Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Drop in proficiency 3-5 as compared to FY22 (Anticipated grade 3). K, 4, 5 ESE strength, ESE concern 3rd. 4/5 ELL strength. 2nd ELA %ile drop - will need strong 3rd grade support. 3rd ELA slower growth than district - will need support in 4th grade.
4th Math FY22-23 strength. 5th Math strength. 1st Math strength. 2nd ESE Strength. Anticipated drop in 3rd proficiency. Potential need for pre-tests + foundations days in 4th grade and 1st grade.
Near match proficiency FY22-23. Confusing mismatch between ELL success and ESE concern (typically similar instructional techniques work for both) - do we need more support in science instruction in ESE (with grade level support person)?
**Used this box to talk attendance** Student attendance up amazingly!!!!!!!!!!
What data components demonstrate the greatest need for improvement?
What were the contributing factors to this need for improvement?
What new actions need to be taken to address this need for improvement?
What data components showed the most improvement?
What were the contributing factors to this improvement?
What new actions did your school take in this area?

SIP - Areas of Focus

At Lake Trafford Elementary School we are committed to providing a community of empowered learners who work toward real world attainable goals that help students develop a passion for life-long learning.
The mission of Lake Trafford Elementary School is to unite the school community to support our students as they engage in the active process of learning.
By the end of FY24, the amount of students in grades 3-5 who increase their percentile from PM1 to PM3 by 3% or more will increase from 34% to 39% and achieve a proficiency rate of 60% as measured by PM3.
(View Marzano Model)
Reviewing Content (using student responses to drive further instruction)
Action #1
Action Steps to implement evidence-based strategy:
Restructuring of planning to create consistency across grade levels and develop a model with equal participation. Planning will focus on vertical articulation, delivery, questioning, assessment, and MTSS/differentiation
Person Responsible:
Matt Sibert
Progress Monitoring Evidence:
Team lesson plans, minutes from collaborative planning meetings.
Action #2
Action Steps to implement evidence-based strategy:
Develop a cadence of evaluation for MTSS time to ensure that students are correctly grouped and evidence is being gathered to justify instruction.
Person Responsible:
Matt Sibert
Progress Monitoring Evidence:
MTSS data, iReady data, PM data
Action #3
Action Steps to implement evidence-based strategy:
Ensure timely and grade-level appropriate interventions are implemented (Title I funded a split funded ESE inclusion + resource staff member for each grade level).
Person Responsible:
Matt Sibert
Progress Monitoring Evidence:
MTSS data, iReady phonics data, formative assessment data.
Action #4
Action Steps to implement evidence-based strategy:
Ensure consistent implementation of phonics instruction in K-2 classes
Person Responsible:
Gennie Rincon
Progress Monitoring Evidence:
Weekly classroom observations, iReady Diagnostic Data, PM data.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131Title I BasicSplit funded ESE Inclusion/Resource teachers + 1 Title I Tutor3.00$233,876.34
Title I Part A5100510Title I BasicFunding for consumable supplies $9,199.99
Title I Part A5100754Title I BasicGuest teachers for staff development $1,500.00
Title I Part A5100336Title I BasicField Trip Admissions $8,000.00
Title I Part A5100794TItle I BasicField Trip Transportation $2,500.00
By the end of FY24 the percent of students who increase their percentile 3% or more from PM1 to PM3 will increase from 48% to 52% and achieve a proficiency rate of 60%.
(View Marzano Model)
Reviewing Content (using student responses to drive further instruction)
Action #1
Action Steps to implement evidence-based strategy:
Restructuring of planning to create consistency across grade levels and develop a model with equal participation. Planning will focus on vertical articulation, delivery, questioning, assessment, and strategic use of the Level explanations within the benchmarks.
Person Responsible:
Arlinda Holland / Amity Wyss
Progress Monitoring Evidence:
Team lesson plans, minutes from collaborative planning meetings.
Action #2
Action Steps to implement evidence-based strategy:
Implementation of "math routines" to build student recollection of number facts forwards and backwards (IE list 3 different ways to make 24) and sending out new and relevant "questions you can ask student during down time" reminders to entire staff and MOU SACC programs, and having rolling math fluency + academic vocab for grade levels on rotation in the cafeteria during lunches supported by staff action teams.
Person Responsible:
Amity Wyss
Progress Monitoring Evidence:
Fluency formative assessment data, QB data, PM data.
Action #3
Action Steps to implement evidence-based strategy:
Grow instructional capacity of math teachers, targeting new teachers to math in grades 1 and 4 via coaching cycles and modeled lessons.
Person Responsible:
Arlinda Holland
Progress Monitoring Evidence:
Progress monitoring data, QBA data, Coaching Logs
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131Title I BasicAcademic Coach for Math and Split-funded ESE Inclusion/Resource Teachers + 1 Title I Tutor4.00$335,151.27
Title I Part A5100369Title I BasicGrades 3-5 Fluency Practice Program - Reflex Learning $3,295.00
Title I Part A5100754Title I BasicGuest Teachers for Staff Development $1,500.00
Title I Part A5100510Title I BasicFunding for consumable supplies $9,199.99
Title I Part A5100336Title I BasicField Trip Admissions $8,000.00
Title I Part A5100794Title I BasicField Trip Transportation $2,500.00
By the end of the FY24 5th grade science proficiency will improve from 54% to 60% based on the Science State Assessment.
(View Marzano Model)
Reviewing Content (using student responses to drive further instruction)
Action #1
Action Steps to implement evidence-based strategy:
Grow science teachers' instructional capacity through coaching cycle, modeled lessons, lab setup, targeting new 4th and 5th grade science teachers.
Person Responsible:
Jolie Wilkinson
Progress Monitoring Evidence:
Quarterly benchmark assessments, formative assessment data, coaching logs.
Action #2
Action Steps to implement evidence-based strategy:
Implement vocabulary driven hands-on activities across grade levels and showcase rotating academic vocab for grade levels on rotation in the cafeteria during lunches supported by staff action team.
Person Responsible:
Jake Burtch
Progress Monitoring Evidence:
Lesson Plans, Formative Assessments, Rotating Vocab PPT.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131Title I BasicAcademic Coach for Science and Split-funded ESE Inclusion/Resource Teachers + 1 Title I Tutor4.00$337,441.56
Title I Part A5100510Title I BasicFunding for consumable supplies $9,199.99
Title I Part A5100754Title I BasicGuest teachers for staff development $1,500.00
Title I Part A5100336Title I BasicField Trip Admissions $8,000.00
Title I Part A5100794Title I BasicField Trip Transportation $2,500.00
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
No data to display, enter information below then clich the Submit button to the right!
By the end of FY24 K-5 students at LTE will increase overall student attendance from 93% to 95% and increase student and parent engagements from one per semester to one per quarter.
(View Marzano Model)
Establishing and acknowledging adherence to rules and procedures.
Action #1
Action Steps to implement evidence-based strategy:
Ensure engaging activities across all content areas (including Related Arts)
Person Responsible:
Jake Burtch
Progress Monitoring Evidence:
Attendance Data
Action #2
Action Steps to implement evidence-based strategy:
Continued incorporation of Leader in Me strategies, including increasing student club meeting opportunities (on Fridays, typical poor attendance days for students and staff) and provide Title I funding for those supplies.
Person Responsible:
Jake Burtch and Amity Wyss
Progress Monitoring Evidence:
Attendance Data
Action #3
Action Steps to implement evidence-based strategy:
Reward students for both attending school and demonstrating strong character (Habits) through a variety of ways (Gator of the Week, Positive Referrals, Monthly Sharpen the Saw, Monthly/Quarterly WIG celebrations).
Person Responsible:
Andrea Parisi + Jake Burtch
Progress Monitoring Evidence:
Rosters of recognized students includes ALL teachers, number of positive referrals, attendance data.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100336Title I BasicField Trip Admissions $8,000.00
Title I Part A5100794Title I BasicField Trip Transportation $2,500.00
Title I Part A5100510Title I BasicFunding for consumable supplies. $6,910.60

