Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Kindergarten: When looking at ESE subgroup, they had a 36% comparative gain on district, and 6% gain when looking at iReady. ELL subgroup comparative gain lower in iReady, but +15% higher on PM3. First Grade: ESE subgroup also did well in iReady with a +23% comparative gain to district. Second grade: Furthest behind district by 21% when looking at PM3 data. Third Grade: ELA proficiency was 36%, which was 20% lower than the district, compared to Title 1 schools, HCE, was 9% below those schools. When looking at category analysis, the categories break down as follows for at/near/above standards: Prose and Poetry, 76.2% Informational: 81% Reading Across Genres and Vocab: 73.8% Third grade had seven benchmarks that were below the standard, 3 coming from reading prose and poetry. There were no ESE students who scored at proficiency, which attributed to the -27% comparative gain to the district. Fourth Grade: Only grade level to beat the district in all categories when looking at comparative gain. ELA proficiency was 68%, 3% higher than district average and 11% higher than all other Title 1 schools. When looking at category analysis, the categories break down as follows for at/near/above standards: Prose and Poetry, 94% Informational: 88% Reading Across Genres and Vocab: 83% Fourth grade had no benchmarks that fell below the standard, and had 7 benchmarks that were above the standard. Fifth grade dropped 4% in proficiency from the previous year with a 46% proficiency rate. CCPS Title 1 schools had a proficiency rate of 48%, HCE was -2% lower. Fifth grade Cambridge decreased proficiency by 24%, compared to the district's 2%. The fifth graders did increase from PM1 to PM3 by 50%. When looking at category analysis, the categories break down as follows for at/near/above standards: Prose and Poetry, 80.5% Informational: 87% Reading Across Genres and Vocab: 80% Fifth grade had three benchmarks that fell below the standard. Overall as a school these benchmarks fell below the standard for 2+ grade level
Kindergarten: Above district average by 9%, only subgroup that didn't have a positive gain was ELL, had a -8% in proficiency from PM1 to PM3. First Grade: +5% gain on district in regards to proficiency, but 9% below district proficiency level. ESE subgroup dropped 80% in proficiency from PM1 to PM3. Second Grade: Had a 3% gain in proficiency from PM1 to PM3, no ESE students were proficient. ELL subgroup had a 12% gain in proficiency from PM1 to PM3. Third Grade: Math proficiency was 60%, 8% below district average, but compared to Title 1 schools only -1% below. When looking at category analysis, the categories break down as follows for at/near/above benchmarks: NS & Additive Reasoning: 82.5% NS & Multiplicative Reasoning: 90% Fractional Reasoning: 90% Geometric Reasoning, Measurement, Data Analysis and Probability: 82.5% Third Grade had six benchmarks that were below the standard. Third grade was the only grade with a negative comparative gain with the district at -4% for PM3 to PM1, and a -9% from PM3 to FSA. Fourth Grade: Outscored district by 2% and the state by 15%. Also outscored CCPS Title 1 schools by 7%. When looking at category analysis, the