School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
3rd grade proficiency decreased,
3rd grade performance remains stagnant in overall math performance
Utilize the new TCI curriculum
Which data component showed the most improvement? What new actions did your school take in this area?
4th grade math -increase in instructional minutes in the master schedule -data analysis meetings, to watch student performance -class changes based on PM2 results
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
3rd grade ELA
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
3rd grade ELA- # of new students, EL students, and students that were promoted with remediation, that did not have the foundational reading skills necessary to make their stretch growth and score proficient at the end of 3rd grade
Which data component had the greatest gap when compared to the state average? Explain the factor(s) that contributed to this gap and any trends. State data can be found here.
SGE outperformed the state in all categories by a minimum of 26 points (3rd grade ELA) Largest gap: 4th grade math 29 points
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Increase in EL population, set attainable goals- increase in PM1 to PM3 Overall gains - every students should make a gain ELA proficiency across grade levels, increase

SIP - Areas of Focus

Our vision at Sea Gate Elementary School is to achieve excellence through high expectations and positive attitudes.
Our mission at Sea Gate Elementary School is to encourage a caring and collaborative community of problem solvers who achieve their fullest potential as life-long learners.
ELA proficiency of all students on the Florida Assessment of Student Thinking PM3 from 81% to 86% by the end of the FY25 school year.
(View Marzano Model)
Using Questions to Help Students Elaborate on Content
Action #1
Action Steps to implement evidence-based strategy:
Conduct weekly planning sessions with a focus on creating and sharing high level complexity questions in all grade levels.
Person Responsible:
Literacy Coach; ELA Teachers
Progress Monitoring Evidence:
Analyze the effectiveness of questions through student module assessments and student talk/responses.
Action #2
Action Steps to implement evidence-based strategy:
Professional Development on iReady monitoring and intervention provided during Early Release Days
Person Responsible:
Literacy Coach, ELA Teachers
Progress Monitoring Evidence:
Teachers will monitor iReady Bi-weekly reports on pass rate
Action #3
Action Steps to implement evidence-based strategy:
Motivate independent reading on individual student Lexile levels through iReady Reports and Accelerated Reader assessments
Person Responsible:
Media Center Specialist ; Students; ELA Teachers
Progress Monitoring Evidence:
Analyze the effectiveness of results on Accelerated Reader book tests during PLC meetings.
Action #4
Action Steps to implement evidence-based strategy:
Completing HMH Reading module assessments online
Person Responsible:
ELA Teachers
Progress Monitoring Evidence:
Completion of all grade levels module assessment scores available online. Teacher will review scores with students as a class and individually.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Math proficiency of all students on the Florida Assessment of Student Thinking PM3 from 85% to 90% by the end of the FY25 school year.
(View Marzano Model)
Helping Students Examine Their Reasoning
Action #1
Action Steps to implement evidence-based strategy:
Master Schedule: Increase of math minutes built into daily math block
Person Responsible:
Administration
Progress Monitoring Evidence:
Teachers provided with master schedule
Action #2
Action Steps to implement evidence-based strategy:
Cross curriculum professional development with Related Arts
Person Responsible:
Related Arts teachers
Progress Monitoring Evidence:
Related arts teachers embed current math content into daily lesson during the Early Release Days.
Action #3
Action Steps to implement evidence-based strategy:
ALEKS pie posters to document passing of skills in each intermediate math classroom.
Person Responsible:
4th and 5th grade Math teachers; Caroline Burke, Math POC
Progress Monitoring Evidence:
Students sign their name to the ALEKS pie as they successfully complete each skill section
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Science proficiency of all students on the Florida Assessment of Student Thinking PM3 from 83% to 88% by the end of the FY25 school year.
(View Marzano Model)
Helping Students Examine Their Reasoning
Action #1
Action Steps to implement evidence-based strategy:
Devoted science lab with dedicated hands on materials for teacher to utilize with curriculum.
Person Responsible:
5th grade Science Teachers
Progress Monitoring Evidence:
Calendar sign up for intermediate teachers to access and host science labs
Action #2
Action Steps to implement evidence-based strategy:
5th grade students will take the District Science QBA 1. During grade level PLC, teachers will analyze student data and share best practices.
Person Responsible:
5th grade Science Teachers
Progress Monitoring Evidence:
Analyze results from Science QBA 1 which includes 3rd and 4th grade content to determine what gaps in learning exist. Create a plan for re-teaching.
Action #3
Action Steps to implement evidence-based strategy:
5th grade students will take the District Science QBA 2. During grade level PLC, teachers will analyze student data and share best practices.
Person Responsible:
5th grade Science Teachers
Progress Monitoring Evidence:
Analyze results from Science QBA 2 which includes 5th grade content to this point to determine what gaps in learning exist. Create a plan for re-teaching.
Action #4
Action Steps to implement evidence-based strategy:
5th grade students will take the District Science QBA 3. During grade level PLC, teachers will analyze student data and share best practices.
Person Responsible:
5th grade Science Teachers
Progress Monitoring Evidence:
Administer cumulative checkpoint and determine what areas need to be revisited during district boot camp and required open doors in the morning. Revisited during Boot Camp and before school practice sessions.
Action #5
Action Steps to implement evidence-based strategy:
Marzano Classroom observations conducted by adminstration
Person Responsible:
5th grade Classroom teachers and administration
Progress Monitoring Evidence:
Focus on creating lessons with opportunities for students to examine reasoning through science following District pacing guide, using District materials.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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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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Writing student positive referrals by staff members will increase from 49% to 75% by the end of the FY25 school year.
(View Marzano Model)
Providing Feedback and Celebrating Progress
Action #1
Action Steps to implement evidence-based strategy:
Professional Development on how to write positive referrals provided during Faculty Meetings and Non-instructional meetings.
Person Responsible:
School Counselor
Progress Monitoring Evidence:
Include staff reporting percentage in monthly snapshot staff email, PBIS Committee to review data, monthly.
Action #2
Action Steps to implement evidence-based strategy:
Monthly calendar invite reminder to all staff members, to write a positive referral and submit Seahorse of the Month.
Person Responsible:
School Counselor
Progress Monitoring Evidence:
Monitor number of positive referrals submitted after monthly calendar invite occurs, as reviewed by the PBIS Committee
Action #3
Action Steps to implement evidence-based strategy:
Non instructional training on positive referrals during weekly re-caps
Person Responsible:
School Counselor
Progress Monitoring Evidence:
Train non instructional staff members on what a positive referral looks like at lunch, recess, dismissal and arrival areas.
Action #4
Action Steps to implement evidence-based strategy:
PBIS Monthly recap for staff
Person Responsible:
School Counselor
Progress Monitoring Evidence:
Present data on discipline referrals vs positive referrals, monthly at PBIS Meeting, principal newsletter, and through email.
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.

Budget Document Uploads

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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)

For the 2024-2025 school year, the criteria includes schools with students in grades three through five where 50 percent or more of its students, in any grade level, score below a level 3 on the most recent statewide English Language Arts (ELA) assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system pursuant to s. 1008.25(9), F.S., shows that 50 percent or more of the students are not on track to pass the statewide, standardized grade 3 ELA assessment for any grade level kindergarten through grade 3; and at least 10 students must be present for both the second and third full-time equivalent (FTE) survey periods and must be enrolled at the time of the statewide, standardized testing.

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 2023−2024 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 2023−2024 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.