Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
ESE on elementary was not sufficient but very weak across all secondary Weak Gains comparatively across the board. Teachers need to understand gains are not enough it is comparative gains that count and proficiency the most.
3rd and 4th Grade Math did not make proficient gains 7th Grade Math low
5th grade science made gains yet we had no HS Science teacher so most students were pulled out of BIO and could not do FLVS successfully.
88% of US History students were = or above a level 3 Civics 6% below the District but new teacher this year that will need support.
What data components demonstrate the greatest need for improvement?
ELA~Secondary ESE in ELA This years 8th grade Math all core subjects with SWD subgroup must achieve proficiency
What were the contributing factors to this need for improvement?
ELA~Lack of teachers and pulling ESE teacher for coverage. No Science teacher 2 years of HS math online
What new actions need to be taken to address this need for improvement?
ELA~New Full time Pool Teacher All support and ESE teachers will be fully utilized strategically PD for coteaching models for all teachers and support staff After school tutoring After school homework club
What data components showed the most improvement?
5th Grade Science , 5th grade Math
What were the contributing factors to this improvement?
Data chats with 5th grade teacher, lots of Math and resource support.
What new actions did your school take in this area?
ELA~New MS ELA teacher New Literacy Coach with strong Secondary Background. New Social Studies teacher New Science teacher Continued support of math teacher

