Planning for School Improvement

Manatee Middle School

School Year
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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Growth of ESE students in ELA from PM1 to PM3. Reduced Level 1&2 from 90% to 75% ELA Low 25% Gains increased 10% *51% of Hispanic students scored Level 1&2 in ELA.
57% of ESE students 3+ on Algebra EOC
89% of ESE students scored a Level 1 or 2 on NGSSS
51% of ESE students scored Level 3+ on EOC.
Which data component showed the most improvement? What new actions did your school take in this area?
Civics scores went up 12% due to focused questioning and comprehension strategies. Consistently tied Deliberate Practice element to instruction and planning. Increased use of district resources and textbook as year went on.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Goal is to increase engagement in work other than labs. Student driven of thinking and problem solving in classroom. Clear, innovating hands on work and use of scientific vocabulary.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Math Low 25 Gains decreased 6% and reduction of Level 1 students, including some Level 2 students backsliding into Level 1 from PM1 to PM3. Overall reduction was 14%, while grade 6/8/Algebra consistently made gains over time. Sheltering ELL students in Math had a negative impact.
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.
Science and 7th Grade Math.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Increasing student led work and problem solving daily in instruction. 2. Continuing writing in all content areas, and adding a focus on vocabulary. 3. Tasking Inclusion teachers with more data driven connections to differentiation and instructional resource selection. (Don't just mirror the lead teacher) 4. Identifying high yield strategies to replace putting students into groups without intention. 5. Increasing vertical planning and collaboration.

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.
In the 2026 school year, 6% of students grades 6-8 will increase their FAST ELA Assessment level from 56% to 62%.
(View Marzano Model)
Helping Students Revise Knowledge
Action #1
Action Steps to implement evidence-based strategy:
Conduct monthly professional development on visible learning and high impact strategies that can be deployed in the classroom so students develop ability to deepen their understanding of reading curriculum.
Person Responsible:
Teacher Leaders, Literacy Coach, and Administration
Progress Monitoring Evidence:
Teacher implementation of professional learning concepts and adjusting use of high impact strategies.
Action #2
Action Steps to implement evidence-based strategy:
In common planning, teachers will focus on incorporating revision in the writing and reading comprehension process through the use of SWIRL.
Person Responsible:
Literacy Coach and Administration
Progress Monitoring Evidence:
Teacher lesson plans will include opportunities for students to practice skills resulting in correcting errors and misconceptions as well as adding new information.
Action #3
Action Steps to implement evidence-based strategy:
Through SWIRL, teachers will implement the planned lessons and strategies aligned to Helping Students Revise Knowledge in ELA.
Person Responsible:
All Instructional Staff
Progress Monitoring Evidence:
Classroom observations and gradebook data will display student skills resulting in correcting errors and misconceptions as well as adding new information.
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, the team will analyze student data and share best practices.
Person Responsible:
All Instructional Staff
Progress Monitoring Evidence:
Common assessment and writing samples will be analyzed.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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In the 2026 school year, 5% of students grades 6-8 will make a Learning Gain on FAST Math and Algebra Assessments from 71% to 76%.
(View Marzano Model)
Helping Students Revise Knowledge
Action #1
Action Steps to implement evidence-based strategy:
Conduct monthly professional development on visible learning and high impact strategies that can be deployed in the classroom so students develop ability to deepen their understanding and develop productive struggle with math curriculum.
Person Responsible:
Teacher Leaders, Math Coach, and Administration
Progress Monitoring Evidence:
Teacher implementation of professional learning concepts and adjusting use of high impact strategies.
Action #2
Action Steps to implement evidence-based strategy:
In common planning, teachers will focus on incorporating revision in the writing and reading comprehension process through the use of SWIRL.
Person Responsible:
Math Coach and Mr. Fike
Progress Monitoring Evidence:
Teacher lesson plans will include opportunities for students to practice skills resulting in correcting errors and misconceptions as well as adding new information.
Action #3
Action Steps to implement evidence-based strategy:
Through SWIRL, teachers will implement the planned lessons and strategies aligned to Helping Students Revise Knowledge in Math.
Person Responsible:
All Instructional Math Staff
Progress Monitoring Evidence:
Classroom observations and gradebook data will display student skills resulting in correcting errors and misconceptions as well as adding new information.
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, the team will analyze student data and share best practices.
Person Responsible:
All Instructional Math Staff
Progress Monitoring Evidence:
Common assessment, including most common problems with errors will be analyzed. Along with ALEKS data.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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8th grade students will make a 5% gain on the state Science Assessment at the end of the year from 40% to 45%.
(View Marzano Model)
Helping Students Revise Knowledge
Action #1
Action Steps to implement evidence-based strategy:
Conduct monthly professional development on visible learning and high impact strategies that can be deployed in the classroom so students develop ability to deepen their understanding of the science curriculum.
Person Responsible:
Academic Coaches, Resource Teacher, and Administration
Progress Monitoring Evidence:
Teacher implementation of professional learning concepts and adjusting use of high impact strategies.
Action #2
Action Steps to implement evidence-based strategy:
In common planning, science teachers will focus on creating engaging lessons that include SWIRL and opportunities for hands on learning.
Person Responsible:
Science Teachers and Administration
Progress Monitoring Evidence:
Teacher lesson plans will include opportunities for students to practice skills resulting in correcting errors and misconceptions of science concepts.
Action #3
Action Steps to implement evidence-based strategy:
Science teachers will build student capacity to understand and provide opportunities for students to use science vocabulary in class activities, labs, and peer discussion.
Person Responsible:
Science Teachers
Progress Monitoring Evidence:
Classroom observations interactive notebooks, and gradebook data will display student skills resulting in correcting errors and misconceptions as well as adding new information.
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, the team will analyze student data and share best practices.
Person Responsible:
Science Teachers
Progress Monitoring Evidence:
QBA scores, common assessment results, and writing samples will be analyzed.
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
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Throughout the school year, MMS will collect data on how stakeholders want to be celebrated so that each member of the school feels valued and honored by the end of the school year 2026 as documented by 90% satisfaction rate on the school culture survey.
(View Marzano Model)
Establishing and Maintaining Effective Relationships in a Student-Centered Classroom
Action #1
Action Steps to implement evidence-based strategy:
Conduct ongoing surveys to gain understanding of all stakeholder needs that can be used to develop communication and recognition of MMS community.
Person Responsible:
Team leaders and Administration
Progress Monitoring Evidence:
Smore newsletters, survey data, school discipline data, PBIS participation.
Action #2
Action Steps to implement evidence-based strategy:
Develop vision for school celebration and building relationships with students through community engagement and volunteerism.
Person Responsible:
Team leaders and Administration
Progress Monitoring Evidence:
PBIS event feedback from students, community partner involvement, SAC feedback.
Action #3
Action Steps to implement evidence-based strategy:
Conduct professional development on classroom management and student relationship building that can be deployed in the classroom so students feel seen and validated in the classroom.
Person Responsible:
All Instructional Staff
Progress Monitoring Evidence:
Classroom observations, positive referral submissions, and discipline data.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!

