Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Increase in proficiency in 3rd and 5th with a slight decrease in 4th. ESE subgroup maintained or increased, except in 4th grade. Close to 25% of students were level 1 across 3rd-5th. Kinder EOY iReady was at 70% but PM3 was 30%. Similar trend in 2nd grade.
Increases in proficiency in 3rd-5th. ESE subgroup maintained or increased, except in 4th grade. K-2 math all decreased between PM1 and PM3, consistent with district.
Science increased to highest proficiency rate (69%) in PSE history. All subgroups increased compared to FY22.
N/A
What data components demonstrate the greatest need for improvement?
Kinder Math, 3-5th ELA overall and for ESE subgroup, 3rd grade Math and 3-5th ESE subgroup. ELL subgroup is always a focus as it is a large percent of student population.
What were the contributing factors to this need for improvement?
New math resources and benchmarks, as well as a dozen beginning/new teachers on staff contributed to the need for improvement. Many underperforming students were identified as both ESE and LY/LF. Additionally, many students who were not proficient from PM1-PM3 were identified as LF.
What new actions need to be taken to address this need for improvement?
We have fewer new staff this year and some adjustments to teachers' grade levels were made. Reviewing of data for individual ESE students and the strengths of inclusion teachers to determine case assignments for upcoming year. ELL department and grade-level teachers will increase monitoring of LF students. MTSS process will continue to be a focus this year with even more in depth work on implementing proper interventions. DI block in primary grades will be a greater focus and academic coaches will support teachers in their planning for instruction during the DI block, in addition to their regular planning. Further analysis of Level 2 students' performance when grouping for interventions/DI Blocks. Data from upcoming PM1 and FY23 PM1 will be analyzed as a starting point to assist in setting goals. Students will be setting their own goals and monitoring their progress in leadership notebooks. Reproduced Start Right Readers for all students in K to use at home as purposeful review and reinforcement of ELA content.
What data components showed the most improvement?
Increase in 3rd grade ELA proficiency, which led to almost 2/3 fewer retained students for this year. Highest science scores in school history. 4th grade math proficiency was at 71% with only 13% of students scoring a level 1.
What were the contributing factors to this improvement?
MTSS process was a focus across grade levels. Individual students were monitored for improvement and adjustments were made in a timely manner to meet their needs. Instructional Support team and grade-level teachers conducted their DI blocks daily and with flexible grouping of students. Science coach continues to work closely with both 4th and 5th grade and helps teams lesson plan with an emphasis on high-impact standards.
What new actions did your school take in this area?
MTSS process was closely monitored and students were moved in and out of tiered interventions based on performance. DI block occurred daily across grade levels. Teachers completed individual data dialogues and met with administration to share their understanding of student levels of performance and collaborate on next steps to meet their needs.

