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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Across all grade levels: ESE/ELL low 25% gains down
Across all grade levels: ESE/ELL low 25% gains down
Increased from 79% to 80% (1%)
Which data component showed the most improvement? What new actions did your school take in this area?
• 1st grade ELA SR showed the most improvement (24)66 – (25)78.9 • This cohort (previous kinder students) showed the most growth in 2023/2024 in Reading and Math This year: First Grade showed the most growth in Reading and Math New actions: We used ZONES and Fundations with fidelity / continue to use small group instruction with fidelity Moving forward: We will continue with ZONES and will look to bring it to more of our staff members 5th grade Reading showed the biggest gain among FAST data, increasing from 69.3% to 75.4% (6.1%) New actions: A lot of pre-teaching and re-teaching of the students of different standards and strands, vocabulary, etc. Provide ongoing support in PLC meetings for SWD scaffolds and strategies. Maximize instructional time and support students with small group targeted instruction with reteaching, enrichment and ongoing grade level support with ELA benchmarks. Continue to analyze module assessments to highlight and target low performing benchmarks and use data to guide small group instruction.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
• 4th grade Math showed the biggest drop (24)81.6 – (25)70.1 (-11.5) due to 4th grade accelerated students being calculated into the 5th grade calculations, leaving all 1’s, 2’s and most 3’s to be calculated for 4th grade Math. • 2nd grade ELA showed the biggest drop (24)76 – (25)69.5 (-6.5) ESE/ELL gains showed the lowest performance last year, specifically ELA Low 25% making gains Contributing factor: Teachers/Resource need to work in small groups with more fidelity, using iReady, ALEKS, SY 25 PM3 data, as well as, SY26 PM1-PM2 data to establish more individualized instruction.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Overall Math dropped from 86% to 80% (6%) - ELL subgroup of overall Math increased from 52% to 56% (4%) • 4th grade Math showed the biggest drop (24)81.6 – (25)70.1 (-11.5) Contributing factor: due to 4th grade accelerated students being calculated into the 5th grade calculations, leaving all 1’s, 2’s and most 3’s to be calculated for 4th grade Math. Continue to practice fact fluency to increase proficiency in content area.
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.
Overall, Math dropped from 86% to 80% (6%) - ELL subgroup increased from 52% to 56% (4%) • 4th grade Math showed the biggest drop (24)81.6 – (25)70.1 (-11.5) Contributing factor: due to 4th grade accelerated students being calculated into the 5th grade calculations, leaving all 1’s, 2’s and most 3’s to be calculated for 4th grade Math. • 2nd grade ELA showed the biggest drop (24)76 – (25)69.5 (-6.5) Continue to work with foundational skills and spiral review concepts with an emphasis on frontloading math vocabulary. Use think aloud strategies in dissecting word problems to recognize math vocabulary to determine what the question is asking.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. ESE subgroup - across the board: proficiency, gains, low 25% gains 2. ELL subgroup - across the board: proficiency, gains, low 25% gains 3. Low 25% as a whole 4. Incoming 3rd graders - across the board 5. Advanced students making gains

