School Performance Plan - PDF Free Download

Date Submitted: Dates of Revision: School Performance Plan 2016-2017 School Name: Destin Middle School Legend SAC funds in the amount of $, will primarily be used for Grant Meyer Stephanie Geary AICE Advanced International Certificate of MtSS Multi-tiered System of Supports Education AP Advanced Placement NGCAR- PD Next Generation Content Area Reading Professional Development DA Differentiated Accountability NGSSS Next Generation Sunshine State Standards DEA Discovery Education Assessment PERT Postsecondary Education Readiness Test ED Economically Disadvantaged PMP Progress Monitoring Plan ELA English Language Arts PMS Progress Monitoring System ELL English Language Learners POC Plan of Care EOC End of Course Exam PPP Pupil Progression Plan ESE Exceptional Student Education PSAT Preliminary Scholastic Aptitude Test ESSA Every Student Succeeds Act SAC School Advisory Council FAIR Florida Assessment for Instruction in SAI Supplemental Academic Instruction Reading F/R Free & Reduced SAT 10 Stanford Achievement Test FS Florida Standards SESAT Stanford Early School Achievement Test FSA Florida Standards Assessment SPP/SIP School Performance Plan/School Improvement Plan IB International Baccalaureate SWD Students with Disabilities IEP Individualized Education Program VE Varying Exceptionalities IPDP Individualized Professional Development Plan

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.

School Performance Team Identify the names and titles of the School Performance Plan developers. Name Grant Meyer Julie Dillon Teresa Miller Tina Barron Mary Lynn Bettinger Mary Willis Patrick Cole Linda Tyce Glenda Nibert Dawn Pack Norelly Soto Lori Bynum Tricia Sansom Principal Assistant Principal Assistant Principal ELA Department Chair Science Department Chair Math Department Chair Social Studies Department Chair Literacy Coach ELA Teacher Science Teacher ELL Interpretor Intensive Reading Teacher Intensive Math Teacher Title Stakeholder Involvement: Describe the process taken to create the School Performance Plan. The principal at Destin Middle School invited the department chair from each department to attend the district SPP meeting on June 28th. Data folders were prepared for each member of the SPP team (department chairs, teachers, administration) to assist them in preparing for defining areas of need in which to focus. Last year's SPP goals were reviewed as well as the district's focuses for this year. After attending the district SPP meeting the department chairs planned a meeting 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 back on July 13th after each department had time to complete their goals to discuss the implementation steps. Each department chair returned a completed copy of revisions and the plan was updated. Copies of the SPP action plan were again reviewed by all content area teachers at their first department meeting on August 5th. The updated goals were entered into the SPP template for administrative review on August 16th and review by the leadership team on August 23rd prior to the SPP being approved by SAC on September 1st. An implementation and monitoring guide will be created for the teachers to utilize in their classrooms. 2

School Profile Destin Middle 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 12,800 full-time residents. The diverse population includes military, retirees, entrepreneurs, and the hospitality industry. Approximately 733 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 7 th and 8 th grade students in which they are able to obtain high school credit. These courses are as follows: Spanish I, Introduction to Technology, Algebra I Honors, Geometry I Honors, 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, Jazz Ensemble, Beginning Spanish, Dance, Team Sports, Tumbling, Physical Education, 2D/3D Art, and Introduction to Information Technology. Courses are available for advanced students in the following subjects: Algebra I Honors, Geometry Honors, Pre-Algebra 6 th /7 th, World History Advanced, Advanced Civics, U.S. History Adanced, Advanced Language Grades 6-8, Advanced Science Grades 6-8, and Physical Science Honors. Presently our racial composition is as follows: 78% are Caucasion, 2% are Asian, 9% are Hispanic, 3% are African-American and 8% 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 than some other schools in Okaloosa County; however, recent statistics reveal that our demographics are changing. Last year there were 197 students at DMS who qualified for free and reduced lunch and the previous years, there were 163 and 137 respectively. This year, we have 268 students who are on free or reduced lunch. 3

Historical School Grade Data Achievement Learning Gains Acceleration Success Middle School School Year % English/Language Arts % Mathematics % Science % Social Studies (Civics EOC) % English/Language Arts % Mathematics % English/Language Arts: Low 25% Destin Mid 2015 75 82 74 85 48 364 5 73 A NO 29 22 Destin Mid 2016 76 81 79 82 62 69 53 57 57 616 9 68 A NO 32 22 District 2016 63 71 69 80 55 61 44 49 56 63 A State 2016 53 54 56 68 52 52 41 41 62 56 B % Mathematics: Low 25% % of Students Passing High School EOC & Industry Certifications Total Points Earned Total Components Overall Percentage Grade Title I* Free or Reduced Lunch Rate* Minority Rate* *Percentages not Counted in Calculation 4

School Action Plan ELA: Reading & Writing District Goal: Students shall demonstrate reading proficiency at or above the expected grade level. Objectives: 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 65 %. 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 60 %. 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 65 % 5

