2020-2021 school name: niceville high school

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Date Submitted: 9/29/2020 Dates of Revision: 6/09/2020

School Performance Plan 2020-2021

School Name: Niceville High School

Legend AICE

Advanced International Certificate of Education

MtSS Multi-tiered System of Supports

AP Advanced Placement NGCAR-PD

Next Generation Content Area Reading Professional Development

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

FAIR Florida Assessment for Instruction in Reading

SAC School Advisory Council

F/R Free & Reduced SAI Supplemental Academic Instruction FS Florida Standards SAT 10 Stanford Achievement Test FSA Florida Standards Assessment SESAT Stanford Early School Achievement Test

IB International Baccalaureate SPP/SIP School Performance Plan/School Improvement Plan

IEP Individualized Education Program SWD Students with Disabilities

IPDP Individualized Professional Development Plan

VE Varying Exceptionalities

MAP Measures of Academic Progress

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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.

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

Name Title Charlie Marello Principal Kimberly Nihill Taylor Assistant Principal Donna Barton Math Department Chair Becca Childress Math teacher Christal Luck Math teacher Kendall Cragin Math teacher Cheryl Medina Math teacher Lanie Ferrell Social Studies Chair Gina Emery Science Chair Pat Mixon ELA Chair

Stakeholder Involvement: Describe the process taken to create the School Performance Plan. The process for the 2020-2021 SPP began in May with an internal review of last year's SPP with our School Improvement Team. In June all stakeholders at NHS met to provide input, support, and assistance where appropriate by department. The meetings with the Math, Social Studies, ELA and Science departments lead by NHS Administration, dug further into details about both school and district goals so an appropriate plan of action could be created to address our focus areas. We looked school's data, district and state initiatives with a special focus on learning gaps created from the pandemic. The draft SPP was presented to the NHS faculty in August, edits were completed and the final product was submitted to the NHS SAC in September for approval.

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School Profile Niceville High School is a public school that is SACS-accredited with an enrollment of approximately 2,100 students. Established in 1963, NHS enjoys a reputation for aggressively pursuing academic excellence and is recognized at the national, state, and local levels. NHS is located in the panhandle of Florida on Choctawahee Bay, in a residential community near the Gulf of Mexico. Niceville is home to Eglin Air Force Base as well as numerous small businesses and industries including fishing, textiles, and government-related contract work. Niceville High School’s diversified curriculum includes the University of Cambridge International Examinations, Advanced Placement Program, Information Technology (CTE), ROTC, and Intensive Studies program. We offer extensive courses across the central curriculum with additional courses in Art, Culinary, Foreign Language, Gifted Studies, Leadership, and Music. Our aim is to prepare students for a successful transition into college, vocational school, or the work force. We strive to attain high ethical standards throughout positive reinforcement and role modeling. It is our goal that all who enter the halls of Niceville leave better prepared to be successful citizens through responsibility, respect, and service to our community. We value the support of our community and parents and recognize that our accomplishments are due to the strong partnership we have established with all our stakeholder. Niceville High School’s tradition of excellence and leadership has been created by a web of high expectations that is strengthened by each person who is involved in our school. We also acknowledge the contribution of our feeder schools: Ruckel, Lewis, STEMM, and Destin. These schools consistently receive high ratings by Florida’s Education Commissioner and work in partnership with our teachers and guidance department to prepare incoming Eagles for success. The list of accomplishments of our staff and students is extensive. Our teachers are professionals who work tirelessly to hone their craft and pass onto our students both knowledge and desire to learn. The work of all is recognized by our continued Florida A+ and Five Star designations as well as our Washington Post ranking for being in the top 3% of schools Nationally.

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Parent and Community Awareness

