Planning for School Improvement

Veterans Memorial Elementary School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
K-2 increased proficiency for all in iReady and Star Reading from PM1 to PM3 Kinder iReady area of growth- ESE subgroup decreased in proficiency and increased on percent below grade level 1st & 2nd iReady area for growth- ELL 1 or more grade levels below increased from FY23 to FY24 3-5 increased proficiency from PM1 to PM3 overall 5th ELL subgroup is an area of concern in reading
K-5 all students increased from PM1 to PM3 overall and subgroups K, 1, 3, and 5 increased overall proficiency from FY23 to FY24 while grades 2 and 4 were stagnant Use of ALEKS was inconsistent and is an area for growth
Proficiency decreased for all ESE and ELL subgroups are a concern 56 level 5's 27 level 4's 26 level 3's 59% of 5th graders were above grade level 22% were below grade level expectations
Which data component showed the most improvement? What new actions did your school take in this area?
Our 3rd grade math overall proficiency increased from FY23 to FY24 to 90%, which was the highest percent proficiency in the district. The actions we took that contributed to this increase is purposefully scheduling math to ensure that students received the instruction that was needed for them to be successful and teachers shared students across the grade level. The advance classes for ELA and Math were successful as evident by the gains from PM1 to PM3 in addition to the high percent proficient overall in grades 3, 4, and 5. The actions we took was to tailor each student's ELA and Math teacher to their score from the previous year and to ensure that they received the instruction needed to be successful. K-5 overall student performance showed growth from PM1 to PM3.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
5th grade ELA is our lowest performance component. The trend we see is that they decreased by one percent while the district increased by 3%. In addition, also in 5th grade, while we gained one percenter in math and the district remained stagnant there appears to be limited rate of progress from year to year. We had two long term guest teachers one during semester 1 and one during semester 2 both of which were ELA teachers for the entire grade level. While we had a plan in place and pushed our reading coach in for classroom support, we feel that this had an impact on our student performance.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
The decline in our FY23 to FY24 data when looking at our ELL subgroups in 5th grade ELA and 4th and 5th grade Math is our greatest decline from the prior year. That factors that contributed to this is our growth in EL population, as well as factors of time of entry, prior schooling (if any), and DUESS.
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.
We outperformed the state in all grade levels in ELA and in Math.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1) Gains for L25% 2) Gains for EL and ESE subgroups 3) 5th Grade Science Proficiency (as well as gains from year to year)

