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Strategic Plan 2013-2018April 2013

Walton County School DistrictStrategic Plan

2013-2018

IntroductionA Roadmap for Education in Walton County, Florida

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Mark Davis School Board

ChairmanDistrict 4

Carlene H. Anderson

Superintendent of

Schools

Gail SmithDistrict 1

Faye LeddonSchool Board Vice ChairDistrict 2

Sharon RobertsDistrict 3

Dennis WallaceDistrict 5


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Education is a priority in Florida, and certainly in Walton County. Our county’s students and families deserve an education system that creates a culture of high expectations for present and future generations. Our district has spent more than a decade working with the Florida Department of Education on cutting-edge accountability systems and quality assessments, while collecting valuable education data that prove our students’ incredible progress. In 2014-15, more than 45 states, including Florida and Walton County, will move to national education standards and assessments that are built around the Common Core Standards. The Common Core will demand more from our students and they must be prepared to tackle the new material and tougher assessments that will measure how well they learn it.

Advancing high-quality education for the next generation of students is the primary responsibility of the Florida State Board of Education and under their direction, the Walton County School Board. This Strategic Plan offers a roadmap for Walton County’s education community that shows where we are, where we want to be, and how we will get there. The best interest of our children is at stake, and we must challenge them to reach higher and realize their full potential. Walton County students must know that they can graduate from high school and be prepared to compete for jobs, join a global workforce, make their dreams a reality – and become the strong leaders that we know they can be.

Setting objectives that will ensure the best access and opportunities for our diverse student population, while increasing educator effectiveness, raising standards, and deepening the level of school curriculum, are at the forefront of the State’s ambitious education agenda. Ultimately, the success of this Strategic Plan will be determined by the collective action of all Walton County School District (WCSD) stakeholders to: (1) prioritize the budget to provide adequate funding to meet the instructional needs of all students, (2) provide resources to support system-wide, systematic implementation of instructional programs, and (3) provide systematic needs-based professional development to all personnel.

This Strategic Plan outlines a five-year vision, in accordance with the State Board of Education’s (SBE) Strategic Plan to support students from PreKindergarten to college so they may achieve success in their careers and life. Input was sought from all stakeholders to ensure the interests of all were addressed in this comprehensive plan.

Five MAJOR Goals are the focus of this plan with strategies to direct our efforts and observable and data related evidence to mark success.

1. Improve and enhance teaching environments using multiple teaching and learning methodologies, strategies and resources to improve student achievement in reading, writing, math, science and social studies.

2. Implement a standards-based, data-driven core curriculum designed to address the unique needs of every student.3. Improve communications within the District and community, including all stakeholders in the process.4. Ensure that financial planning and management processes allocate and expand resources according to District needs and priorities

to provide quality, efficient services.5. Review and improve the security of our schools so that all students and staff are safe as they learn and work.

At a Glance3


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Who We Are

Walton County is a sparsely populated district located in the western part of the Florida panhandle, and it is well known for its beautiful beaches on the Gulf of Mexico.

The northern region of the district is rural in nature and is composed primarily of family farms, planted forests, and country homesteads. Historical DeFuniak Springs is the county seat of Walton County and home of the school district office. It is also home to one of only two naturally round spring-fed lakes in the world. Historical Victorian homes line Lake DeFuniak along with the Chautauqua Building, outdoor amphitheater, and the second oldest library in the state of Florida. DeFuniak Springs is served with West DeFuniak Elementary, Maude Saunders Elementary, Walton Middle School, Walton High School, Walton Academy, Walton Initiative and the Walton Career Development Center. Paxton School serves students K-12 providing a hometown atmosphere where everyone is part of the community. The school is the hub of the community where southern charm and hometown pride abounds. The City of Paxton offers a southern country lifestyle among Magnolia and Live Oak trees lining rolling green acres of rich land. Located west of DeFuniak Springs and close to the Okaloosa County line, Mossy Head provides convenient access for families working in either Walton or Okaloosa County.

The southern portion of the district is divided into two distinct communities – the city of Freeport and the Emerald Coast which boasts a 26 mile stretch of sugar-white sand beaches along the Gulf of Mexico and is home to world-renowned resort communities. The City of Freeport is also rich with history. Freeport was first known as “Genoa” and later “Four Mile Landing” but during the Civil War, Four Mile Landing began to be referred to as “Freeport”, literally because there was no charge to dock at the port. The community borders the Choctawhatchee Bay and is infused with many bayous and waterways. The Freeport Community is committed to school spirit holding a homecoming parade through the middle of town and cheering the youth on to victory. Freeport Elementary School, Freeport Middle School, and Freeport High School serve the area. South of the Choctawhatchee Bay is the beautiful Emerald Coast along the Gulf of Mexico with sugar white beaches, cultural and performing arts and new urbanism lifestyle. Bay Elementary School is the oldest school in Walton County. The historic school is on the historical state registry and is surrounded by large, draping live oak trees with Spanish moss and neighbors the historic Eden State Gardens. Along with Bay Elementary, Van R. Butler Elementary, Emerald Coast Middle School, Seaside Neighborhood School and South Walton High School serve the students who live along the beautiful beaches of south Walton County.

Walton County is the 11th largest district in Florida encompassing 1,058 square miles with a population density of 52 persons per square mile. The total population is 55,043 of which 87.8% are white, 5.8% black, and 5.3% Hispanic. The majority of the Hispanic and black families live in the north-central portion of the district, in the DeFuniak Springs area. Only in schools in the north-central area do you find a sub-group ethnic population according to the state accountability guidelines.

