Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
The trends show a steady decrease in overall ELA proficiency the past few years from 64% in FY21, 61% in FY22, and 56% in FY23. Compared to the FY22 ELA FSA, proficiency among our 4th and 5th grade ELL & ESE subgroups decreased this year. In contrast, 3rd grade students demonstrated a 13% increase in overall proficiency on the FY23 FAST ELA.
The trends show a steady increase in overall math proficiency from FY19 to FY23 although there were a slight dips in math proficiency compared to FY22 in 4th and 5th grade. Our 5th grade ELL subgroup demonstrated a 23% decrease in proficiency on the FY23 FAST Math compared to the FY22 Math FSA. However, 3rd grade students demonstrated a 9% improvement in overall math achievement on the FY23 FAST Math.
Science proficiency scores have remained steady since FY21. Compared to last year, there was a slight decrease of 1% in proficiency; however, our 5th grade ESE subgroup demonstrated a significant increase of 38% in proficiency. The ELL subgroup continues to demonstrate difficulty in the area of science with a 26% decrease in proficiency.
What data components demonstrate the greatest need for improvement?
The data component demonstrating the greatest need for improvement was ELA Achievement among our 4th and 5th grade students.
What were the contributing factors to this need for improvement?
Contributing factors included a decrease in ELA proficiency among our 4th and 5th grade ESE and ELL subgroups. Lack of stamina and vocabulary made the adjustment to the new computer-based assessments difficult for many of our students. In addition, they struggled to apply effective test-taking strategies to assist with comprehension of text on the computer-based assessments. Another contributing factor was an increased influx throughout the year of non-English speaking students with little to no formal education in both grade levels.
What new actions need to be taken to address this need for improvement?
There will be a schoolwide focus on increasing stamina during independent reading, incorporating effective test-taking strategies on ELA computer-based lessons and assessments, and reinforcing vocabulary in all content areas to increase comprehension for all student subgroups.
What data components showed the most improvement?
The data components that showed the most improvement were 3rd grade ELA proficiency among all subgroups and 5th grade math and science proficiency for our ESE subgroup.
What were the contributing factors to this improvement?
Last year's school improvement goals focused on increasing support, engagement, and building strong foundational skills. Professional Learning throughout the year focused on incorprating engagement strategies in lessons and enhancing instruction of foundational skills. Focus areas were monitored through state PM assessments, district assessments, teacher observations, and implementation of goals in lesson plans.
What new actions did your school take in this area?
The use of HMH magnetic readers and a strong focus on word morphology contributed to the significant increase in proficiency among all 3rd grade subgroups.The addition of a third ESE Resource teacher in the second semester helped to minimize caseloads and increase instructional time with our ESE subgroup with each teacher focusing on only two grade levels. In science, students participated in frequent hands-on science labs that focuesd on the Nature of Science and key acdemic vocabulary.

