Planning for School Improvement

Pelican Marsh Elementary School

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
*All grade levels increased proficiency from PM1 to PM3
*
*Increase of 4% proficiency from SY22 to SY23 *81% average correct compared to 71% district *95/119 sts proficient *0% comparative gain *Only 6/119 L1 *Only 18/119 L2 *ESE and CAM subgroups decreased from SY22 to SY23
What data components demonstrate the greatest need for improvement?
*Kinder ELL Math (43% in PM1 to 18% in PM3), ESE (33% to 20%) *1st Grade Math, ESE (55 to 42%) *2nd Grade Math ESE (70 to 45%) *2nd Grade ESE and ELL subgroups decreased in iReady proficiency from PM1 to PM3 *3rd Grade ELA (82% in '22/77% in '23) specifically the ELL subgroup (60/29%) *3rd Grade Math ELL subgroup (57/40%) *4th Grade Math , specifically ESE subgroup (73/43%)
What were the contributing factors to this need for improvement?
What new actions need to be taken to address this need for improvement?
*Large ELL subgroup in Kinder (17 sts) , need to continuing pushing in both ELL teacher and tutor in 1st grade *Attach both ELL teacher and ESE primary inclusion teacher to 1st grade and have them consistently attend collaborative planning and PLC meetings twice/month *Work with ESE inclusion teacher on her schedule to support rising Kinder students in math
What data components showed the most improvement?
*Kinder iReady proficiency from 9% PM1 to 41% in PM3 *1st grade ELL Math proficiency from 65% in PM1 to 81% *2nd grade ELL math proficiency from 27% in PM1 to 61% *3rd grade CAM 98% proficient in math from 91% last year * 4th grade ESE Reading proficiency in from 0% PM1 to 43% in PM3 and ELL from 21% to 62% *4th grade ELL math proficiency increased from 14% in PM1 to 85% in PM3 *5th grade ALL cohort increased in ELA, Math and Science from SY22 to SY23 *5th grade ELL subgroup increased in proficiency in ELA, Math and Science *5th grade ELL Reading proficiency in from 23% in PM1 to 55% PM3 *5th grade Science ELL increased from 33% last year to 55% this year *Increase or sustained percentages of attendance in all six grade levels from last SY
What were the contributing factors to this improvement?
What new actions did your school take in this area?

