Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
9th and 10th both saw an increase in proficiency. ESE and ELL subgroups remain a concern for lack of gains and proficiency
Increase in proficiency (SY22 to SY23) across all subgroups in ALG and decrease in proficiency across all subgroups in Geometry. ELL drop is most concerning considering our high ELL population in Geometry.
Increase in proficiency for all and ELL subgroup. Slight decrease for ESE subgroup. L25 proficiency 14% lower than District average.
US History saw a drop in proficiency in all subgroups. Most concerning was 23% drop in our ELL subgroup.
What data components demonstrate the greatest need for improvement?
Geometry and US History. All subgroups.
What were the contributing factors to this need for improvement?
A contributing factor to the drop in Geometry is the lack of vocabulary knowledge and low reading levels. The Geometry assessment is heavy with mathematical terms and instructional plans must incorporate vocabulary instruction. Other factors include a trial of flipped classroom style with one teacher and use of instructional time (coupled with phone use) in another classroom. Contributing factors to US History drops are new teachers in subject area, low reading levels, and lack of vocabulary. One factor that contributed to both is student attendance; there is a direct correlation between student attendance and achievement.
What new actions need to be taken to address this need for improvement?
Focused scheduling using historical data to ensure students receive proper support through Foundations classes, LY tutors, and ESE inclusion teachers. Data analyzed includes attendance, GPA, course grades/success, behavior, ELA, Math, Science, WIDA, ACT, SAT, and PSAT. Students who are on the bubble or need to maintain a 3 and must have support to do so, were scheduled with a supporting foundations class for Geometry. Inclusion teachers were thoughtfully placed based on content area knowledge and pedagogical strengths. Data chats must occur with students on a consistent basis and must be meaningful. New methods for vocab instruction will be implemented at the start of the school year.
What data components showed the most improvement?
Algebra (especially first time test takers grade 9) Grade 10 ELA Biology
What were the contributing factors to this improvement?
Algebra - motivated/passionate educators, strategic scheduling, inclusion support, proper planning, coach support, skills practice Grade 10 ELA - motivated/passionate educators, common planning, coach support, inclusion and tutor support, coach provided resources Biology - motivated/passionate educator, proper inclusion and tutor placement, integration of guided notes and reading supports
What new actions did your school take in this area?
*See above

SIP - Areas of Focus

Lely High School is committed to excellence by meeting the needs of diverse learners in a safe, respectful and positive environment while providing opportunities for lifelong learning, critical thinking and problem solving which foster self-worth and dignity.
Learning For All, Whatever It Takes
By the end of the academic year, at least 43% (a 5% increase) of grade 9 students and 50% of grade 10 students (5% increase) will score at a level 3 or higher on the F.A.S.T. ELA Assessment by implementing innovative vocabulary instruction, common planning, and attendance tracking. Progress will be measured by standardized reading assessments, with a focus on comprehension and critical thinking skills.
(View Marzano Model)
Using the Marzano Focused Teacher Evaluation Model, coaches and teachers will assist students in processing new content, previewing new content, and identifying critical content from the standards. Coaches and teachers will identify critical content through analysis of curriculum guides, academic resources, and state benchmarks. Coaches and teachers will create innovative instructional strategies in delivering critical content. Coaches and teachers will help students preview and process new content by creating aligned guided notes, strategically grouping students based on data analysis, and conducting consistent and meaningful data chats with students aligned to critical content.
Action #1
Action Steps to implement evidence-based strategy:
As an ELA (9/10) team and led by the academic coach, identify the critical vocabulary for each unit, before the unit begins, determine methods and strategies previewing and processing the identified vocabulary. The academic coach will plan with the team on delivery of instruction and will model co-teaching and grouping strategies. Data will be used for strategic student grouping.
Person Responsible:
Tracey Alvarez
Progress Monitoring Evidence:
No response.
Action #2
Action Steps to implement evidence-based strategy:
Monitor with classroom walkthroughs, attending common planning, lesson plan reviews and teacher growth discussions.
Person Responsible:
Jennifer Bledsoe
Progress Monitoring Evidence:
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
      
