School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Increased ELA proficiency from 58% to 62% surpassing our school improvement goal of 3%. Concerns over ESE subgroup which is underperforming compared to district in 3rd and 4th grades. ELL also continues to perform lower than the district average in 4th and 5th grades.
Math overall proficiency lagged behind the District grade level performance but surpassed the State performance in all three grade levels. Our ESE students in 3rd and 4th grades performed below the district average and our 3rd - 5th grade ELL students also performed below the district average.
Our overall science achievement was 70% proficiency but our graded performance was 82% proficiency which is the highest in the history of the school. Our ESE outperformed the district by 34% and our ELL students outperformed the district by 10%
n/a
Which data component showed the most improvement? What new actions did your school take in this area?
Science showed the greatest improvement increasing proficiency from 65% to 82%. We funded a .5 science coach/.5 resource teacher during the 2023-24 school year. We scheduled science labs for hands on experience. Our coach helped analyze data to determine what standards needed the most focus. We also hosted an after school Academic All Stars program with a 5th grade focus on science/math.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
3rd Grade ELA overall proficiency was 58% which is our lowest scoring area. Concerns over primary data with our students rising to 3rd grade and not performing close to proficiency.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Overall Math gains decreased from 76% in FY22 to 72% which was a 4% drop, however, we increased our L25 gains from 57% to 60%.
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.
Our 4th grade ELA scores were 1% below the state average. We tied or surpassed the State average in all other tested areas.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Hold onto science proficiency. Increase ELA proficiency in 3rd grade. Increase overall ELA proficiency to regain the 4% lost since 2018 when it was 66% proficiency. Increase math learning gains.

