Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
9th grade - overall the 9th grade ELA scores were the same as last year, while CCPS decreased overall by two percent points. Our ESE subgroup decreased by 4%. and the ELL population decreased by 7%. 10th grade - overall a 4% decrease in proficiency, 4% increase in our ESE population and 2% decrease among our ELLs.
Algebra 1 decreased in proficiency by 8%. In the Alg 1 regular course, there was a significant drop among our ESE population. From FY22 to FY23 the ESE population decreased by 52% in the regular Algebra course. Our ELL population increased by 16% in the Algebra 1B group. Our ELL population made significant improvement in proficiency overall and exceeded the districts gains by 2% as well. Geometry: overall, geometry proficiency decreased by 7%, decreased by 7% among the ESE subgroup and by 10% in the ELL subgroup.
Biology proficiency decreased by 2% but increased by 12% within the ESE subgroup. Our ELL subgroup decreased by 14%. However, our lowest 25% were 53% proficient, which was 8% above the district.
US History proficiency decreased by 1%, but our ELL subgroup increased by 17%. ELL subgroup scored 7% higher than the district as well. While our ESE subgroup showed 4% growth from previous year, they were still 7% lower than district average. However, the lowest 25% subgroup were 42% proficient, 17 points above than the district average.
What data components demonstrate the greatest need for improvement?
Our ELL population demonstrated the greatest need for improvement in ELA, Geometry and Biology. Our ESE population also demonstrated a need for improvement, particularly in Algebra.
What were the contributing factors to this need for improvement?
Our ELL population increased significantly during FY23. These students started school at throughout the school year and this resulted in large developmental language classes, many teachers teaching our LY sections who had not before, and our ELL tutors having a very complex schedule.
What new actions need to be taken to address this need for improvement?
Professional development regarding the use of ELL resources in the classroom. Our district TSA will continue to train the staff on the use of Microsoft translate, snap and read, and how to use translations on PowerPoint. We began training the teachers who had LY sections at the end of last year and will continue to do so this year. Our LY sections have been scheduled with our ELL tutors in mind. Provided professional development in morphology, co-teacher/inclusion training, (organized by grade level), question stems.
What data components showed the most improvement?
Our ELL population increased by 16% in the Algebra 1B group. In Biology, we increased by 12% within the ESE subgroup.
What were the contributing factors to this improvement?
We strategically scheduled students with a teacher/inclusion pair in Alg1 A/B with significant experience working with ELL students. Our Biology teacher who had the inclusion sections is also certified ESE and does an exceptional job with that group of students.
What new actions did your school take in this area?
Scheduling based on teacher strengths and student needs.