Mean Count Top Box

1. My child’s learning is a high priority at this school. 3.54 57 35.09%

2. School rules/discipline plans are enforced consistently at this school. 3.18 56 28.57%

3. I regularly receive feedback from school staff on how well my child is learning. 2.30 57 10.53%

4. My family is treated with respect at this school. 3.41 58 32.76%

5. My child has every opportunity to be successful at this school. 3.26 57 24.56%

6. My child has the necessary classroom supplies and equipment for effective learning. 3.52 58 27.59%

7. I would recommend this school to other parents. 3.49 57 35.09%

8. This school provides a safe environment for my child to learn. 3.55 58 34.48%

9. My child is recognized for good work and behavior at this school. 3.05 58 22.41%

10. The school is clean and well maintained. 2.93 58 17.24%

11. The teachers, staff, and administration at this school demonstrate a genuine concern for my child. 3.02 58 20.69%

12. I am proud to say I have a child at this school. 3.50 58 36.21%

13. I receive positive phone calls, emails, or notes about my child from the school. 2.19 58 10.34%

14. The principal at this school is approachable and reachable. 3.74 58 43.10%

15. The principal at this school is an effective leader. 3.88 58 46.55%

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Strongly Disagree

Disagree Neutral Agree Strongly Agree

Total

1. My child’s learning is a high priority at this school. 8 7 8 14 20 57

2. School rules/discipline plans are enforced consistently at this school. 13 9 5 13 16 56

3. I regularly receive feedback from school staff on how well my child is learning. 21 15 10 5 6 57

4. My family is treated with respect at this school. 11 6 8 14 19 58

5. My child has every opportunity to be successful at this school. 9 10 9 15 14 57

6. My child has the necessary classroom supplies and equipment for effective learning.

10 2 10 20 16 58

7. I would recommend this school to other parents. 10 4 11 12 20 57

8. This school provides a safe environment for my child to learn. 10 5 6 17 20 58

9. My child is recognized for good work and behavior at this school. 11 9 17 8 13 58

10. The school is clean and well maintained. 13 10 13 12 10 58

11. The teachers, staff, and administration at this school demonstrate a genuine concern for my child.

14 9 9 14 12 58

12. I am proud to say I have a child at this school. 12 0 14 11 21 58

13. I receive positive phone calls, emails, or notes about my child from the school.

25 13 10 4 6 58

14. The principal at this school is approachable and reachable. 9 2 9 13 25 58

15. The principal at this school is an effective leader. 8 1 8 14 27 58

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Parent and Community Awareness

What does the data tell you regarding the positive aspects of your school? The climate survey showed the community and parents feel strongly that our Administration and Teachers effectively meet the educational needs of our students. The data demonstrates that the school maintains a strong emphasis on academic performance. The parents of our students are aware of the behavior expectations for their students and the parents feel welcome and valued at Niceville High School. Overall the survey data demonstrates that parents are pleased with the education that the teaching staff is providing to their children.

What does the data tell you regarding the opportunities for improvement in your school? The data demonstrates that Niceville High School must improve on communication with families focusing on positive calls, emails, or notes about their child. In addition, we need to educate our families on the ways teachers and staff provide feedback while increasing the ways we do this. Since we only had 58 parents complete the survey from our 2000 students we need to increase participation to get a true read on our family’s thoughts.

Provide a description of the various forms of communication to your community and parents. Communication is key with students and family. We are increasing our social media presents to include a new and improved twitter/Facebook that ties to our OCSD app to help reach more parents while continuing to use Remind, Edmodo, Google Classroom sites, Parent Portal, school website, and mass email/call outs. We have readiness day/open house, grade level assemblies, SAC meetings, and orientations for incoming 9th grade students NEST

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

ESSA Subgroup Focus Subgroup: Lowest 25% in ELA

School Focus What is the cause(s) for this subgroup being an area of focus? They are our lowest learning gains group What are we doing to target this subgroup? Synthesize relevant information from multiple sources in order to write citing text based relevant evidence and appropriate elaboration Targeted School-based Professional Development: ELA book study, common planning, and collaboration between intensive reading teachers and regular-education teachers to analyze student work and develop instructional strategies during duty release using Kelly Gallagher’s book Teaching Adolescent Writers. Instead of just focusing on 9th and 10th grade teachers, the entire department will be involved in this book study to improve our students’ writing across the grades and levels. What makes good writers comes not only from reading good writers, but also from writing more. The book provides direction in righting the writing wrongs that we have seen perpetuated in secondary schools.

Action Steps for Implementation Classroom Implementation Action Steps (Teachers and Students): Teachers will use data from Achieve 3000, FSA, and MAPS etc. to drive instruction and common plan: A. Various Modes of Instructional Delivery • Whole group instruction that includes explicit teaching and teacher lead modeling and discussion. • Differentiated Instruction that includes cooperative learning groups, stations, and teacher led small group instruction utilizing assessment data (FSA, School wide writing prompts, teacher created) to plan student groupings and the activities for the stations. We will use data from Achieve 3000 to drive and differentiate instruction for all levels of students by creating questions and tasks that will move students through the varying levels of complexity • DBQs that include the following components: multiple sources, test dependent questions, text marking and annotation, purposeful student talk, writing through reading, focusing on the culminating task. B. Multiple Sources • Various resources in chunks will to ensure appropriate text and complexity when choosing sources • (Odell, Common Lit, Khan Academy etc.).

