Planning for School Improvement

Manatee Middle School

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Reading Across Genres and Vocabulary are our lowest scoring standards across all three grade levels. Seventh Grade Cambridge students scored lower than previous years and their peers. ELL Students made strong growth in ELA. ESE Made growth across all sections (Algebra). Forty Students were within five points of passing (levle3).
ELL's did not match their peers in growth at any level. Seventh grade growth across all cohorts outpaced their peers. Our eighth grade students who needed the most help fell further behind their peers.
All cohorts showed a lack of growth.
Our lowest students (readers) did not master the content or have the reading ability. Our highest students did not master the content.
What data components demonstrate the greatest need for improvement?
Percent of students achieving 3 or above in ELA. Percent of ELL students achieving 3 or above in ELA. Percent of ESE students achieving 3 or above in ELA. 8th grade math students meeting standards. Science.
What were the contributing factors to this need for improvement?
Each of these cohorts came to MMS with less than 50% of students reading on grade level. 8th Grade Pre-Algebra students are students who have struggled for at least three years in Math. ELL student achievement is tied to their ability to build language acquisition. ESE students have multiple years of low performance. Staffing
What new actions need to be taken to address this need for improvement?
More language acquisition for ESE and ELL students who have demonstrated failure in the past. -Transition room from Shelter program to ELA classrooms that focuses on content area vocabulary (Joanna) Better focus on ELL strategies in Math classes in all grade levels. -ELL/ESE strategies in all classrooms -Continue presenting ELL Strategies at all staff meetings (Jo, Orengo) More focus on reading across Genres in all grade levels. -Cane Time - What are we tracking? Homework for three days per week. New Lesson Plan template to ensure focus learning.
What data components showed the most improvement?
ELL student achievement. ESE student's ELA achievement. 6th Grade ELA 7th Grade Math
What were the contributing factors to this improvement?
Our focus last year was to improve success outcomes for ELL and ESE students. More trainings. Shelter room. Reading HW - Increasing minutes
What new actions did your school take in this area?
Created a shelter room for our ELL students. Multiple trainings from classroom teachers, APC, and district to help all teachers better implement ELL strategies. School-wide HW - 500,000 additional minutes of reading last year.