SIP - Areas of Focus

Poinciana Elementary School will nurture and grow lifelong learners who make positive contributions to the world.
By facilitating engaging learning opportunities in a safe, inclusive environment that focuses on critical-thinking and innovation.
Grades 3-5 ELA overall proficiency will increase 9% from 56% to 65% on the 2024 PM3 ELA FAST Progress Monitoring Assessment and an increase in proficiency in all domains on the EOY iReady Diagnostic 3 for grades K-2.
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
Adjusted the master schedule to ensure literacy blocks are in the morning and additional support is provided outside of the intervention block.
Person Responsible:
Georgie Elgin
Progress Monitoring Evidence:
Monitoring that each grade level team is following the master schedule and support staff is meeting with their assigned case loads.
Action #2
Action Steps to implement evidence-based strategy:
Scheduled intervention blocks at the end of the school day to address concerns with students being tardy to school.
Person Responsible:
Georgie Elgin
Progress Monitoring Evidence:
Monitor the intervention group attendance documentation.
Action #3
Action Steps to implement evidence-based strategy:
Implementation of Fundations Program with fidelity in grades K-2.
Person Responsible:
Ashley Stafford
Progress Monitoring Evidence:
Monitor implementation through classroom observations and formative assessments.
Action #4
Action Steps to implement evidence-based strategy:
Implement annotation strategies for computer based reading assignments and assessments.
Person Responsible:
Ashley Stafford
Progress Monitoring Evidence:
Monitor implementation through classroom observations and formative assessments.
Action #5
Action Steps to implement evidence-based strategy:
Restructure collaborative planning to ensure lesson are directly aligned to the grade level standards.
Person Responsible:
Ashley Stafford
Progress Monitoring Evidence:
Monitor implementation through classroom observations and lesson plans.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Math overall proficiency will increase 5% from 75% to 80% on the 2024 PM3 Math FAST Progress Monitoring Assessment.
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
Provide coaching support for new instructional staff.
Person Responsible:
Maria Ferro
Progress Monitoring Evidence:
Monitor implementation through classroom observations and formative assessments.
Action #2
Action Steps to implement evidence-based strategy:
Added 10 minutes of spiral review to the master schedule for mathematics.
Person Responsible:
Georgie Elgin
Progress Monitoring Evidence:
Monitoring that each grade level team is following the master schedule and lesson plans for spiral review.
Action #3
Action Steps to implement evidence-based strategy:
Restructure collaborative planning to ensure lesson are directly aligned to the grade level standards.
Person Responsible:
Maria Ferro
Progress Monitoring Evidence:
Monitor implementation through classroom observations and lesson plans.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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The ESE ELA subgroup will perform above the Federal Index Score of 41%. The actual percentage of growth will be determined once data is released from the FLDOE.
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
Adjusted the master schedule to ensure literacy blocks are in the morning allowing additional support is provided outside of the intervention block for our student with disabilities.
Person Responsible:
Georgie Elgin
Progress Monitoring Evidence:
Monitor that support staff is following their schedules.
Action #2
Action Steps to implement evidence-based strategy:
Implement strategies to build reading stamina.
Person Responsible:
Ashley Stafford
Progress Monitoring Evidence:
Monitor implementation through classroom observations and tracking documentation for class reading stamina goals.
Action #3
Action Steps to implement evidence-based strategy:
Teach strategies for annotation for computer based reading assignment and assessments.
Person Responsible:
Ashley Stafford
Progress Monitoring Evidence:
Monitor implementation through classroom observations and formative assessments.
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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The school climate and culture will increase through leadership trainings, book studies, team building, etc. The school climate and culture will be measured through quarterly surveys. Baseline data will be established this school year. The goal is to ensure that staff and students feel valued, seen and heard.
(View Marzano Model)
Providing Feedback and Celebrating Progress
Action #1
Action Steps to implement evidence-based strategy:
Leader in Me action team implements recognition program and celebrations of success.
Person Responsible:
Georgie Elgin
Progress Monitoring Evidence:
Monitor through quarterly climate and culture surveys.
Action #2
Action Steps to implement evidence-based strategy:
Guided reflection and survey to gather staff input.
Person Responsible:
Georgie Elgin
Progress Monitoring Evidence:
Survey results analyzed and shared with staff.
Action #3
Action Steps to implement evidence-based strategy:
School Leadership Book Study, "The Power of Positive Leadership."
Person Responsible:
Georgie Elgin
Progress Monitoring Evidence:
Monitor team climate and culture as the leaders implement strategies from the book study.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Schoolwide Program Plan (SWP) Requirements

This section must be completed if the school is implementing a Title I, Part A SWP and opts to use the SIP to satisfy the requirements of the SWP plan, as outlined in the ESSA, Public Law No. 114-95, § 1114(b). This section is not required for non-Title I schools.
1.

Provide the methods for dissemination of this SIP, UniSIG budget and SWP to stakeholders (e.g., students, families, school staff and leadership and local businesses and organizations). Please articulate a plan or protocol for how this SIP and progress will be shared and disseminated and to the extent practicable, provided in a language a parent can understand. (ESSA 1114(b)(4))

List the school's webpage* where the SIP is made publicly available.
* A webpage is not sufficient as the sole method of dissemination.

No response.

2.

Describe how the school plans to build positive relationships with parents, families and other community stakeholders to fulfill the school’s mission, support the needs of students and keep parents informed of their child’s progress.

List the school's webpage* where the school's Family Engagement Plan is made publicly available. (ESSA 1116(b-g))
* A webpage is not sufficient as the sole method of dissemination.

No response.

3.