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.
If teachers use data to identify and plan to meet the needs of each student, then ELA proficiency scores will increase from 49% to 55% when comparing both 9th and 10th grade 2023 PM3 to 2024 PM3 FAST data. ELA will focus on the following standards in order to make gains: Literary Elements, Interpreting Figurative Language, and Morphology. From PM1 to PM3, those standards will be At/Near the Standard or Above the Standard for PM3.
(View Marzano Model)
Planning to Close the Achievement Gap Using Data
Action #1
Action Steps to implement evidence-based strategy:
Common assessments with integration of question stems to increase cross curricular support
Person Responsible:
Amy Komninos, Dazra McDonald
Progress Monitoring Evidence:
PLCs, common assessments
Action #2
Action Steps to implement evidence-based strategy:
Co-teacher PD
Person Responsible:
Meaghan Rubenstein
Progress Monitoring Evidence:
PM Data, FTEM Reports, QB Data
Action #3
Action Steps to implement evidence-based strategy:
Teachers’ lesson plans will include a process for helping students track their individual progress on learning targets. Teachers lesson plans will include potential instructional adjustment that could be made based on student evidence/data. Teacher lesson plans include strategic supports and scaffolds so each student is able to interact directly with complex text.
Person Responsible:
All Administrators
Progress Monitoring Evidence:
Lesson plans
Action #4
Action Steps to implement evidence-based strategy:
Professional Development - cross curricular training Data Chats Create ESE Inclusion Rooms
Person Responsible:
Tobin Walcott, Dazra McDonald
Progress Monitoring Evidence:
PM Data, FTEM Reports, QB Data, Common Assessments with question stems, Lesson Plans.
Action #5
Action Steps to implement evidence-based strategy:
Strategic scheduling, ESE inclusion services room and pairing teachers with inclusion teachers. Common planning.
Person Responsible:
Meaghan Rubenstein
Progress Monitoring Evidence:
Room assignments, master schedule
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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From BEST PM3 FY23 to PM3 FY24, Algebra 1 will increase in proficiency by 5%, the ESE subgroup will increase by 10%. Geometry proficiency will increase by 5%.
(View Marzano Model)
Planning to Close the Achievement Gap
Action #1
Action Steps to implement evidence-based strategy:
Co-teacher PD
Person Responsible:
Meaghan Rubenstein
Progress Monitoring Evidence:
District Benchmark exams, BEST Algebra 1, BEST Geometry
Action #2
Action Steps to implement evidence-based strategy:
Strategic scheduling, ESE inclusion services room and pairing teachers with inclusion teachers with a strong math background. Common planning.
Person Responsible:
Meaghan Rubenstein
Progress Monitoring Evidence:
Master schedule, room assignments.
Action #3
Action Steps to implement evidence-based strategy:
UDL PD
Person Responsible:
Tiffany Milfort
Progress Monitoring Evidence:
FTEM, BEST Algebra 1, BEST Geometry, District Benchmark exams
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Biology EOC scores will increase in proficiency by 3% from FY23 to FY24.
(View Marzano Model)
Planning to Close the Achievement Gap
Action #1
Action Steps to implement evidence-based strategy:
Leveling Biology
Person Responsible:
Charlie Brown and Meaghan Rubenstein
Progress Monitoring Evidence:
Class Rosters, FAST data from previous year, prior science and English grades.
Action #2
Action Steps to implement evidence-based strategy:
Strategic scheduling of inclusion teachers
Person Responsible:
Meaghan Rubenstein
Progress Monitoring Evidence:
master schedule, QB data, quarterly check ins with teacher/inclusion teacher pairs.
Action #3
Action Steps to implement evidence-based strategy:
Professional development regarding the use of ELL resources in the classroom. Our district TSA will continue to train the staff on the use of Microsoft translate, snap and read, and how to use translations on PowerPoint. We began training the teachers who had LY sections at the end of last year and will continue to do so this year.
Person Responsible:
District ELL TSA, ELL Contact, ELL Para
Progress Monitoring Evidence:
QB Data, FTEM, teacher observations
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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US History EOC scores will increase in proficiency by 4% from FY23 to FY24.
(View Marzano Model)
Planning to close the achievement gap
Action #1
Action Steps to implement evidence-based strategy:
create inclusion teacher spaces with a resource room in order to provide accommodations for students
Person Responsible:
Tobin Walcott
Progress Monitoring Evidence:
QB data, US History EOC data, FTEM, teacher observations
Action #2
Action Steps to implement evidence-based strategy:
continue to provide ELL support, strategic planning of LY sections to maximize efficiency of the tutors
Person Responsible:
Meaghan Rubenstein, ELL Tutors
Progress Monitoring Evidence:
QB Data, master schedule, observations
Action #3
Action Steps to implement evidence-based strategy:
Common assessments with integration of question stems to increase cross curricular support
Person Responsible:
Amy Komninos, Dazra McDonald
Progress Monitoring Evidence:
PLCs, PD sign in sheet, common assessment data
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Biology EOC scores within the ELL subgroup will increase by 7%.
(View Marzano Model)
Using Data to Close the Achievement Gap
Action #1
Action Steps to implement evidence-based strategy:
strategic planning of LY sections
Person Responsible:
Meaghan Rubenstein
Progress Monitoring Evidence:
master schedule, tutor schedule
Action #2
Action Steps to implement evidence-based strategy:
teacher PD on snap and read, immersive reader, Microsoft translate and any other assistive technology.
Person Responsible:
district ELL TSA
Progress Monitoring Evidence:
training sign in sheets
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.
(View Marzano Model)
Establishing and Maintaining Effective Relationships in a Student-Centered Classroom
Action #1
Action Steps to implement evidence-based strategy:
Monthly staff birthday celebrations
Person Responsible:
Culture Climate Committee
Progress Monitoring Evidence:
photos
Action #2
Action Steps to implement evidence-based strategy:
Notes of recognition and appreciation to staff, handed out by administration
Person Responsible:
All administration
Progress Monitoring Evidence:
staff spreadsheet
Action #3
Action Steps to implement evidence-based strategy:
administration always visible at drop off, passing, dismissal and lunch
Person Responsible:
all administration
Progress Monitoring Evidence:
observations
Action #4
Action Steps to implement evidence-based strategy:
Tracking Teacher Interactions
Person Responsible:
All Administration
Progress Monitoring Evidence:
staff spreadsheet
Action #5
Action Steps to implement evidence-based strategy:
Positive Referral raffle (prized for both teachers and students)
Person Responsible:
Vincent Monzone
Progress Monitoring Evidence:
Positive referrals on focus
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Schoolwide Program Plan (SWP) Requirements

