Planning for School Improvement

Lavern Gaynor Elementary School

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
ELA Proficiency as follows: SWD subgroup proficiency- SIP goal of 25% proficient: increase in 3rd (FY22 7% to FY23 27%), decrease 4th (FY22 22% to FY23 7%), increase 5th (FY22 22% to FY23 36%) -ELL subgroup proficiency: increase 3rd [4 EL <2 yrs] (FY22 25% to FY23 36%), decrease 4th [10 EL < 2yrs] (FY22 50% to FY23 10%), decrease 5th [6 EL < 2yrs] (FY22 32% to FY23 28%) **proficiency will increase when non-graded students are not part of the cohort -Cambridge/ Advanced subgroup proficiency decreased in 3rd (FY22 100% to FY23 80%), increased in 4th (FY22 91% to FY23 100%), maintained in 5th (FY22 94% to FY23 94%) ELA by Grade Level-SIP Goal was 56% proficient -KG- SEL - only 1 student met criteria for Star Reading; 32 % proficiency is 23 percentile points below district and one of the two lowest scoring schools in both ELA and Math KG IReady-63% is 25 points lower than FY22 -First SR- higher scoring group from KG (88% proficient in KG iReady); 54% proficient SR is aligned with similar schools First Grade iReady-1 % decrease from FY22 -Second - iReady 21 points higher than FY22 at 63%; PM1 ELA at 50% proficient is higher than similar schools. PM3 49% proficient is a trend that some other schools followed (decrease from a high PM1 score). Third - 45% proficiency on PM3 increased 12 points from FY22 FSA and increased 24 points from PM1. 45% proficient is slightly higher than similar schools. Significant increase in students scoring a Level 2 from PM2. -Fourth - Greatest area of concern with 31% proficient. Note- 10 out of 51 students are EL<2 years. Removing these students still results in a proficiency score below 40% (Grade 3 FSA FY22 was 36%) -Fifth - ELA 51% proficient with 6 of 47 students EL < 2 years; 51% proficient is slightly higher than similar schools.
MATH SIP Goal was 58% proficient Ang confirmed the FAST is not adaptive and the STAR is a different test each monitoring period -SWD subgroup proficiency - increase 3rd (FY22 21% to FY23 27%), decrease 4th (FY22 44% to FY23 13%), significant increase in 5th (FY22 22% to FY23 73%) -ELL subgroup proficiency- increase in 3rd (FY22 21% to FY23 27%), decrease in 4th [10 EL <2 yrs will impact this score] (FY22 71% to FY23 43%), increase in 5th [6 EL < 2 yrs will impact this score] (FY22 28% to FY23 44%) -Cambridge Advanced subgroup proficiency decrease in 3rd (FY22 100% to FY23 80%), decrease in 4th (FY22 100% to FY23 88%), increase in 5th (FY22 82% to FY23 100%) KG - 27 % proficient is Lowest in district Grade 1 - 69% is slightly higher than similar schools. Grade 2 - 61% 2 points higher than PM 1 and a -5 comparative gain; this is higher than comparative schools Grade 3 - 47% significantly higher than Grade 3 FY22; similar schools scored higher by avg of 10 points. Look into this. Grade 4 - 47% higher that FSA Grade 3 FY22 at 34%; Q3 adjustment raised proficiency from PM 2 of 26%; 47% is lowest in district with similar schools above 60% proficient Grade 5 - 68% FSA FY22 for this cohort was 73% so the expectation for a high score was set; potential score of 78% proficient with graded students;
SCIENCE Proficiency SIP Goal was 56% proficient Grade 5 - decreased in 5th [6 EL<2 yrs] (FY22 51% to FY23 47%); ranked 4th lowest; SWD subgroup proficiency- slight decrease (FY22 38% to FY23 36%) -ELL subgroup proficiency- decrease [6 EL<2 yrs] (FY22 30% to FY23 17%) -Cambridge/Advanced subgroup proficiency - increase (FY22 82% to FY23 94%)
What data components demonstrate the greatest need for improvement?
Grade 4 ELA and Math with less than 50% proficiency going into fifth grade Grade 5 Science FY21-46%; FY22-51% and FY23-47% (could be as high as 53% due to 6 EL < 2 yrs out of 47 total students. [22 students proficient out of 47 = 47%; 22 students proficient out of 41 = 54% - positive trend line but can not get any momentum SWD students going into Grade 5: 13 students out of 50; 9 with previous retentions; 10 with Level 1 ELA; 10 with Level 1 Math Grade 3 ELA Proficiency for next year is an area to focus on with new state rulings Grade KG ELA and Math and support that will be needed in first grade
What were the contributing factors to this need for improvement?
Grade 4 - Historically low grade level. Class size grew to 25-26. Support provided for one teacher did little to impact teacher efficacy. Mid-year adjustments shifted the math trajectory. Grade 5 Science: teacher new to the curriculum and resources with strength in math SWD Grade 4: Support for 13 SWD students in one grade level was simply not enough. KG: Support for two new teachers and a high needs grade level overall. Made some progress using our guest interventionists. Grade 3: We expect to keep the momentum. This is obtainable because students looped with two highly effective teachers from first to second and are now in third. Students have demonstrated that they are a strong group overall which effectively raises the bar for the long term.
What new actions need to be taken to address this need for improvement?
Grade 4 change in teacher assignments will impact student success. Still have one opening. Grade 5 ELA, Math and SWD: Close monitoring of 13 SWD, 7 EL<2 yrs and 14 Advanced students with careful master scheduling of ESE Inclusion and EL Resource support. Grade 5 Science: addition of a third teacher will allow departmentalization and a strong focus in Science
What data components showed the most improvement?
Grade 5: 68% is our highest proficiency score to date and this includes 6 EL students out of 47 that will not be included in school grade calculations Note: Grade 4 math was 26% proficient in PM 2 and increased to 47% in PM3 due to mid year adjustments - creating 3 math classes out of two homeroom classes with the use of additional staff SWD increased in proficiency in Grade 3 and Grade 5 in both ELA and Math
What were the contributing factors to this improvement?
Grade 5 Math: 68% is our highest proficiency score and this includes 6 EL students out of 47 that will not be included in school grade calculations Note: Grade 4 math was 26% proficient in PM 2 and increased to 47% in PM3 due to mid year adjustments - creating 3 math classes out of two homeroom classes with the use of additional staff with the two ESE Inc teachers supporting SWD students for the entire math block
What new actions did your school take in this area?
Created three math groups with resource and ESE teachers to address large class size in fourth grade math Fifth grade team highly engaged, collaborative and welcoming of our feedback and support.