SIP - Areas of Focus

Empowering Students For Lifelong Success
As a school community, we will foster an environment where students are able to develop character traits that exemplify respect, kindness, and good judgment. As educators, we will provide purposeful, differentiated, and interactive learning experiences which will encourage students to challenge themselves and reach their full potential.
By June 2024, PSE will increase its ELA proficiency overall by at least 2%. This will result in a minimum of 50% of our students meeting proficiency as evidenced by performance on the FAST PM3.
(View Marzano Model)
Organizing students to interact with content
Action #1
Action Steps to implement evidence-based strategy:
Collaborative Planning-Effective planning for differentiation, scaffolding and delivery of core content instruction, with a focus on school-wide deliberate practice of organizing students to interact with content.
Person Responsible:
Leadership Team (Nicole Micieli)
Progress Monitoring Evidence:
Weekly lesson plans reviewed and feedback provided, as needed. Leadership team participation in collaborative planning meetings. FTEM Observations.
Action #2
Action Steps to implement evidence-based strategy:
District and School-based Professional Learning opportunities aligned to staff needs, based on surveys, data dialogues with teachers, and observation of areas needing support. Additional professional learning will also be provided through Leader in Me.
Person Responsible:
Leadership Team (Sara Johnessee)
Progress Monitoring Evidence:
FTEM Observations, feedback surveys, Leader in Me initiative feedback/surveys
Action #3
Action Steps to implement evidence-based strategy:
MTSS/Progress Monitoring and Differentiated Instruction, based on individual student needs, for all students.
Person Responsible:
Leadership Team (Nicole Micieli)
Progress Monitoring Evidence:
Data analysis through weekly iReady monitoring, quarterly data dialogues, monthly MTSS meetings, student data notebooks, analysis of common grade-level assessments. Increased focus on planning instruction during DI block for non-tiered students, especially level 2 and level 3 students.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400310Staff DevelopmentLeader in Me Staff Development consultant trainings. $12,000.00
Title I Part A5100510Instructional SuppliesSupplemental Literacy Materials $6,000.00
Title I Part A5100131StaffingResource Teachers2.00$151,967.00
Title I Part A6400510Leader in Me MaterialsMaterials to support Leader in Me staff trainings $2,782.00
Title I Part A6400754Guest TeachersGuest teachers to allow teachers to conduct instructional rounds and participate in professional development which supports school improvement goals $3,250.00
By June 2024, PSE will increase its Math proficiency overall by at least 3%. This will result in a minimum of 64% of our students meeting proficiency, as evidenced by performance on the FAST PM3.
(View Marzano Model)
Helping students practice skills, strategies, and processes.
Action #1
Action Steps to implement evidence-based strategy:
Collaborative Planning-Effective planning for differentiation, scaffolding and delivery of core content instruction, with a focus on school-wide deliberate practice of organizing students to interact with content.
Person Responsible:
Leadership Team (Sara Johnessee)
Progress Monitoring Evidence:
Weekly lesson plans reviewed and feedback provided, as needed. Leadership team participation in collaborative planning meetings. FTEM observations.
Action #2
Action Steps to implement evidence-based strategy:
MTSS/Progress Monitoring and Differentiated Instruction
Person Responsible:
Leadership Team (Sara Johnessee)
Progress Monitoring Evidence:
Data analysis through quarterly data dialogues, monthly MTSS meetings, student data notebooks, analysis of common grade-level assessments. Increased focus on planning instruction during DI block for non-tiered students, especially level 2 and level 3 students. Additional progress monitoring for 3rd grade accelerated math during pilot year.
Action #3
Action Steps to implement evidence-based strategy:
District and School-based Professional Learning opportunities aligned to staff needs, based on surveys, data dialogues with teachers, and observation of areas needing support. Additional professional learning will also be provided through Leader in Me.
Person Responsible:
Leadership Team (Rachel Moore)
Progress Monitoring Evidence:
FTEM observations and feedback surveys.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131StaffingMath Coach1.00$93,939.84
Title I Part A5100510Instructional SuppliesMaterials to support mathematics instruction (composition notebooks, fact fluency materials, maker space materials) $6,281.00
Title I Part A6150510Parent TrainingSupplies for parent involvement trainings for math and ELA. $2,000.00
PSE will increase its Science proficiency overall by at least 1%. This will result in a minimum of 70% of our students meeting proficiency in the area of Science for the FY23-24 school year, as evidenced by performance on the SSA.
(View Marzano Model)
Reviewing Content
Action #1
Action Steps to implement evidence-based strategy:
Collaborative Planning-Effective planning for differentiation, scaffolding and delivery of core content instruction.
Person Responsible:
Leadership Team (David Ware)
Progress Monitoring Evidence:
Weekly lesson plans reviewed and feedback provided, as needed. Leadership team participation in collaborative planning meetings. FTEM observations.
Action #2
Action Steps to implement evidence-based strategy:
Progress Monitoring
Person Responsible:
Leadership Team (Rachel Moore)
Progress Monitoring Evidence:
Analysis of data from end of unit assessments (through grade cam), district benchmark assessments.
Action #3
Action Steps to implement evidence-based strategy:
Hands-On Science Experiments and Labs
Person Responsible:
David Ware
Progress Monitoring Evidence:
Review of student performance on standards-based assessments
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131StaffingScience Coach1.00$102,233.60
Title I Part A5100510Science Lab Equipment and Maker Space EquipmentMaterials and equipment for hands-on science labs and maker space materials to support science standards. $3,000.00
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
       
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By June 2024, PSE will improve school culture by at least 3% by promoting staff voice. This will result in at least an 81% positive response, as evidenced by the Leader in Me MRA Survey.​
(View Marzano Model)
Promoting Teacher Leadership and Collaboration
Action #1
Action Steps to implement evidence-based strategy:
Monthly Action Team Meetings
Person Responsible:
Lighthouse Team (Sara Johnessee)
Progress Monitoring Evidence:
Monthly agendas and minutes with attendance and designated roles. Action team designated tasks are completed.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100622Leader in Me MaterialsMaterials to support classroom instruction, goal setting, and student and staff leadership. $1,074.00
Title I Part A7730330Staff Development Travel-AdministratorCoach will attend Leader in Me Symposium to refine skillsets to improve leadership and instruction at PSE $1,892.00
Title I Part A6400330Staff Development Travel-InstructionalInstructional Staff member will attend Leader in Me Symposium to refine skillsets to improve leadership and instruction at PSE $1,892.00

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.

