Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
In grades 3-5 Reading proficiency 47% - Vocabulary/Morphology/Context and Connotation K-2 ELL and ESE
K-2 53% proficient 3-5 proficiency 73% K-2 ELL and ESE areas of need
Science proficiency 59% ELL
What data components demonstrate the greatest need for improvement?
Reading proficiency across grade levels K-5 (phonics instruction in connection to state benchmarks in reading and writing) ELL Subgroup ESE Subgroup Vocabulary continues to be an area to improve school-wide Proficiency levels in science are connected with our low reading proficiency levels in reading. Fact Fluency in all grade levels.
What were the contributing factors to this need for improvement?
ELL is 41% of our student population. The majority of our students lack foundational skills and background experiences. Lack of reading for pleasure
What new actions need to be taken to address this need for improvement?
*New phonics instruction reinforced through benchmarks in ELA *Professional Development *Increase reading motivation through school-based rewards program that includes student input as to what they are working towards earning. *
What data components showed the most improvement?
Math proficiency
What were the contributing factors to this improvement?
Made adjustments to collaborative planning sessions.
What new actions did your school take in this area?
Adjustments

SIP - Areas of Focus

We are stepping up to lead every day by practicing the 7 Habits, collaborating with all stakeholders for support, and challenging one another to achieve excellence.
At Golden Gate Elementary all stakeholders will instill excellence into our students by developing leaders prepared for college, career, and life readiness.
By May 30, 2024, we will increase our ELA proficiency to 55% or higher through data tracking, observations and feedback, and strong foundations including explicit vocabulary instruction. K-2 Foundational Skills 3-5 – Comp.
(View Marzano Model)
Providing support to help teachers improve delivery of benchmark instruction that includes integration of morphemes/vocabulary across-curriculum. Include background knowledge to support critical content. Data tracking Feedback/observations
Action #1
Action Steps to implement evidence-based strategy:
Benchmark analysis for module assessments with reteaches Excel tracker to track benchmarks Job-embedded PD on the how of teaching reinforced through planning documents in Teams. Admin will attend planning sessions.
Person Responsible:
Maryann Caseres
Progress Monitoring Evidence:
Analyze data trackers Classroom observations Monitoring WIGs
Action #2
Action Steps to implement evidence-based strategy:
Professional Learning Communities (PLC) will be held monthly to monitor student progress.
Person Responsible:
Maryann Caseres
Progress Monitoring Evidence:
Student data tracked, differentiation based on student need for remediation through reteaching, or enrichment.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131244282Salary for reading resource teachers (2) $128,690.00
By May 30, 2024, we will increase our Math proficiency to 75% or higher as measured through FAST PM3.
(View Marzano Model)
Strengthen teacher content knowledge during planning that includes the how to teach and plan for errors or misconceptions that students may encounter. Common academic vocabulary instruction Spiral reviews Increase teacher capacity and confidence in math concepts through Job-Embedded PD during planning. Data tracking (Mid Unit Benchmark, Unit Assessments, Fluency, and Math Missions)
Action #1
Action Steps to implement evidence-based strategy:
Math Notebook that includes vocabulary, strategies, steps, revision of knowledge Academic Vocabulary Data tracking - Mid-Unit Benchmark, Math Missions Spiral Review
Person Responsible:
Maryann Caseres
Progress Monitoring Evidence:
Analyze Data Trackers, Classroom Observations, WIGs
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131244282Math Coach $85,805.00
Title I Part A5100131244282Math Resource $38,391.00
By May 30, 2024, we will increase our science proficiency to 60% or higher as measured through SSA.
(View Marzano Model)
Integration of the 5E model to include exposing students to hands on labs and writing every day. Morphemes/Vocabulary instruction Build Background knowledge Interactive science notebook Science Labs Spiral Review Data Tracking (Science Mission Adventures)
Action #1
Action Steps to implement evidence-based strategy:
Interactive science notebook Science labs Data Tracking Science Mission Adventures
Person Responsible:
Melissa Van Lith
Progress Monitoring Evidence:
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131244282Science Coach $38,391.00
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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By May, 2024, 75% of families will participate in at least one school-wide event.
(View Marzano Model)
Promoting leadership and collaboration with all stakeholders.
Action #1
Action Steps to implement evidence-based strategy:
Acknowledge success of all stakeholders in a variety of methods (faculty meetings, newsletter, morning news, school events) Attendance sign in sheets for school -wide events Banners throughout campus
Person Responsible:
Melissa Van Lith
Progress Monitoring Evidence:
Sign-in sheets, Surveys,
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!