SIP - Areas of Focus

Vision: Where We Want to Be At LGE We belong, we learn, we grow, we lead. Together we succeed.
Mission - How We Get There Through high quality education and leadership opportunities, the students of Lavern Gaynor Elementary will create a splash as they learn, lead, and serve in school and their community.
Teachers will plan for and use a variety of formative and summative assessments to track student progress and provide students with specific feedback related to the ELA standard, learning targets and unit goals, resulting in an increase to 54% proficient by May 2024.
(View Marzano Model)
Providing feedback and Celebrating Success Question, Signal, Stem, Share, Assess (QSSSA)
Action #1
Action Steps to implement evidence-based strategy:
Our school leadership team will monitor instruction through walkthroughs, feedback and follow through. Walkthrough lookfors will include the alignment of instruction and tasks to the benchmark, use of student engagement structures, high levels of questioning, specific feedback related to progress toward the learning target and evidence that students know what they are learning.
Person Responsible:
Susan Jordan
Progress Monitoring Evidence:
Leadership and PLC Meeting notes detailing observational trends, related adjustments, professional learning, and coaching support.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will provide specific feedback to students regarding formative and/or summative data as it relates to learning targets.
Person Responsible:
Susan Jordan, Theresa Golden
Progress Monitoring Evidence:
1. Administration and Literacy Coach will facilitate conversations in PLCs regarding actionable feedback. 2. FTEM pre-conference conversations regarding best practices with actionable feedback with subsequent classroom observations. 3. Teachers will receive professional learning on how actionable feedback supports effective grading practices. 4. Students will demonstrate use of feedback by revising and updating their work to assist them in meeting their learning targets.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement a systematic, ongoing process during collaborative planning to discuss actionable feedback provided to students as it relates to learning targets, tasks, discussions, and assignments.
Person Responsible:
Susan Jordan, Didi Arpaia, Theresa Golden
Progress Monitoring Evidence:
1. Administration and Literacy Coach will facilitate discussions in collaborative planning regarding systematic actionable feedback. 2. Administration will provide teachers with examples of actionable feedback via FTEM and classroom observations. 3. Student actions and responses will indicate that they understand the feedback and can explain how they use it to adjust their learning. 4. Administration will monitor feedback related to assignments and assessments through ongoing gradebook monitoring.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will receive professional learning on implementing the QSSSA strategy to ensure total student participation and use of academic language in all classrooms with all learners during the early release day on October 5, 2023.
Person Responsible:
Didi Arpaia, Susan Jordan
Progress Monitoring Evidence:
1. Teachers, administration, and Literacy Coach will plan collaboratively to create lesson plans that incorporate the QSSSA strategy. 2. Teachers will use a 4DX model to track their progress systematically using the QSSSA strategy in their instruction. 3. Administration will participate in conversations with teachers on QSSSA best practices during FTEM pre-conferences and will provide actionable feedback on FTEM observations. 4. All students will engage in peer-to-peer academic conversations utilizing academic language to enhance their academic and language proficiency.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131244282Resource Teacher 1.00$111,443.22
Title I Part A5100140244282Guest Teacher Interventionist1.00$18,688.32
Title I Part A5100510244282Instructional supplies and resources to support standards based instruction and student engagement.1.00$3,881.73
Title I Part A6400133244282Staff Development Salaries for Professional Learning1.00$2,530.71
Title I Part A5100390244282Printing Services for Instructional Materials for ELA instruction and practice.1.00$1,000.00
Teachers will plan for and use a variety of formative and summative assessments to track student progress and provide students with specific feedback related to the Math standard, learning targets and unit goals, resulting in an increase to 54% proficient by May 2024.
(View Marzano Model)
Providing feedback and Celebrating Success Question, Signal, Stem, Share, Assess (QSSSA)
Action #1
Action Steps to implement evidence-based strategy:
Teachers will provide specific feedback to students regarding formative and/or summative data as it relates to learning targets.
Person Responsible:
Didi Arpaia, Linda DeLuca
Progress Monitoring Evidence:
1. Administration and math coach will facilitate conversations in PLCs regarding actionable feedback. 2. FTEM pre-conference conversations regarding best practices with actionable feedback with subsequent classroom observations. 3. Teachers will receive professional learning on how actionable feedback supports effective grading practices. 4. Students will demonstrate use of feedback by revising and updating their work to assist them in meeting their learning targets.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will implement a systematic, ongoing process during collaborative planning to discuss actionable feedback provided to students as it relates to learning targets, tasks, discussions, and assignments.
Person Responsible:
Susan Jordan, Didi Arpaia, Linda DeLuca
Progress Monitoring Evidence:
1. Administration and Math Coach will facilitate discussions in collaborative planning regarding systematic actionable feedback. 2. Administration will provide teachers with examples of actionable feedback via FTEM and classroom observations. 3. Student actions and responses will indicate that they understand the feedback and can explain how they use it to adjust their learning. 4. Administration will monitor feedback related to assignments and assessments through ongoing gradebook monitoring.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will receive professional learning on implementing the QSSSA strategy to ensure total student participation and structured student discussions in all classrooms with all learners during the early release day on October 5, 2023.
Person Responsible:
Didi Arpaia, Susan Jordan
Progress Monitoring Evidence:
1. Teachers, administration, and math coach will plan collaboratively to create lesson plans that incorporate the QSSSA strategy. 2. Teachers will use a 4DX model to track their progress systematically using the QSSSA strategy in their instruction. 3. Administration will participate in conversations with teachers on QSSSA best practices during FTEM pre-conferences and will provide actionable feedback on FTEM observations. 4. All students will engage in peer-to-peer academic conversations utilizing academic language to enhance their academic and language proficiency.
Action #4
Action Steps to implement evidence-based strategy:
Our school leadership team will monitor instruction through walkthroughs, feedback and follow through. Walkthrough lookfors will include the alignment of instruction and tasks to the benchmark, use of student engagement structures, high levels of questioning, specific feedback related to progress toward the learning target and evidence that students know what they are learning.
Person Responsible:
Didi Arpaia
Progress Monitoring Evidence:
Leadership and PLC Meeting notes detailing observational trends, related adjustments, professional learning, and coaching support.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131244282Resource Teachers .80 $86,166.73
Teachers will plan for and use a variety of formative and summative assessments to track student progress and provide students with specific feedback related to the Science standard, learning targets and unit goals, resulting in an increase to 56% proficient by May 2024.
(View Marzano Model)
Providing Feedback and Celebrating Success Question, Signal, Stem, Share, Assess (QSSSA)
Action #1
Action Steps to implement evidence-based strategy:
Teachers will implement a systematic, ongoing process during collaborative planning to discuss actionable feedback provided to students as it relates to learning targets, tasks, discussions, and assignments.
Person Responsible:
Susan Jordan
Progress Monitoring Evidence:
1. Administration and Math Coach will facilitate discussions in collaborative planning regarding systematic actionable feedback. 2. Administration will provide teachers with examples of actionable feedback via FTEM and classroom observations. 3. Student actions and responses will indicate that they understand the feedback and can explain how they use it to adjust their learning. 4. Administration will monitor feedback related to assignments and assessments through ongoing gradebook monitoring.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will provide specific feedback to students regarding formative and/or summative data as it relates to learning targets.
Person Responsible:
Susan Jordan, Linda DeLuca
Progress Monitoring Evidence:
1. Administration and science coach will facilitate discussions in collaborative planning regarding systematic actionable feedback. 2. Administration will provide teachers with examples of actionable feedback via FTEM and classroom observations. 3. Student actions and responses will indicate that they understand the feedback and can explain how they use it to adjust their learning.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will receive professional learning on implementing the QSSSA strategy to ensure total student participation and structured student discussions in all classrooms with all learners during the early release day on October 5, 2023.