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• Instruction will focus on students making connections and synthesizing multiple sources and evaluating the relationship among the selections. In addition, students will be working on test taking skills for the SAT/ACT. • By the end of the first semester they will be able to connect three sources to answer TDQs. C. TDQs • Teachers will write or edit TDQs using the question Stem from the OCSD resource book for scaffolding. • The ALDs will be utilized to write TDQs at correct DOK levels as indicated by the Item Specifications. • TDQs will be the bread crumbs to culminating task and will allow students to use text • evidence in their responses. • TDQs will drive purposeful student talk. • Students will use various strategies to identify key words and skills relevant to answering the TDQs. D. Text marking & Annotations • Teachers will model annotation and think alouds as bread crumbs to debates and written responses. • Students will use purposeful text marking and annotate based on the task defined by the TDQ that leads to detail analysis School Implementation Action Steps (Administration, Teachers, and Students):

Progress Monitoring

Initiative How Will It Be Monitored Frequency of Official Monitoring Who is Responsible to Monitor

Achieve 3000 progress Data reports Weekly Teacher, Student, and Administration

Components reading instruction which include TDQs, text- marking, writing through critical reading that lead to a culminating assessment

Formal and Informal Evaluations, Lesson Plans, and Student sample

Monthly Administration

Evaluation Following Mid-Year Data Evaluation of Targeted School-based Focus & Implementation: Refinement of Targeted School-based Focus:

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School Action Plan ELA: Reading & Writing

District Goal: Students shall demonstrate reading proficiency at or above the expected grade level. Objectives: 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 55%. 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%

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

Central Focus: ELA Focus Keeping the end in mind, use the ELA Standards, Item Specifications, Achievement Level Descriptors (ALDs), and data (e.g., MAP, FSA, formative) to design engaging lessons:

Use ELA resources such as Florida Collections, Achieve 3000, and Common Lit to plan instructional lessons/units Develop FSA style questions and assessments to accompany instructional lessons/units Use data (e.g., FSA, School wide writing prompts, formative) to drive whole group instruction and cooperative groups

School Focus Targeted School-based Focus: Create TDQ's that end in a rigorous culminating task using standards and ALD's in instruction to increase complexity through independent, small group instruction, cooperative opportunities. Targeted School-based Professional Development: Book study on Teaching Adolescent Writers, to enhance instruction. Collaboration to create TDQ’s that move through the DOK levels resulting in a rigorous culminating task. Locating and sharing complex supplemental sources. Collaboration between intensive reading teachers and regular-education teachers to analyze student work and develop instructional strategies during duty release

Action Steps for Implementation Classroom Implementation Action Steps (Teachers and Students): In lesson planning: • Develop culminating activities and use backward design in creating lesson plans. • Use data to determine strategic grouping for text selection and study. • Incorporate ALDs and use them with students to achieve measurable learning gains. Reading Strategies: • Incorporate text-dependent questions with a purpose encompassing Phases 1-3. • Incorporate purposeful text marking/note taking, and authentic opportunities for student talk. Modes of Instructional Delivery for Engagement: • Differentiated instruction that includes standards-based cooperative learning groups, stations, and teacher led small group instruction utilizing assessment data (FSA, MAPS, teacher created)

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• Use Teaching Adolescent Writers, Common Lit, and other resources to concentrate on key ideas and details, making students support their answers with exact details from the text in answering TDQs and in their writing., Common Lit, and other resources to concentrate on key ideas and details, making students support their answers with exact details from the text in answering TDQs and in their writing. • Whole group instruction that includes explicit teaching and teacher lead modeling and discussion. • Students will interact with multiple sources, text dependent questions, text marking and annotation, purposeful student talk, and writing through reading that end in a culminating task

Progress Monitoring Initiative How Will It Be Monitored Frequency of Official Monitoring Who is Responsible to Monitor

Standards-based teacher created/modified TDQs at appropriate rigor

Formal and Informal Evaluations, Lesson Plans, and Assessments

Monthly Administration and Teacher

Utilization of ALDs Formal and Informal Evaluations, Lesson Plans, and Assessments

Monthly Administration and Teachers


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Central Focus: Text-based Writing

School Focus Targeted School-based Focus: Writing: Purpose, Focus and Organization Reading: Evidence and Elaboration Targeted School-based Professional Development: Book Study Teaching Adolescent Writers

