Planning for School Improvement

Cypress Palm Middle School

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Achievement level has been stagnant across grade levels for several years. CPM dropped 8% for 2023. ELL students have made greater gains than ESE students.
Achievement levels have increased across grade levels. Overall CPM's achievement level stayed the same as the previous year. ELL students have made greater gains than ESE students.
Science scores recently increased but decreased this past year from 51% to 34%.
Civics scores have reduced over the years. This past year we decreased by 12% from 65% to 53%. ESE students have scored higher than ELL students.
What data components demonstrate the greatest need for improvement?
Science scores are in the greatest need of improvement along with Civics scores.
What were the contributing factors to this need for improvement?
Contributing factor was we had a new teacher that struggled with classroom management along with a new curriculum for that teacher (from another state) in Science. New teacher in Civics that was new to teaching who also struggled with classroom management.
What new actions need to be taken to address this need for improvement?
We are implementing CHAMPS this year. Teachers will be asked to do a book study using the following book. CHAMPs: a Proactive & Positive Approach to Classroom Management by Randall Spick.
What data components showed the most improvement?
Math has shown improvement, especially in 7th grade. Algebra had new teachers and went down in scores from the previous year.
What were the contributing factors to this improvement?
Consistency of teachers along with implementing engagement strategies in the classroom.
What new actions did your school take in this area?
Continued weekly PLC's and common planning with the Math Coach.

