Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
K-2: Kinder is underperforming in all areas, specifically ESE and ELL as compared to district. However, Grades 1-2 are showing significant gains in those two areas, as compared to district. 3-5: Third grade proficiency remained stagnant, but third grade retentions decreased. Fourth grade Cambridge is a concern with a 30 point negative discrepancy from district gains. Fifth grade overall proficiency shows very significant gains, not only for AVE year to year, but compared to district as well.
K-2: Kinder shows the same need for improvement in ESE subgroup with math as they did for ELA. 1st grade needs in all subgroups, but 2nd grade showed a strong comparative gain in all subgroups.
AVE science proficiency went up 17 points from last year, and that's a 13 point advantage over district gains.
What data components demonstrate the greatest need for improvement?
4th grade Cambridge ELA 3-5 Math: Although we did grow from PM1 to PM3, our growth is minimal as compared to district in all subgroups.
What were the contributing factors to this need for improvement?
Some resistance to coaching support, lots of new and inexperienced teachers learning curriculum for the first time
What new actions need to be taken to address this need for improvement?
Pacing of reading block, every minute counts! Focus on Rigor, CER, Meaningful annotations in every content area and every classroom
What data components showed the most improvement?
5th grade ELA and Science showed the most improvement.
What data components showed the most improvement?
We are extremely proud of our 5th grade ELA, 5th grade Science scores. We attribute these gains to constant adjustments in student groupings for reteaching and support both during core times in small groups as well as our lunch bunch groups led by the academic coaches. Changes were made to these groupings immediately upon review of any new data from either classroom assessments (module assessments or iReady), or district/state assessments.
What were the contributing factors to this improvement?
Changes to ELA teacher in 5th grade and district support and coach support for science to provide small group instruction.
What new actions did your school take in this area?
Highly effective teacher looped with her 4th graders up to 5th grade. Very strategic decisions made about student support groupings for reteaching.