FSA ELA Data (By Grade) ELA: Data Destin Mid # Students Tested FCAT (2014) / FSA (2015-16) [%Proficient] Grade 5 '14 '15 '16 157 176 174 Overall Proficiency 64 77 76 Level 5 15 8 14 Level 4 23 30 31 Level 3 26 40 31 Level 2 26 19 20 Level 1 10 3 4 Gender Ethnicity Group ELA Strands (% Correct) M 58 73 73 F 69 81 78 A 100 67 33 B 100 83 40 H 38 27 85 I 0 100 M 64 65 62 W 67 83 79 ESE 31 47 40 ELL 0 0 29 F/R 45 70 69 1 75 65 70 2 61 64 59 3 77 77 86 4 68 63 66 5 78 63 FCAT (2014) / FSA (2015-16) [%Difference from District Score] 5 '14 '15 '16 157 176 174-4 +15 +14 +3-1 +4-4 +7 +8-3 +9 +1 +3-6 -5 +1-8 -9-7 +15 +13-3 +14 +14 +25-3 -29 +52 +38-9 -22-24 +30-57 +25-3 +5 +8-5 +16 +12 +0 +17 +15-13 -17 +6-9 +20 +19 +1 +6 +8 Str.1-3 +6 +6 Str.2 +1 +2 +6 Str.3-1 0 +4 Str.4 +5 +4 Str.5 Numbers in a red font denote a score below the district average. STRANDS Conversion FCAT (2014) FSA (2015-16) Lit Analysis Key Ideas Information Integ of Knowl Vocab Language Reading Appl Writing Craft & Struc 6

FSA ELA Data (By Grade) ELA: Data Destin Mid ELA FCAT (2014) / FSA (2015-16) [%Proficient] 6 7 8 '14 '15 '16 '14 '15 '16 '14 '15 '16 # Students Tested 155 167 176 170 159 167 151 165 171 Overall Proficiency 83 66 80 71 70 63 83 81 78 Level 5 16 13 14 14 18 13 27 17 17 Level 4 28 29 40 27 29 25 26 27 33 Level 3 38 25 27 30 24 26 30 37 28 Level 2 12 19 15 22 20 23 15 13 13 Level 1 5 15 5 8 9 14 2 7 9 Gender M 77 62 78 65 64 58 77 75 69 F 87 70 82 76 75 67 90 87 85 A 100 67 100 80 100 50 75 63 71 B 100 0 33 50 0 60 50 80 0 Ethnicity H 60 50 50 38 50 33 79 50 45 I 50 100 0 0 100 M 92 60 67 75 73 43 67 89 80 W 83 71 85 74 72 70 86 83 82 ESE 61 42 35 44 33 18 0 50 44 Group ELL 50 0 0 0 0 14 25 29 33 F/R 74 56 70 57 59 46 81 76 73 1 82 60 68 73 65 59 85 69 63 2 72 61 60 70 67 54 81 67 61 Strands 3 90 74 82 78 83 78 76 80 80 (% Correct) 4 73 69 68 79 69 66 77 76 75 5 60 70 71 56 64 69 FCAT (2014) / FSA (2015-16) [%Diff. from District] 6 7 8 '14 '15 '16 '14 '15 '16 '14 '15 '16 155 167 176 170 159 167 151 165 171 +11 +6 +19 +3 +6 +6 +16 +12 +9 +4 +2 +4 0 +4 +0 +11 +4 +3 +3 +4 +14 +4 +6 +3 +4 +3 +7 +4 0 +1-1 -3 +2 +0 +5-2 -7-7 -11 +1-2 -3-8 -7-5 -4 +0-8 -4-4 -3-8 -5-4 +9 +7 +22 +1 +4 +6 +14 +13 +7 +12 +4 +16 +4 +7 +4 +17 +12 +8 +25-1 +27-2 +22-14 +0-17 -5 +47-42 -10 +8-44 +18 +5 +35-45 +3-2 +1-16 +2-10 +18-8 -6 +25 +31-22 -62 +29 +22-1 +9-1 +9-10 0 +22 +8 +8 +7 +20 +2 +3 +8 +14 +10 +7 +26 +20 +14 +9 +6-3 -32 +17 +11 +30-4 -16 0-6 +11 +5 +21 +27 +16 +10 +22 +5 +10 +3 +26 +22 +18 +4 +0 +10 +2 +4 +4 +7 +2 +4 Str.1 +4 +2 +6 +1 +5 +3 +6 +3 +2 Str.2 +4 +4 +6 +3 +3 +1 +5 +4 +1 Str.3 +5 +4 +4 +2 +2 +0 +9 +7 +3 Str.4 +1 +8 +4 +0 +3 +4 Str.5 Numbers in a red font denote a score below the district average. STRANDS Conversion FCAT (2014) FSA (2015-16) Lit Analysis Key Ideas Information Vocab Reading Appl Integ of Knowl Language Writing Craft & Struc 7

