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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Overall, ELA outperformed the district in all grade levels, including increasing school proficiency from FY24. 6th grade’s scores were incredible- the data supports how valuable our reading coach is, who was teaching the Intensive courses. Our L25 in 6th grade increased tremendously. However, looking to FY26, there is a need to really zero in and focus on our L25 in all grade levels
Underperformed district in 8th grade proficiency. 6th & 7th grade LY/LF population outperformed district. 8th grade SWD & ELL underperformed. Over 80% of students demonstrated gains. Algebra students outperformed in all areas, except for ELL. However, ELL subgroup did increase proficiency from FY 24.
PRM Science outperformed the district. 8th grade ELL gained the most points from FY24 7% to FY25 24% proficiency. SWD students did underperform from previous year.
All of Civics has gains from FY 24 to FY 25, despite staffing changes midyear. FY 24 to FY25 ELL adjustments worked as proficiency increased.
Which data component showed the most improvement? What new actions did your school take in this area?
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Which data component had the greatest gap when compared to the state average? Explain the factor(s) that contributed to this gap and any trends. State data can be found here.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.

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.
Based on SY25 data, ELA lowest 25% gains will increase from 50% to 55%, as evidenced by SY26 state test scores by May 31, 2026
(View Marzano Model)
Helping students practice skills, strategies, and processes
Action #1
Action Steps to implement evidence-based strategy:
Monthly-plans & conduct structured PL activities focused on FTEM strategy
Person Responsible:
Jane Higgins, Reading Coach
Progress Monitoring Evidence:
Staff will be monitored for engagement & comprehension during PD sessions
Action #2
Action Steps to implement evidence-based strategy:
Common collaborative planning, teachers will plan using strategies learned from PD activities to help students practice skills, strategies, and processes.
Person Responsible:
Jane Higgins, Reading Coach
Progress Monitoring Evidence:
Mentor Collaborative planning and lesson plans
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement planned lessons and strategies aligned to evidenced based intervention.
Person Responsible:
All instructional staff
Progress Monitoring Evidence:
Admin will review classroom visits & provide feedback aligned to element
Action #4
Action Steps to implement evidence-based strategy:
Using ongoing classroom data, Teachers will identify & track L25 to differentiate lessons
Person Responsible:
Brett Spencer, ESE Specialist Nicole Bien, ELL Contact All instructional staff
Progress Monitoring Evidence:
End of Unit
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Based on SY25 data, Math lowest 25% gains will increase from 76% to 81%, as evidenced by SY26 state test scores by May 31, 2026
(View Marzano Model)
Helping students practice skills, strategies, and processes
Action #1
Action Steps to implement evidence-based strategy:
Monthly-plans & conduct structured PL activities focused on FTEM strategy
Person Responsible:
Lisa Hicks, Math Point of Contact
Progress Monitoring Evidence:
Staff will be monitored for engagement & comprehension during PD sessions
Action #2
Action Steps to implement evidence-based strategy:
Common collaborative planning, teachers will plan using strategies learned from PD activities to help students practice skills, strategies, and processes.
Person Responsible:
Lisa Hicks, Math Point of Contact
Progress Monitoring Evidence:
Mentor Collaborative planning and lesson plans
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement planned lessons and strategies aligned to evidenced based intervention.
Person Responsible:
All instructional staff
Progress Monitoring Evidence:
Admin will review classroom visits & provide feedback aligned to element
Action #4
Action Steps to implement evidence-based strategy:
Using ongoing classroom data, Teachers will identify & track L25 to differentiate lessons
Person Responsible:
Brett Spencer, ESE Specialist Nicole Bien, ELL Contact All instructional staff
Progress Monitoring Evidence:
End of Unit
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Based on SY25 data, students will increase overall civics proficiency from 86.5% to 88% as evidenced by SY26 state test scores by May 31, 2026
(View Marzano Model)
Helping students practice skills, strategies, and processes
Action #1
Action Steps to implement evidence-based strategy:
Monthly-plans & conduct structured PL activities focused on FTEM strategy
Person Responsible:
Darah Perini, Department Chair
Progress Monitoring Evidence:
Staff will be monitored for engagement & comprehension during PD sessions
Action #2
Action Steps to implement evidence-based strategy:
Common collaborative planning, teachers will plan using strategies learned from PD activities to help students practice skills, strategies, and processes.
Person Responsible:
Darah Perini, Department Chair
Progress Monitoring Evidence:
Mentor Collaborative planning and lesson plans
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement planned lessons and strategies aligned to evidenced based intervention.
Person Responsible:
All instructional staff
Progress Monitoring Evidence:
Admin will review classroom visits & provide feedback aligned to element
Action #4
Action Steps to implement evidence-based strategy:
Using ongoing classroom data, Teachers will identify & track L25 to differentiate lessons
Person Responsible:
Brett Spencer, ESE Specialist Nicole Bien, ELL Contact All instructional staff
Progress Monitoring Evidence:
End of Unit
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Based on SY25 data, students will increase overall science proficiency from 64.6% to 66% as evidenced by SY26 state test scores by May 31, 2026
(View Marzano Model)
Helping students practice skills, strategies, and processes
Action #1
Action Steps to implement evidence-based strategy:
Monthly-plans & conduct structured PL activities focused on FTEM strategy
Person Responsible:
Beth Sydney, Department Chair
Progress Monitoring Evidence:
Staff will be monitored for engagement & comprehension during PD sessions
Action #2
Action Steps to implement evidence-based strategy:
Common collaborative planning, teachers will plan using strategies learned from PD activities to help students practice skills, strategies, and processes.
Person Responsible:
Beth Sydney, Department Chair
Progress Monitoring Evidence:
Mentor Collaborative planning and lesson plans
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement planned lessons and strategies aligned to evidenced based intervention.
Person Responsible:
All instructional staff
Progress Monitoring Evidence:
Admin will review classroom visits & provide feedback aligned to element
Action #4
Action Steps to implement evidence-based strategy:
Using ongoing classroom data, Teachers will identify & track L25 to differentiate lessons
Person Responsible:
Brett Spencer, ESE Specialist Nicole Bien, ELL Contact All instructional staff
Progress Monitoring Evidence:
End of Unit
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click 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 click the Submit button to the right!
Staff attendance will increase by 10% from FY25 to FY26..
(View Marzano Model)
No response.
Action #1
Action Steps to implement evidence-based strategy:
The number of staff celebrations of Panther Points of Pride will increase by 50% from FY25 by May 2026.
Person Responsible:
Michelle Gordon, Principal
Progress Monitoring Evidence:
Panther Post
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click 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.