Writing Plan 1.Teachers will use data from School wide writing prompts to aid in the ongoing construction of the SPP goals for writing, teachers will follow the guidelines from Teaching Adolescent Writers. 2.Teachers will administer a diagnostic pretest (MAPS if available) in the fall to establish a baseline for students. 3.Teachers will use the model presented in Teaching Adolescent Writers: students will receive a lot more writing practice, teachers will to model good writing, teachers will provide the opportunity to read and study other writers, teachers will provide choices of writing topics, students will write for authentic purposes and authentic audiences, and students will receive feedback from both teachers and their peers. 4.Teachers will extend everyday reading instruction to purposeful student talk and culminating writing assessment/task. 5.Students will be provided the opportunity to unpack the prompt by analyzing keywords and purpose for writing. 6.Using FSA writing anchor/sample sets and the gradual release method, teachers and students will identify and model effective thesis statements, claims, introductions, evidence, elaboration and conclusions. 7.Through guided critical reading and meaningful student talk, students will evaluate evidence within EIR’s for relevance and credibility. 8.Students will practice selecting and explaining relevant and appropriate evidence using purposeful text marking during EIR’s. 9.Students will write arguments to support claims in an analysis of substantive topics or texts using textual evidence. 10.Students will write short and long, evidence-based essay responses which require answers with a claim, thesis statement, stated viable reasons/points followed by appropriate evidence, and explanation. 11.Students will write evidence-based responses (literary, argument, informative) (materials could include AoW, Scholastic UpFront) to support analysis, reflection, and research). 12.Teachers will instruct students using MLA for citations provided resources. 13.Students will cite sources using MLA format while writing their essays. 14.Teachers will discuss in department meetings the trends in our students’ writings that need addressing. 15.During December, English students in grades 9-10 will type a writing assessment as for both a practice and assessment of student growth.

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16.ELA teachers will maintain "writing folders" to house students' writings/essays throughout the year. These folders will be utilized prior to the ELA FSA writing test as student self-evaluation and reflection of their strengths or weaknesses.


Book Study Teaching Adolescent Writers

Student samples and meeting notes

Once nine weeks Teachers and Administration

Unpack the prompt, Purposeful text marking related to the prompt

Formal and Informal Evaluations, Lesson Plans, Student samples’ Folders

Biweekly Teachers and Administration

Planning for the essay using Multiple sources from the writing plan



Write short and long evidence-based essay responses which require answers with claims in analysis of substantive topics or texts using textual evidence



Write evidence-based responses to support analysis, reflection, and research




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ELA Levels 1 and 2 Focus

School Focus Targeted School-based Focus: Synthesize relevant information from multiple sources in order to write academically(text-based) citing relevant evidence and appropriate elaboration. Targeted School-based Professional Development: Book study Teaching Adolescent Writers

Action Steps for Remediation Intervention/Title I Implementation Action Steps (Teachers and Students): Teachers will use data from Achieve 3000, FSA, and School wide writing prompts etc. to drive instruction: A. Various Modes of Instructional Delivery • Whole group instruction that includes explicit teaching and teacher lead modeling and discussion. • Differentiated Instruction that includes cooperative learning groups, stations, and teacher led small group instruction utilizing assessment data (FSA, MAPS, teacher created) to plan student groupings and the activities for the stations. We will use data from Achieve 3000 to drive and differentiate instruction for all levels of students by creating questions and tasks that will move students through the varying levels of complexity • DBQs that include the following components: multiple sources, test dependent questions, text marking and annotation, purposeful student talk, writing through reading, focusing on the culminating task. B. Multiple Sources • Various resources in chunks will to ensure appropriate text and complexity when choosing sources • (Odell, Common Lit, Khan Academy etc.). • Instruction will focus on students making connections and synthesizing multiple sources and evaluating the relationship among the selections. • By the end of the first semester they will be able to connect three sources to answer TDQs. C. TDQs • Teachers will write or edit TDQs using the question Stem from the OCSD resource book for scaffolding. • The ALDs will be utilized to write TDQs at correct DOK levels as indicated by the Item Specifications. • TDQs will be the bread crumbs to culminating task and will allow students to use text • evidence in their responses. • TDQs will drive purposeful student talk. • Students will use various strategies to identify key words and skills relevant to answering the TDQs.

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D. Text marking & Annotations • Teachers will model annotation and think alouds as bread crumbs to debates and written responses. • Students will use purposeful text marking and annotate based on the task defined by the TDQ that leads to detail analysis.


Achieve 3000 progress Data reports Weekly Teacher, Student and Administration

Components reading instruction which include TDQs, text- marking, writing through critical reading that lead to a culminating assessment

Formal and Informal Evaluations, Lesson Plans, and Student samples


Anecdotal notes Written notes Weekly Teacher


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Pandemic ELA Instructional Gaps Focus

