middle school reform plan

8/10/2019 Middle School Reform Plan

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DCPS Annual Middle School Reform Plan

1

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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8

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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9

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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10

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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11

thatdisproportionaldisciplinaryactionmayoccurwithinourtargetschools. Thefollowingtableshowsthepercentageofstudent

subjecttodisciplinaryactionwithincertainsubgroupswasincongruentwiththedemographiccompositionoftheDuval

TransformationRegion.

DisproportionalDisciplinaryInvolvementwithintheTransformationRegion

201213 White Black Hispanic Asian Indian Multi SWD ELL FLR

Demographi

cs10% 84% 3% 1%


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12

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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13

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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14

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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15

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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20

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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middle school reform plan

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