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8/10/2019 Middle School Reform Plan
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Introduction
In2011,attheannualconferencefortheAssociationforMiddleLevelEducation,SecretaryofEducationArnieDuncan
acknowledgedthatmiddlegradeshavenotreceivedtheattentionineducationthattheydeserveandindicatedthatthe
DepartmentofEducationintendstocorrectthathistoricoversight. SecretaryDuncanfurtherstatedthatthesubjectof
middlegradesreformisvitallyimportant,bothtoourchildrenandtothefuturesuccessofourcountry. Theneedfor
middleschoolimprovementisnodifferentinDuvalCountyPublicSchools(DCPS).
Itisclearthattraditionalmiddleschools,servingneighborhoodstudentsingrades68,arestrugglinginourdistrict. Thisis
clearlyevidencedbydeclinesinbothstudentenrollmentandachievement. Since20102011,enrollmentinmiddleschools
hasdroppedby7%from23,723to22,119. Duringthatsametimeperiod,readingproficiencyincreasedby1percentage
point,mathproficiencydecreasedby3percentagepoints,readinglearninggainsdecreasedby2percentagepointsand
math
learning
gains
increased
by
5
percentage
points
(see
Appendix
A
for
individual
school
data).
Parents
in
the
district
are
generallysatisfiedwithourelementaryandhighschoolprograms,buthavevoicedconcernswithourmiddleschools. Inan
efforttorespondtotherecentdeclinesinstudentachievementandenrollmentinourmiddleschools,thedistrictis
committedtomiddleschoolreform.
Thisreformeffortwillfocusonadditionalsupportforcollaborativeleadership,personalizedlearningenvironments,
marketing,teachersupportandprofessionaldevelopment,developmentalresponsiveness,andtheDevelopingtheWhole
Child.
COLLABORATIVE LEADERSHIP
Forthe20142015schoolyear,thedistricttwoprincipalsupervisorpositionstofocussupportandalignmentatthemiddleschool
level.These
structures
allow
the
Region
Superintendents
overseeing
middle
schools
to
focus
on
unique
facets
and
challenges
of
middleschools. Inordertocreateprofessionallearningcommunitiesamongmiddleschoolleaders,thedistrictwillallow
opportunitiesformiddleschoolleaderstomeetonamonthlybasistodiscussbestpractices,participateinprofessionalrounding,
andstrategicallydiscussproactivemethodsonhowtodevelopmiddleschoolsbudgetstoalignwithcurriculumofferingsand
studentneeds.
Historically,thestrongestsecondaryinstructionalleadershavebeenplacedinhighschoolswhichcreatesagapintheinstructiona
leadershipabilitybetweenmiddleandhighschools. Toreenergizetheexcitementaboutmiddleschoolandensurethatstudent
achievementincreases,17principalchanges(over60%ofmiddleschools)havebeenmadetoensurethateachschoolhasan
instructional,reformmindedleadertoignitethelearningprocessandrallythecommunityaroundeducation. Belowisachart
indicatingallmiddleschoolprincipalchangesthathavetakenplaceoverthepasttwoyears.
School
NewPrincipal Former
Placement Notes
ArlingtonMiddle YolandaSanders APatArlingtonMiddle
EugeneButlerBoys TruitMoreland APatWestsideHigh
EugeneButlerGirls TamaraWilliams PrincipalatPineForestElem
FortCarlineMiddle MayshaShelton APatTerryParkerHigh
HighlandsMiddle JackieSimmons PrincipalatGrandPark
JEBStuartMiddle SadieMilnerSmith PrincipalMattieV Rutherford
JeanRibaultMiddle AngelaMaxey PrincipalatSallyeMathisElementary
JeffersonDavisMiddle NidiaAshby VPatMiamiNorthwesternHSinDade
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LaVillaSchooloftheArts LiannaKnight APatDouglasAnderson
JohnE.FordK8 PaulaRenfro Ex.DirectorofElementary
JosephStilwellMiddle JasonBloom APatArlingtonMiddle
KernanMiddle JulieHemphill APatStantonPrep
LakeShoreMiddle ChrisBegley PrincipalatLorettoElementary
MatthewGilbert JamelleGoodwin APatMatthewGilbertMiddle Priorprincipalpromotedto
JacksonHighSchool
OceanwayMiddle AlexMarx APatBaldwinJr/SrHigh
SouthsideMiddle ZeinaSpaulding APatEnglewoodHigh
WestsideK8 BeverleyWalker Ex.DirectorofElementary Priorprincipalpromotedto
JacksonHighSchool
Thischangeinleadershipisduetotheneedtoselectprincipalswhounderstandteachingandlearning,usedatatomakeinformed
decisions,createandleadprofessionaldevelopment,provideongoingfeedbacktoteachersforpersonalandprofessionalgrowth
andhastheabilitytoengagemiddleschoolparents. Thisincludedpromotingfivehighperformingelementaryprincipals/leaders
andten
secondary
assistant
principals,
as
well
recruiting
proven
leaders
from
other
districts
to
work
in
our
middle
schools.
Tofurtherdevelopallschoolleaders,thedistrictpartneredwithTheNewTeacherProject(TNTP)andLastingerCentertoprovide
ongoingprofessionaldevelopment. Thesetrainingsdividedprincipalsbyschoollevel(Elementary,middleandsenior)inorderto
gomoreindepthregardingtheuniqueaspectsofeachschooltype. Thisinitiativekickedoffwithaweeklongsummerprincipal
institutewhereprincipalsworkedtogethertoplanfortheupcomingyear. DuringtheSummerInstitute,middleschoolprincipals
wereexposedto,andwillcontinuouslybetrainedon,howtouseessentiallookforswhichwillcoverallcorecontentclassrooms:
ExcellenceinK12SocialStudies,Excellencein612ScienceandMathematics,andExcellencein612EnglishLanguageArts
(AppendixB). Thedocumentshavebeencreatedtoallowprincipalsandassistantprincipalstheopportunitytocalibratetheirlens
astheyseektodiagnosisclassroomsandprovideteacherswithexplicitfeedbacktoimprovetheirpractice. Thelookforsprovide
leaderswithinourmiddleschoolswiththeopportunitytoobtainabetterunderstandingofqualityinstructionandtobecome
morefamiliarwiththeessentialelementsofeffectiveteachingandlearning. Thisincludesextensiveanddeeptrainingonthenew
standardsaswellashowtodetermineifteachersareimplementingthosestandardsinaneffectivemanner.
