Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
K-2 iReady showed gains from prior year in all grades, all subgroups except ESE Kinder. 3rd and 4th went down in proficiency from last year, subgroups ESE and Cambridge went up. 5th grade went up in proficiency from last year but all subgroups went down.
K and 2 did not make gains comparative to district. 3rd and 5th showed gains in proficiency - all grades were above district and state average. PM1-PM-3 all showed increases in comparative gain.
5th grade increased proficiency by 29% and compared to the district we had a 50% comparative gain.
What data components demonstrate the greatest need for improvement?
ELA Math - K and 2
What were the contributing factors to this need for improvement?
We need to strengthen ELA instruction in the primary grades and continue to monitor and make adjustments in 3-5. The primary grades need more exposure and hands on experience with reading text. A heavy focus was placed on 3-5 the past few years to get off the state watch list.
What new actions need to be taken to address this need for improvement?
Pacing of Reading block and foundational segment during ELA planning with reflection and monitoring. Small group instruction time focused on specific skills. Kinder and first need more time using skills to read during the core block.
What data components showed the most improvement?
Science and math
What were the contributing factors to this improvement?
New science teacher in 5th grade who previously taught 4th grade science Consistent teachers of math in 4th and 5th. Departmentalization is key Strategic scheduling of support staff Retention and recruitment of highly qualified staff
What new actions did your school take in this area?
Continual growth of systems and strategies for the past 4 years.