SIP - Areas of Focus

We believe that all students have the ability to be successful leaders. Our goal is to create a learning environment that enhances our students’ desire to achieve the highest possible goals that each individual has the ability to reach. By setting high standards and expectations from a student’s first day in pre-kindergarten all the way through to their high school graduation, every aspect of our students’ education is geared toward assisting all students to be college and/or career ready. We strive to tailor and individualized experience for every student to be successful.
Everglades City School strives to provide a learning environment where students are challenged to become stronger both academically, socially, and emotionally. The school seeks to enlist the support of the community, parents, and all school personnel to partner in developing future leaders and successful members of society. Our belief is that all students can be college or career ready.
If teachers help students practice skills, strategies and processes to help them develop fluency and and alternative ways of executing procedures, ELA proficiency will increase 10% for all assessed grade levels when comparing Progress monitoring tests at PM1 to PM 3
(View Marzano Model)
Teachers will help students practice skills, strategies and processes to help them develop fluency and alternative ways of executing procedures. .
Action #1
Action Steps to implement evidence-based strategy:
Each teacher will receive instructional feedback from the principal and assistant principal after FTEM observations.
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
Each teacher will receive instructional feedback from the principal and assistant principal after FTEM observations.
Action #2
Action Steps to implement evidence-based strategy:
Based on observations, instructional trends will be identified and purposeful and differentiated professional development opportunities will be provided to teachers on a monthly basis.
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
FTEM, lesson plans and assessments will be evaluated. We will continue to improve the efficacy of our teachers by providing professional development opportunities based on instructional and school wide goals.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will model how to execute skills, strategies and processes and engage students in practice activities that are appropriate to their current abilities with guided and or independent practice.
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
FTEM, lesson plans and assessments will be evaluated. We will continue to improve the efficacy of our teachers by providing professional development opportunities based on instructional and school wide goals.
Action #4
Action Steps to implement evidence-based strategy:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks.
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
FTEM, lesson plans and assessments will be evaluated. We will continue to improve the efficacy of our teachers by providing resources, personalized support from administration, academic coaches and resource teachers
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100151Title I Part APara Pro 1.01.00$46,131.87
Title I Part A6400510Title I Part ATeacher Professional Development Materials (this will apply to goal 1,2,3,4) $1,071.00
Title I Part A5100510Title I Part AInstructional Materials (This will apply to goals 1,2,3,4). $5,779.15
Title I Part A5100622Title I Part ALIM Posters (This will apply to goals 1,2,3,4). $200.00
Title I Part A5100336Title I Part AField Trip transportation and Admissions to support student learning (This applies to goals 2,3,4) $14,300.00
Title I Part A7730330Title I Part AAdministrator conference and Professional development for Admin to support leadership and best practices in the classroom (This applies to goals 2,3,4) $4,062.00
Title I Part A7730330Title I Part AOpportunity for BTC to learn latest technological updates to support teachers $1,908.00
Title I Part A6400310Title I Part ALeader in Me staff development consultant days to support the Leader in Me Program ( Supports goals 1,2,3,4 ) $6,000.00
Title I Part A6150510Title I Part ASupplies and refreshments for Parent Involvement (Supports goals 1,2,3,4) $5,167.48
By the end of the 2024 school year proficiency in Math and Algebra I will increase by at least 15%.
(View Marzano Model)
Teachers will help students practice skills, strategies and processes in order to increase proficiency in Math and Algebra I.
Action #1
Action Steps to implement evidence-based strategy:
Weekly planning sessions will take place with teachers, coaches and administration with the goal of producing these supportive structures. Elementary teachers with the support of resource teacher and instructional coaches will decide how to evaluate students and their instructional progress between district and state testing (as needed by instruction). Quarterly benchmarks and module assessments will help determine overall student progress. Monitoring of alignments with curriculum maps and pacing guides for Algebra 1 and consistent meetings with teacher to ensure proper instructional models are in place.
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will use student work (recording and representing) to monitor that student develop automaticity with skills, strategies, or processes (graphic organizers, summaries, models, diagrams,…).
Person Responsible:
Jennifer Barrows
Progress Monitoring Evidence:
Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will model how to execute the skill, strategy, or process and engage students in massed distributed practice activities that are appropriate to their current ability to execute a skill, strategy, or process (guided practice or independent practice).
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will use group activities to monitor that student develop automaticity with skills, strategies, or processes by using clarifying questions and having students explain their reasoning when errors occur in the process.
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By the end of the 2024 school year all ESE students will score at least 15% higher in all core tested areas.
(View Marzano Model)
Weekly standards-based collaborative planning with ESE inclusion teachers, classroom modeling, professional development and small group targeted interventions on lowest standards for struggling students.
Action #1
Action Steps to implement evidence-based strategy:
Collaborative planning sessions will be held weekly with ESE teachers for the purpose of paring strong instructional strategies with standards-based tasks. Both teachers will receive instructional feedback from the principal and assistant principal. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis.