As a rural and sparse district, Walton County experiences a higher than normal expenditure-per-student due to the costs associated for the replication of services in its small schools. With the district’s four separate and distinct regions; north, north-central, south-central and south,

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the district has constructed and maintained multiple small schools required to equitably serve each region. This results in the duplication of many services (ex., ESE, administration, library media, and food services).

Walton County’s student enrollment is slightly less more than 7,700 students. Bus routes extend from the Alabama state line to the Gulf of Mexico, and to the Holmes and Okaloosa County boundary lines. School buses transport approximately 4,800 students to and from school, and travel over 6,800 miles per day - the equivalent of travelling beyond Vancouver, British Columbia and back each day. Annual costs for transportation exceeds the annual calculation designated by Florida Statute and must be supplemented with additional general operating funds.

Despite the sparsity barriers, WCSD has been rated by the Florida Department of Education’s Accountability System as an “A” school district for six consecutive years and has maintained its State Board designated as a High Achieving School District status for six consecutive years. WCSD is committed to student achievement believing all children can learn and achieve. In order for students to achieve, every aspect of the school district’s operations must be highly effective. Administrators, faculty and staff work together to create an effective team for student success.

Education is the cornerstone of our communities. It produces our most precious resource, employable manpower. Education in Walton County is continually evolving to meet the demands of the workforce as we prepare the youth of today to be tomorrow’s leaders.

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District Departments

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Finance Curriculum & Instruction

Human Resources

Facilities Technology

Transportation


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Mapping Walton’s Education System

MissionThe Mission of Walton County School District is to educate the mind to think and reflect, the heart to feel and respond, and the body to act and provide service to others.

VisionThe Vision is to be recognized among the top school districts in the state of Florida. We are currently ranked 17th out of 67 districts (2011-2012 data) in the state on student achievement. We are ranked 2nd in the Panhandle Area Educational Consortium (PAEC) out of 14 districts in the Florida Panhandle in Student Achievement. We have recently been selected as one of only five districts statewide to show significant student gains for special needs students. We are proud to be among the top school districts and are continuing to rise in the ranks as we have been designated by the State Board of Education as an Academically High-Performing School District for the past 6 years.

Strategic Goals1. Highest Student Achievement – Increase achievement for each child by ensuring access to rigorous programs, addressing diverse educational needs, and providing access to technology and digital curriculum

2. Standards-Based Curriculum and Instruction – Implement a comprehensive curriculum driven by Common Core State Standards and other standards established by the State of Florida

3. Effective Communication – Communicate with all stakeholders through various media to promote collaboration, parent involvement, and community partnership

4. Quality Efficient Services – Maintain high levels of effectiveness, efficiency, and equity in our operations to support student achievement

5. Safe and Secure Schools – Maintain safe and secure schools to enhance the learning environment for students and staff.

The first two goals will be supported by the priorities approved by the State Board of Education that are aligned with VPK students, K-12 students in the public school system, teachers and leaders, school choice, and postsecondary students. The third goal, Effective Communication, is in response to an AdvancED recommendation and is also a district-identified need. The fourth goal, Quality Efficient Services, will support each priority and create an environment of high expectations. Goal five, Safe and Secure Schools, includes strategies to enhance school security and support student safety.

The priorities of the Florida Department of Education and Walton County School District are shown in the matrix on page 24.

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Walton County School DistrictStrategic Goals

StrategiesObservable Evidence of Goal Success

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Strategic Work Plan Goals

Goal 1 Highest Student Achievement – Increase achievement for each child by ensuring access to rigorous programs, addressing diverse educational needs, and providing access to technology

Goal 1 Strategies Advertise through multiple media outlets and promote participation in the District’s Voluntary PreKindergarten Program (VPK)

Ensure alignment of VPK curriculum to state standards

Fully implement a Multi-tiered System of Support (MTSS) that provides interventions and support for academic and behavioral

success for all students

Promote participation in Advanced Placement (AP) and Dual Enrollment (DE) courses by increasing the funding for SpringBoard

curriculum and targeting students for Advancement Via Individual Determination (AVID) classrooms in secondary classes

Support development of grades 6-12 AVID programs in all feeder patterns

Provide support for implementation and promotion of Career Academies at all high schools increasing the number of program

completers earning industry certification

Create opportunities for all high school students to complete the virtual graduation requirements in school if necessary by providing

extensive choices and opportunities

Provide the facility infrastructure that is capable of network support and technology access which will require additional technology

staff and a coordinated hardware replacement plan

Provide student and staff training for the use of technology hardware, software, and applications

Implement Local Instructional Information System (LIIS) programs to include assessment systems, grade book and attendance

reporting, and data analysis functions

Monitor student progress at all levels using formative (formal and informal) and summative assessments

Monitor individual school data, professional learning and its alignment with student achievement data and trends

Provide opportunities for rigorous and accelerated learning through the Walton Virtual Franchise which will generate full-time teaching

units through Walton Virtual for students at all levels

Provide opportunities for students to participate in college-level courses through partnership with the Seaside Neighborhood

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Collegiate High School (pending School Board approval of working agreement)

Align federal funds and grant opportunities to increase achievement for ALL students at all levels (including Students with Disabilities

(SWD), English Language Learners (ELL), Gifted and Talented, and the Economically Disadvantaged (ED)) by ensuring access to

rigorous programs, addressing diverse educational needs, and providing access to technology

Implement a systemized process for the hiring of highly-effective teachers and administrators

Continually study data ( including attendance, behavior and academic) to examine performance by schools and student subgroups to

determine the extent of program implementation and effectiveness to make decisions about resource allocation and program

continuation

Provide a comprehensive assessment system (K-12) that includes assessments aligned with the State’s Next Generation Sunshine

