Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
PM 3-PM1 Comparative Gains note pockets of concerns across grade levels: KG- lacking the ability to close the learning gap in ELL and ESE subgroups at the rate of the district Gr 1 Gr 2 Gr 3 ESE and Cambridge subgroups began the year with a learning gap greater than other subgroups. Although gains were made, we are not able to close the learning gap in ESE and Cambridge at the rate of the District. Gr 4 ESE and Cambridge subgroups began the year with a learning gap greater than other subgroups. Although gains were made, we are not able to close the learning gap in the Cambridge subgroup at the rate of the District. The ESE subgroup exceeded the District by 1%. Gr 5 ELL and Cambridge subgroups began the year with a learning gap greater than other subgroups. Although gains were made, we are not able to close the learning gap in the ELL subgroup at the rate of the District. The Cambridge subgroup exceeded the District by 1%. In looking at the individual ELA standards 3rd, 4th, and 5th grade were “Below the Standard” in R.3.1 Interpreting Figurative Language and V.1.3 Context and Connotation. 4th and 5th grade both scored “Below the Standard” in R.1.1 Literary Elements. 3rd and 5th grade both scored "Below the Standard" in R.2.2 Central Idea.
FY22 56% proficient to FY23 72% proficient PM 3-PM1 Comparative Gains note overall growth in all subgroups with the expectation of two areas: Gr 4 Cambridge is -1 in comparative gains Gr 5 Cambridge is -10 in comparative gains KG proficiency lags behind all grade levels, ELL proficiency negatively impacted the overall grade level however, PCRs ELL proficiency is ahead of the District's Gr 3 and 5 PCR exceeded the District's proficiency average Gr 4 proficency met the District average Gr 3 and 4 area of focus for "Below the Standard" is Geometric Reasoning, Measurement, Data Analysis and Probability Gr 5 area of focus for "Below the Standard" is Algebraic Reasoning Gr 3-5 area of strength, based on "At or Above the Standard" is in the area of Number Sense
PM 3-PM1 Comparative Gains note pockets of concerns in all subgroups with the exception of ESE Nature of Science is an area for growth ELA proficiency negatively impacted Science proficiency
What data components demonstrate the greatest need for improvement?
ELA Data Components demonstrating the greatest Need for Improvements: KG-2 Phonics and vocabulary intentional focus on instruction 3-5 Vocabulary and Comprehension intentional focus on instruction Context and Connotation is a focus area across the grade levels Math Data Components demonstrating the greatest Need for Improvement Geometric Reasoning Gr 3-4 and Algebraic Reasoning gr 5 Science Data Components demonstrating the greatest Need for Improvement Nature of Science
What were the contributing factors to this need for improvement?
ELA Contributing Factors: ELA Planning for the instruction of 'what' instruction looks like and 'how' to authentically and cognitively engage students must remain an intentional focus. Student tasks must be intentionally planned for. We must be cognizant of not focusing too much time on what materials we are using during this collaborative time. KG-2 struggled with the new curriculum and balancing read-a-loud content and students having time to grapple with grade and instructional level reading, questioning and tasks. Gr 3-5 students are gaining in proficiency year over year however, when lower level proficient students enter tested grade levels, time is needed to close the learning gaps which negatively impacts instruction at Core levels. Math Contributing Factors: Academic vocabulary and reasoning abilities Science Contributing Factors: Comprehension of text complexity
What new actions need to be taken to address this need for improvement?
ELA New actions to address needs for improvement: Intentional focus on ELA planning routines and staff coming prepared to discuss what instruction looks like and how to get students towards proficiency with quality student-centered tasks. KG-2 Revamp the Master Schedule and focus from Core to Foundations with Core being shortened. This will provide students more time to read and grapple with text. Gr 3-5 students are being scheduled in a more differentiated manner which will allow those on grade level or above to learn at an appropriate pace while those striving to close the achievement gap will receive additional layers of support. ELL support adjustments for newly entering students during ELA instruction Math New actions to address needs for improvement: Transfer to task based lessons to increase students grappling with geometry and algebra Science New actions to address needs for improvement: Adjust student tasks to align with Non-fiction ELA strategies
What data components showed the most improvement?
ELA Data Improvements: Gr 1 FY22 proficiency 59% to Gr 2 FY23 proficiency 70% (+11%) Gr 3 FY22 proficiency 44% to Gr 4 FY23 proficiency 55% (+11%) Math Data Improvements: Overall proficiency increase of 16% All cohorts showed increases in proficiency year over year KG Baseline FY22 38% to FY23 45% Gr 1 Cohort FY22 38% to FY23 73% Gr 2 Cohort FY22 65% to FY23 66% Gr 3 Cohort FY22 57% to FY23 72% Gr 4 Cohort FY22 56% to FY23 74% Gr 5 Cohort FY22 63% to FY23 74% Grades 1, 3, 4 and 5 out performed or met District proficiency levels
What were the contributing factors to this improvement?
ELA Contributing Factors towards improvement: Effective team planning and implementation of instruction with fidelity, teacher pacing, student engagement Math Contributing Factors towards improvement: Continued systems in planning and implementation Goal setting and Celebrations Highly effective Math Coach providing systemic support KG - 5 Mathematics is more universal than ELA, allowing ELL students to
What new actions did your school take in this area?
ELA, Math and Science Continued and New Actions Continued planning based on data and student readiness Continued the use of school-wide ELA systems in support of student confidence and competence Adjustment to departmentalization 3rd - 5th Assigned Impact Cycles Kg - 5, based on comparable gains across grade levels Requesting District support for new Science Coach Requesting District support for ELA (planning and feedback during implementation)

