Planning for School Improvement

Golden Gate High School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
We are pleased that we saw a double-digit decrease in our overall Level 1 & 2 in 9th & 10th Grade. Our concern, though, is that the vast majority of Level 1 students remained at Level 1.ESE & LY subgroups saw single-digit decreases in Level 1 & 2.
Incoming Freshmen's math skills are a concern as we saw an increase of Level 1 & 2 and a 9% decrease in proficiency in Algebra. We are pleased that our Geometry scores did not decrease as much as anticipated.
We saw a significant increase (30%+) in our Biology scores during SY24.
U.S. History EOC scores were our highest in 4+ years with proficiency at 67%. ELL & ESE students had 30%+ of the students meet proficiency (0% met proficiency in SY23).
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 gain scores in both Reading and Math. We saw a huge gain in Biology proficiency, but we are aware that the increase was aided by the way that we scheduled students. The new actions that we added was to improve on our interventions in classrooms. We utilize our Resource teachers to provide academic support to students in need.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Our NES English classes in Grades 9 & 10 did not perform as anticipated. The majority of the Level 1 students remained Level1. The main contributing factor was the quality of instruction in both grade levels.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Overall proficiency in Geometry decreased by 3%. We noticed that our 9th Graders struggled the most on the EOC.
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.
The greatest positive gap with the state was the Biology EOC. Conversely, English 9 & 10 showed the biggest "negative" gap compared to the state.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Continue to improve school culture. 2. Increase our staff and student feedback & recognition. 3. Provide additional support in ELA and Math. 4. Strategic use of ELL tutors. 5. Continue to improve the MTSS process