School Action Plan ELA (Reading): Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? Analysis of Destin Middle School's FSA data reveals multiple trends in strengths. There was an increase in overall proficiency levels in our Level 1/2/4/5 students. The strands that saw the largest learning gains were Language and Craft & Structure. Our strengths by grade level, achievement level, strand, and subgroup are as follows: 5th=overall proficiency percentage recovered following a two year decline with increases in proficiency percentages in the strands of Key Ideas, Language, Writing, and Craft & Structure additionally large proficiency gains seen in our level 5 students and Hispanic subgroup with minimal gains in our level 1/2/4 students 6th=13 percentage points gains in overall proficiency which was 12 points above the district average with proficiency gains in the strands of Key Ideas, Language, and Craft & Structure additionally proficiency gains seen in level 3/4/5 students and 33% proficiency gains in both our Asian, Black, and Free & Reduced subgroups 7th=proficiency gains were seen in level 1/2/3 students with a 60% gain in the proficiency of our black subgroup 8th=an increase in proficiency percentages was seen in the Craft & Structure strand with proficiency gains seen in all our level 1/2/4/5 students and Asian subgroup Analysis of our subgroups yields proficiency gains in all ethnicity subgroups but varied by grade level, however our ELL subgroups showed gains in all grades. What does the analysis tell you about your school s opportunities to improve? Analysis of Destin Middle School's FSA data reveals some weak areas that our SPP is aimed to target and yield gains in the FSA 2017 data. No schoolwide weaknesses were found yet specific grade levels and strands showed no growth or a decline in proficiency. the Integration of Knowledge Strand showed no gains in all grade levels followed by Writing which only showed gains in 5th grade. Our weaknesses by grade level, achievement level, strand, and subgroup are as follows: 5th=1% decline in overall proficiency which was consistent with the district average as well as a decline in our level 3 students and all subgroups except Hispanic and ELL students, Integration of Knowledge was the only strand that did not show gains but rather a 5% point decline 6th=Minimal 1% declines were seen in the strands of Integration of Knowledge and Writing with proficiency declines in our level 4/5 and ESE subgroup. 7th=7% decline in overall proficiency which was consistent with the district average and a 4 percentage point decline in the cohort group as well as all strands and subgroups except Black and ELL 8th=3% decline in overall proficiency yet an 8 percentage point gain in the cohort group along with proficiency declines in level 3 students and all subgroups except Asian and ELL as well as the Key Ideas, Integration of Knowledge, and Writing strands Analysis of our subgroups yields proficiency gains in all ethnicity subgroups but not consistent across grade levels and no gain in our ESE population. We were below the district average in proficiency gains for all level 1 & 2 students. 8

ELA Focus 1 School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Using Close Reading and Everyday Instructional Reading to teach the Standards and Item Specifications Goal: By the end of the year, we expect our students to be able to read and analyze increasingly complex text while incorporating components of Everyday Instructional Reading in order to respond to multiple texts through writing and purposeful discussion. Professional Development and Activities: District: The central message professional development (September, October, November/December, January/February) will focus on using Close Reading and Everyday Instructional Reading to teach the Standards and Item Specifications: o Aligning instructional resources (i.e., textbook, novels, etc.) to teach the Standards o Emphasizing complex text while using multiple sources o Emphasizing the Culminating Activity (Phase 4) o Emphasizing the three phases of Text Dependent Questions Phase 1: Key Ideas & Details Phase 2: Craft & Structure Phase 3: Integration of Knowledge o Emphasizing purposeful Text Marking o Incorporating purposeful Student Talk and Writing Through Reading Tasks through Whole and Cooperative Learning Groups School-based: As part of school-based professional development, teachers will meet following central message professional development and at department meetings in order to work with instructional coach, other teachers and administration for the purpose of: *Collaboration to plan and create Everyday Instructional Reading Lessons aligned to the Standards and Item Specifications: *Text-Dependent Questions encompassing Phases 1-3 at the higher range of Depth of Knowledge utilizing TDQ flip charts, particularly related to integration of knowledge and ideas, multiple sources, and paired texts activities. *Text marking/note-taking; directives, prompts, FSA vernacular/academic vocabulary *Authentic opportunities for Student Talk *Writing through Reading tasks; informational text paired with literature (themes and characterization) *Utilizing multiple sources; analyzing infographics, genres, writing formats *Collaboration with departments across curriculums to write Text-Dependent Questions which are aligned to the Task Demands of the Item Specifications and FSA Achievement Levels Descriptors and lead students to answering higher level Depth of Knowledge questions which are teacher or student driven and created 9

*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 Specifications with the literacy coach *Analysis of FSA Achievement Level Descriptors following Center Message PD *Collaboration to plan opportunities for Interactive Whole Group instruction and Cooperative Learning Groups Peer observations within/across schools of classrooms where Everyday Instructional Reading is evident *ELA teachers of an FSA assessed course Based on teacher need and interest as evidenced in Needs Assessment, differentiated professional development will be offered on Everyday Instructional Reading for new teachers 10

Classroom Implementation Action Steps (Teachers and Students): *Teachers will align instruction to Standards and Item Specification-not only addressing the complexity of the standards, but also the Assessment Limits and Task Demands while utilizing textbook, novels, primary and secondary source materials, etc. *Teachers will set classroom norms for small group talk and tasks to promote purposeful Student Talk through Socratic Seminars. *Students will adhere to protocols for small group talk and tasks utilizing speaking and listening standards. *Students will utilize student talk strategies to respond to standards based questions to prepare for writing tasks or whole group discussions. *Teacher will create opportunities for purposeful Student Talk through teacher created TDQs at various levels of complexity including Webb's DOK levels 3/4 utilizing TDQ flip charts *Students will utilize purposeful Student Talk to respond to standard based questions to prepare for writing tasks or whole group discussions. *Teachers will create Everyday Instructional Reading Lessons utilizing: *Multiple sources (texts, online/print articles, NPR, music video, infographics) *TDQs from Phases 1-3 at higher level DOKs for writing and discussion that integrate and synthesize text evidence *Questions from various sources which have been modified to include all three phases of TDQs and at the higher levels of DOK *Text marking/note-taking which is purposeful and explicit *Purposeful Student Talk opportunities(with appropriate protocols) in cooperative groups that will lead them to the Culmnating Task consisting of writing, multi-media, or project *Complex Standards-based Culminating Tasks *Teachers will utilize the Sample Questions from the Item Specifications and Achievement Level Descriptors regularly in bell ringers and exit slips in order to assess student progress as they develop questions of increasing complexity in order to meet the full scope of the Standards *Teachers will provide opportunities during interactive whole group instruction for students to work in cooperative groups to respond to TDQs and analyze multiple sources *Students will independently apply Everyday Instructional Reading components: *Note taking *Teaching FSA as a "genre" (standards, vocabulary, concepts related to Specs) *Student Talk (with appropriate protocols) *Answering Text-Dependent Questions at all three phases and at a higher DOK *Analysis of multiple complex texts *Complete Writing Through Reading tasks based on TDQs *In cooperative groups, students will write and answer text-dependent questions at the higher-level DOK utilizing the TDQ flip charts for stems 12

