School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
6th Grade proficiency increased 8%, from 34% to 42% and ESE & ELL subgroups improved. 8th Grade proficiency increased 13%, from 28% to 41% and all subgroups improved. 7th Grade proficiency decreased 2%, from 35% to 33% and the ESE subgroup decrease 2%.
6th Gd. Math increased 10%, from 45% to 55%. 7th Grade decreased 10%, from 73% to 63% and all subgroups decreased. 8th Grade proficiency decreased 3%, from 55% to 52% and SWD also decreased. Algebra proficiency decreased 2%, from 86% to 84%. ELL proficiency decreased 29% from 100% to 71% and ESE decreased 11%, from 86% to 75%.
Physical Science proficiency increased 8%, from 25% to 33%. Two teachers scored 18% and 20%, respectively.
Civics proficiency showed the lowest performance. Overall Civics proficiency decreased 8%, from 53% to 45% and 8% below district average. The ESE, ELL, and Advanced subgroups scored below district average proficiency, with the ELL subgroup scoring 10% below district average.
Which data component showed the most improvement? What new actions did your school take in this area?
6th & 8th Grade Reading proficiency and 6th Grade Math Proficiency: - 6th Gd. Reading increased 8% from 34% to 42%, 8th Gd. Reading increased 13% from 28% to 41%. - 6th Gd. Math increased 10% from 45% to 55%. New Actions: - Strong coaching cycles with LTGT, new, and struggling teachers. - Focus on understanding and unpacking the standards to improve Tier 1 instruction and collaborative planning PLC’s to create effective lessons and monitor outcomes. - Increasing knowledge of how to analyze and use student performance data to plan and differentiate instruction. - Improved ESE Inclusion support for SWD by reducing the caseload and clustering students.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Civics proficiency showed the lowest performance. - Overall Civics proficiency decreased 8% from 53% to 45% and 8% below district average. - The ESE, ELL, and Advanced subgroups scored below district average proficiency, with the ELL subgroup scoring 10% below district average. Contributing factors include the following factors:  - One civics teacher went on FMLA in December and students had several Guest Teachers prior to hiring a long-term teacher. - Loss of Social Studies Resource teacher in early January due to family issues. - The loss of two US History teachers in January contributed to the unsettled mood in the department. - Lacked effective Inclusion support for Civics.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Algebra 1 ELL proficiency decreased 29% from 100% to 71%. (how many students?) - Explain the factors… 7th Grade ELL Literacy Proficiency declined the most from the prior year, from 48% to 32%, a decrease of 16%. - Three long-term guest teachers. - Two new teachers, one new to CCPS and one new to 7th grade. - Loss of a certified teacher 1st semester due to family issue.
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 had the greatest gap when compared to the state average. There was a 22% gap between IMS Civics proficiency (45%) and the state average (67%). Contributing factors include the following factors:  - One civics teacher went on FMLA in December and students had several Guest Teachers prior to hiring a long-term teacher. - Loss of Social Studies Resource teacher in early January due to family issues. - The loss of two US History teachers in January contributed to the unsettled mood in the department. -Lacked effective Inclusion support for Civics.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Continue to increase Reading Proficiency across all grade levels and subgroups, particularly 7th grade overall, and SWD and ELL students in all grades. 2. Continue to increase Math Proficiency across all grade levels and subgroups, particularly 7th grade overall and Algebra, and SWD and ELL students in all grades. 3. Improve Civics proficiency overall, as well as all subgroups. 4. Improve Physical Science proficiency overall, as well as all subgroups. 5. Improve staff morale by creating a more positive, collaborative, and fun culture and climate.