Budget Document Uploads

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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)

For the 2025-2026 school year, the criteria includes schools with students in grades three through five where 50 percent or more of its students, in any grade level, score below a level 3 on the most recent statewide English Language Arts (ELA) assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system pursuant to s. 1008.25(9), F.S., shows that 50 percent or more of the students are not on track to pass the statewide, standardized grade 3 ELA assessment for any grade level kindergarten through grade 3; and at least 10 students must be present for both the second and third full-time equivalent (FTE) survey periods and must be enrolled at the time of the statewide, standardized testing.

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 2024−2025 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 2024−2025 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.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Blaine, Gary Parent White Non-Migrant No Member 8/27/2025
Brao, Marisa Non-instructional Staff Hispanic Non-Migrant Yes Member 8/27/2025
Caceres Endara, Lena Parent Hispanic Non-Migrant No Member 8/27/2025
Castano,Alejandro Parent Hispanic Non-Migrant No Member 8/27/2025
Gonzalez, Raymond Parent Hispanic Non-Migrant No Member 8/27/2025
Gordon, Michelle Principal White Non-Migrant Yes Principal 8/27/2025
Johnson, Candace Parent White Non-Migrant No Member 8/27/2025
Kothe, Nadine Parent Black Non-Migrant No Member 8/27/2025 9/9/2026
Minutillo, Maria Teachers Hispanic Non-Migrant Yes Member 8/27/2025
Philippe, Justenley Community/Business Others Non-Migrant No Member 8/27/2025
Schwartz, Melanie Parent White Non-Migrant No Member 8/27/2025
Vargas, Gloria Parent Hispanic Non-Migrant No SAC Chair 8/27/2025 9/9/2026
Abraham, Courtney Parent White Non-Migrant No Member 8/28/2025 8/28/2026
Brown, Jennifer Parent Black Non-Migrant No Member 8/28/2025 8/28/2026
Berry, Tim Parent White Non-Migrant No Member 9/9/2025 9/9/2026
Hansen, Susan Parent White Non-Migrant No Member 9/9/2025 9/9/2026
Essert, Daman Parent White Non-Migrant No Member 9/9/2025 9/9/2026
Giacometti, Amy Parent White Non-Migrant No Member 9/9/2025 9/9/2026
GroupNumber%
Community/Business15.6
Non-instructional Staff15.6
Parent1477.8
Principal15.6
Students (required for HS; optional for MS)00.0
Teachers15.6
The number of non-employees must be at least 51% of the total SAC membership.
NOTE: The Principal is included in the district employee count.
GroupNumberPercent
District Employee 316.7
Non-District Employee 1583.3
SAC membership must be representative (within 15%) of the ethnic, racial and socio-economic community served by the school. NOTE: The principal is NOT included in the demographic composition breakdown.
EthnicityNumber% SAC% Students
 00.00.0
Black211.84.0
Hispanic635.342.9
Others15.98.9
White847.144.1
Date & TimeTitleLocationUploaded Files
Thursday, August 28, 2025 4:15 PMSAC Meeting - AUGMedia Center - PRM
Thursday, September 18, 2025 4:15 PMSAC Meeting - SEPTMedia Center - PRM
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Thursday, October 16, 2025 4:15 PMSAC Meeting - OctMedia Center - PRM
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Thursday, November 13, 2025 4:15 PMSAC Meeting - NovMedia Center - PRM
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Thursday, December 11, 2025 4:15 PMSAC Meeting - DecMedia Center - PRM
No uploads...
Thursday, January 15, 2026 4:15 PMSAC Meeting - JanMedia Center - PRM
No uploads...
Thursday, February 12, 2026 4:15 PMSAC Meeting - FebMedia Center - PRM
No uploads...
Thursday, March 19, 2026 4:15 PMSAC Meeting - MarchMedia Center - PRM
No uploads...
Thursday, April 16, 2026 4:15 PMSAC Meeting - AprilMedia Center - PRM
No uploads...
Thursday, May 14, 2026 4:15 PMSAC Meeting - MayMedia Center - PRM
No uploads...