categories break down as follows for at/near/above benchmarks: NS and Operations with Whole Numbers: 92% NS with Fractions and Decimals: 90% Geometric Reasoning, Measurement, Data Analysis and Probability: 86% Fourth Grade had only one benchmark that scored below the standard, NSO.1.3. Fifth Grade: Math proficiency was 57%, 13% below district average, and 8% below CCPS title 1 schools. The only subgroup that did not have a positive comparative gain was the ESE subgroup which had a -14% when looking at proficiency from PM3-PM1. The ESE subgroup was also 23% below district average. When looking at category analysis, the categories break down as follows for at/near/above benchmarks: NSO with whole #'s: 82.6% NSO with fractions and decimals: 91.3% Algebraic Reasoning: 86.9% Geometric Reasoning, Measurement, Data Analysis and Probability: 78.2% Fi
When looking at Fifth Grade Science, the proficiency level did not increase from FY22, and remained at 48%, this is 14% below the district average of 62%, and 7% the CCPS Title 1 average of 55%. The ELL subgroup dropped 9% from FY22 to FY23.
What data components demonstrate the greatest need for improvement?
Our third grade cohort of students, scored 21% lower on FAST ELA FY23 than FSA FY22, all subgroups (ESE,ELL, Cambridge) also saw a large decrease in performance. When looking at the comparative gain this cohort had a negative comparative gain in all subgroups when looking at PM3-PM1 proficiency. The third graders were also the only grade level with drop in proficiency in Math, 6% and a -4% comparative gain from PM3-PM1. Another area that needs to improve is our science proficiency. There was no change in proficiency from FY22 to FY23 (48%).
What were the contributing factors to this need for improvement?
Last year, teachers in grades 3-5 had to transition from the LAFS to BEST benchmarks. One third grade teacher last year, resigned in March and the other two teachers did not return to HCE for the 23-23-24 school year. The fifth grade science teacher last year, was a new teacher to the school and grade level. Science coach had a primary focus and was not planning with fifth grade.
What new actions need to be taken to address this need for improvement?
This school year, we have a motivated new team to third grade, who are versed in the new standards and most have taught third grade previously. ELA coach support will occur during CORE instruction as well as weekly ELA collaborative planning. Students are now grouped homogenously in third grade and resource, ell, and ese support are pushed into the targeted classrooms. For Fifth grade Science, we have a new teacher and the Science coach is planning weekly and also co-teaching and modeling in the classroom on the days that she is here at HCE.
What data components showed the most improvement?
Overall Math proficiency continues to trend positively. Fourth grade increased 21%, Fifth Grade 9%.
What were the contributing factors to this improvement?
Collaborative planning weekly with academic coach, new math curriculum
What new actions did your school take in this area?
Grade level teachers will be tracking Math Unit assessment scores in Teams and data will be discussed at MTSS and PLC meetings.