SIP - Areas of Focus

Cypress Palm Middle School is committed to providing a safe academic environment for all students to achieve their potential.
Cypress Palm Middle School’s vision is to develop our students' potential to make a global difference.
Through the use of formative assessments, which will track student progress on learning targets, teachers will make instructional adjustments which will result in a 4% increase in ELA proficiency when comparing PM3 for FY23 to PM3 for FY24.
(View Marzano Model)
Teacher-created formative assessments with social studies supporting academic vocabulary, science supporting morphology vocabulary, and ELA teachers supporting all five benchmarks will produce data to track student progress. Teachers will common plan within grade level and content areas to create common bellringers. Data from PM1, PM2, and quarterly benchmarks will be focused and discussed in data chats where teachers and administration review growth and areas in need of improvement. All teachers will share their data at monthly PLCs.
Action #1
Action Steps to implement evidence-based strategy:
Science teachers will collaborate within their grade level to develop bellringer questions that focus on academic vocabulary.
Person Responsible:
Teri Sweigart
Progress Monitoring Evidence:
Data will be shared at monthly PLCs and best practices and strategies will be shared to further student improvement.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will use formative measures to chart individual and/or class progress toward learning targets using a performance scale.
Person Responsible:
Teri Sweigart
Progress Monitoring Evidence:
Bellringers will focus on a specific skill on a Monday through Friday rotation.
Action #3
Action Steps to implement evidence-based strategy:
Social studies teachers will collaborate within their grade level to develop bellringer questions that focus on morphology.
Person Responsible:
Kriste Eaton
Progress Monitoring Evidence:
Data will be shared at monthly PLCs and best practices and strategies will be shared to further student improvement.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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All three grade levels will increase by 5% in the number of students scoring proficient on PM3 for FY24 compared to PM3 for FY23.
(View Marzano Model)
Teacher-created formative assessments will target benchmarks to promote proficiency. Teachers will share data at their biweekly PLC meetings, discuss best practices and strategies to support student achievement.
Action #1
Action Steps to implement evidence-based strategy:
80% of students will attain mastery of their multiplication math facts using ALEKS Quick Tables by the end of FY24.
Person Responsible:
Elise Resemius
Progress Monitoring Evidence:
PLCs will meet on a biweekly basis to review quick tables data from ALEKS. Student achievement will be reviewed, strategies and best practices will be shared to improve the number of students reaching mastery. Incentives and school-wide promotion will be offered on a monthly basis as students reach the level of mastery. Biweekly math "champions" will be randomly selected in each grade based on growth from the data in Quick Tables.
Action #2
Action Steps to implement evidence-based strategy:
Data will be disaggregated by teacher and individual data chats will be held with teachers that focus on specific students, benchmarks, and growth.
Person Responsible:
Dr. Deborah Cox
Progress Monitoring Evidence:
Quarterly benchmark, PM1, and PM2 data chats.
Action #3
Action Steps to implement evidence-based strategy:
Creation of formative assessments through teacher collaboration.
Person Responsible:
Elise Resemius
Progress Monitoring Evidence:
The math coach will be work with grade-level teams to generate problems that focus on benchmarks to help improve student performance and comprehension. Item specs will also be used to implement commonly used vocabulary words that students see on word problems.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Based on 52% of students scoring proficient on the grade 7 Civics EOC in FY23, 59% of students will score proficient on the grade 7 Civics EOC in FY24.
(View Marzano Model)
Cross-curricular vocabulary support with a focus on academic vocabulary. Data from quarterly benchmarks will be discussed in data chats where teachers and administration review growth and areas in need of improvement. All teachers will share their data at monthly PLCs.
Action #1
Action Steps to implement evidence-based strategy:
Quarterly benchmark data in Civics will be disaggregated and shared with teachers. Individual data chats will also follow to discuss necessary supports needed for student improvement.
Person Responsible:
Dr. Cox
Progress Monitoring Evidence:
Data from QBA1 and QBA2 will be compared by each teacher to identify areas of growth and areas in need of improvement, with a focus being on the ESE students and their progress.
Action #2
Action Steps to implement evidence-based strategy:
Data on bellringer growth and progress will be shared and reviewed at monthly PLCs.
Person Responsible:
Dr. Cox
Progress Monitoring Evidence:
Data will be disaggregated by teacher and individual data chats will be held with teachers that focus on specific students, benchmarks, and growth.
Action #3
Action Steps to implement evidence-based strategy:
Social studies teachers will collaborate within their grade level to develop bellringer questions that focus on academic vocabulary.
Person Responsible:
Dr. Cox
Progress Monitoring Evidence:
25 academic vocabulary words will be focused on in each quarter.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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With 14% of students with disabilities scoring proficient in grade 7 ELA for FY23, 19% of students with disabilities will score proficient on the grade 8 state science assessment.
(View Marzano Model)
Cross-curricular vocabulary support with a focus on morphology. Data from quarterly benchmarks will be discussed in data chats where teachers and administration review growth and areas in need of improvement. All teachers will share their data at monthly PLCs.
Action #1
Action Steps to implement evidence-based strategy:
Data on bellringer growth and progress will be shared and reviewed at monthly PLCs.
Person Responsible:
Kriste Eaton
Progress Monitoring Evidence:
Data will be disaggregated by teacher and individual data chats will be held with teachers that focus on specific students, benchmarks, and growth.
Action #2
Action Steps to implement evidence-based strategy:
Quarterly benchmark data in grade 8 science will be disaggregated and shared with teachers. Individual data chats will also follow to discuss necessary supports needed for student improvement.
Person Responsible:
Kriste Eaton
Progress Monitoring Evidence:
Data from QBA1 and QBA2 will be compared by each teacher to identify areas of growth and areas in need of improvement, with a focus being on the ESE students and their progress.
Action #3
Action Steps to implement evidence-based strategy:
Science teachers will collaborate within their grade level to develop bellringer questions that focus on morphology.
Person Responsible:
Kriste Eaton
Progress Monitoring Evidence:
8 prefixes, 8 roots, and 8 suffixes will be focused on in each quarter to support morphology.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Cypress Palm Middle will see 80% growth in their climate surveys to staff, students, and parents by May of 2024.
(View Marzano Model)
A survey will be created for staff, students, and teachers to take on a quarterly basis starting in August that gathers evidence on how establishing and maintaining effective relationships in a student-centered school positively impacts the climate and culture of Cypress Palm.
Action #1
Action Steps to implement evidence-based strategy:
New committees will be created that focus on a sense of belonging, recognition, and purpose within the school. One committee will focus on student recognition, one will focus on staff recognition, and one will focus on campus beautification.
Person Responsible:
Dr. Cox, Amanda Holderfield, Kriste Eaton
Progress Monitoring Evidence:
Celebrations and projects will be occurring at the school and data from the survey will be reviewed on a quarterly basis to show an increase in school climate.
Action #2
Action Steps to implement evidence-based strategy:
Kudos included on Fridays in the weekly bulletin to recognize a minimum of three staff members.
Person Responsible:
Amanda Holderfield
Progress Monitoring Evidence:
Friday bulletin sent in the morning to staff.
Action #3
Action Steps to implement evidence-based strategy:
Student shout-outs displayed in the cafeteria.
Person Responsible:
Kriste Eaton
Progress Monitoring Evidence:
Every Friday more shout-outs will be added to the board to keep it updated.
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).

School improvement funding allocations are reviewed to ensure resources are allocated based on needs. Stakeholder (parents and community members) input is collected after reviewing the comprehensive needs assessment data. Input is provided at School Advisory Committee (SAC) meetings and documented in the minutes. The comprehensive needs assessment and school improvement plan are aligned to meet the needs and identify the goals for our building.

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.