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.

SIP is shared with School Advisory Committee (SAC) and SIP goals shared in our staff and parent newsletter. SIP goal progress is shared with stakeholders after each FAST progress monitoring assessment. SIP goals are shared in English, Spanish, and Creole in our are parent newsletter. https://www.collierschools.com/domain/1874

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.

Family engagement will be promoted through leadership and collaboration with all stakeholders by communicating frequently through flyers, banners, newsletters, email, text and social media. Monthly events will focus in closing the achievement gap through school events. In addition, Golden Gate Elementary will focus on creating adequate and welcoming spaces to engage families at all of our events. https://www.collierschools.com/domain/1874

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))

Golden Gate Elementary will provide an after-school program to support our lowest 25% and to ensure that our students close the achievement gap. Differentiation for all learners will occur during rotation stations in ELA, Math, and Science to support the needs of of all our learners. Reading and math will be address during our extended day, TEAM time.

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

Intentional focus on building the effectiveness of collaborative planning to build teacher capacity and content knowledge. Collaborative Planning, implementation and feedback relevant to daily lessons focused on the critical content at the level of the taxonomy of the benchmark. Writing in all content areas. Professional development to support engagement strategies to support student learning such as Kagan. Setting and tracking goals that promote literacy such as Reading Counts for independent reading, passing iReady lessons with an 80% or better and celebrating students that meet their goal. Monitoring Module Assessments, iReady lessons passed, exit tickets, iReady diagnostics, and PM data.
2.

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

Intentional focus on building the effectiveness of collaborative planning to build teacher capacity and content knowledge. Collaborative Planning, implementation and feedback relevant to daily lessons focused on the critical content at the level of the taxonomy of the benchmark. Writing in all content areas. Professional development to support engagement strategies to support student learning such as Kagan. Setting and tracking goals that promote literacy such as Reading Counts for independent reading, passing iReady lessons with an 80% or better and celebrating students that meet their goal. Monitoring Module Assessments, iReady lessons passed, exit tickets, iReady diagnostics, and PM data.

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

Progress monitoring of formative assessments on a weekly basis, student tracking in data binders, and celebrating students that met their academic goal. Feedback on observations and on lesson plans
2.

Grades 3-5 Measurable Outcomes

Progress monitoring of formative assessments on a weekly basis, student tracking in data binders, and celebrating students that met their academic goal. Feedback on observations and on lesson plans
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.
Monitoring through data tracking of module assessments, iReady lessons passed, iReady diagnostic, and progress monitoring will be used to determine next level of supports. Data will be analyzed and discussed during:weekly planning, monthly Professional Learning Communities (PLC), Monthly MTSS, Quarterly teacher data chats.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
Maryann Caseres
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?
The evidence-based strategy that is being implemented for the focus of reading is collaborative planning. We use our collaborative planning to provide job-embedded professional development in understanding the benchmark, strategies to support, best practices, and alignment for lessons to the benchmark. Collaborative Planning will be an opportunity to address high yield instructional strategies, engagement opportunities, identify areas to adjust instruction, and plan next steps for instructional delivery based on data analysis, teacher reflection and observational feedback.
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?
Beginning with the end in mind during collaborative planning will zone in on planning for all learners. Planning with a focus on alignment to the benchmark, scaffolding, and differentiating for the needs of our students will strengthen instruction, and support student achievement. Our math scores have increased significantly in the last two years using this approach in planning and teaching.

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
Prior to collaborative planning session: Teachers will prepare by reading texts sets and preparing areas to focus discussion on, misconceptions, complex vocabulary, higher order thinking questions, and collaborative structures for engaging students on grade level texts. Literacy Coach will work with grade level teams to identify key points of misconception, ensure all elements of effective literacy instruction are planned for and discussed including: foundational skills, vocabulary, text comprehension related to multiple standard sets, and integrated opportunities to increase embedded written opportunities for students to respond to text during the literacy block. Data Tracking through progress monitoring Student/class data will be tracked both in schoolwide common areas, through grade level recognition, and in individual leadership data binders. Within the school, data tracking will be compared with district performance during benchmark testing during the fall, winter, and early spring, with the opportunity to make building-wide structural and instructional adjustments based on student performance. Module tests will be analyzed and tracked to determine student understanding of standards within modules, additionally student performance will be analyzed through the use of common assessments and tracked by grade level to determine core areas in need of reteaching, small group, and individual student needs.
Mary Ann Caseres