SIP - Areas of Focus

A strong community collectively working to bring every child to their highest personal potential.
Our mission is to provide a safe and positive learning environment to equip students with skills and strategies to be confident life-long learners.
If teachers deliver standards-based instruction utilizing concept maps, students scoring proficient on the ELA Spring 2024 Statewide Assessment will increase 5 points from 45% to 50%.
(View Marzano Model)
Concept maps are visual organizers that can enrich student learning through helping students to think of a concept in several ways using a graphic organizer. Most concept maps engage students in answering questions such as "What is it? What is it like? What are some examples?" This helps deepen understanding and comprehension. We will also be using Marzano element "Using Questions to help Students Examine their Reasoning" to support this Area of Focus.
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning- PL supporting concept mapping will be provided for all instructional staff.
Person Responsible:
Holly Auckerman
Progress Monitoring Evidence:
Sign-in Sheets, Classroom walkthroughs for evidence of concept map implementation
Action #2
Action Steps to implement evidence-based strategy:
Professional Learning- PL supporting the FTEM element "Using Questions to Help Students Examine their Reasoning" will be provided for all instructional staff.
Person Responsible:
Amanda Kubin
Progress Monitoring Evidence:
Sign-in Sheets, Classroom walkthroughs and observations, Collaborative planning conversations with intentional planning of higher level questions
Action #3
Action Steps to implement evidence-based strategy:
Planning- Administration and coaches will ensure use of our evidence based strategies for this area of focus through targeted discussions in weekly content area planning sessions with grade level teams.
Person Responsible:
Lynda Walcott
Progress Monitoring Evidence:
Classroom Assessments, Module Assessments/ Unit Assessments, iReady Diagnostic Data
Action #4
Action Steps to implement evidence-based strategy:
Impact Cycles- Literacy coach will implement Impact Cycles to support teachers with proper and rigorous use of Concept Mapping as well as FTEM peer support for our element of focus, "Using Questions to help Students Examine their Reasoning".
Person Responsible:
Holly Auckerman
Progress Monitoring Evidence:
Progress Monitoring (F.A.S.T or STAR Assessments at beginning, middle, and end of year), Classroom Assessments and Report Card Grades, Module Assessments/ Unit Assessments, iReady Diagnostic Data, FTEM Evaluations
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131244282Martin Title 1 funded staff provide support for school improvement goals. Resource teachers provide student and staff support to share best practices as well as increase student gains and achievement.5.00$19,019.92
Title I Part A5100131244282Shirk Title 1 funded staff provide support for school improvement goals. Resource teachers provide student and staff support to share best practices as well as increase student gains and achievement.5.00$16,560.37
Title I Part A5100151244282Tenor Title 1 funded staff provide support for school improvement goals. Tutors support classroom instruction and provide translation at school events. 1.00$14,448.95
Title I Part A5100151244282Garzon Title 1 funded staff provide support for school improvement goals. Tutors support classroom instruction and provide translation at school events. 1.00$12,820.96
If teachers deliver standards-based instruction utilizing 3 Reads Strategy, students scoring proficient on the Math Spring 2024 Statewide Assessment will increase 6 points from 54% to 60%.
(View Marzano Model)
The 3 Reads Strategy supports reading comprehension, sense-making, and meta-awareness of mathematical language. It also supports negotiating information in a text with a partner in mathematical conversation. Students are supported in reading a situation/problem three times- each time with a particular focus. Read number one includes reading or listening to the problem with the goal of simply comprehending the text. The second read includes students reading or listening to the problem with the goal of understanding the mathematics involved. During the third read, students read the situation and brainstorm possible mathematical questions pertaining to the context of the problem, ultimately assisting in solving the problem. We will also be using Marzano element "Using Questions to help Students Examine their Reasoning" to support this Area of Focus.
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning- PL supporting the 3 Reads Strategy will be provided for all instructional staff.
Person Responsible:
Michele Shirk
Progress Monitoring Evidence:
Sign-in Sheets, Classroom walkthroughs/observations for evidence of 3 Reads Strategy Implementation
Action #2
Action Steps to implement evidence-based strategy:
Professional Learning- PL supporting the FTEM element "Using Questions to Help Students Examine their Reasoning" will be provided for all instructional staff.
Person Responsible:
Amanda Kubin
Progress Monitoring Evidence:
Sign-in Sheets, Classroom walkthroughs and observations, Collaborative planning conversations with intentional planning of higher level questions
Action #3
Action Steps to implement evidence-based strategy:
Planning- Administration and coaches will ensure use of our evidence based strategies for this area of focus through targeted discussions in weekly content area planning sessions with grade level teams.
