Discovery Middle School

School Strategy Map

Map Name: 2018-2023 Discovery Middle School
Time Period: 8/14/2018 - 5/1/2023
Vision

Fargo Public Schools is committed to excellence through an equitable student-centered learning environment supported by positive collaborations with students, staff, school, and community. 

Mission

Educating and empowering all students to succeed. 

Beliefs

By providing a supportive and positive learning environment all students can learn. Positive partnerships with students, parents, and community support building efforts ensuring students receive effective, rigorous instruction where teachers make data-driven decisions impacting learning achievement.

21st Century Skills
All students, staff, and stakeholders will utilize the 21st Century Skills of Collaboration, Communication, Creativity, and Critical Thinking.
Culture & Climate
Creating a supportive and positive school climate
Culture and Safety
Creating a supportive and positive school climate.
Objectives
  • All staff will implement and model the 21st Century Skills.
Objectives
  • Foster positive relationships between students and staff that supports student learning.
Objectives
  • Foster positive relationships between students and staff that supports student learning.
  • We will create opportunities for diverse stakeholder involvement to suppprt students.
Critical Initiative
  • Classroom and building activities will be utilized to model and implement the 21st Century Skills.
Critical Initiative
  • Implement strategies that build positive relationships between all staff and students which fosters a learning environment that increases student engagement and learning in the classroom.
Critical Initiative
  • 2019-2020 Lead paras defined, para buddies, para professional development and training.
  • Adopt Positive Behavioral Interventions and Supports (PBIS) to create a safe and supportive environment for all students.
  • All certified staff will support student growth through deliberate practice as reflected in their personal growth plan.
  • All staff and students will foster positive school culture through building-wide activities such as: Bullying Guidance Lessons, Team Talks, Opportunity Hour, Community Service Projects, for example.
  • All staff will implement and model the 21st Century Skills.
  • Special populations (SPED, 504, EL) will have appropriate access to academic readiness through team plan implementation.
  • Staff will actively participate in Course Alike Professional Development to develop Essential Learning Outcomes and common assessments.
  • Staff will actively participate in Professional Learning Communities to address the four questions that drive a PLC.
  • Our community business partnerships will support students.
  • Parents and legal guardians will participate in transition conferences to support student success.
  • The PTA will support student activities to impact learner success.
Key Measures
  • District Culture Survey
  • Middle School Behavior Reporting Form Data
Student Achievement
Ensuring that all students receive effective, rigorous, and relevant instruction from highly qualified teachers
MTSS
Implement system-wide supports that provide interventions and extensions for students needing additional academic and/or behavioral supports.
School Culture and Safety
Create a supportive and positive school climate.
Objectives
  • Certified staff will use instructional strategies to help students become independent learners.
  • Certified staff will use instructional strategies to help students become independent learners.
  • Certified staff will utilize data to make informed instructional decisions.
  • Improve self-regulation skills of SPED students to improve student learning.
  • Develop and implement equitable district-wide processes to support academic and social-emotional growth and mastery of essential learning outcomes.
Objectives
  • Improve self-regulation skills of SPED students to improve student learning.
  • Provide students with academic experiences that will ready them for high school.
Objectives
  • Create environments that are physically and psychologically safe for students and adults.
  • Create environments that are physically and psychologically safe for students and adults.
Critical Initiative
  • All certified staff will support student growth through deliberate practice as reflected in their personal growth plan.
  • Staff will actively participate in Course Alike Professional Development to develop Essential Learning Outcomes and common assessments.
  • Staff will actively participate in Professional Learning Communities to address the four questions that drive a PLC.
  • All certified staff will select Domain 1: Element 1 - Providing Clear Learning Goals and Scales in their Marzano iobservation.
  • All Non-Instructional Staff (i.e. Counselors, librarians, etc.) will select Domain 2: Helping Students Meet Achievement Goals in their Marzano iobservation.
  • Certified staff will actively participate in Course Alike Professional Development to develop Essential Learning Outcomes, common assessments and proficiency scales.
  • Certified Staff will actively participate in personal learning communities to address the four questions that drive a PLC.
  • Increase staff competency in writing effective Functional Behavior Assessments and Behavior Interventions
  • PLC Leaders will facilitate PLCs to achieve the district's short-term and long-term goals as outlined by PLC District Goals and Expectations.
  • Analyze key measured (including graduation and Choice Ready data) by student groups to assess the equity of the system's response.
  • Develop a systematic plan for implementing researched-based Tier 1 instructional practices.
  • Develop and implement a systemic professional development plan to increase staff competency in conducting FBA's and creating BIP's.
  • Develop and implement Social Emotional Learning Instruction for all K-12 students.
  • Embed the professional learning community practices that focus on learning, collaboration, and results.
  • Implement a guaranteed and viable curriculum through standards-based education (instruction, assessment, grading, and academic reporting) that utilizes essential learning outcomes.
  • "Implement a Multi-Tier System of Support that supports the ""whole child"", whether an advanced or struggling learner, through academic, behavioral, social and emotional services. "
Critical Initiative
  • Improve self-regulation skills of SPED students to improve student learning.
  • Increase staff competency in writing effective Functional Behavior Assessments and Behavior Interventions
  • Multi-Tiered System of Supports will be utilized to guide students, staff and parents/families to appropriate educational pathways for student success.
