Planning for School Improvement

Osceola Elementary School

School Year

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. Fourth grade students showed the greatest need for improvement in learning gains, specifically focusing on our advanced group. Our 3rd and 5th grade students showed an overall increase. However we see a need to support our 3rd grade ESE and 4th grade ELL subgroups.
Again, our fourth grade students showed the greatest need for improvement in math proficiency, specifically focusing on our ELL subgroup. Our 5th graders also made a decline when compared to SY23. We see a need to support ESE and ELL students to improve proficiency for SY25.
5th grade students saw a slight decrease in science performance with ESE subgroup showing an overall incline from SY23.
Which data component showed the most improvement? What new actions did your school take in this area?
*3rd ELA overall - SY23 proficiency 72% to SY24 74% **ELL - 32% to 50% ***ESE - 65% to 45% *3rd Math overall - SY23 proficiency 72% to SY24 78% **ELL - 46% to 59% ***ESE - 59% to 75% **5th Grade Science ESE proficiency SY23 26% to 50% - 5th grade high performing science teacher, teaching 4 blocks of instruction - high performing EL contact to support students - Clustering ELL and ESE students
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
*4th ELA overall - SY23 83% to SY24 64% **ELL - 56% to 31% ***ESE - 58% to 33% *5th Math overall - SY23 77% to SY24 72% **ELL - 56% to 48% ***ESE - 65% to 43% Our previous literacy coach taught two blocks of ELA and proficiency was negatively impacted
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
*3rd Grade ESE SY23 65% to 45% **4th Grade ESE SY23 58% to 33% - Inconsistent support - Training ESE
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.
*Strong 3rd, 4th, 5th when compared to the state. **Greatest gap was 4th Grade ELA ***53% state and OES was at 64%, only a 11% difference *Outperformed the state in grades 3-5 in math by 15%
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
*Increase 5th grade grade ELA proficiency **Emphasis on on ELL subgroup *Increase 3rd grade ELA ESE proficiency *Increase 5th grade math proficiency overall **Emphasis on advanced math *Increase 5th grade overall science

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
Increase overall reading proficiency from 76% to 79% by PM3.
(View Marzano Model)
Communicating high expectations for each student to close the achievement gap.
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct bi-weekly professional learning activities which focus on communicating high expectations for each student to close the achievement gap.
Person Responsible:
Mrs. Costello, Reading Coach
Progress Monitoring Evidence:
Teachers will collect various student work samples from the structured activities that show evidence of conclusions during collaborative planning. Observed through walkthroughs, informals and formal observations.
Action #2
Action Steps to implement evidence-based strategy:
During weekly collaborative planning, teachers will plan for strategies learned in professional learning activities that help students focus on high expectations to close the achievement gap.
Person Responsible:
ELA Teachers
Progress Monitoring Evidence:
Teachers will monitor module assessment data, FAST data, iReady data and MTSS data for instructional improvements during collaborative planning and PLC's.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement collaborative strategies that are aligned to closing the achievement gap during ELA instruction.
Person Responsible:
Instructional Staff
Progress Monitoring Evidence:
Administration will participate in collaborative planning meetings and conduct informals and walkthroughs, providing feedback in iobservation, to look for evidence of activities that are aligned to closing the achievement gap between all students.
Action #4
Action Steps to implement evidence-based strategy:
During PLC's and monthly data meetings, grade level teams will analyze FAST, STAR, iReady and module assessment data and share best practices for reflection and instructional improvement.
Person Responsible:
Mrs. Little, Principal and Mrs. Strungis, Assistant Principal
Progress Monitoring Evidence:
FAST DARTS reports, STAR DARTS reports, iReady diagnostic reports, ALEKS data, module assessment data and formative assessment data (i.e. exit tickets, student work samples and group work evidence) will be reviewed during monthly data meetings, weekly Leadership Team meetings, and MTSS Leadership Team meetings.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Increase overall Math Proficiency from 82% to 85% by May 31, 2025.
(View Marzano Model)
Communicating high expectations for each student to close the achievement gap.
Action #1
Action Steps to implement evidence-based strategy:
Through utilization of biweekly ALEKS assignments, students in grades 3-5 will demonstrate and show achievement in classroom activities and discussions.
Person Responsible:
Math Teachers
Progress Monitoring Evidence:
Administration will run biweekly ALEKS reports and provide math teachers with specific feedback; teachers will analyze PM1, PM2, PM3 data and participate in ongoing data dialogue discussions with administration; monitoring of weekly collaborative planning and lesson plans to ensure student completion and evidence of work.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will engage students in daily spiral review and formative assessments to track progress and monitor student understanding to show the same level of expectancy of grade-level benchmarks.
Person Responsible:
Math Instructional Staff and Administration
Progress Monitoring Evidence:
Administration will conduct weekly grade level swoops to ensure all students show the same level of expectancy; Administration will conduct informals during the math instructional block to provide feedback on desired effect
Action #3
Action Steps to implement evidence-based strategy:
Math instructional staff will use methods to ensure each student is held responsible for participation in classroom activities, i.e. whiteboards; exit tickets; ALEKS assignments.
Person Responsible:
Math Instructional Staff
Progress Monitoring Evidence:
Teachers will monitor completion of tasks during weekly collaborative planning i.e. classwork, homework, ALEKS assignments, and assessments. They will bring evidence of student work to discuss, making instructional improvements.
Action #4
Action Steps to implement evidence-based strategy:
Plan for strategic and daily consistent assignment of immersion teachers schedules to support student achievement in various subgroups, i.e. ESE and ELL to ensure all students are performing at their highest level of academic success.
Person Responsible:
ESE instructional support staff
Progress Monitoring Evidence:
Administration will conduct biweekly instructional grade-level swoops to ensure consistent support and interventions are being implemented and all students are held to their highest level of academic success.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Increase overall Science Proficiency from 77% to 80% by May 31, 2025.
(View Marzano Model)
Communicating high expectations for each student to close the achievement gap.
Action #1
Action Steps to implement evidence-based strategy:
Teachers will engage students in group activities that show each is held accountable for the same level of expectancy i.e., collection of written responses; weekly formative assessment data; daily exit tickets; science vocabulary notebooking; and progress learning reports.
Person Responsible:
Science Teacher
Progress Monitoring Evidence:
Administration will monitor progress learning reports monthly and provide incentives quarterly for students reaching targeted level
Action #2
Action Steps to implement evidence-based strategy:
During weekly collaborative planning, science teachers will analyze student data (i.e. progress learning reports, mid-unit assessments, end of unit assessments, benchmark data) for instructional improvements and target subgroups who require intervention.
Person Responsible:
Science teacher and instructional support staff
Progress Monitoring Evidence:
Administration will pull monthly progress learning reports and provide incentive program; monitoring of weekly collaborative planning and observed during informals and walkthroughs.
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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Increase total leadership opportunities for students from 5 to 30 by May 31, 2025.
(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 monthly clubs focused on leadership opportunities
Person Responsible:
All staff and administrators
Progress Monitoring Evidence:
Teachers will review student survey data and place each student in one of their top 2 club choices. All students will begin clubs in October.
Action #2
Action Steps to implement evidence-based strategy:
Students will have leadership roles within each classroom.
Person Responsible:
Classroom teachers
Progress Monitoring Evidence:
Administration will conduct quarter 1 walkthrough observations.
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.