Person Responsible:
Lynda Walcott
Progress Monitoring Evidence:
Classroom Assessments, Module Assessments/ Unit Assessments
Action #4
Action Steps to implement evidence-based strategy:
Impact Cycles- Math coach will implement Impact Cycles to support teachers with proper and rigorous use of 3 Reads as well as FTEM peer support for our element of focus, "Using Questions to help Students Examine their Reasoning".
Person Responsible:
Michele Shirk
Progress Monitoring Evidence:
Progress Monitoring (F.A.S.T or STAR Assessments at beginning, middle, and end of year), Classroom Assessments and Report Card Grades, Module Assessments/ Unit Assessments, FTEM Evaluations
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131244282Shirk coach Title 1 funded staff provide support for school improvement goals. Coach provides student and staff support to share best practices as well as increase student gains and achievement.5.00$49,681.11
Title I Part A5100131244282Shirk Title 1 funded staff provide support for school improvement goals. Resource teachers provide student and staff support to share best practices as well as increase student gains and achievement.5.00$16,560.37
Title I Part A5100151244282Garzon Title 1 funded staff provide support for school improvement goals. Tutors support classroom instruction and provide translation at school events. 1.00$12,820.96
Title I Part A5100151244282Tenor Title 1 funded staff provide support for school improvement goals. Tutors support classroom instruction and provide translation at school events. 1.00$14,448.95
Title I Part A5100131244282Martin Title 1 funded staff provide support for school improvement goals. Resource teachers provide student and staff support to share best practices as well as increase student gains and achievement.5.00$19,019.92
If teachers deliver standards-based instruction utilizing differentiated concept maps, students scoring proficient on the Science Spring 2024 Statewide Assessment will increase 5 points from 55% to 60%.
(View Marzano Model)
Concept maps are visual organizers that can enrich student learning through helping students to think of a concept in several ways using a graphic organizer. Most concept maps engage students in answering questions such as "What is it? What is it like? What are some examples?" This helps deepen understanding and comprehension. We will also be using Marzano element "Using Questions to help Students Examine their Reasoning" to support this Area of Focus.
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning- PL supporting concept mapping will be provided for all instructional staff.
Person Responsible:
Holly Auckerman
Progress Monitoring Evidence:
Sign-in Sheets, Classroom walkthroughs for evidence of concept map implementation
Action #2
Action Steps to implement evidence-based strategy:
Professional Learning- PL supporting the FTEM element "Using Questions to Help Students Examine their Reasoning" will be provided for all instructional staff.
Person Responsible:
Amanda Kubin
Progress Monitoring Evidence:
Sign-in Sheets, Classroom walkthroughs for evidence of concept map implementation
Action #3
Action Steps to implement evidence-based strategy:
Planning- Administration and coaches will ensure use of our evidence based strategies for this area of focus through targeted discussions in weekly content area planning sessions with grade level teams.
Person Responsible:
Lynda Walcott
Progress Monitoring Evidence:
District Quarterly Benchmark Assessments, Classroom Assessments and Report Card Grades, Module Assessments/ Unit Assessments
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100151244282Tenor Title 1 funded staff provide support for school improvement goals. Tutors support classroom instruction and provide translation at school events.1.00$14,448.95
Title I Part A5100151244282Garzon Title 1 funded staff provide support for school improvement goals. Tutors support classroom instruction and provide translation at school events.1.00$12,820.96
Title I Part A5100131244282Martin Title 1 funded staff provide support for school improvement goals. Resource teachers provide student and staff support to share best practices as well as increase student gains and achievement. 5.00$19,019.92
Title I Part A5100131244282Shirk Title 1 funded staff provide support for school improvement goals. Resource teachers provide student and staff support to share best practices as well as increase student gains and achievement5.00$16,560.37
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!
100% of students will track their individual ELA and Math goals in their leadership data binder. 100% of 5th-grade students will additionally track their individual science goals in their leadership data binder.
(View Marzano Model)
Using formative assessments to track progress, Providing feedback and celebrating progress, Communicating high expectations for each student to close the achievement gap.
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning- Academic coaches and admin will train teachers on a standardized method for schoolwide data tracking so that all student data binders are similar in format.
Person Responsible:
Coaches, Admin
Progress Monitoring Evidence:
Classroom Walkthroughs, Individual Teacher Data Chats with Administration, Student-Led Conference Observations, Monthly MTSS Meetings
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100510 Classroom supplies enhance this area of focus allowing for supplemental activities and programs.  $314.64

