Santa Rosa County District Schools · School Advisory Chair School Advisory Chair—Signature...

Santa Rosa County District Schools

School Improvement Plan 2018-2019

Gulf Breeze Middle School School

Michael Brandon

Principal Principal--Signature

Keith Wells

School Advisory Chair School Advisory Chair—Signature

District Mission

Preparing students for success by providing a superior, relevant education

District Vision

Our students will be productive, successful contributors to society.

School Mission

Gulf Breeze Middle School is committed to providing the avenues whereby students and adults work in an enthusiastic partnership to inspire and develop life-long learners who value human

dignity, contribute to society and strive for excellence.

School Vision

Gulf Breeze Middle School produces students who are excited about the challenges of tomorrow,

confident in their ability to chart the future and dedicated to the pursuit of life-long learning.

Date of School Board Approval

ALL SCHOOLS 2018-2019 School Improvement Plan

2

2018-2019 Santa Rosa School Improvement Plan

Part I- Current School Status

1. Describe the involvement of the School Advisory Council in the development of this plan.

Our School Advisory Council will assist in the development of our plan through the evaluation of sections of the plan that will be presented to the council after development by faculty and administration. The plan will be reviewed and amended as needed in subsequent meetings of the council and after consultation with administration and team members.

2. Describe the activities of the School Advisory Council anticipated for the 2018-2019 school year

including the monitoring of this School Improvement Plan.

The GBMS School Advisory Council for the 2018-19 school year is tasked with assisting in the development and approval of the SIP, adding amendments to the SIP throughout the year as necessary, approval of how A+ dollars from the state will be spent, preparation of the Five Star School notebook and application, monitoring school accountability data that is presented by administration, and entertaining discussion about school activities and daily functions in meetings. Our council will meet once a month.

3. Multi-Tiered System of Supports (MTSS)


3

School-Based MTSS Team

A. Identify the school-based MTSS leadership team members.

Michael Brandon, Tracy Murphy, Deborah Hepworth, Amy McLendon, and Randy Renfroe.

B. Describe how the school-based MTSS leadership team functions (e.g., meeting processes and

roles/functions).

The school-based MTSS Leadership Team coordinates the implementation of MTSS at Gulf Breeze Middle

School. The leadership team schedules MTSS team meetings and establishes the agenda for each meeting.

The leadership team works with staff in overseeing compliance with the district’s MTSS plan, which includes

using appropriate interventions and tracking those interventions with approved data tools. The MTSS

Leadership Team also coordinates data meetings among grade or subject areas and advises staff on

appropriate interventions for core programs. The MTSS Leadership Team at GBMS will meet monthly by

grade levels to allow members from all groups to share information and supply additional support for

students who are being considered by one or both groups. These groups will meet during mid-term and at

the end of the nine weeks throughout the year, and will also meet on an as needed basis depending on

individual cases. The MTSS Leadership Team will evaluate all available school data from the previous school

year and ongoing data as the school year progresses. The team members will assess school successes with

Tier 1 students and look for ways to develop best practices, further teacher orientation, mentoring, and

professional development. The team will meet separately with each academic department to advance MTSS

education and implementation of strategies, processes, and skills. Targeted Tier 2 and 3 students will be

considered in the first meeting of the year and will be closely monitored throughout the year. Other

students will be identified as data sources provide more information and students are considered at MTSS

meetings. Tier 2 and Tier 3 students at GBMS will be pulled out of elective classes as necessary to provide

additional one-on-one support and opportunities for remediation for the targeted students and assistance

for the respective core teacher. The MTSS Leadership Team will evaluate all available and applicable sources

of data to begin to develop best practices and strategies for Tier 2 and 3 students. As with Tier 1 students,

the team will then look for ways to mentor teachers and provide additional professional development if

necessary. The logistics of working with teachers and finding time to meet and then implement ideas will be

critical to the development of a successful team. The MTSS Leadership Team will also monitor and

coordinate all GBMS course recovery efforts for the 2018-2019 school year with our assigned course

recovery personnel and the mobile Compass Learning lab.