SIP - Areas of Focus

As Otters, our vision is to guide and motivate students to reach their greatest academic and leadership potential, both in and out of the classroom.
At Herbert Cambridge Elementary, we are passionate about inspiring leadership skills, embracing strong family relationships, and fostering a supportive community.
By May 2024, the students in Grades 3-5 at Herbert Cambridge Elementary will increase their overall ELA proficiency score from 49% to 53% as measured by the Florida FAST assessment.
(View Marzano Model)
Using engagement strategies
Action #1
Action Steps to implement evidence-based strategy:
Continue use of student leadership notebooks for student data tracking. Students will conference with teachers when setting goals (WIGS), monitor their progress, conference with their accountability buddy class 4x per year, and formally celebrate successes in quarterly WIG celebrations.
Person Responsible:
Sarah Barber, Jackie Lippold
Progress Monitoring Evidence:
WIG tracking, Quarterly WIG celebrations, leadership notebooks, accountability advocate meetings
Action #2
Action Steps to implement evidence-based strategy:
Weekly collaborate planning including professional development (ell level descriptors, Fundations, Kagan collaborative structures) discussion of engagement strategies, formative assessments (data entered in Teams spreadsheet), and monitoring of on-grade level benchmark aligned instruction through administrator and coaching observations. Teachers will utilize the BEST question stems to create BEST aligned questions during instruction.
Person Responsible:
Sarah Barber, Jackie Lippold
Progress Monitoring Evidence:
Progress Monitoring (F.A.S.T.), iReady Diagnostic assessments, exit tickets, end of module assessments
Action #3
Action Steps to implement evidence-based strategy:
Non-evaluative instructional rounds to observe specific engagement strategies during instruction
Person Responsible:
Sarah Barber, Dawn Jones, Jackie Lippold
Progress Monitoring Evidence:
Instructional round schedule, engagement strategies look-for document, feedback to teachers
Action #4
Action Steps to implement evidence-based strategy:
Teachers in grades K-5, will track ELA Module test scores on a spreadsheet and will discuss student progress at MTSS meetings and data chats throughout the school year.
Person Responsible:
Sarah Barber, Jackie Lippold, classroom teachers
Progress Monitoring Evidence:
ELA module data trackers
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100510Title 1 Basic/244282Instructional supplies to support classroom instruction $4,284.92
Title I Part A5100131Title 1 Basic/244282Teacher Resource supporting ELA FTE 0.21.00$19,988.66
By May 2024, the students in Grades 3-5 at Herbert Cambridge Elementary will increase their overall Math proficiency score from 63% to 66% as measured by the Florida FAST assessment.
(View Marzano Model)
Helping Students Revise Knowledge
Action #1
Action Steps to implement evidence-based strategy:
Purposefully planning for activity based lessons to be implemented to increase student-centered learning. Plans to be discussed at weekly collaborative meetings. Administrators reviewing lesson plans weekly
Person Responsible:
Dawn Jones, Christine Brady
Progress Monitoring Evidence:
Unit assessments, classrooms observation, student engagement, lesson plans.
Action #2
Action Steps to implement evidence-based strategy:
Utilize math achievement level descriptors to select and create common formative assessment questions during collaborative planning
Person Responsible:
Dawn Jones, Christine Brady
Progress Monitoring Evidence:
Formative assessments, unit assessments, WIG tracking, teacher participation in weekly collaborative planning
Action #3
Action Steps to implement evidence-based strategy:
Teachers in grades K-5, will track Math Unit test scores on a spreadsheet and will discuss student progress at MTSS meetings and data chats throughout the school year. Aleks will be used to monitor progress.
Person Responsible:
Dawn Jones, Christine Brady, classroom teachers
Progress Monitoring Evidence:
Math Unit data trackers. Aleks student and classroom trackers.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131Title 1 Basic/244282Teacher Resource supporting math1.00$99,943.31
By May 2024, the students in Grade 5 at Herbert Cambridge Elementary will increase their overall Science proficiency score from 48% to 52% as measured by the Florida NGSSS assessment.
