Del NorteElementary School

COM

COMPREHENSIVE NEEDS ASSESSMENT- Del Norte Elementary  

School: Del Norte       Point of Contact: Kyle Alsup             Date Submitted:  11/11/2025

1.         Identify Stakeholder Team:

Name                                                      Position       

Kyle Alsup                                          Principal

David Sinden                                      Asst. Principal

Leesa Bates                                         Title 1 Teacher

Diana Ruiz                                          Parent 

2.         Stakeholder Team Meeting Dates and Process for Consultations:

            In the space below list the date for the initial team meeting and one potential date to meet in the winter. Describe plans for engaging with all stakeholders.

            Title 1 Night -  10/7/2025

            Title 1 Night - 3/3/2026

3.         A. Identify Multiple Sources of Data to be Collected:

           In the space below list any of the following sources (state assessments, short cycle assessments, WIDA ACCESS for ELLs, surveys, attendance, graduation rates, credit completion, discipline, program reviews, classroom and instructional observations, improvement plans, curriculum, training, Title I Part C comprehensive needs assessment, etc.) Demographic and/or community context data may also be considered.

B. Further Information on Data Sources:

4.         Data Analysis:

Provide an analysis of at least three sources of student data listed above. Identify areas of strength, areas of improvement and data trends.

1. WIDA (World-Class Instructional Design and Assessment)

Purpose:

WIDA provides a comprehensive system for assessing the language proficiency of ELs. TheWIDA ACCESS for ELs test is the most widely used, assessing students in the areas of listening, speaking, reading, and writing.

Strengths:

Comprehensive Language Proficiency Framework: WIDA’s framework is widely respected for its focus on both language proficiency and content knowledge, ensuring that assessments reflect the full scope of language acquisition, from beginner to advanced levels.

Developmental Continuum: WIDA provides a developmental continuum from beginner to advanced proficiency. This enables educators to track the progress of individual students over time and make data-driven decisions.

Supports Differentiated Instruction: The results guide educators in adapting instruction based on a student’s specific language level, fostering more personalized support for ELs.

Challenges:

Focus on Language Skills: While WIDA effectively measures language proficiency, it does not directly measure academic content knowledge. Therefore, it might not fully capture the academic strengths and needs of ELs in specific subjects.

Not Comprehensive for All Learners: WIDA may not be as effective in assessing the needs of

long-term ELs (those who have been in the U.S. educational system for many years but still

struggle with language proficiency).

2. NMMSSA

NMMSSA (New Mexico Measures of Student Success and Achievement) Benchmark

Assessments

Purpose:

The NMMSSA is designed to provide benchmark assessments aligned with New Mexico's

state standards. For ELs, these assessments aim to monitor academic progress in key subjects

such as reading, writing, and math while also considering their language development.

Strengths:

State-Specific Alignment: NMMSSA is tailored to New Mexico’s state standards and learning

goals, making it a valuable tool for educators in that region to measure progress toward

meeting state benchmarks.

Focus on Academic Achievement: While language development is an important aspect,

NMMSSA focuses primarily on academic subjects, providing insight into how well ELs are

mastering content in areas such as reading and math.

Frequent Assessments: The benchmarks are typically administered multiple times a year (e.g.,

quarterly), providing regular data on student progress.

Challenges:

Language Proficiency Integration: NMMSSA is not specifically designed to assess language

proficiency, so it may not always account for challenges ELs face in fully understanding or

responding to content in English.

Pressure on ELs: As with other high-stakes assessments, there may be added stress for ELs

 who are still developing their language skills, which could affect their performance, even if

they understand the content.

4. iMSSA (i-Ready Measures of Student Success and Achievement)

Purpose:

iMSSA is part of the i-Ready diagnostic system, which assesses students' academic

performance in areas such as math, reading, and language. It is adaptive, adjusting the

difficulty of questions based on student responses.

Strengths:

Adaptive Assessment: iMSSA adapts to the student's ability level, ensuring more accurate

assessment by presenting questions that reflect their true skill level. This is particularly useful

for differentiating instruction for ELs.

Detailed Reports: The tool provides detailed data that help educators identify gaps in

knowledge and specific areas where ELs need additional support.

Personalized Learning Paths: Based on assessment results, iMSSA offers personalized

recommendations for further practice, guiding ELs toward specific skills and knowledge areas.

Challenges:

Focus on Content Rather Than Language: While it provides detailed academic data, iMSSA

does not focus heavily on language development. ELs may perform poorly on content-focused

 assessments due to their language barriers, even if they have a good grasp of the concepts.

Technology Dependence: iMSSA requires reliable internet access and devices, which may pose

a challenge in under-resourced schools or for students without sufficient access to technology.

Comparative Analysis:

Purpose and Focus:

WIDA focuses primarily on language proficiency across all domains of language use

(listening, speaking, reading, writing).