C. Describe the role of the school-based MTSS leadership team in the development and implementation

of the school improvement plan (SIP).

The school-based MTSS Leadership Team assists the school staff in gathering and analyzing data to use in

developing the School Improvement Plan. The MTSS Leadership Team also discusses possible Professional

Development options that are included in the School Improvement Plan.

D. Describe how the problem-solving process was used in developing and implementing the SIP

For each recommendation the MTSS Leadership Team reviews student academic, attendance, and behavior

data; developed hypotheses relative to weak areas revealed in the data, considered a variety of options to

address apparent weaknesses, and chose a course of action to address that weakness.


4

MTSS Implementation

E. Provide the data source(s) used at each tier for academics (ELA, mathematics, social studies, science) and behavior

(attendance/discipline)

• Tier I

o Academics- Unify Science, and Civics; Renaissance Reading and Math; FSA; Performance

Coach books and online; exams and classroom assessments

o Attendance- Attendance records through usage of the SMART system

o Discipline- Discipline referrals and records through usage of the SMART system

• Tier II

o Academics- PMPs using interventions of small group; mentoring; school tutoring; Intensive

courses; Unify Science, and Civics; Renaissance Reading and Math; FSA; i-Ready;

Performance Coach books and online; identification of lowest quartile; exams and classroom

assessments

o Attendance- Attendance records through usage of the SMART system; check-in system with a school

administrator or designee; Attendance Matters meetings

o Discipline- Discipline referrals and attendance records through usage of the SMART system;

PMPs; check-in system with a school administrator or designee; Ripple Effects program.

• Tier III

o Academics- PMPs using interventions of small group; one-on-one; Intensive courses;

mentoring; school tutoring; Unify Science, and Civics; Renaissance Reading and Math; FSA;

i-Ready; Performance Coach books and online; identification of lowest quartile; exams and

classroom assessments

o Attendance- Attendance records through usage of the SMART system; check-in system with a school

administrator or designee; Attendance Matters meetings; Attendance Contracts

o Discipline-Discipline referrals and records through usage of the SMART system; PMPs; check-

in system with a school administrator or designee; Ripple Effects program; Discipline

Contracts

F. Describe the plan to train staff on MTSS during the 2018-2019 school year.

The school’s MTSS Leadership Team will attend district-provided training sessions during the 2018-2019

school year. The school MTSS team will begin annual MTSS meetings with grade level teachers and

educate them on the process of when, why, and information needed to hold MTSS meetings. The

importance of documentation on students is important to keeping essential information.

Schools without grades K-8 will need to remove this section.

G. Early Warning System--The Early Warning System includes students in kindergarten through grade 8. The Early Warning

System will identify students with course failures in English Language Arts and/or math for any grading period and identify

substantial Reading deficiencies for K- 3rd students. The school MTSS team is responsible for monitoring Early Warning

System data and implementing appropriate intervention strategies for students who exhibit two or more warning indicators.

Once a student is identified to have two or indicators a Progress Monitoring Plan (PMP) is created addressing the content areas

indicated. The student is assigned interventions for the content area and progress monitoring data is collected over time to

monitor progress in the struggling area. Each quarter the school determines if additional students need to be assigned PMPs.

The list of Early Warning Students is updated quarterly.


5

4. Effective and Highly Effective Teachers

Describe the strategies that will be used to recruit and retain high quality, effective teachers to the

school.

Description of Strategy Person Responsible

1. Each school principal will work with the district’s recruitment/retention specialist

to ensure highly qualified candidates are interviewed and hired. This includes highly

qualified minority applicants and those in critical shortage areas.