TheTNTPpartnershiphasbeenestablishedtoassistschoolleaderswithidentifyingcurrentstatusoftheirclimateandculture,
provideongoingjobembeddedprofessionaldevelopmentforprincipalandRegionSuperintendents,andcreateacommon
understandingofexcellentinstruction. ThedistricthasalsoformedapartnershipwiththeUniversityofFloridaLastingerCenter
tobuildleadershipcapacitybyprovidingongoingprofessionaldevelopmentontheInstructionalCoachingProcess. Allprincipals
meetingtherequirementswillreceivecertificationinInstructionalCoaching.
Principalswillalsoattendmonthlymeetingstodiscussrelevantdatapoints,newFloridastandards,participateinschoolbased
rounding,andworkwithcolleaguestodiscussexperiencesandbestpractices. Inthecontentofthisplan,theintentofthe
trainingistobuildthecapacityofmiddleschoolprincipalstogrowasinstructionalleaderswheretheirschoolsreflectacultureof
collaborationamongteachers,whereteachersreceiveregular,fair,meaningful,andconsistentfeedbackontheirpractice,and
wherestudentperformancedataisusedcontinuouslytoproblemsolvewithteacherstoraisestudentachievement.
Personalized School Environments
Priorto20142015,therewerefewschoolchoiceoptionsformiddleschoolstudents. Thisoftenledmiddleschoolstudentswho
didnotwanttoattendtheirhomeschooltoselectamagnetprogramorleavethedistrictforacharterorprivateschool.
Therefore,forthe20142015schoolyear,DCPShascreatedanumberofopportunitiesforalllearnersasSchoolChoicehastruly
becomeareality. Inordertocreateanidentityandthematicapproach,eachmiddleschoolhasselectedaschoolchoicetheme
thatisdirectlyalignedwiththeirfeederpatternHighSchoolandElementarySchoolaswellasanacceleratedprogramtoenhance
academiccourseoptions.Toensurecontinuityandverticalalignment,feederpatternmeetingswilltakeplacetoaligncourse
offerings. Thechartbelowindicatesthechoicethemesaswellasacceleratedprogramsofferedateachschool. Descriptionsof
theacceleratedprogramsareindicatedbelowthechart:
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School Theme AccelerationProgram
AlfredDuPontComputer
Applications
in
Business,
Dual
Language,
&
InformationCommunicationTechnologyPre
Early
College
Arlington InformationTechnology(EmbedDigitalTechnology) PreEarlyCollege
BaldwinMiddle Information&CommunicationTechnology AdvancedPlacementCapstone
EugeneButler SingleGenderLeadership Academy AVID
Fletcher InformationandCommunicationsTechnology GiftedandTalented
FtCaroline SeeAccelerationProgram MiddleYearsIB
Highlands Aviation/MilitaryScience PreAdvancedPlacement
JeanRibault InformationCommunicationTechnology EarlyHighSchool/PreEarlyCollege/AVID
JEBStuart Technology EarlyHighSchool/PreEarlyCollege
JeffersonDavis SeeAccelerationProgramCambridge
Secondary
I/Pre
Early
College/AVID
JohnE.Ford MontessoriandSpanishMontessori N/A
JosephStilwell Leadership&MilitaryAcademy N/A
Kernan
ComputerApplicationsinBusiness&ArtAcademy/
InformationandCommunicationsTechnology
PreEarlyCollege
LakeShore Technology MiddleYearsIB/PreEarlyCollege/ AVID
Landmark InformationCommunicationTechnology PreEarlyCollege/HonorsAcademy/ AVID
Mandarin InformationCommunicationTechnology AVID/HonorsAcademy
MatthewGilbert MiddleYearsExplorationwithTechnology PreEarlyCollege
Mayport CoastalScience AVID
Northwestern SeeAccelerationProgram Cambridge/AVID
Oceanway
AcademyofArts,AcademicAcceleration&
InformationCommunicationTechnology
PreAdvancedPlacement
Southside TechnologyStudies MiddleYearsIB/PreEarlyCollege
TwinLakes Information&CommunicationTechnology PreAPHonors/PreEarlyCollege
WestviewK8 EnvironmentalStudiesandCulinaryGardening N/A
LavillaSchoolofthe
Arts FineArtsDedicatedMagnet
N/A
JuliaLandon
CollegePreparatoryandLeadershipAcademy
DedicatedMagnet
N/A
James
Weldon
Johnson
Gifted
and
Academically
Talented
Dedicated
Magnet
N/A
KirbySmith STEMDedicatedMagnet N/A
PreIB,Cambridge,andPreAP/CapstoneareacceleratedprogramsthatpreparemiddleschoolstudentsforIB,AICE,andAP
coursesatthehighschoollevel. Theseprogramsincludeadvancedandhonorscoursesthatcontainsimilarcurriculumand
standardsthatstudentswillfacewhenenrollingintheprogramsatthehighschoollevel. Successfulcompletionofthesecourses
willresultinthestudentsreceivinghighschoolcreditsandprogramcontinuity/priorityadmittancetothefeederhighschool
programsuponsuccessfulattainmentoftheprerequisiterequirements.
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PreEarlyCollegeisanewprogramthatwillbeplacedatninemiddleschoolsforthe201516schoolyear.Thisprogramwilloffer
advancedstudentsanopportunitytoearnaminimumofthreehighschoolcreditsaswellasthreecollegecourseswhileinmiddle
school. Beginninginseventhgrade,studentswillparticipateinanadvancedreadingcoursethatwillpreparethemtotakethe
PostsecondaryEducationReadinessTest(PERT). UponpassingthePERTexam,studentswillbeenrolledinthecollegeStudentLifeSkills(SLS)courseasaneighthgraderandwillearnthreecollegecredits. Thisprogramwillbeavailabletostudentswhohave
achieveda2.5GPAandapassing(Level3)scoreontheFCAT.
Throughtheseacceleratedprograms,thedistrictwillalsoexploretheopportunityandbenefitofprovidingPSATTestingtomiddle
schoolsstudentsinpreparationforcollegeentranceexams. Thiswillalsoallowschoolstobegintodevelopacollegegoingculture
inasimilarfashiontotheculturethathasbeenestablishedinourseniorhighschools.