School Focus Targeted School-based Focus: Since ELA is a skills-based curriculum for the most part, our focus is on any skills that might have been missed, not on any content not covered. All rising 9th -12th grade students will need an in-depth review of the writing process. Our writing plan for the first and second quarter will cover all of the skills that they will have become deficient in and provide both an opportunity for review, as well as growth in each of the essential components of writing: unpacking the prompt, analyzing keywords and purpose for writing, identifying and modeling effective thesis statements, claims, introductions, evidence, elaboration and conclusions, and selecting and explaining relevant and appropriate evidence by writing several essays, both short and long that will demonstrate their grasp of the necessary elements that will bridge any instructional writing ELA gaps that might have occurred. All rising 9th -12th grade students will need an in-depth review of the critical reading process. Critical reading is an integral part of the writing process and we feel should not be taught in isolation, so critical reading is woven into the writing plan from beginning to end. Critical reading is a more active way of reading. It is a deeper and more complex engagement with a text. Critical reading is a process of analyzing, interpreting and, sometimes, evaluating. When we read critically, we use our critical thinking skills to question both the text and our own reading of it. Different disciplines may have distinctive modes of critical reading (scientific, philosophical, literary, etc.). Each of these components are essential but at varying degrees of difficulty based on grade and level. To address the lower 25% of the student population that would historically be found in both 9th and 10th grade regular English classroom, an important part of this action plan’s success is that those classes be limited to 25 maximum students. Just one more student hampers the success of those students by stretching the resources, the teacher and the classroom environment beyond the ability to achieve the established goals.

Action Steps for Implementation Classroom Implementation Action Steps (Teachers and Students): 1.Teachers will use to aid in the ongoing construction of the SPP goals for writing, teachers will follow the guidelines from Teaching Adolescent Writers. 2.Teachers will administer a diagnostic pretest in the fall to establish a baseline for students. 3.Teachers will use the model presented in Teaching Adolescent Writers: students will receive a lot more writing practice, teachers will to model good writing, teachers will provide the opportunity to read and study other writers, teachers will provide choices of writing topics, students will write for authentic purposes and authentic audiences, and students will receive feedback from both teachers and their peers. 4.Teachers will extend everyday reading instruction to purposeful student talk and culminating writing assessment/task.

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5.Students will be provided the opportunity to unpack the prompt by analyzing keywords and purpose for writing. 6.Using FSA writing anchor/sample sets and the gradual release method, teachers and students will identify and model effective thesis statements, claims, introductions, evidence, elaboration and conclusions. 7.Through guided critical reading and meaningful student talk, students will evaluate evidence within EIR’s for relevance and credibility. 8.Students will practice selecting and explaining relevant and appropriate evidence using purposeful text marking during EIR’s. 9.Students will write arguments to support claims in an analysis of substantive topics or texts using textual evidence. 10.Students will write short and long, evidence-based essay responses which require answers with a claim, thesis statement, stated viable reasons/points followed by appropriate evidence, and explanation. 11.Students will write evidence-based responses (literary, argument, informative) (materials could include AoW, Scholastic UpFront) to support analysis, reflection, and research). 12.Teachers will instruct students using MLA for citations provided resources. 13.Students will cite sources using MLA format while writing their essays. 14.Teachers will discuss in department meetings the trends in our students’ writings that need addressing. 15.During December, English students in grades 9-10 will type a writing assessment as for both a practice and assessment of student growth. 16.ELA teachers will maintain "writing folders" to house students' writings/essays throughout the year. These folders will be utilized prior to the ELA FSA writing test as student self-evaluation and reflection of their strengths or weaknesses.


Book Study Teaching Adolescent Writers

Student samples and meeting notes

One time each nine weeks Teachers and Administration

Unpack the prompt, Purposeful text marking related to the prompt



Planning for the essay using Multiple sources from the writing plan



Write short and long evidence-based essay responses which require answers with claims in analysis of substantive topics or texts using textual evidence



Write evidence-based responses to support analysis, reflection, and research



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School Action Plan Social Studies

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

Objectives: U.S. History The percentage of all curriculum students who will be proficient in U.S. History as defined by the State of Florida on the Florida U.S. History End-of-Course Exams will be at least 85%.

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

Central Focus: Social Studies Focus Keeping the end in mind, create lessons based upon content standards

Use the benchmark clarifications and content limits to inform lesson design where appropriate o Use Test Item Specifications to develop quality assessment items based upon benchmark clarifications and content limits (Civics and

11th United States History) Use resources effectively in classroom instruction and planning

o Use textbooks, ancillary materials, FJCC, and SHEG, along with a thorough analysis of pre-selected FSA standards, for collaborative lesson planning (World History and 8th United States)

Use engaging strategies and instructional Best Practices in lesson delivery and planning o Explore engaging classroom activities that support English Language Learners as well as students with general reading deficiencies for

use in collaborative lesson planning (World History and 8th United States)

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

School Focus Targeted School-based Focus: To create rigorous TDQs from multiple sources on history topics that engage students to think critically Targeted School-based Professional Development: Collaboration, research, and create the above TDQs the second half of central message PDs focusing on strand 2, turn of the century to WWII