SIP - Areas of Focus

To build positive and collaborative relationships with families in order to support student achievement and development, while respecting the diverse and cultural needs of all stakeholders.
To help our students attain individual excellence in cultural, social, and academic pursuits during their educational journey toward productive well-adjusted adulthood.
Final measurable outcomes- F.A.S.T Florida Assessment Student achievement will increase by 6% in ELA for all grade levels by implementing school-wide intentional planning and data tracking while aligning targeted grade-level instruction and questioning by the end of the 2023-2024 school year.
(View Marzano Model)
Marzano D1E1 Planning Standards-Based Lessons/Units, D2E4 Identifying Critical Content from the Standards D3E14 Using Formative Assessment to Track Progress Weekly collaborative planning, implementation, and monitoring of on-grade level standards-aligned instruction and data tracking in the area of ELA for all grades K-5 teachers and support staff. A primary focus will be on foundational skills in the primary grade levels.
Action #1
Action Steps to implement evidence-based strategy:
Kg-2nd Grade: Weekly collaborative planning is structured by embedding professional development in strategies for student engagement, such as how and when to utilize Kagan structures. For English Language Learners, advanced learners, and students with IEPs and 504s, differentiation and enrichment is planned to ensure the success of their individual needs. For example, utilizing visuals, providing sentence stems, and reviewing accommodations according to plans. On a weekly basis, teachers come to planning with graded assignments such as exit tickets and end of module assessments to discuss alignment to the grade appropriate benchmark proficiency. As a team, we discuss the different strategies students use to achieve proficiency such as reading and annotating grade appropriate text, utilizing context clues to determine word meaning, and finding text evidence to support their written responses. Coaches follow up with the implementation of lesson plans discussed in collaborative planning by conducting classroom walkthroughs and provide coaching support as necessary. Weekly leadership meetings are held with academic coaches to follow up with administration about school wide trends, areas of improvement, and accomplishments.
Person Responsible:
Jill Striz, Bev Budzynski
Progress Monitoring Evidence:
Progress Monitoring (F.A.S.T.) iReady- Diagnostic Assessments Exit Tickets End of Module Assessments
Action #2
Action Steps to implement evidence-based strategy:
3rd Grade: Weekly collaborative planning is structured by embedding professional development in strategies for student engagement, such as how and when to utilize Kagan structures. For English Language Learners, advanced learners, and students with IEPs and 504s, differentiation and enrichment is planned to ensure the success of their individual needs. For example, utilizing visuals, providing sentence stems, and reviewing accommodations according to plans. On a weekly basis, teachers come to planning with graded assignments such as exit tickets and end of module assessments to discuss alignment to the grade appropriate benchmark proficiency. As a team, we discuss the different strategies students use to achieve proficiency such as reading and annotating grade appropriate text, utilizing context clues to determine word meaning, and finding text evidence to support their written responses. Coaches follow up with the implementation of lesson plans discussed in collaborative planning by conducting classroom walkthroughs and provide coaching support as necessary. Weekly leadership meetings are held with academic coaches to follow up with administration about school wide trends, areas of improvement, and accomplishments.
Person Responsible:
Jill Striz, Bev Budzynski
Progress Monitoring Evidence:
Progress Monitoring (F.A.S.T.) iReady- Diagnostic Assessments Exit Tickets End of Module Assessments
Action #3
Action Steps to implement evidence-based strategy:
4th Grade: Weekly collaborative planning is structured by embedding professional development in strategies for student engagement, such as how and when to utilize Kagan structures. For English Language Learners, advanced learners, and students with IEPs and 504s, differentiation and enrichment is planned to ensure the success of their individual needs. For example, utilizing visuals, providing sentence stems, and reviewing accommodations according to plans. On a weekly basis, teachers come to planning with graded assignments such as exit tickets and end of module assessments to discuss alignment to the grade appropriate benchmark proficiency. As a team, we discuss the different strategies students use to achieve proficiency such as reading and annotating grade appropriate text, utilizing context clues to determine word meaning, and finding text evidence to support their written responses. Coaches follow up with the implementation of lesson plans discussed in collaborative planning by conducting classroom walkthroughs and provide coaching support as necessary. Weekly leadership meetings are held with academic coaches to follow up with administration about school wide trends, areas of improvement, and accomplishments.
Person Responsible:
Bev Budzynski, Jill Striz
Progress Monitoring Evidence:
Progress Monitoring (F.A.S.T.) iReady- Diagnostic Assessments Exit Tickets End of Module Assessments
Action #4
Action Steps to implement evidence-based strategy:
5th Grade: Weekly collaborative planning is structured by embedding professional development in strategies for student engagement, such as how and when to utilize Kagan structures. For English Language Learners, advanced learners, and students with IEPs and 504s, differentiation and enrichment is planned to ensure the success of their individual needs. For example, utilizing visuals, providing sentence stems, and reviewing accommodations according to plans. On a weekly basis, teachers come to planning with graded assignments such as exit tickets and end of module assessments to discuss alignment to the grade appropriate benchmark proficiency. As a team, we discuss the different strategies students use to achieve proficiency such as reading and annotating grade appropriate text, utilizing context clues to determine word meaning, and finding text evidence to support their written responses. Coaches follow up with the implementation of lesson plans discussed in collaborative planning by conducting classroom walkthroughs and provide coaching support as necessary. Weekly leadership meetings are held with academic coaches to follow up with administration about school wide trends, areas of improvement, and accomplishments.
Person Responsible:
Beverly Budzynski Jill Striz
Progress Monitoring Evidence:
Progress Monitoring (F.A.S.T.) iReady- Diagnostic Assessments Exit Tickets End of Module Assessments
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6150510Title 1 Basic/244282Parent Involvement Supplies for training for both ELA and Math $2,500.00
Title I Part C5100131Title 1 MigrantTeacher Resource supporting both ELA and Math.1.00$96,378.91
Title I Part A5100131Title 1 Basic/244282Teacher Resource supporting both ELA and Math2.00$163,360.82
Title I Part A5100510Title 1 Basic/244282Instructional supplies to support classroom instruction $8,706.86
Final measurable outcomes- F.A.S.T Florida Assessment Student achievement will increase by 3% in the subject area of math for all grade levels by implementing school-wide intentional planning and data tracking while aligning targeted grade-level instruction and questioning by the end of the 2023-2024 school year.
(View Marzano Model)
Marzano D1E1 Planning Standards-Based Lessons/Units, D2E4 Identifying Critical Content from the Standards D3E14 Using Formative Assessment to Track Progress Weekly collaborative planning, implementation, and monitoring of on-grade level standards-aligned instruction and data tracking in the area of Math for all grades K-5 teachers and support staff.
