Planning for School Improvement

Big Cypress Elementary School

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
In i-ready we are concerned with our scores in Kindergarten as we saw a decline in our EOY in ESE and ELL and an overall decline however our comparative gain stayed the same for all. (FY22 EOY 94% to FY23 EOY 92%) In first grade we saw improvement or comparative gains with the exception of ESE. In second grade we saw comparative gains in ESE and ELL however our over all students drop 2% points. Our 3-5 overall gains from PM1 to PM3 was in the positive with the exception of 3 grade ELL (-3) and 5th grade ESE (-11) For our 3rd grade we saw an improvement from FSA to PM3 as well as PM1 to PM3 in all subgroups except for our ELL students. 4th grade is of great concern showing a loss in comparative gains across the board from FSA to PM 3 in all subgroups but did show gains from PM1 to PM3. (ESE -13, ELL -9, CAM -10 FSA 22 to PM3) 5th grade had a comparative loss of -1 in ESE and -2 in ELL but an overall gain of 3 from FSA to PM3.
In Kinder we had a drop with ESE and ELL but an overall comparative gain of 4 in math. We saw drops in 1 and 2 in our ELL subgroup with the highest drop in 2nd grade ELL. ESE first and 2 had significantly higher gains than any other subgroup. 3rd grade math had gains in all subgroups except ELL (-10) from FSA to PM3 From FSA to PM3 we stayed close to district scores with the exception of ESE (10 point difference) and CAM (13 points) 4th grade is of great concern with a comparative drop in all subgroups: All (-15) ESE (-22) ELL (-20) CAM (-14) In fourth grade we stay close to district scores from FSA to PM3 and only was below district in subcategories of ELL (7 points) Fifth Grade showed gains in every subcategory expect CAM (-2) however did have a 25% gain from PM1 to PM 3 and was equitable with district scores.
Overall 5th grade improved by 8% and had an over all comparative gain of 4 Our CAM subgroup went down by -25 and our ELL had a comparative gain of 10%
N/A
What data components demonstrate the greatest need for improvement?
Kindergarten 4th Grade 2nd Grade ELL subgroup Pocket of students in our subgroups is not consistent across grade levels: staffing of ESE groups
What were the contributing factors to this need for improvement?
Changes in 4th grade staffing ELL focus Advance class focus
What new actions need to be taken to address this need for improvement?
Scheduling of staff with ESE groups Scheduling/ Supports of ELL DI Block scheduling that reflects a more fluid model Coaching Support Data Chats i-Ready Magnetic lessons during Core Lesson Planning on the how not why for reaching different learners Alignment of grade levels to bridge mastery from one grade level to the other
What data components showed the most improvement?
ESE in first and second grade Math 5th Grade Science
What were the contributing factors to this improvement?
We had a lead math person that was getting information from District meetings We set a goal this year for math and focused on math messages every morning We had math challenges and competitions throughout the year for 3-5 students Morning Math Clubs Science Lunch Bunch Clubs
What new actions did your school take in this area?
Focus on standards Weekly WIG meetings focused on goal setting and data Monthly Math Challenges and Quarterly Competitions Focus on Productive Struggle Subgroup ELL push in during Science Focus on hands on activities during Science Lunch Bunch Spiral Reviews in Math and Science Departmentalization in 5th grade

