Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Grade 5 had the lowest overall ELA proficiency scores with 3rd not far below them. 4th Grade scores were our highest in ELA. Our lowest ELA growth for ESE students was in Grades K and 2. Cambridge students scored higher than district Cambridge average in ELA in Grades 3 and 4.
Math proficiency was lower than expected in most grade levels (1,2,3 and 5). 4th Grade scores were our highest in Math. Our lowest ESE Math growth was in Grades 3 and 5 and highest ESE Math growth was in Grade 1. ELL scores in Grade 2 Math decreased from PM1 to PM3. Cambridge students scored higher than district Cambridge average in Math Grades 3,4 and 5.
Grade 5 Science proficiency continues to be very low. ELL scores in Grade 5 Science decreased from FY22 to FY23. Cambridge students showed the most growth in Science in Grade 5 and tied district Cambridge average.
What data components demonstrate the greatest need for improvement?
ELA = 3rd/5th Grades overall, Grades K/2 ESE • 5th overall per cohort student data (53% FSA to 42% PM3) • 3rd overall (44% PM3) • 2nd ESE (-25 PM Comparative Gain) • Kinder ESE (-32 PM Comparative Gain) Math = 1st/2nd/3rd/5th Grades overall, Grades 3/5 ESE, Grade 2 ELL • 5th overall per cohort student data (74% FSA to 52% PM3; PM3 rank 29/31) • 5th ESE (-17 PM Comparative Gain) • 3rd overall (-22 PM Comparative Gain; PM3 rank 28/31) • 3rd ESE (-25 PM Comparative Gain) • 2nd overall (-6 PM Comparative Gain; PM3 rank 30/31) • 2nd ELL (-16 PM Comparative Gain) • 1st overall (-15 PM Comparative Gain; PM3 rank 31/31) Science = 5th Grade overall, 5th ELL • 5th overall (-1 SSA Comparative Gain; MES 43%, District 62%; PM3 rank 30/31) • 5th ELL (-15 SSA Comparative Gain)
What were the contributing factors to this need for improvement?
• 5th grade instructional/staff challenges and concerns • Inconsistent resource support due to absences, lack of guest teachers and need for class coverage • New math standards
What new actions need to be taken to address this need for improvement?
• Teacher grade-level changes • Recruitment of additional guest teachers • Ongoing professional learning regarding math standards
What data components showed the most improvement?
ELA = 4th Grade overall, Grades 3/4/5 Cambridge • 4th overall per cohort student data (41% FSA to 55% PM3) • Cambridge 5th (+6 PM Comparative Gain) • Cambridge 4th (PM1 to PM3 20% increase; MES 100%, District 90%) • Cambridge 3rd (PM1 to PM3 19% increase; MES 90%, District 69%) Math = 4th Grade overall, Grades 3/4/5 Cambridge, Grade 1 ESE • 4th overall per cohort student data (51% FSA to 70% PM3) • Cambridge 5th (+25 PM Comparative Gain) • Cambridge 4th (PM1 to PM3 75% increase; MES 100%, District 91%) • Cambridge 3rd (PM1 to PM3 31% increase; MES 90%, District 76%) • 1st ESE (+19 PM Comparative Gain)
What were the contributing factors to this improvement?
• Narrowed range in Cambridge classes; motivated students • Cohesive, focused instruction in 4th grade
What new actions did your school take in this area?
• Continued clustering of higher-achieving students • Grade level and departmentalization changes

