Planning for School Improvement

Lake Park Elementary School

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
-Proficiency concerns identified with our ESE and ELL subgroups across most grade levels. -Primary grades showed greater strengths in iReady with 3-5th showing greater strengths in FAST data. -Majority of K-2 students scale score gains, but did not always increase in %ile -Majority of 3-5th students had an increase in their FAST level from PM1 to PM3 -All grade levels averaged over a year's worth of growth in iReady
-Concerns with ELL comparative gains in grades K & 2nd -Stronger performance seen in grades 3-5th PM1 to PM3 overall compared to primary grades and FSA -Low % of students scoring a level 1 in intermediate grade levels -Grade 3 had a lower number of level 5's compared to grade 4 and grade 5. -Kinder under performed in math compared to ELA (lower number scoring in quartile 4)
-50% of ELL students are also identified as ESE -All students identified as ELL scored a level 2 or 3 (no level 1's) -Overall, only two students scored a level 1
n/a
What data components demonstrate the greatest need for improvement?
-Need to target both our ESE and ELL subgroups in all tested content areas -Grades 3 & 5 showed less mastery of subskill 3 ( Reading across genres and vocabulary) which did not match iReady data -Grade 3 Cambridge showed a dip in both ELA and Math proficiency -Overall watch on students moving to Grade 3 as 34% of the grade level is one year or more below grade level according to iReady -Rising first graders have 27 student who scored in in quartile 1 and 2 (10 more than in ELA)
What were the contributing factors to this need for improvement?
-There is a need to target advanced phonics skills in the intermediate grade levels to support struggling students, along with vocabulary development, using a systematic approach across grade levels -ELL position was filled with a long-term sub from Oct. until the end of the school year -100% of the ELL students (not also ESE) in grade 5 were in the country for less than 1 year. -High ESE numbers in Grade 3 with a wide range of instructional needs -Grade 3 struggled to collaboratively plan as a cohesive team as the year went on
What new actions need to be taken to address this need for improvement?
-Realignment of grade level collaborative planning to target consistency across the grade level with standards and resources -Restructured classroom makeups to narrow the range in each classroom -Creation of a Master schedule to maximize instructional support schedules -Development of a plan, in conjunction with the reading coach, to support a strategic approach to targeting skill gaps in our ELL and ESE students to provide a intensive intervention. -ESE instructional schedules allow for service provider to align planning with the grade level they service with the most need -Plan to incorporate phonics instruction into the intervention block in intermediate grade levels. -Focus on building reading stamina across all grade levels
What data components showed the most improvement?
-6% gain in Science proficiency compared to FY22 -32% gain in Science proficiency compared to FY22 for our ESE students -Significant growth seen from PM1 to PM3 for intermediate Math -Gains in 4th Grade ELL proficiency compared to FY22 -5% gain in 4th Grade ELA proficiency compared to FY22
What were the contributing factors to this improvement?
Science: hands on and engaging content is made access able to all students through different learning modalities, including songs and note booking. Teachers are true content and standards experts. -Differentiated push in support models dependent on the needs of the students and the strengths of the teachers in each grade level -Depth of standard knowledge and use of engagement strategies and differentiation to target individual needs of students
What new actions did your school take in this area?
-Adjustments in structure of Collaborative Planning -Creation of a master schedule to best align ESE and ELL support. --Strategic placement of instructional resource staff to build capacity and understanding of grade level standards and to grow relationships with students & staff. Grade level teacher assignment adjustments to build strength of ELA interventions in intermediate grade levels from primary. -Hired ELL resource support with intermediate classroom experience. -Review all ESE and ELL students, identifying needs and a strategic plan of support for quarter 1.

