Planning for School Improvement

Vineyards Elementary School

School Year

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
Dropped from 81.2% to 77%, but had a significant change due to losing a teacher at the beginning on the year and collapsing a class; lost a teacher due to maternity leave in Feb
Which data component showed the most improvement? What new actions did your school take in this area?
Kinder as a whole showed the most growth in Reading and Math New actions: We used ZONES and Fundations 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.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
ESE/ELL gains showed the lowest performance last year. Contributing factor: Teachers/Resource need to work in small groups with more fidelity, using iReady, ALEKS, 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.
4th grade Math showed the greatest decline among FAST data, declining from 92.4% to 81.6% (10.8 %) Contributing factor: two new teachers to 4th grade - being more intentional with small groups - more behavioral management in all areas (recess, lunch, related arts, etc. where students missed instructional time due to their behavior and factors associated with that, i.e. investigations) - A lot of disruptions with students coming in and out of the fourth grade enrollment
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.
4th grade Math showed the greatest decline among FAST data, declining from 92.4% to 81.6% (10.8 %) Contributing factor: two new teachers to 4th grade - being more intentional with small groups - more behavioral management in all areas (recess, lunch, related arts, etc. where students missed instructional time due to their behavior and factors associated with that, i.e. investigations) - A lot of disruptions with students coming in and out of the fourth grade enrollment
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. ELL subgroup - across the board: proficiency, gains, low 25% gains 2. ESE 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 overall learning gains from 71% to 74% on the 2025 FAST Assessment PM3 as compared to the 2024 FAST Assessment PM3.
(View Marzano Model)
Organizing Students to Interact with Content
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, 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, 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 overall learning gains from 73% to 76% as measured by the FAST Assessment PM3.
(View Marzano Model)
Organizing Students to Interact with Content
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
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 77% to 80% as measured by the NGSSS Assessment.
(View Marzano Model)
Organizing Students to Interact with Content
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 Resource, ELL Resource
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
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
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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100% of students and staff will be exposed to and participate in planned Leader in Me activities.
(View Marzano Model)
Organizing Staff to Interact with Leader in Me Framework
Action #1
Action Steps to implement evidence-based strategy:
Providing team building staff activities to interact with the Leader in Me Framework.
Person Responsible:
HVES Action Team (Leader in Me Action Team), Sharpen-the-Saw Action Team
Progress Monitoring Evidence:
Survey staff and plan for next activity with input from staff during monthly HVES and Sharpen-the-Saw Action Teams.
Action #2
Action Steps to implement evidence-based strategy:
Engaging students with quarterly community service projects.
Person Responsible:
Student Lighthouse Action Team and Mrs. Swartwout (counselor)
Progress Monitoring Evidence:
Students plan, execute and lead a community service project as planned during monthly Student Lighthouse Action Team meetings.
Action #3
Action Steps to implement evidence-based strategy:
The Sharpen-the-Saw Action Team will provide monthly staff engagement activities to promote and foster a positive school culture
Person Responsible:
Sharpen the Saw Action Team
Progress Monitoring Evidence:
A monthly event will be planned and offered to all staff members. Input will be solicited during monthly Sharpen-the-Saw Action Team 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.

Budget Document Uploads

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1.

Provide the methods for dissemination of this SIP, UniSIG budget and SWP to stakeholders (e.g., students, families, school staff and leadership and local businesses and organizations). Please articulate a plan or protocol for how this SIP and progress will be shared and disseminated and to the extent practicable, provided in a language a parent can understand. (ESSA 1114(b)(4))

List the school's webpage* where the SIP is made publicly available.
* A webpage is not sufficient as the sole method of dissemination.
No response.
2.

Describe how the school plans to build positive relationships with parents, families and other community stakeholders to fulfill the school’s mission, support the needs of students and keep parents informed of their child’s progress.

List the school's webpage* where the school's Family Engagement Plan is made publicly available. (ESSA 1116(b-g))
* A webpage is not sufficient as the sole method of dissemination.
No response.
3.

Describe how the school plans to strengthen the academic program in the school, increase the amount and quality of learning time and help provide an enriched and accelerated curriculum. Include the Area of Focus if addressed in Part II of the SIP. (ESSA 1114(b)(7)ii))
No response.
4.

If appropriate and applicable, describe how this plan is developed in coordination and integration with other Federal, State, and local services, resources and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing CSI or TSI activities under section 1111(d). (ESSA 1114(b)(5))
No response.

CSI, TSI and ATSI Resource Review

Describe the process to review school improvement funding allocations and ensure resources are allocated based on needs. This section must be completed if the school is identified as ATSI, TSI or CSI in addition to completing an Area(s) of Focus identifying interventions and activities within the SIP (ESSA 1111(d)(1)(B)(4) and (d)(2)(C).

No response.

Reading Achievement Initiative for Scholastic Excellence (RAISE)

For the 2024-2025 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 2023−2024 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 2023−2024 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.