Schoolwide Program Plan (SWP) Requirements

This section must be completed if the school is implementing a Title I, Part A SWP and opts to use the SIP to satisfy the requirements of the SWP plan, as outlined in the ESSA, Public Law No. 114-95, § 1114(b). This section is not required for non-Title I schools.

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1.

Provide the methods for dissemination of this SIP, UniSIG budget and SWP to stakeholders (e.g., students, families, school staff and leadership and local businesses and organizations). Please articulate a plan or protocol for how this SIP and progress will be shared and disseminated and to the extent practicable, provided in a language a parent can understand. (ESSA 1114(b)(4))

List the school's webpage* where the SIP is made publicly available.
* A webpage is not sufficient as the sole method of dissemination.
The SIP, UniSIG budget and SWP was shared in 3 languages at Curriculum Night for families; parents and students along with in the parent newsletter. Each FAST progress monitoring assessment results are shared with families. MMS also shared this information with staff through Faculty Meetings and Grade Level Team Meetings. Community partners and volunteers received the information through scheduled meetings with the principal.
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.
MMS is building a positive relationship with our community through our parent newsletter, Parent Night hands on activities, opportunities to give feedback on their child's school experience, and citizenship opportunities through the curriculum, extracurricular activities, sports, and PBIS. We are working to grow Leader in Me opportunities for all students as well. Parents receive progress on their student's academic success through regular report cards, Parent Night activities, and meetings at the school to support students tracking their goals. MMS uses the following methods: Social Media, Parent Involvement Assistant who will communicate upcoming events, due dates, and academic data updates involving progress toward the SIP.
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))
MMS is strengthening our academics through use of high yield learning strategies. We have a progression of professional development for teachers to support their confidence and ability to choose the correct strategy to match to the curriculum, and implement it for improved student results in all content areas. This ensures all needs of learners are addressed, from intervention support to providing rigor within the content, and enrichment to challenge learners. In addition to professional development, MMS teachers are planning together regularly to discuss student data and share best practices for consistency across classrooms In ELA we are using SWIRL to help students build their capacity, share their thinking, engage in learning, and interact with peers. In the classroom, Title I resources are also providing more ELL Tutor support, teachers teaching a 7th period, Resource teachers, a dedicated Math Coach to support teacher growth and student success.
4.