SIP - Areas of Focus

Developing tomorrow's leaders today.
To establish a community-wide professional learning community committed to high-quality teaching and learning to support the success of every student, teacher, and staff member in reaching high standards of performance.
By May 2025, we will increase our ELA lowest 25% gains from 53% to 56% as evidenced by PM3 FAST.
(View Marzano Model)
Helping students practice skills, strategies, and processes.
Action #1
Action Steps to implement evidence-based strategy:
Conduct professional learning monthly focused on instructional strategies that help students revise knowledge.
Person Responsible:
Instructional Support Staff, Instructional Coach, & Administration
Progress Monitoring Evidence:
Classroom observations with focused feedback Teacher leaders sharing best practices based on classroom observations
Action #2
Action Steps to implement evidence-based strategy:
Conduct student groups to examine a deeper understanding of changed perceptions of previous content twice a month.
Person Responsible:
ELA Teachers
Progress Monitoring Evidence:
Collect work samples from the structured activities. Analyze the effectiveness of the activities through students assessments and feedback.
Action #3
Action Steps to implement evidence-based strategy:
Purposeful scheduling of instructional supports for EL, ESE, T3 students
Person Responsible:
Jessica Vieira & Brittany Roberts
Progress Monitoring Evidence:
This is done at the beginning of the year based on information we have of students from the previous year and discussions with instructional support staff. Throughout the school year the schedule is reviewed and changed to ensure the needs of students are being met. These decisions are made as outcomes of monthly data dig meetings and MTSS leadership meetings. Additional supports are scheduled as push in for some core classes to assist teachers with instruction. EL is pushed in to support Science in 5th grade.
Action #4
Action Steps to implement evidence-based strategy:
Focus on L25 in each classroom to ensure support are provided through the MTSS process.
Person Responsible:
Jessica Vieira
Progress Monitoring Evidence:
Monthly Data Digs with each grade level to track all student making gains. Interventions and enrichment will be discussed and adjustment will be made as needed. MTSS Leadership Meetings - notes that will track and document MTSS leadership review of students moving through the MTSS process (T2 to T3).
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
By May of 2025, we will increase our Math lowest 25% gains from 63% to 65% as evidenced by FAST PM3.
(View Marzano Model)
Helping students practice skills, strategies, and processes.
Action #1
Action Steps to implement evidence-based strategy:
Morning Math Club - 3rd. 4th & 5th Grade L25 student. Run reports from PM3 to determine who to invite.
Person Responsible:
Aimee Rynsburger, Mysha Farmar, Kathryn Robison, Barb Schini, Niurka Castro
Progress Monitoring Evidence:
PM1 and PM2 data will be utilized to monitor student progress. This data will be used to guide data-driven decisions as determined by VME Leadership.
Action #2
Action Steps to implement evidence-based strategy:
ALEKS pie posters to document passing of skills
Person Responsible:
3rd Grade Advanced Math Teachers, 4th Grade, and 5th Grade Math Teachers
Progress Monitoring Evidence:
ALEKS Pie Data Trackers will be used to track and monitor usage as well as progress in each individual math "pie". Teacher monitors this with individuals during DEAL time monthly.
Action #3
Action Steps to implement evidence-based strategy:
Purposeful schedule for push in Math Supports in 3rd. 4th, and 5th grade "regular" Math classes
Person Responsible:
Jessica Vieira & Brittany Roberts
Progress Monitoring Evidence:
Data Dig discussion (leadership and grade level teams) will take place monthly where teachers will discuss student specific data. Observations through iObservation with purposeful feedback. Math classroom assessment data will be discussed at collaborative planning, best practices will be shared, and data-driven decision will be made.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
By May 2025, we will increase our Science proficiency gains from 78% to 80% as evidenced by the state Science assessment.
(View Marzano Model)
Helping students practice skills, strategies, and processes.
Action #1
Action Steps to implement evidence-based strategy:
District Science department will supports from CCPS Science Dept.
Person Responsible:
Jessica Vieira & Brittany Roberts
Progress Monitoring Evidence:
Lesson plans with hands-on activities embedded. Planned for purposeful differentiation during collaborative planning.
Action #2
Action Steps to implement evidence-based strategy:
Students will take the QBA 1 assessments and data analysis will take place at monthly data digs, discussed at monthly vertical articulation meetings, share best practices at collaborative planning, and spiral review of previously taught content.
Person Responsible:
5th Grade Science Teachers & Instructional Support Staff
Progress Monitoring Evidence:
Analyze results from QBA 1, determine gaps in learning and create a plan for re-teaching and spiral review at monthly data digs.
Action #3
Action Steps to implement evidence-based strategy:
5th grade students will take the District Science QBA 2 & 3. During grade level data analysis will take place at data digs, share best practices at collaborative planning and spiral review of previously taught content.
Person Responsible:
5th Grade Teachers & Instructional Support Staff
Progress Monitoring Evidence:
Analyze results from QBA, determine gaps in learning and create a plan for re-teaching, spiral review, and determine what areas need to be revisited during district boot camp .
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
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
No data to display, enter information below then clich the Submit button to the right!
By May 2025, we will increase the number of positive referrals to be twice the number of negative referrals, as evidenced by Focus reports. (Last year 49% of VME students received a positive referrals.)
(View Marzano Model)
Establishing and acknowledging adherence to rules and procedures.
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning on Focus Positive Referrals.
Person Responsible:
Erin Delgado & Claire Gagliardi
Progress Monitoring Evidence:
Professional Learning presentations & sign in sheets will be utilized to monitor and track this is taking place. This will be ongoing as needed with staff to ensure we are following procedures.
Action #2
Action Steps to implement evidence-based strategy:
Sharing of referral and positive referral data each month at faculty meetings.
Person Responsible:
Erin Delgado & Claire Gagliardi
Progress Monitoring Evidence:
Monthly Faculty Meeting Power Points are created and utilized to ensure we are discussing with faculty.
Action #3
Action Steps to implement evidence-based strategy:
Vertical Articulation & Action Teams for Climate & Culture that include discussions about Patriot Pride (PBIS).
Person Responsible:
Erin Delgado, Claire Gagliardi, & Brooke Goreham
Progress Monitoring Evidence:
Notes & sign in sheets from monthly meetings will be utilized to monitor and track this is taking place. Notes will track discussions and sharing of best practices.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
       

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

No files uploaded
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.