Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
iReady K-2: *Comparative Gains (SY 22-23) great in K and for all in 1st *Proficiency for 1st grade EL and SWD, 2nd grade all, EL, and SWD decreased, leading to negative Comparative Gains (SY 22-23) 3rd-5th Grade: *Proficiency gains (PM1 to PM3) for all grades and all subgroups
K-2: *Proficiency gains (PM1 to PM3) for all K subgroups, groups, 1st all and SWD subgroups, and 2nd all and SWD subgroups *Decrease in proficiency for 1st El and 2nd EL subgroups 3rd-5th Grade: *Proficiency gains (PM1 to PM3) for all subgroups in 3rd-5th grades *Proficiency gains (SY 22/FSA to SY 23/PM3) for 3rd grade all and 5th grade all, SWD, and EL subgroups *Decrease in proficiency (SY 22/FSA to SY 23/PM3) for 3rd and 4th grade SWD, EL, and Cambridge, as well as
*Proficiency gains for all (+2%) and SWD (+12%) subgroups from SY 22-23 *Decrease in proficiency in EL (-4%) and Cambridge (-2%) subgroups from SY 22-23
N/A
What data components demonstrate the greatest need for improvement?
1. K-2 math PM1-PM3 decrease in proficiency for all subgroups (district as well) 2. Percent of SWD students scoring L2 in 3rd & 4th grades 3. 5th Science decrease in proficiency for Cambridge subgroup from SY 22-23
What were the contributing factors to this need for improvement?
What new actions need to be taken to address this need for improvement?
1. Strategic, fluid grouping of students during Leaders Launch time to aid in students' need for intervention, enrichment, or reteaching 2. Morning Math Clubs for 4th and 5th graders (those who scores L2s will be invited to attend 4 days a week) 3. Elementary criteria shift from Cambridge to Advanced classes as well as the ability for a student to be advanced for Math and ELA or one of the other. *Moved three 4th grade teachers to 5th grade *Departmentalizing all classes in 4th and 5th grades *Purposefully plan for enrichment and supports daily - lesson planning and collaborative planning discussion *Science interactive note booking alongside curriculum to teach/review critical standards
What data components showed the most improvement?
*subgroup proficiency
What were the contributing factors to this improvement?
*Analysis of low preforming subskills/standards at each grade level and plan for reteaching *Student goal setting and monitoring (personal reading and math goals during the 22-23 SY) *Maximize the use of instructional support staff through creative scheduling *Follow the MTSS process with fidelity - Intervention and enrichment time for all grades (Leaders Launch) *Deep dive into individual data of students to ensure all students are making individual gains
What new actions did your school take in this area?
*Morning Math Clubs - we will begin with 4th and 5th grade L2 students *Strategic grouping of students during Leaders Launch time

SIP - Areas of Focus

Developing tomorrow’s leaders today.
To create a 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 June 2024, we will increase grades 3-5 proficiency level (level 3 and higher), as evidenced by PM 3/FAST, by 3%.
(View Marzano Model)
Students will be organized to interact with content.
Action #1
Action Steps to implement evidence-based strategy:
Leaders Launch/DI
Person Responsible:
Brittany Roberts
Progress Monitoring Evidence:
Monthly Grade Level Data PLCs
Action #2
Action Steps to implement evidence-based strategy:
Professional Learning on Marzano Evidence-based Strategy
Person Responsible:
Brittany Roberts
Progress Monitoring Evidence:
FTEM Reports
Action #3
Action Steps to implement evidence-based strategy:
MTSS Leadership
Person Responsible:
Brittany Roberts
Progress Monitoring Evidence:
MTSS SSP Data/Reports
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By June 2024, we will increase grades 3-5 proficiency level (level 3 and higher), as evidenced by PM 3/FAST, by 3%.
(View Marzano Model)
Using formative assessment to track progresses of individual students.
Action #1
Action Steps to implement evidence-based strategy:
Morning Math Club
Person Responsible:
Jessica Vieira
Progress Monitoring Evidence:
ALEKS and Redbird, Informal Observations
Action #2
Action Steps to implement evidence-based strategy:
Leaders Launch/ DI
Person Responsible:
Jessica Vieira
Progress Monitoring Evidence:
MTSS SSP Data
Action #3
Action Steps to implement evidence-based strategy:
Professional Learning on Marzano Evidence-based Strategy
Person Responsible:
Jessica Vieira
Progress Monitoring Evidence:
FTEM Reports
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By June 2024, we will increase the number proficient students by 2%, as evidenced by state Science assessment.
(View Marzano Model)
Reviewing content
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning on Marzano Evidence-based Strategy
Person Responsible:
Jessica Vieira & Brittany Roberts
Progress Monitoring Evidence:
FTEM Reports
Action #2
Action Steps to implement evidence-based strategy:
Spiral Review
Person Responsible:
Jessica Vieira & Brittany Roberts
Progress Monitoring Evidence:
Lesson Plans, Observations & Progress Learning Assessments
Action #3
Action Steps to implement evidence-based strategy:
Hands on Labs and Notebooking
Person Responsible:
Jessica Vieira & Brittany Roberts
Progress Monitoring Evidence:
Lab Observations, Quarterly Benchmark data, & Unit Assessments
Action #4
Action Steps to implement evidence-based strategy:
Explicit Vocabulary Instruction
Person Responsible:
Jessica Vieira & Brittany Roberts
Progress Monitoring Evidence:
Lesson Plans, Observations, & Unit Assessments
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By June 2024, we will increase Teamwork & Ownership: "Workloads are divided fairly among people where I work" Culture Amp survey benchmark by 2% (from 66% to 68%)
(View Marzano Model)
Promoting Teacher Leadership & Collaboration Providing Feedback & Celebrating Progress
Action #1
Action Steps to implement evidence-based strategy:
Option Faculty Feedback Committees
Person Responsible:
Jessica Vieira & Brittany Roberts
Progress Monitoring Evidence:
Faculty Participation in Committees
Action #2
Action Steps to implement evidence-based strategy:
Teacher Led Professional Development
Person Responsible:
Jessica Vieira & Brittany Roberts
Progress Monitoring Evidence:
Faculty Surveys
Action #3
Action Steps to implement evidence-based strategy:
Monthly Faculty Celebrations
Person Responsible:
Jessica Vieira & Brittany Roberts
Progress Monitoring Evidence:
Faculty Surveys
Action #4
Action Steps to implement evidence-based strategy:
School-Wide Action Teams
Person Responsible:
Jessica Vieira & Brittany Roberts
Progress Monitoring Evidence:
Feedback and 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.