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Standards-based teacher created/modified TDQs written at higher level DOKs Ongoing Formal and Informal Evaluations, Lesson Plans Administration/Teachers Everyday Instructional Reading lessons which include TDQs, textmarking, note-taking, Writing through Reading, leading to a Culminating Task and student talk Utilizing Complex Texts and multiple resources which are aligned to Standards and Item Specifications Monthly Weekly, Monthly Formal and Informal Evaluations, Lesson Plans, Student Samples Formal and Informal Evaluations, Lesson Plans, Student Samples Components of EIR Daily Formal and Informal Evaluations, Lesson Plans, Teacher/Peer Observaions Cooperative Groups during Interactive Whole Group Instruction for the purpose of authentic discussion, textual analysis, responding to text, and writing groups Ongoing Formal and Informal Evaluations, Lesson Plans Administration/Literacy Coach/Teachers/Students Administration/Teachers Administration/Teachers/Students Administration/Teachers/Students Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 13

ELA Focus 2 School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: Writing: Argumentative & Informational/Expository Goal: By the end of the year, we expect our students to be able to synthesize relevant information from multiple sources in order to write academically (text-based), moving beyond a summary of sources. Professional Development and Activities: District: The central message will be provided through the Writing Working Groups and will focus on individual components of effective writing, including the following: o o o o Using Rubrics/FSA Writing Sampler Sets to calibrate teacher scoring and inform instruction Increase student knowledge and use of the Rubrics Differentiated writing instruction based on student needs identified through the Rubrics Writing the Essay How are we unpacking the prompt? How are we addressing purposeful text marking specific to the prompt? How are we planning for the essay? How are we scaffolding instruction as we build from one source to multiple sources? How are we addressing writing an introduction? How are we addressing writing a conclusion? How are we addressing citing the evidence? How are we addressing elaboration? How are we addressing transitions? How are we addressing content specific (from the sources) vocabulary? School-based: *Quarterly calibration of student writing with each grade level ELA teacher and writing working group member: *August-Identifying correct format and audience for given prompts, writing a solid introduction based on a given topic and three articles/texts *October-Destin Writes *January-practice FSA essay (timed) *March/April-FSA Assessment *Based on teacher need differentiated Writing Professional Development will be delivered by the ELA Instructional Coach with support from writing working group member: *New ELA Teachers and Social Studies Teachers *Appropriate Use of strong and relevant Text Evidence-one solid quote/reference for each supporting detail (informational) or reason (argumentative) 14

*Introductions and Conclusions-Each will be refined before writing full essays *Synthesis and Elaboration-Each will be refined before writing full essays *Writing Working Group members will provide instructional information and/or strategies following each of the Writing Working Group Trainings. Trainings will include: *Using FSA Sampler Sets, Okaloosa Writing Exemplars and Achievement Level Descriptors effectively to drive writing instruction *Analyzing and writing text-based writing prompts-social Studies creates TDQs and DBQs with ELA *Social Studies and ELA cross-curricular writing tasks related to DBQs *Using Everyday Instructional Reading to promote synthesis of courses and elaboration-scaffold materials (text sources)sharing common themes/concepts 15

Action Steps for Implementation: Administrative Implementation Action Steps: *Create half day PD schedule to include ELA, IR, ESE, and Social Studies teachers in groupings-aug '16 *Provide teachers PD dates in teacher handbook and place on school calendar-aug'16 *Obtain substitutes for PD days-aug '16 *Order Item Specs and FSA Achievement Level Descriptors for teachers in each grade level-aug '16 *Schedule intensive reading support for students with Level 1 & Level 2 FSA scores-july-aug '16 *Order Text-Dependent Question Stems Flip Chart form print shop for all teachers-aug'16 *Schedule and attend monthly grade level and department meetings to discuss SPP implementation-aug-may '16 *Provide teachers with SPP implementation and monitoring guide to assist with planning-aug '16 *Provide teachers with release time to calibration/scoring Destin Writes-Oct'16 *Provide Writing Working Group release time for trainings and follow up school based training-sept-feb '16 * Administration will continue to utilize the additional extended 4th period time for teachers to conduct mini-tutoring sessions with a small groups of students for additional ELA writing instruction, as needed Classroom Implementation Action Steps (Teachers and Students): *Teachers will provide writing rubrics for student review and engagement prior to writing tasks *Teachers will provide curriculum student exemplars for student use, repeated practice and opportunities for peer editing (analyzing, editing, identifying, textcoding for components of the essay, etc.) *Teachers will utilize test item specs in Everyday Instructional Reading, daily Bell Ringers, exit slips and formative/summative assessments for individual and paired/multiple text(s) *Teachers will provide planning sheets/outlines for student use when writing papers or extensive essays *Teachers will emphasize DOK Level 43 questions in extended response writing activities with emphasis on elaboration *Students will participate in one school-wide practice timed write in October and use as student self evaluation *7th and 8th grade students will participate in cross-curricular writing practice for social studies and ELA *Content and Academic Vocabulary focus-fsa, technical, literary, and informational vocabulary will be addressed, incorporated into Everyday Instructional Reading/TDQs, and utilized throughout each nine weeks and throughout the year on culmnating tasks and practice opportunities *8th grade will be provided laptops or lab time to practice keyboard skills *Direct instruction will be given on text marking related to unpacking the prompt 16

