School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
We increased our overall proficiency by 7.8%, 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 decreased proficiency by 1.6%, increased overall learning gains by 6%, and increased L25 learning gains by 1%. We hired several strong new math teachers and made changes in assignments. We are confident we will see an increase in gains for SY25.
We are thrilled with our performance in science. We increased proficiency by 9.2 points!
Social studies is an area we want to see a substantial increase. We continue to hover in the high 50s/low 60s for proficiency. I would like to see at least 65% proficiency.
Which data component showed the most improvement? What new actions did your school take in this area?
ELA- A focus on school-wide literacy strategies: chunking, note-taking and Claim-Evidence-Response (CER).
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Math and Civics- We had several new teachers who were new to teaching, new to Collier and a few who were new to the country. 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 and veteran teachers in both civics and math- we are excited for this year's gains!
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Math and Civics- We had several new teachers who were new to teaching, new to Collier and a few who were new to the country. 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 and veteran teachers in both civics and math- we are excited for this year's gains!
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.
Civics- State is 67% and GGM is 60%. Out of the 3 civics teachers, 2 were new to teaching. They showed much enthusiasm and progress, but we did see as high of proficiency as we would with veteran teachers.
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 the new material with fidelity and maximizing instructional time, 4. Support new 8th grade science teacher with content and develop strong 8th grade science PLC, 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 55% by May of 2025 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 teachers, 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, "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, Inclusion Teachers, Literacy Coach
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, Literacy Coach
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, Literacy Coach
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, Literacy Coach
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
Title I Part A6120131254282School Counselor to support students who are ELL adjust to the learning environment1.00$97,032.76
Title I Part A5100151254282General assistant to provide academic support0.50$24,197.34
Title I Part A5131151254282ELL Tutor to provide Language Support1.00$50,335.73
Title I Part A6400131254282Literacy Coach to support students and teachers0.50$54,845.90
Title I Part A5100510254282Instructional supplies to support classroom instruction $1,088.62
Math proficiency will increase to70% by May of 2025 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, "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, 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 A6400131254282Math Coach to provide support to teachers1.00$112,145.66
Title I Part A5100131254282Resource teachers to support students0.50$52,145.30
Science proficiency will increase to 53% by May of 2025 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, "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, 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 A5100131254282Resource teacher to support students0.50$50,647.53
Civics proficiency will increase to 67% by May of 2024 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 clich 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 clich the Submit button to the right!
Positive Behavior Intervention System (PBIS) reward days will occur twice (2/10/25 and 5/30/25) as evidenced by the PBIS calendar.
(View Marzano Model)
Helping students process new content
Action #1
Action Steps to implement evidence-based strategy:
The PBIS committee will identify criteria to attend the events based on problem areas of the school.
Person Responsible:
PBIS Committee
Progress Monitoring Evidence:
Quarterly event calendar, student data
Action #2
Action Steps to implement evidence-based strategy:
Title I Funds will be used to fund a school counselor to support students not meeting criteria for PBIS events.
Person Responsible:
School Counselor
Progress Monitoring Evidence:
Increase of the number of students who can attend the PBIS events.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6120131254282School Counselor to support students in need of tiered interventions1.00$125,407.50

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
GGM-FY25 Title I Use of Funds 11-13-24 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.

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, "Helping students process new 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))

The District of Collier County School provides a systematic and strategic approach to providing services through the District Strategic Plan, 3 Year Academic Plan, and the K-12 Comprehensive Reading Plan. Goals and objectives of each program and department are aligned with these overarching district plans. Additionally: Title I Parts A, C, D, School Improvements grants, Title II, Part A, Title IV, Title IX McKinney Vento, and TSSSA are managed out of the same Federal, State and Competitive Grants Office (FSCG) in Collier County. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently and effectively coordinated. In addition to informal communications, weekly formal administrative meetings between FSCG leadership and the Associate Superintendent of School and District Operations are held to discuss program needs, issues and coordinate efforts. Additional monthly coordination meetings are held to include Title III, and Pre-K/Headstart leadership. • Title IX, LEA, Title I Basic, and Title I Migrant staff coordinate services to assist homeless children, to resolve problems concerning registration and provide support services at all schools. • Title I and Title IX jointly fund the 2 Homeless Liaisons to support homeless students in all public schools. • Title I Migrant, Title I Basic, Title III funds are coordinated to provide at risk students with supplemental instructional support and resources, such as Tutors and Resource Teachers. • Title I Migrant and Head Start/VPK collaborate to provide PreK classes and in home literacy support and to ensure school readiness for Collier students. • Coordination occurs with Homeless Liaison staff and Title I Migrant Home School Liaison staff in identifying eligible students and families that can be served as homeless. • Collaboration also occurs to provide schools with supplemental and focused professional learning opportunities. • Title I Basic, Migrant and Title III collaborate in providing workshops and trainings to build the capacity of parents and foster strong connection and engagement between home and school. In addition both grants provide funds for translation services to ensure that non-English speaking parents are able to participate fully in the education of their children. • Title I Migrant, Title I Basic and Title II Part A funds are coordinated to provide customized staff development that ensures students receive high quality, differentiated instruction. • Title II, Part A funds are used in collaboration with Reading Categorical to fund Reading Coaches at schools based on level of support needed resulting from test scores and number of new teachers. • Title II Part A and IDEA fund exam reimbursements and course tuition reimbursement funds to ensure staff meet certification Requirements. • All schools participate in quarterly data dialogues which are attended by all Teaching and Learning Leadership, Principal Supervisors, School and District Operations Leadership, Curriculum Coordinators, and Federal Programs Leadership. All district leaders have the opportunity to receive a debrief on the schools' data, best practices, and strategies to improve areas of weakness, and collaborate to determine what district resources can be deployed to assist the schools.

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.