Planning for School Improvement

Estates Elementary School

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
-All grade levels demonstrated growth when comparing PM1-PM3, but only 3rd grade improved proficiency when compared to FY22 FSA.
K-2 all had limited growth when comparing PM1-PM3.
We see a connection between our 5th grade ELA proficiency (56%) and our 5th grade science proficiency (56%).
What data components demonstrate the greatest need for improvement?
-Since 5th grade science is it's own category, that data component hit us the hardest. -5th grade ELA comparison between PM1-PM3 is concerning; we only increased from 53% proficient to 56%. -5th grade ELA had more benchmarks at the below the standard level than other grade levels.
What were the contributing factors to this need for improvement?
-5th Grade Science: Only 30% of our 5th graders were with us since kindergarten. Many were missing learning from tested 3rd and 4th grade standards. -English Language Learners: We have 141 LY students now compared to 97 in 2021. 70% are a level one or two.
What new actions need to be taken to address this need for improvement?
-5th Grade Science: We will need to embed more review for 3rd and 4th grade content. This will be a challenge with a loss of a math/science coach that was Title 1 funded in previous years. -One of our ESE inclusion teachers will be moving into our literacy coach position. She has a strong work ethic and positive attitude and relationships with colleagues.
What data components showed the most improvement?
-3rd Grade ELA: We not only maintained our proficiency at 68% (after increasing from 65% in FY22), we only had 30% proficiency on PM1. We were above our district average by 12%.
What were the contributing factors to this improvement?
-3rd Grade ELA: We had 6/8 of our 3rd grade teachers new to our team and 5/8 were new to the school. One classroom had four teachers throughout the school year, and two teachers resigned on the same day in February. Because of these challenges, the team had so many supports in planning and in the classroom.
What new actions did your school take in this area?
-3rd Grade ELA: Because of these challenges listed above, the team had so many supports in planning and in the classroom.

SIP - Areas of Focus

Preparing engaged, enriched, and successful students for the world of tomorrow.
Working together with the community open-mindedly to develop a positive, nurturing environment, and responsible and respectful citizens who are lifelong learners dedicated to productivity within a global society.
If teachers plan and deliver standards-based instruction using district resources and questions to help students elaborate on content, then our ELA proficiency will increase by 3% at each grade level 3rd-5th. Proficiency for students in 3rd grade will increase from 68%-71%, 4th grade will increase from 65%-68%, and 5th grade will increase from 56-59%.
(View Marzano Model)
Using Questions to Help Student Elaborate on Content
Action Steps to implement evidence-based strategyPerson ResponsibleProgress Monitoring EvidenceQ1Q2EOY
EI Adj EI Adj EI Adj
Use a sequence of increasingly complex questions as it relates to the ELA benchmark.
Mary Whatley, Jill Rexford, Lindsey Anderson
Monitor questions in teachers’ lesson plans/PowerPoints and discussions in collaborative planning.
Ask questions and/or provide tasks that require students to use evidence from the text to demonstrate understanding of central ideas and support their claims and conclusions about the text.
Mary Whatley, Jill Rexford, Lindsey Anderson
Monitor grade level monthly common task that will be require students to use evidence from text to demonstrate understanding.
Require students to use evidence from the text to demonstrate understanding and support their inference and conclusions about the text.
Mary Whatley, Jill Rexford, Lindsey Anderson
Monitor grade level monthly common task that will be require students to use evidence from text to demonstrate understanding.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers plan and deliver standards-based instruction using district resources and questions to help student elaborate on content, then our math proficiency will increase by 3% at each grade level 3rd-5th. Proficiency for students in 3rd grade will increase from 64%-67%, 4th grade will increase from 64%-67%, and 5th grade will increase from 65-68%.
(View Marzano Model)
Using Questions to Help Student Elaborate on Content
Action Steps to implement evidence-based strategyPerson ResponsibleProgress Monitoring EvidenceQ1Q2EOY
EI Adj EI Adj EI Adj
Expect students to explain their thinking when responding.
Jill Rexford and Lindsey Anderson
Monitor questions in teachers’ lesson plans/PowerPoints and discussions during collaborative planning that ask students to explain their thinking during “Pose the Problem” in McGraw math lesson.
Pose questions that prompt students to share their developing thinking about mathematical problems and practices
Jill Rexford and Lindsey Anderson
Monitor questions in teachers’ lesson plans/PowerPoints and discussions during collaborative planning that pose questions that prompt students to share their thinking during “Activity Based Exploration” in McGraw math lesson.
Encourage students to talk about each other’s thinking.
Jill Rexford and Lindsey Anderson
Monitor questions in teachers’ lesson plans/PowerPoints and discussions during collaborative planning that ask students to talk about their thinking during “Be Curious” in McGraw math lesson.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers plan and deliver standards-based instruction using district resources and questions to help students elaborate on content, then proficiency for students in 5th grade will increase from 56-59%.
(View Marzano Model)
Using Questions to Help Student Elaborate on Content
Action Steps to implement evidence-based strategyPerson ResponsibleProgress Monitoring EvidenceQ1Q2EOY
EI Adj EI Adj EI Adj
Model the process of using evidence to support elaboration
Jill Rexford and Lindsey Anderson
Monitor teachers’ lesson plans/PowerPoints and collaborative planning discussions for their steps to model the process for using evidence to support elaboration
Ask students to provide evidence for their elaborations.
Jill Rexford and Lindsey Anderson
Monitor teachers’ lesson plans/PowerPoints and collaborative planning discussions for their questions that require students to provide evidence for their elaborations
Model implementation of appropriate wait time when questioning
Jill Rexford and Lindsey Anderson
We will observe for appropriate wait time when observing teachers and leaving written feedback
Budget
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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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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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We will enhance our positive school culture and environment by decreasing the number of major referrals by 5% (165 in FY23 to 156 in FY24).
(View Marzano Model)
Establishing and Maintaining Effective Relationships in a Student Centered Classroom
Action Steps to implement evidence-based strategyPerson ResponsibleProgress Monitoring EvidenceQ1Q2EOY
EI Adj EI Adj EI Adj
Write positive referrals.
Laura Watkins and Richard Curley
As a collective staff we will write 1,000 or more positive referrals throughout the school year. These numbers are tracked by our PBIS committee that meets monthly. We highlight our three staff members who are "Positive Behavior Rock stars" who wrote the most that month. Their names are shared on the PBIS meeting agenda and in the principal's weekly staff kudos email: Heart of Estates
Compliment students regarding academic and personal accomplishments
Classroom Teachers
Each student will call home at least one time throughout the school year to share a personal accomplishment. We have a school wide chart that tracks the date of every positive phone call.
Use nonverbal signals (e.g. smile, nod, “high five”, pat on shoulder, thumbs up, fist bump, silent applause, eye contact, etc.)
Classroom Teachers
Students will choose how they want to be greeted each day by their teachers. It is the expectation that teachers greet every child at the door every morning. Administration circulates to monitor this practice daily.
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.