SIP - Areas of Focus

Pelican Marsh Elementary is a community that honors all learners and works in partnership with parents and community members ensuring students' success.
Pelican Marsh Elementary School provides a positive, nurturing environment committed to achieving excellence. All students are challenged to reach their maximum potential through a strong foundation of rigorous instruction and shared practices, enabling them to become successful, life-long learners.
By May 31, as determined by FY24 F.A.S.T. 3rd Grade ELA results, student proficiency will increase by 5% (77%-82%).
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
1. School-wide master schedule created to allow strategic scheduling of grade-level DI time.
Person Responsible:
Instructional Coach and administrative team
Progress Monitoring Evidence:
PM, MTSS, benchmark assessments, iReady diagnostic and progress monitoring, and formative assessments
Action #2
Action Steps to implement evidence-based strategy:
2. Model and employ “work examples” or exemplars; skills, processes, and strategies
Person Responsible:
Instructional Coach and administrative team
Progress Monitoring Evidence:
Internal instructional rounds, FTEM, whisper coaching, collaborative planning, and lesson plans.
Action #3
Action Steps to implement evidence-based strategy:
3. Based on EOY FAST results and iReady diagnostic data grade level teams will strategically place students in differentiated instruction groups.
Person Responsible:
Instructional Coach and administrative team
Progress Monitoring Evidence:
Monthly MTSS meetings with grade level teams, SSP data collection and monitoring by administration, grade level PLC 2x’s per month.
Action #4
Action Steps to implement evidence-based strategy:
4. Deliver professional development of best practice, standards based instruction and school-wide deliberate practice element.
Person Responsible:
Instructional Coach and administrative team
Progress Monitoring Evidence:
Early release professional development given teacher and district leaders.
Action #5
Action Steps to implement evidence-based strategy:
Engage students in massed and distributed practice activities that are appropriate to their current ability to execute a skill, strategy, or process: Guided practice if students cannot perform the skill, strategy, or process independently. Independent practice if students can perform the skill, strategy, or process independently.
Person Responsible:
Instructional Coach and administrative team
Progress Monitoring Evidence:
Internal instructional rounds, FTEM, lesson plans, and collaborative planning
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By May 31st, as determined by FY24 F.A.S.T. results, 90% of students in grades 3-5 will increase 1 level, or sustain a level 5, from PM1 to PM3.
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
1. Model and employ “work examples” or exemplars; skills, processes, and strategies.
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Internal instructional rounds, FTEM, whisper coaching, collaborative planning, and lesson plans.
Action #2
Action Steps to implement evidence-based strategy:
2. Write and/or speak about their conceptual understanding of mathematics
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Lesson plans, exit tickets, CER, collaborative structures, Classkick for 100% on the spot monitoring
Action #3
Action Steps to implement evidence-based strategy:
3. Strategic scheduling for support staff to target specific math skills in K-1
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Informal walk-through, collaborative planning, MTSS, PLC data meetings
Action #4
Action Steps to implement evidence-based strategy:
4. Targeted enrichment and differentiation based on student data analysis
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Spiral reviews and district provided online resources
Action #5
Action Steps to implement evidence-based strategy:
5. Engage students in massed and distributed practice activities that are appropriate to their current ability to execute a skill, strategy, or process: Guided practice if students cannot perform the skill, strategy, or process independently. Independent practice if students can perform the skill, strategy, or process independently
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Internal instructional rounds, FTEM, lesson plans, and collaborative planning
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By May 31st, as determined by FY24 5th grade NGSSS assessment results, student proficiency will increase by 5% (80%-85%).
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
2. Add weekly CER writing tasks
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
lesson plans, collaborative planning
Action #2
Action Steps to implement evidence-based strategy:
3. Add weekly hands-on tasks that align to benchmarks
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Lesson plans, collaborative planning
Action #3
Action Steps to implement evidence-based strategy:
4. Notebooking to promote writing and processing of science concepts
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Lesson plans, collaborative planning
Action #4
Action Steps to implement evidence-based strategy:
1. Built-in spiral review of 3rd and 4th grade tested benchmarks.
Person Responsible:
No response.
Progress Monitoring Evidence:
Lesson plans, collaborative planning, utilization of Progress Learning online platform
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By May 31, as determined by FY24 STAR and F.A.S.T. results, the ELL subgroup will increase reading proficiency by 4% (36% to 40%).
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
1. Strategic support staff scheduling
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Master Schedule
Action #2
Action Steps to implement evidence-based strategy:
2. Targeted teacher professional development for entering and emerging English Language Learners
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
ER Day PD schedule, District summer training, in-service week schedule, collaborative planning
Action #3
Action Steps to implement evidence-based strategy:
3.Adjust ELL schedule to so the EL Teacher works with grades 3, 4 and 5 to support content area instruction.
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Lesson Plans
Action #4
Action Steps to implement evidence-based strategy:
4. ELL inclusion teacher is attached to grade level team to attend all PLC's and collaborative planning
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Collaborative Planning, ELL teacher lesson plans
Action #5
Action Steps to implement evidence-based strategy:
5. Embedding targeted ELL strategies and questioning in all content area lesson plans
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Lesson Plans
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By May 31st, as determined by the Culture Amp survey, workloads will be divided fairly by instructional and non-instructional staff.
(View Marzano Model)
Domain 4: Professional Responsibilities Promoting Teacher Leadership and Collaboration
Action #1
Action Steps to implement evidence-based strategy:
1. Teacher leaders provided with the opportunity to lead or take part in providing and receiving professional development.
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Collaborative planning, interest survey, early release day schedules, in-service
Action #2
Action Steps to implement evidence-based strategy:
2. Instructional and non-instructional staff members will be given the opportunity to build capacity in the Leader in Me framework.
Person Responsible:
Administrative Team
Progress Monitoring Evidence:
Full day 4DX training by Franklin Covey, visit leadership days across the district
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich 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.
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.