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.

Stakeholder feedback was requested through a survey on how best to use our Title 1 funds. During the creation of the SIP, feedback was requested from School Advisory Council (SAC) members as data and rationale for goals was shared. An easily understandable quarterly review of progress towards SIP goals is presented at SAC and faculty meetings to keep stakeholders informed of progress toward goals. Additionally, this information is provided on our AVE webpage https://www.collierschools.com/ave

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.

A variety of school events will be held throughout the year to engage parents in the school with academic activities such as Math and Muffins, Science and Sweets, Family Literacy Night, STEAM Night and such. These opportunities will always include some sort of take home activity to support the content of the event for families to work on together. Parents are an integral part of the MTSS process and conferences are scheduled as interventions are put in place to support students or changes are made to SSPs as parent input must be sought. Student led conferences are held twice a year; once after quarter one and then again after quarter three. In addition, teachers keep open lines of communication with their parents and schedule parent teacher conferences as needed. https://www.collierschools.com/ave

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))

Having all classrooms staffed with certified teachers is the first step to strengthening the academic program and increasing the quality of instruction. In addition to that, ensuring acceleration/enrichment opportunities are provided on a daily basis throughout the day as well as during the DI block through our departmentalized model of instruction. Also, our schoolwide Marzano element of Using Questions to Help Students Elaborate on Content will allow students the opportunity to reach higher taxonomy levels of the critical content.

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).

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

Grade level ELA breakdown is as follows: 62% of 2nd grade students scoring below 40th percentile The K-2 area of instructional practice is reading foundational skills including phonological awareness and phonics instruction.
2.

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

Grade level ELA breakdown is as follows: 66% of 3rd grade students scoring below level 3 58% of 4th grade students scoring below level 3 The grades 3-5 area of instructional practice is to continue building reading foundational skills to support comprehension.

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

During FY24 school year, students scoring below the 40th percentile will decrease by 15%.
2.

Grades 3-5 Measurable Outcomes

Grade 3: ELA Proficiency will increase by a minimum of 16%, from 34% to 50%. Grade 4: ELA Proficiency will increase by a minimum of 8%, from 42% to 50%.
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.
To ensure planned content is delivered as discussed in planning we will conduct daily walkthroughs, continue ongoing data analysis from end of module tests, exit tickets, and computer-based programs with teachers and leadership team. On a weekly basis, teachers come to planning with graded assignments such as exit tickets and end of module assessments to discuss alignment to the grade appropriate benchmark proficiency. As a team, we discuss the different strategies students use to achieve proficiency such as reading and annotating grade appropriate text, utilizing context clues to determine word meaning, and finding text evidence to support their written responses. When assessing students, strategic monitoring all the ELA components (reading, writing, vocabulary, and foundations) to encompass the child’s reading as a whole to ensure appropriate supports are in place for each child.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
Lynda Walcott, Amanda Kubin, Holly Auckerman
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?
Avalon will continue implementing a comprehensive approach to teaching English Language Arts through careful monitoring, data tracking, early intervention, and job-embedded professional development with an intentional focus on highly impactful weekly collaborative planning. Afterschool intervention programs will be available to specific students who are scoring below grade level on their Progress Monitor state assessment with effective and highly effective reading teachers. Collaborative planning will continue with a framework for coaches to guide discussions with instructional staff. Coaches and administration will be in attendance to offer support and guidance. During collaborative planning, we will continue to work with instructional staff to ensure they are identifying areas that need additional support and/or reteaching. Monitoring and data tracking of end of unit assessments, exit tickets, and daily classwork and early intervention align with the development of a system of formative assessment to allow school personnel to be able to use data related to students’ progression through standards to make impactful instructional adjustments.
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?
Monitoring and ensuring students are exposed to on grade level instruction, and given opportunities to increase their learning gains to develop proficiency with grade level texts. Additionally, students receiving explicit reading interventions need ongoing progress monitoring and adjustment of instruction to ensure the achievement gap closes, and all students make learning gains.

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
Increasing small group instruction to provide differentiation supports within the ELA block.
Holly Auckerman
2
Wilson Fundations- new phonics curriculum implementation to support the gap in foundational skills
Lynda Walcott
3
Coach follow-up with the implementation of lesson plans discussed in collaborative planning by conducting classroom walkthroughs and provide coaching support as necessary. Weekly leadership meetings are held with academic coaches to follow up with administration about school wide trends, areas of improvement, and accomplishments.
Holly Auckerman
4
Reading challenges and incentives for all grade levels (K,1,2- sight word challenge) (3,4,5- Reading counts challenge to increase independent reading)
Holly Auckerman