TwosignificantexamplesofourmiddleschoolreformplanincludethetransitionofButlerMiddleSchooltotwoSingleGender
LeadershipAcademiesandStilwellMiddleSchooltoaMilitaryLeadershipAcademy. Thesetransitionsweremadeinresponseto
bothButlerandStilwelldemonstratingasignificantdeclineinacademicachievementandenrollmentoverthepastseveralyears
andthecommunityscallforachangeatbothschools. Thesenewacademiesarebuiltonthepremiseofdevelopingfuture
leadersandprovidingstudentswithauniqueeducationalopportunity.
Withthelaunchoftheidentifiedprograms,middleschoolswillhavetheabilitytomarketandusetheirschoolchoicethemeto
providepathwaystolearningwiththeobjectiveofincreasingstudentenrollmentandoverallperformance. Supportforall
programswillbeprovidedthroughtheSchoolChoiceOfficewhichwillprovideongoingprofessionaldevelopmentalongwith
academicwalkthroughstoensurethateachprogramisactivewithintheschool.
Anothernewapproachthisyearwasinresponsetoresearchfromotherdistricts,includingMiamiDadeCountyandLongBranch,
CA,indicatingthatstudentswhoparticipateinsixthgradeattheelementaryschool,asopposedtotransitioningtomiddleschool,
demonstratehighertestscoresandreduceddisciplinaryactions. Asaresult,thedistrictispilotingtwoK6schoolsforthe2014
2015schoolyearatRutledgePearsonandPickettElementarySchools. Thedatafromthispilotprogramwillbeutilizedto
determineifthisamodelthatshouldbeexpandedin201516
Inaddition,todeepenthecommitmenttonewprogrammingatourmiddleschools,thedistrictwasawardedagrantthroughthe
FloridaDepartment
of
Education.
The
grant
will
establish
ahands
on
Pitsco
STEM
lab
in
each
of
the
Priority
For
Triple
D
Focus
middleschools. Thegrantwillprovidelabmaterials,equipment,andasciencecoachforeachschoolaswellasfundprofessional
developmentthroughPitscofortheteacher. Thisindividualwillteachthelabclassandserveasamasterteachertoassistother
scienceteachersinconductingclassroomlabs.TheschoolsincludedinthegrantarelistedbelowalongwithPitscoLabfocus.
Basedontheprogramfocus,studentswillselectcoursework(seeoptionsbelow)basedontheirindividualareaofinterest. Each
oftheschoolswillpromotetheirnewthemeaspartofSchoolChoiceExpoinanefforttorecaptureneighborhoodstudents.
School Pitsco STEM Curriculum Sample Program Coursework
Eugene Butler Engineering & Structures Engineering Bridges, Engineering Towers, Future Fuels, GreenMachines, Robots, Simple Machines, Alternative Energy,
Biotechnology, Forces, Material Science, Rocket ScienceSouthside Middle Engineering & Structures
Ft. Caroline Middle Sustainable Energies Going Green, Eco-Architecture, Future Fuels, Rocks and Resourc
Mission to Mars, Energy, Power and Mechanics, Sustainable
Agriculture
Highlands Middle Aerospace, Rocketry, & Aeronautics
Carbon Footprint, Future Fuels, Mission to Mars, Robots, Rocketand Space, Alternative Energy, Flight Technology, Forces, Rock
Science, Simple Machines, Weather
Jean Ribault Middle Aerospace, Rocketry, & Aeronautics
Jefferson Davis Middle Aerospace, Rocketry, & Aeronautics
Joseph Stilwell Middle Aerospace, Rocketry, & Aeronautics
Northwestern Middle Aerospace, Rocketry, & Aeronautics
Matthew Gilbert Middle STEM Career Pathways Electricity, Investigating Careers, Life Skills, Snack Nutrition,Video Production, Aquaculture, Flight Technology, Intelligent
Homes, Mobile Apps, Money Management, Robots
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MARKETING
Thedistrictwillbecreatinganumberofopportunitiestomarketacademicandnonacademicprograms. Todothis,theDiscover
Duvalinitiativewaslaunchedin201314allowingcommunitymembers,businesspartners,andotherstakeholderstheopportunitytovisitschoolsandobservethegreatthingsthataretakingplace,especiallyinthemiddleschoolconfiguration. The
scheduleforDiscoverDuvalvisitsfor201415isbelow.
DCPSwillcontinuetousetheSchoolChoiceExpoastheannualopportunityforourmiddleschoolstoshowcasetheirindividual
programsandprovideinsightonallofferingsthatwillsupportdevelopingthewholechildfromanemotional,social,academic,
andextracurricularstandpoint. Middleschoolswillalsomarkettheirschoolsandprogramsthroughschoolbasedtours.These
tourswillalloweverypotentialstudentandtheirparent/guardiantowalkclassroomsandtoobservestudentteacherinteraction,
currentcurriculumandinstructionalframework,meetwithadministration,anddiscussacademicofferings.
ThenewplanforMiddleSchoolReformhasalsobeenaddressedthroughpodcastsandlocalmediaaswellasthroughvarious
schoolbasedcommunitymeetings. Inordertomaximizestakeholderbuyin,multiplemeetingswereheldateachschool
undergoingatransitiontoensurethatcommunityvoiceswereheardandthatparents/guardiansandcommunitymembershad
theopportunity
to
ask
questions.
These
meetings
were
also
utilized
to
market
the
new
programs
in
hopes
of
recruiting
students
backtotheirhomeschooland/orpreventingthemfromleavingthedistrict.
School Date & Time
Westside Senior High School October 9th @ 8:30am
Eugene Butler Leadership Academies (Lunch and Learn) November 13th @ 11am
Wolfson High School December 3rd@ 9am
Stilwell Middle School December 15th @ 9am
North Shore Elementary January 14th @ 8:30am
Mt. Herman January 28th@
William M. Raines February 4th @ 9am
Englewood High February 11th@ 9am
R.V. Daniels Elementary February 18th @ 9am
Fort Caroline Middle School March 4th @ 8:30am
St. Clair Evans March 27th@ 9am
A. Philip Randolph April 1st@ 9am
Mayport Elementary School (Lunch and Learn) April 15th @ 11am
Ortega Elementary April 29th@ 9:00 am
Southside Middle School May 13th @ 9am
Lake Shore Middle May 20th@ 9am
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Duringthespringwhenparentsbegintomakedecisionsregardingtheirchildrensschool,thedistrictwillalsoinitiatecommunity
walkswithstakeholdersgoingdoortodoortorecruitstudentsanddiscussthebenefitsofpubliceducation. Thesewalkswill
targetparentswhohaveoptedoutoftheneighborhoodschoolsinthehopesofsharingthenewlydevelopedprogramsand
encouragingthemtoparticipateinschooltoursandpossiblyreenrolltheirchildreninadistrictschool. AspartoftheoverallMarketingcampaignfortheupcomingyear,thedistrictwillalsocelebrateNationalEducationWeekinanefforttosharepositive
outcomesandsuccessstoriesthroughoutourschools.