Describe how the school plans to strengthen the academic program in the school, increase the amount and quality of learning time and help provide an enriched and accelerated curriculum. Include the Area of Focus if addressed in Part II of the SIP. (ESSA 1114(b)(7)ii))

No response.

4.

If appropriate and applicable, describe how this plan is developed in coordination and integration with other Federal, State, and local services, resources and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing CSI or TSI activities under section 1111(d). (ESSA 1114(b)(5))

No response.

CSI, TSI and ATSI Resource Review

Describe the process to review school improvement funding allocations and ensure resources are allocated based on needs. This section must be completed if the school is identified as ATSI, TSI or CSI in addition to completing an Area(s) of Focus identifying interventions and activities within the SIP (ESSA 1111(d)(1)(B)(4) and (d)(2)(C).

No response.

Reading Achievement Initiative for Scholastic Excellence (RAISE)

The RAISE program, pursuant to s. 1008.365, F.S, established criteria for identifying schools for additional support. The criteria for the 2023-24 school year includes schools with students in grades kindergarten through 5, where 50 percent or more of its students, for any grade level, score below a Level 3 on the most recent statewide, standardized ELA assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system shows that 50 percent or more of its students are not on track to pass the statewide, standardized grade 3 assessment for any grade level, kindergarten through grade 3.

Include a description of your Area of Focus (Instructional Practice specifically relating to Reading/ELA) for each grade below, how it affects student learning in literacy, and a rationale that explains how it was identified as a critical need from the data reviewed. Data that should be used to determine the critical need should include, at a minimum:

  • The percentage of students below Level 3 on the 2023 statewide, standardized ELA assessment. Identification criteria must include each grade that has 50 percent or more students scoring below Level 3 in grades 3-5 on the statewide, standardized ELA assessment.
  • The percentage of students in kindergarten through grade 3, based on 2022-2023 coordinated screening and progress monitoring system data, who are not on track to score Level 3 or above on the statewide, standardized ELA assessment.
  • Other forms of data that should be considered: formative, progress monitoring and diagnostic assessment data.
1.

Grades K-2: Instructional Practice specifically relating to Reading/ELA

No reponse.
2.

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

No reponse.

State the specific measurable outcome the school plans to achieve for each grade below. This should be a data-based, objective outcome. Include prior year data and a measurable outcome for each of the following:

  • Each grade K -3, using the coordinated screening and progress monitoring system, where 50 percent or more of the students are not on track to pass the statewide ELA assessment;
  • Each grade 3-5 where 50 percent or more of its students scored below a Level 3 on the most recent statewide, standardized ELA assessment; and
  • Grade 6 measurable outcomes may be included, as applicable.
1.

Grades K-2 Measurable Outcomes

No reponse.
2.

Grades 3-5 Measurable Outcomes

No reponse.
1.

Monitoring

Describe how the school’s Area(s) of Focus will be monitored for the desired outcomes. Include a description of how ongoing monitoring will impact student achievement outcomes.
No reponse.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
No reponse.
1.

Description

Describe the evidence-based practices/programs being implemented to achieve the measurable outcomes in each grade and describe how the identified practices/programs will be monitored. The term "evidence-based" means demonstrating a statistically significant effect on improving student outcomes or other relevant outcomes as provided in 20 U.S.C. §7801(21)(A)(i). Florida’s definition limits evidence-based practices/programs to only those with strong, moderate or promising levels of evidence.

  • Do the identified evidence-based practices/programs meet Florida’s definition of evidence-based (strong, moderate or promising)?
  • Do the evidence-based practices/programs align with the district’s K-12 Comprehensive Evidence-based Reading Plan?
  • Do the evidence-based practices/programs align to the B.E.S.T. ELA Standards?
No reponse.
2.

Rationale

Explain the rationale for selecting practices/programs. Describe the resources/criteria used for selecting the practices/programs.

  • Do the evidence-based practices/programs address the identified need?
  • Do the identified evidence-based practices/programs show proven record of effectiveness for the target population?
No reponse.

List the action steps that will be taken to address the school’s Area(s) of Focus. To address the area of focus, identify 2 to 3 action steps and explain in detail for each of the categories below:

  • Literacy Leadership
  • Literacy Coaching
  • Assessment
  • Professional Learning
StepActionPerson Responsible for Monitoring
Not Action Step found.