Planning for School Improvement

Cypress Palm 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?
All three grade levels increased in proficiency from FY24 PM3 to FY25 PM3. Grades 7 and 8 each experienced the greatest increase in proficiency of 8%. From PM1 to PM3, grade 8's ELL proficiency remained stagnant and grade 7's ELL proficiency only increased 2%. The L25 for each grade were all less than 11% proficient on FY25 PM3.
All three grade levels and every subgroup increased FY24 PM3 to FY25 PM3 with the exception of grade 8's ELL. The greatest growth is seen in ESE across all three grade levels with grade 6 increasing 22%, grade 7 increasing 26% and grade 8 increasing 37% from FY24 PM3 to FY25 PM3.
Overall increase in proficiency of 8%. ESE decreased by 6% and ELL remained stagnant from FY24 to FY25.
Overall increase in proficiency of 15%. ESE had a 33% increase and ELL had a 29% increase. The advanced group remained at 99%.
Which data component showed the most improvement? What new actions did your school take in this area?
Grade 8's math scores experienced the greatest increase from PM3 FY24 to PM3 FY25. Overall proficiency increased 24%, ESE increased 37% and L25 increased 7%. There was a change in the two 8th grade teachers and both were new to CCPS. One was a first year teacher and the other has years of experience out of state. The two teachers collaborated and had strong ESE support through experienced inclusion teachers.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Grade 8's ELL performance in ELA from PM1 to PM3 remained stagnant. In math and science, grade 8 ELL remained stagnant from FY24 to FY25. The sheltered teacher was out for several months and we had a new ELL tutor this year. The commonality between three content areas shows it is a combination of student population and changes in supports that impacted three areas.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Grade 8 ELA ESE proficiency decreased from FY24 to FY25 by 6% and grade 6 ELA ESE decreased from FY24 to FY25 by 4%. When comparing the years, it is different students. However, when looking at FY25 grade 8 ESE proficiency, it increased from FY24 when the students were in grade 7.
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.
The greatest gap when compared to state data was in Algebra and grade 7 math. This is attributed to the 8th grade students who take Algebra as opposed to the 8th and 9th grade students who take it across the state.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Improving proficiency and gains in L25 Improving proficiency in ESE in ELA and science Improving proficiency and gains in ELL

SIP - Areas of Focus

Cypress Palm Middle School’s vision is to develop our students’ potential to make a global difference.
Cypress Palm Middle School is committed to providing a safe academic environment for all students to achieve their potential.
CPM will increase ELA proficiency in the L25 students from 54% to 58% by June 2026.
(View Marzano Model)
Using Questions to Help Students Elaborate on Content
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct monthly professional learning activities that focus on using questions to help students elaborate on content
Person Responsible:
Cynthia Madden, Literacy Coach Cheyenne Johnson, Resource Teacher Jennifer Zotter, Media Specialist
Progress Monitoring Evidence:
Staff will be monitored for engagement and comprehension during interactive professional learning sessions
Action #2
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will use strategies from professional learning sessions to create and share how they will use questions to help students elaborate on content
Person Responsible:
ELA Teachers Cynthia Madden, Literacy Coach Cheyenne Johnson, Resource Teacher
Progress Monitoring Evidence:
Monitoring of collaborative planning, submitted lesson plans to ensure alignment, and classroom observations
Action #3
Action Steps to implement evidence-based strategy:
During classroom instruction, teachers will implement resources and strategies from collaborative planning and demonstrate using questions to help students elaborate on content
Person Responsible:
ELA instructional staff
Progress Monitoring Evidence:
Classroom observations by administration, classroom visits by literacy coach and resource teacher, structured feedback aligned with deliberate practice plan
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, student data from formative assessments will be analyzed and best practices shared on using questions to elaborate on content
Person Responsible:
Administration, Literacy Coach, Resource Teacher, Instructional Staff
Progress Monitoring Evidence:
Mid-quarter and end-of-quarter formative assessments, student work
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
CPM will increase math proficiency in ELL from 42% to 46% by June 2026.
(View Marzano Model)
Using Questions to Help Students Elaborate on Content
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct monthly professional learning activities that focus on using questions to help students elaborate on content
Person Responsible:
Haleigh Ross, Math Coach; Cynthia Madden, Literacy Coach
Progress Monitoring Evidence:
Staff will be monitored for engagement and comprehension during interactive professional learning sessions
Action #2
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will use strategies from professional learning sessions to create and share how they will use questions to help students elaborate on content
Person Responsible:
Math Teachers; Haleigh Ross, Math Coach
Progress Monitoring Evidence:
Monitoring of collaborative planning, submitted lesson plans to ensure alignment, and classroom observations
Action #3
Action Steps to implement evidence-based strategy:
During classroom instruction, teachers will implement resources and strategies from collaborative planning and demonstrate using questions to help students elaborate on content
Person Responsible:
Math instructional staff
Progress Monitoring Evidence:
Classroom observations by administration, classroom visits by math, structured feedback aligned with deliberate practice plan
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, student data from formative assessments will be analyzed and best practices shared on using questions to elaborate on content
Person Responsible:
Administration, Math Coach, Instructional Staff
Progress Monitoring Evidence:
Mid-quarter and end-of-quarter formative assessments, student work
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
CPM will increase ESE proficiency in grade 8 science from 13% to 17% by June 2026.
(View Marzano Model)
Using Questions to Help Students Elaborate on Content
Action #1
Action Steps to implement evidence-based strategy:
During PLCs, student data from formative assessments will be analyzed and best practices shared on using questions to elaborate on content
Person Responsible:
practices shared on using questions to elaborate on content Administration, Instructional Staff
Progress Monitoring Evidence:
Quarter district benchmark assessments, teacher-created formative and summative assessments, student work
Action #2
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will use strategies from professional learning sessions to create and share how they will use questions to help students elaborate on content
Person Responsible:
Science teachers
Progress Monitoring Evidence:
Monitoring of collaborative planning, submitted lesson plans to ensure alignment, and classroom observations
Action #3
Action Steps to implement evidence-based strategy:
Plan for and conduct monthly professional learning activities that focus on using questions to help students elaborate on content
Person Responsible:
Haleigh Ross, Math Coach; Cynthia Madden, Literacy Coach
Progress Monitoring Evidence:
Staff will be monitored for engagement and comprehension during interactive professional learning sessions
Action #4
Action Steps to implement evidence-based strategy:
Data analysis of ESE students' PM reading scores to identify areas of greatest concern and collaborate during PLCs and common planning on strategies to meet these needs.
Person Responsible:
Science teachers; Cynthia Madden, literacy coach; administration
Progress Monitoring Evidence:
Monitoring of PLC discussions, collaborative planning, and classroom observations
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
CPM will increase Positive Culture and Environment by recognizing 80% of the students with a positive referral by June 2026.
(View Marzano Model)
Providing Feedback and Celebrating Success
Action #1
Action Steps to implement evidence-based strategy:
Each faculty member will complete a minimum of 20 positive referrals for different students during the school year.
Person Responsible:
Staff
Progress Monitoring Evidence:
Focus report will be run on a monthly basis to determine the number of positive referrals written. Names of students who have yet to receive a positive referral will be shared with staff.
Action #2
Action Steps to implement evidence-based strategy:
Monthly recognition for threshold accomplishments will celebrate faculty members who are working towards their goal.
Person Responsible:
Staff
Progress Monitoring Evidence:
Recognition of scaffolded levels will occur at monthly faculty meetings to celebrate integral achievements towards goal.
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.