SIP - Areas of Focus

Pinecrest Elementary School will engage in positive habits to inspire all stakeholders to be leaders who recognize their strengths and act responsibly to achieve their limitless potential.
Pinecrest Elementary School will provide a safe learning environment that fosters collaboration, determination and builds the confidence of all leaders.
Pinecrest Elementary will increase student Reading proficiency from 45% to 50% by June 2, 2024 as measured by the FAST (Gr 3-5) and STAR assessments (KG-2).
(View Marzano Model)
Using Formative Assessments to Track Progress
Action #1
Action Steps to implement evidence-based strategy:
Restructure the MTSS process to ensure students are identified in a timely manner
Person Responsible:
Farrar
Progress Monitoring Evidence:
MTSS Meetings are scheduled every 6 weeks to ensure analysis of data. Administration will conduct observations of implementation of intentional lessons in classrooms. MTSS is scheduled during WIN Time on the Master Schedule. Individual student achievement data will be analyzed during Stocktake Meetings monthly.
Action #2
Action Steps to implement evidence-based strategy:
Restructure and implement consistently scheduled PLC collaborations
Person Responsible:
Mendicino and Farrar
Progress Monitoring Evidence:
Collaborative Planning sessions will incorporate an analysis of students data to support effective planning. Data will be analyzed and used to fluidly move students through Core learning support process, to plan for small group instruction, and to provide additional professional learning to staff.
Action #3
Action Steps to implement evidence-based strategy:
Using data to plan for and close the achievement gaps in foundational skills
Person Responsible:
Piesto and Cromer
Progress Monitoring Evidence:
iReady lessons will be monitored weekly to ensure students are progressing in their individual lessons towards grade level over time. iReady Window Data Analysis will be conducted with Teams following Window assessments. Data analysis will be used to craft Win Time DI Instruction. Wilson Foundation Lesson Planning occurs weekly and is intentional, based on data.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131Title I Basic/244282Resource staff are split funded to provide support to students in an effort of closing the achievement gap towards proficiency and beyond. Staff are funded for both ELA and Math support.2.00$150,000.00
Title I Part C5100131Title I Migrant/244280Migrant Resource staff are split funded to provide instructional support in Reading and Math to Migrant students in an effort of closing the achievement gap towards proficiency.2.00$150,000.00
Title I Part A5131151Title I Basic/244282Spanish Tutors are funded to support students learning and language acquisition based on data needs.2.00$50,000.00
Title I Part C5131151Title I Migrant/244280Spanish Tutors are funded to support migrant students to ensure instructional support towards proficiency.2.00$50,000.00
Pinecrest Elementary will increase student Math proficiency from 73% to 75% by June 2, 2024 as measured by the FAST (Gr 3-5) and STAR assessments (KG-2).
(View Marzano Model)
Helping Students Engage in Cognitively Complex Tasks
Action #1
Action Steps to implement evidence-based strategy:
Purposefully planning for differentiation to increase student-centered learning
Person Responsible:
Krause
Progress Monitoring Evidence:
Collaborative Planning is a time for admin, coaches and teachers to work together to purposefully plan for differentiation to increase student-centered learning tasks and questions Unit assessments will be monitored to ensure there is positive impact with the differentiated strategies being used Classroom observations will be conducted to ensure that planned differentiation is being implemented Student engagement will be monitored during observations to ensure students are doing the thinking
Action #2
Action Steps to implement evidence-based strategy:
Purposefully planning for activity based lessons to be implemented to increase student-centered learning
Person Responsible:
Krause
Progress Monitoring Evidence:
Collaborative Planning is a time for admin, coaches and teachers to work together to purposefully plan for standards based and activity based lessons Unit assessments and Classroom Observations will be monitored and data trends analyzed to fluidly adjust support as needed Student engagement in standards-based tasks will be monitored and feedback/support provided as necessary
Action #3
Action Steps to implement evidence-based strategy:
Building instructional capacity with advanced curriculum, pacing and strategies to impact high achieving learners
Person Responsible:
Krause
Progress Monitoring Evidence:
Implementation of professional learning based on standards-based, advanced curriculum and strategies Class observations will be conducted to monitor advanced curriculum implementation, feedback provided, and support assigned as needed Student engagement will be monitored to ensure the majority of thinking, grappling and processing is done by the students with the teacher as the facilitator Unit assessment data will be monitored and tracked to ensure students are progressing in their learning.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Pinecrest Elementary will increase Science proficiency from 50% to 54% by June 2, 2024 as evidence by the Science NGSSS.
(View Marzano Model)
Using Questions to Help Students Elaborate on Content
Action #1
Action Steps to implement evidence-based strategy:
Purposeful use of the STEAM Lab to increase students hands-on, inquiry-based experiences, which lead to a deeper of understanding with application
Person Responsible:
Cromer
Progress Monitoring Evidence:
Use of STEAM Lab aligned to benchmark-based tasks and engage students in the problem solving process Unit assessment data will be analyzed and monitored to ensure progress is made in Science proficency
Action #2
Action Steps to implement evidence-based strategy:
Purposefully planning for activity based lessons and focused questions to be implemented to increase student-centered learning
Person Responsible:
Cromer
Progress Monitoring Evidence:
Collaborative Planning is a time for admin, coaches and teachers to work together to purposefully plan for focused, benchmark aligned questions, to increase student-centered learning tasks and questions Unit assessments will be monitored to ensure there is positive impact of strategies being used Classroom observations will be conducted to ensure that planned questions/tasks are being implemented Student engagement will be monitored during observations to ensure students are doing the thinking
Action #3
Action Steps to implement evidence-based strategy:
Implement content specific word walls, by unit, with student evidence
Person Responsible:
Cromer
Progress Monitoring Evidence:
Evidence of the use of word walls by students will be park of class observations. Feedback will be provided based on what is being observed. Student writing samples will be analyzed to ensure application is evident.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131Title I Basic/244282Resource Teacher is split funded to support both ELA and Science to ensure students are applying Reading strategies in Science in an effort to increase proficiency and close the achievement gap.1.00$54,000.00
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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100% of students' parents/guardians (adult advocates) will participate in at least one school to home event by June 2, 2024.
(View Marzano Model)
Communicating High Expectations for Each Student to Close the Achievement Gap
Action #1
Action Steps to implement evidence-based strategy:
Calendar of parent events to go home at the beginning of the year and prior to the events
Person Responsible:
Cade
Progress Monitoring Evidence:
Calendar of events will be given to all families at the beginning of the year and prior to each event.
Action #2
Action Steps to implement evidence-based strategy:
Utilize Parent Action Team Leaders to assist in planning for and with communicate the event with our community of parents
Person Responsible:
Cade
Progress Monitoring Evidence:
Parent Lighthouse members will plan for and advertise events. The attendance of parents at each event will be tracked. Parents will be surveyed about the event and the survey will be used with Parent Lighthouse Team to adjust future events.
Action #3
Action Steps to implement evidence-based strategy:
Instructional leaders and administrators will attend the Leader in Me Symposium to gain knowledge of effective strategies in support of family involvement. Guest teachers will be provided to ensure instructional staff can attend.
Person Responsible:
Mendicino
Progress Monitoring Evidence:
Attendance to the symposium will be evident. Following the symposium, systems adjustments will be made and monitored to ensure they are effective in increasing parent involvement in school to home events. This will be tracked using our Culture WIG Tracker.
Action #4
Action Steps to implement evidence-based strategy:
Parents will be trained in the 7 Habits of Highly Effective Families
Person Responsible:
Cade
Progress Monitoring Evidence:
Parent attendance at the trainings will be tracked. Parents will be surveyed on strategies they have implemented and how it impacts the home learning environment.
Action #5
Action Steps to implement evidence-based strategy:
Create grade level and teacher visual trackers in support of increasing parent attendance to events
Person Responsible:
Dean
Progress Monitoring Evidence:
Culture WIG Tracker will be displayed in classrooms to track the number of times a students parents attend a school event. Grade level celebrations will be hosted quarterly to celebrate the grade level with the most parent participation and the one with the greatest increase in participation. Lighthouse Parents will be involved in planning and advertising events.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400310Title I Basic/244282Leader in Me Coaching Days will be provided to ensure effective strategies are implemented in support of Culture and an increase in Parent Involvement.2.00$6,000.00
Title I Part A6400133Title I Basic/244282Staff will be paid to attend Leader in Me coaching sessions after hours in an effort to support on campus learning throughout the year.1.00$896.00
Title I Part A6400754Title I Basic/244282Guest Teachers will be funded to allow instructional staff Temporary Duty Leave to attend the Regional Leader in Me Symposium2.00$900.00
Title I Part A7730330Title I Basic/244282Two Administrators will be funded to attend the Regional Leader in Me Symposium to gain knowledge pertaining to high impact strategies for improving Culture and Parent Engagement.2.00$3,784.00
Title I Part A6400330Title I Basic/244282Three instructional staff will be funded to attend the Regional Leader in Me Symposium to gain knowledge pertaining to high impact strategies for improving Culture and Parent Engagement.3.00$5,676.00

