Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
In ELA all grade levels and sub groups improved from PM1-PM3.
In Algebra and Geometry ELL and ESE students struggled with proficiency.
In Biology ELL and ESE students struggled with proficiency.
In US history ELL and ESE students struggled with proficiency.
What data components demonstrate the greatest need for improvement?
Our ESE students in all areas struggled the most with proficiency. Our ELL students struggle with proficiency in Algebra proficiency.
What were the contributing factors to this need for improvement?
ESE students are in need of reteaching, differentiation and direct instruction. Our ELL students are in need of direct vocabulary instruction in math.
What new actions need to be taken to address this need for improvement?
GCHS will provide ESE students with a learning strategy class if the data shows a need. All LY students, less than two years, will be scheduled into an English Language Development class to teach academic vocabulary to increase proficiency in all content areas. Change of teacher assignment based on data in Algebra and Geometry and Foundations of Math. Professional development will be provided to all staff on ESE and ELL strategies.
What data components showed the most improvement?
ELL students in grade 9 and 10 increased proficiency in comparison to last year and PM 1-3.
What were the contributing factors to this improvement?
ELL training for teachers by the district staff, targeted vocabulary lessons in ELA, new tutor in the ELA classrooms.
What new actions did your school take in this area?
Excellent PLC groups meeting regularly to share best practices, analysis of PM 1 and 2 data by teachers and literacy coach and ELA teacher use of new resources.

SIP - Areas of Focus

To provide opportunities to ensure that all students at Gulf Coast High School will succeed to their fullest potential.
No students will fail!
If teachers help students process new content, the percentage of students meeting proficiency in ELA will increase by 5% when comparing 2023 Progress Monitoring 3 (PM3) to 2024 PM3 of the Florida Assessment of Student Thinking (FAST).
(View Marzano Model)
Helping students process new content.
Action #1
Action Steps to implement evidence-based strategy:
Teachers will use response methods to monitor that students can summarize and generate conclusions about the content
Person Responsible:
Sundai Grillo
Progress Monitoring Evidence:
PM1 and PM2 comparison data
Action #2
Action Steps to implement evidence-based strategy:
School based professional development based on ELA teacher needs of best practices to meet ELA proficiency. In particular to increase student exposure and understanding of poetry.
Person Responsible:
Sundai Grillo
Progress Monitoring Evidence:
BEST FSA P.M.1 & 2 data analysis with teachers and students.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will use questioning sequences to monitor that students can summarize and generate conclusions about the content.
Person Responsible:
Stanley Bryant and Nicole Spencer.
Progress Monitoring Evidence:
PM 1 & 2 Data Analysis
Action #4
Action Steps to implement evidence-based strategy:
Workshop Thursday's will focus on Marzano strategy/teacher led activities and games to give teachers strategies to use collaboration and reteaching of critical content.
Person Responsible:
Kimberly Lonergan
Progress Monitoring Evidence:
PM 1 & 2 Data analysis.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Algebra 1: If teachers help students process new content, the percentage of students meeting proficiency in Algebra 1 will increase by 5% when comparing 2023 EEOC scores to 2024 EOC scores. Geometry: If teachers help students process new content, the percentage of students meeting proficiency in Geometry will increase by 5% when comparing 2023 EOC scores to 2024 EOC scores..
(View Marzano Model)
Helping students process new content,
Action #1
Action Steps to implement evidence-based strategy:
Workshop Thursday's will focus on Marzano strategy/teacher led activities and games to give teachers strategies to use collaboration and reteaching of critical content.
Person Responsible:
Kimberly Lonergan
Progress Monitoring Evidence:
Benchmark assessments
Action #2
Action Steps to implement evidence-based strategy:
Administration will set expectations at the beginning of the year for the use of district provided technology, which will be monitored during PLC weekly meetings.
Person Responsible:
Colleen Magers and Jocelyn Jones
Progress Monitoring Evidence:
Aleks, quarterly data chats, Big ideas data analysis
Action #3
Action Steps to implement evidence-based strategy:
During weekly PLC meetings, create common formative assessment to discuss student growth, remediation and progress.