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.
Reading proficiency will increase by 10% on the FY2025 F.A.S.T. ELA PM3, from 44% in FY24 to 54% in FY25 by June 2025.
(View Marzano Model)
Helping Students Engage in Cognitively Complex Tasks.
Action #1
Action Steps to implement evidence-based strategy:
Provide training and support to help teachers effectively unpack the ELA standards and plan effective standards-based lessons in PLC's. Teachers will use whole group and small group activities to help students engage in cognitively complex tasks and monitor that students can make predictions, theorize, hypothesize, and think critically about the content. Teachers will effectively scaffold the lesson to help students identify the critical content for each ‘chunk’ of the learning progression.
Person Responsible:
Jose L. Hernandez, Principal Yanet Rodriguez, Literacy Coach Yolande Ramsay-Sinclair, Literacy Coach
Progress Monitoring Evidence:
Monitor PLC's & Lesson Plans, Review iObservation reports and provide feedback, PLC agendas and minutes, student work samples, PM data, gradebook, and formative assessment data (i.e. common assessments, Lexia data, formative & summative classroom data). Additionally, surveys will be used to determine effectiveness of professional learning activities.
Action #2
Action Steps to implement evidence-based strategy:
Provide staff development on the Marzano Instructional Model, with an emphasis on the school-wide Deliberate Practice element. D2E13: Helping Students Engage in Cognitively Complex Tasks; to build capacity so teachers provide effective Tier 1 standards-based instruction and provide the necessary support and intervention according to individual student needs.
Person Responsible:
Yanet Rodriguez, Literacy Coach Yolande Ramsay-Sinclair, Literacy Coach
Progress Monitoring Evidence:
Review iObservation reports, Lesson Plans, Professional Learning surveys, Walkthroughs, and PLC's
Action #3
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will plan for strategies learned at bi-weekly professional learning sessions to help students more effectively engage in cognitively complex tasks.
Person Responsible:
ELA Teachers
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure strategies align to the schoolwide DP: Helping Students Engage In Cognitively Complex Tasks.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Math proficiency will increase by 10% on the FY2025 F.A.S.T. Math PM3, from 68% in FY24 to 78% in FY25 by June 2025.
(View Marzano Model)
Helping Students Engage in Cognitively Complex Tasks.
Action #1
Action Steps to implement evidence-based strategy:
Provide training and support to help teachers effectively unpack the Math standards and plan effective standards-based lessons in PLC's. Teachers will use whole group and small group activities to help students engage in cognitively complex tasks and monitor that students can make predictions, theorize, hypothesize, and think critically about the content. Teachers will effectively scaffold the lesson to help students identify the critical content for each ‘chunk’ of the learning progression.
Person Responsible:
Daniel Chouinard, APC & Tamzon Reed-Hamilton, Coach
Progress Monitoring Evidence:
Monitor PLC's & Lesson Plans, Review iObservation reports and provide feedback, PLC agendas and minutes, student work samples, PM data, gradebook, and formative assessment data (i.e. common assessments, ALEKS data, formative & summative classroom data). Additionally, surveys will be used to determine effectiveness of professional learning activities.
Action #2
Action Steps to implement evidence-based strategy:
Provide staff development on the Marzano Instructional Model, with an emphasis on the school-wide Deliberate Practice element. D2E13: Helping Students Engage in Cognitively Complex Tasks; to build capacity so teachers provide effective Tier 1 standards-based instruction and provide the necessary support and intervention according to individual student needs.
Person Responsible:
Administration & Tamzon Reed-Hamilton, Coach
Progress Monitoring Evidence:
Review iObservation reports, Lesson Plans, Professional Learning surveys, Walkthroughs, and PLC's
Action #3
Action Steps to implement evidence-based strategy:
Collaborative Planning: Each math team will develop and implement a minimum of two collaborative learning activities per unit that are specifically aligned with the given standards. To ensure alignment and effectiveness, teams should: - Review the Standards - Brainstorm & Design Classroom Activities - Schedule & Integrate the Activities - Monitor & Adjust - Reflect & Share