Action #1
Action Steps to implement evidence-based strategy:
Weekly collaborative planning including professional development with a focus on immediate interventions to clarify misconceptions relating to the benchmark, implementation, and monitoring of on-grade level benchmarks-aligned instruction and data tracking in the area of math for KG-2nd grade. Professional development will be planned based on teachers need to help improve their practice in all levels of experience. Addressing topics such as discussing strategies to provide high quality instruction within the classroom, holding high expectations for students and effective collaborative strategies to engage students. Based on the student independent work and formative assessments, teachers will use their discretion to intervene with remedial, on grade level or accelerated practice that relates to the benchmark. Math coach and administration will ensure that instruction is aligned to benchmarks during planning and classroom walkthroughs. Data tracking will be school-wide, classroom and individual student tracking to ensure that everyone is aware of the data and has action steps in place to reach specific goals.
Person Responsible:
Beverly Budzynski Sabrina Dieuvelhomme
Progress Monitoring Evidence:
Progress Monitoring (F.A.S.T.) Exit Tickets End of Unit Assessments
Action #2
Action Steps to implement evidence-based strategy:
Weekly collaborative planning including professional development with a focus on immediate interventions to clarify misconceptions relating to the benchmark, implementation, and monitoring of on-grade level benchmarks-aligned instruction and data tracking in the area of math for 3rd grade. Professional development will be planned based on teachers need to help improve their practice in all levels of experience. Addressing topics such as discussing strategies to provide high quality instruction within the classroom, holding high expectations for students and effective collaborative strategies to engage students. Based on the student independent work and formative assessments, teachers will use their discretion to intervene with remedial, on grade level or accelerated practice that relates to the benchmark. Math coach and administration will ensure that instruction is aligned to benchmarks during planning and classroom walkthroughs. Data tracking will be school-wide, classroom and individual student tracking to ensure that everyone is aware of the data and has action steps in place to reach specific goals.
Person Responsible:
Beverly Budzynski Sabrina Dieuvelhomme
Progress Monitoring Evidence:
Progress Monitoring (F.A.S.T.) Exit Tickets End of Unit Assessments
Action #3
Action Steps to implement evidence-based strategy:
Weekly collaborative planning including professional development with a focus on immediate interventions to clarify misconceptions relating to the benchmark, implementation, and monitoring of on-grade level benchmarks-aligned instruction and data tracking in the area of math for 4th grade. Professional development will be planned based on teachers need to help improve their practice in all levels of experience. Addressing topics such as discussing strategies to provide high quality instruction within the classroom, holding high expectations for students and effective collaborative strategies to engage students. Based on the student independent work and formative assessments, teachers will use their discretion to intervene with remedial, on grade level or accelerated practice that relates to the benchmark. Math coach and administration will ensure that instruction is aligned to benchmarks during planning and classroom walkthroughs. Data tracking will be school-wide, classroom and individual student tracking to ensure that everyone is aware of the data and has action steps in place to reach specific goals.
Person Responsible:
Beverly Budzynski Sabrina Dieuvelhomme
Progress Monitoring Evidence:
Progress Monitoring (F.A.S.T.) Exit Tickets End of Unit Assessments
Action #4
Action Steps to implement evidence-based strategy:
Weekly collaborative planning including professional development with a focus on immediate interventions to clarify misconceptions relating to the benchmark, implementation, and monitoring of on-grade level benchmarks-aligned instruction and data tracking in the area of math for 5th grade. Professional development will be planned based on teachers need to help improve their practice in all levels of experience. Addressing topics such as discussing strategies to provide high quality instruction within the classroom, holding high expectations for students and effective collaborative strategies to engage students. Based on the student independent work and formative assessments, teachers will use their discretion to intervene with remedial, on grade level or accelerated practice that relates to the benchmark. Math coach and administration will ensure that instruction is aligned to benchmarks during planning and classroom walkthroughs. Data tracking will be school-wide, classroom and individual student tracking to ensure that everyone is aware of the data and has action steps in place to reach specific goals.
Person Responsible:
Beverly Budzynski Sabrina Dieuvelhomme
Progress Monitoring Evidence:
Progress Monitoring (F.A.S.T.) Exit Tickets End of Unit Assessments
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6150510Title 1 Basic/244282Parent Involvement Supplies to support training for both ELA and Math. $2,500.00
Title I Part C5100131Title1 Migrant/244280Teacher Resource supporting math- FTE is .51.00$45,427.58
Title I Part A5100131Title 1 BasicTeacher Resource supporting math - 1.5 FTE.2.00$134,074.60
Final measurable outcomes- F.A.S.T Florida Assessment Student achievement will increase by 3% in the subject area of science for 5th grade by implementing school-wide intentional planning and data tracking while aligning targeted grade-level instruction and questioning by the end of the 2023-2024 school year.
(View Marzano Model)
Marzano D1E1 Planning Standards-Based Lessons/Units, D2E4 Identifying Critical Content from the Standards D3E14 Using Formative Assessment to Track Progress Village Oaks will be implementing the 5E model, integration of science text into ELA, and close reading strategies with the science text. A primary focus will be task alignment to the NGSSS.
Action #1
Action Steps to implement evidence-based strategy:
Village Oaks will be implementing the 5E model, integration of science text into ELA, and close reading strategies with the science text. A primary focus will be task alignment to the NGSSS.
Person Responsible:
Beverly Budzynski Sabrina Dieuvelhomme
Progress Monitoring Evidence:
Quarter Benchmark Exit Tickets End of Unit Assessments Galaxy Challenge
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich 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 clich 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 clich the Submit button to the right!
100% of the people doing 100% of the work
(View Marzano Model)
Promoting Teacher Leadership and Collaboration
Action #1
Action Steps to implement evidence-based strategy:
Every staff member will be part of an action team. The action teams will be broken into three categories based on the Leader in Me framework: leadership, culture, and academics. The action teams are The Press, Pursuit of the 7, Student Achievement, Wildly Important Goals, Spirit Squad, Parent and Community Outreach, and Incentives. These action teams will work collaboratively to develop goals and take the necessary action steps needed to reach their goals. They will meet monthly to track their progress and make adjustments as needed. Sign in sheets will be required at every meeting.
Person Responsible:
Beverly Budzynski, Sabrina Dieuvelhomme
Progress Monitoring Evidence:
Lighthouse Team Meetings- Lighthouse team meetings consist of action team leaders providing an update for their teams, projects, and goals.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400310Title 1 Basic/244282Leader in Me Coaching Day $3,000.00