Budget Document Uploads

File NameUpload Date
CPM - FY26 Use of Funds - Rev Alloc - 9-10-25- Amend 1.xlsx 09/10/2025
1.

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

List the school's webpage* where the SIP is made publicly available.
* A webpage is not sufficient as the sole method of dissemination.
*SIP is shared with the School Advisory Committee (SAC) and SIP goals are shared with our staff and in our parent newsletter. *SIP goal progress is shared with stakeholders after each FAST progress monitoring assessment. *SIP goals are shared in English, Spanish, and Creole in our parent newsletter. Website: https://cpm.collierschools.com/
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.
Family Engagement Plan is made publicly available at https://cpm.collierschools.com/. Family engagement will be promoted through leadership and collaboration with all stakeholders. This will be done via: *Social Media *Parent Nights *Encouraging phone calls home. Positive and negative *Newsletters * Parent conferences *School marquee *Flyers
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))
The continued integration of complex thinking through Webb's DoK is an area of focus. The creation of formative assessments and developing spiral review based off of these assessments will assist teachers in identifying areas of need to enrich and accelerate the curriculum.
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
No Council member found!
GroupNumber%
Community/Business00.0
Non-instructional Staff00.0
Parent00.0
Principal00.0
Students (required for HS; optional for MS)00.0
Teachers00.0
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 00.0
Non-District Employee 00.0
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
Black00.06.9
Hispanic00.063.5
Others00.05.2
White00.024.4
Date & TimeTitleLocationUploaded Files
Thursday, September 4, 2025 5:45 PMSAC Meeting - September 4, 2025Media Center
No uploads...
Thursday, October 9, 2025 5:45 PMSAC Meeting - October 9, 2025Media Center
No uploads...
Thursday, November 6, 2025 5:45 PMSAC Meeting - November 6, 2025Media Center
No uploads...
Thursday, December 4, 2025 5:45 PMSAC Meeting - December 4, 2025Media Center
No uploads...
Thursday, January 8, 2026 5:45 PMSAC Meeting - January 8, 2026Media Center
No uploads...
Thursday, February 5, 2026 5:45 PMSAC Meeting - February 5, 2026Media Center
No uploads...
Thursday, March 5, 2026 5:45 PMSAC Meeting - March 5, 2026Media Center
No uploads...
Thursday, April 9, 2026 5:45 PMSAC Meeting - April 9, 2026Media Center
No uploads...
Thursday, May 7, 2026 5:45 PMSAC Meeting - May 7, 2026Media Center
No uploads...
Date

Existing Uploads

File Name
CPM Bylaws.pdf