Person Responsible:
Math Teachers
Progress Monitoring Evidence:
Monitor PLC's & Lesson Plans, Review iObservation reports and provide feedback, PLC agendas and minutes, student work samples, PM data, gradebook, and formative assessment data (i.e. common assessments, ALEKS data, formative & summative classroom data).
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Social Studies proficiency will increase by 10% on the FY2025 Civics EOC, from 48% in FY24 to 58% in FY25 by June 2025.
(View Marzano Model)
Helping Students Engage in Cognitively Complex Tasks.
Action #1
Action Steps to implement evidence-based strategy:
Provide training and support to help teachers effectively unpack the Civics and Social Studies standards and plan effective standards-based lessons in PLC's. Teachers will use whole group and small group activities to help students engage in cognitively complex tasks and monitor so that students can make predictions, theorize, hypothesize, and think critically about the content. Teachers will effectively scaffold the lesson to help students identify the critical content for each ‘chunk’ of the learning progression.
Person Responsible:
Dyan Konicek, Department Chair and Philip Barton, S.S. Resource Teacher
Progress Monitoring Evidence:
Monitor PLC's & Lesson Plans, Review iObservation reports and provide feedback, PLC agendas and minutes, student work samples, PM data, gradebook, and formative assessment data (i.e. common assessments, formative & summative classroom data). Additionally, surveys will be used to determine the effectiveness of professional learning activities.
Action #2
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will plan for strategies learned at bi-weekly professional learning sessions to help students more effectively engage in cognitively complex tasks.
Person Responsible:
Social Studies Teachers
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure strategies align to the schoolwide DP: Helping Students Engage In Cognitively Complex Tasks.
Action #3
Action Steps to implement evidence-based strategy:
Provide staff development on the Marzano Instructional Model, with an emphasis on the school-wide Deliberate Practice element. D2E13: Helping Students Engage in Cognitively Complex Tasks; to build capacity so teachers provide effective Tier 1 standards-based instruction and provide the necessary support and intervention according to individual student needs.
Person Responsible:
Administration & Academic Coaches
Progress Monitoring Evidence:
Review iObservation reports, Lesson Plans, Professional Learning surveys, Walkthroughs, and PLC's.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Science proficiency will increase by 10% on the FY2025 Physical Science EOC, from 36% in FY24 to 46% in FY25 by June 2025.
(View Marzano Model)
Helping Students Engage in Cognitively Complex Tasks.
Action #1
Action Steps to implement evidence-based strategy:
Professional Development on the 5E model of instruction. - To enhance science instruction, we will implement comprehensive professional development focused on the 5E instructional model, ensuring all science teachers are proficient in this inquiry-based approach. This will include initial and ongoing training sessions, access to a curated repository of 5E resources, and the establishment of peer observation and feedback cycles.
Person Responsible:
Andrea Palmatier, Coach
Progress Monitoring Evidence:
Monitor PLC's & Lesson Plans, Review iObservation reports and provide feedback, PLC agendas and minutes, summative and formative assessment data to determine the effectiveness of the PD. Additionally, surveys will be used to determine effectiveness of professional learning activities.
Action #2
Action Steps to implement evidence-based strategy:
Focus on Student Collaborative Learning - We will strengthen student engagement and deepen learning in science through the implementation of collaborative learning strategies. Professional development will include training on these techniques, emphasizing group work and cooperative projects within the 5E model. School-wide protocols for collaborative learning will be developed to ensure consistency across classrooms, with ongoing monitoring and support to ensure effective implementation.
Person Responsible:
Andrea Palmatier, Coach
Progress Monitoring Evidence:
Review iObservation reports, Lesson Plans, Professional Learning surveys, Walkthroughs, and PLC's