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 School Improvement Plan will be shared with students, families, school staff, local business and organizations through presentations at staff meetings, parent meetings, SAC, and on our website (https://www.collierschools.com/VOE). A summary page will be developed to share in a format that is easily understandable for someone outside of the field of education. Our WIGS follow in line with our SIP and those are shared regularly with students, staff, families and community members.

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.

We will conduct family events throughout the year such as: A-Celebration, Math, ELA/Literacy, Science/STEAM, as well as other parent involvement and information mornings or nights. These events will include ELL strategies, Migrant support, and how parents can help their children at home. Parent and family engagement programs and activities are designed to meet the needs of Title I requirements, parents and students of migrant statues, Exceptional Student Education, Headstart, and English Language Learners, as well as the requirements of the school improvement grant personnel from each representative group are engaged in planning, implementation, and communication of engagement programs. We are open to meeting with parents and answering any questions they have and will also conduct events to allow for parents to be more involved and engaged in school-wide events. Parents will participate in student-led conferences to become more engaged and involved with their child’s academic and leadership successes utilizing student leadership binders. These events will focus on a variety of academic areas and share strategies to help their children at home. Translation in Spanish and Creole are provided for every meeting, training, event, flyer, and dialer/text. The complete Parent Engagement Plan can be found at https://www.collierschools.com/VOE.

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))