SIP - Areas of Focus

To empower a community of responsible life-long leaders and learners who are motivated to achieve personal and academic growth and success.
We are leaders who believe we can grow and succeed.
With effective use of evidence-based instructional strategies in both core instruction and tiered intervention, the percentage of students meeting proficiency in ELA will increase by a minimum of 3% as measured by the FY24 STAR and FAST assessments.
(View Marzano Model)
Helping students process new content
Action #1
Action Steps to implement evidence-based strategy:
Instructional Rounds - Teachers will participate in instructional rounds to further develop their expertise in "helping students process new content." Rounds will be conducted in pairs (teacher/instructional coach) as well as in small groups. Reflections and new learning will be shared during grade level PLCs.
Person Responsible:
Laurie Mearsheimer/Jodie Lamadrid
Progress Monitoring Evidence:
Teacher reflection forms and PLC notes
Action #2
Action Steps to implement evidence-based strategy:
Professional learning provided by our Adult Learning Action Team on evidence-based engagement strategies to support ELA instruction (Quarter 1 - Quick Writes, Quarter 2 - Lottery, Quarter 3 - CER, Quarter 4 - X O Let's Go)
Person Responsible:
Allyson Dunn/Kelsey Papworth
Progress Monitoring Evidence:
Professional learning presentations and rosters; collaborative planning discussion and lesson plans; classroom observations
Action #3
Action Steps to implement evidence-based strategy:
Professional learning provided by our Adult Learning Action Team on evidence-based collaborative strategies to support ELA instruction (Quarter 1 - Mix-Pair-Share, Quarter 2 - Round Robin, Quarter 3 - Sage and Scribe , Quarter 4 - Numbered Heads Together)
Person Responsible:
Allyson Dunn/Rachel Castilla
Progress Monitoring Evidence:
Professional learning presentation and rosters; collaborative planning discussion and lesson plans; classroom observations
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131ELA2.4 resource teachers and .5 academic tutor to support ELA instruction3.00$241,741.13
Title I Part A5100510ELASupplies to support instruction $2,277.42
With effective use of evidence-based instructional strategies in core math instruction, the percentage of students meeting proficiency in Math will increase by a minimum of 3% as measured by the FY24 STAR and FAST assessments.
(View Marzano Model)
Helping students process new content
Action #1
Action Steps to implement evidence-based strategy:
Instructional Rounds - Teachers will participate in instructional rounds to further develop their expertise in "helping students process new content." Rounds will be conducted in pairs (teacher/instructional coach) as well as in small groups. Reflections and new learning will be shared during grade level PLCs.
Person Responsible:
Laurie Mearsheimer/Kristina Thomas
Progress Monitoring Evidence:
Teacher reflection forms and PLC notes
Action #2
Action Steps to implement evidence-based strategy:
Professional learning provided by our Adult Learning Action Team on evidence-based engagement strategies to support Math instruction (Quarter 1 - Quick Writes, Quarter 2 - Lottery, Quarter 3 - CER, Quarter 4 - X O Let's Go)
Person Responsible:
Allyson Dunn/Kelsey Papworth
Progress Monitoring Evidence:
Professional learning presentations and rosters; collaborative planning discussion and lesson plans; classroom observations
Action #3
Action Steps to implement evidence-based strategy:
Professional learning provided by our Adult Learning Action Team on evidence-based collaborative strategies to support Math instruction (Quarter 1 - Mix-Pair-Share, Quarter 2 - Round Robin, Quarter 3 - Sage and Scribe , Quarter 4 - Numbered Heads Together)
Person Responsible:
Allyson Dunn/Rachel Castilla
Progress Monitoring Evidence:
Professional learning presentations and rosters; collaborative planning discussion and lesson plans; classroom observations
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131MathMath Coach1.00$106,195.58
With effective use of evidence-based instructional strategies in core science instruction, the percentage of students meeting proficiency in Science will increase by a minimum of 3% as measured by the FY24 SSA Science assessment.
(View Marzano Model)
Reviewing content
Action #1
Action Steps to implement evidence-based strategy:
Implementation of year-long spiral review to ensure previously taught concepts are recalled by students
Person Responsible:
Laurie Mearsheimer/Kelsey Papworth
Progress Monitoring Evidence:
Collaborative planning discussions; lesson plans; classroom observations
Action #2
Action Steps to implement evidence-based strategy:
Professional learning provided by our Adult Learning Action Team on evidence-based engagement strategies to support Science instruction (Quarter 1 - Quick Writes, Quarter 2 - Lottery, Quarter 3 - CER, Quarter 4 - X O Let's Go)
Person Responsible:
Allyson Dunn/Kelsey Papworth
Progress Monitoring Evidence:
Professional learning presentations and rosters; collaborative planning discussion and lesson plans; classroom observations
Action #3
Action Steps to implement evidence-based strategy:
Professional learning provided by our Adult Learning Action Team on evidence-based collaborative strategies to support Science instruction (Quarter 1 - Mix-Pair-Share, Quarter 2 - Round Robin, Quarter 3 - Sage and Scribe , Quarter 4 - Numbered Heads Together)
Person Responsible:
Allyson Dunn/Rachel Castilla
Progress Monitoring Evidence:
Professional learning presentations and rosters; collaborative planning discussion and lesson plans; classroom observations
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
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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With increased focus on positive school culture, the Culture subsection of the Measurable Results Assessment (MRA) will increase by a minimum of 3% as measured by the end of year MRA.
(View Marzano Model)
Establishing and maintaining effective relationships in a student-centered classroom
Action #1
Action Steps to implement evidence-based strategy:
DEAL time lessons implemented with fidelity with gradual release to student-led lessons
Person Responsible:
Laurie Mearsheimer/Kelsey Papworth
Progress Monitoring Evidence:
Observation of DEAL time lessons
Action #2
Action Steps to implement evidence-based strategy:
Classroom student leadership roles implemented with fidelity in every classroom
Person Responsible:
Laurie Mearsheimer/Rachel Castilla
Progress Monitoring Evidence:
Student leadership notebooks and reflections; classroom observations
Action #3
Action Steps to implement evidence-based strategy:
Adult mentoring for students with behavior concerns
Person Responsible:
Allyson Dunn
Progress Monitoring Evidence:
Check in folders
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400310CultureLeader in Me professional learning $3,000.00
Title I Part A6120131CultureAdditional school counselor support (.4)1.00$33,617.87

