Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
6th grade ELL & ESE, as well as 7th grade Cambridge decreased in proficiency from FY22 FSA. Overall, 7th grade increased proficiency.
6th grade ELL & ESE increased in proficiency from FY22 FSA at a lesser rate than district average. All other grade levels and subgroups outperformed the district average.
Science proficiency decreased slightly, at a lesser rate than the district average. Cambridge decreased 13points from FY22 FSA
Civics maintained a 53% proficiency rate, but Cambridge proficiency decreased by 5%.
What data components demonstrate the greatest need for improvement?
6th grade ELA proficiency component demonstrated the greatest need for improvement.
What were the contributing factors to this need for improvement?
The greatest contributing factors were the lack of certified teachers in ELA, ESE Inclusion support, and a large number of students in the ELL shelter classes.
What new actions need to be taken to address this need for improvement?
Continue to recruit and retain highly qualified teachers in ELA and ESE, coupled with strategic scheduling of ELL and ESE students to maximize the available resources. We have doubled the number of ELL sheltered sections in ELA, Math, Science, and Social Studies, as well as targeted the ESE Inclusion support facilitation to more adequately serve the struggling students (focus on ELA & Math).
What data components showed the most improvement?
Math proficiency at all grade levels showed the most improvement.
What were the contributing factors to this improvement?
The math department was fully staffed and all grade level teams worked well together. The math grade level teams consistently and effectively planned collaboratively and shared best practices and resources. Excellent support from the math coach. Common assessments aligned to the standards. Data driven instruction. Consistent and effective PLC's.
What new actions did your school take in this area?
The math coach and Migrant resource teacher provided guidance and support to teachers and struggling students. Additionally, an after school and Saturday school math tutoring program provided additional math intervention.

