Planning for School Improvement

Golden Gate Middle School

School Year
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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
We increased our overall ELA proficiency by 6 percentage points, increased learning gains by 11% and increased L25 learning gains by 22%! We are thrilled with our ELA gains and will continue to embed our literacy practices to continue increasing achievement.
We increased our overall proficiency by 11 percentage points, increased learning gains by 11% and increased L25 learning gains by 22%! Our Algebra continued in the upward trend and we increased proficiency by 3 percentage points! We are thrilled with our Math gains and will continue to embed our practices to continue increasing achievement.
We are thrilled with our performance in science. We increased proficiency by 8 percentage points!
We are thrilled with our performance in Social Studies. We increased proficiency by 7 percentage points!
Which data component showed the most improvement? What new actions did your school take in this area?
Math- A focus on standards based instruction and note-taking strategies.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
ELA learning gains for lowest 25%- We had several new teachers who were new to teaching. Due to the need to support these teachers with content and classroom management, we did not see the typical gains we would have seen with veteran teachers. We now have an established staff in ELA who will no doubt help our students SOAR to success!
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
ELA learning gains for lowest 25%- We had two new teachers who were new to teaching. Due to the need to support these teachers with content and classroom management, we did not see the typical gains we would have seen with veteran teachers.
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.
We are thrilled to report we matched or surpassed the state in ELA, math, science, Algebra and Civics! Math proficiency (+10) had the greatest gap. This was due to our new teachers and emphasis on standard based instruction and note-taking strategies.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1: Continue school-wide/content embedded literacy strategies, 2: Ensure math teachers are providing frequent opportunities for student practice and assessment, 3. Ensure social studies teachers are utilizing material with fidelity and maximizing instructional time, 4. Support science teachers with new textbooks and materials 5. Continue strong MTSS structure and implement interventions for students needing Tier 3 support both behaviorally and academically.