Final measurable outcomes- F.A.S.T Florida Assessment Student achievement will increase by 6% in ELA for all grade levels by implementing school-wide intentional planning and data tracking while aligning targeted grade-level instruction and questioning by the end of the 2023-2024 school year. Marzano D1E1 Planning Standards-Based Lessons/Units, D2E4 Identifying Critical Content from the Standards D3E14 Using Formative Assessment to Track Progress Weekly collaborative planning, implementation, and monitoring of on-grade level standards-aligned instruction and data tracking in the area of ELA for all grades K-5 teachers and support staff. A primary focus will be on foundational skills in the primary grade levels. Final measurable outcomes- F.A.S.T Florida Assessment Student achievement will increase by 3% in the subject area of math for all grade levels by implementing school-wide intentional planning and data tracking while aligning targeted grade-level instruction and questioning by the end of the 2023-2024 school year. Marzano D1E1 Planning Standards-Based Lessons/Units, D2E4 Identifying Critical Content from the Standards D3E14 Using Formative Assessment to Track Progress Weekly collaborative planning, implementation, and monitoring of on-grade level standards-aligned instruction and data tracking in the area of Math for all grades K-5 teachers and support staff. Final measurable outcomes- F.A.S.T Florida Assessment Student achievement will increase by 3% in the subject area of science for 5th grade by implementing school-wide intentional planning and data tracking while aligning targeted grade-level instruction and questioning by the end of the 2023-2024 school year. Marzano D1E1 Planning Standards-Based Lessons/Units, D2E4 Identifying Critical Content from the Standards D3E14 Using Formative Assessment to Track Progress Village Oaks will be implementing the 5E model, integration of science text into ELA, and close reading strategies with the science text. A primary focus will be task alignment to the NGSSS.

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).

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

FY23-Second Grade- 63% of students scoring below 40th percentile. Ensuring students are exposed to on grade level instruction, and given opportunities to increase their learning gains to develop proficiency with grade level texts. Additionally, students receiving explicit reading interventions need ongoing progress monitoring and adjustment of instruction to ensure the achievement gap closes, and all students make learning gains.
2.

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

FY23-Grade 3- 67% of students scored below level 3. FY23-Grade 5- 51% of students scored below level 3. Ensuring students are exposed to on grade level instruction, and given opportunities to increase their learning gains to develop proficiency with grade level texts. Additionally, students receiving explicit reading interventions need ongoing progress monitoring and adjustment of instruction to ensure the achievement gap closes, and all students make learning gains.

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

During FY24 school year, students scoring below the 40th percentile will decrease by 15%.
2.

Grades 3-5 Measurable Outcomes

Grade 3: ELA Proficiency will increase by a minimum of 17%, from 33% to 50%. Grade 5: ELA Proficiency will increase by a minimum of 6%, from 44% to 50%.
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.
To ensure planned content is delivered as discussed in planning we will conduct daily walkthroughs, continue ongoing data analysis from end of module tests, exit tickets, and computer-based programs with teachers and leadership team. On a weekly basis, teachers come to planning with graded assignments such as exit tickets and end of module assessments to discuss alignment to the grade appropriate benchmark proficiency. As a team, we discuss the different strategies students use to achieve proficiency such as reading and annotating grade appropriate text, utilizing context clues to determine word meaning, and finding text evidence to support their written responses. When assessing students, strategic monitoring all the ELA components (reading, writing, vocabulary, and foundations) to encompass the child’s reading as a whole to ensure appropriate supports are in place for each child.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
Beverly Budzynski, Jill Striz, and Kiara Gonzalez
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?
Village Oaks will continue implementing a comprehensive approach to teaching English Language Arts through careful monitoring of students consistently scoring below proficiency, data tracking, early intervention, and job-embedded professional development with an intentional focus on highly impactful weekly collaborative planning. Afterschool intervention programs will be available to specific students who are scoring below grade level on their Progress Monitor state assessment with effective and highly effective reading teachers.
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?
Continue collaborative planning with a framework for coaches to guide discussions with instructional staff. Coaches and administration will be in attendance to offer support and guidance. During collaborative planning, we will continue to work with instructional staff to ensure they are identifying areas that need additional support and/or reteaching. Monitoring and data tracking of end of unit assessments, exit tickets, and daily classwork and early intervention align with the development of a system of formative assessment to allow school personnel to be able to use data related to students’ progression through standards to make impactful instructional adjustments.

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
2
• Increasing small group instruction to provide differentiation supports within the ELA block. • Coaches follow up with the implementation of lesson plans discussed in collaborative planning by conducting classroom walkthroughs and provide coaching support as necessary. Weekly leadership meetings are held with academic coaches to follow up with administration about school wide trends, areas of improvement, and accomplishments. • Wilson Foundations- new phonics curriculum is being implemented to support the gap in foundational skills • Reading challenges and incentives for all grade levels (K,1,2- sight word challenge) (3,4,5- Reading counts challenge to increase independent reading)
Beverly Budzynksi, Jill Striz, and Kiara Gonzalez