School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
In 9th grade ELA, we saw significant proficiency gains from PM1 - PM 3 with a 20% overall gain. Our ESE subgroup saw a 14% increase from PM 1- PM 3, and comparatively our 9th grade ESE proficiency levels in creased by 16% from the year prior. Our 10th grade ELA scores showed improvement from the year prior with an increase of 10% proficiency. Thanks in large part to our ESE and ELL subgroups, who showed an increase of 14 and 13 % respectively.
Algebra 1 scores showed an increase of 12% proficiency levels over all. However, that is despite a 2% proficiency decrease amongst our ELL subgroup. Our overall and ESE subgroup comparative gains out preformed the district. Our geometry proficiency levels stayed stagnant from the year prior at 56%, however our ESE subgroup dropped by 9% in proficiency. Our ELL subgroup however, out preformed all other subgroups and saw a 39% proficiency increase from the year prior and out scored the district by 10%.
Bio proficiency levels increased across all subgroups, with the largest increase being seen with our ELL subgroup. The ELL subgroup proficiency level saw an increase from 12% proficient to 55% proficient. Our overall comparative gains show that there is room to improve in our ESE subgroup as well as our other demographic of students. As our over all proficiency levels are 5% behind the district average.
US History showed great overall improvement from the year prior. Raising our overall proficiency level by 7%, closing the gap between our scores and the district average. We made a comparative gain of 3 in both overall and our ESE subgroup. However, our ELL subgroup went in the opposite direction. We saw a 9% decrease in proficiency levels from our ELL subgroup. This decrease dropped us to 7% below district average for the past school year.
Which data component showed the most improvement? What new actions did your school take in this area?
The data component that showed the most improvement was our ELL subgroup. ELL’s in general had massive gains, specifically in Geometry, PSAT scores, and Bio. This is due to a few factors implemented last year. We trained all teachers who had ELL sections how to utilize snap and read within their lessons. Modeled and trained teachers in the use of translation for both Microsoft and Power Point. District ELL TSA, Ilona, was on a rotating schedule to offer support and observe different sections when she was on campus. Our largest improvements were in Bio and Geometry, Geometry saw an increase in proficiency of 39%, while Bio saw an increase of 43% proficiency.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Geometry across the board showed the least number of gains and lowest performance levels. We had a long-term guest teacher teaching a full slate of Geometry last year, our overall proficiency level stayed stagnant at 56%, which is in part to a 9% decrease in proficiency levels for our ESE subgroup. To focus on growth in this area we have put a veteran teacher in place of that long term guest teacher, and we added an inclusion teacher who used to teach Geometry to partner in that line of classes. We also are adding a math coach this year, which should allow for added support in our Geometry sections.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Our greatest decline from last year was our US history ELL subgroup and our Geometry ESE subgroup. We have added an extra full line of inclusion Geometry classes, to help focus on our Geometry growth. However, for US history we have made a switch in scheduling and have assigned a teacher that is bilingual. We also have added an extra ELL section in all core classes, last year as numbers grew, we were handcuffed into putting all new students in classes that were already too large. These changes will help students feel more acclimated and “at-home” in their sections, allowing more independent help, and develop more confidence throughout the year.
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 greatest gap when comparing to state averages comes from our Algebra scores. Our proficiency scores are 34% compared to the states 55%. However, while our proficiency scores are still below state, each year there is a consistent gain for our site-based progression, going from 22% proficient to 34% proficient. One of the factors that contributed to this year’s data can be attributed to teacher placement. We had a long-term guest teacher, take over after an internal reassignment of the original teacher, and we had two new hires running our inclusion sections. When looking at our data for Algebra, the only subgroup that dropped in proficiency rating from last year was our ELL subgroup. This is largely due to the large number of midyear international transfers and our LY sections growing too large. We have created an extra section in each core class for LY to help alleviate the issue of class size and midyear transfers. We have also added a Bi-Lingual Math Coach to help support.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Restructuring of school-based LY program: Changing ELL Class sizes/Sections for growing ELL population 2. Increased support within Algebra and Geometry: Increased support will come from our New Math Coach and our newly hired Inclusion Teacher who is certified in Math 3. Data-Driven Decision Making: Improving our utilization of data analysis to monitor student progress, identify areas for improvement, and inform instructional practices and interventions. 4. Professional Development: Supplying teachers with targeted professional development opportunities to improve upon and strengthen their instructional strategies, technology integration, and classroom management. 5. School Climate and Culture: Promoting a positive and inclusive school climate through community-building activities, proactive behavior management strategies, and “active visibility”.

