Planning for School Improvement

Gulf Coast High School

School Year
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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Grade 9 All: Increase 8%, L25: Increase 12%, ESE: Increase 10%, ELL: Decrease 1% Grade 10 All: Increase 1%, L25: Increase 12%, ESE: Increase 14%, ELL: Increase 7%
Algebra ALL: Increase 3%, L25 Decrease 10%, ESE Increase 17%, ELL Increase 12% Geometry ALL: Decrease 3%, L25 Decrease 3%, ESE Increase 4%, ELL Decrease 10%
Biology ALL: Increase 3%, ESE Increase 6%, ELL Increase 26%
US History ALL: Decrease 5%, ESE Decrease 16%, ELL Increase 20%
Which data component showed the most improvement? What new actions did your school take in this area?
Grade 10 ELA and Algebra showed the most improvement. Both content areas have teachers that have embraced the idea of collaborative learning. Algebra 1A/1B teachers used daily rotations to support student growth The ELL subgroups for Grade 10 ELA, Algebra, Biology, and US History all made significant increases. Last year, we invited the district ELL staff to present two of our early-release PD's as well as attending multiple content area PLC's. They presented several tools and resources that our teachers were able to implement. We hope to continue working with this department this year.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Geometry showed the lowest performance. Decreases were made in all subgroups except for ESE. We had implemented the addition of foundational skills G for levels 1, 2, and 3 students who historically struggled with math - but unfortunately, we had to put a long-term sub in that class at the start of semester two. This year, we have scheduled those classes with a certified math teacher that will also be teaching Geometry.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
The most significant decline was in the US History ESE subgroup, proficiency decreased by 16%. We have added several new ESE teachers to our staff for the upcoming school year, allowing us to adjust our ESE inclusion teacher schedules to make sure that we have the best teams in place.
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.
Algebra: School (50%) State (60%) The state average for Algebra includes Middle School scores. When compared to the district, high school scores only, Gulf Coast (50%) was 4% above the district (46%).
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Implementing SWIRL (speaking, writing, interacting, reading, listening) across all content areas. 2. Increase proficiency in Geometry All, ELL subgroup, and L25 subgroup. 3. Increase proficiency in US History All and ESE subgroup. 4. Increase gains for Geometry across all subgroups. 5. Continue to improve the school culture through the implementation of the Shark Pride Committee - aimed at growing a strong, united school identity and shaping well-rounded student leaders.