Action Steps for Implementation Classroom Implementation Action Steps (Teachers and Students): Teachers will use course Standards, Item Specifications, Question Stems from OCSD World History teachers will use the pacing guide. This guide will help them align instruction so as to start with The Industrial Revolution in January. U.S. and World teachers will have common planning on two occasions during central message professional development. This curriculum alignment will provide students with more in-depth knowledge of overlapping standards prior to entering U.S. History. Materials for planning will be provided along with Test Item Specs for both courses. In lesson planning: • Incorporate Text marking with annotations on history • Develop TDQs at various levels of complexity •Develop culminating activities and use backward design in creating plans to include: student talk, writing through reading utilizing multiple sources to include charts, images, cartoons, YouTube and history channel clips. That will result in a rigorous standard based culminating task (Socratic circles, presentations, writing and debates) Modes of Instructional Delivery for Engagement:

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• interact with text through guided reading. • analyze multiple sources to answer teacher created TDQs of varying complexity including DOK levels 1-3 constructed from standards • work collaboratively in cooperative groups to analyze primary and secondary sources to respond to teacher created questions that are text based and higher level DOKs to make intertextual connections • Respond in writing to short and long response in order to show analysis of text evidenced by purposeful student talk textual evidence and citation


Teacher created TDQs at various DOKs Purposeful Student talk Regularly utilizing note taking/ text marking with multiple sources

Formal and Informal Evaluations, Lesson Plans, and Student sample

Weekly Administration

Extended Response Formal and Informal Evaluations, Lesson Plans, and Student sample

Once per thematic unit Administration

Guided Reading Student samples Per topic Teacher


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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 least 70%. The percentage of students in the lowest 25% who will make learning gains in math as defined by the State of Florida on the Florida Standards Assessment Test will be at least 70%. The percentage of Level 4 and 5 students who will make learning gains in math on the Florida Standards Assessment Test will be at least 65%

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

Central Focus: Math Focus Use Achievement Level Descriptors (ALDs) and Item Specifications to design interactive, engaging lessons with a strong focus on student-to-student interaction

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

Use the ALDs and Item Specifications to create rigorous questions mirroring the FSA item types Use assessment data (e.g., historical FSA, district quarterly assessments, formative assessments) to drive whole group instruction,

differentiated activities, and spiraling tasks

School Focus Targeted School-based Focus: Designing a spiral curriculum which will allow students to see connections between math strands because they will revisit them throughout the year: Algebra 1 with a specific focus on our lowest strand, Functions and Modeling. Geometry with specific focus on our lowest strand, Modeling with Geometry Targeted School-based Professional Development:

Planning with same subject teachers to design bell ringers and assessment

Classroom Organization & Management

Facilitating & Modeling of Purposeful Math Talk

Utilization of Resources for Differentiation and Increased Rigor from common planning

Reading and using data to plan instruction and groups

Integrating Math Nation

Action Steps for Implementation Classroom Implementation Action Steps (Teachers and Students): Various Modes of Instructional Delivery 1. Whole group instruction that includes explicit teaching, teacher modeling, guided practice, and independent practice

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2. Differentiated instruction that includes teacher led small group instruction. 3. Enrichment activities specific to visuals i.e.: charts, graphs, transformations and modeling Backwards Design for Lesson Planning 1. Determine standard and analyze item specifications, ALDs related to functions and modeling • Identify what students need to progress through each ALD • Determine necessary spiraling 2. Create assessment that mirrors FSA Item Specifications • Include varying item types • Ensure appropriate rigor (10-20% ALD 2, 60-80% ALD3, 10-20% ALD 4/5) • Utilize resources such as C-Palms, math nation, teachers’ pay teachers, Khan academy, Desmos 3. Design engaging and purposeful lessons. • Determine skills and prior knowledge students have and what is needed • Use ALDs to assist in differentiation • Use the assessment results to enhance, remediate, and spiral content that has not been mastered


Implementation of Various Modes of Instruction

Monthly Lesson Plans, Formal/Informal Observation


Use of ALDs & Other Resources to ensure rigor

Monthly Lesson Plans, Formal/Informal Observations Assessment Reviews

Monthly Administration, Teacher

District quarterly assessments Quarterly Teacher


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ELA Levels 1 and 2 Focus

School Focus Targeted School-based Focus: Intensive Math • Teacher led small group instruction • Data to drive differentiation Targeted School-based Professional Development: • Math Nation and iXL Training

Action Steps for Remediation Intervention/Title I Implementation Action Steps (Teachers and Students): Teachers will identify students in need of remediation by collaboration with pervious math teachers and 1st quarter bell ringers. These students will be offered IM and/or POC Tutoring. POC Tutoring: • Math teachers will offer students after school tutoring in Algebra 1 and Geometry two times per week. • Math teachers will analyze data to identify areas of weakness based on current instruction. Intensive Math: • Whole group instruction includes explicit teaching, teacher modeling, and teacher led discussion. • Differentiated instruction that includes teacher led small group instruction, differentiated stations (iXL, math nation, khan academy, quizizz). • Provide small group instruction to students to meet specific student needs (enrichment or remediation) • Collaborate with Algebra teachers to determine skills needed to support individual students Students will engage in practice and enrichment lessons to support the algebra 1 standards: • Algebra ‘boot camps’ to review standards for students who need to take the Algebra I EOC • Additional practice questions prior to classroom assessments


iXL reports Reports Weekly Teacher, Administration Small Group Instruction Monthly Lesson Plans,

