Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
3rd Grade- Subskill 2- informational text was at/near and above 94.2% proficient 4th Grade- Subskill 2- informational text was at/near and above 92.7% proficient 5th Grade- Subskill 2- informational text was at/near and above 87.92% proficient
5th Grade-Subskill 2- number sense and reasoning was at/near and above 89.9% proficient 4th Grade- Subskill 1- number sense and reasoning was at/near and above 96% proficient 3th Grade- Subskill 1- number sense and additive reasoning was at/near and above 95.3 % proficient
49/132 below proficient
n/a
What trends emerge across grade levels, subgroups, and core content areas?
What data components demonstrate the greatest need for improvement?
ELA: 5th Grade ESE Subgroup; Math: 2nd & 5th Grade Overall Math scores; 4th Grade ESE subgroup Science: 5th Grade ESE Subgroup
What were the contributing factors to this need for improvement?
ELA: ESE teacher on maternity leave (5th grade support), New teacher taught two blocks of ELA (5th grade); Heavy focus on teacher-led vs. student led (All grade levels) Math: Gaps emerged based on the new benchmarks that were to wide to narrow; New Teacher teaching two blocks of Math in 5th grade Science: New teacher teaching the science blocks; fell behind on the pacing guide through the year; lack of fidelity with hands-on content
What new actions need to be taken to address this need for improvement?
ELA: Professional development on teacher-led vs. student-led instruction; heavy focus on instructional model that aligns with the benchmarks during planning5th Grade: Adjusting Class lists to narrow the range in ELA, Math, & Science; ELA (5th Grade): 2 ESE Teachers are scheduled with 5th grade; We have moved experienced teachers to 5th grade to help support the class list and master schedule adjustment. Math (All Grade Levels): Adjust our Principal Club challenge to support our areas of weakness; additional time as been added to the math block for small group instruction
What data components showed the most improvement?
ELA: 1st Grade ESE Subgroup- increased the most from PM1 to PM3. 1st, 2nd & 4th Grade improved in all subgroups Math: Kinder, 1st, and 3rd Grade increased their scores in all categories from PM1 to PM3; 4th Grade ELL subgroup showed the most improvement Science: ELL and Cambridge Subgroups showed the improvement
What were the contributing factors to this improvement?
ELA: Strategic TEAM time groups that were adjusted during PLCs; Experienced teacher moved into the ESE Inclusion role for FY23 in 1st Grade Math: Teaching the benchmarks with fidelity to narrow the gap with the new standards compared to the old standards Science: High participation of our ELL and Cambridge students in the our Galaxy Star Challenge
What new actions did your school take in this area?
All Content areas: Readjusted master schedule to maximize support in the classrooms especially with our ESE and ELL subgroups. ELA: Moved experienced teachers to 5th grade to narrow the range in lack of expertise. Math: Continue to hold our Principal Club Challenge; ensure that the district daily review is used with fidelity Science: We will continue with the Galaxy Star Challenge and will ensure that daily spiral review and hands-on experiments are implemented

SIP - Areas of Focus

To foster a learning community where students will engage in experiences that develop self-confidence and a love of learning resulting in respectful and responsible citizens.
To create a collaborative learning community that inspires success through high quality data-driven instruction, purposeful learning, and amazingly positive experiences for all stakeholders.
If teachers individualize literacy instruction during small group instruction, to meet the needs of each of their student's lowest performing domain, our ELA achievement level of a three or higher will go from 66% to 70% which is an increase of 4% on the FY24 state assessments
(View Marzano Model)
Helping Students Practice Skills Strategies, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
Ongoing collaborative planning
Person Responsible:
Kelly Zwack, Rachel Callahan, Rebecca McCosh
Progress Monitoring Evidence:
Lesson Plans; FTEM Observation Reports; Classroom Feedback
Action #2
Action Steps to implement evidence-based strategy:
Ensuring small group instruction is occurring during the literacy block
Person Responsible:
Rachel Callahan; Rebecca McCosh
Progress Monitoring Evidence:
Classroom Walkthroughs, FTEM Observation Reports
Action #3
Action Steps to implement evidence-based strategy:
Professional development for small group instruction
Person Responsible:
Rachel Callahan; Rebecca McCosh
Progress Monitoring Evidence:
Sign-In Sheets, Agendas; Learning Walks
Action #4
Action Steps to implement evidence-based strategy:
Data analysis through PLC meetings
Person Responsible:
Kelly Zwack; Rachel Callahan
Progress Monitoring Evidence:
PLC meeting minutes, SSP documentation
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers implement daily data driven spiral reviews daily, to meet the needs of each of their student's lowest performing benchmark, our math achievement level of three or higher will go from72% to 76% which is an increase of 4% on the FY24 state assessments.
(View Marzano Model)
Helping Students Practice Skills Strategies, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
Ongoing professional development
Person Responsible:
Kelly Zwack
Progress Monitoring Evidence:
Professional Learning Days; Optional Professional Development; Collaborative Planning
Action #2
Action Steps to implement evidence-based strategy:
Data analysis through PLC meetings
Person Responsible:
Kelly Zwack; Rachel Callahan
Progress Monitoring Evidence:
PLC Minutes; SSP documentations
Action #3
Action Steps to implement evidence-based strategy:
Incentive program for independent practice through Redbird/Aleks
Person Responsible:
Kelly Zwack; Classroom Teachers
Progress Monitoring Evidence:
ALEKS Reports; Data Walls; Student Leadership Notebooks
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers implement 5E Instructional model with fidelity daily, they will accurately teach the critical content to move students to proficiency to score an achievement level of three or higher , we will increase by 6% on the FY24 state assessments from 63% to 69%.
(View Marzano Model)
Helping students practice skills, strategies, and processes
Action #1
Action Steps to implement evidence-based strategy:
Use of 5E instructional model with fidelity.
Person Responsible:
Kelly Zwack; Science Teachers
Progress Monitoring Evidence:
Collaborative Planning; Lesson Plans; Classroom Walkthrough's
Action #2
Action Steps to implement evidence-based strategy:
Ongoing collaborative planning with emphasis of hands-on learning.
Person Responsible:
Classroom teachers
Progress Monitoring Evidence:
Lesson Plans; Classroom Walkthrough's; FTEM Reports
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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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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Due to increased staff turnover, through support, communication, and recognition we will retain 90% of our current staff for the 24-25 school year.
(View Marzano Model)
Promoting Teacher Leadership and Collaboration
Action #1
Action Steps to implement evidence-based strategy:
Team Building at professional development with strategic grouping
Person Responsible:
Kelly Zwack and Rachel Callahan
Progress Monitoring Evidence:
Agendas; Big Rock Evidence
Action #2
Action Steps to implement evidence-based strategy:
Incentives for staff for following leadership practices
Person Responsible:
Kelly Zwack and Rachel Callahan
Progress Monitoring Evidence:
Faculty Meeting Awards ; Positive Notes for classroom walkthrough's; Admin Note tracking
Action #3
Action Steps to implement evidence-based strategy:
Team Leaders hold team building activities for their team to complete their race to the top board
Person Responsible:
CES Team Leaders
Progress Monitoring Evidence:
Team Leader Meeting Minutes; Race for the Top Board
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.