SIP is disseminated: -via the school's webpage, https://www.collierschools.com/pse (uploaded upon approval) -School Advisory Council (SAC) (update committee on progress quarterly) -Annual Title I Meeting (held in August) -Faculty Meetings (update faculty and staff on progress quarterly)

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.

Parkside will continue to build positive relationships with parents, families and community stakeholders by sharing the school's goals via the SIP, as well as using our website and social media channels to provide updates, relevant information, current events, and the Family Engagement Plan. Parkside has at least 3-5 annual morning or evening events in which parents, students, and other community members can visit the school and participate in activities that support content areas (ELA, Math, Science, Art, Music), or that provide training to parents on how to support the school's goals at home. Quarterly progress reports are shared parents and parent-teacher conferences are conducted. In the spring, students and parents participate in Student-Led Conferences. Community organizations, such as Harry Chapin, Girls on the Run, Catholic Charities, YMCA, and Baby Basics, are invited to use our campus to support students and families. PFEP can be found at https://www.collierschools.com/pse

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))

Parkside will focus on Instructional Practices Related to ELA, Math, and Science. Instructional time will be managed through master scheduling to provide the required learning time. Students are scheduled in classes/clusters based on need and current levels of performance. Clusters include advanced in 3rd-5th, accelerated math for 3rd grade, gifted, ESE and ELL. Flexible grouping during differentiated instructional blocks, which occur daily for 30 minutes at all grade levels, allows for acceleration and enrichment opportunities which meet the needs of all students. Staff participate in professional development related to the leader in me framework, to increase accountability, goal setting, and progress monitoring. Teachers and administrators participate in quarterly data dialogues to review assessment results. Academic coaches support teachers will collaborative planning to ensure standards and aligned assessments are utilized.

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))

The District of Collier County School provides a systematic and strategic approach to providing services through the District Strategic Plan, 3 Year Academic Plan, and the K-12 Comprehensive Reading Plan. Goals and objectives of each program and department are aligned with these overarching district plans. Additionally: Title I Parts A, C, D, School Improvements grants, Title II, Part A, Title IV, Title IX McKinney Vento, and TSSSA are managed out of the same Federal, State and Competitive Grants Office (FSCG) in Collier County. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently and effectively coordinated. In addition to informal communications, weekly formal administrative meetings between FSCG leadership and the Associate Superintendent of School and District Operations are held to discuss program needs, issues and coordinate efforts. Additional monthly coordination meetings are held to include Title III, and Pre-K/Headstart leadership. • Title IX, LEA, Title I Basic, and Title I Migrant staff coordinate services to assist homeless children, to resolve problems concerning registration and provide support services at all schools. • Title I and Title IX jointly fund the 2 Homeless Liaisons to support homeless students in all public schools. • Title I Migrant, Title I Basic, Title III funds are coordinated to provide at risk students with supplemental instructional support and resources, such as Tutors and Resource Teachers. • Title I Migrant and Head Start/VPK collaborate to provide PreK classes and in home literacy support and to ensure school readiness for Collier students. • Coordination occurs with Homeless Liaison staff and Title I Migrant Home School Liaison staff in identifying eligible students and families that can be served as homeless. • Collaboration also occurs to provide schools with supplemental and focused professional learning opportunities. • Title I Basic, Migrant and Title III collaborate in providing workshops and trainings to build the capacity of parents and foster strong connection and engagement between home and school. In addition both grants provide funds for translation services to ensure that non-English speaking parents are able to participate fully in the education of their children. • Title I Migrant, Title I Basic and Title II Part A funds are coordinated to provide customized staff development that ensures students receive high quality, differentiated instruction. • Title II, Part A funds are used in collaboration with Reading Categorical to fund Reading Coaches at schools based on level of support needed resulting from test scores and number of new teachers. • Title II Part A and IDEA fund exam reimbursements and course tuition reimbursement funds to ensure staff meet certification Requirements. • All schools participate in quarterly data dialogues which are attended by all Teaching and Learning Leadership, Principal Supervisors, School and District Operations Leadership, Curriculum Coordinators, and Federal Programs Leadership. All district leaders have the opportunity to receive a debrief on the schools' data, best practices, and strategies to improve areas of weakness, and collaborate to determine what district resources can be deployed to assist the schools.