(View Marzano Model)
Helping students practice skills, strategies, and processes
Action #1
Action Steps to implement evidence-based strategy:
Purposefully planning for activity based lessons and focused questions using the 5E model to be implemented to increase student-centered learning. Science coach meets weekly with the teacher to plan, and plans are monitored weekly by administrators.
Person Responsible:
Dawn Jones, Stephanie Irish
Progress Monitoring Evidence:
Collaborative planning, class observations, student engagement and unit assessment data
Action #2
Action Steps to implement evidence-based strategy:
Implement content specific word walls, by unit, with student evidence. Integration of ELL word walls to help our LY/LF students.
Person Responsible:
Dawn Jones, Stephanie Irish
Progress Monitoring Evidence:
Use of word walls by students, class observations, student engagement
Action #3
Action Steps to implement evidence-based strategy:
Hands on science labs for students to apply classroom knowledge to abstract concepts
Person Responsible:
Dawn Jones, Stephanie Irish
Progress Monitoring Evidence:
science lab schedule, classroom observations, collaborative planning
Action #4
Action Steps to implement evidence-based strategy:
Fifth grade science teacher will track Science Unit test scores on a spreadsheet and will discuss student progress at MTSS meetings and data chats throughout the school year.
Person Responsible:
Dawn Jones, Stephanie Irish, Mike Ziplo
Progress Monitoring Evidence:
Science Unit data trackers
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131Title 1 Basic/244282TEacher Resource supporting Science FTE 0.51.00$50,126.30
By May 2024, our students with disabilities in grades 3-5 at Hebert Cambridge Elementary will increase their overall ELA proficiency score from 30% to 42% as measured by the Florida FAST assessment.
(View Marzano Model)
Identifying critical content
Action #1
Action Steps to implement evidence-based strategy:
Data tracking with students, students will set, track, and monitor progress towards learning goals
Person Responsible:
Sarah Barber, ESE teachers
Progress Monitoring Evidence:
student leadership notebooks, goal celebrations
Action #2
Action Steps to implement evidence-based strategy:
ESE teachers will attend weekly ELA collaborative planning meetings for grades K-5 to discuss how support is being delivered and IEP goals are being met
Person Responsible:
Sarah Barber, ESE teachers
Progress Monitoring Evidence:
collaborative planning schedule, classroom observations, student achievement
Action #3
Action Steps to implement evidence-based strategy:
Non-evaluative walkthroughs to discuss lesson content, scaffolding, and assessments
Person Responsible:
Sarah Barber, Dawn Jones
Progress Monitoring Evidence:
classroom observations, feedback, data chats with ESE teachers monthly
Action #4
Action Steps to implement evidence-based strategy:
ESE teachers will track students ELA module, Math Unit test scores, and weekly iReady pass rate percentage on a tracker and meet monthly with admin to discuss student progress and next steps.
Person Responsible:
Sarah Barber, Dawn Jones, ESE Teachers
Progress Monitoring Evidence:
ELA, Math, and iReady data tracker
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By May 2024, 100% of Herbert Cambridge Elementary students in grades K-5 will receive at least one positive referral.
(View Marzano Model)
Establishing and maintaining effective relationships in a student-centered classroom
Action #1
Action Steps to implement evidence-based strategy:
Teachers will instruct students using the Leader in Me classrooms lessons twice a week to support personal responsibility and wellness.
Person Responsible:
Sarah Barber, Dawn Jones, Cara Denny
Progress Monitoring Evidence:
Leader in Me monthly lesson calendar, Positive Referral scoreboard
Action #2
Action Steps to implement evidence-based strategy:
Each student will participate in leadership roles in the classroom and school wide. Students will participate monthly in student leadership clubs and develop a service project.
Person Responsible:
Sarah Barber, Dawn Jones, Cara Denny
Progress Monitoring Evidence:
Student Leadership Club sign up spreadsheet
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400310Title 1 Basic/244282Leader in Me Coaching Day $3,000.00

