School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
7th grade struggle is in ELA. 6/7th lowest 25th percent in ELA; nonfiction text, poetry, vocabulary and informational text.
Which data component showed the most improvement? What new actions did your school take in this area?
The data component that showed the most improvement was . This was accomplished because we hosted a vigorous before and after school program, initiated small group instructional rotations with fidelity, and we implemented a 7th grade co-teaching program with our ESE inclusion teachers.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Our 7th grade intensive course and our 6th grade regular students showed the lowest performance. There was a teacher resistant to implementing rotations and one of our teachers in 6th grade was in her first year of teaching. Another 6th grade teacher was ineffective in her role and resistant to partner teaching and collaborative structures.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
The students in the 6th grade ELA cluster showed the greatest decline. This students performed 7 points below the state average.
Which data component had the greatest gap when compared to the state average? Explain the factor(s) that contributed to this gap and any trends. State data can be found here.
Our 6th grade ELA had the greatest gap overall.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. 6th grade ELA lowest 23th percent 2. Reading and interpreting non-fiction texts 3. Increasing vocabulary instruction and student attainment of academic vocabulary 4. Integration of interpretation of poetry and elements of poetry 5. Increasing the number of teachers implementing academic rotations in their ELA instruction.

SIP - Areas of Focus

With the support of all stakeholders, every student will be successful at East Naples Middle School.
Our mission at ENMS is to provide an inclusive and innovative learning community in which we empower students to develop into productive members of society that demonstrate integrity and perseverance in all aspects of their lives.
If teachers use student evidence/data when planning to make instructional adjustments, then student proficiency on PM3 will increase from 54% (SY24) to 57% in SY25.
(View Marzano Model)
Teachers help others by sharing evidence on how to use data to plan and implement lessons that result in closing the achievement gap.
Action #1
Action Steps to implement evidence-based strategy:
Literacy coach and administrator will attend collaborative planning weekly to ensure teachers are making adjustments to lesson plans based on student evidence/data.
Person Responsible:
Administrator & Literacy Coach
Progress Monitoring Evidence:
Observations; lesson plan review; instructional rounds; pre- and post observation conferences; teacher feedback; collaborative conversations with stakeholders.
Action #2
Action Steps to implement evidence-based strategy:
Instructional personnel will make productive changes to their lesson plans in response to student evidence/data.
Person Responsible:
Instructional Personnel
Progress Monitoring Evidence:
Lesson plans will be reviewed regularly during collaborative planning to ensure lessons and monitoring of learning is to the appropriate level of rigor according to Marzano's Taxonomy.
Action #3
Action Steps to implement evidence-based strategy:
Instructional Personnel will participate in meaningful professional development targeting data analysis
Person Responsible:
Administrator & Literacy Coach
Progress Monitoring Evidence:
Implementing a schedule of professional development during collaborative planning. Lesson plan monitoring to ensure for data driven instruction.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers use student evidence/data when planning to make instructional adjustments, then student proficiency on PM3 will increase from 74% (SY24) to 77% in SY25.
(View Marzano Model)
Teachers help others by sharing evidence on how to use data to plan and implement lessons that result in closing the achievement gap.
Action #1
Action Steps to implement evidence-based strategy:
Math coach and administrator will attend collaborative planning weekly to ensure teachers are making adjustments to lesson plans based on student evidence/data.
Person Responsible:
Administrator & Math Coach
Progress Monitoring Evidence:
Observations; lesson plan review; instructional rounds; pre- and post observation conferences; teacher feedback; collaborative conversations with stakeholders.
Action #2
Action Steps to implement evidence-based strategy:
Instructional personnel will make productive changes to their lesson plans in response to student evidence/data.
Person Responsible:
Instructional Personnel
Progress Monitoring Evidence:
Lesson plans will be reviewed regularly during collaborative planning to ensure lessons and monitoring of learning is to the appropriate level of rigor according to Marzano's Taxonomy.
Action #3
Action Steps to implement evidence-based strategy:
Instructional Personnel will participate in meaningful professional development targeting data analysis
Person Responsible:
Administrator & Math Coach
Progress Monitoring Evidence:
Implementing a schedule of professional development during collaborative planning. Lesson plan monitoring to ensure for data driven instruction.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers regularly use questions to help students elaborate on content, then student proficiency will increase from 39% to above 42% proficiency on the end-of-year assessments.
(View Marzano Model)
Using questions to help students elaborate on content.
Action #1
Action Steps to implement evidence-based strategy:
Small group push-in provided by ESE inclusion teachers
Person Responsible:
ESE Inclusion Teacher & Resource Teacher
Progress Monitoring Evidence:
Ongoing formative and summative assessments in the classroom, as well as district and state benchmark assessments (PM1, PM2, PM3, QB1, QB2)
Action #2
Action Steps to implement evidence-based strategy:
The ESE Specialist and case managers will provide professional development on differentiation strategies in small group structures.
Person Responsible:
Krista Maddox. ESE Case Managers.
Progress Monitoring Evidence:
We expect to see improvement through ongoing formative and summative assessments in the classroom, as well as district and state benchmark assessments (PM1, PM2, PM3, QB1, QB2)
Action #3
Action Steps to implement evidence-based strategy:
Assessment data analysis will be conducted by administrators, coaches & teachers during weekly collaborative planning and monthly curriculum council meetings.
Person Responsible:
Administrators, Coaches & Teachers
Progress Monitoring Evidence:
Lesson plans. Review of data analysis by Administration (Coach's data) and Administration/Coaches (Teacher data) during collaborative planning & data chats.
Action #4
Action Steps to implement evidence-based strategy:
ESE Case Managers and Administration will provide professional development for teachers to effectively implement questions along Marzano's Taxonomy to ensure that students are elaborating on content.
Person Responsible:
ESE Specialist and APC
Progress Monitoring Evidence:
Evidence of appropriate implementation from Administration conducting informal classroom observations. Ongoing formative and summative assessment data in the classroom, as well as district and state benchmark assessments (PM1, PM2, PM3, QB1, QB2.)
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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During the 2024-25 school year, 80% of teachers will write at least 1 positive referral per quarter.
(View Marzano Model)
Providing feedback and celebrating progress.
Action #1
Action Steps to implement evidence-based strategy:
Reminder emails and conversations with instructors who are missing their positive referral for the quarter.
Person Responsible:
Administration
Progress Monitoring Evidence:
Tracking emails sent and Focus Analytical Data
Action #2
Action Steps to implement evidence-based strategy:
Shout-outs to the teachers who helped reach the goal at faculty meetings.
Person Responsible:
Administration and Department Leaders
Progress Monitoring Evidence:
Faculty meeting agendas and positive emails
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Schoolwide Program Plan (SWP) Requirements