Formal/Informal Monthly Administration

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iReady reports Three times a year Teacher


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Pandemic Math Instructional Gaps Focus

School Focus Targeted School-based Focus: Data was collected through vertical alignment with the feeder middle schools. Algebra I: review order of operations, arithmetic with integers, substitution, exponents, radicals and absolute value without a calculator. Geometry: solving multi-step equations with distributive property, calculating slope given 2 points, factoring to solve an equation, rules of exponents

Action Steps for Implementation Classroom Implementation Action Steps (Teachers and Students): various modes of instruction to include bell ringers to be used 80% during the first 9 weeks. For Algebra and Geometry

Teachers will create bell ringers related to the above topics.

Students will create a folder with formulas and examples to store bell ringers and use these for future assignments.

Teachers will administer bell ringers and review before collecting at the beginning of class.

Teachers will spiral any concepts which were not mastered throughout the school year.

Tutoring will be available after school for additional help.


Gap information Collection of bell ringers 80% of the week Teachers

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School Action Plan Science

District Goal: Students shall demonstrate science proficiency at or above the expected grade level. Objectives: The percentage of all curriculum students who will be proficient in science as defined by the State of Florida on the Biology End-of-Course Exam will be at least 85%.

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

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

Engaging whole group, cooperative group, and station learning opportunities with an emphasis on student-to-student interactions Use assessment data (e.g., SSA, Study Island, formative assessments) to drive the whole instruction, differentiated activities, and

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

School Focus Targeted School-based Focus: Read and analyze complex standards- based text through the development of engaging lessons, focusing on multiple sources to include charts, graphs, and data. Instruction will include rigorous TDQs, student lead discussions, and culminating task. Targeted School-based Professional Development: Biology teachers will work the second half of the 2 central message days to: Develop and modify purposeful cooperative small group lessons to drive standards and item specification-based instruction and student talk. Utilize the science standards-based question stems flip chart to create rigorous TDQ that focus on multiple sources to include charts, graphs, and data. Implement the updated quarterly assessments to track student progress.

Action Steps for Implementation Classroom Implementation Action Steps (Teachers and Students): In lesson planning: • Develop culminating activities to create lesson plans. • Use available lab space for more hands on, students driven activities that focus on the three strands of the biology EOC. Emphasis will be placed on our lowest proficiency strand: Organism/Populations/Ecosystems. • Use Study Island and quarterly assessments data to determine strategic grouping for text selection and study. • Incorporate components of learning activities example: EOC practice questions, analysis of scientific charts, graphs, and experimental data

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Modes of Instructional Delivery for Engagement: • Differentiated instruction that includes standards-based cooperative learning groups, labs, partner, and teacher led small group instruction utilizing assessment data (FSA, Study Island, quarter assessments, and teacher created) • Engage in cooperative and small groups activities that culminate in meaningful student talk • Work in small cooperative lab groups to develop and support claims with scientific based evidence and reasoning. • Students will interact using text dependent questions, develop and analyze charts, graphs, and data from multiple sources and experimental data.


Use of Item Speciation’s as an instructional tool

Evaluations, Lesson Plans, and quarterly data chats

Weekly Teachers/Department Chair/ Administration

Teacher created TDQs Cooperative learning groups that foster purposeful student talk that lead to a rigorous culminating task

Evaluations, Lesson Plans, and quarterly data chats

Weekly Teachers/Department Chair/ Administration

Utilizing multiple resources to include the textbook, articles, videos, charts, graphs, and experimental data.

Evaluations,kj Lesson Plans Weekly Teachers/Department Chair/ Administration

Study Island Walk Throughs, Lesson Plans Three times per year with a pretest in September

Teachers/Department Chair/ Administration

Quarterly assessment Lesson Plans and data chats Every quarter Teachers/Administration


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Accreditation Page

Strategic Plan Focus Area: Improving and Advancing Student Achievement Ensure access for all students to rigorous and challenging curriculum Address diverse educational needs through a coordinated support system Integrate technology in learning by both educators and students Use a variety of methods to communicate student progress with parents and

stakeholders

Cognia Performance Standards related to this Focus Area Leadership Capacity Domain 1.1 The system commits to a purpose statement that defines beliefs about teaching and

learning, including expectations for learners. 1.2 Stakeholders collectively demonstrate actions to ensure the achievement of the

system’s purpose and desired outcomes for learners. 1.3 The system engages in a continuous improvement process that produces evidence,

including measurable results of improving student learning and professional practice.