Tofurthermarketprogramcontinuityamongfeederpatterns,thedistrictwillbegintheprocessofaligningschoolmascotsand
colorsamongelementary,middle,andhighschools. Thiswillallowstudentstoviewthemselvesasapartofaparticularfeeder
patternthroughouttheireducationandlookforwardtotheirhighschoolyearsasapartofafamilyinwhichtheyhavebeen
raised.
Teacher Support and Professional Development
Forthe201415schoolyear,theFloridaDepartmentofEducation(FDOE)adoptedtheFloridaStandardsforEnglish/LanguageArt
andMathematics.
This
adoption
significantly
affects
the
content
that
must
be
taught
to
students.
As
aresult,
the
district
will
provideimmediatesupporttoteachersastheybecomemorefamiliarwiththenewCurriculumGuidesthataredirectlylinkedto
thenewFloridaStandards. TheMiddleSchoolRegionwillhaveadesignatedDirectorforbothReading,Mathematics,andScience
andateamofcontentbasedspecialistswillbestrategicallyassignedtoschoolstoprovideteacherswithongoingsupport.All
middleschoolswillalsobeprovidedaReadingCoachandschoolswithalowmathproficiencywillreceiveamathcoach. Coaches
willfacilitateweeklycommonplanning,whichwasnegotiatedwiththeunion,toprovidejobembeddedprofessional
developmentandbuildcapacitythroughlessonstudy,peerobservation,anddataanalysis.
Reading:
ThedangerofunderperforminginreadingcanbefoundinwhattheCommonCoreresearchersidentified:beingabletoread
complextextindependentlyandproficientlyisessentialforhighachievementincollegeandtheworkplaceandimportantin
numerouslifetasks.Moreover,currenttrendssuggestthatifstudentscannotreadchallengingtextswithunderstandingifthey
havenot
developed
the
skill,
concentration,
and
stamina
to
read
such
textsthey
will
read
less
in
general.
In
particular,
if
studentscannotreadcomplexexpositorytexttogaininformation,theywilllikelyturntotextfreeortextlightsources,suchas
video,podcasts,andtweets.Thesesources,whilenotwithoutvalue,cannotcapturethenuance,subtlety,depth,orbreadthof
ideasdevelopedthroughcomplextext.AsAdams(2009)oftenstates,Theremayonedaybemodesandmethodsofinformation
deliverythatareasefficientandpowerfulastext,butfornowthereisnocontest.
Thedevelopmentandimplementationofthenew,andmorealigned,CurriculumGuideAssessments(CGAs)ensuresthatcoaches
andteacherswillbeabletoutilizedatatodirectlyimpactchangestodailyinstruction.Arecentdistrictcomparisonshoweda
strongcorrelationbetweentheReading/ELACGAsingrades68and201314FCATresults. Throughcenterbasedrotationsand
exposuretocriticalreads(novelstudies),studentswereexposedtocriticalreadsandaffordedtheopportunitytoparticipatein
Socraticseminars. Thispracticewillcontinueforthe201415schoolyear,requiringstudentstocriticallylisten,think,speak,and
demonstrateunderstanding.
Withthe
impending
change
to
the
Language
Arts
Florida
Standards
(LAFS),
teachers
in
middle
schools
will
utilize
novel
based
instructionandshiftawayfromanthologybasedinstruction.Novelbasedinstructionwillallowteachersandstudentstowrestle
withmorecomplextextsandthemesthatweremorecloselyalignedtothenewLexilestretchbandsandtheknowledgedemands
ofthenewLAFS.Middleschoolreadersoftenlackbackgroundknowledgetoaccesstextsinothercontentareas.Therefore,the
novelsthatwereinfusedintothecurriculumincludedcrosscurriculartopicsandexpresseddiversitymoreindepththanthe
traditionalanthologybasedtextbooksthatwerenotcurrentlyalignedwiththenewLAFS.Byutilizingnovels,teacherswillbeable
toinfuseinformationaltextduringwholegroupandsmallgroupstationstoenhancestudentsconnectionsoftexttoself,textto
text,andtexttoworld.
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Smallgroupinstructionwillbedifferentiatedtomeettheindividualneedsofstudentsthroughateacherdirectedgroup,an
independentreadinggroup,andablendedlearninggroup.Ongoingteachertraininghastakenplace,andwillcontinuetotake
place,ontheeffectiveuseofdifferentiatedinstructioninallclassrooms. Theteacherdirectedgroupwillfocusonskilldeficitsas
identifiedthrough
the
individual
administration
of
the
Diagnostic
Assessment
of
Reading
(DAR).
The
teacher
provides
data
driven
instructionbasedonDARAssessmentdatausingTrialTeachingStrategies(TTS)withthewholegroupanchortextorthestretch
articlefromAchieve3000.Theteachermodelsthereadingandthinkingprocessaloudandwalksstudentsthroughhowheorshe
processesthetext.Theteacherdrawsstudentsattentiontounfamiliarvocabularytermsandtheirmeaningsprovidingimmediate
andexplicitfeedback.Thisportionoftheinstructionalblocktoconductdatachatsand/orindependentreadingconferences.
Duringsmallgroupindependentreading,studentsreadandcompletethestrategymodeledduringwholegroupintheir
interactivejournal(everyfifthday,teacherwillconferencewithstudentsduringtheTeacherDirectedrotationtodetermineif
studentsarecomprehendingtheselfselectednovel). TeachersmayincorporateLiteratureCirclestopromotestudent
accountabilitytalkandreadingforinformationwhileactivelyengagingstudents.StudentswillbeassignedanactivityinAchieve
3000tocompleteatminimumthearticleandtheactivity(atleastoneperweek)duringtheblendedlearningsmallgroup.
SRACorrectiveisusedforstudentswhereafluencyprobedeterminestheneedforacorrectiveprogram. In201314,theprogram
wasutilized
in
middle
schools
with
less
than
desirable
results.