Principal and Assistant Principal

2. Appoint a mentoring team for each new teacher to GBMS. Principal and Assistant Principal

3. As for recruitment, we will continue to study applications on the county Talent

Ed, as well as sharing with fellow administrators throughout the district. We also

meet briefly with each prospective teacher that makes a cold call to our school in

case the person is a good applicant for the future.

Principal and Assistant Principal

4. Share and solicit knowledge of strong teaching candidates with administrators

from other school districts and local private schools. Principal and Assistant Principal

5. Non-Highly Effective Instructors

Provide the number of instructional staff teaching out-of-field and who received a less than an

effective rating.

Number of instructional staff teaching out-of-field and who received

less than an effective rating.

List strategies to support the staff in becoming highly

effective

0


6

Part II-Expected Outcomes

Area 1- Schoolwide Barriers to Proficiency/Graduation - Required for primary, elementary, middle

and high schools.

Data Source for this

Schoolwide Goal:

FLDOE School Grade

2017-18 Year-end Results

:648/960

2018-19 Year-end Goal

:653/960

Anticipated Barrier(s) Strategies to Overcome

Barrier

Person Monitoring Strategy Method of Monitoring

Strategy

To attain the same success

(648 points) as test year

2017-2018.

As a school identifying and focusing on the lowest quartile for math and language arts.

Administration

Meeting with dept. chairs,

faculty meetings, formal

and informal observations,

and monitoring data.

Data Source for this

Schoolwide Goal:

Relationships

2017-18 Year-end Results

: 982

2018-19 Year-end Goal

:995


Barrier


Strategy

Buy-in from staff and

students.

To continue to place an

emphasis and model

building relationships with

staff and students.

Administration Observation and staff and

student feedback.


7

Area 2- Closing Subgroup Achievement Gaps - Required for primary, elementary, middle and high

schools.

Only provide data for those subgroups with 10 or more students.

English Language Arts Subgroups

Subgroups

% Proficient

2016-17 2017-18 2018-19

Goal

Add two strategies to overcome the achievement gap for the

listed subgroup

All Students 80 78 80

Disabled 41 31 41 1.Differentiate the content, process, and product.

2.Develop students’ capacity to take control of and

responsibility for their own learning.

Economically

Disadvantaged

64 64 65 1.Use multiple, flexible grouping opportunities for students.

2.Provide varied text and supplementary materials at different

levels of reading difficulty.

Add the lowest ELA

subgroup here if not

addressed above.

Math Subgroups

Subgroups

% Proficient

2016-17 2017-18 2018-19

Goal

Add two strategies to overcome the achievement gap for the

listed subgroup

All Students 85 79 85

Disabled 41 24 41 1.Differentiate the content, process, and product.

2.Develop students’ capacity to take control of and

responsibility for their own learning.

Economically

Disadvantaged

74 65 74 1.Use multiple, flexible grouping opportunities for students.

2.Work collaboratively on task with student and gradually

withdraw the support to increase student independence and

confidence.

Add the lowest

Math subgroup here

if not addressed

above.


8

ENGLISH LANGUAGE ARTS

Area 2: English Language Arts (ELA) (2A-2G)

2A-2B. - Required for primary, elementary, middle and high schools.

2A. Percentage scoring at or above level 3. 2B. Percentage scoring at or above level 4.

For Primary Schools Only

2017-18 Unify ELA Test

C Year-end Results

(%/#):_____

2018-19 Renaissance ELA

Test C Year-end Goal

(%/#):_____

For Non-Primary Schools

2017-18 FSA ELA Year-

end Results

: 81%/726


end Goal

:82%/767


2017-18 Unify ELA Test

C Year-end Results

(%/#):_____

2018-19 Renaissance ELA

Test C Year-end Goal

(%/#):_____



end Results

:52%/475


end Goal

:53%/496

ELA-Specific Section

Anticipated Barrier(s) to

reaching goal.

Strategies to Overcome

Barrier


Strategy Active participation/motivation Encouragement, Parent Contact,

Literary Dolphin Program Teachers Observation

RC reports

Attendance Target students with excessive

absences and reward with a phinslip incentive when they reduce their

absences.