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Quarterly Writing Calibration/Scoring Quarterly Student samples, meeting notes, lesson plans, peer editing samples/notes Administration, Teachers, Peer Review Unpacking the Prompt, Purposeful Text Marking Related to the Prompt (from Writing Plan) Weekly, Monthly Formal and Informal Evaluations, Lesson Plans, Student samples, anchor charts Administration, Teachers, Students Writing Effective Introductions and Conclusion with Appropriate Transitions between Ideas (from Writing Plan) Determining and Citing Strong and Relevant Text Evidence using Content Specific Vocabulary (from Writing Plan) Effective Elaboration (from Writing Plan) Weekly, Monthly Weekly, Monthly Weekly, Monthly Formal and Informal Evaluations, Lesson Plans, student samples, anchor charts Formal and Informal Evaluations, Lesson Plans, student samples, anchor charts Formal and Informal Evaluations, Lesson Plans, student samples, anchor charts Administration, Teachers Administration, Teachers Administration, Teachers Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 17

ELA Levels 1 and 2 Focus Focus: Intensive Reading School Action Plan ELA: Strategies & Programs to Support the Objectives Goal: By the end of the year, we expect our students to be able to regularly utilizing components of EIR which will lead them to comprehend rigorous text at an on or approaching grade level lexile with the ability to complete level 4/5 TDQs. Professional Development and Activities: School-based: *Intensive Reading teachers will attend district Achieve 3000 training and participate in on-site professional development with Achieve 3000 representatives *During the half-day Professional Development Intensive Reading teacher will model for ELA teacher the use of stretch articles from Achieve 3000 and the creation of DEA probes based on their students' results *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 *Teachers will utilize ALDs and TDQ flip charts with Achieve 3000 articles *Instructional coach will support the teachers in implementing the balanced literacy model and use of ALDs and flip charts with Achieve3000 articles 18

Action Steps for Implementation: Administrative Implementation Action Steps: *Administration will create a plan and schedule that provides computer access to all Intensive Reading classes during the week *Administration will provide Intensive Reading teachers with all available DEA/FSA data on all Intensive Reading students *Administration will provide funding and participate in the Intensive Reading teachers incentive-based rewards program that focuses on Lexile improvements each month *Administration will continue to utilize the additional extended 4th period time for teachers to conduct mini-tutoring sessions with a small groups of students for additional ELA instruction, as needed Classroom Implementation Action Steps (Teachers and Students): *Teachers will check for understanding after giving an independent reading or writing task *Students will be given the opportunity to orally summarize text to ensure comprehension *Students will be given opportunity to provide a sentence summary of text to assist with locating the main idea/central theme *Teachers will teach pre-reading and pre-writing strategies in conjunction with the Standards *Students will utilize pre-reading and pre-writing strategies in completion of Standards based reading and writing tasks *Teachers will provide Standards based spiraling or remediation in small differentiated groups based on formative and summative assessment data *Teachers will teach to all learning styles utilizing varied instructional methods *Students will be encouraged to complete practice tasks according to their learning styles i.e. illustrating new or unfamiliar vocabulary words for visual learners *Teacher will pair students with peer mentors for extra support during practice activities *Teachers will provide regular opportunities for student talk and Standards based sprialing *Students will follow student talk protocol when interacting with partners or groups *Teachers will create opportunities for students to write and answer TBQs at increasing DOK levels with scaffolded support *Teachers will model open response questions or summaries of text and use exemplars in instruction *Students will answer and create TBQs at increasing DOK levels 19

Intensive Reading (Teachers and Students): *Students will complete an individual monthly goal sheet for their reading achievement *Teachers will individually conference with each student pertaining to the monthly goal sheet and reasonable expectations *Students will participate in close reading and text marking rigorous "Stretch Articles" from Achieve 3000 *Students will check grades on line and note ways to improve; study habits, complete work on time, etc. *Teachers will assure students are actively participating in Achieve 3000 program/activities three class periods per week *Teachers will incorporate professional development strategies into class novel study utilizing on grade level text *Teachers will instruct students on close reading protocol and strategies utilizing "Stretch Articles" from Achieve 3000 *Teachers will instruct students on Before, During, and After reading strategies utilizing on grade level text *Teachers will allow students time to individually progress monitor *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. Groups will spend equal amount of time during the semester at each station following the balanced literacy model NGCAR-PD (Teachers and Students): *Students will independently apply EIR components: *Notetaking to include text marking, coding, symbols to represent specific items, students look for in the text, Frayer model for vocabulary support * Teaching FSA as a genre (standards, vocabulary, concepts related to Specs) * Student Talk to include use of words in multiple contexts * Answering Text-Dependent Questions at all three phases and at a higher DOK with the use of Blooms taxonomy stems * Analysis of multiple complex texts to include pairing fiction with non-fiction * Complete Writing Through Reading tasks based on differentiated TDQs * Teacher will check for understanding after giving an independent reading or writing task by students repeating or rephrasing directions * Students will be given an opportunity to provide a sentence summary of text to assist with locating the main idea/central theme * Teacher will teach to all learning styles utilizing varied instructional methods including Kick app and IPads for kinesthetic learners * Students will follow students talk protocol when interacting with partners or groups to include Socratic Seminar stems I agree/i disagree * Teacher will pair students with peer mentors for extra support during practice activities to include peer proofreading and scoring of essays * Teacher will model open response questions or summaries of text and use exemplars in instruction to explain what an exemplar answer contains 20