  • Special populations (SPED, 504, EL) will have appropriate access to academic readiness through team planned implementation.
Critical Initiative
  • Embed professional learning opportunities that foster strategies implementation aligned with trauma-informed schools.
  • Expand intercultural capacity to serve all student and staff groups to reach parity in outcomes
  • Implement K-12 Tier 1 Positive Behavior Interventions and Supports (PBIS) by “all students” and by “student groups” as well as individual students.
  • Embed professional learning opportunities that foster strategy implementation aligned with trauma-informed schools.
  • Implement and embed Tier 1 Restorative Practices into classroom routines and instructional content.
  • Implement K-12 Tier 1 Positive Behavior Interventions and Supports (PBIS).
  • Implement the trauma-informed practice of Ukeru in all ECSE and K-12 Level C programs.
  • We will analyze outcome data by student groups (race/ethnicity, SES, cultural-linguistic diversity, gender, and dis/ability) to assess the equity of the system's response.
Key Measures
  • Data Collected by PLCs
  • Data collected by the Course Alike Groups
  • Data specific to each PLC
  • Feedback from IObservation
Key Measures
  • BIP/FBA documentation
  • Course Recommendation Data in the HUB
  • Student progress reports and course recommendation
Key Measures
  • Approaches to Learning Data - Elementary
  • Behavior Reporting Form Data
  • Benchmarks of Quality (BoQ)
  • Catalyst Coaching Log
  • Catalyst Implementation Survey
  • Catalyst Teacher Certification Roster
  • Catalyst Training Roster
  • District Learning Walks
  • District School Culture & Climate Survey Results
  • Guidelines for Success - Secondary
  • IDI pre and post assessment growth measures
  • Principal growth and development plan
  • Restorative Practice Training Roster
  • Trauma-Sensitive Schools Training Roster
  • Ukeru Training Roster
Tiered Instruction
Empower all students to grow and achieve proficiency of the district's content standards and graduate Choice Ready.
Community/Communication
Establish community partnerships for student academic and social-emotional growth and communication with internal and external stakeholders to build community trust and support
Objectives
  • Develop and implement equitable district-wide processes to support outcomes so all students graduate on time, Choice Ready.
Objectives
  • Create outreach systems to the community through partnerships and communications channels
  • Create outreach systems to the community through partnerships and communications channels.
Critical Initiative
  • Deploy a comprehensive K-12 career development plan that supports all learners to engage in cohesive and responsive career education activities that align for Choice Ready measures.
  • Embed the professional learning community practices that focus on learning, collaboration, and results.
  • Implement a guaranteed and viable curriculum through standards-based education that utilizes researched based high impact instructional strategies across all tiered learning environments.
  • Implement a whole child multi-tiered system of supports that includes a full continuum of academic, social, emotional, and behavioral wellness supports.
  • Staff will demonstrate their ability to complete FBAs that meet the necessary components as measured by the Technical Adequacy Tool for Evaluation.
Critical Initiative
  • Establish communication and engagement with the community at large
  • Establish effective communication between school, parents, and families utilizing a variety of communication channels
  • Establish effective internal communications systems
  • Foster positive partnerships with local government agencies, colleges and universities, and community organizations for overall student success
  • Establish communication and engagement with the community at large.
  • Establish effective communication between school, parents, and families utilizing a variety of communication channels and messages in the languages of the stakeholders.
  • Establish effective internal communication systems.
  • Foster positive partnerships with local government agencies, colleges and universities and community organizations for overall student success.
Key Measures
  • Attendance Report
  • Behavior Reporting Form Data
  • Choice Ready Indicator Data
  • District Learning Walks
  • Essential Learning Outcome Report (ELO)
  • FBA/BIP Compliance Review
  • Formative & Summative Assessments
  • Guidelines for Success data
  • iObservation Evaluation Tool
  • MTSS Report
  • Observation of PLCS; feedback from Leadership Team
  • Suspension Report (student groups)
  • Teacher PLC Survey
Key Measures
  • CTE Advisory Boards
  • FPS Foundation Donations
  • Media Data
  • Mental Health Partnerships
  • Parent Survey
  • Social Media Data
  • Staff Survey
  • Website and newsletter analytics.
The Strategy Map has been created in collaboration with The North Dakota Department of Public Instruction and Cognia™.

All schools in North Dakota participate in a Continuous Improvement process. Continuous Improvement means examining a school’s current reality including demographics, culture, technology, finances, and academic progress, among many other factors. In addition, Continuous Improvement means looking into the future and predicting what may change – what will be different a year from now, or 10 years from now.

 

During the 2018-2019 school year, all schools in North Dakota participated in this Continuous Improvement journey. School personnel participated in training and collaborated with diverse stakeholders such as community members, teachers, parents and students to map out what the school’s priorities are, what the school’s objectives are and what critical initiatives needed to be implemented to achieve those objectives. This planning process resulted in a Strategy Map – a 3 to 5-year plan for the school.

 

It is important to note that the Strategy Map is a snapshot in time. It is documentation of what the school’s priorities were the past school year. In this case the Strategy Map below was captured and submitted on May 1, 2019. It is equally important to note that the Strategy Map below may have changed since its submittal. This is because priorities may have changed quickly depending on numerous factors. Factors can include, but are not limited to, a natural disaster, a high staff turn-over rate, or an influx or decrease of students. To obtain a copy of this schools current and update Strategy Map, please contact the local school administrator.



Please contact North Dakota's Department of Public Instruction with any questions and feedback via email to the following address: dpidashboard@nd.gov