SIP - Areas of Focus

All students will leave Immokalee Middle School with the essential skills and knowledge to achieve success in high school.
Immokalee Middle School staff will ensure that every student achieves and develops to their potential by providing them a nurturing and safe environment where academic and personal excellence can be achieved.
If teachers identify the critical content from the standards and ensure that student are mastering the critical content by implement the intensive reading instructional model and using District resources to provide targeted supports, then ELA and Reading proficiency on the Spring 2024 F.A.S.T. PM3 Assessment will increase 5% points, from 31% to 36%.
(View Marzano Model)
Identifying critical content from the standards.
Action #1
Action Steps to implement evidence-based strategy:
Provide training and support to help teachers effectively unpack the ELA standards. Teachers will use group activities to monitor that students know what content is important, such as summarizing critical content, identifying differences between the critical and non-critical content, and scaffolding the lesson to identify critical content for each ‘chunk’ of the learning progression.
Person Responsible:
Yanet Rodriguez, Coach
Progress Monitoring Evidence:
Monitor PLC's & Lesson Plans. iObservation reports and feedback provided, PLC agendas and minutes, student work samples, PM data, gradebook, and progress monitoring assessment data (i.e. PM data, Lexia data, formative & summative classroom data).
Action #2
Action Steps to implement evidence-based strategy:
Provide PD to improve Tier 1 instruction. Teachers will use student work (recording and representing) to monitor that students know what content is important (i.e. interactive notebooks, graphic organizers, short written responses, diagrams, models).
Person Responsible:
Yanet Rodriguez, Coach
Progress Monitoring Evidence:
Classroom walkthroughs Shared artifacts providing evidence of implementation of PD. Student work samples, PM data, gradebook, and progress monitoring assessment data (i.e. PM data, Lexia data, formative & summative classroom data).
Action #3
Action Steps to implement evidence-based strategy:
Monitor common planning PLC's to ensure effective planning of standards-based lessons and units.
Person Responsible:
Jose L. Hernandez, Principal
Progress Monitoring Evidence:
Administration participates in PLC's
Action #4
Action Steps to implement evidence-based strategy:
Provide training to ensure teachers effectively use student performance data to guide instructional practices. Teacher uses data to identify and plan to meet the needs of each student in order to close the achievement gap.
Person Responsible:
Dan Chouinard, APC
Progress Monitoring Evidence:
Evidence collected during PLC's. Plans include a process for helping students track their individual progress on learning targets. Plans specify accommodations and/or adaptations for individual EL or groups of students.
Action #5
Action Steps to implement evidence-based strategy:
Monitor implementation of standards-based instructional practices and provide targeted, just-in-time feedback.
Person Responsible:
Jose L. Hernandez, Principal
Progress Monitoring Evidence:
Artifacts of targeted feedback. Short written responses/summaries. Technology response systems. Entrance/exit tickets. Facilitate student-to-student conversations. Ask students to predict, make associations, paraphrase, or summarize the content.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers deliver standards-based instruction utilizing the 6th-8th grade B.E.S.T. Math standards and district provided resources, then the percentage of students achieving mastery will increase by 5% points on the Spring 2024 F.A.S.T. PM3 Assessment, from 58% to 63%.
(View Marzano Model)
Identifying critical content from the standards.
Action #1
Action Steps to implement evidence-based strategy:
Monitor common planning PLC's to ensure effective planning of standards-based lessons and units.
Person Responsible:
Dan Chouinard, APC
Progress Monitoring Evidence:
Administration participates in PLC's. Walkthroughs to collect evidence of implementation of differentiated instructional practices. Lesson plan artifacts.
Action #2
Action Steps to implement evidence-based strategy:
Provide PD to improve Tier 1 instruction. Teachers will use student work (recording and representing) to monitor that students know what content is important (i.e. interactive notebooks, graphic organizers, short written responses, diagrams, models).
Person Responsible:
Dan Chouinard, APC & Jessica Allen, Coach
Progress Monitoring Evidence:
Classroom observations and walkthroughs. Shared artifacts providing evidence of implementation of PD. Student work samples, PM data, gradebook, and progress monitoring assessment data (i.e. PM data, ALEKS data, formative & summative classroom data).
Action #3
Action Steps to implement evidence-based strategy:
Provide training to ensure teachers effectively use student performance data to guide instructional practices. Teacher uses data to identify and plan to meet the needs of each student in order to close the achievement gap.
Person Responsible:
Dan Chouinard, APC
Progress Monitoring Evidence:
Monitor through PLC's and data chats. Teacher surveys to gather feedback and input on how PD has helped their instructional practices. Plans include a process for helping students track their individual progress on learning targets. Plans specify accommodations and/or adaptations for individual EL or groups of students.
Action #4
Action Steps to implement evidence-based strategy:
Provide training and support to help teachers effectively unpack the new Math standards. Teachers will use group activities to monitor that students know what content is important, such as summarizing critical content, identifying differences between the critical and non-critical content, and scaffolding the lesson to identify critical content for each ‘chunk’ of the learning progression.
Person Responsible:
Jessica Allen, Coach
Progress Monitoring Evidence:
Monitor PLC's & Lesson Plans. iObservation reports and feedback provided, PLC agendas and minutes, student work samples, PM data, gradebook, and progress monitoring assessment data (i.e. PM data, ALEKS data, formative & summative classroom data).
Action #5
Action Steps to implement evidence-based strategy:
Monitor implementation of standards-based instructional practices and provide targeted, just-in-time feedback.
Person Responsible:
Dan Chouinard, APC
Progress Monitoring Evidence:
Artifacts of targeted feedback. Short written responses/summaries. Technology response systems. Entrance/exit tickets. Facilitate student-to-student conversations. Ask students to predict, make associations, paraphrase, or summarize the content.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Science: If teachers deliver standards-based, rigorous instruction utilizing district provided curriculum guides and resources, then students will achieve a 5% increase in overall proficiency rate on the Spring 2024 Physical Science EOC Assessment.
(View Marzano Model)
Identifying critical content from the standards.
Action #1
Action Steps to implement evidence-based strategy:
Provide training and support to help teachers effectively unpack the Science standards. Teachers will use group activities to monitor that students know what content is important, such as summarizing critical content, identifying differences between the critical and non-critical content, and scaffolding the lesson to identify critical content for each ‘chunk’ of the learning progression.
Person Responsible:
Susan Macchia, AP
Progress Monitoring Evidence:
Walkthroughs to collect evidence of implementation of differentiated instructional practices. Lesson plan artifacts. Monitor PLC's & Lesson Plans. iObservation reports and feedback provided, PLC agendas and minutes, student work samples, PM data, gradebook, and progress monitoring assessment data (i.e. QBA data, formative & summative classroom data).
Action #2
Action Steps to implement evidence-based strategy:
Effective implementation of the support facilitation model.
Person Responsible:
Jose L. Hernandez
Progress Monitoring Evidence:
Classroom observations and walkthroughs.
Action #3
Action Steps to implement evidence-based strategy:
Provide training to ensure teachers effectively use student performance data to guide instructional practices. Teacher uses data to identify and plan to meet the needs of each student in order to close the achievement gap.
Person Responsible:
Susan Macchia, AP
Progress Monitoring Evidence:
Monitor through PLC's and data chats. Teacher surveys to gather feedback and input on how PD has helped their instructional practices. Plans include a process for helping students track their individual progress on learning targets. Plans specify accommodations and/or adaptations for individual EL or groups of students.
Action #4
Action Steps to implement evidence-based strategy:
Monitor common planning PLC's to ensure effective planning of standards-based lessons and units.
Person Responsible:
Susan Macchia, AP
Progress Monitoring Evidence:
Administration participates in PLC's. Walkthroughs to collect evidence of implementation of differentiated instructional practices. Lesson plan artifacts.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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ESE Subgroup: If the support facilitation model is effectively implemented to provide data-driven differentiation and the necessary interventions, then our SWD will increase proficiency in math by 5% on the Spring 2024 F.A.S.T. PM3 Math Assessment as compared to FY2022 PM3.
(View Marzano Model)
Helping students practice skills, strategies, and processes.
Action #1
Action Steps to implement evidence-based strategy:
Professional Development activities to improve support-facilitation instructional strategies.
Person Responsible:
Jose L. Hernandez
Progress Monitoring Evidence:
Walkthroughs to collect evidence of implementation of differentiated instructional practices. Lesson plan artifacts.
Action #2
Action Steps to implement evidence-based strategy:
Provide training to ensure teachers effectively use student performance data to guide instructional practices. Teacher uses data to identify and plan to meet the needs of each student in order to close the achievement gap.
Person Responsible:
Kristin Davis, AP
Progress Monitoring Evidence:
Monitor through PLC's and data chats. Teacher surveys to gather feedback and input on how PD has helped their instructional practices. Plans include a process for helping students track their individual progress on learning targets. Plans specify accommodations and/or adaptations for individual EL or groups of students.
Action #3
Action Steps to implement evidence-based strategy:
Ongoing progress monitoring focused on instructional practices.
Person Responsible:
Kristin Davis, AP
Progress Monitoring Evidence:
Artifacts demonstrate the ongoing monitoring. Administration participates in PLC's. Walkthroughs to collect evidence of implementation of differentiated instructional practices. Lesson plan artifacts.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Action #1
Action Steps to implement evidence-based strategy:
Provide training to inclusion teachers and the classroom teachers on effective implementation of the support facilitation model.
Person Responsible:
Jose L. Hernandez
Progress Monitoring Evidence:
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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When students, teachers, and staff feel valued, supported, and empowered, then student and staff average daily attendance will improve by 2% each quarter in FY2024 as compared to FY2023.
(View Marzano Model)
The school leader acknowledges the successes of the school and celebrates the diversity and culture of each student.
Action #1
Action Steps to implement evidence-based strategy:
Student, teacher, and staff recognition programs.
Person Responsible:
Kristin Davis, AP
Progress Monitoring Evidence:
School-wide recognition program, including the use of Benison Center reward items.
Action #2
Action Steps to implement evidence-based strategy:
Gold, silver, bronze badges for academic achievement.
Person Responsible:
Jason Krupp, AP
Progress Monitoring Evidence:
Celebrating academic performance, positive behavior, and character traits through a student recognition and celebration program.
Action #3
Action Steps to implement evidence-based strategy:
PBIS program, school store, Indian Bucks.
Person Responsible:
Jason Krupp, AP
Progress Monitoring Evidence:
Reinforce academic performance, positive behavior, and character traits through PBIS student recognition and celebration.
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.
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.