If appropriate and applicable, describe how this plan is developed in coordination and integration with other Federal, State, and local services, resources and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing CSI or TSI activities under section 1111(d). (ESSA 1114(b)(5))
Collier County Public Schools implement a systematic and strategic approach to service delivery through the District Strategic Plan and the K–12 Comprehensive Reading Plan. The goals and objectives of each program and department are aligned with these overarching district plans. • Title I (Parts A, C, D), UniSIG, Title II (Part A), and Title IV are managed within the same department. These programs share administrative staff to ensure efficient oversight, coordination, budgeting, staffing, and monitoring. Informal communication and monthly administrative meetings support ongoing collaboration and alignment of efforts. • Leadership staff from Title I (Parts A, C, D), Title II, Title III, Title IV, Head Start/VPK, and Title IX programs meet monthly to coordinate services and participate in joint professional development aimed at improving program effectiveness. • Teaching & Learning (T&L) department meetings include program coordinators from IDEA, Perkins, Head Start, and Career and Technical Education, fostering cross-program collaboration. • The Title IX and Title I (Parts A and C) Coordinators work together to identify and support homeless children, assisting with registration and providing necessary services. Title I and the District jointly fund the Homeless Liaison, who supports homeless students across all schools. • Title I (Parts A and C) and Title III funds are coordinated to provide supplemental instructional support and resources to at-risk students.

CSI, TSI and ATSI Resource Review

Describe the process to review school improvement funding allocations and ensure resources are allocated based on needs. This section must be completed if the school is identified as ATSI, TSI or CSI in addition to completing an Area(s) of Focus identifying interventions and activities within the SIP (ESSA 1111(d)(1)(B)(4) and (d)(2)(C).

No response.

Reading Achievement Initiative for Scholastic Excellence (RAISE)

For the 2025-2026 school year, the criteria includes schools with students in grades three through five where 50 percent or more of its students, in any grade level, score below a level 3 on the most recent statewide English Language Arts (ELA) assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system pursuant to s. 1008.25(9), F.S., shows that 50 percent or more of the students are not on track to pass the statewide, standardized grade 3 ELA assessment for any grade level kindergarten through grade 3; and at least 10 students must be present for both the second and third full-time equivalent (FTE) survey periods and must be enrolled at the time of the statewide, standardized testing.

Include a description of your Area of Focus (Instructional Practice specifically relating to Reading/ELA) for each grade below, how it affects student learning in literacy, and a rationale that explains how it was identified as a critical need from the data reviewed. Data that should be used to determine the critical need should include, at a minimum:

  • The percentage of students below Level 3 on the 2024−2025 statewide, standardized ELA assessment. Identification criteria must include each grade that has 50 percent or more students scoring below Level 3 in grades 3-5 on the statewide, standardized ELA assessment.
  • The percentage of students in kindergarten through grade 3, based on 2024−2025 coordinated screening and progress monitoring system data, who are not on track to score Level 3 or above on the statewide, standardized ELA assessment.
  • Other forms of data that should be considered: formative, progress monitoring and diagnostic assessment data.
1.

Grades K-2: Instructional Practice specifically relating to Reading/ELA

No reponse.
2.

Grades 3-5: Instructional Practice specifically related to Reading/ELA

No reponse.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Eloina Cruz Parent Hispanic Non-Migrant No SAC Chair 8/22/2025 6/1/2026
Rosa Pilarte Parent Hispanic Non-Migrant No Vice Chair 8/22/2025 6/1/2026
Carmen Galomo Parent Hispanic Non-Migrant No Member 8/22/2025 6/1/2026
Jay Fike Principal White Non-Migrant Yes Principal 8/22/2025 6/1/2026
Joann Honore Community/Business Haitian Non-Migrant No Member 8/22/2025 6/1/2026
Bilma Garcia Non-instructional Staff Hispanic Non-Migrant Yes Member 8/22/2025 6/1/2026
James McKee Teachers White Non-Migrant Yes Member 8/22/2025 6/1/2026
Simon McKee Students White Non-Migrant No Member 8/22/2025 6/1/2026
Mylah Garcia Students Hispanic Non-Migrant No Member 9/22/2025 6/1/2026
GroupNumber%
Community/Business111.1
Non-instructional Staff111.1
Parent333.3
Principal111.1
Students (required for HS; optional for MS)222.2
Teachers111.1
The number of non-employees must be at least 51% of the total SAC membership.
NOTE: The Principal is included in the district employee count.
GroupNumberPercent
District Employee 333.3
Non-District Employee 666.7
SAC membership must be representative (within 15%) of the ethnic, racial and socio-economic community served by the school. NOTE: The principal is NOT included in the demographic composition breakdown.
EthnicityNumber% SAC% Students
 00.00.0
Black112.525.8
Hispanic562.562.8
Others00.04.7
White225.06.8
Date & TimeTitleLocationUploaded Files
Thursday, September 18, 2025 3:00 PMSeptember SAC MeetingManatee Middle School
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Thursday, September 18, 2025 3:00 PMSeptember SAC MeetingManatee Middle School
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