Person Responsible:
Didi Arpaia, Susan Jordan
Progress Monitoring Evidence:
1. Teachers, science coach and administration will plan collaboratively to create lesson plans that incorporate the QSSSA strategy. 2. Teachers will use a 4DX model to track their progress systematically using the QSSSA strategy in their instruction. 3. Administration will participate in conversations with teachers on QSSSA best practices during FTEM pre-conferences and will provide actionable feedback on FTEM observations. 4. All students will engage in peer-to-peer academic conversations utilizing academic language to enhance their academic and language proficiency.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will implement the 5E model of instruction with a focus on task alignment to the NGSSS and purposeful integration of close reading strategies with the science text.
Person Responsible:
Susan Jordan, Linda DeLuca
Progress Monitoring Evidence:
1.District and school based assessment results, lesson plan review and feedback, collaborative planning discussions, and classroom observations with feedback.
Action #5
Action Steps to implement evidence-based strategy:
Our school leadership team will monitor instruction through walkthroughs, feedback and follow through. Walkthrough lookfors will include the alignment of instruction and tasks to the benchmark, use of student engagement structures, high levels of questioning, specific feedback related to progress toward the learning target and evidence that students know what they are learning.
Person Responsible:
Susan Jordan
Progress Monitoring Evidence:
Leadership and PLC Meeting notes detailing observational trends, related adjustments, professional learning, and coaching support.
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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LGE will build upon our positive school culture by implementing the Leader In Me Framework with a focus on the Emotional Bank Account system for students and staff resulting in an increase in satisfaction indicators as measured by the MRA Leader In Me and Culture Amp surveys.
(View Marzano Model)
Establishing and Maintaining Effective Relationships utilize leadership behaviors and the Emotional Bank Account to foster a sense of community by recognizing and celebrating the contributions of each member of our school community.
Action #1
Action Steps to implement evidence-based strategy:
We will broaden our staff recognition system to celebrate staff contributions in between our bigger events with the use of small gift cards, hand written notes and tokens of appreciation. Staff reported via our EOY reflection survey that they appreciate our staff treats, the splash cash currency with opportunities to save up and win bigger prizes and our staff shout out board. Some staff members shared that they would like smaller recognitions more frequently and not always food related.
Person Responsible:
Susan Jordan, Didi Arpaia
Progress Monitoring Evidence:
1. Staff fall and spring check in survey to follow up on adjustments made from our EOY survey. 2. Yearly MRA and Employee Engagement Survey with Culture Amp Action Plan related to employee feedback and recognition.
Action #2
Action Steps to implement evidence-based strategy:
Provide opportunities for all areas of our staff to engage with our culture action team to provide input and initiative in our recognition initiatives. Create opportunities for peer recognition such as the introduction of a "Care Crate". The Care Crate will be filled and passed monthly from team to team to recognize and celebrate each other.
Person Responsible:
All Staff
Progress Monitoring Evidence:
1. Staff fall and spring check in survey to follow up on adjustments made from our EOY survey. 2. Yearly MRA and Employee Engagement Survey with Culture Amp Action Plan related to employee feedback and recognition.
Action #3
Action Steps to implement evidence-based strategy:
Utilize the Leader in Me Curriculum during our Turtle Leader Time to empower students to more fully contribute to our leadership culture.
Person Responsible:
Instructional Staff, Administration
Progress Monitoring Evidence:
Stakeholders will participate in our yearly MRA and results will be shared with all stakeholders.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400310244282Staff Development Consultant for two days at the daily coaching rate1.00$6,000.00
Title I Part A6400510244282Staff Development resources will be purchased to provide materials and professional books to support professional development.1.00$775.00
Title I Part A6400133244282Posters to support the implementation of Leader in Me will be purchased for classes that do not currently have them.1.00$416.00
Title I Part C6150510244282-6150Supplies for parent communication, student planners, student leadership notebooks, parent training materials.1.00$1,700.00
Title I Part C6150370244282-6150Postage for student communication1.00$150.00