Teachers

Administration

Review of attendance using

SMART

2C-2D. - Required for elementary, middle and combination high schools.

2C. Percentage of all

students making learning

gains in ELA.


end Results

:64%/540


end Goal

:65%/547



reaching goal.


Barrier


Strategy Active participation/motivation Encouragement, Parent Contact,

Literary Dolphin Program Teachers Observation

RC reports

Attendance Target students with excessive absences and reward with a Phinship

incentive when they reduce their

absences.

Teachers

Administration


SMART

2D. Percentage of

students in lowest 25%

making learning gains in

ELA.


end Results

: 55%/123


end Goal

:56%/145



reaching goal.


Barrier


Strategy

Reading Deficits DBQ’s

I-Ready Active Reading Strategies

Teacher Reports

Observation

Attendance Target students with excessive

absences and reward with a phinship

incentive when they reduce their absences.

Teachers

Administration


SMART


9

FSAA ELA

2E-2G. - Required for schools with students who are administered the 17-18 ELA FSAA.

2E. Percentage of students

demonstrating a

satisfactory level of

success (Level 3)

2017-18 FSAA ELA Year-

end Results

:57%


end Goal

:58%

2F. Percentage of students

demonstrating an above


success (Level 4)


end Results

:21%


end Goal

:22%

2G. Percentage of

students demonstrating

both satisfactory and

above satisfactory levels

of success (Levels 3 & 4)


end Results

:79%


end Goal

:80%


Barrier


Strategy

New population of students

with significant disabilities

and lack of communication

skills.

Small group

One-on-one

Modified Curriculum

Positive Reinforcement

Teacher Data Collection

Teacher Observation

Students

Proposed English/Language Arts Professional Development for 2018-19

Topic

Facilitator

Targeted Participants

Proposed Dates

PD Follow-up

Strategy

Person Responsible

Innovative Class PDC ELA Teachers Each Quarter Implementation

ELA and Reading Teachers

Administration

District In-services Literary Dept Language Arts &

Reading Teachers As they are offered Implementation

ELA and Reading Teachers

Administration


10

MATHEMATICS

Area 3: Mathematics (3A-3M)

3A-3B. - Required for grades K-8.

3A. Percentage scoring at or above level 3. 3B. Percentage scoring at or above level 4.


2017-18 Unify Math Test

C Year-end Results

(%/#):_____

2018-19 Renaissance

Math Test C Year-end

Goal

(%/#):____


2017-18 FSA Math Year-

end Results

:79%/568____


end Goal

:80%/576


2017-18 Unify Math Test

D Year-end Results

(%/#):_____

2018-19 Renaissance

Math Test C Year-end

Goal

(%/#):_____



end Results

:55%/398___


end Goal

:75%/540

Mathematics Specific Section


reaching goal.


Barrier


Strategy

Learning disabilities Differentiated instruction ESE/Core Teachers Renaissance/PMPs

Parental support Parental communication Teacher/Administration Homework

Home situations Relationship building Guidance Checklist

Gaps in prior knowledge Collaborate with peers Teacher/ESE Informal observation

3C-3D. - Required for elementary, middle and high schools.

3C. Percentage of all

students making learning

gains in math


end Results

:68%/440


end Goal

:70%/451

Mathematics-Specific Section


reaching goal.


Barrier


Strategy

Prior knowledge of basic

skills.

Review through bell work. Classroom Teachers Grading/Fluency

3D. Percentage of students

in lowest 25% making

learning gains in math


end Results

:56%/95


end Goal

:65%/110

Mathematics Specific Section


reaching goal.


Barrier


Strategy


skills.