State Standards (NGSSS), Common Core State Standards (CCSS) and adhere to the State’s test specifications, and enable quick

access to assessment results

Expand open lines of communication with all stakeholders concerning the ability of the School District to provide the education tools

needed by our future leaders

Ensure safe and reliable transportation is provided to all students to support their educational needs

Provide and update facilities that are designed to support cooperative learning for all students

Goal 1 Observable Evidence of Goal Success Teachers study prior student performance data to understand the needs of students entering their classes and to direct initial

instructional decisions

Teachers use NGSSS, CCSS and State’s test specifications to design and review student work

Teachers track student progress using formal and informal formative assessments

Improvement in student achievement based on various performance measures

Students are actively engaged and monitoring their own progress

Teachers share individual student progress with the student, the principal and parents

Teachers use multiple measures of student performance

Teachers use formative assessments results to provide descriptive feedback, to monitor student learning of the standards, to ensure

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that the standards taught have been learned, and to modify and differentiate instruction

Teachers use student achievement data to identify their own professional learning needs

Schools regularly provide opportunities for professional learning during the school day and teachers participate in data chats and

professional learning communities

Students and teachers are engaged in the use of 21st Century technology and digital curriculum

Adequate materials are available for SpringBoard classrooms

Adequate equipment and staff to support the Academically Challenging Curriculum to Enhance Learning (ACCEL) requirements

Adequate teachers are available for AP, DE, and AVID classes

The annual district budget includes line items to support AVID and other College Board programs

Adequate number of Literacy Coaches, Instructional Coaches, Math Coaches and Science Coaches are available to support

classroom teachers in curriculum and instructions

Adequate personnel to support all curriculum and instruction programs and initiatives

Facilities master planning is a continuing process that responds to changes in the educational environment

Master plans are evaluated annually and modified to meet changing conditions, including safety, energy conservation, transportation,

physical education, and technology.

Continue to monitor and implement a safe bus driver training program to ensure student safety as a top priority

Participation in Walton Virtual in grades 6-12 will increase

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Goal 2 Standards-Based Curriculum and Instruction – Implement a comprehensive curriculum driven by Common Core State Standards and other standards established by the State of Florida Standards-Based Curriculum and Instruction

Goal 2 Strategies Provide opportunities for professional learning activities for early childhood instructional methods and strategies

Align classroom instruction with the CCSS in all math and language arts courses at all grade levels

Implement anchor Literacy Standards of reading, writing, listening, speaking, language use, and grammar in all classrooms

Align School Improvement Plans (SIP) with CCSS implementation to improve student achievement

Provide intervention programs and differentiated instruction in Literacy and Mathematics for striving learners, SWDs and ELLs

Use the MTSS process to identify instructional targets to develop specific instructional strategies to meet individual student needs

Provide 21st Century digital equipment and resources for every classroom and student to serve multiple functions, including alignment

of technologies to support CCSS and to build capacity for computer-based testing

Provide mentoring, coaching, and induction programs that support instructional improvement consistent with the system’s values and

beliefs about teaching and learning

Provide adequate resources to support instructional practices in all classrooms

Provide high-quality, current, research-based professional learning opportunities for all teachers and administrators related to

instructional strategies aligned with Common Core State Standards and Partnership for Assessment of Readiness for College and

Careers (PARCC) test item specifications

Provide additional opportunities in science education and environmental awareness through our partnership with the E.O. Wilson

Biophilia Center and other STEM related partnerships. We will continue our current on-site instructional activities in grades 4 and 7

and seek work to provide opportunities for high school components to include class visitations, internships and an eventual

environmental academy at Biophilia. Seek other STEM related partnerships

Increase recruitment efforts in fifth grade into athletic and visual/performing arts middle school programs

Provide increased professional development for visual/performing arts teachers

Request financial support from Walton County School Board for materials and supplies in visual art courses and instruments, music,

stands, costumes, play books, etc. in performing arts courses

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Request financial assistance from the Walton County School Board for travel expense assistance to competitions and festivals in

performing arts classes for at least three years

Increase partnerships with local art groups and individuals such as; Mattie Kelly Arts Foundation, Artists at Gulf Place, Escape to

Create, Fusion, Abrakadoodle, Fired Up Paint Your Own Pottery, Donna Burgess, Eileen West, Justin Gaffrey, and Paul Brent

Provide incentives for student participation in arts programs in high schools with weighted Advanced Placement and Honors courses,

district art shows, and band, choral and drama performances in the Walton School District

Expose high school athletes and musicians to greater access to scholarships through counselors and coaches

Provide cross-cultural, ethnically diverse and historically significant content for teachers and students through the active participation

in the annual Florida Chautauqua Winter Assembly

Provide an opportunity for teachers and students to participate in a week-long residency and concert performance with internationally

acclaimed musicians

Increase learning opportunities related to professional learning communities, lesson study, and 21st century skills

Develop a process to collect data from professional learning plans and performance appraisals to be used to determine professional

learning needs

Provide continuous training for School Administrators to monitor and support implementation of instructional practices of teachers

Ensure that all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level

Provide professional learning opportunities in the use of rigorous standards and effective research-based instructional practices and

monitor the implementation of practices

Survey and inventory technological resources in all facilities

Create a standard model for technology equipment, capacity, and sustainability that guides school-based decisions

Increase the capacity for online student assessment

Goal 2 Observable Evidence of Goal Success School administrators and instructors meet regularly to discuss trends, instructional practices, strategies, and the progress of all

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students

Teachers demonstrate their content knowledge, pedagogical practices, and their students’ learning needs

Teachers adopt and refine research-based instructional strategies

Teachers provide differentiated instruction and tiered assignments

Teachers adjust assignments by complexity, abstractness, concreteness, and independence to ensure appropriate challenge and

enrichment

Teachers give prompts and specific feedback to students from frequent informal and formal formative assessments