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.

Staff are provided opportunities to provide input and help determine goals and action steps for our SIP based on data. Staff are provided a final copy of the SIP, once approved, and this is used during Data Chats to ensure our work is focused on our end goal. The SIP Goals drive our WIGs on campus which are monitored weekly, thus the SIP is a living document and discussed often. Parents, staff, leadership and local business partners are provided an opportunity to provide input on the SIP goals during our SAC Meetings. The SIP goals are shared and input is taken into consideration. The final SIP is shared at SAC once approved.

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.

SAC meetings are used to build the knowledge of parents in ways to that the school is helping their children succeed. They offer a venue for parents to provide feedback and ideas to the school as well as to collaborate with other parents, community members, and staff. School Events, such as our Literacy Nights, help to build the capacity of parents in supporting their child's home to school experience. Parents are provided strategies and resources to support the home learning environment. These opportunities are hands-on and presented in 3 languages. Families are trained in the 7 Habits of Highly Effective Families with the intention of building their knowledge of effective habits for the home.

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))

All instructional staff members will be accountable for following state benchmarks and district curriculum pacing guides. Small group, intensive and focused interventions, will be offered daily during our Differentiation Instruction time for KG - 5 grades. Phonics instruction is provided daily, using district adopted materials and pacing guides. Instructional staff will frontload academic vocabulary as needed and provide phonies instruction to build the foundational skills in the area of reading to close the achievement gap of all learners, especially our population of EL students. Marzano's high impact elements will remain a focus during staff Professional Learning sessions and implementation of the learning will continue to be monitored and feedback provided.