Person Responsible:
Colleen Magers
Progress Monitoring Evidence:
assessment data/results
Action #4
Action Steps to implement evidence-based strategy:
Provide targeted professional development from math coach, administration and teacher leaders for after school PD options.
Person Responsible:
Colleen Magers, Caroline Hylemon and Laura Goodwin
Progress Monitoring Evidence:
Aleks progress, formative assessment data
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers help students process new content, the level of proficiency on the US History EOC for all students 3% by the end of the school year.
(View Marzano Model)
Helping students process new content,
Action #1
Action Steps to implement evidence-based strategy:
Provide targeted professional development on Thursday tech that will teach teachers how to use response methods to monitor that students can summarize and generate conclusions about the content.
Person Responsible:
Kimberly Lonergan.
Progress Monitoring Evidence:
Bi-monthly knowledge check using gateway.
Action #2
Action Steps to implement evidence-based strategy:
Bi-weekly PLC meetings to review student progress, lessons needed and share best practices.
Person Responsible:
Nicole Spencer.
Progress Monitoring Evidence:
Lesson plans
Action #3
Action Steps to implement evidence-based strategy:
Workshop Thursday's will focus on Marzano strategy/teacher led activities and games to give teachers strategies to use collaboration and reteaching of critical content.
Person Responsible:
Kimberly Lonergan
Progress Monitoring Evidence:
Benchmark assessments
Action #4
Action Steps to implement evidence-based strategy:
Teachers will use questioning sequences to monitor that students can summarize and generate conclusions about the content.
Person Responsible:
Nicole Spencer..
Progress Monitoring Evidence:
Benchmark Assessment
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers help students process new content, the level of proficiency on the Biology EOC for all students will increase by 3% by the end of the school year.
(View Marzano Model)
Helping students process new content,
Action #1
Action Steps to implement evidence-based strategy:
Provide targeted professional development on Thursday tech that will teach teachers how to use response methods to monitor that students can summarize and generate conclusions about the content.
Person Responsible:
Kimberly Lonergan
Progress Monitoring Evidence:
Weekly knowledge check
Action #2
Action Steps to implement evidence-based strategy:
PLC best practice share and data analysis
Person Responsible:
Caroline Hylemon
Progress Monitoring Evidence:
Lesson plans
Action #3
Action Steps to implement evidence-based strategy:
Teachers will use questioning sequences to monitor that students can summarize and generate conclusions about the content.
Person Responsible:
Caroline Hylemon
Progress Monitoring Evidence:
Benchmark assessments
Action #4
Action Steps to implement evidence-based strategy:
Workshop Thursday's will focus on Marzano strategy/teacher led activities and games to give teachers strategies to use collaboration and reteaching of critical content.
Person Responsible:
Kimberly Lonergan
Progress Monitoring Evidence:
quarterly Benchmark assessments.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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During the 2023-2024 school year we will Increase the rate of passing grades for each course by 3%.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Provide students not being successful with mentoring/tutoring
Person Responsible:
Guidance counselors and administration.
Progress Monitoring Evidence:
Increase of student passing grades and decreased the percentage of students with lunch detention.
Action #2
Action Steps to implement evidence-based strategy:
Provide opportunities for all students to be successful with the addition of more AP and AICE courses, learning strategies classes for struggling ESE students, and English Language Development ELL class.
Person Responsible:
Various staff members
Progress Monitoring Evidence:
Weekly grade check, guidance counselors and administration.
Action #3
Action Steps to implement evidence-based strategy:
Provide opportunities for teacher recognition
Person Responsible:
Jocelyn Jones
Progress Monitoring Evidence:
Shark Shout outs
Action #4
Action Steps to implement evidence-based strategy:
Increase student recognition
Person Responsible:
Jocelyn Jones
Progress Monitoring Evidence:
PBIS rewards and positive referrals.
Action #5
Action Steps to implement evidence-based strategy:
Provide teacher mentoring for staff members that struggle with differentiation.
Person Responsible:
Lead teachers
Progress Monitoring Evidence:
Percentage of grades increasing.
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.