Teachers provide pre-teaching and re-teaching opportunities for striving learners

Teachers engage in lesson study opportunities and facilitate learning opportunities

Students exhibit an increased commitment to environmental stewardship through their selection of topics for project-based learning

activities and science projects

Teachers/schools incorporate environmental themes in their instruction, hallway bulletin boards and school-wide projects

Increased participation in art courses and athletic programs as documented in annual enrollment data

Students and teachers are engaged in the development of museum exhibits and out-of-classroom activities related to the annual

theme for the Florida Chautauqua Assembly

Students and teachers participate in the annual Florida Chautauqua Assembly dinner concert with internationally acclaimed

musicians

Differentiated professional learning with emphasis on collaboration, feedback and reflection is used to meet the needs of instructional

and administrative employees

Adequate funds are available for intervention materials and programs for students in TIER 2 and 3 of the MTSS process including

Intervention Coach(es) and Data Coach(es) as needed for services to be provided

Adequate support personnel are provided for the needs of SWD including Speech Language Pathologists (SLP), Resource

Specialists, American Sign Language (ASL) Translators, Exceptional Student Education (ESE) teachers and aides for adequate

necessary services based on specific needs

Adequate support personnel are provided for students with behavioral and psychological needs including School Psychologists,

Board Certified Behavior Analysts (BCBA), Autism Spectrum Disorder (ASD) Specialists, and Certified Mental Health Therapists as

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needed for services to be provided

Adequate funds are provided for School Improvement initiatives

Adequate funds are provided for professional learning opportunities

Adequate funds are provided for curriculum and instruction initiatives to improve student achievement

Infrastructure is adequate to provide digital curriculum, assessment and internet access for research and learning

Adequate software and hardware is available to ensure all classrooms are 21st Century ready

Adequate technology support and staff are available to allow teachers optimal use of technology in the classroom

District policy and procedures allow for the use of digital technology, bring-your-own-device, and social media use

The technology committee continues to evaluate various technological equipment and incorporate in classrooms

The district continues to expand the LIIS programs to monitor teacher and student achievement

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Goal 3 Effective Communication – Communicate with all stakeholders through a multi-tiered system to inform and to promote collaboration, family involvement, and community partnership

Goal 3 Strategies Communicate to families and community and school and district staff the goals, strategies, and observables of this Strategic Plan

Communicate to families and community the standards for PreKindergarten (PreK) instruction and the opportunities to participate in

PreK programs

Communicate to families and community the expectations and increased rigor of the CCSS and PARCC and other assessments

Communicate to families the opportunities for students to participate in accelerated courses, STEM-related instruction, and Walton

and Florida Virtual education options

Require attendance of appropriate school-based personnel at district-level meetings related to assigned or supplemented

responsibilities (SIT Chairs, PLFs, Mentors, etc.)

Collaborate with business and community organizations and maintain a professional relationship with the news media through the

district’s media contact

Maintain the intranet for use within the district

Frequently update all department and school websites

Promote a strong partnership between governmental agencies and leaders

Explore and promote marketing opportunities, including social media to promote communication

Schedule regular School Board meetings and post meeting dates, minutes, and agendas on the district website

Use district website, email, parent portal, phone messages, school and district newsletters, and social media to inform all

stakeholders

Provide parent meetings and workshops to support parents as partners in their child’s education

Communications will be updated for facilities on district web site

Communications for the Energy Conservation program information will be updated through the district website

Communications for the Food Services program will be updated through the district website to include menus, free and reduced

applications, and resources to educate stakeholders on food, nutrition and wellness

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Provide secure, on-line payment access for student lunch accounts

Goal 3 Observable Evidence of Goal Success All district and school staff follows protocol in a customer-friendly way, in greeting parents and visitors, taking messages, and

responding to questions and concerns

Teachers send home information on what students should know and be able to do in a parent friendly language

Teachers call, write, email and conference with students’ families throughout the year to share progress and answer questions about

students’ performance

District support staff and teachers promote learning activities for families in order to reach those parents who are unable to

participate at school

Families and community members are welcomed and encouraged to be engaged in meaningful school activities

District and school staff respect, understand and are sensitive to the diverse family cultures of student bodies

Schools provide outreach to families who need additional support and promote readiness for kindergarten

The school provides professional learning opportunities for parents, community members, and school partners related to current

educational initiatives and mandates

Funds are available for communication and marketing through traditional means, website, and social media

Continue to utilize the One Call Now program for mass notification of all stake holders. This program allows email, voice and text

messaging capabilities

Continue to upgrade and expand bandwidth capacities to respond to student needs

Transportation will continue to utilize a Bus Bulletin program to communicate transportation issues and concerns to parents and

school personnel

The energy conservation program and Facilities and Transportation Departments will implement separate informational web pages

The Food Services Department will implement separate informational web page to include portal for secure, on-line access for

payment to student lunch accounts.

Goal 4 Quality Efficient Services – Maintain high levels of effectiveness, efficiency, and equity in our operations to support student achievement

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Goal 4 Strategies The District’s budget is the financial plan for implementing the Strategic Plan. Coordinate the development of the District budget with

the District Strategic Plan to equitably allocate resources (i.e. people, time, funds, materials, technology) for necessary support and

appropriate services for ALL programs and personnel including but not limited to: MTSS, School Improvement, AP, DE, SpringBoard,

AVID, Career Academies, STEM Academies, Walton Virtual, Professional Learning, classroom teachers, support personnel,

administrative personnel, Literacy Coaches, Instructional Coaches, Math Coaches, Science Coaches, Intervention Coaches, Data

Coaches, mentors, Content Specialists and programs and personnel for SWD, ELL, Gifted and Talented Students, and students with

behavioral and psychological needs

Allocate resources in accordance with District priorities and based on data-driven assessments of Return on Investment (ROI) and

need, using all relevant data to make informed decisions

Maximize revenue and minimize expenditures at all cost centers

Increase dissemination of policies and procedures affecting financial reporting and performance by providing ongoing training

Allocate resources to provide an LIIS that meets state requirements

Allocate resources to provide Management Information System (MIS), Human Resources (HR) and Finance data systems that will

effectively and efficiently upload required data to Florida Department of Education (DOE) and other reporting agencies

Revise the District Strategic Plan annually

Ensure resources are utilized efficiently and all expenditures are transparent to all stakeholders enabling schools to focus their time

and resources on maximizing student and adult learning.