Review through bell work. Classroom Teachers Grading/Fluency

Learning disabilities Differentiated instruction ESE/Core Teachers Renaissance/PMPs


11

FSAA Mathematics

3E-3G. - Required for schools with students who are administered the 17-18 Math FSAA.


demonstrating a


success (Level 3)

2017-18 FSAA Math

Year-end Results

:71%

2018-19 FSAA Math

Year-end Goal

:72%

3F. Percentage of students



success (Level 4)

2017-18 FSAA Math

Year-end Results

:14%

2018-19 FSAA Math

Year-end Goal

:14%

3G. Percentage of


both satisfactory and

above satisfactory levels

of success (Levels 3 & 4)

2017-18 FSAA Math

Year-end Results

:85%

2018-19 FSAA Math

Year-end Goal

:86%


Barrier


Strategy

New population of student

with more significant

disabilities and lack of

communication skills.

Small group

One-on-One

Modified Curriculum


Teachers Data Collection

Teacher Observation

Student Work

Algebra I EOC

3H-3I. - Required for schools who offer the course and administer the Algebra I EOC.

3H. Percentage scoring at

or above level 3

2017-18 Algebra I EOC

Results

:100%/209


Year-end Goal

:100%/169

3I. Percentage scoring at or

above level 4


Results

:95%/199


Year-end Goal

:95%/169

Algebra I-Specific Section


reaching goal.


Barrier


Strategy


skills.

Daily warm-ups and small

group instruction.

Teachers Fluency/ Grading/Modeling


12

FSAA Algebra I

3J-3L. - Required for schools with students who are administered the 2018-19 Algebra I FSAA.

3J. Percentage of students

demonstrating a


success (Level 3)

2017-18 FSAA Algebra I

Year-end Results

(%):_____


Year-end Goal

(%):_____

3K. Percentage of


an above satisfactory level

of success (Level 4)


Year-end Results

(%):_____


Year-end Goal

(%):_____

3L. Percentage of students

demonstrating both

satisfactory and above

satisfactory levels of

success (Levels 3 & 4)


Year-end Results

(%):_____


Year-end Goal

(%):_____


Barrier


Strategy

Geometry EOC

3M-3N. - Required for schools who offer the course and administer the Geometry EOC.

3M. Percentage scoring at

or above level 3

2017-18 Geometry EOC

Results

:80%/4


Year-end Goal

:100%/37

3N. Percentage scoring at

or above level 4


Results

:80%/4


Year-end Goal

:100%/37

Geometry-Specific Section


reaching goal.


Barrier


Strategy


skills.

Daily warm-ups and small

group instruction.

Teachers Fluency/ Grading/Modeling

Proposed Mathematics Professional Development for 2018-19

Topic

Facilitator


Proposed Dates

PD Follow-up

Strategy

Person Responsible

PLCs PLC

facilitator Math Department Once a month

Student Based

Activity

Teachers

District Math In-Services Baugus Math Department Once a year Student Based

Activity

Teacher


13

Science

Area 4: Science (4A-4G)

4B. - Required for grades 5 and 8.

4A. Percentage scoring at

or above level 3

2017-18 SSA Year-end

Results

:80%/265


Goal

:81%/268

4B. Percentage scoring at or

above level 4.


Results

:52%/170


Goal

:53%/175

Science-Specific Section


reaching goal.


Barrier


Strategy

Need practice in critical

thinking.

Imbedding critical thinking

throughout curriculum.

Teachers and administration Unify and informal

observations

Nature of science

proficiency

Imbedding critical thinking

and nature of science

throughout curriculum.

Teachers and administration Unify and informal

observation.

FSAA Science

4C-4E. - Required for schools with students in grades 5 and/or 8 who are administered the Science FSAA.

