Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
K-1 are behind vs. District especially ESE & ELL Grade 2 ELL behind vs. District Grade 4-5 CAM either flatlined or behind District Comparative PM3-PM1 Grades 4-5 are lagging
K-1 Behind District (Especially KG ESE & 1 ELL) Grade 5 ESE subgroup behind District Grade 5 CAM flat
5 points above District ESE 2 points above District ELL 20 point above District CAM = -2 vs District
What data components demonstrate the greatest need for improvement?
Improving K-1 iReady represents an opportunity for return on investment as these students progress into intermediate. Additionally our ESE and ELL populations have shown success but often trail the District. Improving K-2 Math instruction Overall the is a opportunity to improve advanced performance
What were the contributing factors to this need for improvement?
Attendance if students are not present they cannot learn Need for strong phonics K-2 (Wilson Fundations) Math - more work with manipulatives - strong foundational skills, constant skill review, grow number sense. Fidelity with accommodations in classroom.
What new actions need to be taken to address this need for improvement?
Include attendance into weekly leadership meeting - brainstorm strategies and consistent PBIS Follow "new" instructional routines - K-2 (60 minutes on foundational skills + 60 minutes reading comprehension, vocabulary & writing) use of Fundations with fidelity Focus on visible, direct/explicit multimodal differentiate instruction Ensure leadership is present at collaborative planning Utilize District materials/resources
What data components showed the most improvement?
Grades 2-3-4- All populations showed gains
What were the contributing factors to this improvement?
In those grades we have strong teachers who implement curriculum with fidelity and continually monitor progress.
What new actions did your school take in this area?
PLCs, data driven collaborative planning, and data driven leadership meetings. We also are going do Teacher Learning Walks (instructional rounds). Leadership meetings are more intentional whereby data is discussed and economies of time are created.

SIP - Areas of Focus

Vineyards Elementary School is committed to providing exceptional learning opportunities to motivate and engage all students.
The staff and students will obtain the tools necessary to become successful thinkers, problem solvers, decision makers and lifelong learners.
By managing the master schedule to narrow the range of students in each class while using strategic scheduling to maximize DI time with support as needed for all students VES will increase third, fourth and fifth grade ELA proficiency by 3% from 77% to 80% on the Florida Assessment of Student Thinking (FAST) administered in May of 2023.
(View Marzano Model)
Organizing students to Interact with Content.
Action #1
Action Steps to implement evidence-based strategy:
Master Schedule: DI Instruction, effective ESE support in Core Subjects based on 22-23 test scores
Person Responsible:
Laudise/Fisher
Progress Monitoring Evidence:
Lesson Plans, Gradebook review, District led Instructional Rounds, FTEM, MTSS meetings, SSP data collection, PM1, PM2 and PM3.
Action #2
Action Steps to implement evidence-based strategy:
Use of formative assessments such as exit tickets, module assessments and using questioning to ascertain students’ grasp of the material
Person Responsible:
Laudise/Fisher/Ruff
Progress Monitoring Evidence:
Monitoring of iReady and STAR, classroom observations and gradebook monitoring.
Action #3
Action Steps to implement evidence-based strategy:
Use of MTSS process with fidelity. Follow the MTSS process for academic and behavioral needs.
Person Responsible:
Laudise/Ruff/Juarez
Progress Monitoring Evidence:
Monthly MTSS meetings, Leadership meetings, MTSS data monitoring.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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When teachers have students practice skills, strategies and processes while engaging in productive struggle VES will see an increase third, fourth and fifth grade proficiency by 3% from 87% to 90% on the Math Florida Assessment of Student Thinking (FAST).
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes.
Action #1
Action Steps to implement evidence-based strategy:
Model and use worked exemplars of skills, process, and strategies. Discuss/write/explain about the understanding of mathematics.
Person Responsible:
Laudise/Fisher/Ruff
Progress Monitoring Evidence:
Internal instructional rounds, FTEM, lesson plans, collaborative planning, informal walk-throughs lesson plans, and teacher/student data chats.
Action #2
Action Steps to implement evidence-based strategy:
Students will engage in distributed practice activities that are ability appropriate to execute a skill, use a strategy or process and use guided practice as needed.
Person Responsible:
Laudise/Fisher/Ruff
Progress Monitoring Evidence:
Monitoring use of ALEKS, teacher and student level data conversations, lesson plans, gradebook, progress monitoring and classroom observations.
Action #3
Action Steps to implement evidence-based strategy:
Targeted reteaching and enrichment as dictated by formative assessments.
Person Responsible:
Laudise/Fisher/Ruff
Progress Monitoring Evidence:
Monitoring of Accelerated Math (Grade 3) progress (PM1-PM2-PM3) as well as unit tests. Use of District provided resources. FTEM, teacher/student data chats, lesson plans and collaborative planning.
Action #4
Action Steps to implement evidence-based strategy:
Have students articulate their reasoning through writing/speaking and use of graphic organizers.
Person Responsible:
Laudise/Fisher/Ruff
Progress Monitoring Evidence:
Lesson plan monitoring, classroom observations, spiral reviews and informal classroom observations.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By helping students practice skills, strategies and processes and having them explain their reasoning VES Science scores for students, in all groups, will increase by 3% as determined by the State Progress Monitoring #3 Tool FY 2024 (from 81% to 84%).
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes.
Action #1
Action Steps to implement evidence-based strategy:
Use guided practice. Have students articulate/defend their methodology of solving a problem. Use weekly CER writing tasks.
Person Responsible:
Laudise/Fisher/Ruff
Progress Monitoring Evidence:
Monitoring of lesson plans, collaborative planning, and formative assessments. Conducting ongoing teacher and student data chats.
Action #2
Action Steps to implement evidence-based strategy:
Hands-on tasks aligned to curriculum map/benchmarks. Use interactive notebooks to help students record and represent knowledge as well as practice skills.
Person Responsible:
Laudise/Fisher/Ruff
Progress Monitoring Evidence:
Classroom observations, lesson plan monitoring and student data notebooks.
Action #3
Action Steps to implement evidence-based strategy:
Use the 5 e model (engage, explore, explain, elaborate and evaluate) for the Science classroom to drive inquiry based learning.
Person Responsible:
Laudise/Fisher/Ruff
Progress Monitoring Evidence:
Classroom observations, lesson plans, student notebooks, formative assessment data discussions, and collaborative planning.
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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To get a more accurate picture of the Culture and Environment, VES will increase its staff participation in the Culture Amp Survey from 59% to 65% by May 31st. The school will increase its favorable engagement score from 44% to 49%.
(View Marzano Model)
Promoting teacher leadership and collaboration.
Action #1
Action Steps to implement evidence-based strategy:
Increase opportunities for staff to have a voice in professional development through surveys.
Person Responsible:
Laudise
Progress Monitoring Evidence:
Leader in Me (LIM) Measurable Results Assessment (MRA) and Cultural Amp Survey (from once a year to twice).
Action #2
Action Steps to implement evidence-based strategy:
Increase student and teacher recognition. Last year 78 total positive referrals.
Person Responsible:
Laudise/Swartwout
Progress Monitoring Evidence:
Tally of positive referrals tracked and announced on the school news every Friday.
Action #3
Action Steps to implement evidence-based strategy:
Create schoolwide LIM Wildly Important Goals (WIGS) that are measured and tracked.
Person Responsible:
Laudise/Fisher/Ruff
Progress Monitoring Evidence:
WIGS for attendance, behavior and academic achievement. School news, posters and data monitoring.
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.