Students will answer and create TBQs at increasing DOK levels and generate their own TBQs given question stems for guidance Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Montlhly goal sheet Monthly student goal sheet Administration, IR Teachers Student conferencing Monthly conferencing notes/feedback sheets Administration, IR Teachers Achieve 3000 participation 2-3 Times Weekly student progress reports Administration, IR Teachers Componenets of EIR Daily student work samples/lesson plans Administration, IR Teachers Student progress monitoring Weekly student grade sheets Administration, IR Teachers Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 21

ELA Subgroup Focus Subgroup: ELL School Action Plan ELA: Strategies & Programs to Support the Objectives Focus: reading comprehension and content vocabulary Goal: By the end of the year, we expect our students to be able to apply strategies to comprehend text on an independent level and comprehend standards based content vocabulary on grade level Professional Development and Activities: School-based: *ELL support staff will meet with ELA teachers individually and/or in department meetings to share specific strategies that can be used in ELA classrooms Action Steps for Implementation: Administrative Implementation Action Steps: *Administration will provide time and a schedule for ELL instructors to collaborate with ELA, science and social studies teams and provide strategies for making content vocabulary comprehendible for their ELL students *Administration will allow for an ELL Learning Lab with educational support from an aide who will help support, monitor, and analyze student participation and progress on Rosetta Stone, Imagine Learning and Achieve 3000 *Administration will continue to utilize the additional extended 4th period time for ELL Interpreter/Aide and teachers to conduct mini-tutoring sessions with a small group of students for additional educational instruction, as needed *Administration will continue to utilize the additional extended 4th period time for teachers to conduct mini-tutoring sessions with a small groups of students for additional ELA instruction, as needed Classroom Implementation Action Steps (Teachers and Students): *ELL teachers will implement and students will utilize various content area vocabulary comprehension strategies in their classes *ELA, science and social studies teachers will allow for the students to utilize a flexible setting to work with ELL instructor on comprehension of text and content vocabulary in relations to standards *ELA teachers will share data from formative assessments with ELL instructors to assist in planning to individualize support opportunities *ELL instructors will collaborate with ELA, science and social studies teams during department meetings and after professional development to provide strategies for making conents vocabulary comprehendible for their ELL students *ELL instructors will support, monitor, and analyze student participation and progress on Rosetta Stone, Imagine Learning and Achieve 3000 *ELL instructors will collaborate with ELA team during Professional Development to discuss lesson planning and embedding ELL comprehension strategies utilizing words and verbs in TDQ flip charts 22

Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Department meeting and PD Collaboration Monthly Meeting minutes, adminstration attendance Administration, ELL, ELA, Science and Social Studies teachers Math vocab comprehension strategies Daily/Weekly Student work, lesson plans Administration, ELL, ELA, Science and Social Studies teachers Flexible setting Daily Student sign in log, student work Administration, ELL Teacher Formative Assessments Weekly/Monthly Student data, lesson plans Administration, ELL, ELA, Science and Social Studies teachers Differentiated spiraling Daily/Weekly Student work, Ell notes/plans Administration, ELL Teacher Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 23

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 80 %. 24

Civics Proficiency (By School) Social Studies: Data Destin Mid Civics # Students Tested Overall Proficiency %Proficient Civics EOC '14 '15 '16 159 175 84 79 Level 5 30 33 Level 4 26 25 Level 3 28 22 Level 2 11 14 Level 1 4 7 Gender M 77 78 F 90 81 A 83 83 B 0 40 Ethnicity H 75 47 I 100 M 87 73 W 86 85 ESE 56 50 Group ELL 0 33 F/R 78 64 Purp. Of Gov't Role of Cit. Gov. Proc. Func. Of Gov't 63 62 68 65 63 65 62 60 %Diff. from District Civics EOC '14 '15 '16 159 175 +7 +0 +7 +6 +1 +2-1 -8-3 +1-4 -1 +2-2 +11 +2-4 +2-58 -23 +12-22 +44 +9-6 +5 +2 +8-2 -25-5 +11-5 +5 +2 +5 +4 +2 +3 +5 +3 Numbers in a red font denote a score below the district average. 25

