Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Overall, we are proud that OES proficiency was greater than the district across all content areas. Third grade students showed the greatest need for improvement in proficiency, specifically focusing on our ELL subgroup. Our 4th grade students showed a significant increase while our 5th graders remained fairly consistent. We see a need to support ELL students to improve proficiency for SY23.
Again, third grade students showed the greatest need for improvement in math proficiency, specifically focusing on our ELL and ESE subgroups. Our 4th and 5th graders also made a decline when compared to SY22. 4th grade ESE and ELL students showed gains in addition to our 5th grade ELL subgroup. We see a need to support ESE and ELL students to improve proficiency for SY23.
5th grade students saw a slight increase in science performance with ESE subgroup showing an overall decline.
What data components demonstrate the greatest need for improvement?
*3rd ELA overall - SY22 proficiency 84% to 71% **ELL - 67% to 44% ***ESE - 67% to 68%. *3rd Math overall - SY22 proficiency 86% to 74% **ELL - 93% to 56% ***ESE - 75% to 63%
What were the contributing factors to this need for improvement?
*Improve teacher implementation of progress monitoring for students *ELL cluster (3rd) classroom - low in 1 class ELA; low in 2 classes math *ESE cluster (3rd) classroom - low in 1 class ELA; low in 3 classes math *different support for ESE classrooms; new ESE teacher
What new actions need to be taken to address this need for improvement?
*strengthen MTSS process *target and structure D.I. time, monitor through walkthroughs *biweekly data meetings with grade level teachers *improve instructional strategies with teachers to support ELL students *cluster ELL's with strong performing teacher *adjust ESE scheduling to support students with the greatest needs *adjust principal challenge *implement more formative assessments as part of collaborative planning process *build student stamina
What data components showed the most improvement?
*4th ELA overall - SY22 proficiency 73% to 85% **ELL - 56% to 77% ***ESE - 24% to 57%. *4th grade ELL math 79% to 91%
What were the contributing factors to this improvement?
*Strong cohort of 3rd grade went to 4th grade *4 out of 4 strong teachers in 4th grade 1 class (4th) had L4 (3) and L5 (20) for math
What new actions did your school take in this area?
*4th grade was self contained classrooms *Collapsed a 5th grade class at the beginning of school year *Departmentalization in 5h for math/science and ELA (4 classrooms) w/1 self contained

SIP - Areas of Focus

Osceola is dedicated to igniting a passion for learning that guides and motivates students to reach their full potential.
Engage students Embrace individual thinking Create leaders
If teachers systematically engage students in processing and generating conclusions about new content then by the end of the 2023-24 school year, the percentage of students meeting proficiency in the area of ELA will increase from 75% to 78%.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Students will summarize and generate conclusions about content in small groups.
Person Responsible:
Diana Little and Megan Strungis
Progress Monitoring Evidence:
Classroom walkthroughs; FTEM observations
Action #2
Action Steps to implement evidence-based strategy:
Data analysis through action team meetings and strategic scheduling.
Person Responsible:
Diana Little and Megan Strungis
Progress Monitoring Evidence:
Action team minutes, SSP documentation and MTSS monthly leadership meetings. Master schedule will allow for maximized personnel availability during the D.I. block.
Action #3
Action Steps to implement evidence-based strategy:
Ongoing professional development
Person Responsible:
Diana Little and Megan Strungis
Progress Monitoring Evidence:
Professional learning days; optional professional development; collaborative planning
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers routinely engage students in recording and representing new content to monitor that students can summarize and generate conclusions then by the end of the 2023-24 school year, the percentage of students meeting proficiency in the area of math will increase from 79% to 82%.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Teachers will engage students in daily spiral review and formative assessments to monitor student understanding.
Person Responsible:
Diana Little and Megan Strungis
Progress Monitoring Evidence:
Observed during walkthroughs and formals; strategic scheduling; math notebooking
Action #2
Action Steps to implement evidence-based strategy:
Incentive program for independent practice through ALEKS.
Person Responsible:
Diana Little and Megan Strungis
Progress Monitoring Evidence:
ALEKS reports; data walls; math challenges; student leadership notebooks.
Action #3
Action Steps to implement evidence-based strategy:
Data analysis through PLC meetings
Person Responsible:
Diana Little and Megan Strungis
Progress Monitoring Evidence:
ALEKS reports; PM1, PM2, and PM3 data dialogue discussions; PLC minutes
Action #4
Action Steps to implement evidence-based strategy:
Ongoing professional development
Person Responsible:
Diana Little and Megan Strungis
Progress Monitoring Evidence:
Professional learning days; optional professional development; collaborative planning
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers routinely engage students in recording and representing new content to monitor that students can summarize and generate conclusions then by the end of the 2023-24 school year, the percentage of students meeting proficiency in the area of science will increase from 71% to 77%.
(View Marzano Model)
Helping Students Process New Content Reviewing Content
Action #1
Action Steps to implement evidence-based strategy:
Teachers will collect written responses to show evidence of meeting learning goals.
Person Responsible:
Diana Little and Megan Strungis
Progress Monitoring Evidence:
Teachers engage students in various response methods (i.e. whiteboards, response journals, exit tickets, etc.), observed through instructional walkthroughs and discussions at PLC's and collaborative planning.
Action #2
Action Steps to implement evidence-based strategy:
Incentive program for progress learning and interactive science implementation.
Person Responsible:
Diana Little and Megan Strungis
Progress Monitoring Evidence:
Science notebooking; science lab; progress learning challenge; progress learning reports
Action #3
Action Steps to implement evidence-based strategy:
Ongoing professional development
Person Responsible:
Diana Little and Megan Strungis
Progress Monitoring Evidence:
Professional learning days; optional professional development; collaborative planning
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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If staff work cooperatively with appropriate school personnel to address issues that impact student learning, then by the end of 2023-24 school year the Culture Amp survey will increase from 32% to 50% favorable in the Service and Quality focus.
(View Marzano Model)
Promoting teacher leadership and collaboration.
Action #1
Action Steps to implement evidence-based strategy:
Staff will be provided with opportunities to share knowledge and expertise through participation in PLCs and action team meetings.
Person Responsible:
Diana Little, Megan Strungis
Progress Monitoring Evidence:
Use of action team agendas, meeting observations and collaborative discussions.
Action #2
Action Steps to implement evidence-based strategy:
Staff lead professional development in chosen areas of growth.
Person Responsible:
Diana Little, Megan Strungis
Progress Monitoring Evidence:
Teacher led professional development sessions on early release and at monthly meetings.
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.