SIP - Areas of Focus

To educate students to the fullest extend of their ability while encouraging well-rounded character and instilling a vision for their future.
All students will achieve their full academic potential, develop well-rounded character, and be valued and recognized as unique individuals.
Increase overall ELA proficiency from 62% to 65% by FY25 PM3.
(View Marzano Model)
Helping students practice skills, strategies, and processes (at the taxonomy level of the critical content!)
Action #1
Action Steps to implement evidence-based strategy:
Monitor ELA lesson plans and instruction to ensure teachers are helping students practice skills, strategies, and processes at the proper level of rigor of the standard. Embed use of Magnetic Reading materials to support instruction.
Person Responsible:
Loren Finger, Ashley Rasmussen, Courtney Ward
Progress Monitoring Evidence:
Formal and informal observations as well as non-evaluative walkthroughs will be used to monitor for evidence of planning and instruction. iObservation reports will be utilized to monitor teacher progress and provide appropriate feedback.
Action #2
Action Steps to implement evidence-based strategy:
Ensure all grade level formative assessments are being utilized to track student progress including student tracking their own data via Leadership Binders.
Person Responsible:
Courtney Ward & Ashley Rasmussen (Literacy Coaches) and Classroom Teachers
Progress Monitoring Evidence:
Academic coaches will monitor formative assessment completion and help teachers track student progress. Coaches will report to admin during Monthly MTSS and weekly Leadership meetings to discuss student concerns and/or instructional concerns.
Action #3
Action Steps to implement evidence-based strategy:
Include ESE and ELL resource staff in all data conversations to help support academic growth of our lower performing subgroups.
Person Responsible:
Loren Finger
Progress Monitoring Evidence:
Monitor all available data including formative assessments, iReady, and Progress Monitoring to determine ways to best support students. ESE and ELL Resource staff will be included during monthly MTSS meetings
Action #4
Action Steps to implement evidence-based strategy:
Implement year 3 of Leader in Me
Person Responsible:
Loren Finger, Marilyn McLaughlin, Renee' Hanson
Progress Monitoring Evidence:
Monitor use of Leadership Binders for students who will be tracking their own data. Create accountability for monitoring through the use of student-to-student for sharing and tracking of data.
Action #5
Action Steps to implement evidence-based strategy:
Title I fund additional ELA coach (.5) to support 1st and 4th grades.
Person Responsible:
Loren Finger, Renee' Hanson, Ashley Rasmussen
Progress Monitoring Evidence:
Through proper coach supported planning, 1st and 4th grades will be supported weekly in collaborative planning and student data will be discussed. (iReady adjustment of lessons, etc.)
Action #6
Action Steps to implement evidence-based strategy:
Revising our MTSS tracking methods to better monitor EVERY student and determine that their needs are being met. Also, assigning groups to coaches for high need students during DI block.
Person Responsible:
Loren Finger
Progress Monitoring Evidence:
iReady, formative assessments, and PM data during regularly scheduled MTSS Meetings.
Action #7
Action Steps to implement evidence-based strategy:
Conduct Academic All Stars after school program in spring to provide boot camp on academic standards for students close to making proficiency.
Person Responsible:
Courtney Ward, Ashley Rasmussen, Loren Finger, Renee' Hanson
Progress Monitoring Evidence:
Building leadership members will continually monitor available data to identify students that with support have potential to make gains.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Increase overall Math proficiency from 69% to 72% by FY25 PM3.
(View Marzano Model)
Helping students practice skills, strategies, and processes (at the taxonomy level of the critical content!)
Action #1
Action Steps to implement evidence-based strategy:
Coach supported collaborative planning during which they discuss the Mathematical Thinking and Reasoning Standards (MTR's) and how they should impact instruction and the student's interaction with the content.
Person Responsible:
Renee' Hanson, Loren Finger, John Luciano
Progress Monitoring Evidence:
Evaluation and non-evaluative observations by admin and coach utilizing the MTR Classroom Look-Fors.
Action #2
Action Steps to implement evidence-based strategy:
Utilize .5 Resource from Coach position and .5 Math Resource position to support students in small groups.
Person Responsible:
Renee' Hanson, Maryellen Reagan, John Luciano
Progress Monitoring Evidence:
Unit assessments and mid-unit assessments will be monitored to identify students who require additional support to create flexible instructional groups. Student performance will be discussed at weekly collaborative planning meetings to address any needed changes in groupings.
Action #3
Action Steps to implement evidence-based strategy:
Monitor student learning gains from PM1 to PM2 to identify any students who are not progressing and work with team to identify room cause (student concern vs. instructional concern).
Person Responsible:
Renee' Hanson, John Luciano, Loren Finger
Progress Monitoring Evidence:
PM2 data will be monitored and compared to PM1 data to address any students not making adequate gains.
Action #4
Action Steps to implement evidence-based strategy:
Academic All Stars after school program in spring to provide boot camp on academic standards for students close to making proficiency.
Person Responsible:
Renee' Hanson
Progress Monitoring Evidence:
Continually monitor available data to identify students
Action #5
Action Steps to implement evidence-based strategy:
Adjusting collaborative planning schedule due to impact of data.
Person Responsible:
Renee' Hanson, John Luciano
Progress Monitoring Evidence:
1st grade team utilizing planning block rather than morning to increase quantity of time dedicated to planning instruction. This math planning occurs weekly.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Increase overall student science proficiency from 70% (including graded and non-graded students) to 73% on the Statewide Science Assessment (SSA) by FY25.
(View Marzano Model)
Reviewing content. Helping students process new content.
Action #1
Action Steps to implement evidence-based strategy:
Hired Title I funded .5 science coach to support weekly collaborative planning and science instruction.
Person Responsible:
Renee' Hanson, Loren Finger, Ashley Rasmussen
Progress Monitoring Evidence:
Admin/Coach conversations during weekly leadership meetings to assess any needs in supporting instruction.
Action #2
Action Steps to implement evidence-based strategy:
During collaborative planning, coach will ensure use of 5 E model - Engage, Explore, Explain, Elaborate, Evaluate and will include spiral review, CPALMS, etc. are included in our lesson plans for teachers to follow.
Person Responsible:
Ashley Rasmussen, Loren Finger, Renee' Hanson
Progress Monitoring Evidence:
Classroom walkthroughs by coach and classroom observations by admin. Data conversations around low-performing standards during planning to ensure that standards are re-taught and spiral review occurs.
Action #3
Action Steps to implement evidence-based strategy:
Maintain use of science lab for 2nd year to provide hands on experiential learning for students.
Person Responsible:
Ashley Rasmussen, Teachers
Progress Monitoring Evidence:
Coach and teachers will monitor formative assessments to determine what support is needed through use of science lab and to help identify if lessons taught in science lab are beneficial.
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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Decrease major referrals from 160 to 144 (10%) by the end of FY25.
(View Marzano Model)
Establishing and maintaining effective relationships in a student-centered classroom.
Action #1
Action Steps to implement evidence-based strategy:
Present Zones of Regulation training to all instructional and non-instructional staff members and include follow-up conversations during weekly collaborative planning sessions and monthly non-instructional meetings.
Person Responsible:
Loren Finger
Progress Monitoring Evidence:
Staff Sign In Sheets, Check for material display in all classrooms, and Monitor through non-evaluative and non-evaluative walkthroughs
Action #2
Action Steps to implement evidence-based strategy:
Blue print for Behavior Implementation in grades K - 2 grade teachers, ESE and ELL resource teachers as well as non-instructional staff.
Person Responsible:
Loren Finger
Progress Monitoring Evidence:
All non-instructional staff provided training. Monitor through non-instructional and faculty meetings.
Action #3
Action Steps to implement evidence-based strategy:
Establish PLC for Student Celebrations and Recognition to increase positive recognition of students.
Person Responsible:
Loren Finger
Progress Monitoring Evidence:
Academic celebrations, positive referrals, celebration section of student binders, "Best Paw Forward" slips, common language of expectations, class celebrations and recognition. Student recognition committee will review all data at scheduled quarterly meetings.
Action #4
Action Steps to implement evidence-based strategy:
Review Monthly Discipline Data in Leadership Meetings
Person Responsible:
Loren Finger
Progress Monitoring Evidence:
Focus reports on quantity of referrals written to be reviewed monthly at leadership 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.

Budget Document Uploads

File NameUpload Date
CPE-FY25 Title I Use of Funds 11-5-24 Sal inc.xlsx 01/07/2025
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

Increase K - 2 ELA proficiency as follows: Kinder - Star EL from 52% to 55% and Kinder - Star Reading 75% to 78% (3% increase) First Grade - Star Reading from 44% to 51% (7% increase) Second Grade - Star Reading from 51% to 54% (3% increase) By FY25 PM3.
2.

Grades 3-5: Instructional Practice specifically related to Reading/ELA

No reponse.