Planning for School Improvement

Osceola Elementary School

School Year
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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
ELA overall in grades 3-5 went up by 1%, gains went up by 5% and L25 went up by 8%. K went up in both SEL and SR, overall and in SEL ELL subgroup. There was a slight decline in overall in 1st and 2nd grade performance from SY24 to SY25 in all areas except ELL SR.
In math overall 3rd & 4th grades increased but 5th grade decreased in overall proficiency. This is also the same trend for the ELL subgroup. ESE Subgroup increased in 4th and 5th grades and decreased in 3rd grade. In all grade levels 3-5 the adv subgroup did increase in proficiency. The L25 in both 4th and 5th grades did decline in proficiency. In k-2 the overall trend showed that math proficiency was declining except for 1st grade and 2nd grade ELL subgroup.
There was a decline in science proficiency in overall scores and the ESE subgroup. The ELL subgroup in did increase.
NA
Which data component showed the most improvement? What new actions did your school take in this area?
4th grade ELA overall proficiency showed the most improvement. This grade level had support from multiple ESE teachers and the reading coach during ELA time.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Math as a whole struggled to show gains and proficiency throughout the school. There was a lack of consistency in use of district based materials and staying on target with curriculum maps and pacing.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
L25 math gains had the lowest gains. There was a new teacher to 5th grade math teaching 4 sections of math and struggled to stay on target with the pacing and using the district material. In both 4th and 5th grades the classes were structured with one piece of information in mind and the behaviors that were in the class challenged the classes to be successful.
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.
In all areas we are above the state average. however, we are only 1% above the district average and 12% the state average in 5th grade math. There was 4 teachers rotating classes and during that time there was not quite enough time to give each class enough math instruction and reteach needed skills. There was also a gap with the use of district provided materials.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Consistent expectations to use district approved curriculum 2. Constant communication for all stakeholders to improve student achievement and school culture 3. Positive culture and collaboration for teachers to be able to work together for students to grow 4. Create and solidify MTSS process 5. Ensure small groups are deliberate and effective with how they are being formed and the teaching and materials being used are appropriate for all students

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
OES will increase ELA learning gains for all students from 72% to 75% by May 31, 2026, as measured by PM3 ELA data.
(View Marzano Model)
Helping students process new content: Summarizing, questioning, clarifying, small group instruction
Action #1
Action Steps to implement evidence-based strategy:
Plan and facilitate monthly micro–professional development sessions focused on high-yield instructional strategies (e.g., small group instruction, facilitating small group questioning, data analysis, and drawing conclusions from text) with follow-up support to ensure classroom implementation.
Person Responsible:
teacher leaders, administration, literacy coach
Progress Monitoring Evidence:
monthly micro-PDs
Action #2
Action Steps to implement evidence-based strategy:
During PLCs, the teams will analyze student data and share best practice specific to summarizing and questioning and how to group students based on data.
Person Responsible:
All instructional staff & administration
Progress Monitoring Evidence:
Unit assessments, PM assessments, student work samples
Action #3
Action Steps to implement evidence-based strategy:
During the ELA block, teachers will intentionally implement strategies that promote student engagement and deepen comprehension, including recording and integrating prior knowledge, summarizing learning, and developing speaking, writing, and sharing skills using grade-level text.
Person Responsible:
all ELA instructional staff
Progress Monitoring Evidence:
lesson plan review, classroom walks, student work samples
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
OES will increase Math learning gains for all students from 68% to 72% by May 31, 2026, as measured by PM3 Math data.
(View Marzano Model)
Helping students process content: Summarizing, questioning, clarifying, small group instruction
Action #1
Action Steps to implement evidence-based strategy:
Plan and facilitate monthly micro–professional development sessions focused on high-yield instructional strategies (e.g., small group instruction, generating conclusions, summarizing/paraphrasing, making predictions) to support students in processing and applying new mathematical content.
Person Responsible:
teacher leaders & administration
Progress Monitoring Evidence:
monthly micro-PDs
Action #2
Action Steps to implement evidence-based strategy:
During the PLCs teachers will share best practices and analyze data
Person Responsible:
all instructional staff and administration
Progress Monitoring Evidence:
Unit assessments, PM assessments, student work samples
Action #3
Action Steps to implement evidence-based strategy:
During the math block, teachers will implement strategies that promote student engagement and support knowledge processing, including recording learning, integrating prior knowledge, and summarizing content through speaking and writing to deepen understanding of new concepts.
Person Responsible:
all instructional math staff
Progress Monitoring Evidence:
lesson plan review, classroom walks, student work samples
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
OES will increase Science Proficiency from 75% to 78% as determined by the EOY assessment by May 31, 2026.
(View Marzano Model)
Helping students process content: Summarizing, questioning, clarifying, small group instruction
Action #1
Action Steps to implement evidence-based strategy:
Plan and facilitate monthly micro–professional development sessions focused on high-yield instructional strategies (e.g., small group instruction, generating conclusions, summarizing/paraphrasing, making predictions) to support students in processing and applying new science content.
Person Responsible:
teacher leaders & administration
Progress Monitoring Evidence:
monthly micro pds
Action #2
Action Steps to implement evidence-based strategy:
During the PLCs teachers will share best practices and analyze data
Person Responsible:
all instructional staff and administration
Progress Monitoring Evidence:
Unit assessments, PM assessments, student work samples
Action #3
Action Steps to implement evidence-based strategy:
During science instruction, teachers will implement strategies that promote student engagement and support knowledge processing, including recording learning, integrating prior knowledge, and summarizing content through speaking and writing to deepen understanding of new concepts.
Person Responsible:
all instructional science teachers
Progress Monitoring Evidence:
lesson plan review, classroom walks, student work samples
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
The culture and climate at OES will increase as evidenced by the Culture Amp Survey
(View Marzano Model)
promoting teacher leadership and collaboration
Action #1
Action Steps to implement evidence-based strategy:
Provide quarterly opportunities for outside-of-school social gatherings that are open to all staff to promote collaboration, strengthen relationships, and build a positive school culture.
Person Responsible:
Social Committee and leadership
Progress Monitoring Evidence:
attendance of event and feedback
Action #2
Action Steps to implement evidence-based strategy:
Implement a staff recognition system, such as school-wide shout-outs, to provide opportunities for staff to acknowledge and celebrate one another’s positive contributions, teamwork, and impact.
Person Responsible:
all staff
Progress Monitoring Evidence:
staff participation
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click 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.

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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 2025-2026 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 2024−2025 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 2024−2025 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.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
No Council member found!
GroupNumber%
Community/Business00.0
Non-instructional Staff00.0
Parent00.0
Principal00.0
Students (required for HS; optional for MS)00.0
Teachers00.0
The number of non-employees must be at least 51% of the total SAC membership.
NOTE: The Principal is included in the district employee count.
GroupNumberPercent
District Employee 00.0
Non-District Employee 00.0
SAC membership must be representative (within 15%) of the ethnic, racial and socio-economic community served by the school. NOTE: The principal is NOT included in the demographic composition breakdown.
EthnicityNumber% SAC% Students
 00.00.0
Black00.05.8
Hispanic00.037.9
Others00.012.8
White00.043.4
Date

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