SIP - Areas of Focus

At Golden Gate High School, our vision is to graduate all students with the life skills and academic knowledge necessary for college and career readiness.
At Golden Gate High School, our mission is to establish academic excellence in all students by growing positive, responsible, citizens through challenging curricula within a safe learning environment.
Golden Gate H.S. scored at 51% in overall ELA proficiency in the 2023-24 school year. Our goal is to improve to 54% in overall ELA proficiency in the 2024-25 school year. Golden Gate H.S. scored at 61% in overall gain scores in the 2023-24 school year. Our goal is to improve to 64% in overall ELA gain scores in the 2024-25 school year. Golden Gate H.S. scored at 57% in low 25% gain scores in the 2023-24 school year. Our goal is to improve to 70% in overall low 25% gain scores in the 2024-25 school year.
(View Marzano Model)
Using Engagement Strategies
Action #1
Action Steps to implement evidence-based strategy:
All 9th and 10th Grade ELA teachers will receive 3 professional planning days (one each quarter) to review PM data as well as curriculum pacing and guidance.
Person Responsible:
Literacy Coach, Resource Teachers, AP, APC
Progress Monitoring Evidence:
PM Assessments, School-based assessments
Action #2
Action Steps to implement evidence-based strategy:
Professional Development for LY strategies
Person Responsible:
Literacy Coach, Resource Teachers, AP, APC
Progress Monitoring Evidence:
Mini-professional development opportunities will be offered monthly. PD will be offered to whole staff on ERD's 9/18 and 2/10.
Action #3
Action Steps to implement evidence-based strategy:
Resource Teacher and Literacy Coach model lessons for teachers in grades 9 and 10
Person Responsible:
Literacy Coach, Resource Teacher, AP
Progress Monitoring Evidence:
Literacy Coach will work work primarily with 9th grade and a Reading Resounce Teacher will work primarily with 10th grade. The AP will work with both grade levels to provide support.
Action #4
Action Steps to implement evidence-based strategy:
A bi-weekly MTSS meeting will occur with the Reading Coach, Reading Resource Teachers, Guidance Counselor, AP, APC, and Principal to discuss Individual and class growth and achievement
Person Responsible:
Reading Coach, APC
Progress Monitoring Evidence:
Committee will meet to talk about modifications in instruction as well as interventions for student improvement
Action #5
Action Steps to implement evidence-based strategy:
All English classes in 9th and 10th grade will participate in Data Chats with their teacher
Person Responsible:
All classroom 9th/10th Grade ELA Teachers
Progress Monitoring Evidence:
Students will be aware of their own learning and will be able to see their individual growth from PM to PM.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Golden Gate H.S. scored at 37% in overall Algebra 1 proficiency and 66% in Geometry proficiency in the 2023-24 school year. Our goal is to improve to 40% in overall Algebra 1 and 69% in Geometry proficiency in the 2024-25 school year. Golden Gate H.S. scored at 63% in overall gain scores in the 2023-24 school year. Our goal is to improve to 66% in overall Math gain scores in the 2024-25 school year. Golden Gate H.S. scored at 74% in low 25% gain scores in the 2023-24 school year. Our goal is to improve to 77% in overall low 25% gain scores in the 2024-25 school year.
(View Marzano Model)
Using Engagement Strategies Using Questions to Help Students Elaborate on Content Reviewing Content
Action #1
Action Steps to implement evidence-based strategy:
All Algebra and Geometry teachers will receive 3 professional planning days (one each quarter) to review PM data as well as curriculum pacing and guidance.
Person Responsible:
Math Coach, Resource Teachers, AP, APC
Progress Monitoring Evidence:
PM Assessments, School-based assessments
Action #2
Action Steps to implement evidence-based strategy:
Professional Development for LY strategies
Person Responsible:
Math Coach, Resource Teachers, AP, APC
Progress Monitoring Evidence:
Mini-professional development opportunities will be offered monthly. PD will be offered to whole staff on ERD's 9/18 and 2/10.
Action #3
Action Steps to implement evidence-based strategy:
Resource Teacher and Math Coach model lessons for teachers in Algebra and Geometry
Person Responsible:
Math Coach, Resource Teachers, AP, APC
Progress Monitoring Evidence:
Math Coach will work work primarily with 9th grade and a Reading Resounce Teacher will work primarily with 10th grade. The AP will work with both grade levels to provide support.
Action #4
Action Steps to implement evidence-based strategy:
A bi-weekly MTSS meeting will occur with the Math Coach, Math Resource Teachers, Guidance Counselor, AP, APC, and Principal to discuss Individual and class growth and achievement
Person Responsible:
Math Coach, Math Resource Teachers, Guidance Counselor, AP, APC, Principal
Progress Monitoring Evidence:
Committee will meet to talk about modifications in instruction as well as interventions for student improvement
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
Golden Gate H.S. scored at 67% in overall U.S. History proficiency 2023-24 school year. Our goal is to improve to 70% overall in U.S. History proficiency in the 2024-25 school year.
(View Marzano Model)
Using Engagement Strategies Identifying Critical Content from the Standard
Action #1
Action Steps to implement evidence-based strategy:
Teachers will meet every week to discuss common assessments (Gateway Assessments), planning and pacing. Teachers will receive 1 professional planning day at the start of 2nd Semester to review QBA data as well as curriculum pacing and guidance.
Person Responsible:
A.P. Teachers
Progress Monitoring Evidence:
PM Assessments, School-based assessments
Action #2
Action Steps to implement evidence-based strategy:
Professional Development for LY strategies, focusing on Reading and Comprehension Strategies for student engagement and understanding of Key Content. Coordinated with English Department P.D.
Person Responsible:
Literacy Coach, Resource Teachers, AP
Progress Monitoring Evidence:
Combining ELA LY professional development opportunities offered throughout the school year.
Action #3
Action Steps to implement evidence-based strategy:
Develop common engagements strategies and resources to support student learning and success on common assessments and the End of Course Examination.
Person Responsible:
Teachers, AP
Progress Monitoring Evidence:
PM Assessments, School-based assessments, Student Reading Level Scores
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
Golden Gate H.S. scored at 93% in overall Biology proficiency 2023-24 school year. Our goal is 70% overall in Biology proficiency in the 2024-25 school year.
(View Marzano Model)
Using Engagement Strategies Reviewing Content
Action #1
Action Steps to implement evidence-based strategy:
All Biology teachers will receive 3 professional planning days (one each quarter) to review QBA data as well as curriculum pacing and guidance.
Person Responsible:
Teachers and APC
Progress Monitoring Evidence:
PM Assessments, School-based assessments
Action #2
Action Steps to implement evidence-based strategy:
Professional Development for LY strategies, focusing on Reading and Comprehension Strategies for student engagement and understanding of Key Content. Coordinated with English Department P.D.
Person Responsible:
Literacy Coach, Resource Teachers, AP
Progress Monitoring Evidence:
Combining ELA LY professional development opportunities offered throughout the school year.
Action #3
Action Steps to implement evidence-based strategy:
Develop common engagements strategies and resources to support student learning and success on common assessments and the End of Course Examination.
Person Responsible:
Teachers, APC
Progress Monitoring Evidence:
PM Assessments, School-based assessments, Student Reading Level Scores
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By May 31, 2025, the graduation rate will increase by 3%. Golden Gate High School will be at 91% graduation rate.
(View Marzano Model)
Consistent and constant data chats and goal setting student meetings conducted by administration, counselors, ELL Contact, and/or ESE Specialists. Consistent and constant monitoring of identified students at risk via weekly MTSS meetings, monthly Beacon visits, and monthly Phoenix visits. Conduct parent communication and parent meetings with identified students at risk at school, Beacon, and Phoenix.
Action #1
Action Steps to implement evidence-based strategy:
Leadership team meets weekly to discuss community and grade-specific student needs and create action plans to provide support to those students and families in need of additional support from various outside agencies.
Person Responsible:
Administration
Progress Monitoring Evidence:
Administration Meeting Notes
Action #2
Action Steps to implement evidence-based strategy:
Administrators, guidance, and ELA & Math support to monitor Beacon & Phoenix students' progress and provide test-prep.
Person Responsible:
Administration
Progress Monitoring Evidence:
Administration Meeting Notes and log via Student Success in Teams.
Action #3
Action Steps to implement evidence-based strategy:
Ensure that all students are given opportunities to take the ACT, SAT, and FAST Retakes.
Person Responsible:
Administration
Progress Monitoring Evidence:
Student Success Tracker in TEAMS
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich 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.

Budget Document Uploads

File NameUpload Date
GGH-FY25 Title I Use of Funds 11-12-24 Sal Inc .xlsx 01/07/2025
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.