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.

Our School Improvement Plan (SIP) was shared with faculty/staff during faculty/staff meetings for initial input. The SIP will be revisited throughout the year for progress monitoring and revision as needed. The plan will be shared with additional stakeholders (parents and community) at the September 2023 School Advisory Council (SAC) meeting for initial input and revisited in subsequent meetings to share progress monitoring data. The SIP is available to parents and community on our school website at: https://www.collierschools.com/Page/1046

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.

School-wide information is shared with stakeholders via Parent Link emails, phone calls and texts as well as flyers in the Wednesday communication folders, announcements on students’ Canvas dashboards and via Class Dojo. Teachers share information regarding curriculum, assessments, and grade level expectations with parents during meet the teacher events and curriculum nights. Parents are invited to attend monthly SAC and PTO meetings for additional school-wide information and opportunities for input. Individual parent/teacher conferences are held as needed to discuss progress and solicit input relating to planned academic interventions (as part of the MTSS process). Student-led conferences provide an additional opportunity for parent involvement and monitoring of academic progress. Our full Parent and Family Engagement plan can be found on our school website at: https://www.collierschools.com/Page/1046

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))

Staff at Manatee Elementary have frequent opportunities for professional learning and leadership in our school. Professional development is provided by administration, academic coaches, and by peers. We are also supported by our Leader in Me coach as we continue to implement the Leader in Me initiative at MES. Instructional rounds provide opportunities for teachers to see best practices in action and collaborative planning provides a forum for in-depth professional discussion of both instructional strategies and content. Teachers with Advanced ELA or Math sections are provided ongoing training by district staff. Teachers utilize ongoing progress monitoring data to make instructional adjustments and students are provided differentiated levels of support as needed through the Multi-Tiered System of Support (MTSS) process. Our academic after-school program provides additional instruction and support in both ELA and Math for our students in the lowest quartile as well as students at risk of dropping a level (bubble students). Leadership clubs and leadership roles provide additional opportunities for students to grow their genius.