4C. Percentage of

students demonstrating a


success (Level 3)

2017-18 FSAA Science

Year-end Results

:67%


Year-end Goal

:68%

4D. Percentage of


an above satisfactory level

of success (Level 4)


Year-end Results

:0%


Year-end Goal

:1%


demonstrating both





Year-end Results

:67%


Year-end Goal

:68%


Barrier


Strategy





Small group

One-on-One

Modified Curriculum



Teacher Observation

Student Work

Proposed Science Professional Development for 2018-19

Topic

Facilitator


Proposed Dates

PD Follow-up

Strategy

Person Responsible

STEAM PLC PLC

Facilitator Science Dept. Once a month Class implementation

Teachers

District Workshops TBA Science Faculty TBA Class implementation Teachers

Administration


14

Area 5: Social Studies (5A-5D)

Florida Civics EOC

5A-5B. - Required for schools with grades 7 and 8.

5A. Percentage of students

scoring at or above level 3

2017-18 EOC Results

:85%/278

2018-19 EOC Year-end

Goal

: 86%/281

5B. Percentage of students

scoring at or above level 4

2017-18 EOC Results

:60%/197

2018-19 EOC Year-end Goal

: 61%/199

Civics-Specific Section


Barrier


Strategy

Reading Levels Accommodations Teachers Formal/Informal Scores on

Reading

Motivation Technology and Collaboration Teachers Assessments & Parent Contact

Low Test Scores Learning & DBQ Teachers Contact Parents, Informal and

Formal Observation

FSAA Civics EOC

5C.-5E. - Required for schools with students who are administered the 2018-19 Civics FSAA.

5C. Percentage of students

demonstrating a


success (Level 3)

2017-18 FSAA Civics

Year-end Results

:67%

2018-19 FSAA Civics

Year-end Goal

:67%

5D. Percentage of students



success (Level 4)

2017-18 FSAA Civics

Year-end Results

:33%

2018-19 FSAA Civics

Year-end Goal

:33%


demonstrating both




2017-18 FSAA Civics

Year-end Results

:100%

2018-19 FSAA Civics

Year-end Goal

:100%


Barrier


Strategy





Small group

One-on-One

Modified Curriculum



Teacher Observation

Student Work

Social Studies Professional Development for 2018-19

Topic

Facilitator


Proposed Dates

PD Follow-up

Strategy

Person Responsible

Writing Workshop Cornelius Teachers Fall 2018 Student writing

implementation

Teachers

Social Studies Collaborative

Meetings Freeman Teachers Monthly Lessons with students

Teachers

Social Studies


15

At-Risk

Area 6: At-Risk Section (6A-6F)

Students at Risk

6A. - Required for primary, elementary and middle schools.

Number of students with 3 or more At-Risk

Indicators as of August 2018

: 2.5%/25

List is to be maintained.

Number of students identified August 2018 promoted to

next grade

: 2.5%/25


Barrier


Strategy

Being able to readily

identify students

throughout the year who

may be at risk and in need

of educational and social

services.

Utilize SMART At-Risk

reports.

MTSS Meetings.

Attendance and Academic

Meetings

Administration/ MTSS

Guidance

Teachers

Administrative monitoring

MTSS meetings

SMART system

Attendance

6D. - Required for all schools.

2017-18 Number of

Students with Excessive

Late-to-School (15 or

more)

:17

2017-18 Number of

Students with Excessive

Absences (More than

10% absentee rate)

:64

2017-18 Attendance Rate

:96%

2018-19 Goal for Number

of Students with Excessive

Late-to-School (15 or

more)

:13

2018-19 Goal for Number

of Students with Excessive

Absences (More than

10% absentee rate)

:52

2018-19 Attendance Rate Goal

:97%


Barrier


Strategy

The cyclical nature of

illness during a school year.

Monitor attendance on a

regular basis and address

truancy concerns.

Require doctor notes for

10+ absences.

Administration

Attendance Clerk

Dean of Students

SMART Attendance

Contact and meet with

parents/students regarding

attendance.

Parental decisions that lead

to excessive absences.

Stress the importance with

students and parents about

school attendance.

Administration

Attendance Clerk

Dean of Students

SMART Attendance

Contact and meet with

parents/students regarding

attendance.