Provide professional learning opportunities for the efficient use of resources, as well as resources to support training to achieve

effective research-based instructional practices

District-level staff are accessible and responsive to schools, families, and communities, and provide high-quality, culturally-

appropriate customer service

District Administrators communicate clearly and effectively to schools, families, and communities

Maintain a clear decision-making process, document policies and procedures, and regularly seek feedback to improve service

Revise the District’s 5-Year Facilities Work Plan

Monitor service delivery programs (maintenance, food services, transportation) and all cost center expenditures to ensure efficient

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and cost-effective service

Continue to utilize energy conservation measures at all district facilities via the energy conservation program to minimize utility costs

Develop, disseminate, and communicate procedures for ensuring the practice of professional standards and a system of performance

accountability for all employees

Expand a variety of partnerships to support utilization of community resources and post-secondary institutions

Improve managerial and operational efficiency and effectiveness

Leverage technology to efficiently provide services, drive decision-making, and implement solutions for 21st Century learning

Monitor fuel consumption for district vehicles

Promote bus routing efficiency

Promote, sustain and increase participation in the school breakfast and national school lunch programs

Goal 4 Observable Evidence of Goal Success Schools have current resources available that support district and school programs for student achievement and resources are

distributed to reflect the diversity of students

All district and school staff follow policies and procedures when handling financial transactions or collecting and distributing school or

district resources

Teachers are able to maximize classroom instructional time due to safe and efficient student transportation to and from school in

accordance with State requirements

Teachers effectively use approved instructional materials and classroom technology to improve instruction, provide targeted

individualized student instruction, and maximize productivity

All District and School employees are provided a safe, clean, sustainable or orderly work/learning environment

District-level and school-level staff use the most efficient and effective methods for professional learning

Continued use of district wide maintenance work order system to monitor and track material and labor costs to all schools

Continue use of energy tracking software EnergyCAP (ECAP) to track energy usage and utility costs for each campus

Continue to provide 21st Century Technology training and equipment installation in classrooms

Continue and expand the Fuel Master Program to track fuel consumption and cost for district vehicles

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Implement Transfinder bus routing software for routing efficiency; Zonar Global Positioning System (GPS) devices are being utilized

to track bus routes, down time, bus location and speed

Increased Average Daily Participation in the school breakfast and national school lunch programs

Upgrade Meal Tracker to improve efficiency, save time and increase sales during Point-of-Sale (POS) in lunchrooms

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Goal 5 Safe and Secure Schools - Maintain safe and secure schools to enhance the learning environment for students and staff.

Goal 5 Strategies Develop an identification and referral system for students with emotional and behavioral needs. Include data from this system and

input from Psychological Services staff when addressing safety issues or concerns at schools

Use Positive Behavior Support (PBS) as a mechanism to create a dialogue between students and school staff regarding potential

safety concerns

Assess security needs at all WCSD sites via Safety Taskforce Inspection Committee and school-based safety committees and

develop a uniform system for access by school visitors

Increase school perimeter security by controlling access and upgrade school facilities to improve security (school entrances and exits)

Utilize, enhance and monitor school security camera and radio systems to increase security and deter crime

Enhance the bus video and audio security cameras to monitor bus routes to control incidents

Provide bus driver training to address needs of SWDs and students with behavioral needs

Provide a more energy efficient, safer and cleaner bus inventory

Coordinate with the Walton County Sheriff’s Department to maintain School Resource Deputies (SRD) with adequate training

Ensure Administrators receive Crisis Preparedness Training appropriate for their responsibilities

Conduct emergency response drills to include multiple agencies

Conduct annual fire safety inspections

Develop district and school-based comprehensive safety and security plans

Promote a safe environment for students and staff through on-going communication and programs in cooperation with students,

parents, citizens, and law enforcement

Inspect facilities regularly to ensure safe, clean, and healthy learning environments

Continue to monitor and implement a safe bus driver training program to ensure student safety as a top priority

Goal 5 Observable Evidence of Goal Success Develop a security task force in collaboration with the Walton County Sheriff’s Department to coordinate crisis preparedness

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Schools regularly review and perform lockdown exercises

A district-wide Task Force reviews all safety and security issues annually

Bus camera/security systems are inspected by transportation monthly to ensure proper operation

Research and explore possibilities for alternative fuel sources, i.e. Compressed Natural Gas (CNG)

Develop a security task force in collaboration with the Walton County Sheriff’s Department to coordinate crisis preparedness

District will provide budgetary recommendations to ensure the continuance of SRDs at each school site

District contracts fire safety inspections annually through Panhandle Area Educational Consortium (PAEC). Deficiencies are

identified and corrected accordingly

All District and School staff follow policy and procedures related to safety and security plans

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State Board of Education, Strategic Goals 1-2, for PreK-12Walton County School District, Strategic Goals 1-5, for PreK-12

