Targeted School-based Professional Development: Utilizing MAP Reports to drive instruction and plan groups

PD on effective use of differentiated strategies for lower-level learners.

IM teachers will attend training for Imagine Math.

56


Intervention Action Steps (Teachers and Students): Teachers of Level 1 and 2 students will review student FSA and MAP data to identify grade-level standards of focus for small group instruction.

Teacher will provide support through small groups and differentiated instruction, based on formative assessments, MAP Data, and ALDs

Teachers will use formative assessments, such as bell-ringers, exit-pass, and student talk to check for knowledge and mastery of Standards.

Teacher will use appropriate level ALDs and provide scaffolded support as needed.

Teacher will provide practice of Standards using FSA type questions.

Teacher will provide peer support through buddy system and partner work to aid in mastering the Standards

Students will communicate level of understanding of concepts to teacher verbally and written.

Students will use appropriate student talk protocol when working with partner or in small group.

Students will be able to verbalize current math standards and ALDs.

Students will conference with their teacher and analyze testing data to identify areas or strands of weakness.

Intensive Math Teachers will have access to computer lab/laptops to use with their classes for individualized math computer remediation.

Intensive Math Teachers will use assessments from the general math class and MAPS to guide their instruction in the remediation class.

Math remediation students will use IReady (5th grade) or Imagine Math (6th-8th grade) each week.

Math remediation teachers will individually conference with students providing specific feedback regarding math progress and study habits.

57



Purposeful small group learning

tasks/stations

Observations, Formal and Informal

Evaluations, CWT's, Lesson Plans

Weekly Administration, IM/Classroom

Teachers

Think Through Math program for

students

Program Progress/Student

Tracking

45 minutes per week Administration, IM/Classroom

Teachers

Teacher-Student data chat Small-Group Chats, Lesson Plans Monthly Administration, IM/Classroom

Teachers




58

School Action Plan

Science

District Goal: Students shall demonstrate science proficiency at or above the expected grade level.

Objectives:

The percentage of 5th grade students who will be proficient in science as defined by the State of Florida on the

Statewide Science Assessment (SSA) will be at least 75%.

The percentage of 8th grade students who will be proficient in science as defined by the State of Florida on the

Statewide Science Assessment (SSA) will be at least 80%.

59

School Action Plan Science: Data

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FCAT SCIENCE 5th Grade

Destin Mid 199 62 69 71 60 64 61 -3 73 76 80 72 70 70 74 72 72 73 69 69 74 75 83 77 75 69 68 72 72 65 71 71

DISTRICT 2,463 62 62 62 63 66 63 -3 75 72 75 72 74 73 73 69 68 72 67 71 75 74 79 77 78 72 71 73 73 68 76 71

School/Test

# St

ud

ents

(20

19)

Test Score

20

18

-19

Ch

an

ge

Strand 1 Strand 2 Strand 3 Strand 4

AL 3,4,5 (%) Nature of Science (%) Earth/Space Science (%) Physical Science (%) Life Science (%)

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FCAT SCIENCE 8th Grade

Destin Mid 195 78 73 84 73 79 76 -3 78 74 83 74 82 73 76 73 79 74 73 80 78 78 80 79 80 80 76 74 77 71 73 73

DISTRICT 2,233 63 64 67 65 66 67 +1 69 68 76 70 70 69 66 64 70 70 69 75 72 71 73 74 76 76 70 70 70 69 72 70

Strand 3 Strand 4

School/Test

# St

ud

ents

(20

19)

Test Score

20

18

-19

Ch

an

ge

Strand 1 Strand 2

AL 3,4,5 (%) Nature of Science (%) Earth/Space Science (%) Physical Science (%) Life Science (%)

60

School Action Plan Science: Strategies & Programs to Support the Objective

Central Focus: Science Focus

Keeping the end in mind, use Standards and Item Specifications to design interactive and engaging 5E Science lessons

Engaging whole group, cooperative group, and station learning opportunities with an emphasis on student-to-student interactions

Use assessment data (e.g., MAP, SSA, Study Island, formative assessments) to drive the whole instruction, differentiated activities,

and spiraling tasks that place a strong focus on student-to-student interactions

School Focus

Targeted School-based Focus: Utilize the 5E (Engage, Explore, Explain, Elaborate, and Evaluate) Instructional model to teach all standard based topics.

Targeted School-based Professional Development: Teachers will attend PD with other grade levels in the district by grade level and content area to focus on strategies that support the standards.

Science teachers will meet monthly to discuss the book, “5 E Instructional Model: Creating Teachable Moments.”

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Action Steps for Implementation: Classroom Implementation Action Steps (Teachers and Students): Teachers will collaborate and design standard based lessons and activities around the 5E Instructional Model with an emphasis on Engage,

Explore, and Evaluate in each unit taught throughout the year.

Teachers will collaborate and design standard based lessons and activities around the 5E Instructional Model.

Teachers will implement three of the five E's in order on a routine basis.

Students will engage in labs/activities that explore standards using multiple science processes while conducting scientific investigations.

Teachers will provide students with multiple opportunities to discuss, explore, and interact with different text sources to reinforce science

standards.

Students will keep a science journal to record classroom activities, notes, foldables, and other creations used to reinforce science content.

Teachers will use formative and summative assessments as well as progress monitoring tools (i.e., MAP and Study Island) to create small group

instruction opportunities and conduct data chats with students.

Students will participate in Study Island activities weekly and MAP during the first two testing windows.