Social Studies Focus School Action Plan Social Studies: Strategies & Programs to Support the Objectives Focus: Utilizing instructional resources as a means to teach the standards through Everyday Instructional Reading Goal: By the end of the year, we expect our students to be able to effectively use the process of Everyday Instructional Reading to master the Social Studies Standards Professional Development and Activities: District: The central message professional development (September, October, November/December, January/February) will focus on using the Standards and Item Specifications to drive the instruction through: o Developing purposeful text dependent questions o Utilizing purposeful text marking o Purposeful Writing through Reading tasks o Creating purposeful Student Talk opportunities School-based: Based on teacher need and interest, differentiated professional development will be offered on Everyday Instructional Reading: *Prior PD Focuses for New Teachers *Creating standards based TDQ/DBQs in collaboration with ELA *Purposeful Student Talk using socratic seminar *Monthly Department Planning Meetings *Focused classroom visits to observe and purposefully reflect upon an Everyday Instructional Reading lesson at least once per semester during planning period or provided school based coverage Action Steps for Implementation: Administrative Implementation Action Steps: *Add calendar dates for satellite Civics PD-Aug '16 *Itentify Central Message and School Based PD teacher groupings (ELA & Social Studies)-Aug '16 *Obtain substitutes for satellite and school based PD days-aug '16 *Order Standards and Item Specs from print shop-aug '16 26

*Meet monthly with social studies teachers in department meeting to discuss implementation of SPP initiatives-aug'16-may'17 *Administration will continue to utilize the additional extended 4th period time for teachers to conduct mini-tutoring sessions with a small groups of students for additional social studies instruction, as needed Classroom Implementation Action Steps (Teachers and Students): *Teachers will use course Standards (including Florida Standards for Literacy in the Content Areas), Item Specs, and the Question Stem Flip Chart to develop lessons and teacher-created TDQs at various levels of complexity (including DOK levels 3/4) to assist students in mastering the Social Studies Standards *Teachers will set classroom norms for small group talk and tasks to promote purposeful Student Talk *Students will adhere to protocols for small group talk and tasks *Teachers will routinely implement Everyday Instructional Reading strategies specifically incorporating text marking/note-taking, student talk, and Writing Through Reading to meet the Social Studies Standards utilizing multiple resources including primary/secondary sources *Teachers will implement the DBQ project materials with fidelity at least once per quarter to include a written culminating task *Students will utilize components of Everyday Instructional Reading while analyzing DBQ materials to include purposeful text marking/note taking and purposeful student talk Implementation Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor Everyday Instructional Reading Lessons; purposeful student talk, multiple sources, TDQs Monthly Formal & Informal Evaluations, Lesson Plans Administration, Teachers Standards based written culminating tasks/dbq project Monthly/Quarterly Formal & Informal Evaluations, Lesson Plans Adminstration, Teachers Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester): 27

School Action Plan Math District Goal: Students shall demonstrate math proficiency at or above the expected grade level. Objectives: The percentage of all curriculum students who will make learning gains in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least72%. 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 60 %. 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 75 % 28

FSA Math Proficiency (By Grade) Math: Data Destin Mid Math # Students Tested '14 '15 '16 157 176 176 Overall Proficiency 62 81 81 Level 5 11 22 25 Level 4 22 35 32 Level 3 30 23 24 Level 2 20 11 16 Level 1 18 8 2 Gender M 61 83 82 F 64 79 81 A 100 67 67 B 0 50 50 Ethnicity H 38 55 92 I 50 100 M 64 76 85 W 66 85 82 ESE 38 47 45 Group ELL 11 0 57 F/R 44 68 77 Operations Numbers Measure/Geo Base 10 Fractions 56 FCAT (2014) / FSA (2015-16) [%Proficient] Grade 5 61 84 72 63 72 80 74 70 FCAT (2014) / FSA (2015-16) [%Difference from District Score] '14 '15 '16 157 176 176-1 +14 +11 0 +7 +10-1 +11 +7 +1-4 -5-4 -10-2 +5-5 -9-3 +16 +12 +2 +13 +11 +25-10 -10-38 +6-3 -17 +1 +29 +7 +38 +2 +12 +16-3 +13 +8 +6 +12 +10-4 -36 +20-5 +13 +17 Numbers in a red font denote a score below the district average. +3 Grade 5 0 +7 +9-2 +6 +8 +8 +8 29

FSA Math Data (By Grade) Math: Data Destin Mid Math FCAT (2014) / FSA (2015-16) [%Proficient] 6 7 8 '14 '15 '16 '14 '15 '16 '14 '15 '16 # Students Tested 154 167 177 171 153 172 153 120 106 Overall Proficiency 68 69 78 73 82 74 80 83 74 Level 5 25 27 32 19 22 24 24 13 13 Level 4 25 16 25 20 28 23 27 30 23 Level 3 19 26 21 34 31 28 28 40 38 Level 2 22 23 12 22 13 17 15 12 19 Level 1 10 8 10 5 5 9 5 5 8 Gender M 66 66 75 66 84 76 81 81 70 F 70 71 80 81 80 73 79 86 77 A 80 67 100 80 100 100 100 40 67 B 0 0 33 33 0 20 50 75 50 Ethnicity H 43 69 46 54 67 50 73 56 73 I 50 100 0 0 100 M 77 60 67 88 67 67 67 100 63 W 70 72 83 76 86 80 82 87 76 ESE 33 26 35 38 50 53 20 71 47 Group ELL 25 0 0 44 0 40 50 57 67 F/R 55 56 68 65 63 61 81 82 84 Expressions 65 66 63 65 58 68 72 40 46 Geometry 62 48 60 56 53 51 69 63 61 Ratio/Pro/Func 68 64 66 71 60 60 46 48 Stats/Prob 64 63 74 67 68 72 64 56 Number Sys 75 84 77 64 Numbers in a red font denote a score below the district average. FCAT (2014) / FSA (2015-16) [%Diff. from District] 6 7 8 '14 '15 '16 '14 '15 '16 '14 '15 '16 154 167 177 171 153 172 153 120 106 +4 +7 +19 +5 +15 +3 +13 +10 +1 +14 +17 +22 +9 +9 +8 +11-8 -10 +1-8 +4-4 +7-2 +7 +9 +4-11 -2-7 +0-1 -4-5 +9 +8-1 -3-14 0-8 0-5 -4 +2-3 -5-5 -4-7 -3-9 -6-3 +3 +6 +16-2 +15 +4 +15 +9 +0 +4 +9 +22 +12 +15 +2 +11 +11 +1-5 -7 +22-8 +21 +13 +17-48 -22-44 -41-9 -11-41 -25 +9 +24 +1-10 +16-8 -6 +20-10 +16-16 +8 +25 +42-33 -69 0 +19 +2 +13 +15-2 -2-2 +25-9 +1 +6 +20 +3 +12 +3 +11 +9-3 +5-2 +7 +6 +16 +15-14 +22 +3 0-12 -28 +24-13 +13 +22 +23 +33 +7 +7 +21 +12 +10 +3 +28 +17 +21 +3 +6 +15 +5 +8 +5 +8-2 -7 +9 +2 +14 +4 +7 +4 +12 +4 0 +8 +9 +17 +5 +13 +5-1 0 +8 +10 +3 +4 +2 +8 +2-3 +7 +9 +5-1 30