One
of
the
major
concerns
last
year
was
the
effective
implementationoftheSRAProgramwhichrequiresonefullperiodeveryday. Unfortunately,dailyfrequencydidnotoccurin
201314duetolimitationswhichpreventeddoubleblockscheduling(and/orcohortedscheduling)inthemiddleschools.Oneof
themostsubstantialreasonsfortheselimitationswasthelackofteacherswhowereeligibletoteachIntensiveReading,which
wasaddressedinthesummerof2014throughtheTeachersAcademyforReading. Themiddleschoolreadingschedulewas
modifiedfor201415toensurethatstudentsreceiveSRAinstructiononadailybasis.
DistrictspecialistswillsupportReadingandWritingtoensurethattheschoolbasedliteracycoachesanddistrictframeworksare
supported. Specialistswillcontinuetosupporttheshiftinwayofworkforthemiddleschoolliteracycoachesbyprovidingone
ononemodelingofcoachingcyclesduringthefirstnineweeksoftheschoolyear.Eachspecialistinmiddleschoolwillmodeland
coachtheschoolbasedcoachesonthenewwayofworkthroughobserving,debriefing,modeling,andplanningwithteachers
utilizingthedistrictprovidedFeedbackForm(seeAppendixC,FeedbackForms).
Schoolbased
literacy
coaches
will
attend
Monthly
Coaching
Meetings
(see
Appendix
D,
Monthly
Schedule
of
Coach
Meetings)
wherespecialistswillworkcollectivelywithcoachesonthedifferentcomponentsofCognitiveCoaching,dataanalysis,and
InstructionalRoundingatthevarioushostsites.InstructionalRoundingwillbeledbyspecialistsandprovidetheschoolbased
literacycoacheswiththeopportunitytoobserveanddebriefwiththespecialistsinasmallgrouptoenhancetheuseofnon
evaluativelanguageandcoachingdialoguetoroleplaynextstepsinthecoachingcycle.Thisprocesswillidentifyobservational
patterns,andwhenaggregatedandcloselyanalyzed,shouldinformcommonplanningsessionsandprofessionaldevelopment
topicstospecificallyaddresstheneedsofclassroomteachers.(seeAppendixE:MCMEvaluationForms)
Realizingthatliteracyisthecoreofinstructionandacademicsuccess,middleschools,aswellasallschoolsthroughoutthedistrict
willcontinuetoemphasizeandincorporateliteracyacrossthecurriculum. Thisisparticularlyimportantinthemiddleschools
wherestudentsareonlyexposedtoreadingand/orlanguageartsforoneperiodperdayunlesstheyarebelowgradeleveland
enrolledinanenrichmentcourse. Thiswilltakeplacethroughtheuseofliteracystrategiesinsocialstudies,science,andall
electivecourses. Readingcoacheswillsharereadingstrategiesincommonplanningacrossallsubjectareasaswellasduring
facultymeetingsandearlyreleasedays. Inaddition,Achieve3000passageswillbeemphasizedineachcontentareatosupport
literacyinallcourses.
Mathematics:
Inordertoaddressthedeclinesindicatedinthemiddleschoolmathdatabelow,thedistricthastakenseveralstepstorevise
mathcurriculuminmiddleschools. ThisincludedanewtextbookadoptionthroughPearsonDigitswhichincludedablended
learningcomponentforallstudents. Thistextbookisalignedtothenewstandardsandassessment. Inaddition,studentswhoare
significantlybelowgradelevelareplacedinaMathEnrichmentcourse,inadditiontotheirregularmathcourse. Thisclassutilizes
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theCarnegiecurriculum,alsoinablendedlearningmodel. Schoolswithalowmathproficiencyhavebeenallocatedamathcoach
toworkwithteachersduringcommonplanningandbuildtheircapacitytoteachthenewstandardsandschoolsreceivesupport
fromdistrictspecialiststhroughouttheyear.AnotherfactorthataffectedthemathscoreswastheimproperplacementofLevel3
middleschool
students
in
Algebra
I.
Thesestudents
were
not
prepared
for
the
rigor
of
ahigh
school
math
class
and
did
not
performwellontheAlgebraEOC. Inresponsetothatdata,thedistrictchangedthemasterscheduleguidelinesplacingonly
studentswhoscoredaLevel4or5onthe7thgradeFCATinAlgebraI.
Science:
Whenreviewingpriordatamiddleschoolsciencehassignificantlyincreasedasindicatedbythedatabelow. Factorscontributing
tothe
academic
success
in
science
included
the
Middle
School
Science
Department
incorporating
student
interactive
notebooks
thatrequiredstudentstocaptureimportantfindingsandrecordtheirthoughtsfromthecurrentlessonandactivityinwhichthey
wereinvolvedaswellasthesurgeofinquirybasedlearningactivitiesembeddedintotheCurriculumGuides. Onaweeklybasis,
studentswereexposedtoalignedinvestigationsthatallowedthemtoconducthandsonlabstoincreasetheconceptual
understandingofthecontentbeingtaught.Tofurtheremphasizetheimportanceofscienceandprojectbasedlearning,the
districtwillworktoexpandsciencefairparticipationamongmiddleschoolstudents.
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TheongoingsupportfromDistrictstaffissupplementedwiththeopportunityformiddleschoolcontentbasedinstructorsto
attendandparticipateincommonplanningsessions (seeAppendixF,CommonPlanningAgendas). Thesesessionswillallow
teacherstoworkcollectivelytonavigateandunwrapthenewFloridaStandards. Commonplanningwillalsoallowteachersto
participatein
coaching
cycles,
lesson
studies,
and
professional
rounding
to
identify
strategies
on
how
to
deliver
effective
lessons
andimprovestudentachievement. Duringthistime,teacherswillbeabletodiscusstheimplementationandusageofthenew
blendedlearningplatformsthatwillallowthemtoacademically tracktheskilllevelandgradelevelproficiencyofeverystudent.