No response.

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.

No response.

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))

No response.

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)

The RAISE program, pursuant to s. 1008.365, F.S, established criteria for identifying schools for additional support. The criteria for the 2023-24 school year includes schools with students in grades kindergarten through 5, where 50 percent or more of its students, for any grade level, score below a Level 3 on the most recent statewide, standardized ELA assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system shows that 50 percent or more of its students are not on track to pass the statewide, standardized grade 3 assessment for any grade level, kindergarten through grade 3.

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 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 2022-2023 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.

State the specific measurable outcome the school plans to achieve for each grade below. This should be a data-based, objective outcome. Include prior year data and a measurable outcome for each of the following:

  • Each grade K -3, using the coordinated screening and progress monitoring system, where 50 percent or more of the students are not on track to pass the statewide ELA assessment;
  • Each grade 3-5 where 50 percent or more of its students scored below a Level 3 on the most recent statewide, standardized ELA assessment; and
  • Grade 6 measurable outcomes may be included, as applicable.
1.

Grades K-2 Measurable Outcomes

No reponse.
2.

Grades 3-5 Measurable Outcomes

No reponse.
1.

Monitoring

Describe how the school’s Area(s) of Focus will be monitored for the desired outcomes. Include a description of how ongoing monitoring will impact student achievement outcomes.
No reponse.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
No reponse.
1.

Description

Describe the evidence-based practices/programs being implemented to achieve the measurable outcomes in each grade and describe how the identified practices/programs will be monitored. The term "evidence-based" means demonstrating a statistically significant effect on improving student outcomes or other relevant outcomes as provided in 20 U.S.C. §7801(21)(A)(i). Florida’s definition limits evidence-based practices/programs to only those with strong, moderate or promising levels of evidence.

  • Do the identified evidence-based practices/programs meet Florida’s definition of evidence-based (strong, moderate or promising)?
  • Do the evidence-based practices/programs align with the district’s K-12 Comprehensive Evidence-based Reading Plan?
  • Do the evidence-based practices/programs align to the B.E.S.T. ELA Standards?
No reponse.
2.

Rationale

Explain the rationale for selecting practices/programs. Describe the resources/criteria used for selecting the practices/programs.

  • Do the evidence-based practices/programs address the identified need?
  • Do the identified evidence-based practices/programs show proven record of effectiveness for the target population?
No reponse.

List the action steps that will be taken to address the school’s Area(s) of Focus. To address the area of focus, identify 2 to 3 action steps and explain in detail for each of the categories below:

  • Literacy Leadership
  • Literacy Coaching
  • Assessment
  • Professional Learning
StepActionPerson Responsible for Monitoring
Not Action Step found.