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.
Lavern Gaynor Elementary will disseminate the school-wide plan through our Title I Annual Meeting, Parent Teacher Organization meetings, School Advisory Council meetings, parent workshops, other informational sessions, displayed on our family information station and available on our website, https://www.collierschools.com/LGE.
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.
Lavern Gaynor Elementary establishes open and regular communication channels with parents, families, and community stakeholders. This includes maintaining an updated school website, sending out newsletters and parent activity calendars, and utilizing communication platforms like School Messenger audio, text, and email to deliver messages in English, Spanish and Creole. Lavern Gaynor Elementary will schedule regular parent conferences, workshops on providing academic support at home, family engagement events and regular School Advisory Committee meetings. The Family Engagement Plan is available on our website, https://www.collierschools.com/LGE.
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))
Teachers at Lavern Gaynor Elementary will have regular opportunities for collaboration and professional learning communities to share effective teaching practices and discuss strategies for increasing student feedback and response to instruction. We will use a variety of formative and summative assessments to track student progress and provide students with specific feedback related to the standard, learning goals and units of instruction. Teachers will engage in data-informed instructional decision-making using progress monitoring and assessment data to identify areas of improvement and adjust instructional strategies. A multi-tiered system of support is in place to provide students effective interventions and identify students who may require additional educational services or are a member of an underperforming subgroup. This might include before or after-school programs, additional interventions, enrichment opportunities and academic clubs that focus on specific subjects or skills. We will actively involve families in the academic program by providing workshops on supporting learning at home, understanding curriculum, and our Leader in Me initiative.
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))
The District of Collier County School provides a systematic and strategic approach to providing services through the District Strategic Plan, 3 Year Academic Plan, and the K-12 Comprehensive Reading Plan. Goals and objectives of each program and department are aligned with these overarching district plans. Additionally: Title I Parts A, C, D, School Improvements grants, Title II, Part A, Title IV, Title IX McKinney Vento, and TSSSA are managed out of the same Federal, State and Competitive Grants Office (FSCG) in Collier County. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently and effectively coordinated. In addition to informal communications, weekly formal administrative meetings between FSCG leadership and the Associate Superintendent of School and District Operations are held to discuss program needs, issues and coordinate efforts. Additional monthly coordination meetings are held to include Title III, and Pre-K/Headstart leadership. Title IX, LEA, Title I Basic, and Title I Migrant staff coordinate services to assist homeless children, to resolve problems concerning registration and provide support services at all schools. Title I and Title IX jointly fund the 2 Homeless Liaisons to support homeless students in all public schools. Title I Migrant, Title I Basic, Title III funds are coordinated to provide at risk students with supplemental instructional support and resources, such as Tutors and Resource Teachers. Title I Migrant and Head Start/VPK collaborate to provide PreK classes and in home literacy support and to ensure school readiness for Collier students. Coordination occurs with Homeless Liaison staff and Title I Migrant Home School Liaison staff in identifying eligible students and families that can be served as homeless. Collaboration also occurs to provide schools with supplemental and focused professional learning opportunities. Title I Basic, Migrant and Title III collaborate in providing workshops and trainings to build the capacity of parents and foster strong connection and engagement between home and school. In addition, both grants provide funds for translation services to ensure that non-English speaking parents are able to participate fully in the education of their children. Title I Migrant, Title I Basic and Title II Part A funds are coordinated to provide customized staff development that ensures students receive high quality, differentiated instruction. Title II, Part A funds are used in collaboration with Reading Categorical to fund Reading Coaches at schools based on level of support needed resulting from test scores and number of new teachers. Title II Part A and IDEA fund exam reimbursements and course tuition reimbursement funds to ensure staff meet certification Requirements. All schools participate in quarterly data dialogues which are attended by all Teaching and Learning Leadership, Principal Supervisors, School and District Operations Leadership, Curriculum Coordinators, and Federal Programs Leadership. All district leaders have the opportunity to receive a debrief on the schools' data, best practices, and strategies to improve areas of weakness, and collaborate to determine what district resources can be deployed to assist the schools.