16

Suspension

6E. - Required for all schools.

2017-18 Total Number of

In–School Suspensions

:20

2017-18 Total Number

of Students Suspended

In-School

:20


Out-of-School Suspensions

:26


Students Suspended Out-

of- School

:19

2018-19 Goal - Total

Number of In-School

Suspensions

:15


Number of Students

Suspended In–School

:15


Number of Out-of-School

Suspensions

:20


Number of Students

Suspended Out-of-School

:10


Barrier


Strategy

The cyclical nature of

discipline in each year.

Implement a culture of

respect at school.

Proactive discipline

measures with students,

teachers, the dean,

guidance, and

administration to work

with at-risk students to

prevent more serious

discipline consequences.

Administration

Faculty

Discipline/teacher referrals

in SMART

PMPs

The lack of academic

motivation some students

display which results in

behavior issues for the

school.

Bi-weekly check-in

meetings with school

MTSS team to review

academic/behavior goals,

and celebrate successes.

Ripple Effects

Positive phone calls to

parents each week.

Administration

Guidance Dept.

Dean of Students

Discipline/teacher referrals

in SMART

PMPs

Phone logs

Family Engagement

6F. - Required for all schools. See Title I Parent Involvement Plan

2017-18 Volunteer Hours

: 4,000

2018-19 Volunteer Hour

Goal

: 4,500


Barrier


Strategy

School activities taking

place during the day when

parents are working.

Incorporating activities in

the evening so more

parents can be involved.

Include varied ways in

which parents can

volunteer.

Lynne Ratte’

Summer Bourland

Faculty

Administration

Sign- in logs

Telephone logs

Email correspondence


17

Proposed At-Risk Professional Development for 2018-19

Topic

Facilitator


Proposed Dates

PD Follow-up

Strategy

Person Responsible

MTSS Training Sharon Patrick MTSS Team Sept. 2018 MTSS Practices Guidance

Administration

Discipline Training Floyd Smith Deans and APs Aug. 2018 Discipline Procedures AP

Dean

Science, Technology, Engineering, Arts, and Mathematics

Area 7: Science, Technology, Engineering, and Mathematics (STEAM)

7A. - Required for all schools

7A. 2018-19 STEAM Goal narrative


Barrier


Strategy

Willingness to implement

STEAM/STEAM PLC

PLC collaborative

opportunity

Administration

STEAM Innovators

Participation

STEAM activities reflected

in teacher lesson plans

Knowledge of Resources STEAM Team In-Services

and outreach to teachers

STEAM Innovators

Administration

Participation

STEAM activities reflected

in teacher lesson plans

Proposed STEAM Professional Development for 2018-19

Topic

Facilitator


Proposed Dates

PD Follow-up

Strategy

Person Responsible

SOS Strategies STEAM

TEAM Faculty 2018-2019

Documentation from

interdisciplinary plans

that are planned and

implemented.

STEAM Team

Collaborative meetings to implement

STEAM lessons/project based

instruction.

STEAM

TEAM Faculty 2018-2019

Documentation from

interdisciplinary plans

that are planned and

implemented.

STEAM Team


18

Acceleration Success

Area 8: Advanced Coursework and/or Industry Certification

8A. Middle School Acceleration - Required for middle and combination schools. Percentage of students who

pass high school end of

course exams and industry

certifications.

2017-18 Acceleration

Success Rate

:70%

2018-19 Acceleration

Success Rate Goal

:75%


Barrier


Strategy

Loss of time for students to

work toward certification

during FSA testing.

Students preparedness to

take and pass certification

test.

Administration

Acceleration & Industry

Certification Teachers

To monitor progress of

students working in

advanced coursework and

industry certification.

8B. College and Career Acceleration - Required for high schools and combination schools.

8B. Percentage of graduates

who are eligible to earn

college credit through

passing Advanced

Placement, AP, IB or AICE

exams; passing dual

enrollment courses; or

earning industry

certification.

