Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
All grade levels outperformed the district and state overall. 6th and 8th grade ESE as well as 7th grade ELL made the greatest improvements. 7th grade ESE, 6th grade Cambridge, and 8th grade ELL are the areas for growth.
6th and 7th grade math students outperformed the district and state overall. Our 8th grade math students showed tremendous growth from the previous year. (36 students gained proficiency from FY22) 14 students earned a level 4 or 5. 7th grade ELL students showed largest growth. All Cambridge 7th grade students maintained proficiency.
Even with an overall reduction in proficiency, our ESE students made large gains. ELL students scores reflected a lack of growth. Cambridge students did not retain our standard proficiency.
All areas showed growth - with the largest gains in the ESE area. ELL students showed growth but will need additional specific scheduling to demonstrate gains.
What data components demonstrate the greatest need for improvement?
Cambridge students across all grade levels need additional rigor to demonstrate gains. 8th grade Science will need a return to our traditional levels of proficiency and excellence! 8th grade ELL will require specific scheduling to demonstrate gains.
What were the contributing factors to this need for improvement?
Compliancy with advanced classes Change over of staff in Science
What new actions need to be taken to address this need for improvement?
Specific assistance for ELL students Staff development for ELL/ESE students Staff development in 8th grade science
What data components showed the most improvement?
Our 8th grade math students showed tremendous growth from the previous year. 7th grade ESE Civics scores
What were the contributing factors to this improvement?
Additional supports for 7th grade ESE Civics Separation of intensive and content math courses in 8th grade
What new actions did your school take in this area?
All intensive math classes will be separated from grade level content math classes.

SIP - Areas of Focus

All students will complete school prepared for ongoing learning as well as community and global responsibilities. P: Prepare R: Responsible M: Motivated S: Safe
Our mission is to deliver an excellent education, prepare students for future challenges and opportunities, and empower all learners to achieve and succeed.
Students demonstrating proficiency will show a minimum growth of 5% as evidenced by SY24 state test scores.
(View Marzano Model)
Using Questions to Help Students Elaborate on Content.
Action #1
Action Steps to implement evidence-based strategy:
Weekly Leadership Review of classroom instruction
Person Responsible:
Jane Higgins
Progress Monitoring Evidence:
MTSS
Action #2
Action Steps to implement evidence-based strategy:
Strategic lesson planning focused on benchmarks
Person Responsible:
Jane Higgins
Progress Monitoring Evidence:
Common planning lesson plans
Action #3
Action Steps to implement evidence-based strategy:
PD to help students elaborate content with higher order thinking.
Person Responsible:
Jane Higgings
Progress Monitoring Evidence:
Common Informal Assessments Classroom observations
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Students demonstrating proficiency will show a minimum growth of 5% as evidenced by SY24 state test scores.
(View Marzano Model)
Previewing New Content
Action #1
Action Steps to implement evidence-based strategy:
Standards BEST lessons based on data driven areas of need.
Person Responsible:
Lisa Hicks
Progress Monitoring Evidence:
Monitoring & Constructive Feedback
Action #2
Action Steps to implement evidence-based strategy:
PLC common planning.
Person Responsible:
Lisa Hicks
Progress Monitoring Evidence:
Reviewing of students through MTSS and providing feedback to teachers.
Action #3
Action Steps to implement evidence-based strategy:
Specific scheduling, split blocks.
Person Responsible:
Lisa Hicks
Progress Monitoring Evidence:
Data Sheets Progress monitoring data Small groups with Math coach
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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ESE students will improve proficiency by 5% in FY24 through progress monitoring, testing, & benchmark assessments.
(View Marzano Model)
Helping Students Practice Skills, Strategies, & Processes.
Action #1
Action Steps to implement evidence-based strategy:
Specific scheduling, split blocks. Standards BEST lessons based on data driven areas of need.
Person Responsible:
Michelle Gordon & Ashley Coloma
Progress Monitoring Evidence:
Data Sheets Progress monitoring data
Action #2
Action Steps to implement evidence-based strategy:
Standards BEST lessons based on data driven areas of need.
Person Responsible:
Michelle Gordon & Ashley Coloma
Progress Monitoring Evidence:
Monitoring & Constructive Feedback
Action #3
Action Steps to implement evidence-based strategy:
PLC common planning.
Person Responsible:
Michelle Gordon & Ashley Coloma
Progress Monitoring Evidence:
Reviewing of students through MTSS and providing feedback to teachers.
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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Staff participation in weekly Points of Pride will increase by 3%.
(View Marzano Model)
Promoting Teacher Leadership & Collaboration
Action #1
Action Steps to implement evidence-based strategy:
Include weekly email reminder about Points of Pride
Person Responsible:
Cheryl Brucato
Progress Monitoring Evidence:
Teacher response
Action #2
Action Steps to implement evidence-based strategy:
Incentives
Person Responsible:
Jorge Badillo
Progress Monitoring Evidence:
Points of Pride Drawing
Action #3
Action Steps to implement evidence-based strategy:
Staff input
Person Responsible:
Jorge Badillo
Progress Monitoring Evidence:
Staff survey; Suggestion form
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.