By the end of the academic year, at least 42% (a 5% increase) of the students will score at a level 3 or higher on the B.E.S.T. Geometry End of Course exam by implementing innovative vocabulary instruction, adjusted pacing, attendance tracking, and creative scheduling. Administrators, coaches, and teachers will monitor progress through common formative assessments, teacher observations, quarterly benchmark data, and various unit assessments with a target to reach the set goal by the end of the academic year.
(View Marzano Model)
Using the Marzano Focused Teacher Evaluation Model, coaches and teachers will assist students in processing new content, previewing new content, and identifying critical content from the standards. Coaches and teachers will identify critical content through analysis of curriculum guides, academic resources, and state benchmarks. Coaches and teachers will create innovative instructional strategies in delivering critical content. Coaches and teachers will help students preview and process new content by creating aligned guided notes, strategically grouping students based on data analysis, and conducting consistent and meaningful data chats with students aligned to critical content. Additionally, additional time will be provided through the use of a foundations period, where instructional will focus on identified areas of growth and students can work on an individualized learning path. In the foundations period, the teacher acts as a guide, support, and facilitator of learning, where students will benefit from being in a "learning lab" style environment, supported by the academic coach. The math department will utilize Microsoft Teams for academic coach support, where the teachers will have choice in scheduling the coach support.
Action #1
Action Steps to implement evidence-based strategy:
As a Geometry team and led by the academic coach, identify the critical vocabulary for each unit, before the unit begins, determine methods and strategies previewing and processing the identified vocabulary, and conduct classroom visits to ensure implementation with fidelity.
Person Responsible:
Suzi Szczepanski
Progress Monitoring Evidence:
No response.
Action #2
Action Steps to implement evidence-based strategy:
APC will analyze data to determine proper geometry placement, will pair necessary courses with a foundation period, and will monitor student progress and attendance within those courses.
Person Responsible:
Amy Lovett
Progress Monitoring Evidence:
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
      
ELL and ESE (Geo, ELA) By the end of the academic year, at least 20% (a 5% increase) of ELL, and 16% (a 5% increase) of ESE students will score at a level 3 or higher on the B.E.S.T. Geometry End of Course exam by implementing innovative vocabulary instruction, adjusted pacing, attendance tracking, and creative scheduling. Administrators, coaches, and teachers will monitor progress through common formative assessments, teacher observations, quarterly benchmark data, and various unit assessments with a target to reach the set goal by the end of the academic year. By the end of the academic year, at least 17% of grade 9 ESE students, 11% of grad 9 ELL students, 22% of grade 10 ESE students, and 12% of grade 10 ELL students will score at a level 3 or higher on the F.A.S.T. ELA Assessment by implementing innovative vocabulary instruction, common planning, focused scheduling with support staff, and attendance tracking. Progress will be measured by standardized reading assessments, with a focus on comprehension and critical thinking skills.
(View Marzano Model)
Using the Marzano Focused Teacher Evaluation Model, coaches and teachers will assist students in processing new content, previewing new content, and identifying critical content from the standards. Coaches and teachers will identify critical content through analysis of curriculum guides, academic resources, and state benchmarks. Coaches and teachers will create innovative instructional strategies in delivering critical content. Coaches and teachers will help students preview and process new content by creating aligned guided notes, strategically grouping students based on data analysis, and conducting consistent and meaningful data chats with students aligned to critical content. Additionally, additional time will be provided through the use of a foundations period or Intensive period, where instructional will focus on identified areas of growth and students can work on an individualized learning path. In the foundations period, the teacher acts as a guide, support, and facilitator of learning, where students will benefit from being in a "learning lab" style environment, supported by the academic coach. The math department will utilize Microsoft Teams for academic coach support, where the teachers will have choice in scheduling the coach support.
Action #1
Action Steps to implement evidence-based strategy:
Content area training for ESE Inclusion Teachers and modeling co-teaching strategies. Data analysis in common planning for effective student grouping.
Person Responsible:
Amy Lovett
Progress Monitoring Evidence:
No response.
Action #2
Action Steps to implement evidence-based strategy:
Targeted training for ESE Inclusion Teachers and student accommodations, co-teaching models, and student data analysis.
Person Responsible:
Kate Ames
Progress Monitoring Evidence:
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
      