BlendedLearningandTechnology:
Inordertosupplementcoreinstruction,middleschoolswillusethefollowingblendedlearningplatformsin201415:
ContentArea BlendedLearningResource
Reading Achieve3000(StandardsBased)
Writing WritetoLearn(Levelset)
Math DIGITS&Carnegie
Science Gizmos
Inordertoensurethatmiddleschoolstudentshadaccesstothetechnologytoimplementtheseblendedlearningprogramsand
toprovideteacherswithallofthenecessarytoolsforteaching,thedistrictappliedfor,andwasawarded,a$50millionQualified
ZoneAcademyBond(QZAB). ThefocalpointoftheQZABIIbondismiddleschoolsandwillallowforallmiddleschoolstobefully
wirelessbytheendofthe201415schoolyear. Inaddition,allcoremiddleschoolteacherswillreceivealaptopcart(1:1or2:1
device
ratio
in
all
middle
schools),
an
interactive
teacher
bundle
including
an
AV
cart,
interactive
white
board,
document
camera,
audiosystem,andstudentresponseclickers)byJune2015. Thesetoolswillexpandtheuseofblendedlearningandallowfora
moreengagingacademicexperienceinallclasses.
Teachershavebeen,andwillcontinuetobe,trainedintheuseoftheseblendedlearningprogramsaswellastheuseofthedata
derivedfromtheweeklymonitoringofstudentprogress. Fromthesereports,teacherswillbeabletodifferentiateinstructionin
boththetraditionalclassroomsettingaswellasthroughblendedlearningmodules. Ongoingprogressmonitoringassessments
throughtheseprogramsprovidesteacherswithadditionaldatatomakeinformedinstructionaldecisions.
DEVELOPMENTAL RESPONSIVENESS
Middlegradesareatimewherestudentsbegintoidentifywhotheyareacademically alongwithbehaviorally. Inthemiddle
schoolsetting
we
begin
to
see
our
students
emerge
into
young
adults
and
at
the
same
time,
see
them
try
to
maneuver
in
avery
adultcentricworldwithoutthewisdomandcopingmechanismsthatcomewithageandexperience. Aseducators,oneofour
prioritiesmustbetoestablishasafeandhealthyenvironmentforthisexperiencetounfold.Ourcommitmenttodevelopingthe
wholechildismanifestedinpartthroughthewayinwhichwearereformingourapproachtosafetyanddiscipline. Throughthe
platformofpositivebehaviorsupportsandaprogressivedisciplineplan,weshiftthefocusfrompunishingthebehaviorto
meetingtheneedsofthechild.
ToassistwithreformingbehaviorseachmiddleschoolwasallocatedaDeanofDisciplinetoworkwithallstudentsandcreatea
culturewhererespectandacademicownershipbecomesthenorm. InSchoolSuspensionTeachersandSchoolResourcesOfficers
havealsobeenfundedateverymiddleschooltoprovideanadditionallayerofsupportandactasstudentadvocatesoncampus.
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ThedistricthashiredanExecutiveDirectorofStudentDisciplineandSupportServicestoleadthedistrictbysupportingDeansand
ISSPInstructors,alongwiththeentirefaculty,increatingathrivingstudentculture. Thisindividualisalsoresponsiblefortraining
staffmemberstocreateaPositiveBehaviorSupportPlanforeachschool.
PositiveBehaviorSupports(PBS)inanacademicsettingprovideanewandmoreproactivewayforadultstoconsiderbehavior. B
usingevidencebasedpracticesthatfocusonincreasingsafetyandestablishingpositiveschoolcultures,PBScanincrease
academicandsocial/emotionaloutcomesforallstudents,andresultinlearningenvironmentsthatpromotecriticalthinkingand
engagedstudents. In20142015schoolyear,everyschoolwillcreateaPositiveBehaviorInterventionSupportsPlan(PBIS). The
overallemphasisofestablishingaPBISPlanistofocusonaninstructionalandinclusionaryapproachtodiscipline,asopposedto
reinforcingexclusionarydisciplinarypractices.Tothisend,everyschoolwillembracethefollowingkeyelements:
Establishapositivebehaviorsupportplanthatisalignedwithexpectedacademicandbehavioraloutcomes.
Recognizestudentsforexhibitingdesiredbehaviorsandforimprovementofdesiredoutcomes.
Establishclassroommanagementplansthatservetoaddresstheneedsofthewholechild.
Establishasystemwhereminimallyintrusiveeventsaremanagedattheclassroomlevelthroughcounselingwiththe
student
and
parent.
OnetoolthatthedistrictwillutilizeinitsPBSeffortisrestorativejustice,focusingonskilldevelopment,emotionalawareness,and
relationshipbuildingtocombattheotherwisedisconnectednatureof21stCenturyhyperconnectedsociety. TheCodeof
StudentConduct(COC)hasbeenrevisedtoinstillapreventativeemphasissothatproblembehaviorsremainrelativelyminorand
arelesslikelytobecomesignificantlyproblematic. Theseminorinfractionsarehandledthroughparentandstudentconferencing
counseling,andrestorativejusticeinordertominimizesuspensionsandprovideneededguidanceandsupporttostudents.
StudentswereactivelytrainedonthenewCOCinordertoensurethattheyunderstoodtheexpectationsof,aswellasthe
repercussionsfor,theirbehavior.
Byinstitutingamentalhealthfirstaidmodel,classroomteacherscanrecognizeearlywarningsignsofclinicalpathologyandget
studentsthehelptheyneedonsiteorasquicklyaspossiblefromcommunitypartners. Theseproactiveandstudentfocused
approacheschangeschoolclimatesandimprovethesafetyandoutcomesforeveryoneinvolvedespeciallythoseinmiddle
school.
Teacherswill
also
be
provided
cultural
sensitivity
training
through
Ruby
Paynes
work
and
this
will
be
incorporated
in
the
mentalhealthtraining.
ThisyearDCPSistherecipientofFloridaAWAREandDuvalAWAREwhichareFederalgrantswhichallowthedistricttobuild
awarenessofmentalhealthindicatorsandmakeconnectionsfortherapeuticinterventions. Thedistrictwillfocusonproviding
middleschoolstaffwithintentionaltrainingonrecognizingsignsofmentalhealth. Middleschoolisoftenaplacewherestudent
behaviorsarecharacterizedbydevelopmentimmaturityandnotoptionconnectedtomentalhealthneeds. Thesegrantswill
allowustotrainteachersinmentalhealthissuesinorderidentifystudentsinneedofreceivingservices.
Inaddition,STRIVE:SystemicTieredResponsiveInterventionsValidatedbyEvidence,willbeimplemented,whichisamultitiered
behavioralframeworktoimproveschoolclimatebyreinforcingmultitieredsystemsofsupportinour5highestneedmiddle
schoolsovera5yearperiod(EugeneButler,JohnE.Ford,MatthewGilbert,Northwestern,andRibaultMiddleSchool).
