Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Our ELL students are struggling across all grade levels. Grade 10 students showed gains from 9th Grade. We continue to be out-paced by the District Average.
ESE and ELL subgroups in Algebra 1 showed a lot of growth but still below district average. Geometry scores were above the district average in all categories. This is our strongest instructional team.
Our drop in scores reflects our loss of teacher at the semester and the majority of testers struggled in ELA the previous year.
Our ELL students struggled when we lost an ELL tutor and the accompanying bilingual teacher during the year.
What data components demonstrate the greatest need for improvement?
Outside of Geometry, the greatest need for improvement is our LY student scores.
What were the contributing factors to this need for improvement?
Lack of tutors and increased number of ELL students - especially NES.
What new actions need to be taken to address this need for improvement?
Tutors aligned strategically to work with one teacher in subject area to maximize collaboration. Utilization of the Three-Read Protocol for LY students.
What data components showed the most improvement?
Geometry showed the most improvement across all subgroups.
What were the contributing factors to this improvement?
Consistent staffing.
What new actions did your school take in this area?
Professional planning days, aligned assessments, detailed-oriented PLCs led by Math Coach.

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.
The SY24 Spring ELA PM3 (Progress Monitoring 3) student proficiency will increase 3% from 33% (SY23) to 36% (SY24) for Grade 9; 37% (SY23) TO 40% (SY24) for Grade 10..
(View Marzano Model)
1. Using Engagement Strategies 2. Using Questions to Help Students Elaborate on Content 3. Communicating High Expectations for Each Student to Close the Achievement Gap
Action Steps to implement evidence-based strategyPerson ResponsibleProgress Monitoring EvidenceQ1Q2EOY
EI Adj EI Adj EI Adj
PD on the evidenced based Marzano elements to improve instructional practice.
All admin
PD Agenda
Professional development for all teachers on instructional strategies for Informational Text in order to effectively teach reading across the content areas.
Administration
Agenda Minutes FTEM Observation Data Quarterly Benchmark Assessments State PM Assessments
All English 9th and 10th Grade teachers will be given instructional planning days at the beginning of each nine weeks to plan for the quarter.
Administration
Agenda Minutes
Regular sharing of instructional best practices at PLC meetings.
Reading Coach, Administration
Agenda Minutes FTEM Observations
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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The SY24 Algebra EOC proficiency will increase 5% points to 40% overall and the Geometry EOC proficiency will maintain at 71% overall.
(View Marzano Model)
1. Using Formative Assessments to Track Progress 2 Organizing Students to Interact with Content 3. Communicating High Expectations for Each Student to Close the Achievement Gap
Action Steps to implement evidence-based strategyPerson ResponsibleProgress Monitoring EvidenceQ1Q2EOY
EI Adj EI Adj EI Adj
PD on the evidenced based Marzano elements to improve instructional practice.
All Admin
PD Agenda
Implement a standards-based weekly assessment to determine areas of support.
Math Coach
Weekly standards-based assessments.
All Algebra and Geometry teachers will be given instructional planning days at the beginning of each nine weeks to plan for the quarter.
Administration, Math Coach
Agenda minutes
Professional development for teachers on rich questioning, grading practices, descriptive feedback, structuring lessons that include higher-order activities, and student goal setting.
Administration, Math Coach
PLC Minutes FTEM Observations PD Agenda
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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The intended outcome is to increase the number of students that score a Level 3 and above on the U.S. History End-of-Course exam from SY23 58%% to SY24 62%. The goal is to demonstrate a 4% increase in students scoring at or above a level 3.
(View Marzano Model)
1. Using Engagement Strategies 2. Using Questions to Help Students Elaborate on Content 3. Communicating High Expectations for Each Student to Close the Achievement Gap
Action Steps to implement evidence-based strategyPerson ResponsibleProgress Monitoring EvidenceQ1Q2EOY
EI Adj EI Adj EI Adj
All U.S. History teachers will be given instructional planning days at the beginning of each nine weeks to plan for the quarter.
APC
Agenda minutes
Regular sharing of instructional best practices at PLC meetings.
APC
PLC minutes, classroom observations
PD on the evidenced based Marzano elements to improve instructional practicies
All Admin
PD Agenda
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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The intended outcome is to increase the number of students that score a Level 3 and above on the Biology End-of-Course exam from SY22 56% to SY23 69%. The goal is to demonstrate a 13% increase in students scoring at or above a level 3.
(View Marzano Model)
1. Using Engagement Strategies 2. Using Questions to Help Students Elaborate on Content 3. Communicating High Expectations for Each Student to Close the Achievement Gap
Action Steps to implement evidence-based strategyPerson ResponsibleProgress Monitoring EvidenceQ1Q2EOY
EI Adj EI Adj EI Adj
PD on the evidenced based Marzano elements to improve instructional practice.
All Admin
PD Agenda
All Biology teachers will be given instructional planning days at the beginning of each nine weeks to plan for the quarter.
AP
Agenda minutes
Regular sharing of instructional best practices at PLC meetings.
AP
PLC minutes, classroom observations
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.
Action Steps to implement evidence-based strategyPerson ResponsibleProgress Monitoring EvidenceQ1Q2EOY
EI Adj EI Adj EI Adj
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Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Golden Gate High School will improve 9th Grade attendance by 1% to 94% over SY23 (93%).
(View Marzano Model)
Establishing and Maintaining Effective Relationships in a Student-Centered Classroom Communicating High Expectations for Each Student to Close the Achievement Gap Establishing and Acknowledging Adherence to Rules and Procedures
Action Steps to implement evidence-based strategyPerson ResponsibleProgress Monitoring EvidenceQ1Q2EOY
EI Adj EI Adj EI Adj
Quarterly recognition events for students who have no more than the pre-determined number of referrals, infractions, absences, and tardy and/or has shown improvement in these areas.
Attendance & Discipline
FOCUS data reports.
Grade Level Titan of the Month – monthly teacher nominations and recognized/rewarded to students exhibiting the TITAN WAY by RESPECTING themselves, classmates, adults, and our building.
Attendance & Discipline
Office Survey Form data.
Weekly promotional and informational "Smore" news are communicated to parents via social media in order to increase parent and community involvement, engagement, and support.
Curriculum & Instruction
SMORE/Blackboard reports.
Leadership team meets weekly to discuss community and student needs and create action plans to provide support to those students and families in need of additional support from various outside agencies.
Administration
Administrative Notes
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. Add a step from the form below.