Planning for School Improvement

Pelican Marsh Elementary School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
ELL subgroup decreased in all grade levels except second grade. ESE subgroup increased K, 1, 2. CORE: 50% 34/68 kids proficient in three third grade CORE classes. CORE: 47% 12/30 kids proficient in two fourth grade CORE classes. CORE: 43% 10/34 kids proficient in 2 classes in fifth grade. Fifth Grade: advanced 100% proficient Fourth Grade: advanced 100% proficient
ELL subgroup decreased in all grade levels except kindergarten. ESE subgroup increased K, 1, 2. Fifth Grade: advanced 100% proficient Fourth Grade: advanced 100% proficient
80%FY23 85% FY24 ELL: 56%FY23 40% FY24
Which data component showed the most improvement? What new actions did your school take in this area?
Science Proficiency 80% FY23-85%%FY24 1. Science non-negotiables: Daily notebooking, weekly CER writing tasks, spiral review, and hands-on experiments. 2.Targeted professional development: Early release day-science best practices with Emily Parlier. Supporting PME science for grades 3-5, ESE, and ELL with Julie Bolock 3. Full day science boot camp with Mr. Glen to review 5th grade science standards through hands-on activities and science rotations. 4. Teacher-led afterschool science boot camp to review tested 3-5 standards. 5. A schoolwide focus on Marzano element: "Helping Students Practice Skills, Strategies, and Processes" for effective monitoring of understanding.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
ELA: third, fourth and fifth grades CORE: 50% 34/68 kids proficient in three third grade CORE classes. CORE: 47% 12/30 kids proficient in two fourth grade CORE classes. CORE: 43% 10/34 kids proficient in 2 classes in fifth grade. Math: Third grade Overall: 70% proficient CORE: 41% 28/68 CORE students proficient Contributing Factors: Long-term guest teacher in CORE third grade for the entire year. ESE maternity leave. CORE teachers lacked the understanding of ELA content to meet the depth and rigor of the ELA standards.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
FY23-FY24 Raw ELA: 3rd grade decreased: 4% 4th grade decreased: 7% 5th grade decreased: 6% Math: 3rd grade decreased: 12% 4th grade decreased: 9% 5th grade decreased: 4% Increased # of ELL students, lack of teaching experience, and lack of understanding of math and ELA standards/benchmarks.
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.
Two areas: PME Science proficiency was 27% above the state average PME 5th grade Math proficiency was also 27% above the state average
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Ensure grade level team members work collaboratively to design effective and rigorous lessons and use engaging ways to monitor student understanding. 2. Administrative monitoring of strategic instruction during Differentiated Instruction. 3. Targeted Professional Development given by school/district personnel in areas of ELA instruction incorporating essential school-wide non negotiables. 4. Use of HMH Magnetic Reading in grades 3-5 Core classes, as a supplemental material, to ensure below grade level students interact with grade level text. 5. Build a culture of cohesiveness among grade level teammates.