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

Based on 2022-2023 progress monitoring data, 59% of students in Kindergarten, 39% of students in first grade and 36% of students in second grade scored below the 40th percentile. These percentages indicate the percentage of students at each grade level who are not on track to score a proficiency level on the ELA assessment. Kindergarten demonstrated a critical need for improvement. Lavern Gaynor will implement a strategic focus on instruction and intervention. Differentiated instruction and intervention time is built into the master schedule. Each student will have a plan for growth and improvement including tiered intervention, strategic skills groups and enrichment.
2.

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

Based on 2022-2023 progress monitoring data, 59% of students in Kindergarten, 39% of students in first grade and 36% of students in second grade scored below the 40th percentile. These percentages indicate the percentage of students at each grade level who are not on track to score a proficiency level on the ELA assessment. Kindergarten demonstrated a critical need for improvement. Lavern Gaynor will implement a strategic focus on instruction and intervention. Differentiated instruction and intervention time is built into the master schedule. Each student will have a plan for growth and improvement including tiered intervention, strategic skills groups and enrichment.

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

The percent of students in grades KG-2 scoring proficient will increase to 50% or higher as measured by the third FAST Assessment.
2.

Grades 3-5 Measurable Outcomes

The percent of students in grades 3-5 scoring proficient will increase to 50% or higher as measured by the third FAST Assessment.
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.
The school based Intervention Team, the Literacy Leadership team and administrators will review ELA data to ensure small group interventions are monitored for growth and adjustments when trend data demonstrate the need. Our school leadership team will monitor instruction through walkthroughs, feedback and follow through.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
Susan Jordan
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?
1. Continue to deepen understanding of the B.E.S.T. standards and the science of reading during collaborative planning and professional learning to ensure all students receive high quality grade level instruction with appropriate support and interventions when applicable. 2. The Literacy Coach, intervention team and teachers will make strategic decisions about implementation of curriculum to maximize impact on student learning. 3. Provide professional development that is content-focused, teacher and student-focused, and actionable. 4. Develop and implement peer coaching cycles based on data and observational trends. Identified students will receive additional small group instruction through the tiered intervention process.
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?
The identified practices are research based and are effective for the needs of our student population.

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
1
Regular MTSS PLC meetings are conducted to review student data and response to instruction. Students identified with areas of need with receive intervention in that specific area.
Didi Arpaia, MTSS Team
2
Our school leadership team will monitor instruction through walkthroughs, feedback and follow through. Walkthrough lookfors will include the alignment of instruction and tasks to the benchmark, use of student engagement structures, high levels of questioning, specific feedback related to progress toward the learning target and evidence that students know what they are learning.
Susan Jordan, Didi Arpaia
3
Peer observations and coaching cycles based on data and observational trends will be implemented.
Susan Jordan, Didi Arpaia, Theresa Golden,
4
Literacy Leadership and classroom teachers will provide support to each student as they create goals, select lead measures and record progress using trackers with the goal of monitoring their own academic progress throughout the year, Teachers will provide specific feedback related to progress toward the learning target during data chats. Students will celebrate their own progress as they share leadership binders during student led conferences and participate in school wide recognition events.
Susan Jordan