This section must be completed if the school is implementing a Title I, Part A SWP and opts to use the SIP to satisfy the requirements of the SWP plan, as outlined in the ESSA, Public Law No. 114-95, § 1114(b). This section is not required for non-Title I schools.

Budget Document Uploads

File NameUpload Date
ENM-FY25 Title I Use of Funds 11-6-24 Sal Inc .xlsx 01/07/2025
1.

Provide the methods for dissemination of this SIP, UniSIG budget and SWP to stakeholders (e.g., students, families, school staff and leadership and local businesses and organizations). Please articulate a plan or protocol for how this SIP and progress will be shared and disseminated and to the extent practicable, provided in a language a parent can understand. (ESSA 1114(b)(4))

List the school's webpage* where the SIP is made publicly available.
* A webpage is not sufficient as the sole method of dissemination.

*SIP is shared with the School Advisory Committee (SAC) and SIP goals are shared in our staff and parent newsletter. *SIP goal progress is shared with stakeholders after each FAST progress monitoring assessment. *SIP goals are shared in English, Spanish, and Creole in our parent newsletter. Website: https://www.collierschools.com/domain/4756

2.

Describe how the school plans to build positive relationships with parents, families and other community stakeholders to fulfill the school’s mission, support the needs of students and keep parents informed of their child’s progress.

List the school's webpage* where the school's Family Engagement Plan is made publicly available. (ESSA 1116(b-g))
* A webpage is not sufficient as the sole method of dissemination.

Family engagement will be promoted through leadership and collaboration with all stakeholders. This will be done via: *Social Media *Parent Nights *Encouraging phone calls home. Positive and negative *Newsletters * Parent conferences *Partnership Rotary Club of Naples *Partnership with LWTC *Banner Buddies *School marquee *Flyers *Email *Banners

3.

Describe how the school plans to strengthen the academic program in the school, increase the amount and quality of learning time and help provide an enriched and accelerated curriculum. Include the Area of Focus if addressed in Part II of the SIP. (ESSA 1114(b)(7)ii))

Teachers will regularly use questions to help students elaborate on content, to increase student proficiency by at least 13% on the end-of-year assessments in core subject areas. This will by done through: *Academic labs *Before and After school programs *Saturday boot camp *Resource teachers *Instructional personal teaching a 7th-period assignment *Professional Development

4.

If appropriate and applicable, describe how this plan is developed in coordination and integration with other Federal, State, and local services, resources and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing CSI or TSI activities under section 1111(d). (ESSA 1114(b)(5))

No response.

CSI, TSI and ATSI Resource Review

Describe the process to review school improvement funding allocations and ensure resources are allocated based on needs. This section must be completed if the school is identified as ATSI, TSI or CSI in addition to completing an Area(s) of Focus identifying interventions and activities within the SIP (ESSA 1111(d)(1)(B)(4) and (d)(2)(C).

No response.

Reading Achievement Initiative for Scholastic Excellence (RAISE)

For the 2024-2025 school year, the criteria includes schools with students in grades three through five where 50 percent or more of its students, in any grade level, score below a level 3 on the most recent statewide English Language Arts (ELA) assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system pursuant to s. 1008.25(9), F.S., shows that 50 percent or more of the students are not on track to pass the statewide, standardized grade 3 ELA assessment for any grade level kindergarten through grade 3; and at least 10 students must be present for both the second and third full-time equivalent (FTE) survey periods and must be enrolled at the time of the statewide, standardized testing.

Include a description of your Area of Focus (Instructional Practice specifically relating to Reading/ELA) for each grade below, how it affects student learning in literacy, and a rationale that explains how it was identified as a critical need from the data reviewed. Data that should be used to determine the critical need should include, at a minimum:

  • The percentage of students below Level 3 on the 2023−2024 statewide, standardized ELA assessment. Identification criteria must include each grade that has 50 percent or more students scoring below Level 3 in grades 3-5 on the statewide, standardized ELA assessment.
  • The percentage of students in kindergarten through grade 3, based on 2023−2024 coordinated screening and progress monitoring system data, who are not on track to score Level 3 or above on the statewide, standardized ELA assessment.
  • Other forms of data that should be considered: formative, progress monitoring and diagnostic assessment data.
1.

Grades K-2: Instructional Practice specifically relating to Reading/ELA

No reponse.
2.

Grades 3-5: Instructional Practice specifically related to Reading/ELA

No reponse.