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

The area of focus is 3rd and 5th grade ELA proficiency. Both dropped from FY22 to FY23, with 3rd grade seeing a drop in 10% level of proficiency and 5th grade dropping by 2%. By focusing on the institutional practice of reviewing content - highlighting the cyclical nature of the ELA content and ensuring students are applying prior learned skills to the new content, as well as accessing background knowledge related to the content, we can increase the quality of our ELA instruction.

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

ELA Proficiency levels in grades 3 and 5 will increase from 44% (3rd grade FY23) and 48% (5th grade FY23) to 60% by the end of FY24 as measured on the FAST 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.
PM Data, iReady Diagnostic Data, Lesson Plans, and Formative Assessment data will be monitored to see student progress on grade level skills (PM data), prior grade level skills (iReady Diagnostic Data), and then the lesson plans and formative assessment data will be monitored to ensure opportunities for review are built into lessons and that students are demonstrating a level of understanding on their formative assessments.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
Matt Sibert
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?
Reviewing Content: The teacher will engage students in a brief review of content that highlights the cumulative nature of the content and then gather formative data (evidence) that demonstrates students know the previously taught critical content.
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?
The cylical nature of ELA standards coupled with the below 50% proficiency levels in multiple grade levels means that students are not taking previously taught skills and building on them nor are they accessing background knowledge to use to comprehend texts. By purposefully planning opportunities to review, and then monitor for student understanding, then planning for a scaffolded response to the varying levels of student understanding, we can provide a strong base of instruction for which the current grade level's skills will grow upon.

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
Ensure timely and grade-level appropriate interventions are implemented (TItle I funded a split ESE Inclusion/ Resource teacher for each grade level to ensure accessibility on the grade level schedule not an issue)
Amber Eliason, Lisa Young
2
Collaborative team planning with academic coach support.
Amber Eliason, Lisa Hendrix
3
PLCs that align to the deliberate practice goals as well as school improvement goals.
Amber Eliason, Lisa Young