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will model how to execute the skill, strategy, or process and engage students in massed distributed practice activities that are appropriate to their current ability to execute a skill, strategy, or process (guided practice or independent practice).
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will use group activities to monitor that student develop automaticity with skills, strategies, or processes by using clarifying questions and having students explain their reasoning when errors occur in the process.
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will use student work (recording and representing) to monitor that student develop automaticity with skills, strategies, or processes (graphic organizers, summaries, models, diagrams,…).
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
By the end of the school year students in Civics and US History will increase proficiency by at least 10%.
(View Marzano Model)
Teacher will help students practice skill, strategies and processes in order to increase proficiency in Civics and US History.
Action #1
Action Steps to implement evidence-based strategy:
We will continue to improve the efficacy of our teacher by providing resources, personalized support from administration, academic coaches and resource teachers. Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis.
Person Responsible:
Jennifer Barrows
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will model how to execute the skill, strategy, or process and engage students in massed distributed practice activities that are appropriate to their current ability to execute a skill, strategy, or process (guided practice or independent practice).
Person Responsible:
Jennifer Barrows
Progress Monitoring Evidence:
Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will use group activities to monitor that student develop automaticity with skills, strategies, or processes by using clarifying questions and having students explain their reasoning when errors occur in the process.
Person Responsible:
Jennifer Barrows
Progress Monitoring Evidence:
Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will use student work (recording and representing) to monitor that student develop automaticity with skills, strategies, or processes (graphic organizers, summaries, models, diagrams,…).
Person Responsible:
Jennifer Barrows
Progress Monitoring Evidence:
Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
By the end of the 2024 school year proficiency in 5th grade, 8th grade science and Biology will increase by at least 10%.
(View Marzano Model)
Teacher will help students practice skill, strategies and processes in order to increase proficiency in 5th grade science, 8th grade science and Biology.
Action #1
Action Steps to implement evidence-based strategy:
We will continue to improve the efficacy of our teachers by providing resources, personalized support from administration, academic coaches and resource teachers. Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis.
Person Responsible:
Jennifer Barrows
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. FTEM Observations and lesson plans will be monitored. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will use student work (recording and representing) to monitor that student develop automaticity with skills, strategies, or processes (graphic organizers, summaries, models, diagrams,…).
Person Responsible:
Jennifer Barrows
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. FTEM Observations and lesson plans will be monitored. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will use group activities to monitor that student develop automaticity with skills, strategies, or processes by using clarifying questions and having students explain their reasoning when errors occur in the process.
Person Responsible:
Jennifer Barrows
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. FTEM Observations and lesson plans will be monitored. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will model how to execute the skill, strategy, or process and engage students in massed distributed practice activities that are appropriate to their current ability to execute a skill, strategy, or process (guided practice or independent practice).
Person Responsible:
Jennifer Barrows
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. FTEM Observations and lesson plans will be monitored. District and state assessments will be monitored as well as formal and informal classroom assessments.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By the end of the 2024 school year 100% of Everglades City School stakeholders will feel like they are a part of a positive school culture and environment based on continuous two way communication and shared goals and expectations.
(View Marzano Model)
The school leader will acknowledge the successes of the school and celebrate the diversity and culture of each student. The school leader will also establish and maintain effective relationships in a student-centered school. Consistently providing feedback and celebrating progress, establishing and acknowledging adherence to rules and procedures and establishing and maintaining effective relationships as evidenced through CLEM observations and leadership conversations.
Action #1
Action Steps to implement evidence-based strategy:
EVG will grow and promote a positive culture and environment through constant and consistent transparent communication with all stakeholders.
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
Meetings, Surveys
Action #2
Action Steps to implement evidence-based strategy:
EVG will implement the Leader in me program with fidelity and have opportunities for all stakeholder to learn about the program and participate in activities.
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
Increased attendance in school events and activities
Action #3
Action Steps to implement evidence-based strategy:
EVG will promote parent involvement opportunities through SAC, establishing a new PTO and offering afternoon and evening parent engagement opportunities throughout the year.
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
Increased attendance in school events and activities and surveys.
Action #4
Action Steps to implement evidence-based strategy:
EVG will promote positive behavior intervention systems through the leader in me program to improve the culture and climate of the school.
Person Responsible:
Cherie Allison
Progress Monitoring Evidence:
Admin will monitor grades, attendance and discipline
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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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.
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.