Stakeholders Goal 1: Highest Student Achievement

Goal 2: Standards-Based Instruction

Goal 3: Communication

PreKindergarten Students Improve kindergarten readiness

Determine the most appropriate curriculum for PreK students

Increase student participation in PreK programs

Increase professional learning activities related to early childhood instructional methods and strategies

Communicate to parents and the community the standards for PreK instruction

Communicate to parents the opportunities to participate in PreK programs

K-12 Students Increase the percentage of students performing at grade level

Increase student participation and performance in accelerated course options

Use the MTSS process to maximize appropriate curriculum

Expand STEM-related curriculum opportunities

Increase the opportunities for differentiated instruction

Improve the rigor of instructional strategies and methods to match accelerated course options

Use the MTSS process to maximize appropriate instructional targets and strategies

Increase STEM-related instructional practices

Communicate to parents the expectations and increased rigor of Common Core State Standards

Communicate opportunities for students to participate in accelerated course options and STEM related instruction

Teachers & Leaders Increase the percentage of effective and highly-effective principals

Increase the percentage of effective and highly-effective teachers

Reduce the number of out-of-field teachers

Provide current, research-based professional learning opportunities for all teachers and leaders related to instructional strategies aligned with Common Core State Standards and PARCC Assessment test item specifications

Communicate information to assist teachers in becoming highly qualified and teaching in field

Communicate to teachers and leaders District and State plans to transition to Common Core State Standards and PARCC

Stakeholders Goal 1: Highest Student Goal 2: Standards- Goal 3: Communication

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Achievement Based Instruction Provide current, research-

based professional learning opportunities for teachers and leaders related to Common Core State Standards and PARCC Assessments

Increase professional learning opportunities related to professional learning communities, lesson study, and project based learning

Provide professional learning opportunities to increase teacher and leader knowledge of the MTSS process

Communicate to teachers and leaders information related to all professional learning opportunities

Communicate to teachers and leaders information related to MTSS, RTTT, and all other District and state initiatives

PostsecondaryStudents

Increase college readiness and success

Expand and maintain student access

Prepare students for careers

Parents and Community Increase parent and community communication regarding Common Core State Standards and PARCC Assessments

Increase parent and community understanding of the educational process

Develop multiple methods of communication to keep parents and community members aware of changes in education and need for their involvement

Goal 4: Quality Efficient Services

The fourth goal of the Walton County School District Strategic Plan is quality efficient services. Efforts to identify and prioritize needs for the entire school system requires joint participation of all departments. The Superintendent and Cabinet level Supervisors and Directors are charged with identifying department needs based on each department’s service provided to the system and individual department member input. After identifying needs, implementation plans are required and approved to ensure efficient service delivery. Prioritized needs are communicated to the Walton County School Board for approval through the budget process. The Superintendent is charged with seeing approved services are implemented as prioritized and designed.Goal 5: Safe and Secure Schools

Maintain safe and secure schools to enhance the learning environment for students and staff.

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Performance IndicatorsThe following performance indicators will show the progress toward attaining goals of Florida’s education system. Each performance indicator has been categorized under one of the four goals and aligned to the most applicable priority. This plan will include the current year’s data for each performance indicator starting with 2011-12. Upon approval of the performance indicators and current year data, goals will be established and approved for each indicator. The goals and performance indicators are not static and will continue to evolve as the Strategic Plan is refined.

1. PreK-12 Students

Performance Indicator (Goals 1 & 2) Current 2017-2018 Goal Notes

Priority:Improve kindergarten readiness

1.1 Percentage of VPK completers who score ready on both state Kindergarten readiness assessments

VPK completers: % Ready

VPK non-completers: % Ready

Non-VPK participants: % Ready

District: %

State: VPK completers: 91%

Kindergarten readiness assessments are ECHOS and FAIR.

Priority:Increase the percentage of students performing at grade level

1.2 Percentage of students scoring at or above on statewide English Language Arts, science, and mathematics assessments

Reading: 62%

Math: 65%

Science: 56%

District: Reading %

District: Math %

District: Science %

State: Reading: 83%

State: Math: 82%

State: Science: TBD by state

Grade level is currently defined as Level 3 and above on FCAT 2.0

2017-2018 goals correspond to targets in the federal ESEA waiver that call for cutting in half the percentage of students scoring below grade level within six years.

The goals will be reviewed in 2014-2015 when the new statewide assessment system is implemented.

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1.3 Percentage of students scoring at or above grade level on statewide English Language Arts, science, and mathematics assessments by subgroup to reduce the achievement gap

Reading:American Indian %Asian %Black/African American %Hispanic %White %Economically Disadvantaged %English Language Learners %Students with Disabilities %

Math:American Indian %Asian %Black/African American %Hispanic %White %Economically Disadvantaged %English Language Learners %Students with Disabilities %

District: Reading:American Indian %Asian %Black/African American %Hispanic %White %Economically Disadvantaged %English Language Learners %Students with Disabilities %

District: Math:American Indian %Asian %Black/African American %Hispanic %White %Economically Disadvantaged %English Language Learners %Students with Disabilities %

State: Reading:American Indian 82%Asian 90%Black/African American 74%Hispanic 81%White 88%Economically Disadvantaged 78%

The ultimate goal of the State Board of Education is that 100 percent of students will perform at or above grade level in reading and math.

Grade level is currently defined as Level 3 and above on FCAT 2.0

2017-2018 goals correspond to targets in the federal ESEA waiver that call for cutting in half the percentage of students scoring below grade level within six years.


Continuing on this trajectory, all students will be proficient in reading and math by the 2022-2023 school year.