SIP - Areas of Focus

We will be an organization dedicated to producing successive generations of citizens prepared to constructively participate in the society of their time.
Our mission is student development. We will graduate all students on time by releasing their intellectual capacity, affirming their right to learn, and cultivating citizens of honorable character.
ESE students in 9th grade will increase 3% (13%-16%) and 10th grade will increase to 16%.
(View Marzano Model)
Organizing students to interact with content
Action #1
Action Steps to implement evidence-based strategy:
Provide professional develop regarding "Organizing students to interact with content" during Pre-service week.
Person Responsible:
Admin
Progress Monitoring Evidence:
PM1 data for ESE group. CTEM observations to ensure strategy is implemented.
Action #2
Action Steps to implement evidence-based strategy:
Provide time for Co-teacher training and team building to implement the school wide strategy "Organizing Students to Interact with Content.
Person Responsible:
admin and ESE leadership
Progress Monitoring Evidence:
CTEM observations and PD sign-in sheet
Action #3
Action Steps to implement evidence-based strategy:
Develop common assessments amongst 9th/10th grade ELA classes that will provide evidence of school wide element implementation.
Person Responsible:
Williams, Costello, and Department Chairs
Progress Monitoring Evidence:
Scores from common assessments and PM's
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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ESE students in Algebra will increase from 11% to 15% and Geometry 35%-40%
(View Marzano Model)
Organizing students to interact with content
Action #1
Action Steps to implement evidence-based strategy:
Provide professional develop regarding "Organizing students to interact with content" during Pre-service week.
Person Responsible:
Admin
Progress Monitoring Evidence:
PM1 data for ESE group. CTEM observations to ensure strategy is implemented.
Action #2
Action Steps to implement evidence-based strategy:
Provide time for Co-teacher training and team building to implement the school wide strategy "Organizing Students to Interact with Content.
Person Responsible:
Admin and ESE Leadership
Progress Monitoring Evidence:
CTEM observations and PD sign-in sheet
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
U.S. History EOC proficiency scores will improve by 3%
(View Marzano Model)
Organizing students to interact with content
Action #1
Action Steps to implement evidence-based strategy:
Provide professional develop regarding "Organizing students to interact with content" during Pre-service week.
Person Responsible:
Admin
Progress Monitoring Evidence:
PM1 data for %proficient. CTEM observations to ensure strategy is implemented.
Action #2
Action Steps to implement evidence-based strategy:
Provide time for Co-teacher training and team building to implement the school wide strategy "Organizing Students to Interact with Content
Person Responsible:
Admin
Progress Monitoring Evidence:
CTEM observations and PD sign-in sheet
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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Administration will increase visibility and positive interactions with staff by interacting with each staff member at least three times per year. Tracked by survey, given three times year. We will see a 10% increase in positive ratings.
(View Marzano Model)
Establishing and Maintaining Effective Relationships in a Student-Centered Classroom
Action #1
Action Steps to implement evidence-based strategy:
Implement Positive Referral raffle (prized for both teachers and students)
Person Responsible:
Vincent Monzone
Progress Monitoring Evidence:
Positive referrals on focus
Action #2
Action Steps to implement evidence-based strategy:
Recognize monthly staff birthdays
Person Responsible:
Culture Climate Committee
Progress Monitoring Evidence:
photos
Action #3
Action Steps to implement evidence-based strategy:
Write and deliver notes of recognition and appreciation to staff.
Person Responsible:
All administration
Progress Monitoring Evidence:
staff spreadsheet
Action #4
Action Steps to implement evidence-based strategy:
Administration will be visible and develop rapport with students during drop off, passing, dismissal and lunch
Person Responsible:
All Adminstration
Progress Monitoring Evidence:
Observation/ Check Ins
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

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1.

Provide the methods for dissemination of this SIP, UniSIG budget and SWP to stakeholders (e.g., students, families, school staff and leadership and local businesses and organizations). Please articulate a plan or protocol for how this SIP and progress will be shared and disseminated and to the extent practicable, provided in a language a parent can understand. (ESSA 1114(b)(4))

List the school's webpage* where the SIP is made publicly available.
* A webpage is not sufficient as the sole method of dissemination.

No response.

2.

Describe how the school plans to build positive relationships with parents, families and other community stakeholders to fulfill the school’s mission, support the needs of students and keep parents informed of their child’s progress.

List the school's webpage* where the school's Family Engagement Plan is made publicly available. (ESSA 1116(b-g))
* A webpage is not sufficient as the sole method of dissemination.

No response.

3.

Describe how the school plans to strengthen the academic program in the school, increase the amount and quality of learning time and help provide an enriched and accelerated curriculum. Include the Area of Focus if addressed in Part II of the SIP. (ESSA 1114(b)(7)ii))

No response.

4.

If appropriate and applicable, describe how this plan is developed in coordination and integration with other Federal, State, and local services, resources and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing CSI or TSI activities under section 1111(d). (ESSA 1114(b)(5))

No response.

CSI, TSI and ATSI Resource Review

Describe the process to review school improvement funding allocations and ensure resources are allocated based on needs. This section must be completed if the school is identified as ATSI, TSI or CSI in addition to completing an Area(s) of Focus identifying interventions and activities within the SIP (ESSA 1111(d)(1)(B)(4) and (d)(2)(C).

No response.

Reading Achievement Initiative for Scholastic Excellence (RAISE)

For the 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

No reponse.
2.

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

No reponse.