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 30, as determined by FY25 F.A.S.T. ELA results, student proficiency will increase by 3% from (74% to 77%).
(View Marzano Model)
Communicating high expectations for each student to close the achievement gap.
Action #1
Action Steps to implement evidence-based strategy:
Deliver professional development of best practice, standards based instruction and school-wide deliberate practice elements.
Person Responsible:
ELA Teachers
Progress Monitoring Evidence:
Teachers will collect student work samples from the structured activities and share during grade level PLC meetings.
Action #2
Action Steps to implement evidence-based strategy:
Create structured activities to ensure each student is held responsible for participation in classroom activities. i.e. annotating, ask complex questions of all students that require students to cite evidence from the text.
Person Responsible:
ELA Teachers
Progress Monitoring Evidence:
Teachers will monitor formative assessment data during collaborative planning and/or PLC.
Action #3
Action Steps to implement evidence-based strategy:
Conduct methods of participation through various grouping strategies for all learners.
Person Responsible:
ELA Teachers
Progress Monitoring Evidence:
Teachers will collect student work samples from activities and share during grade level PLC meetings.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By May 30, as determined by FY25 F.A.S.T. Math results, student proficiency will increase by 3% from (79%-82%).
(View Marzano Model)
Communicating high expectations for each student to close the achievement gap.
Action #1
Action Steps to implement evidence-based strategy:
Probe each student to provide evidence of their conclusions.
Person Responsible:
Math Instructional Staff
Progress Monitoring Evidence:
Monitor unit benchmark, unit assessments, and informal formative assessments. Administrators will look for evidence of implementation during classroom observations and provide feedback to teachers during PLC meetings.
Action #2
Action Steps to implement evidence-based strategy:
Create instructional opportunities perseverance and productive struggle in solving problems and overcoming obstacles in each lesson.
Person Responsible:
Math Instructional Staff
Progress Monitoring Evidence:
Monitor unit benchmark, unit assessments, and formative assessments during collaborative planning/PLC's.
Action #3
Action Steps to implement evidence-based strategy:
Use methods to ensure each student is held responsible for participation in classroom activities. i.e. whiteboards
Person Responsible:
Math Instructional Staff
Progress Monitoring Evidence:
Monitor completion of tasks during collaborative planning. i.e. classwork, homework, assessments
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By May 30, as determined by FY25 F.A.S.T. ELA and Math results, ESE student proficiency will increase by 19% from (31% to 50%).
(View Marzano Model)
Communicating High Expectations for each Student to Close the Achievement Gap
Action #1
Action Steps to implement evidence-based strategy:
1.Strategic scheduling of the literacy coach to push into Core ELA classroom to support students in literacy comprehension
Person Responsible:
Administration, Classroom and SLP teachers
Progress Monitoring Evidence:
Progress Monitoring, Benchmark Assessments, formative assessments to analyze during ESE Support Committee meeting.
Action #2
Action Steps to implement evidence-based strategy:
2. Schoolwide master schedule to allow strategic scheduling of grade-level Differentiated Instruction (DI) time.
Person Responsible:
Administration, Grade Level Teachers, Instructional Coach
Progress Monitoring Evidence:
Progress Monitoring, MTSS, Benchmark Assessments, iReady diagnostic formative assessments during Leadership Team meetings.
Action #3
Action Steps to implement evidence-based strategy:
3. Strategic assignment of ESE students to Inclusion teachers to ensure tested areas are divided and supported. Adjustments will be implemented based on student performance data.
Person Responsible:
Administration, ESE Inclusion Teachers
Progress Monitoring Evidence:
Progress Monitoring, Benchmark Assessments, formative assessments will be reviewed during Leadership Meetings and grade level PLC meetings.
Action #4
Action Steps to implement evidence-based strategy:
4. ESE instructional model will be adjusted to reflect various co-teaching models.
Person Responsible:
Administration, Classroom and Inclusion Teachers
Progress Monitoring Evidence:
Progress Monitoring, Benchmark Assessments and formative assessments. Leadership team will meet with ESE teachers quarterly to make necessary adjustments.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By May 30, as determined by FY25 5th grade NGSSS Science results, student proficiency will increase by 3% from (80% to 83%).
(View Marzano Model)
Communicating High Expectations for each Student to Close the Achievement Gap
Action #1
Action Steps to implement evidence-based strategy:
Create weekly spiral reviews following district curriculum pacing guide of 3rd and 4th grade tested benchmarks.
Person Responsible:
5th grade Science teachers
Progress Monitoring Evidence:
Lesson plans, collaborative planning, Progress Learning usage reports will be analyzed during Leadership and Collaborative Planning meetings.
Action #2
Action Steps to implement evidence-based strategy:
Incorporate weekly hands-on tasks that align with benchmarks following district pacing guides.
Person Responsible:
Fifth grade Science teacherss
Progress Monitoring Evidence:
Lesson plans, collaborative planning, bootcamp, Mr. Glen Science Day, administrative observations.
Action #3
Action Steps to implement evidence-based strategy:
Implement weekly CER writings tasks that align with benchmarks.
Person Responsible:
Fifth grade Science teachers
Progress Monitoring Evidence:
Lesson plans, collaborative planning, administrative observations
Action #4
Action Steps to implement evidence-based strategy:
Utilize notebooking on a daily/weekly basis to promote writing and processing science concepts.
Person Responsible:
Fifth grade Science teachers
Progress Monitoring Evidence:
Lesson plans, collaborating during PLC meetings with grade level teachers and administration
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 2025, PME will increase the total number of clubs that incorporate service learning that gives back to the Pelican community from 5 to 15.
(View Marzano Model)
Communicating High Expectations for each Student to Close the Achievement Gap.
Action #1
Action Steps to implement evidence-based strategy:
Students will participate in a monthly student club.
Person Responsible:
PME Instructional Staff and Lighthouse Committee
Progress Monitoring Evidence:
Student participation monthly in clubs.
Action #2
Action Steps to implement evidence-based strategy:
Students will choose their club and service project.
Person Responsible:
PME Instructional Staff and Lighthouse Committee
Progress Monitoring Evidence:
Evidence of service project shared with Pelican Marsh community.
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.

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 2024-2025 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 2023−2024 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 2023−2024 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.