Dissemination of the school improvement plan is available on the schools website as well as given to the School Advisory Committee for review and revision. Once the SIP is approved the newsletter and an autodialer will be sent home making stakeholders aware of where they can locate the school's plan.

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.

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 by having open lines of communication through a variety of methods. Evening events to ensure parent involvement will be made available, a survey to determine the time for the Student Advisory Councils day and time was sent to ensure maximum attendance, stakeholders will be invited to a training for the Leader in Me Program and opportunities for involvement in the school will be available throughout the year. All activities will be sent in newsletters and posted on the school website where the Schools Family Engagement Policy is also available.

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 school will strengthen their academic programs by strategically scheduling all support personnel and academic coaches to ensure maximum use and assistants for struggling students. Support personnel as well as teachers will ensure enrichment opportunities for high achieving students. Professional development opportunities will be given to teachers on a monthly bases to strengthen best practices. Data chats will be had with every teacher to help adjust instruction based on their students performance. Areas of focus will be Math, English Language Art, Science and Social Studies with a concentration on SWD students.

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))

The District of Collier County School provides a systematic and strategic approach to providing services through the District Strategic Plan, 3 Year Academic Plan, and the K-12 Comprehensive Reading Plan. Goals and objectives of each program and department are aligned with these overarching district plans. Additionally: Title I Parts A, C, D, School Improvements grants, Title II, Part A, Title IV, Title IX McKinney Vento, and TSSSA are managed out of the same Federal, State and Competitive Grants Office (FSCG) in Collier County. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently and effectively coordinated. In addition to informal communications, weekly formal administrative meetings between FSCG leadership and the Associate Superintendent of School and District Operations are held to discuss program needs, issues and coordinate efforts. Additional monthly coordination meetings are held to include Title III, and Pre-K/Headstart leadership. • Title IX, LEA, Title I Basic, and Title I Migrant staff coordinate services to assist homeless children, to resolve problems concerning registration and provide support services at all schools. • Title I and Title IX jointly fund the 2 Homeless Liaisons to support homeless students in all public schools. • Title I Migrant, Title I Basic, Title III funds are coordinated to provide at risk students with supplemental instructional support and resources, such as Tutors and Resource Teachers. • Title I Migrant and Head Start/VPK collaborate to provide PreK classes and in home literacy support and to ensure school readiness for Collier students. • Coordination occurs with Homeless Liaison staff and Title I Migrant Home School Liaison staff in identifying eligible students and families that can be served as homeless. • Collaboration also occurs to provide schools with supplemental and focused professional learning opportunities. • Title I Basic, Migrant and Title III collaborate in providing workshops and trainings to build the capacity of parents and foster strong connection and engagement between home and school. In addition both grants provide funds for translation services to ensure that non-English speaking parents are able to participate fully in the education of their children. • Title I Migrant, Title I Basic and Title II Part A funds are coordinated to provide customized staff development that ensures students receive high quality, differentiated instruction. • Title II, Part A funds are used in collaboration with Reading Categorical to fund Reading Coaches at schools based on level of support needed resulting from test scores and number of new teachers. • Title II Part A and IDEA fund exam reimbursements and course tuition reimbursement funds to ensure staff meet certification Requirements. • All schools participate in quarterly data dialogues which are attended by all Teaching and Learning Leadership, Principal Supervisors, School and District Operations Leadership, Curriculum Coordinators, and Federal Programs Leadership. All district leaders have the opportunity to receive a debrief on the schools' data, best practices, and strategies to improve areas of weakness, and collaborate to determine what district resources can be deployed to assist the schools.

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).

The process of reviewing the school improvement plan is first an in depth review of student data to complete a comprehensive and meaningful needs assessment for the school. The school then ensures that the plan has evidence based strategies that address the challenges identified in the needs assessment. Once strategies are identified resources are carefully allocated based on findings.

Reading Achievement Initiative for Scholastic Excellence (RAISE)

The RAISE program, pursuant to s. 1008.365, F.S, established criteria for identifying schools for additional support. The criteria for the 2023-24 school year includes schools with students in grades kindergarten through 5, where 50 percent or more of its students, for any grade level, score below a Level 3 on the most recent statewide, standardized ELA assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system shows that 50 percent or more of its students are not on track to pass the statewide, standardized grade 3 assessment for any grade level, kindergarten through grade 3.

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 2023 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 2022-2023 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

The school's area of focus is proficiency in English Language Arts with a focus on the SWD subgroup. Teachers will help students practice skills, strategies and processes in order to increase proficiency in English Language Arts. Based on 2023 Data for ELA and Reading 45% of Kindergarten, 70% of first grade and 40% of 2nd grade were not on track to reach a level 3.
2.

Grades 3-5: Instructional Practice specifically related to Reading/ELA

The school's area of focus is proficiency in English Language Arts with a focus on the SWD subgroup. Teachers will help students practice skills, strategies and processes in order to increase proficiency in English Language Arts. Based on the 2023 Data for ELA 40% of 3rd grade regular students, 67% of 3rd grade ESE students,43% of 4th grade students, 50% of 4th grade ESE students, 42% of 5th grade students and 100% of 5th grade ESE scored below a level 3 on statewide assessments.