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English Language Learners 72%Students with Disabilities 71%

State: Math:American Indian 81%Asian 92%Black/African American 74%Hispanic 80%White 86%Economically Disadvantaged 78%English Language Learners 74%Students with Disabilities 72%

1.4 Percentage of students scoring Level 4 and above on statewide assessments in reading and mathematics

Reading: %

Math: %

District: Reading: %

District: Math: %

State: Reading: 56%

State: Math: 61%


Priority:Increase student participation and performance in accelerated course options

1.5 Number and percentage of ninth-grade students who passed a statewide high school credit bearing end-of-course exam prior to ninth grade

%

X of X students

TBD Goal to be determined when more than one year of data is available.


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1.6 Percentage of students completing at least one accelerated mechanism (AP, DE, AICE or Industry Certification)

AP: %

DE: %

AICE: %

Industry Certification: %

Any Mechanism: %

District: Any Mechanism: %

State: Any Mechanism: 66%

1.7 Percentage of students who completed at least one accelerated course (AP, DE, AICE, or Industry Certification) and were eligible for the associated postsecondary credit

AP: %

DE: %

AICE: %

Industry Certification: %

Any Mechanism: %

District: Any Mechanism: %

State: Any Mechanism: 91%

To be eligible for postsecondary credit, students must earn a grade 3 or above on AP/AICE exam, grade of C or better in DE course, or passed an industry certification exam.

Priority:Increase high school graduation rate

1.8 Graduation Rates Standard Diploma: %

Standard, Special and 5 year Diplomas: %

District: Standard Diploma: %

District: Standard, Special and 5 year Diplomas: %

State: Standard Diploma: 92%

State: Standard, Special and 5 year Diplomas: 94%

New federal graduation rate.


Priority:Improve college

1.9 Percentage of high school graduates

Math: % District: In all 3 subjects: Postsecondary readiness standard means achieving a college ready score on an

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readiness meeting approved postsecondary readiness standard

Reading: %

Writing: %

In all 3 subjects: %

%

State: In all 3 subjects: 87%

approved assessment. This number may be low due to some students not having a score reported.

Priority:Expand digital education through instruction and application

1.10 Student to computer ratio

X:1 District:X:1

State:1:1

This includes desktop and mobile computers combined across all grade levels (K-12)

1.11 Percentage of students completing one or more virtual courses

%

1.12 Percentage of schools meeting the minimum network bandwidth standards

%

1.13 Percentage of schools meeting the minimum CBT readiness

% District: %

State: 100%

Priority:Expand STEM-related educational opportunities

1.13 Percentage of career and technical education (CTE) students enrolled in STEM programs

% District: %

State: 33%


Priority:Increase career and

1.14 Percentage of high school students

% District: % Data will be disaggregated by weight.

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technical educational opportunities

earning an industry certification

State: 10%

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2. Teachers and Leaders


Priority:Increase the percentage of effective and highly-effective principals based on the adopted performance appraisal system

2.1 Number and percentage of effective and highly-effective principals at all elementary and secondary schools

TBD TBD Goal to be determined when more than one year of data is available.

2.2 Number and percentage of effective and highly-effective principals at high-priority schools


2.3 Number and percentage of effective and highly effective principals at high-poverty schools


2.4 The change in the percentage of classes taught by effective and highly effective principals in low-performing schools after three years



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2013-2018

Priority:Increase the percentage of effective and highly effective teachers based on the adopted performance appraisal system

2.5 Number and percentage of effective and highly-effective teachers at all elementary and secondary schools


2.6 Number and percentage of effective and highly-effective teachers at high-minority schools


2.7 Number and percentage of effective and highly-effective teachers at high-poverty schools


2.8 The change in the percentage of classes taught by effective and highly-effective teachers in low-performing schools after three years


2.9 Number and percentage of STEM courses taught by effective and highly-effective teacher



Priority:Reduce the number of

2.10 Number and percentage of

% District: %

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2013-2018

out-of-field teachers classes taught by in-field teachers at all elementary and secondary schools

State: 95%

2.11 Number and percentage of classes taught by in-field teachers at high-minority schools

% District: %

State: 96%

2.12 Number and percentages of classes taught by in-field teachers at high-poverty schools

% District: %

State: 96%

2.13 The change in the percentage of classes taught by in-field teachers in low-performing schools after three years

TBD TBD

2.14 The number and percentage of STEM classes taught by in-field teachers

%

X

District: %

State: 97%

3. Parents


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Priority:Engage parents in their child’s (children’s) education

3.1 Increase the percentage of parent survey responses

3.2 Increase the methods of parent response to school surveys

3.3 Increase the number of parent events in all schools

3.4 Increase the number of home/school opportunities for minority and high-poverty schools and parents

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Educational Acronyms

A

AA - Associate in Arts AA – Alternative Assessment AAS - Associate in Applied Science ABE - Adult Basic Education ACCEL – Academically Challenging Curriculum to Enhance Learning ACEE - Area Centers for Educational Enhancement ACT – American College Testing (Assessment) ADA - Americans with Disabilities Act ADP – Average Daily Participation AFDC - Aid to Families with Dependent Children AHS - Adult High School AICE – Advanced International Certificate of Education AMO – Annual Measurable Objective AP – Advanced Placement AS - Associate in Science ASD – Autism Spectrum Disorder ASL – America Sign Language ATD - Applied Technology Diploma

B

BA – Bachelor of Arts BAT – Benchmarks for Advanced Tiers BCBA – Board Certified Behavior Analyst BC/BS – Blue Cross/Blue Shield BEC – Bureau of Educator Certification BS – Bachelor of Science

