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The plan reviews TEA rating expectations and STAAR trends, analyzes TELPAS proficiency distributions and NWEA MAP BOY results for both Math and Reading, and links instruction quality findings to progress-monitoring sources such as IRT, the AIM platform, and the HISD Spot App. Key actions focus on strengthening emergent bilingual English proficiency, improving 6th–8th grade math and reading outcomes, enhancing special education services, and building campus 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 \n| Needs related to student achievement data |\n| --- |\n| ● Fonville Middle School is projected to receive an “A” rating (91) for the 2025-2026 school year, according to the TEA rating system.\u003Cbr>● The data used for this needs assessment is derived from the results of the 2025-2026 STAAR tests.\u003Cbr>○ STAAR Math scores in grade 6-increased by XX% from XX% to XX% passing at the Meets level.\u003Cbr>○ STAAR Math scores in grade 7-increased by XX% from XX% to XX% passing at the Meets level.\u003Cbr>○ STAAR Math scores in grade 8-increased by XX% from XX% to XX% passing at the Meets level.\u003Cbr>○ STAAR Reading scores in grade 6-increased by XX% from XX% to XX% passing at the Meets level.\u003Cbr>○ STAAR Reading scores in grade 7-increased by XX% from XX% to XX% passing at the Meets level.\u003Cbr>○ STAAR Reading scores in grade 8\u003Cbr>○ STAAR Science-increased by XX% from XX% to XX% passing at the Meets level.\u003Cbr>○ STAAR Science-increased by XX% from XX% to XX% passing at the Meets level.\u003Cbr>● 2025-2026 TELPAS Proficiency:\u003Cbr>Beginning = 21/260 = 8.08%\u003Cbr>Intermediate = 86/260 = 33.08%\u003Cbr>Advanced = 110/260 = 42.31%\u003Cbr>Advanced High = 43/260 = 16.54%\u003Cbr>● NWEA MAP Beginning of Year (BOY‘25 – ‘26) Math indicated that:\u003Cbr>○ 24% of students were in the (1st-21st) percentile out of 526;\u003Cbr>○ 19% in (21st-40th) percentile;\u003Cbr>○ 21% in (41st – 60th) percentile;\u003Cbr>○ 21% in (61st – 80th) percentile;\u003Cbr>○ 13% in (81st to 99th) percentile.\u003Cbr>● NWEA MAP Beginning of Year (BOY’25 – ‘26) Reading data indicated that:\u003Cbr>○ 28% of students were in the (1st-21st) percentile out of 526;\u003Cbr>○ 19% in (21st-40th) percentile;\u003Cbr>○ 21% in (41st – 60th) percentile;\u003Cbr>○ 24% in (61st – 80th) percentile;\u003Cbr>○ 8% in (81st to 99th) percentile. |\n\n\n| Needs related to improving the quality of instruction |\n| --- |\n| ROOT CAUSE |\n| The data used for quality of instruction needs assessment is derived from progress monitoring data that analyzes instructional deficiencies using multiple sources of data, including IRT results which grew from 12.00 – BOY IRT 1 to 15.135% EOY IRT 4, the AIM platform (Lead Rating: Proficient II), and the HISD Spot App. The data derived from the quality of instruction indicates a need for professional development centered on providing effective support to our students in special populations, such as special education and emergent bilingual students. Additionally, our data indicates a need for professional development on how to effectively engage students through multiple response strategies and active monitoring. |\n\n\n| System evaluation (philosophy, processes, implementation, capacity) |\n| --- |\n| The following processes are present in the action plan and help ensure accountability and drive data-driven decisions to support rapid improvement at Fonville Middle School.\u003Cbr>• Identifying Baseline Data: By understanding the school’s current performance, leaders can pinpoint specific areas that need improvement, such as low-test scores or poor attendance, directly aligning efforts with state standards the school needs to meet.\u003Cbr>•  Setting Measurable Goals: Clear, measurable goals focus the school’s efforts on areas that directly affect meeting academic and operational standards, ensuring that every action taken contributes to progress.\u003Cbr>• Monitoring Implementation: Regular monitoring ensures that turnaround strategies, like curriculum adjustments or training, are being properly executed. This prevents wasted time and resources, keeping the school on track to meet standards.\u003Cbr>• Measuring Progress: By continually assessing student performance and teacher effectiveness, schools can track whether they are closing the gap between current performance and required standards.\u003Cbr>• Making Adjustments: When evaluations show that strategies are not working as expected, adjustments are made. This flexibility allows schools to refine their approach, improving","cbCaidE9toaL8pto","https://ap.wps.com/l/cbCaidE9toaL8pto","pdf",345121,12,"English","# District philosophy and guiding framework\n## Core Beliefs\n## Needs related to improving the quality of instruction\n## System evaluation (philosophy, processes, implementation, capacity)\n# Key Actions (Focus Areas)\n## KEY ACTION ONE","[{\"question\":\"What data sources are used for the student achievement needs assessment?\",\"answer\":\"The plan uses 2025-2026 STAAR results for achievement trends and includes TELPAS proficiency distributions plus NWEA MAP BOY Math and Reading percentile data to identify performance gaps.\"},{\"question\":\"What does the plan identify as a root cause for improving instructional quality?\",\"answer\":\"It concludes that instructional quality needs professional development centered on effective support for special populations, including special education and emergent bilingual students, with training on engagement through multiple response strategies and active monitoring.\"},{\"question\":\"What are the main focus areas in the key actions section?\",\"answer\":\"The plan targets improving emergent bilingual English proficiency, raising math and reading proficiency for grades 6–8, strengthening special education instruction and outcomes, and improving campus culture.\"}]","Fonville Middle School Action Plan - Needs Assessment | PDF",1790793469]