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))

The District of Collier County School provides a systematic and strategic approach to providing services through the District Strategic Plan, 3 Year Academic Plan, and the K-12 Comprehensive Reading Plan. Goals and objectives of each program and department are aligned with these overarching district plans. Additionally: Title I Parts A, C, D, School Improvements grants, Title II, Part A, Title IV, Title IX McKinney Vento, and TSSSA are managed out of the same Federal, State and Competitive Grants Office (FSCG) in Collier County. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently and effectively coordinated. In addition to informal communications, weekly formal administrative meetings between FSCG leadership and the Associate Superintendent of School and District Operations are held to discuss program needs, issues and coordinate efforts. Additional monthly coordination meetings are held to include Title III, and Pre-K/Headstart leadership. • Title IX, LEA, Title I Basic, and Title I Migrant staff coordinate services to assist homeless children, to resolve problems concerning registration and provide support services at all schools. • Title I and Title IX jointly fund the 2 Homeless Liaisons to support homeless students in all public schools. • Title I Migrant, Title I Basic, Title III funds are coordinated to provide at risk students with supplemental instructional support and resources, such as Tutors and Resource Teachers. • Title I Migrant and Head Start/VPK collaborate to provide PreK classes and in home literacy support and to ensure school readiness for Collier students. • Coordination occurs with Homeless Liaison staff and Title I Migrant Home School Liaison staff in identifying eligible students and families that can be served as homeless. • Collaboration also occurs to provide schools with supplemental and focused professional learning opportunities. • Title I Basic, Migrant and Title III collaborate in providing workshops and trainings to build the capacity of parents and foster strong connection and engagement between home and school. In addition both grants provide funds for translation services to ensure that non-English speaking parents are able to participate fully in the education of their children. • Title I Migrant, Title I Basic and Title II Part A funds are coordinated to provide customized staff development that ensures students receive high quality, differentiated instruction. • Title II, Part A funds are used in collaboration with Reading Categorical to fund Reading Coaches at schools based on level of support needed resulting from test scores and number of new teachers. • Title II Part A and IDEA fund exam reimbursements and course tuition reimbursement funds to ensure staff meet certification Requirements. • All schools participate in quarterly data dialogues which are attended by all Teaching and Learning Leadership, Principal Supervisors, School and District Operations Leadership, Curriculum Coordinators, and Federal Programs Leadership. All district leaders have the opportunity to receive a debrief on the schools' data, best practices, and strategies to improve areas of weakness, and collaborate to determine what district resources can be deployed to assist the schools.

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

Based on 2022-2023 FAST ELA progress monitoring data, 52% of students in third grade and 57% of students in fifth grades scored below a Level 3.

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

The percentage of students in grades 3 and 5 scoring a Level 3 or higher on the 2023-2024 FAST ELA progress monitoring assessment will increase by a minimum of 3%.
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.
Student achievement in ELA will be monitored via FAST progress monitoring assessments (PM1, PM2, PM3), iReady Diagnostic 1,2 and 3, as well as via grade level unit assessments and intervention (MTSS) data. Adjustments to instruction/intervention are made based on data analysis and collaborative planning/PLC discussions. A school-wide spreadsheet tracks and monitors all students ongoing data, progress and supports.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
Laurie Mearsheimer/Jodie Lamadrid
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?
Marzano instructional strategies are utilized in ELA instruction in all classrooms. Teachers adhere to district-provided curriculum maps and pacing guides, following the B.E.S.T. standards. District-adopted and approved instructional materials (HMH, Fundations, iReady, Reading Horizons, LLI) are used for core instruction and intervention.
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?
Teachers utilize our district-adopted and approved instructional model (Marzano) as well as materials as listed above. District and school-based literacy specialists/coaches support teachers in planning and implementation of effective instruction and intervention.

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
1
Teachers will meet weekly to collaboratively plan for effective ELA instruction. Our literacy coach and administration will attend planning sessions to support as needed. Strategies and best practices will be shared among colleagues to ensure that all student subgroups (ESE, ELL, etc.) are considered in planning for differentiated instruction.
Laurie Mearsheimer/Jodie Lamadrid
2
The MTSS process will support students with differentiated tiers of intervention support. Classroom and resource (ESE/ELL) teachers will meet together to analyze student data, determine areas for additional support and write Tier 2 and/or Tier 3 SSPs to support instruction. Parent conferences ensure that parents are partners in their child's learning and their input is solicited. Ongoing MTSS meetings allow for progress monitoring of all students and adjustments to intervention support as needed.
Laurie Mearsheimer/Jodie Lamadrid