Action #3
Action Steps to implement evidence-based strategy:
Common Planning with Standards-Based Lessons Using District Resources - To ensure alignment with state standards and effective use of resources, science teachers will collaborate during common planning sessions to develop standards-based lessons. The science coach will help guide teachers in creating high-quality lesson plans that incorporate district-provided tools and materials. This initiative will focus on achieving full alignment with state standards and increasing the utilization of district resources in daily instruction.
Person Responsible:
Andrea Palmatier, Coach
Progress Monitoring Evidence:
Administrators and Science Coach monitor Common Planning & PLC's, Classroom observations to monitor implementation of Standards-Based lessons utilizing district resources.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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SWD will increase reading proficiency by 5% on the FY2025 F.A.S.T. ELA PM3, from 6th grade 17% in FY24 to 22% in FY25 by June 2025; 7th grade from 6% to 11%; and 8th grade from 16% to 21%. Also. SWD will increase math proficiency by 5% on the FY2025 F.A.S.T. Math PM3, from 6th grade 26% in FY24 to 31% in FY25 by June 2025; 7th grade from 38% to 43%; 8th grade from 45% to 50%; and Algebra from 75% to 80%.
(View Marzano Model)
Helping Students Engage in Cognitively Complex Tasks.
Action #1
Action Steps to implement evidence-based strategy:
Professional Development activities to improve support-facilitation instructional strategies.
Person Responsible:
District Staff PD, IMS Administration, Cassandra Weeks, ESE Program Specialist
Progress Monitoring Evidence:
Walkthroughs and classroom observation to collect evidence of implementation of differentiated instructional practices. Lesson plan artifacts. Monitor through PLC's and data chats. Teacher surveys to gather feedback and input on how PD has helped their instructional practices. Plans specify accommodations and/or adaptations for individual EL or groups of students.
Action #2
Action Steps to implement evidence-based strategy:
Focus on Student Collaborative Learning - We will strengthen student engagement and deepen learning through the implementation of collaborative learning strategies. Professional development will include training on these techniques, emphasizing group work and cooperative projects within the Marzano model. School-wide protocols for collaborative learning will be developed to ensure consistency across classrooms, with ongoing monitoring and support to ensure effective implementation.
Person Responsible:
IMS Administration & Cassandra Weeks, ESE Program Specialist
Progress Monitoring Evidence:
Review iObservation reports, Lesson Plans, Professional Learning surveys, Walkthroughs, and PLC's
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:
Administration & Academic Coaches
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.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Student average daily attendance will improve by 2% each quarter in FY2025 as compared to FY2024.
(View Marzano Model)
Establishing and Maintaining Effective Relationships in a Student-Centered Classroom.
Action #1
Action Steps to implement evidence-based strategy:
Implement a comprehensive PBIS program to recognize and celebrate student achievement, attendance, and conduct by Establishing and Maintaining Effective Relationships in a Student-Centered Classroom.
Person Responsible:
Classroom Teachers
Progress Monitoring Evidence:
By employing weekly lead measures focusing on attendance and discipline data, parental contact, number of Positive Referrals, student participation in weekly PBIS events and celebrations.
Action #2
Action Steps to implement evidence-based strategy:
Implement the IMS P.R.I.D.E. Bucks program where students are recognized for demonstrating Perseverance, Responsibility, Integrity, Diversity, and Excellence. These character traits represent our shared mission and beliefs at IMS.
Person Responsible:
Classroom Teachers & IMS Staff
Progress Monitoring Evidence:
On a weekly basis, students will have the opportunity to redeem their IMS PRIDE bucks for various activities and rewards, as desired. The IMS Pride bucks program will allow students to contribute to a positive classroom community through interactions with peers as evidenced by a reduction of incidents, referrals, ISS/OSS days and an increase in Average Daily Attendance.
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