SIP - Areas of Focus

Vineyards Elementary School is committed to providing exceptional learning opportunities to motivate and engage all students in a safe and nurturing environment.
The staff will provide the students with the necessary skills to become creative thinkers, collaborative problem solvers, responsible decision makers and lifelong learners.
Students will increase our ELA lowest 25% gains from 46% to 53% on the 2026 FAST Assessment as compared to the 2025 FAST Assessment PM3.
(View Marzano Model)
Helping Student Practice Skills, Strategies and Processes
Action #1
Action Steps to implement evidence-based strategy:
SWD subgroup will be provided with differentiated small group instruction to address individualized academic needs.
Person Responsible:
ESE Program Specialist, ESE Inclusion Teachers, Classroom Teachers, Reading Coach
Progress Monitoring Evidence:
FTEM Observations, lesson plans reviewed by administration, small group instruction, collaborative planning discussions during weekly PLC meeting - PM1/PM2 data, formative assessments, spiral review, iReady diagnostic data during quarterly teacher/administration Data Digs
Action #2
Action Steps to implement evidence-based strategy:
ELL subgroup will be provided with differentiated small group instruction to address individualized academic needs.
Person Responsible:
ELL Resource, ELL Tutors, Classroom Teachers, Reading Coach
Progress Monitoring Evidence:
FTEM Observations, lesson plans reviewed by administration, small group instruction, collaborative planning discussions during weekly PLC meeting - PM1/PM2 data, formative assessments, spiral review, iReady diagnostic data during quarterly teacher/administration Data Digs.
Action #3
Action Steps to implement evidence-based strategy:
Students will be provided differentiated small group instruction during scheduled Differentiated Instruction (DI) time in each grade level. This will include on, above and striving learners.
Person Responsible:
Classroom Teachers, Media Specialist, Reading Coach
Progress Monitoring Evidence:
FTEM Observations, lesson plans reviewed by administration, small group instruction, collaborative planning discussions during weekly PLC meeting - PM1/PM2 data, formative assessments, spiral review, iReady diagnostic data during quarterly teacher/administration Data Digs.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Students will increase our Math lowest 25% gains from 56% to 63% on the 2026 FAST Assessment as compared to the 2025 FAST Assessment PM3.
(View Marzano Model)
Helping Student Practice Skills, Strategies and Processes
Action #1
Action Steps to implement evidence-based strategy:
SWD subgroup will be provided with differentiated small group instruction to address individualized academic needs.
Person Responsible:
ESE Program Specialist, ESE Resource Teachers, Classroom Teachers
Progress Monitoring Evidence:
FTEM Observations, lesson plans reviewed by administration, small group instruction, collaborative planning discussions during weekly PLC meeting - PM1/PM2 data, formative assessments, spiral review, iReady diagnostic data during quarterly teacher/administration Data Digs.
Action #2
Action Steps to implement evidence-based strategy:
ELL subgroup will be provided with differentiated small group instruction to address individualized academic needs.
Person Responsible:
ELL Resource, ELL Tutors, Classroom Teachers
Progress Monitoring Evidence:
FTEM Observations, lesson plans reviewed by administration, small group instruction, collaborative planning discussions during weekly PLC meeting - PM1/PM2 data, formative assessments, spiral review, ALEKS diagnostic data during quarterly teacher/administration Data Digs.
Action #3
Action Steps to implement evidence-based strategy:
Students will be provided differentiated small group instruction during scheduled Differentiated Instruction (DI) time in each grade level. This will include on, above and striving learners.
Person Responsible:
Classroom Teachers, ESE Inclusion Teachers
Progress Monitoring Evidence:
FTEM Observations, lesson plans reviewed by administration, small group instruction, collaborative planning discussions during weekly PLC meeting - PM1/PM2 data, formative assessments, spiral review, ALEKS diagnostic data during quarterly teacher/administration Data Digs.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Students will increase overall proficiency from 80% to 83% as measured by the NGSSS Assessment.
(View Marzano Model)
Helping Student Practice Skills, Strategies and Processes
Action #1
Action Steps to implement evidence-based strategy:
Students will use Science vocabulary and hands-on experiments to increase understanding of Science concepts.
Person Responsible:
Classroom Teachers, ESE Inclusion Teachers, ELL Resource, ELL Tutor, STEAM Teacher
Progress Monitoring Evidence:
FTEM Observations, lesson plans reviewed by administration, small group instruction, collaborative planning discussions during weekly PLC meeting - QB1/QB2 data, formative assessments, spiral review, Progress Learning data during quarterly teacher/administration Data Digs.
Action #2
Action Steps to implement evidence-based strategy:
SWD and ELL subgroups will have Science vocabulary and background knowledge frontloaded while previewing content. This will include teacher created spiral reviews and anticipated student misconceptions.
Person Responsible:
ESE Program Specialist, ESE Resource Teachers, ELL Resource, ELL Tutors, Classroom Teachers, STEAM Teacher
Progress Monitoring Evidence:
Unit tests, observations, lesson plans, small group instruction, collaborative planning discussions with ELL and ESE teacher participation, QB1/QB2 data, formative assessments.
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
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Promote positive culture with students and staff with monthly PBIS celebrations. Encourage positive engagement with families and the community through events such as: Chick-fil-A Nights, Hero/Daughter Dance, SONsational Kickball Tournament, Everblades Hockey Night, and Spring Carnival.
(View Marzano Model)
Establishing and Acknowledging Adherence to Rules and Procedures.
Action #1
Action Steps to implement evidence-based strategy:
Providing team building staff activities.
Person Responsible:
Social Committee
Progress Monitoring Evidence:
Survey staff and plan for next activity with input from staff during monthly VES and Social Committee meetings.
Action #2
Action Steps to implement evidence-based strategy:
Engaging students with community service projects each semester
Person Responsible:
Student Council and Jenny Swartwout (counselor)
Progress Monitoring Evidence:
Students plan, execute and lead a community service project as planned during monthly Student Council meetings.
Action #3
Action Steps to implement evidence-based strategy:
The Social Committee will provide monthly staff engagement activities to promote and foster a positive school culture.
Person Responsible:
Social Committee
Progress Monitoring Evidence:
A monthly event will be planned and offered to all staff members. Input will be solicited during monthly Social Committee meetings.
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.

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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
Mitch Kinstler Principal White Non-Migrant Yes Principal 9/3/2025 9/3/2026
Joanna Campanile Teachers White Non-Migrant Yes SAC Chair 7/5/2024 9/3/2026
Kristen DePaola Parent White Non-Migrant No Member 7/5/2024 9/3/2026
Shonda Dewberry Non-instructional Staff Black Non-Migrant Yes Member 7/5/2024 9/3/2026
Jayme Funigiello Parent Hispanic Non-Migrant No Member 7/5/2024 9/3/2026
Mel Gonzalez Community/Business Hispanic Non-Migrant No Member 7/18/2024 9/3/2026
Carrie Hope Horner Parent White Non-Migrant No Member 7/5/2024 9/3/2026
Christina Shutter Parent White Non-Migrant No Member 7/5/2024 9/3/2026
Jennifer Silva Parent White Non-Migrant No Member 7/5/2024 9/3/2026
Katy Ventura Parent White Non-Migrant No Member 7/5/2024 9/3/2026
GroupNumber%
Community/Business110.0
Non-instructional Staff110.0
Parent660.0
Principal110.0
Students (required for HS; optional for MS)00.0
Teachers110.0
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 330.0
Non-District Employee 770.0
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
Black111.17.6
Hispanic222.231.4
Others00.011.5
White666.749.5
Date & TimeTitleLocationUploaded Files
Tuesday, August 26, 2025 7:45 AMSAC Meeting #1MPR
Wednesday, September 24, 2025 7:45 AMSAC Meeting #2Media Center
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Tuesday, October 28, 2025 7:45 AMSAC Meeting #3Media Center
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Tuesday, November 18, 2025 7:45 AMSAC Meeting #4Media Center
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Tuesday, January 27, 2026 7:45 AMSAC Meeting #5Media Center
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Tuesday, February 24, 2026 7:45 AMSAC Meeting #6Media Center
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Tuesday, March 24, 2026 7:45 AMSAC Meeting #7Media Center
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Tuesday, April 28, 2026 7:45 AMSAC Meeting #8Media Center
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Tuesday, May 19, 2026 7:45 AMSAC Meeting #9Media Center
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