Planning for School Improvement

Palmetto Ridge High School

School Year
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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
9th graders made an 8% gain in overall reading proficiency. ESE made a two percent gain, ELL made a ten percent gain while the advanced group stayed roughly the same. 10th grade overall a 2% gain, ESE made an 11 point gain, ELL decreased by 11% and Advanced decreased by 11%.
In Alg. overall proficiency went up by two percent, ESE went down 5%, ELL went up 9% Geo overall stayed the same, ESE went up 2%, ELL went down 24%, and advanced went up 5%.
Biology proficiency increased by 1% overall. ESE stayed the same, and ELL went down 37%.
US History increased by 11% overall, ESE increased 5% overall, ELL increased 49%, and advance increased 4%
Which data component showed the most improvement? What new actions did your school take in this area?
US History ELL subgroup and 9th grade ELA ELL subgroup showed a significant increase in proficiency levels. This is largely due to the teachers in these roles, implementing ELL strategies with fidelity. Both teachers implemented small groups regularly, and placed a heavy focus on vocabulary acquisition. Both improvements were largely due to strategic teacher placement, to meet the needs of these specific students. The ELA teacher was extremely receptive to collaboration and feedback from peers/district personal.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Biology ELL subgroup, Geometry ELL, 10th grade ELA ELL subgroup were the lowest performing subgroups. Our 10th grade ELA ELL teacher was chronically absent for the first Semester, eventually leading to us having to let her go in January and fill the spot with a long term sub. The lack of structure around the ELL subgroup for English/Reading had a direct impact on the outcome of our ELL subgroup across Geometry and Biology. Also, the teacher of the ELL Geometry subgroup was a first time Geometry teacher, moving from middle school to high school last year.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Biology ELL subgroup had the greatest decline across all subgroups. They showed a 37% decline in proficiency from the year prior. Part of this is due to the subgroups inconsistency of teaching in their ELA classes. Also, the ELL subgroup teacher was stepping into a new part time split between ESE Inclusion and Biology. Additionally, when speaking to the Biology ELL teacher, he emphasized the aspect of the EOC becoming adaptive. The adaptive format adjusts the students reading level; therefore, increasing the text complexity of the vocabulary and comprehension. This may have contributed as a barrier because of the lack of consistency within the 10th grade ELA ELL classes. Historically, this Biology teacher is not receptive to adapting his teaching style to the rest of the team. The teacher did not implement the same strategy for practicing the adaptive testing via canvas, like his Biology counterparts.
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.
There are no negative gaps between our data and the States data. Our Algebra proficiency level is even with state at 36% proficient. Our largest positive gap was US History, with a gap of +8% ( 67% State to 75% PRHS). Algebra ELL students had a brand new math teacher in their room, and we had a long term guest teacher in another classroom. We have replaced the long term guest teacher with a veteran Algebra teacher who will bring leadership and strategies with him for the team. US History had a switch made at the start of last year adding a bi-lingual teacher for US History ELL sections and we saw a huge increase in proficiency amongst our ELL Subgroup. (11%)
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1) Strategically hire and assign educators to support English Language Learner (ELL) sections, ensuring that staffing aligns with the specific linguistic and academic needs of these students. 2) Implement bi-weekly micro professional development sessions focused on evidence-based ELL instructional strategies, effective technology integration, the school-wide deliberate practice element (utilizing formative assessments to monitor and guide student progress), and approaches for supporting Students with Disabilities (SWD). 3) Facilitate bi-weekly Professional Learning Communities (PLCs) that are intentional, data-driven, and action-oriented to promote instructional coherence and continuous improvement. 4) Expand student access to acceleration opportunities, including through the administration of ICEV acceleration assessments within our environmental science courses. 5) Ensure the early and intentional administration of the PMI and ESB assessments for underclassmen, while also providing structured support and accountability systems for students preparing for the ServSafe certification.