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. 1. 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. 2. Title I and Title IX jointly fund the 2 Homeless Liaisons to support homeless students in all public schools. 3. 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. 4. 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. 5. 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. 6. Collaboration also occurs to provide schools with supplemental and focused professional learning opportunities. 7. 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. 8. 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. 9. 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. 10. Title II Part A and IDEA fund exam reimbursements and course tuition reimbursement funds to ensure staff meet certification Requirements. 11. 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).

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

FY23 Grade 3- 44% of students scored in the proficient range for ELA PM3 while 56% scored below proficient. FY23 Grade 5- 40% of students scored in the proficient range for ELA PM3 while 60% scored below proficient. All Pinecrest students will be engaged in benchmark aligned instruction, text, and tasks. Students will be held accountable for grappling with the critical content at the taxonomy of the benchmark. By providing this daily, student learning gains will increase, leading to an increase in proficiency. Understanding interventions are needed in support of closing the achievement gap, students will be individually placed in instructional focus groups to support their learning gap. Ongoing progress monitoring of student learning will be analyzed and students will move fluidly throughout instructional focus groups.

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

Grade 3 ELA Proficiency will increase by a minimum of 6%, from 44% to 50% proficient as evidence by the ELA PM3 assessment. Grade 5 ELA Proficiency will increase by a minimum of 10%, from 40% to 50% proficient as evidence by the ELA PM3 assessment.
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.
A systematic approach, included within our Stocktake Process, to monitoring intentional benchmark focused planning, implementation of instruction and students data will be implemented. Daily, instructional staff will monitor student aquisition of learning through formative assessments (response to writing, Exit Tickets, collaboration work, etc.) and use this understanding to scaffold lessons to ensure student achievement increases. Weekly, iReady lesson data will be monitored and trends tracked to ensure students are closing their achievement gaps. Unit assesments will be monitored through the Stocktake Process and support adjustments will be made based on this trend data. In addition, teacher data chats will be crafted around all weekly, unit and quarterly data sets. With consistent and close monitoring of students achievement and fluid supports, students proficiency is expected to increase.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
Mendicino
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?
Pinecrest will continue to implement Marzano high yield elements into planning and instruction, monitoring the implamemation of this as well as their impacts on student acheivement outcomes. A variety of progress monitoring tools including, but not limited to, district benchmark assessments, iReady reports, learning module culminating tasks, and bi-weekly selection assessments targeting Florida B.E.S.T. standards will be used to make instructional decisions that will move our students forward. Teacher participation in instructional rounds will allow teachers to observe best practices and improve instructional techniques. Culminating Tasks and Progress Monitoring (PM) assessments are given as touch points throughout the year prior to state assessments, to monitor student progress towards reading proficiency. Administration and Coaches utilize this data to assist teachers in determining what interventions are needed to help students make necessary gains.
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?
Strateggies and systems were selected based on student proficency needs as well as staff professional learning needs. All evidence-based practices are considered effective and are vetted within Hattie's high impact, evidence based instructional practice list. Explicit instruction using high impact strategies along with timely intervention will positively impact student proficiency and the closing of the achievement gap.

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
Data Analysis: Literacy Leadership- Students and Staff tracking weekly goal progress in the area of Reading. KG-2 will be tracking foundational skills following the curriculum guide along with iReady % of Lessons Passed weekly. Gr 3-5 will be tracking unit assessment data and iReady % of Lessons Passed weekly. Literacy Coaching- Coaches and High Impact Instruction Staff utilize Marzano high yeild strategies while conducting walk-thrus and implementing Impact Cycles of Support. Administration and coaches provide focused feedback relevant to instruction aligned Marzano's high yeild strategies and the benchmarks to support the professional growth of the teachers. Assessment- iReady, PM Data and Formative assessments are used when teachers triangulate data to drive instructional decisions for Core and Differentiated Instruction based on individual student needs. Professional Learning- all professional learning is aligned to Marzano high yeild elements and the school-wide Deliberate Practice element of Planning to Close the Achievement Gap.