NMMSSA and iMSSA focus more on academic content knowledge, with some attention to

 language development, particularly through assessment results that measure subject-specific

achievements (reading, math, etc.).

Frequency and Flexibility:

WIDA provides annual assessments, which may limit how frequently progress is measured.

MMSSA and iMSSA, provide frequent, more flexible assessments that can be administered

multiple times per year, offering ongoing insights into student progress.

Application in the Classroom:

WIDA is essential for tracking language proficiency but may need to be supplemented with

other assessments like iMSSA or iStation for a fuller view of ELs’ academic progress.

NMMSSA is highly valuable for state-specific goals and assessing subject knowledge, but it

might not be enough for assessing language development.

MSSA and iStation offer adaptive, individualized assessments that help tailor instruction to

meet ELs' specific academic and language needs.

5.         Identify Priorities:

Based on the recent data, what are the desired outcomes? Consider how ESEA funds will be

used to support progress towards the desired outcomes.

Interventions will be implemented in ELA in grades 3-5 to meet the diverse needs of all students (General ED, SWD, EL). The combined percentage of students in grades 3-5 meeting or exceeding expectations on BOY to MOY iMSSA will increase by at least six percent from the BOY baseline.

Interventions will be implemented in Math in grades 3-5 to meet the diverse needs of all students (General ED, SWD, EL). The combined percentage of students in grades 3-5 meeting or exceeding expectations on BOY to MOY iMSSA will increase by at least six percent from the BOY baseline.

 

 

  Del Norte

Title I Plan

School Name: __Del Norte____________
 Principal: _Kyle Alsup____________
 Date: __11/11/2025____________
 School Year: 2025–2026

Section A. School Profile & Needs

• ●Total Enrollment: __528_______
• ●% Economically Disadvantaged: ___90%_________
• ●% English Learners (EL): __13%_______
• ●% Students with Disabilities (SWD): __23%_______
• ●Attendance Rate: ___93%______
• ●Graduation Rate (if applicable): ______N/A______

Top 3 Strengths from CNA:

1. Teachers meet with administration weekly for 90 minutes during PLC time.

2. ---

3. Data reviewed in PLC meetings is used to drive instruction.

2. ---

3. Use of MLSS Flowchart to create flexible student groupings.

3. ---

Top 3 Needs from CNA:

1. Strengthen and systemize our intervention processes.

2. ---

3. Progress Monitor to inform and adjust instruction

2. ---

3. Identify Layer 2 and Layer 3 students to strengthen supports.

3. ---

Section B. Goals & Metrics

Goal 1 (English Language Arts):

• ●Baseline: _______26% proficient_____ Target: ___+6%________
• ●Metric(s): WIDA, ACCESS, iStation, iMSSA, NMMSSA, Benchmarks
• ●Timeline: ____Every 30 Days________

Goal 2 (Math):

• ●Baseline: 19% proficient___________ Target: _____+_6%______
• ●Metric(s): WIDA, ACCESS, iStation, iMSSA, NMMSSA, Benchmarks
• ●Timeline: ___Every 30 days_____

Section C. Strategies & Interventions (check all that apply)

• ● Critical Actions

Describe Selected Strategies:

ELA

Pull from critical actions100% of all 3-5 teachers' lesson plans will show evidence and documentation of MLSS Layer 2 and Layer 3 interventions with documented progress monitoring monthly.

100% of 3-5 teachers will create flexible intervention groupings using the MLSS Flowchart during PLC meetings to target Layer 2 and Layer 3 students.

Grade-level PLCs will meet biweekly with administration to analyze student ELA and math data and adjust instruction, with at least 90% of meetings documented in PLC logs/minutes.

MATH

Teachers will create flexible groupings using the MLSS Flowchart during PLC meeting times to target Layer 2 and Layer 3 students.

 

Teachers will implement at least three documented cycles of data-driven instructional adjustments, verified through PLC logs, lesson plans, and administrative walkthroughs.

Fidelity of intervention implementation will be confirmed through progress monitoring documentation using Happy Numbers and iMSSA assessment.

Section D. Family & Community Engagement Plan

• ●Annual Title I Meeting Date: _____10/7/25 & 3/3/26_______
• ●Communication Methods: [X ] Flyers [X ] Email [X ] Website [X ] Social Media [X ] Phone Calls [ ] Other: ____________
• ●Planned Workshops/Events: ___________________________________________
• ●Translation/Interpretation Services: __________________________________
• ●Parent Leadership Roles: ______Planning and implementation of Title 1 Nights_____

Section E. Monitoring & Evidence of Progress

• ●Data Review Schedule (every 30ish days as identified in NM DASH): ________Every 30, 60, 90 days.__________
• ●Responsible Staff/PLC Teams: __NMDASH Core Team__________________________________
• ●Mid-Year Adjustments (document process): __End of Fall 90-Day Plan.____________________________
• ●End-of-Year Evaluation: ______End of Spring 90-Day Plan.____________________________