| School Name | Nova MS (1311) | School Grade (2024 - 2025) | |
| Title 1 School | Yes | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
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RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26-Nova-Middle-Cognia-Executive-Summary.pdf | Javier Gonzalez | 8/21/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26-Signed-Budget.pdf | Cassandra Woehr | 9/25/2025 |
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Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. At Nova Middle School, we employ a multi-tiered system of support to enhance student academic performance. Students exhibiting academic or behavioral challenges are referred to our Response to Intervention (RTI) team. This team thoroughly evaluates student progress to determine the most effective interventions. For students requiring Language Arts support, options include dedicated reading classes, critical thinking courses focused on skill development, and individual assistance from our Literacy coach. Math support is provided through Project-Based Learning courses, which address skill gaps via standards-based review, individualized instruction using the Savvas Math curriculum and Success Maker, and grade-level hands-on projects demonstrating real-world applications. Struggling math students also benefit from one-on-one sessions with our Math Teacher Assistant and Math Coach. Our PASL classes offer academic support and develop essential soft skills through Rethink ED lessons. Teachers in these classes regularly meet with students to discuss progress and strategize solutions for academic or behavioral challenges. All Nova Middle School students can meet with grade-level counselors to address academic, class, or situational concerns impacting their learning. Our counselors collaborate with the grade-level team, administration, and parents to promote student success. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May 2026, students in grades 6-8 at Nova Middle School will increase reading comprehension, as measured by achievement data from the state FAST ELA Progress Monitoring assessments. The percentage of students scoring a Level 3 or above will increase by at least 3%, from 66% in the 2024-2025 school year to at least 69% proficiency. | PLC 25-26 1311 ELA 6 | Enhancing Reading Comprehension for students in grades 6-8 will be monitored through a combination of formative assessments, progress monitoring tools, and data review cycles. Specifically, the school will use the state FAST ELA Progress Monitoring assessments (PM1, PM2, PM3) to track student progress toward achieving proficiency (Level 3 or above). | |||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | Yes | ||||||||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||||||||
| The low proficiency rates for PM1, which range from 32% to 43% across the grade levels indicate a significant number of students were not meeting grade-level expectations at the beginning of the school year. This initial data point reflects the baseline challenges the school faced after the summer break. Student Learning Gaps: Students often return to school with gaps in their foundational learning, which can accumulate over time and make advanced concepts difficult to grasp. Diagnosing these essential missed learnings is a necessary, but challenging, prerequisite to targeted instruction. Some ways to address these challenges will be from Data-based instruction adjustments by increasing the intensity of Tier 2 and Tier 3 interventions for students not meeting benchmarks. Also, use formative assessments bi-weekly to monitor progress towards the standards. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Data-Based Decision Making: Using data from the state assessments like PM1 and PM2 to monitor student progress and adjust support as needed is a critical first step. This data helps teachers identify specific student needs and determine the level and type of support required. Scaffolding: Allows students to access grade-level content while simultaneously bridging gaps in their unfinished learning, which is more effective than attempting to reteach all missed material. Small Group and Differentiated Instruction: Implementing flexible grouping periods allows students to receive targeted support based on their specific needs, learning styles, and interests. Peer Tutoring and Collaboration: Structured peer mentorship and collaborative learning projects can build academic confidence, improve social skills, and ensure students feel a sense of belonging. Integrating Technology: Educational technology can provide interactive resources and adaptive learning pathways that allow students to work at their own pace and receive personalized instruction. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| Implement crunch-time Calendars: Develop a structured daily reinforcement schedule for high-priority standards that consistently appeared as weaknesses in PM1 and PM2 data. Extended Learning Opportunities: Launch or expand after-school tutoring or pull-out sessions specifically for students identified as having deficiencies in one or more critical standards. Instructional Routines: Establish consistent instructional routines such as standardized methods for vocabulary, text annotation, and real-world math application problem-solving to ensure all students receive a unified approach regardless of their classroom. Frequent Progress Monitoring: Move beyond large assessment windows by requiring teachers to conduct biweekly formative assessments. Use the data chats to immediately regroup students and refine real-time instruction. Focus on the Lowest 25%: Instructional coaches or support staff, to provide "push-in" or "pull-out" services for the lowest-performing quartile. Personalized Data Chats: Conduct one-on-one sessions where students analyze their own PM1 to PM2 growth, set specific goals for PM3, and understand the sub-skills they need to master. Targeted Professional Development: Focus training on "item specifications" for end-of-year assessments, helping teachers move students from Level 2 (approaching proficiency) to Level 3 (proficient). |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26-Title-I-Addendum-Nova-Middle-Revised.pdf | Javier Gonzalez | 11/20/2025 |
| Nova-MS.pdf | Patricia Ciceron | 11/21/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26_SIP-K12-CERP-Literacy-Nova-Middle-Reading-Plan.pdf | Cassandra Woehr | 9/25/2025 |
| September-Leadership-Agenda.pdf | Cassandra Woehr | 10/7/2025 |
| Nova-Signature-Page.pdf | Javier Gonzalez | 10/8/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Nova-Middle-School-MTSS-Action-Plan-25-26.pdf | Melissa Johnkins | 8/26/2025 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Nova-MS-SPBP-SY26.pdf | Melissa Johnkins | 4/29/2025 |
| Nova-MS-SPBP-Feedback-Form-2025-2026.pdf | Vonda Palmer-Carter | 6/24/2025 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26-SIP-Attendance-Plan-Nova-Middle.pdf | Cassandra Woehr | 9/25/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26-Nova-Middle-School-Annual-Counseling-Plan.pdf | Cassandra Woehr | 9/25/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26-Nova-Middle-BPIE-Implementation.pdf | Cassandra Woehr | 9/25/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Nova-Middle-Student-Survey.pdf | Cassandra Woehr | 9/25/2025 |
| Nova-Middle-Staff-Survey.pdf | Cassandra Woehr | 9/25/2025 |
| Nova-Middle-Parent-Survey.pdf | Cassandra Woehr | 9/25/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| NovaMiddle_FACE_SPACE.pdf | Cassandra Woehr | 9/25/2025 |