STRIVE
project
activities
will
include
providing
middle
school
staff
with
professional
development
on
classroom
management,
positivebehaviorsupport,andculturalcompetencytraining. Inaddition,thedistricthasanopportunitytoalignthisworkwith
theChartrandFoundationthroughitsSystemsofCareschoolbehavioralhealth,proofofconceptmodel. Thisprogramisdesigned
toincreasementalhealthserviceaccessforstudentsbyhavingprovidersbeschoolbased. TheSTRIVEandAWAREgrants,aswel
astheSystemsofCaremodel,willworktointegrateandenhanceclassroombehaviormanagementandappropriatemental
healthreferralsforstudentsinneed. Thedistrictwillbeabletoleverageexistingstaffcoupledwithnewlyhiredgrantstaffto
supportPBSstructuresdistrictwide.
Fromahistoricalperspective,in201213,70%ofstudentsreferredfordisciplinewithinourtargetschoolsreceivedanactionof
suspension,incomparisontotheaveragerateof54%atthedistrict'sotherschools. Datafromthesameperiodalsoindicates
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thatdisproportionaldisciplinaryactionmayoccurwithinourtargetschools. Thefollowingtableshowsthepercentageofstudent
subjecttodisciplinaryactionwithincertainsubgroupswasincongruentwiththedemographiccompositionoftheDuval
TransformationRegion.
DisproportionalDisciplinaryInvolvementwithintheTransformationRegion
201213 White Black Hispanic Asian Indian Multi SWD ELL FLR
Demographi
cs10% 84% 3% 1%
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Ribault Band
Chorus
Chinese
Arlington Chorus Spanish
JeffDavis Band
Chorus
Spanish
Stilwell Band Spanish
FortCaroline Band Spanish
Highlands Band
Chorus
Spanish
TwinLakes Band
Chorus
Spanish
Mayport Band Spanish
Landmark Band
Chorus
Spanish
Mandarin
BandChorus
Chinese
LaVillaSOTA Band
Chorus
Piano
Strings
Guitar
N/A
Kernan Band Spanish
WestviewK8 Art
Music
Spanish
Middleschoolswillbeprovidedwithanadditionallayerofsupportthatpermitschoolstoidentifynurturinggroupswherestudent
advocatescan
work
with
students
based
on
individual
needs
and
relevant
data
sets.
Early
warning
indicators
will
be
used
so
that
TeamUp,AchieversforLife,andCityYearpersonnelwillbeabletoidentifystudentswhohavesimilarconcernsfromabehaviora
attendance,andacademicstandpointandthenprovidetheneededsupport. Theseoutsidepartnersprovidementoring
opportunitiesaswellasacademicinterventionstofullysupporttheneedsofthestudentstheyareworkingwith. Thedistrictwill
continuetoreviewopportunitiestoexpandthepoolofmentorstoserveourmiddleschoolstudents. Thedistrictwillalsoreview
theformatofProjectBreakthroughinAtlantatodetermineifasimilarprogramcanbeimplementedinJacksonville. Thisunique
programisgroundedinthephilosophyofstudentsteachingstudentsandhaswitnessedtremendoussuccessintermsof
graduationandcollegeacceptanceratesamongparticipants. Thedistricthasimplementedasimilarprogramthisyear,withTeen
Trendsetters,atselectelementaryandhighschools,andwilllooktoexpandtoasimilarmodelinmiddleschools.
AnotherresourceformiddleschoolstudentswillcomefromDistrictpersonnelservingasmentors. In201415,DistrictStaffwill
againparticipateintheJuniorAchievementprogramandalsohavetheopportunitytobecomestudentmentorstomiddleschool
students. Thisnewmentoringprogramwillrequiredistrictemployeestomeetwiththeirmenteesatleastonceamonthto
provideon
going
academic
support
and
mentoring.
Below
please
find
achart
indicating
after
school
and
mentoring
programs
offeredateachmiddleschool:
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NameCityYear
Achievers
For
Life
TeamU
p5-day
TeamU
p2-day
FullService
Schools
BigBrothers&
BigSister
s
NavySouth
Region
Command
Pearlsof
Perfection
RiverReg
ion
Girlsonthe
Run
ALFREDI.DUPONTMIDDLE x
ARLINGTONMIDDLE
SCHOOLx x x
DARNELLCOOKMAN
DUNCANU.FLETCHER
MIDDLEx x
EUGENEJ.BUTLERMIDDLE x x x x
FORTCAROLINE
MIDDLE
x
x x HIGHLANDSMIDDLE
SCHOOLx x x x
J.E.B.STUARTMIDDLE x x x x x
JAMESW.JOHNSON
MIDDLE
JEANRIBAULTMIDDLE x x x X x
JEFFERSONDAVISMIDDLE x x
JOHNE.FORDK8SCHOOLx
JOSEPHSTILWELLMIDDLEx x x X
KERNANMIDDLE
SCHOOL
x x
KIRBYSMITHMIDDLE
SCHOOL
LAKESHOREMIDDLE
SCHOOLx x
LANDMARKMIDDLE
SCHOOLx x
LANDONMIDDLESCHOOL
LAVILLAMIDDLESCHOOL
MANDARINMIDDLE
SCHOOLx
MATTHEWGILBERTMIDDLE x x x x x
MAYPORTMIDDLE
SCHOOL
x x x
NORTHWESTERNMIDDLE x x x x
OCEANWAYSCHOOL x
SOUTHSIDEMIDDLE
SCHOOLx x
TWINLAKESMIDDLE x x x
WESTVIEWK8 x
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Thereisnodoubttheoneofthemostdifficulttransitionsastudentmakesisfromelementaryschooltomiddleschool. Inorder
toeasethattransition,allmiddleschoolsofferanorientationsessionpriortothefirstdayofschoolwherestudentscantourthe
building,receiveacopyoftheirschedule,meettheirteachers,learnaboutschoolpoliciesandprocedures,askquestions,and
familiarizethemselves
with
their
new
school.