SIP - Areas of Focus

Manatee Middle School is composed of lifelong learners that are respectful, organized, accomplished and responsible. Through positive school culture and relevant and rigorous academics, students are prepared to thrive in high school and post-secondary opportunities.
To develop highly effective students and adults who are leaders in our school and our community.
By increasing targeted small group instruction, increasing the amount of minutes read, and scheduling two days per week to focus on reading stamina, 56% of students will pass the 2024 ELA FAST assessment.
(View Marzano Model)
Planned student assignments/work are sequenced and provide strategic supports and scaffolds to advance each student toward independent reading of complex text. Our students come, each year, with gaps in their learning. The Lexia Learning program targets specific gaps through both interactive digital learning and targeted small group instruction. Two sustained reading times of thirty minutes per week will help students build the reading stamina to better perform on the FAST Assessment
Action #1
Action Steps to implement evidence-based strategy:
Train teachers to use the Lexia platform. We will create our own PD to ensure that students are not just getting their minutes, but the the program (especially the data tools and small group instruction) is implemented to best serve our students.
Person Responsible:
Torres
Progress Monitoring Evidence:
Teachers will share their Lexia success in failures during monthly department meetings. They will compare best practice so we can develop a Lexia non-negotiable that maximizes student success. Teachers pull data weekly to compare minutes, streaks, and topics students have mastered and topics students need to be retaught. Teachers use the data to drive small group instruction drive the co-teaching model. Teachers use the data to present their success in their classrooms during common planning.
Action #2
Action Steps to implement evidence-based strategy:
Identify students for intensive reading instruction. Reading resource teachers will use Lexia diagnostic data and Reading Inventory data to determine students with the most need.
Person Responsible:
Montesino
Progress Monitoring Evidence:
After meeting with each student, Ms. Domiano and Ms. Ramirez will create individual learning plans for each student based on their language aquisition needs. They will document growth toward their reading goal weekly with word recognition and fluency checks. They will compare their results with the gen. ed. teacher's Lexia data during weekly common planning meetings. The students will re-take their reading inventory in December to determine growth towards reading goals.
Action #3
Action Steps to implement evidence-based strategy:
Reading Homework by Content Area. Each student is assigned 15 minutes of READWORKS homework, three days per week. This is designed to increase minutes read and build understanding and vocabulary.
Person Responsible:
Ulibarri
Progress Monitoring Evidence:
Completion and accuracy are tracked weekly by classroom and by grade level. Each week, classrooms are celebrated for one-hundred percent completion and grade levels are celebrated for eighty percent completion. Results are charted in our cafeteria for grade level success and each classroom for individual success.
Budget
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Because of a large increase in students scoring a level three on Math FAST 2023, we will increase pre-algebra foundation skills to ensure 80% of our level 3 Math students will pass the Algebra EOC by May 2024.
(View Marzano Model)
Identifying Critical Content Helping Students Process New Content Helping Students Engage in Cognitively Complex Tasks
Action #1
Action Steps to implement evidence-based strategy:
Create a schedule for a Math Resource position.
Person Responsible:
Montesino
Progress Monitoring Evidence:
Weekly assessment reports will be monitored to determine students preparedness for the rigors of a high school level class. Teachers will share learning data with admin two times per quarter to track readiness for continued high school credit learning. We will use the PM1 state assessment tool to determine growth as compared to FAST 2023. Based on percent mastery and expected growth scores, students will receive extra direct instruction to help fill gaps lost from skipping pre-algebra.
Action #2
Action Steps to implement evidence-based strategy:
Use 7th period allocations for extra Algebra Foundation Skills.
Person Responsible:
Montesino
Progress Monitoring Evidence:
Q1 Algebra 1A Midterm Q2 Algebra 1 A Final EOC Classroom data, PM! data, and historical test data will triangulate to determine which students will most benefit from an extra math class to close holes in their learning. The extra class will focus on individual student supports and skills our students traditionally score lowest on state assessments. The teacher will use the Algebra midterm and Algebra 1A assessments to determine student needs.
Budget
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SWD cohort was identified for ATSI. Last year, staffing did not allow us to best serve our ESE population. Many of these students did not receive the small group instruction, individualized learning, or weekly checkups that lead to success for this group of students. By increasing weekly check-ins, using a Co-teaching model, and more effective small group instruction in our ELA classrooms, 50% of ESE students will pass the F.A.S.T. ELA assessment.
(View Marzano Model)
Planned student assignments/work reflect accommodations and/or adaptations for students who appear to have little support for schooling. Planned student assignments/work reflect accommodations and/or adaptations used for individual students or sub-groups (e.g. EL, gifted, etc.) at the appropriate grade level targets. Each of these strategies is designed to target the individual needs of each student. They will be instructed multiple time per day on grade level reading content and multiple times on their individual learning level to ensure they are filling in gaps in their learning from past years.
Action #1
Action Steps to implement evidence-based strategy:
Identify student needs through FAST data, Lexia placement, and reading inventory scores based on our ESE population.
Person Responsible:
Torres
Progress Monitoring Evidence:
Tracking and triangulation of data with happen daily using Lexia data, three times per year using the Reading Inventory, and three times per year using the FAST assessment.
Action #2
Action Steps to implement evidence-based strategy:
All ELA classes complete a reading inventory so we can determine student individual levels and needs. We will also use Lexia data to continuously monitor students for pull out instruction when needed.
Person Responsible:
Torres
Progress Monitoring Evidence:
Reading inventory data will be compared with FAST 2023 ELA data to determine students of greatest need. Weekly teacher progress monitoring for vocabulary and fluency will be used for student placement and monitor growth towards individual goals.
Action #3
Action Steps to implement evidence-based strategy:
Create scheduling for two Reading Resource teachers to meet the needs of students.
Person Responsible:
Montesino
Progress Monitoring Evidence:
Reading inventory data will be compared with FAST 2023 ELA data to determine students of greatest need. Weekly teacher progress monitoring for vocabulary and fluency will be used for student placement and monitor growth towards individual goals. Scheduling will be monitored weekly based on student level and need to best service students.
Action #4
Action Steps to implement evidence-based strategy:
Utilize ESE Inclusion teachers to better plan for individual students. Because of our lack of staffing last year, we did not incorporate a co-teaching model in our classrooms or spend enough individual learning and tracking time with our ESE population.
Person Responsible:
Dyer
Progress Monitoring Evidence:
Tracking progress with focused vocabulary bi-weekly. QBA 1 QBA 2 Inclusion teachers will specifically target learning gains in Lexia, percentage of comprehension success on READWORKS, and ELA while helping monitor progress towards IEP goals.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
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By increasing both the opportunities to celebrate students and the incentives for families to be on campus, we will attract more than 400 family members at four different events this school year.
(View Marzano Model)
Promoting Teacher Leadership and Collaboration Fosters collaborative partnerships with parents to enhance student success in a manner that demonstrates integrity, confidentiality, respect, flexibility, fairness, and trust. Works to achieve school and district improvement goals. Teachers and students are planning, organizing, and running the family nights. The more time each member of these two groups puts into achieving our school goal with these events, the more they will push their own students and their families to participate.
Action #1
Action Steps to implement evidence-based strategy:
Committee members will meet monthly to plan a subject specific parent involvement event on campus.
Person Responsible:
Parent Involvement Action Team
Progress Monitoring Evidence:
We will check progress and scheduling of the events every 4 weeks.
Action #2
Action Steps to implement evidence-based strategy:
Attendance will be taken at each event to track towards our goal of 400 person attendance.
Person Responsible:
Parent Involvement Action Team
Progress Monitoring Evidence:
The number of parents and students that attend the on campus event.
Action #3
Action Steps to implement evidence-based strategy:
We will communicate the event through social media, text messages, emails, and the monthly newsletter.
Person Responsible:
Administration
Progress Monitoring Evidence:
Data chats with students to determine specific needs. At each event, we will ask families where they heard about the event so we can better use our resources to improve communication.
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. Add a step from the form below.