SIP - Areas of Focus

To graduate students with college and career readiness skills. The comprehensive range of core and elective courses along with our extensive extracurricular activities assists students to become independent, self-sufficient like long learners who contribute responsible to a global community.
To provide a safe learning environment in which all students have the opportunity to receive the highest quality education to facilitate future academic and career success.
To increase the percentage of students making ELA learning gains from 63% to 68% by PM 3.
(View Marzano Model)
Helping Students Revise Knowledge
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning opportunities will be provided throughout the year. Some examples are on the use of academic notebooks, giving peer feedback, reciprocal teaching, monitoring with formative assessments, and the use of intentional grouping.
Person Responsible:
Administration, Instructional Coach, Teacher Leaders
Progress Monitoring Evidence:
Staff will be monitored for their engagement and comprehension of strategies during the interactive professional learning sessions.
Action #2
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will discuss progress made with newly learning strategies from PD, teachers will share best practices, and teachers will continue to plan together to help students revise knowledge in ELA.
Person Responsible:
ELA Teachers and Instructional Resource Staff
Progress Monitoring Evidence:
PLC documentation, Lesson Plans
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to help students revise knowledge in ELA.
Person Responsible:
Teachers
Progress Monitoring Evidence:
FTEM evaluations
Action #4
Action Steps to implement evidence-based strategy:
During PLC's, the team will analyze the impact of helping students revise knowledge in ELA based on student data.
Person Responsible:
Tim Kutz (Principal), Sundai Grillo (Instructional Coach), Ashley Dunlap (ELA 9th/10th Department Chair)
Progress Monitoring Evidence:
Formative and Summative Assessments
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
To increase the percentage of Geometry students reaching proficiency from 62% to 67% by the Spring Geometry EOC.
(View Marzano Model)
Helping Students Revise Knowledge
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning opportunities will be provided throughout the year. Some examples are on the use of academic notebooks, giving peer feedback, reciprocal teaching, monitoring with formative assessments, and the use of intentional grouping.
Person Responsible:
Administration, Instructional Coach, Teacher Leaders
Progress Monitoring Evidence:
Staff will be monitored for their engagement and comprehension of strategies during the interactive professional learning sessions.
Action #2
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will discuss progress made with newly learning strategies from PD, teachers will share best practices, and teachers will continue to plan together to help students revise knowledge in Geometry.
Person Responsible:
Geometry Teachers and Instructional Resource Staff
Progress Monitoring Evidence:
PLC documentation, Lesson Plans
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to help students revise knowledge in Geometry.
Person Responsible:
Teachers
Progress Monitoring Evidence:
FTEM Evaluations
Action #4
Action Steps to implement evidence-based strategy:
During PLC's, the team will analyze the impact of helping students revise knowledge in Geometry based on student data.
Person Responsible:
Caroline Hylemon (APD), Sundai Grillo (Instructional Coach), Lara Goodwin (Math Department Chair)
Progress Monitoring Evidence:
Formative and Summative Assessments
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
To increase the percentage of US History students reaching proficiency from 76% to 81% by the Spring US History EOC.
(View Marzano Model)
Helping Students Revise Knowledge
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning opportunities will be provided throughout the year. Some examples are on the use of academic notebooks, giving peer feedback, reciprocal teaching, monitoring with formative assessments, and the use of intentional grouping.
Person Responsible:
Administration, Instructional Coach, Teacher Leaders
Progress Monitoring Evidence:
Staff will be monitored for their engagement and comprehension of strategies during the interactive professional learning sessions.
Action #2
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will discuss progress made with newly learning strategies from PD, teachers will share best practices, and teachers will continue to plan together to help students revise knowledge in US History.
Person Responsible:
US History Teachers and Instructional Resource Staff
Progress Monitoring Evidence:
PLC documentation, Lesson Plans
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to help students revise knowledge in US History.
Person Responsible:
Teachers
Progress Monitoring Evidence:
FTEM Evaluations
Action #4
Action Steps to implement evidence-based strategy:
During PLC's, the team will analyze the impact of helping students revise knowledge in US History based on student data.
Person Responsible:
Stanley Bryant (APC), Sundai Grillo (Instructional Coach), Susan Soulard (Social Science Department Chair)
Progress Monitoring Evidence:
Formative and Summative Assessments
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click 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 click 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 click the Submit button to the right!
By June 2026, increase staff-reported school spirit and job satisfaction by 10%, as measured by pre- and post-implementation surveys, through targeted initiatives that foster community, recognition, and engagement among teachers and staff.
(View Marzano Model)
Providing Feedback and Celebrating Progress
Action #1
Action Steps to implement evidence-based strategy:
Administer a baseline survey in September 2025 to assess current levels of school spirit and job satisfaction.
Person Responsible:
Administration
Progress Monitoring Evidence:
1. Completed survey results stored in a shared drive or data dashboard. 2. Participation rate tracked (goal: ≥85% staff response rate). 3. Summary report of baseline findings shared with staff.
Action #2
Action Steps to implement evidence-based strategy:
Organize monthly themed events (e.g., “Staff Spirit Week,” potlucks, trivia contests, wellness challenges)
Person Responsible:
Shark Pride Committee
Progress Monitoring Evidence:
1. Calendar of events posted and updated monthly. 2. Attendance logs or sign-in sheets for each event. 3. Monthly feedback forms or quick polls to assess enjoyment and impact. 4. Photos or highlights shared in newsletters or staff communications.
Action #3
Action Steps to implement evidence-based strategy:
Launch a “Staff Shout-Outs” initiative where staff can publicly recognize each other’s contributions.
Person Responsible:
Administration
Progress Monitoring Evidence:
1. Number of shout-outs submitted and shared weekly. 2. Staff participation tracked (goal: ≥50% of staff submit or receive shout-outs monthly). 3. Quarterly review of themes or trends in recognitions.
Action #4
Action Steps to implement evidence-based strategy:
Host quarterly workshops or PD sessions focused on teacher wellness, purpose, and joy in education
Person Responsible:
Alexa Ruane and Wellness Committee
Progress Monitoring Evidence:
1. Attendance records for each session. 2. Post-workshop feedback surveys. 3. Reflection logs or exit tickets collected from participants. 4. Summary of key takeaways shared with staff.
Action #5
Action Steps to implement evidence-based strategy:
Increase leadership presence in classrooms and common areas with informal check-ins and appreciation notes.
Person Responsible:
Administration
Progress Monitoring Evidence:
1. Weekly log of classroom visits and staff interactions. 2. Number of appreciation notes or shout-outs given by leadership. 3. Staff feedback collected quarterly on leadership visibility and support.
Action #6
Action Steps to implement evidence-based strategy:
Create a “Staff Voice” channel (e.g., anonymous suggestion box or digital form) for ongoing input on morale and culture.
Person Responsible:
Administration
Progress Monitoring Evidence:
1. Number of suggestions submitted monthly. 2. Response rate to suggestions (goal: ≥80% addressed within 2 weeks). 3. Monthly summary of feedback themes and actions taken.
Action #7
Action Steps to implement evidence-based strategy:
Re-administer the same survey in May 2026 to measure progress.
Person Responsible:
Administration
Progress Monitoring Evidence:
1. Comparison report showing change in survey scores from baseline. 2. Participation rate tracked (goal: ≥85% staff response rate). 3. Presentation of results to staff with celebration of growth areas.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!

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 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
No Council member found!
GroupNumber%
Community/Business00.0
Non-instructional Staff00.0
Parent00.0
Principal00.0
Students (required for HS; optional for MS)00.0
Teachers00.0
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 00.0
Non-District Employee 00.0
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
Black00.07.0
Hispanic00.039.0
Others00.07.8
White00.046.2
Date

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