In
addition,
for
the
past
two
years,
DCPS
has
offered
aSOS
Transition
Course
for
all
incoming6thgradestudentsthatwasdesignedtocreateapositiveimpacttostudentlearningfromanemotional,social,and
academicperspective. TheSOSTransitioncurriculumisfoundedon,anddrivenby,sixcorevalues:commitmenttolearning,
positiveidentity,socialcompetence,positivevalues,empowerment,andsupport.TheTransitionbenchmarksarebroughttolife
throughtheuseofhighinteresttextsandnovelswithaccompanyinggroupdiscussionsandpersonalreflections.Inaddition,the
courseaddressescharactereducationthroughtheuseofmultimedia,criticalthinkingactivities,collaborativeprojects,aswellas
roleplaysandscenarioswhicharerelevanttomiddleschoolstudents.Throughthiscourse,studentsdeveloprefusalstrategies
andcopingmechanisms,establishpersonalboundaries,andlearntosetandmonitortheirprogresstowardsspecificacademic
andpersonalgoals.Thisclassfocusesoneffectivecommunicationstrategiesaswellasstrategiestoresolveconflictnonviolently,
andstudentshavetheopportunitytonotonlypractice,butalsoreceivefeedbackontheirimplementationofthesestrategies.
ThroughtheSOSTransitionclass,studentsgaininsightintothepowerofselfleadership,theimportanceofpersonal
responsibility,andthevalueofseekingtounderstandtheperspectivesandexperiencesofothers. Desiredoutcomesforthe
courseinclude
students
developing
abetter
understanding
of
themselves,
their
goals,
their
relationships,
and
their
choices,
as
wellastheskillstheyneedtonavigatesuccessfullythroughchallengestheyfaceinschoolandbeyond.
Inordertominimizethenumberofstudentsthatareretainedatthemiddleschoollevel,thedistrictofferssummerschoolcourse
opportunitiesforeighthgradersneedingonlyoneortwocoursesforpromotiontohighschool. Studentsfailingoneortwo
coursesinsixthorseventhgradewillbeaffordedtheopportunitytoretakethecourse(s)duringtheregularschooldaythe
followingyearwhilealsotakingthecoursesneededforthenextgradelevel. Byaffordingstudentsthisopportunity,middleschoo
retentionrateswilldeclineandfeweroveragestudentswillenterninthgrade.
AlthoughthetopicscoveredinSOSTransitiontranscendanyparticularsubsetofstudents,thecourseiscurrentlyofferedat11
TitleImiddleschoolsinDuvalCountyincludingthefollowing:
ArlingtonMiddleSchool EugeneButlerAcademyforLeadership
DuPontMiddle
School
Matthew Gilbert
Middle
School
HighlandsMiddleSchool JeffersonDavisMiddleSchool
JohnE.FordK8 LakeShoreMiddleSchool
NorthwesternMiddleSchool JeanRibaultMiddleSchool
JebStuartMiddleSchool
Duringthefirstyearofimplementation,studentsurveydataindicatedthatstudentswhoparticipatedinthecourse
experiencedapositiveeffectontheiracademicandsocialhealthascomparedtosurveydataforstudentswhodidnot
participateinthecourse.
Inresponsetoparentandstudentfeedback,themiddleschoolsportsprogramhasbeenexpandedtoallowsixthgradersto
participateinallathleticprogramsbeginninginthe201415schoolyear. Wewillreviewtheopportunitytoincreaseparticipation
inintramural
sports
to
provide
additional
athletic
opportunities
to
students
who
may
choose
to
participate
in
athletics
in
aless
competitivesetting. Theavailabilityofstudentinterestandleadershipclubswillalsobereviewedtoexpandtheseopportunities
tointerestedstudents. Activitybusseshavealsobeenprovidedtoallschoolsinordertoallowstudents,whootherwisewouldno
havetransportationhome,toparticipateinafterschoolsactivities,club,and/ormentoringproblems.
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Targets
Dueto
the
change
in
standards
and
assessments,
traditional
targets
will
not
be
set
for
the
2014
15
school
year
in
Reading
or
Math. Rather,thisyearwillbeusedasabaselinetodeterminefuturetargets. Thedistrictwillreviewitsownperformance,
anditsperformanceinrelationtothelarge7districts,andsetfuturetargets.
StrategicPlantargetsfor201415inReadingwillbesetbyindicatingagrowthtargetontheiReady(gradesK3)andAchieve
3000(grades411)posttestascomparedtothebaselineandpre/posttestgrowthinmathematicsiniReady(finaltargets
pendingBoardapprovalforgradesK5). Asthereisnoexpectedchangeinthe8thgradeSciencetest,theStrategicPlantarget
forthisareawillbe50%,whichisa3percentagepointincreaseandwouldexceedthestateaveragein2014.
Additionally,enrollmentatthemiddleschoollevelwillremainconsistentorincrease,despitetheincreaseincharterschool
enrollment. Indoorandoutdoorsuspensionrateswilldecreaseby5%atthemiddleschoollevel,attendancewillincrease,and
Level3and4CodeofConductViolationswilldecreaseby5%. Teacherandstudentsurveydatawillindicateanincreased
satisfactionwiththeoverallschoolclimateascomparedtopreviousyears.
Budget
Description Cost
City Year ~$400,000Achievers for Life $500,000Team Up $250,000District Personnel ~ $500,000Blended Learning Programs ~$2,000,000
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AppendixC
2:07-2:19Independent PracticeTransition
Feedback Form
Teacher McIntosh Coach Marion
Based on our collaboration, we will work together on __________________. The lesson thatwill be modeled or observed will focus on . You will
complete this form during a modeled lesson, and I will complete it during your lesson forobservation. We will use the form to guide our discussion during our debriefing. We will meet
for a debriefing on .
What is the teacher doing? What are the students doing?Circulating and checking student work. Revising DTW based on revised prewriting plan.
What questions do you have about the lesson or students? What was planned for students who remained with you after transition?
What support techniques do students use on their own when writing
independently?
What writing deficits and strengths do students currently display?
How will you support student needs prior to testing?
Follow up:
Reading coach will debrief with teacher during next planning.
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AppendixD
AppendixE
Month Date Location Topic Attendees
August 821 RibaultMSAM:WriteToLearn
PM:Achieve3000
AssistantPrincipal
LiteracyCoach
September 911 LakeShoreMSAssistant
Principal
LiteracyCoach
October 1009AssistantPrincipal
LiteracyCoach
November 1106
AssistantPrincipal
LiteracyCoach
December 1211AssistantPrincipal
LiteracyCoach
January
108
AssistantPrincipal
LiteracyCoach
February 205AssistantPrincipal
LiteracyCoach
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