This section must be completed if the school is implementing a Title I, Part A SWP and opts to use the SIP to satisfy the requirements of the SWP plan, as outlined in the ESSA, Public Law No. 114-95, § 1114(b). This section is not required for non-Title I schools.
1.

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

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

No response.

2.

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

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

No response.

3.

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

No response.

4.

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

No response.

CSI, TSI and ATSI Resource Review

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

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

No reponse.
2.

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

No reponse.

State the specific measurable outcome the school plans to achieve for each grade below. This should be a data-based, objective outcome. Include prior year data and a measurable outcome for each of the following:

  • Each grade K -3, using the coordinated screening and progress monitoring system, where 50 percent or more of the students are not on track to pass the statewide ELA assessment;
  • Each grade 3-5 where 50 percent or more of its students scored below a Level 3 on the most recent statewide, standardized ELA assessment; and
  • Grade 6 measurable outcomes may be included, as applicable.
1.

Grades K-2 Measurable Outcomes

No reponse.
2.

Grades 3-5 Measurable Outcomes

No reponse.
1.

Monitoring

Describe how the school’s Area(s) of Focus will be monitored for the desired outcomes. Include a description of how ongoing monitoring will impact student achievement outcomes.
No reponse.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
No reponse.
1.

Description

Describe the evidence-based practices/programs being implemented to achieve the measurable outcomes in each grade and describe how the identified practices/programs will be monitored. The term "evidence-based" means demonstrating a statistically significant effect on improving student outcomes or other relevant outcomes as provided in 20 U.S.C. §7801(21)(A)(i). Florida’s definition limits evidence-based practices/programs to only those with strong, moderate or promising levels of evidence.

  • Do the identified evidence-based practices/programs meet Florida’s definition of evidence-based (strong, moderate or promising)?
  • Do the evidence-based practices/programs align with the district’s K-12 Comprehensive Evidence-based Reading Plan?
  • Do the evidence-based practices/programs align to the B.E.S.T. ELA Standards?
No reponse.
2.

Rationale

Explain the rationale for selecting practices/programs. Describe the resources/criteria used for selecting the practices/programs.

  • Do the evidence-based practices/programs address the identified need?
  • Do the identified evidence-based practices/programs show proven record of effectiveness for the target population?
No reponse.

List the action steps that will be taken to address the school’s Area(s) of Focus. To address the area of focus, identify 2 to 3 action steps and explain in detail for each of the categories below:

  • Literacy Leadership
  • Literacy Coaching
  • Assessment
  • Professional Learning
StepActionPerson Responsible for Monitoring
Not Action Step found.