SIP - Areas of Focus

The BCE family is committed to an environment where all students are empowered to explore, motivated to learn, determined to succeed, and prepared to lead.
Nurturing and motivating all students to achieve success.
If teachers regularly employ standards aligned to ELA instruction than students proficiency in grades 3 will increase from 59% to 65%, grade 4 from 64% to 70% and grade 5 68% to 74% on the 2024 PM3 Progress Monitoring Assessment.
(View Marzano Model)
Instructional staff will focus on "Using Questions to help students elaborate on content" as a deliberate practice.
Action #1
Action Steps to implement evidence-based strategy:
Teachers will receive Professional Development on using complex questioning to elaborate on content with students.
Person Responsible:
Michelle Spina
Progress Monitoring Evidence:
Deliberate practice of teachers and school wide focus will be on "using questions to help students elaborate on content. Teacher pre-conferences will ask for evidence of how the class will be using questioning for complex understanding of content. Teachers will record in lesson plans question stems. Post conference will require student evidence of use of questioning strategies and their effective rate by proof of pre and post assessment data. Students will track their assessment progress in their leadership portfolios.
Action #2
Action Steps to implement evidence-based strategy:
Use of strategic master scheduling for resources, intervention, DI time and ESE/ELL support.
Person Responsible:
Barbara Fields
Progress Monitoring Evidence:
Analysis of assessments both state and district.
Action #3
Action Steps to implement evidence-based strategy:
Professional learning opportunities both school based and district to align with the element and student needs based on assessment data.
Person Responsible:
Barbara Fields
Progress Monitoring Evidence:
Feedback surveys, observations and data from quarterly benchmark/state testing.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers regularly employ standards aligned to Math instruction than student's proficiency in grades 3 will increase from 65% to 70%, grade 4 from 63% to 70% and grade 5 81% to 86% on the 2024 PM3 Progress Monitoring Assessment.
(View Marzano Model)
Instructional staff will focus on "Using Questions to help students elaborate on content" as a deliberate practice.
Action #1
Action Steps to implement evidence-based strategy:
Teachers will receive Professional Development on using complex questioning to elaborate on content with students.
Person Responsible:
Barbara Fields
Progress Monitoring Evidence:
Deliberate practice of teachers and school wide focus will be on "using questions to help students elaborate on content." Teacher pre-conferences will ask for evidence of how the class will be using questioning for complex understanding of content. Teachers will record in lesson plans question stems. Post conference will require student evidence of use of questioning strategies and their effective rate by proof of pre and post assessment data. Students will track their assessment progress in their leadership portfolios.
Action #2
Action Steps to implement evidence-based strategy:
Analysis of assessments both state and district.
Person Responsible:
Barbara Fields
Progress Monitoring Evidence:
Use of strategic master scheduling for resources, intervention, DI time and ESE/ELL support.
Action #3
Action Steps to implement evidence-based strategy:
Professional learning opportunities both school based and district to align with the element and student needs based on assessment data.
Person Responsible:
Dr. Phipps
Progress Monitoring Evidence:
Feedback surveys, observations and data from quarterly benchmark/state testing.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
      
If teachers regularly employ standards aligned to Science instruction than student's proficiency in grade 5 72% to 77% on the 2024 PM3 Progress Monitoring Assessment.
(View Marzano Model)
Instructional staff will focus on "Using Questions to help students elaborate on content" as a deliberate practice.
Action #1
Action Steps to implement evidence-based strategy:
Teachers will receive Professional Development on using complex questioning to elaborate on content with students.
Person Responsible:
Barbara Fields and Dr. Phipps
Progress Monitoring Evidence:
Deliberate practice of teachers and school wide focus will be on "using questions to help students elaborate on content." Teacher pre-conferences will ask for evidence of how the class will be using questioning for complex understanding of content. Teachers will record in lesson plans question stems. Post conference will require student evidence of use of questioning strategies and their effective rate by proof of pre and post assessment data. Students will track their assessment progress in their leadership portfolios.
Action #2
Action Steps to implement evidence-based strategy:
In the Science action teams, common grade level assessments will be created along with bank questions.
Person Responsible:
Barbara Fields
Progress Monitoring Evidence:
The assessment will be shared with each grade level and all classes will take the common assessments. Assessments will be grade and discussed during grade level planning and areas in which the students did not score well will be re-taught and tested using different evidenced based learning structures.
Action #3
Action Steps to implement evidence-based strategy:
Professional learning opportunities both school based and district to align with the element and student needs based on assessment data.
Person Responsible:
Barbara Fields
Progress Monitoring Evidence:
Feedback surveys, observations and data from quarterly benchmark/state testing.
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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Using our MRA data, BCE will increase in our school culture of family and community engagement by providing Leader in Me Family Engagement nights each quarter to support caregivers and empower them in their child's learning during the 2024 school year.
(View Marzano Model)
BCE staff will use engagement strategies with parents at the Family Engagement Nights to promote a home/ school support system of leadership.
Action #1
Action Steps to implement evidence-based strategy:
Each quarter a Family Engagement night will be held to support caregivers in the leadership development of their student through the 7 habits.
Person Responsible:
Jory Lawson
Progress Monitoring Evidence:
Flyers and advertisements will go out to encourage families to attend. Families will be provided with training and "take homes" to engage their students in leadership opportunities at home.
Action #2
Action Steps to implement evidence-based strategy:
Staff will use their night of support to attend at least one parent night. Action teams will help to send out surveys to ask parents the type of support they are in need.
Person Responsible:
Dr. Phipps
Progress Monitoring Evidence:
Surveys will be given at the event to monitor parent workshop efficiency. Within the survey parents will be asked for topics of interest for next workshop.
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.