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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.

Information regarding Title 1 programs is delivered through SAC, monthly newsletters (in multiple languages), Parent Academies, the school website, and the use of social media. Title 1 brochures are sent home (in multiple languages). Parents can also gain information with the District's Parent Portal. This information will also be shared with staff during faculty meetings and professional learning activities. lmmokalee Middle School (IMS) sends out monthly newsletters offering helpful hints and advice for strengthening the partnership between home and school. All parents were asked to complete the Title I School Stakeholder Input Survey to provide input and suggestions on planning for use of Title I funds. This provided parents with the opportunity to review data to drive the decision-making process. IMS conducts an annual Title 1 Meeting/Curriculum Night where a detailed explanation of the Title I program is detailed. Parents receive information on how Title 1 expenditures, as the budget is reviewed. IMS will hold monthly School Advisory Council Meetings (SAC) where parents and guardians learn about the school, offer suggestions, and provide input on the usage of Title 1 Funds. A review of the IMS School Improvement Plan in an open meeting to gain feedback from parents occurs early in the first semester. Input it sought on the School Parental and Family Engagement Policy PFEP, Student Compact, and Title 1 Budgets during School Advisor Meetings (SAC).

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.

lmmokalee Middle School (IMS) sends out monthly newsletters offering helpful hints and advice for strengthening the partnership between home and school. All parents were asked to complete the Title I School Stakeholder Input Survey to provide input and suggestions on planning for use of Title I funds. This provided parents with the opportunity to review data to drive the decision-making process. IMS conducts an annual Title 1 Meeting/Curriculum Night where a detailed explanation of the Title I program is detailed in three languages. Parents receive information on how Title 1 expenditures, as the budget is reviewed. IMS will hold monthly School Advisory Council Meetings (SAC) where parents and guardians learn about the school, offer suggestions, and provide input on the usage of Title 1 Funds. A review of the IMS School Improvement Plan in an open meeting to gain feedback from parents occurs early in the first semester. Input it sought on the School Parental and Family Engagement Policy PFEP, Student Compact, and Title 1 Budgets during School Advisor Meetings (SAC). Webpage: https://www.collierschools.com/domain/1688

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))

Our schoolwide goal is to increase overall proficiency by 10% in each of the nine middle school state accountability components from 54% in FY2024 to 64% in FY2025 by June 2025. To strengthen the academic program, the school plans to implement several strategies aimed at improving the quality and quantity of learning time, while also enriching and accelerating the curriculum. Professional Development for Teachers: • Ongoing Training: The school will invest in continuous professional development, ensuring that teachers are equipped with the latest pedagogical strategies, including differentiated instruction and formative assessment techniques. • Collaborative Learning Communities: Teachers will participate in peer learning groups to share best practices, discuss curriculum innovation, and collaborate on strategies to address specific academic challenges. Data-Driven Instruction: • Regular Assessment and Feedback: Students’ progress will be monitored through formative assessments, data analytics, and student portfolios. This will allow for the timely identification of learning gaps and help personalize instruction to meet individual needs. • Targeted Interventions: Based on assessment data, targeted interventions will be designed for students who need additional support, including supplemental instruction and learning centers focused on core subjects like reading and math. • Differentiated Instruction: Tailoring lessons to meet diverse student needs, with opportunities for enrichment for advanced learners and support for struggling students. Parental and Community Involvement: • Parent Education Programs: Workshops and resources will be offered to help parents support their children’s academic progress at home.

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 Schools provide a systematic and strategic approach to providing services 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 out of the same department. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently coordinated. Informal communications and monthly administrative meetings are held to discuss program needs, issues, and coordinate efforts. Leadership staff of the Title I Parts A, C, D, Title II, Title III, Title IV, Head Start/VPK, and Title IX programs meet monthly to coordinate efforts and receive joint staff development for improving their services. Teaching & Learning (T&L) department meetings include academic program coordinators, including IDEA, and Head Start. Title IX, LEA, Title I Parts A and C coordinate services to identify and assist homeless children, assist with registration, and provide support services. Title I and District jointly fund the Homeless Liaison to support homeless students in all schools. Title I Parts A and C and Title III funds are coordinated to provide at-risk students with supplemental instructional support and resources. Title II, Part A and IDEA fund exam reimbursements to ensure staff meet certification requirements.

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.