Learning Capacity Domain 2.1 Learners have equitable opportunities to develop skills and achieve the content and learning priorities established by the system. 2.5 Educators implement a curriculum that is based on high expectations and prepares learners for their next levels. Resource Capacity Domain 3.2 The system’s professional learning structure and expectations promote collaboration and collegiality to improve learner performance and organizational effectiveness.

Our diverse curriculum ensures access for a variety of learning activities to accommodate differences in learning styles. Our course offerings include AP, AICE, Honors,regular and Intensive levels for core and electives classes. Our AP and AICE accelerated programs gave over 1216 AP exams with a 65% pass rate and 765 AICE with a passrate of 70%. We consistently have National Merit Finalists and have had 1 National Hispanic scholar. We have a 4 year gifted program that has created a NaGISA groupthat continues biodiversity research in 7 countries. In addition, our ROTC, IT, and Fine Arts programs provide round out our electives allowing students to shine in non-coreareas. The MTSS process is implemented by faculty and the staff to ensure our students have full access to the state and district support services.The school values the individuality of each student and our end goal is to challenge students to mastery regardless of their level. This is our focus starting with ourSPP data which in turn drives our school curriculum. Our technology focus is seen through the IT department which offers students numerous opportunities to earn industry certifications which are in high demand in our area. Inaddition, we are adding chromebooks/laptops for each department as resources for our teachers and students. Training is offered with each addition and our IT team is anonsite help. Teachers rely on turnitin.com, clickers, webpages, remind, achieve, and Math Nation to name a few. Communication is key with students and family. We have online grades, grade level assemblies, website, mass email, Edmodo sites per teacher/course, remind for each grade level, and SAC meetings. Mr. Marello has added a principal remind and newsletter.

Accreditation Standards 1. Leadership Capacity

2. Learning Capacity

3. Resource Capacity

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Accreditation Page

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

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

Cognia Performance Standards related to this Focus Area Leadership Capacity Domain 1.4 The governing authority establishes and ensures adherence to policies that are design to support system effectiveness. 1.7 Leaders implement operational processes and procedures to ensure organizational effectiveness in support of teaching and learning. Learning Capacity Domain 2.2 The learning culture promotes creativity, innovation, and collaborative problem-solving. 2.3 The learning culture develops learners’ attitudes, beliefs, and skills needed for success. 2.9 The system implements processes to identify and address the specialized needs of learners. 2.12 The system implements a process to continuously assess its programs and organizational conditions to improve student learning. Resource Capacity Domain 3.7 The system demonstrates strategic resource management that includes long-range planning and use of resources in support of the system’s purpose and direction. 3.8 The system allocates human, material, and fiscal resources in alignment with the system’s identified needs and priorities to improve student performance and organizational effectiveness.

Our diverse curriculum ensures access for a variety of learning activities to accommodate differences in learning styles. Our course offerings include AP, AICE, Honors, regular and Intensive levels for core and electives classes. Our AP and AICE accelerated programs gave over 1340 AP exams with a 66% pass rate and 765 AICE with a pass rate of 70%. We consistently have 3 National Merit Finalists. We have a 4 year gifted program that has created a NaGISA group that continues biodiversity research in 7 countries. In addition, our ROTC, IT, and Fine Arts programs provide round out our electives allowing students to shine in non-core areas. The school values the individuality of each student and our end goal is to challenge students to mastery regardless of their level. This is our focus starting with our SPP data which in turn drives our school curriculum. Our technology focus is seen through the IT department which offers students numerous opportunities to earn industry certifications which are in high demand in our area. In addition, we are adding chromebooks/laptops for each department as resources for our teachers and students. Training is offered with each addition and our IT team is an onsite help. Teachers rely on turnitin.com, clickers, webpages, remind, achieve, and Math Nation to name a few. Communication is key with students and family. We have online grades, grade level assemblies virtula at this point, website, mass email, Edmodo sites per teacher/course, remind, and SAC meetings. Mr. Marello has added a principal remind and twitter. Renovations are ongoing at Niceville High school. Since our school is 50 years old we have added mobile computer labs, Simulators in Drivers Ed, made the school wireless, updated our IT department with all new Dell computers and added a science lab and new chromebook carts. Safety is a major concern and we have added a female resource officer to assist in this area. We have added IDs, single point of entry, fenced n the school. We believe if teacher and staff are visible and accessible students feel safer. We have a new drill procedure that locks us down until administration can assess the situation. In addition we have a safety team and drills in place. Lastly our cameras are now accessed by local police.

Accreditation Standards 1. Leadership Capacity

2. Learning Capacity

3. Resource Capacity

2020-2021 school name: niceville high school

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