2017-18 College and

Career Acceleration

Success Rate

(%):_____

2018-19 College and

Career Acceleration

Success Rate Goal

(%):_____


Barrier


Strategy

Proposed Acceleration Success Professional Development for 2018-19

Topic

Facilitator


Proposed Dates

PD Follow-up

Strategy

Person Responsible

Industry Certification Coursework MicroSoft Kelsey Strickland March 2019 Obtain Certification Administration


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Florida State Statute Requirements

Area 9A. SB 850 Section- Required for schools with grades 6, 7 and/or 8.

Required Items Strategy to Implement Item Person Monitoring Strategy Method of Monitoring

Strategy

1. Provide interdisciplinary planning,

collaboration, and instruction

Professional Learning Communities

Faculty/Departmental/Grade Level

Meetings

County Meetings/Trainings

Administration

Professional Development

sign-in sheets

2. Insure the alignment of curriculum and

instructional materials to the state

academic standards

District-provided professional

development opportunities that will

assist teachers on how to efficiently

utilize curriculum mapping and

alignment strategies

District Office

Administration

Teachers

Classroom Observations

Administrative Oversight

Lesson Plans/Activities

3. Use of learning communities

Develop and utilization of school-

based professional learning

communities across academic

disciplines

Administration


sign-in sheets


Lesson Plans/Activities

4. Use of problem-solving, inquiry-driven

research and analytical approaches for

students.

District-provided professional

development opportunities that will

assist teachers on how to efficiently

utilize problem-solving, inquiry-

driven research and analytical

approaches for students

District Office

Administration

Teachers


sign-in sheets



5. Use of strategies and tools based on

student needs

Utilization of Progress Monitoring

reports, RtI/MTSS, and classroom

grades to identify students with the

greatest need for additional

academic assistance

District Office

Administration

Teachers



sign-in sheets


Unify Reports

6. Use of competency-based instruction;

integrated digital instruction; and project-

based instruction

Development of more student-

centered and cooperative learning in

support of the new Florida

Standards, geared toward

competency-based, digital-based,

and project-based instruction

Administration

Teachers



sign-in sheets


7. Use of integrated digital instruction; and

project-based instruction.




Standards, geared toward digital and

project-based instruction.

Administration

Teachers



sign-in sheets


8. Use of project-based instruction.




Standards

Administration

Teachers


Professional Learning

Communities


9. Insure availability of CAPE Digital Tool

certificates and CAPE industry

certifications.

Integrate courses into the Master

Schedule that will result in industry

certification and digital tool

certificates

District Office

Administration


sign-in sheets



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9B. Early Warning Systems The signing of HB 7069 eliminated the requirement that a school improvement plan include early warning system data,

however schools with any grade levels of K-8 are required to monitor students who are “off-track”. K-8 schools monitor

this group through the SMART System—See Part I. 3.G. MTSS section.

Every Student Succeeds Act (ESSA)

ESSA Highlights – For all schools The Every Student Succeeds Act was signed into law on December 10, 2015.

ESSA includes provisions that will help to ensure success for students and schools. The law:

• Advances equity by upholding critical protections for America's disadvantaged and high-need students.

• Requires—for the first time—that all students in America be taught to high academic standards that will prepare

them to succeed in college and careers.

• Ensures that vital information is provided to educators, families, students, and communities through annual

statewide assessments that measure students' progress toward those high standards.

• Helps to support and grow local innovations—including evidence-based and place-based interventions developed

by local leaders and educators.

• Sustains and expands this administration's historic investments in increasing access to high-quality pre-school.

• Maintains an expectation that there will be accountability and action to effect positive change in our lowest-

performing schools, where groups of students are not making progress, and where graduation rates are low over

extended periods of time.

This section will be completed based upon the State of Florida’s timelines.

Santa Rosa County District Schools · School Advisory Chair School Advisory Chair—Signature...

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