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.

The School Improvement Plan will be shared with students, families, school staff, local business and organizations through presentations at staff meetings, parent meetings, SAC, and on our website (https://www.collierschools.com/HCE). A summary page will be developed to share in a format that is easily understandable for someone outside of the field of education. Our WIGS follow in line with our SIP and those are shared regularly with students, staff, families and community members.

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.

We will conduct family events throughout the year such as: Math, ELA/Literacy, Science/STEAM, as well as other parent involvement and information mornings or nights. These events will include ELL strategies and how parents can help their children at home. Parent and family engagement programs and activities are designed to meet the needs of Title I requirements, Exceptional Student Education, and English Language Learners, as well as the requirements of the school improvement grant personnel from each representative group are engaged in planning, implementation, and communication of engagement programs. We are open to meeting with parents and answering any questions they have and will also conduct events to allow for parents to be more involved and engaged in school-wide events. Parents will participate in student-led conferences to become more engaged and involved with their child’s academic and leadership successes utilizing student leadership binders. These events will focus on a variety of academic areas and share strategies to help their children at home. Translation in Spanish and Creole are provided for every meeting, training, event, flyer, and dialer/text. The complete Parent Engagement Plan can be found at https://www.collierschools.com/HCE.

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))

ELA: We have identified several areas in ELA that, when implemented with fidelity and schoolwide vision, will help strengthen student performance. In ELA we have pinpointed a need to incorporate the Marzano element of engagement strategies into the curriculum in order for all students to take control of their learning and increase engagement. Further, students will track their own progress, set goal with the support of teachers and staff members (administrators, counselor, and coaches) and celebrate both short-term and long-term goals. In addition, students 3-5 have been homogeneously grouped for math, ELA and 5th grade Science, based on last year's performance data as evidenced by the FAST assessment, and the accelerated curriculum is being planned for and implemented by the teachers, with the support of the coaches. Math: In math we are looking to increase teacher content knowledge through weekly collaborative planning sessions with our math coach. Additionally, teachers will track FAST Data, formative assessment, and Aleks. This data will be disseminated at PLCs, weekly planning sessions and utilized to plan for instruction that can provide targeted support to all students. Finally, instructional staff working with Students with Disabilities will use ELA standards based tracking sheets to track student progress towards specific growth goals related to ELA standards. Our teachers working with Students with Disabilities will attend all collaborative planning sessions to engage in conversations with classroom teachers to discuss growth on given goals and use this data in discussions with students.

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).

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. Based on the needs identified in the needs assessment, Title 1 funding decisions are made. Stakeholders are encouraged to ask questions and provide input regarding Title 1 expenditures. Input is provided at monthly School Advisory Committee (SAC) meetings and documented in monthly 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

During the 2022-2023 school year 57% of second grade students scored below the 40th percentile according to PM 3. Our students are coming in deficient in foundational skills, phonics and vocabulary according to the iReady Diagnostic. Without these important skills students are not able to achieve proficiency and reading comprehension. Teacher will participate in weekly collaborative planning meetings to strengthen core instruction and discuss formative assessments. Teachers in grades K-2 will be utilizing our new phonics program Fundations to help close gaps in foundational skills.
2.

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

During the 2022-2023 school year 62% of third grade students scored below the 40th percentile according to PM 3. Our students are coming in deficient in foundational skills, phonics and vocabulary according to the iReady Diagnostic. Without these important skills students are not able to achieve proficiency and reading comprehension. Teachers will participate in weekly collaborative planning meetings to strengthen core instruction and discuss formative assessments. During the 2022-2023 school year 52% of fifth grade students scored below the 40th percentile according to PM 3. Our students are coming in deficient in foundational skills, phonics and vocabulary according to the iReady Diagnostic. Without these important skills students are not able to achieve proficiency and reading comprehension. Teacher will participate in weekly collaborative planning meetings to strengthen core instruction and discuss formative assessments.

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

By the end of the 2023-2024 school year, reading proficiency levels will have increased by 10% according to PM 3 in K-2.
2.

Grades 3-5 Measurable Outcomes

By the end of the 2023-2024 school year, reading proficiency levels will have increased by 10% according to PM 3 in 3-5.
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.
With a focus on collaborative planning and strengthening core instruction, coaches and administrators will conduct observations to ensure that plans are being implemented with fidelity in the classroom. Additionally, formative assessments are tracked in a spreadsheet that will be reviewed in MTSS meetings, PLCs and during individual data chats with teachers. By tracking student progress throughout the school year we will be able to make timely decisions in order to impact student performance in a proactive way.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
Sarah Barber, Dawn Jones
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?
We will work on implementing the evidence based strategy of using engagement strategies.
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?
Having students fully engaged through the implementation of teachers favorite tried and true engagement strategies as well as new and exciting ones as well as grouping students thoughtfully creates a student-centered environment, in which students are able to communicate, share and engage with one another.

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
Teachers in grades K-5, will track ELA Module test scores on a spreadsheet and will discuss student progress at MTSS meetings, PLCs and data chats throughout the school year.
Sarah Barber, Dawn Jones
2
Weekly collaborate planning including professional development (ell level descriptors, Fundations, Kagan collaborative structures) discussion of engagement strategies, formative assessments (data entered in Teams spreadsheet), and monitoring of on-grade level benchmark aligned instruction through administrator and coaching observations. Teachers will utilize the BEST question stems to create BEST aligned questions during instruction.
Sarah Barber, Dawn Jones
3
Non-evaluative instructional rounds to observe specific engagement strategies during instruction.
Sarah Barber, Dawn Jones