SIP - Areas of Focus

Success for every student, every day.
To create a collaborative learning community that inspires success, through high quality data driven instruction, purposeful learning, and amazingly positive experiences for all stakeholders.
As a result of teachers helping students process new content, the percentage of students in grades 3rd-5th meeting proficiency in the area of ELA will increase from 78% to 82% by May 2024, measured by the Florida Assessment of Student Thinking (F.A.S.T.).
(View Marzano Model)
During the ELA block, teachers will systematically engage students in processing, summarizing, and generating conclusions about new content during interactions with other students.
Action #1
Action Steps to implement evidence-based strategy:
Facilitate group members in summarizing and/or generating conclusions
Person Responsible:
Katie Maya
Progress Monitoring Evidence:
Students will be able to discuss and answer questions about the new content in groups or written work, evident through observations, student work samples, and module assessments.
Action #2
Action Steps to implement evidence-based strategy:
Facilitate recording and representing new knowledge
Person Responsible:
Katie Maya
Progress Monitoring Evidence:
Students will be able to record and represent new knowledge through the use of graphic organizers and by summarizing/paraphrasing, observed during interactions with peers and through student work samples.
Action #3
Action Steps to implement evidence-based strategy:
Stop at strategic points to appropriately chunk content based on student evidence and feedback
Person Responsible:
Katie Maya
Progress Monitoring Evidence:
Students will be able to summarize or draw conclusions from complex text and its academic language during strategic parts of the lesson, evident through observations, student work samples. and module assessments.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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When teachers engage students in processing new content, the percentage of students in grades 3rd-5th meeting proficiency in the area of Math will increase from 84% to 87% by May 2024, measured by the Florida Assessment of Student Thinking (F.A.S.T.).
(View Marzano Model)
During the Math block, teachers will systematically engage students in processing, summarizing, and generating conclusions about new content, during interactions with other students.
Action #1
Action Steps to implement evidence-based strategy:
Model when and how to break a complex problem into simpler sub-problems
Person Responsible:
Heather Galloway
Progress Monitoring Evidence:
Students will be able to break a complex problem into simpler sub-problems using a visual representation as evidenced in their math notebooks, on their produced work, through classroom observations, and classroom assessments.
Action #2
Action Steps to implement evidence-based strategy:
Strategically share a variety of student representations and solution methods
Person Responsible:
Heather Galloway
Progress Monitoring Evidence:
Students are able to adjust mathematical work or thinking based on feedback from teacher or peers observed in their math notebook, during interactions with other students, on their produced work, and classroom assessments.
Action #3
Action Steps to implement evidence-based strategy:
While modeling, provide opportunities for students to imitate the modeled skill, strategy, or process
Person Responsible:
Heather Galloway
Progress Monitoring Evidence:
Students are able to imitate the modeled skill, strategy, or process through interactions with peers using visual representations, evident in their math notebook, white board work, written practice, and classroom assessments.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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As a result of teachers engaging students in processing new content, the percentage of students in grade 5 meeting proficiency in the area of science will increase from 88% to 90% by May 2024, measured by the Florida Statewide Science Assessment.
(View Marzano Model)
During the science block, both classroom teachers and ESE Inclusion teachers will systematically engage students in processing, summarizing, and generating conclusions about new content, during interactions with other students.
Action #1
Action Steps to implement evidence-based strategy:
Actively discuss new content in groups using key vocabulary
Person Responsible:
Katie Maya
Progress Monitoring Evidence:
Students will be able to independently draw conclusions from complex text and its academic language evident through observations, student work samples, oral and written responses, and classroom/district assessments.
Action #2
Action Steps to implement evidence-based strategy:
Break content into appropriate chunks based on student feedback
Person Responsible:
Kaite Maya
Progress Monitoring Evidence:
Students will be able to process and generate conclusions about new knowledge, evident through written or oral responses, student work samples, and classroom/district assessments.
Action #3
Action Steps to implement evidence-based strategy:
Use strategies to engage students in active processing through the use of predictions, associations, paraphrasing, verbal summarizing, and questioning
Person Responsible:
Katie Maya
Progress Monitoring Evidence:
Students will be able to discuss and answer questions about the new content in groups in both written and orally evident through observation and district/state assessments.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Teacher leadership and collaboration will be promoted when staff members are given the opportunity to provide input and have shared decision-making ability. As a result, the percentage of staff feeling that they are appropriately involved in decisions that affect their work will increase from 76% to 82% on the Culture Amp survey by May 2024.
(View Marzano Model)
As a school we will work together to build an environment that promotes teacher and staff leadership, along with a culture of collaboration and professional learning.
Action #1
Action Steps to implement evidence-based strategy:
Promotes positive conversations and interactions with other teachers and colleagues in both formal and informal ways
Person Responsible:
Katie Maya
Progress Monitoring Evidence:
Use of staff meetings, PLCs, Collaborative Planning, Team Leader meetings, and other school-wide events to promote opportunities for positive interactions monitored through observations and collected feedback.
Action #2
Action Steps to implement evidence-based strategy:
Opportunities provided for all staff to share expertise and new ideas with colleagues to enhance student learning through the participation on schoolwide action teams (PLCs) in the areas of school leadership, academics, and culture.
Person Responsible:
Katie Maya
Progress Monitoring Evidence:
Use of action team agendas, Lighthouse meeting discussions, meeting observations, and staff survey to monitoring staff participation and feedback.
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.
No response.
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.
No response.
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))
No response.
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))
No response.

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).

No response.

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

No reponse.
2.

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

No reponse.

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

No reponse.
2.

Grades 3-5 Measurable Outcomes

No reponse.
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.
No reponse.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
No reponse.
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?
No reponse.
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?
No reponse.

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
Not Action Step found.