COMPREHENSIVE NEEDS ASSESSMENT of the entire school (including the needs of migrant children) with information about the academic achievement of children in relation to the state academic content standards.
Describe the process utilized to conduct the comprehensive needs assessment for this school.

Prior-year assessment data from the Florida Comprehensive Assessment Tests (FCAT); Florida Standards Assessment (FSA); Benchmark Assessment of Florida Standards (BAF); and the end-of-the-year course exams were organized with graphs, tables, and charts. Information was organized to show the individual teacher, grade level, and school-wide results. Individual student results were given to classroom teachers for their review.  Additionally, school-wide common formative assessments (CFA) are implemented to keep a pulse of current student-need.

Teachers and administrators came together in a pre-school workshop to review and discuss this data. Teachers analyzed academic achievement results in all core subjects and subgroups including race; gender; economically disadvantaged; students with disabilities (ESE); English Language Learners (ELL); and lowest 25th percentile (all subjects tested). Teachers worked in groups-primary and intermediate-to write specific goals and objectives in all subject areas to improve student achievement. In addition, teachers and staff discussed additional areas of need related to improving student achievement. These included school climate, parent participation and barriers to learning at home.

Parents are also a vital part of the process. A parent survey is sent home each spring to gather input concerning curriculum, environment, and communication. Results from this survey are used to help write goals and objectives for the school.

Parents are invited to meet with administration to discuss student achievement results and strategies for improving scores. Suggestions are discussed with staff and considered for inclusion in school wide plans.

Instruction by HIGHLY QUALIFIED TEACHERS in all core content area classes
List instructional staff and paraprofessionals that are NOT highly qualified (instructional staff only).

Shatoria Black,  Adrian Carter,  Breanna Mitowski, Betty Shore, Marvin Smith and Amanee Tyson

ATTRACT HIGH-QUALITY, HIGHLY QUALIFIED TEACHERS to the school.
Describe strategies that will be used to attract high-quality, highly qualified teachers.

The district's Human Resources and Staff Development departments, as well as a district level Teacher Recruitment Committee work collaboratively to retain and recruit highly qualified , certified-in-field, effective teachers. The district also has a website used to attract teachers to Broward County based upon regional perks, "Teach Near the Beach" and opportunities to receive benefits beyond a paycheck. McNicol's collaboration with the district is evidenced by participation in Broward Teacher Recruitment Fairs. Vacancies are filled with candidates interviewed at the recruitment fair and referred by the district's instructional staffing department. Retention of teachers is a top priority of our school. Teachers are cultivated and nurtured at McNicol to grow professionally. We retain highly qualified, certified-in-field, effective teachers in our school by utilizing the New Educator Support System (NESS Liaison), Professional Learning Communities (Reading Coach), District Trainings (District Personnel), School-Based Professional Development (Leadership Team / Team Leaders), Teacher Recognition and Incentives (Administration).

Title I, Part A
Title I funds provide additional teachers to assist students, particularly low performing students.

Title I funds provide additional teachers to assist students, particularly low performing students.

Staff Development funds are used to develop a comprehensive professional training program to improve delivery of instruction through a variety of workshops designed to move teachers to mastery and improve student achievement.

Parental Involvement funds are utilized to fund monthly academic parent nights that provide parents with new skills to support student learning at home. Improving the frequency and quality of family participation and increasing family literacy are also goals of our parental involvement component. Monies are used to purchase food, supplies/materials and provide stipends for teacher presenters.

Title I, Part C- Migrant
(Migrant-Title I schools have been advised if Migrant students attend their school)

Migrant students have been identified. Collaboration with community agencies will take place to ensure that needed services such as health and nutrition are provided. Remediation and tutoring services will be provided as needed.

Title I, Part D
Neglected and Delinquent

Students identified as neglected and/or delinquent will be connected to a school social worker through the Student Services Department who will provide support and community resources.

Title II
(District professional development)

Teachers participate in district-developed workshops in Performance tasks, as well as trainings supporting the implementation of Florida Standards and unwrapping standards.

Title III
(ESOL)

ELL students receive reading and developmental language arts instruction by a certified ESOL teacher. The Multicultural department provides ESOL materials.

Title X- Homeless
(Homeless- All Title I schools may complete with this statement)

Teachers and staff members are responsible for helping to identify homeless students and referring them to the Homeless Education program offered by the district. The purpose of the Homeless Education Program is to identify homeless students, remove barriers to their education, including school enrollment, provide them with supplemental academic and counseling case management services as well as linkages to their school social worker while maintaining school as the students' stable environment.

Supplemental Academic Instruction (SAI)

SAI funds will be utilized to fund  Saturday Academy to assist struggling students. Funds will also be used to provide additional before and after school tutoring and pull/push-in program for fragile students

Violence Prevention Programs

McNicol Middle School implements the County Student Code of Conduct and follows the District Discipline Matrix. Our school enforces the District’s Anti-Bullying Policy and has a zero tolerance for bullying and violence. Bullying prevention programs are supported through Youth Crime Watch, Peer Counseling/Conflict Mediation programs, guest speakers and student assemblie

Nutrition Programs

Nutritional programs and health education are an integral part of our Unified Arts Program, specifically through the Physical Educational curriculum.

Housing Programs

Currently, McNicol Middle does not have a Housing program.  

Head Start

Currently, McNicol Middle does not have a Head Start program. 

Adult Education

Currently, McNicol Middle does not have an Adult Education program.

Career and Technical Education

Currently, McNicol Middle does not have a Career and Technical Education program.

Job Training

Currently, McNicol Middle does not have a Job Traning program. 

Other

Pre-School Transition

Currently, McNicol Middle does not have a Pre-School Transition program. 

Parent Involvement Goal:
Based on the analysis of the parent involvement data, identify and define an area in need of improvement.

The goal of McNicol Middle  is to increase parental involvement in school events to at least 65% for the 2018 - 2019 school year.  All parent involvement activities will include engaging activities that offer opportunities to learn about student achievement and available resources.