SIP - Areas of Focus

Our VISION is for all GGM Falcons to be kind, motivated, responsible critical thinkers and confident problem solvers who are empowered to reach their academic and personal goals!
Our MISSION is to provide an engaging, nurturing, inclusive educational community where each Falcon demonstrates ownership, resilience, and growth!
ELA proficiency will increase to 62% by May of 2026 as evidenced by FASST ELA assessment by ensuring teachers use standards based tasks, give high-quality instruction, and collaborate with each other and academic coaches, resource tea chers, assistants, school counselor and tutors.
(View Marzano Model)
Increase teacher efficacy in the area of ELA teaching through the strategic use of academic coaches to support collaboration among the team, increase the use of effective instructional strategies, engage teachers in differentiated and timely professional development, and provide structures to differentiate and support students. We will focus on the Marzano strategy, "Using questions to help students elaborate on content ".
Action #1
Action Steps to implement evidence-based strategy:
Collaborative planning sessions will be held weekly with the purpose of pairing strong instructional strategies with standards-based tasks.
Person Responsible:
General Education Teachers, Inclusion Teachers
Progress Monitoring Evidence:
We will review student data on Progress Monitoring assessments. Student progress in Lexia, the intensive reading intervention, will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Action #2
Action Steps to implement evidence-based strategy:
Quarterly progress monitoring data will be viewed and differentiated support will be offered to teachers struggling in the form of a prescriptive coaching cycle and students through small group instruction. The Literacy Coach, ELL tutor and general assistant will provide support in these areas.
Person Responsible:
General Education Teachers, Inclusion Teachers
Progress Monitoring Evidence:
We will review student data on Progress Monitoring assessments. Student progress in Lexia, the intensive reading intervention, will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations
Action #3
Action Steps to implement evidence-based strategy:
Each teacher will receive instructional feedback from the principal and assistant principal. Instructional trends will be identified and purposeful and differentiation PD will be provided to teachers on a monthly basis.
Person Responsible:
General Education Teachers, Inclusion Teachers
Progress Monitoring Evidence:
We will review student data on Progress Monitoring assessments. Student progress in Lexia, the intensive reading intervention, will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Action #4
Action Steps to implement evidence-based strategy:
Strong instructional strategies for ELA, including use of high-quality grade level texts and the integration of writing with reading instruction will be monitored for implementation in lesson plans, classroom observations, and student work. Title I funds will be used to support a school counselor to help students' efficacy of learning
Person Responsible:
General Education Teachers, Inclusion Teachers
Progress Monitoring Evidence:
We will review student data on Progress Monitoring assessments. Student progress in Lexia, the intensive reading intervention, will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Math proficiency will increase to 80% by May of 2026 as evidenced by FASST Math assessment by ensuring teachers use standards based tasks, give high-quality instruction, and collaborate with each other and academic coaches.
(View Marzano Model)
Increase teacher efficacy in the area of math teaching through the strategic use of academic coaches to support collaboration among the team, increase the use of effective instructional strategies, engage teachers in differentiated and timely professional development, and provide structures to differentiate and support students. We will focus on the Marzano strategy, "Using questions to help students elaborate on content".
Action #1
Action Steps to implement evidence-based strategy:
Collaborative planning sessions will be held weekly with the purpose of pairing strong instructional strategies with standards-based tasks.
Person Responsible:
General Education Teachers, Inclusion Teachers, Math Coach
Progress Monitoring Evidence:
Student progress on quarterly benchmark assessments as progress monitoring tools will be monitored. Student progress in ALEKS will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Action #2
Action Steps to implement evidence-based strategy:
Each teacher will receive instructional feedback from the principal and assistant principal. Instructional trends will be identifying and purposeful and differentiation PD will be provided to teachers on a monthly basis.
Person Responsible:
General Education Teachers, Inclusion Teachers, Math Coach
Progress Monitoring Evidence:
Student progress on quarterly benchmark assessments as progress monitoring tools will be monitored. Student progress in ALEKS will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Action #3
Action Steps to implement evidence-based strategy:
Quarterly progress monitoring data will be viewed and differentiated support will be offered to teachers struggling in the form of a prescriptive coaching cycle and students through small group instruction
Person Responsible:
General Education Teachers, Inclusion Teachers, Math Coach
Progress Monitoring Evidence:
Student progress on quarterly benchmark assessments as progress monitoring tools will be monitored. Student progress in ALEKS will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Action #4
Action Steps to implement evidence-based strategy:
Strong instructional strategies for math, including student generated notes, gradual release model, and targeted small group support will be monitored for implementation in lesson plans, classroom observations, and student work.
Person Responsible:
General Education Teachers, Inclusion Teachers, Math Coach
Progress Monitoring Evidence:
Student progress on quarterly benchmark assessments as progress monitoring tools will be monitored. Student progress in ALEKS will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131264282Math Coach to support teachers and students1.16$133,462.17
Science proficiency will increase to 61% by May of 2026 as evidenced by the Grade 8 science assessment by ensuring teachers use standards based tasks, give high-quality instruction, and collaborate with each other and academic coaches and resource teachers.
(View Marzano Model)
Increase teacher efficacy in the area of science teaching through the strategic use of academic coaches to support collaboration among the team, increase the use of effective instructional strategies, engage teachers in differentiated and timely professional development, and provide structures to differentiate and support students. We will focus on the Marzano Strategy, "Using questions to help students elaborate on content".
Action #1
Action Steps to implement evidence-based strategy:
Collaborative planning sessions will be held weekly with the purpose of pairing strong instructional strategies with standards-based tasks.
Person Responsible:
General Education Teachers, Inclusion Teachers, Science Coach
Progress Monitoring Evidence:
Student progress on quarterly benchmark assessments as progress monitoring tools will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Action #2
Action Steps to implement evidence-based strategy:
Each teacher will receive instructional feedback from the principal and assistant principal. Instructional trends will be identifying and purposeful and differentiation PD will be provided to teachers on a monthly basis.
Person Responsible:
General Education Teachers, Inclusion Teachers, Science Coach
Progress Monitoring Evidence:
Student progress on quarterly benchmark assessments as progress monitoring tools will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Action #3
Action Steps to implement evidence-based strategy:
Quarterly progress monitoring data will be viewed and differentiated support will be offered to teachers struggling in the form of a prescriptive coaching cycle and students through small group instruction.
Person Responsible:
General Education Teachers, Inclusion Teachers, Science Coach
Progress Monitoring Evidence:
Student progress on quarterly benchmark assessments as progress monitoring tools will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Action #4
Action Steps to implement evidence-based strategy:
Strong instructional strategies for science, including the use of academic vocabulary by students (verbally and in writing) in response to hands on activities will be monitored for implementation in lesson plans, classroom observations, and student work.
Person Responsible:
General Education Teachers, Inclusion Teachers, Science Coach
Progress Monitoring Evidence:
Student progress on quarterly benchmark assessments as progress monitoring tools will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131254282Extra period funding for science coach to support teachers0.16$14,449.53
Civics proficiency will increase to 74% by May of 2026 as evidenced by Civics EOC assessment by ensuring teachers use standards based tasks, give high-quality instruction, and collaborate with each other and resource teachers.
(View Marzano Model)
Increase teacher efficacy in the area of social studies teaching through the strategic use of academic coaches to support collaboration among the team, increase the use of effective instructional strategies, engage teachers in differentiated and timely professional development, and provide structures to differentiate and support students. We will focus on the Marzano Strategy, "Helping students process new content".
Action #1
Action Steps to implement evidence-based strategy:
Collaborative planning sessions will be held weekly with the purpose of pairing strong instructional strategies with standards-based tasks.
Person Responsible:
General Education Teachers and Inclusion Teachers
Progress Monitoring Evidence:
Student progress on quarterly benchmark assessments as progress monitoring tools will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Action #2
Action Steps to implement evidence-based strategy:
Each teacher will receive instructional feedback from the principal and assistant principal. Instructional trends will be identifying and purposeful and differentiation PD will be provided to teachers on a monthly basis.
Person Responsible:
General Education Teachers and Inclusion Teachers
Progress Monitoring Evidence:
Student progress on quarterly benchmark assessments as progress monitoring tools will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Action #3
Action Steps to implement evidence-based strategy:
Quarterly progress monitoring data will be viewed and differentiated support will be offered to teachers struggling in the form of a prescriptive coaching cycle and students through small group instruction.
Person Responsible:
General Education Teachers and Inclusion Teachers
Progress Monitoring Evidence:
Student progress on quarterly benchmark assessments as progress monitoring tools will be monitored. Use of standards based tasks and high-quality instruction will be monitored via lesson plans and classroom observations.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!