      
By the end of the academic year, at least 66% (a 9% increase) of grade 11 students will score at a level 3 or higher on the US History EOC by implementing innovative vocabulary instruction, common planning, small group instruction, and attendance tracking. Progress will be measured by common assessments, with a focus on comprehension and critical thinking skills.
(View Marzano Model)
Using the Marzano Focused Teacher Evaluation Model, coaches and teachers will assist students in processing new content, previewing new content, and identifying critical content from the standards. Coaches and teachers will identify critical content through analysis of curriculum guides, academic resources, and state benchmarks. Coaches and teachers will create innovative instructional strategies in delivering critical content. Coaches and teachers will help students preview and process new content by creating aligned guided notes, strategically grouping students based on data analysis, and conducting consistent and meaningful data chats with students aligned to critical content.
Action #1
Action Steps to implement evidence-based strategy:
Facilitate common planning meetings and facilitate the data analyses process with teachers. Create common assessments as a team and sharing best practices.
Person Responsible:
Adam Vollrath
Progress Monitoring Evidence:
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
      
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
      
Lely High School will focus on creating a safe and collaborative culture that promotes inclusivity, student engagement, and well-being. This goal will be measured by conducting student and staff satisfaction surveys as the begging of the academic year, and consistently throughout the year. Additionally, the school will track attendance and discipline issues, and focus on increasing attendance by 10% and decreasing discipline incidents by 15%. This goal will be achieved by the end of the academic school year and data from student and staff surveys will reflect the success.
(View Marzano Model)
This smart goal is achievable by implementing Marzano's Domain 2 element of establishing and maintaining effective relationships in a student-centered classroom, and establishing clear expectations through school-wide systems, processes, and procedures. Ultimately, we want to create a safe and collaborative learning environment and school culture, to promote inclusivity, student engagement, and overall well-being, as evidenced by student and staff surveys.
Action #1
Action Steps to implement evidence-based strategy:
Plan and deliver events involving the local community and family participation. Survey current staff on climate and culture and make adjustments as needed based on feedback. Focus on continuous improvement through communication.
Person Responsible:
Jennifer Bledsoe
Progress Monitoring Evidence:
Staff survey distributed to staff on September 26
Action #2
Action Steps to implement evidence-based strategy:
Daily attendance and discipline report analysis. Focus on enhancing our MTSS attendance process and improving our communication home, by calling home regarding attendance issues on two consecutive and unvalidated absences. Enhance our PBIS system to counter negative student behavior issues. Focus on submitting positive referrals for students.
Person Responsible:
Chuck Indelicato
Progress Monitoring Evidence:
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
      

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.

The SIP will be posted on our website, we will share with SAC as well as parents on Title 1 night. We will also communicate progress and data with the same groups. We also publish a bi-weekly newsletter that goes to parents and community.

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.

Providing focused parent evenings that are student based and need based, we will enable our parents to become more involved in the road to graduation. Providing presentations in the home languages will assist in the delivery of the content and the

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))

Use of Title 1 funds to fund coaches, resource teachers and para professionals to assist in classrooms and focus on our subgroups.

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).

Funding allocation and resources are reviewed throughout the school year to ensure that our SWD students have the necessary resources and instructional personnel to be successful. Furthermore, allocations are reviewed in the Spring prior to the upcoming school year to determine if there are any hiring needs and ESE department is reviewed to determine if more financial assistance is needed to provide students with the materials needed to improve learning.

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.