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C

CAC – Child Advocacy Center CARPD – Content Area Reading Professional Development CBA – Collective Bargaining Agreement CBT - Computer-Based Training CCD - Course Code Directory CCRP – Comprehensive Core Reading Program CCSS – Common Core State Standards CELLA - Comprehensive English Language Learning Assessment CEU - Continuing Education Unit CFO – Chief Financial Officer CLAST - College Level Academic Skills Test CNG – Compressed Natural Gas COBRA - Consolidated Omnibus Budget Reconciliation Act C of C – Code of Conduct CPT (FCELPT) – College Placement Test CRP – Comprehensive, research-based, Reading Plan

D

DAC – District Advisory Council DAR – Diagnostic Assessment of Reading DART – Disaggregate, Assess, Review and Target DCT – Diversified Cooperative Training DE – Dual Enrollment DIAP – District Improvement, Assistance and Intervention Plan DJJ - Division of Juvenile Justice DOC - Department Of Corrections DOE - Department Of Education DOP – Dropout Prevention

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DROP – Deferred Retirement Option Program DSS - Department of Social Services DSS – Developmental Scale Scores

E

EBD – Emotional/Behavioral Disabilities ECAP – EnergyCAP ED – Educationally Disadvantaged ELL – English Language Learner EOC – End-of-Course ePDC – Electronic Professional Development Center ERDA – Early Reading Diagnostic Assessment ERSI – Early Reading Screening Instrument ERIC - Educational Resource Information Center ESE - Exceptional Student Education ESEA – Elementary and Secondary Education Act ESOL - English of Speakers of Other Languages ESY – Extended School Year

F

FAA – Florida Alternate Assessment FACTS – Florida Academic Counseling and Tracking for Students FADSS – Florida Association of District School Superintendents FAIR – Florida Assessments for Instruction in Reading FAPE – Free and Appropriate Public Education FASA - Florida Association of School Administrators FBO - Faith-Based Organization FCAT - Florida Comprehensive Assessment Test FCIM – Florida Continuous Improvement Model FCPT – Florida College Placement Test FCRR – Florida Center for Reading Research

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FDLRS – Florida Diagnostic and Learning Resource System FDOE – Florida Department of Education FEFP – Florida Education Finance Program FELE – Florida Educational Leadership Examination FERPA – Family Educational Rights and Privacy Act FIN – Florida Inclusion Network FIRN - Florida Information Resource Network FLKRS – FLorida Kindergarten Readiness Screener FLVS – FLorida Virtual School FMLA – Family Medical Leave Act FORF – Florida Oral Reading Fluency FOIL – Florida Organization of Instructional Leaders FRL – Free and Reduced Lunch FRS – Florida Retirement System F.S. – Florida Statutes FSBA – Florida School Board Association FTCE – Florida Teacher Certification Examinations FTE - Full Time Equivalency FY - Fiscal Year

G

GED - General Educational Development Test GPS – Global Positioning System GPA – Grade Point Average

H

HIPAA - Health Insurance Portability and Accountability Act HLS – Home Language Survey HQT – Highly Qualified Teacher

I

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IB - International Baccalaureate IDEA – Individuals with Disabilities Education Act IEP - Individual Education Plan ILOD – In Line of Duty ISRD – Institute of Small and Rural Districts IST – Instructional Support Team IT - Information Technology

L

LEA - Local Educational Agency LEP - Limited English Proficiency LIIS – Local Instructional Information System LOA – Leave of Absence

M

MAI – Major Area of Interest MIS - Management Information System MOU - Memorandum Of Understanding MTSS – Multi-tiered System of Support

N

NAEP - National Assessment of Education Performance NCLB – No Child Left Behind NCTM – National Council of the Teachers of Mathematics NGA - National Governors Association NGCARPD – Next Generation Content Area Reading Professional Development NGSSS – Next Generation Sunshine State Standards NRT – Norm Referenced Test NSDC – National Staff Development Council

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O

OCR – Office of Civil Rights OPPAGA - Office of Program Policy Analysis & Government Accountability OPS - Other Personnel Services

P

PAEC – Panhandle Area Educational Cooperative PAF – Personnel Action Form PARCC – Partnership for the Assessment of Readiness for College and Careers PAS – Performance Appraisal System PECO - Public Education Capital Outlay PD – Professional Development PIC - Private Industry Council PBL – Project Based Learning PBS – Positive Behavior Support PLF – Professional Learning Facilitator PLP – Professional Learning Plan PMRN – Progress Management and Reporting Network POS – Point of Sale PreK – PreKindergarten PY - Program Year

R

READ – Reading Enhancement and Acceleration Development RFB - Request For Bid RFP - Request For Proposal RLT – Reading Leadership Team ROI – Return On Investment RtI – Response To Intervention RTTT – Race to the Top

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RTW – Ready To Work

S

SAC – School Advisory Council SACS - Southern Association of Colleges SAT – Scholastic Aptitude Test SBE - State Board of Education SBIT – School-Based Intervention Team SBRR – Scientifically-Based Reading Research SCANS - Secretary's Commission of Achieving Necessary Skills SEA – State Education Agency SEDNET – Students with Emotional Disabilities Network SES – Supplemental Educational Services SIP – School Improvement Plan SIRP – Supplemental Intervention Reading Program SMART – Specific, Measurable, Attainable, Realistic and Time-Bound SMS – Student Management System SOAR – Science, Optimizing Academic Returns SPAR – School Public Accountability Report SPP – Student Progression Plan SRD – School Resource Deputy SREB – Southern Regional Educational Board SIT – School Improvement Team SLP – Speech Language Pathologist SSS - Sunshine State Standards STW - School-To-Work SWD – Students With Disabilities SY – School Year

T

TA - Technical Assistance

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TABE - Test of Adult Basic Education TDE – Temporary Duty Elsewhere

V

VPK – Voluntary PreKindergarten

W

WDB – Workforce Development Board WISE – Walton Initiatives for Success in Education WVS – Walton Virtual School

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