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

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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.
The School Improvement Plan is reviewed with the School Advisory Committee, developed with the staff and reviewed with students during grade level assemblies. Translation is available. Our schools website address is: https://www.collierschools.com/ggm.
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.
Before the school year begins, parents and families are invited to visit the school and meet the student's teachers. Schedules and maps are provided to families. This starts a collaborative relationship. After the school year begins, the Title I Meeting occurs and families are invited to come to the meeting and enjoy a barbeque meal. Title I funds are used to provide translation assistance to teachers to make routine phone calls home. Families can receive assistance every morning to learn how to fill out paperwork and/or check their student's grades. Dialers/texts/emails are sent routinely to families in their preferred language.
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))
GGM will increase teacher efficacy in the area of math teaching through the strategic use of academic coaches to support collaboration among the team, increase the use of effective instructional strategies, engage teachers in differentiated and timely professional development, and provide structures to differentiate and support students. We will focus on the Marzano strategy, "Using questions to help student elaborate on content".
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))
• Collier County Public Schools implement a systematic and strategic approach to service delivery through the District Strategic Plan and the K–12 Comprehensive Reading Plan. The goals and objectives of each program and department are aligned with these overarching district plans. • Title I (Parts A, C, D), UniSIG, Title II (Part A), and Title IV are managed within the same department. These programs share administrative staff to ensure efficient oversight, coordination, budgeting, staffing, and monitoring. Informal communication and monthly administrative meetings support ongoing collaboration and alignment of efforts. • Leadership staff from Title I (Parts A, C, D), Title II, Title III, Title IV, Head Start/VPK, and Title IX programs meet monthly to coordinate services and participate in joint professional development aimed at improving program effectiveness. • Teaching & Learning (T&L) department meetings include program coordinators from IDEA, Perkins, Head Start, and Career and Technical Education, fostering cross-program collaboration. • The Title IX and Title I (Parts A and C) Coordinators work together to identify and support homeless children, assisting with registration and providing necessary services. Title I and the District jointly fund the Homeless Liaison, who supports homeless students across all schools. • Title I (Parts A and C) and Title III funds are coordinated to provide supplemental instructional support and resources to at-risk students.

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 2025-2026 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 2024−2025 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 2024−2025 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.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Mara Gonzalez Parent Hispanic Non-Migrant No SAC Chair 8/28/2025 9/3/2026
Eunice Gonzalez Teachers Hispanic Non-Migrant Yes Member 8/28/2025 9/3/2026
Daylin Arbeja Parent Hispanic Non-Migrant No Member 8/28/2025 9/3/2026
Lorena Esquijarosa Community/Business Hispanic Non-Migrant No Member 8/28/2025 9/3/2026
Dorothy Moreno Parent Hispanic Non-Migrant Yes Member 8/28/2025 9/3/2026
Lillian Zehe Non-instructional Staff Hispanic Non-Migrant Yes Member 8/28/2025 9/3/2026
Ana Gilliam Teachers Hispanic Non-Migrant Yes Member 8/28/2025 9/3/2026
Carmen Cavenaugh Non-instructional Staff White Non-Migrant Yes Member 8/28/2025 9/3/2026
Jenny Knutowski Principal White Non-Migrant Yes Principal 8/28/2025 9/3/2026
Jessica Moberg Parent White Non-Migrant No Member 8/28/2025 9/3/2026
Vincent Keyys Community/Business Black Non-Migrant No Member 8/28/2025 9/3/2026
Diann Keeys Community/Business Black Non-Migrant No Member 8/28/2025 9/3/2026
Rosa Maria Suarez Parent Hispanic Non-Migrant No Member 8/28/2025 9/3/2026
GroupNumber%
Community/Business323.1
Non-instructional Staff215.4
Parent538.5
Principal17.7
Students (required for HS; optional for MS)00.0
Teachers215.4
The number of non-employees must be at least 51% of the total SAC membership.
NOTE: The Principal is included in the district employee count.
GroupNumberPercent
District Employee 646.2
Non-District Employee 753.8
SAC membership must be representative (within 15%) of the ethnic, racial and socio-economic community served by the school. NOTE: The principal is NOT included in the demographic composition breakdown.
EthnicityNumber% SAC% Students
 00.00.0
Black216.715.1
Hispanic866.773.2
Others00.07.3
White216.74.4
Date & TimeTitleLocationUploaded Files
Thursday, August 28, 2025 5:00 PMAugust SAC MeetingGolden Gate Middle School
Date

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