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.
ELL students in 10th grade will increase 5% (7%-12%) and 9th grade ESE will increase of 3% ( 29%-32%) by May 31, 2026
(View Marzano Model)
Helping students practice skills, strategies, and processes.
Action #1
Action Steps to implement evidence-based strategy:
Provide professional develop regarding "Helping students practice skills, strategies, and processes." during Pre-service week. We will continue these targeted professional developments through micro-PDs conducted bi-weekly.
Person Responsible:
Various teacher leaders, Mrs. Barcarolo (reading coach), Mrs. Rosabella-Santos (math coach).
Progress Monitoring Evidence:
PM1 data. FTEM observations to ensure strategy is implemented. Staff will also be monitored for their engagement and comprehension of strategies during the interactive professional learning sessions. Discussions will take place during instruction council meetings where evidence of implementation will be discussed.
Action #2
Action Steps to implement evidence-based strategy:
Asking the same standard based questions on assessments amongst 9th/10th grade ELA classes that will provide evidence of school wide element implementation.
Person Responsible:
Reading Coach, Costello, and Department Chairs
Progress Monitoring Evidence:
Scores from common assessments and PM's
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
ESE students in Algebra will increase 5% (19% to 24%) and ELL Students in Geometry will increase 5% (35%-40%) by May 31, 2026.
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
Provide professional develop regarding "Using Formative Assessment to Track Progress" 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 Bi-Weekly Micro PD's
Person Responsible:
Admin
Progress Monitoring Evidence:
CTEM observations and PD sign-in sheet
Action #3
Action Steps to implement evidence-based strategy:
Asking the same standard based questions on assessments amongst Algebra and Geometry classes that will provide evidence of school wide element implementation.
Person Responsible:
Math Coach, Dr. Walcott, and Department Chairs
Progress Monitoring Evidence:
Scores from common assessments and PM's
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
ELL Biology students EOC proficiency scores will increase by 5% (18%-23%), by May 31, 2026.
(View Marzano Model)
Practicing skills, strategies, and process
Action #1
Action Steps to implement evidence-based strategy:
Provide professional develop regarding "Using Formative Assessment to Track Progress" 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 Bi-Weekly Micro PD's
Person Responsible:
Admin
Progress Monitoring Evidence:
CTEM observations and PD sign-in sheet
Action #3
Action Steps to implement evidence-based strategy:
Asking the same standard based questions on practice adaptive assessments amongst Biology classes that will provide evidence of school wide element implementation.
Person Responsible:
Department Chairs and Mrs. Rubenstein
Progress Monitoring Evidence:
Scores from common assessments and PM's
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Improved student academic achievement through increased participation in extracurricular activities, clubs, and leadership opportunities. This will be indicated by a 5% increase across all tested subject areas.
(View Marzano Model)
Providing Feedback and Celebrating Progress Establishing and Maintaining Effective Relationships in a Student-Centered Classroom
Action #1
Action Steps to implement evidence-based strategy:
Provide incentives such as academic recognition and leadership opportunities to students who excel both academically and in extracurricular activities.
Person Responsible:
Admin and Activities
Progress Monitoring Evidence:
Use student surveys and academic data to assess how extracurricular involvement impacts engagement and performance over time.
Action #2
Action Steps to implement evidence-based strategy:
Regularly monitor and compare academic data—such as grades and test scores—between students involved in extracurricular and leadership roles and those who are not, while also gathering qualitative insights through surveys or focus groups to assess how extracurricular participation influences academic motivation and performance.
Person Responsible:
Admin and Activities
Progress Monitoring Evidence:
Use student surveys to gauge perceived connections between academic performance and extracurricular involvement and also utilize data from progress monitoring.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!

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.

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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 2025-2026 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 2024−2025 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 2024−2025 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.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
No Council member found!
GroupNumber%
Community/Business00.0
Non-instructional Staff00.0
Parent00.0
Principal00.0
Students (required for HS; optional for MS)00.0
Teachers00.0
The number of non-employees must be at least 51% of the total SAC membership.
NOTE: The Principal is included in the district employee count.
GroupNumberPercent
District Employee 00.0
Non-District Employee 00.0
SAC membership must be representative (within 15%) of the ethnic, racial and socio-economic community served by the school. NOTE: The principal is NOT included in the demographic composition breakdown.
EthnicityNumber% SAC% Students
 00.00.0
Black00.011.0
Hispanic00.057.0
Others00.05.2
White00.026.7
Date

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