State the specific measurable outcome the school plans to achieve for each grade below. This should be a data-based, objective outcome. Include prior year data and a measurable outcome for each of the following:

  • Each grade K -3, using the coordinated screening and progress monitoring system, where 50 percent or more of the students are not on track to pass the statewide ELA assessment;
  • Each grade 3-5 where 50 percent or more of its students scored below a Level 3 on the most recent statewide, standardized ELA assessment; and
  • Grade 6 measurable outcomes may be included, as applicable.
1.

Grades K-2 Measurable Outcomes

By the end of the 2024 school year all EVG ELA K-2 classes will increase proficiency by at least 10%
2.

Grades 3-5 Measurable Outcomes

By the end of the 2024 school year all EVG 3-5 ELA classes will increase proficiency by at least 10%
1.

Monitoring

Describe how the school’s Area(s) of Focus will be monitored for the desired outcomes. Include a description of how ongoing monitoring will impact student achievement outcomes.
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. FTEM, lesson plans and assessments will be evaluated. We will continue to improve the efficacy of our teachers by providing resources, personalized support from administration, academic coaches and resource teachers
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
Cherie Allison
1.

Description

Describe the evidence-based practices/programs being implemented to achieve the measurable outcomes in each grade and describe how the identified practices/programs will be monitored. The term "evidence-based" means demonstrating a statistically significant effect on improving student outcomes or other relevant outcomes as provided in 20 U.S.C. §7801(21)(A)(i). Florida’s definition limits evidence-based practices/programs to only those with strong, moderate or promising levels of evidence.

  • Do the identified evidence-based practices/programs meet Florida’s definition of evidence-based (strong, moderate or promising)?
  • Do the evidence-based practices/programs align with the district’s K-12 Comprehensive Evidence-based Reading Plan?
  • Do the evidence-based practices/programs align to the B.E.S.T. ELA Standards?
According to John Hattie's list of factor's related to student achievement: Collective Teacher Efficacy ranked as having the greatest effect size (1.57). Teachers will be given opportunities to enhance efficacy through aligning professional development opportunities to the District's Comprehensive Evidence- Based Reading Plan and lesson planning to align with district curriculum maps and pacing guides strongly tied to ELA B.E.S.T standards. Professional development opportunities through Marzano will increase efficacy for teachers to be able to help students practice skills, strategies and processes in order to increase proficiency in English Language Arts.
2.

Rationale

Explain the rationale for selecting practices/programs. Describe the resources/criteria used for selecting the practices/programs.

  • Do the evidence-based practices/programs address the identified need?
  • Do the identified evidence-based practices/programs show proven record of effectiveness for the target population?
Teacher collective efficacy is strongly determined to be very effective in moving student achievement. Giving teacher's ample opportunities to work together to make stronger lesson plans , analyze student data and align assignments and assessments directly to the standards will increase student achievement.

List the action steps that will be taken to address the school’s Area(s) of Focus. To address the area of focus, identify 2 to 3 action steps and explain in detail for each of the categories below:

  • Literacy Leadership
  • Literacy Coaching
  • Assessment
  • Professional Learning
StepActionPerson Responsible for Monitoring
1
Weekly planning sessions will take place with teachers, coaches and administration with the goal of producing these supportive structures. K-5 teachers with the support of the resource teacher and instructional coaches will determine how to evaluate students and their instructional progress between district and state testing. Progress monitoring testing, module assessments formative and summative classroom assessments will help to determine student progress. Monitoring for alignment with curriculum maps and pacing guides and consistent meetings with teachers will ensure proper instructional models are in place for maximum student achievement. These weekly meetings will also serve the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis.
Cherie Allison and Jennifer Barrows