FSA Math Data (By Grade) Math: Data Destin Mid Math # Students Tested Overall Proficiency '14 '15 '16 '14 '15 '16 46 42 59 8 10 8 100 100 100 100 100 100 Level 5 76 67 37 100 70 100 Level 4 17 19 44 20 Level 3 7 14 19 10 Level 2 Level 1 Gender Ethnicity Group Strands (% Correct) %Proficient Alg 1 EOC Geo EOC M 100 100 100 100 100 100 F 100 100 100 100 100 100 A 100 100 100 100 B 100 H 100 100 I M 100 100 100 100 W 100 100 100 100 100 100 ESE 100 100 100 100 ELL F/R 100 100 100 100 100 100 1 80 65 55 87 85 88 2 81 53 46 91 85 85 3 79 66 41 88 66 81 Numbers in a red font denote a score below the district average. 31 %Diff. from District Alg 1 EOC Geo EOC '14 '15 '16 '14 '15 '16 46 42 59 8 10 8 +3 +5 +5 0 +1 +1 +32 +26-8 +26 +18 +47-6 -15 +14-5 -23-6 -1-12 +3 +7 +6 0 +1 +1 +2 +3 +4 0 +2 0 +3 0 +8 0 +18 0 0 +2 +6 +5 0 +2 +3 +5 0 +1 +1 +8 +23 +7 0 +5 +15 +13 0 +5 +4 +10 +10 +1 +4 +6 +17 +16 +6-2 +13 +12 +24 +12 +3-6 +8 +16 +27 Test Strand 1 Strand 2 Strand 3 Algebra (FCAT 2014) Functions Polynomials Radicals Algebra (FSA 2015-16) Alg Model Func Model Stat Numb Geometry (FCAT 2014) 2-Dim 3-Dim Trig Geometry (FSA 2015-16) Congr, Rt Tri Circ, Meas Modeling

School Action Plan Math: Assessment Data Analysis What does the analysis of your school data tell you about your school s academic strengths? Analysis of Destin Middle School's FSA data reveals multiple trends in strengths. Overall there was a increase in proficiency levels of Level 5 students as well and Level 1 & 2. The strand that saw the largest learning gains was Base 10 (5th) and Ratio, Probability, and Function (6th-8th) Our strengths by grade level, achievement level, strand, and subgroup are as follows: 5th=Proficiency gains occurred in Level 2/3/5 students, Base 10 strand, and all subgroups except White and ESE 6th=Proficiency gains occurred in Level 1/4/5 students, Geometry, Ratio/Probability/Function and Number Systems strands as well as all subgroups except Hispanic 7th=Proficiency gains occurred in Level 1/2/5 students, Expressions, Ratio/Probability/Function, and Statistics/Probability strands as well as Black, Mixed, ESE and ELL subgroups 8th=Proficiency gains occurred in Level 1/2 students, Asian, Hispanic, ELL and Free and Reduced subgroups and all strands except Statistics/Probability Analysis of our subgroups yields significant gains in our ELL and Free & Reduced populations as well as Asian, Black, Mixed ethnicities and our Level 1, 2, & 5 achievement levels. What does the analysis tell you about your school s opportunities to improve? Analysis of Destin Middle School's FSA data reveals some weak areas that our SPP is aimed to target and yield gains in the FSA 2017 data. Overall there was a decline in proficiency of our Level 3 students. Our strengths by grade level, achievement level, strand, and subgroup are as follows: 5th=Proficiency declines occurred in the Measurement & Geometry and Fractions strands and Level 1 & 4 students along with our ESE subgroup 6th=Proficiency declines occurred in the Expressions and Statistics & Probability strands as well as Level 2/3 students and the Hispanic subgroup 7th=Proficiency declines occurred in the Geometry and Number Systems strands and Level 3/4 students along with the Hispanic and Free & Reduced subgroup 8th=Proficiency declines occurred in the Statistics & Probability strands and Level 3/4/5 students along with the Black, Mixed, White and ESE subgroups Analysis of our subgroups yields proficiency gains in all subgroups but not consistent across grade levels. We are below the district average in proficiency gains for all level 1 & 2 students. 32