Teachers will spiral standards utilizing DOS (Daily Oral Science Reinforcements), Item Specs, Study Island, Brain Pop, and MAP throughout the

year.

Teachers will utilize MAPS test results to determine growth and mastery of standards.

Students will participate in cooperative learning groups/labs and engage in student talk to increase proficiency with standards.



Design Standard Based Lessons Visits by admin during planning Monthly Teacher assigned Administrator

Utilize Formative Assessment Teacher Monthly Teacher

Cooperative learning Lesson Plans, CWT Monthly Administrator, Teachers

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Evaluation of Mid-Year Data:



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School Action Plan CTE/STEMM: Strategies & Programs to Support the Objective

Describe how students are involved in CTE/STEMM activities at your school (e.g., clubs, programs, school initiatives, etc.).

Elementary Students:

- Students in 5th Grade have a Wheel that rotates every 9 weeks. Two of the courses in this rotation are Introduction to Computers and

STEM. These CTE/STEM courses give our 5th grade students an introduction to computers, robotics, coding, and engineering. Students may then

pursue the path of CTE or STEM when they enter 6th grade middle school.

- Students have Introduction to Computers 2 days a week for a nine-week period.

- Students have STEM 2 days a week for a nine-week period.

- Destin Middle School hosted a STEM camp in July that allowed students to have hands-on experiences in a STEM environment.

Middle School Students:

Destin Middle offers a variety of CTE/STEM Courses including Digital Informational Technology (High-School Credit). STEM I - Introduction to

STEM and advanced STEM 2 and 3. Also, DMS added and a new Coding class.

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Accreditation Page

Strategic Plan Focus Area: Improving and Advancing Student Achievement

Ensure access for all students to rigorous and challenging curriculum Address diverse educational needs through a coordinated support system Integrate technology in learning by both educators and students Use a variety of methods to communicate student progress with parents and

stakeholders

AdvancED Performance Standards related to this Focus Area

Leadership Capacity Domain

1.1 The system commits to a purpose statement that defines beliefs about teaching and learning, including expectations for learners.

1.2 Stakeholders collectively demonstrate actions to ensure the achievement of the system’s purpose and desired outcomes for learners.

1.3 The system engages in a continuous improvement process that produces evidence, including measurable results of improving student learning and professional practice.

Learning Capacity Domain

2.1 Learners have equitable opportunities to develop skills and achieve the content and

learning priorities established by the system.

2.5 Educators implement a curriculum that is based on high expectations and prepares

learners for their next levels.

Resource Capacity Domain

3.2 The system’s professional learning structure and expectations promote collaboration

and collegiality to improve learner performance and organizational effectiveness.

The students at DMS are provided the opportunity to take advanced classes as well as high school credit class. Various electives are provided

for students to expand their choices based on student interest. This year we added a Coding class to prepare students for advanced STEM

courses. Our MTSS committee meets regularly to discuss strategies for success to match struggling students' individual needs. These strategies

range from obtaining a mentor to adding an intensive elective to their schedules. We offer intensive reading and math classes for all our students

who have a level 1 on FSA and level 2 based on need. We offer after school math tutoring for all students as well as individualized teacher

tutoring hours before or after school. Teachers utilize four Chromebook mobile carts for use during their classroom instruction, formative, and

summative assessments. We offer keyboarding, digital it, web design, yearbook, and STEM as electives to prepare the students for technological

success in high school and beyond. Parents and stakeholders are kept up to date through our website, Facebook, Remind texts, and Hook Line

and Thinker quarterly newsletter

Accreditation Standards

1. Leadership Capacity

2. Learning Capacity

3. Resource Capacity

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Accreditation Page

Strategic Plan Focus Area: Learning and Working in a Safe and Productive

Environment

Provide adequate and appropriate facilities Provide a culture conducive to learning and working Maintain a safe learning and working environment

AdvancED Performance Standards related to this Focus Area

Leadership Capacity Domain

1.4 The governing authority establishes and ensures adherence to policies that are

design to support system effectiveness.

1.7 Leaders implement operational processes and procedures to ensure organizational

effectiveness in support of teaching and learning.

Learning Capacity Domain

2.2 The learning culture promotes creativity, innovation, and collaborative problem-

solving.

2.3 The learning culture develops learners’ attitudes, beliefs, and skills needed for

success.

2.9 The system implements processes to identify and address the specialized needs of

learners.

2.12 The system implements a process to continuously assess its programs and

organizational conditions to improve student learning.

Resource Capacity Domain

3.7 The system demonstrates strategic resource management that includes long-range

planning and use of resources in support of the system’s purpose and direction.

3.8 The system allocates human, material, and fiscal resources in alignment with the

system’s identified needs and priorities to improve student performance and

organizational effectiveness.

DMS’s campus is complete with projectors, document cameras and wifi connections in all the classrooms and up to date computer software

maintained through a rotating refresh program. Our school climate is positive, professional and collaborative. On our AdvancED teacher survey,

teachers rated the collaborative opportunities we have very high. The students are encouraged to work cooperatively and discuss concepts

through student talk in all classrooms. We maintain a consistent school wide student discipline plan in order to ensure maximum learning is

taking place in all classrooms on campus. Regular safety drills are conducted as well as yearly review with SRO of safety procedures and

protocol with an emphasis on areas that can be improved.

Accreditation Standards

1. Leadership Capacity

2. Learning Capacity

3. Resource Capacity

date submitted: dates of revision - okaloosa …...school webpage, the dms facebook page, weekly...

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