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

When analyzing FY23 PM3 data and EOY iReady data, students in grades K-2 reflected the following: FY23-Kindergarten- 30% level 3 or higher on PM3, 70% on iReady FY23-First Grade-45% level 3 or higher on PM3, 56% on iReady FY23-Second Grade-44% level 3 or higher on PM3, 62% on iReady This rationale for supporting instructional practice relating ELA is to ensure students are exposed to on grade level instruction and are given opportunities to increase their learning gains to develop proficiency on grade level texts. Additionally, students receiving explicit reading interventions, need ongoing progress monitoring and adjustment of instruction to ensure the achievement gap closes, and learning gains are made at a pace so that students are able to read and comprehend on grade level to the demands of the B.E.S.T Standards
2.

Grades 3-5: Instructional Practice specifically related to Reading/ELA

During the FY23 school year FAST PM3 data indicated a 1% decline in overall ELA proficiency, from 49% to 48% in grades 3-5. Grade Level ELA Breakdown is reflected as follows: FY23-Grade 3 Proficiency 40% FY23-Grade 4 Proficiency 53% FY23-Grade 5 Proficiency 52% The rationale for supporting instructional practice relating ELA is to ensure students are exposed to on grade level instruction and are given opportunities to increase their learning gains to develop proficiency on grade level texts. Additionally, students receiving explicit reading interventions need ongoing progress monitoring and adjustment of instruction to ensure the achievement gap closes, and learning gains are made at a pace such that students are able to read and comprehend on grade level to the demands of the B.E.S.T Standards.

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

K-2 Grade Level Breakdown Measurable Goals Are As Follows: Kindergarten: During FY24 school year, increase proficiency on the end of year PM3 by at least 20%, to increase from 30%-50%, and increase iReady diagnostic by 2%, from 70% to 72%. First Grade: During FY24 school year increase proficiency on the end of year PM3 by at least 5%, to increase from 45% to 50%, and increase iReady diagnostic by 4% from 56% to 60%. Second Grade: During FY24 school year, increase proficiency on the end of year PM3 by at least 6%, to increase from 44% to 50%, and increase iReady diagnostic by 3%, from 62% to 65%.
2.

Grades 3-5 Measurable Outcomes

PSE will increase its ELA proficiency overall by 2%. This will result in a minimum of 50% of our students meeting proficiency in the area of ELA for the FY24 school year, as evidenced by performance on the FAST. Grade Level Breakdowns: Grade 3: ELA Proficiency will increase by a minimum of 10%, from 40% to 50%. Grade 4:ELA Proficiency will increase by a minimum of 2%, from 53% to 55%. Grade 5:ELA Proficiency will increase by a minimum of 3%, from 52% to 55%.
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.
Areas of Focus will be monitored in multiple ways in order to ensure the desired outcome is met for the FY24 school year. Collaborative ELA Planning: Module assessments reviewed and questions developed, student misconceptions discussed, and teacher analysis of student work. Administrators will participate in collaborative planning. On-going Progress Monitoring: End of Module Assessments through HMH Curriculum, Differentiated Standards-Based Monitoring through the iReady program, Monitoring of results of state progress monitoring assessments (PM1-PM3). During these times, leadership team members meet to analyze data and plan next steps that can result in instructional, structural, staffing, and student adjustments. Data Analysis Chats and Data Tracking: Teachers, Students & Grade Level Teams participate in data chats; students will set personal reading goals in their leadership notebooks and utilize data trackers and progress monitoring scoreboards in grades K-5. FTEM ELA Observations: (Sara Johnessee, Rachel Moore, Nicole Micieli) During ELA observations, monitoring of effective implementation of lesson plans, adjustments and use of high yield engagement strategies, feedback delivered and shared with individual teachers
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
Sara Johnessee
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?
The evidence-based strategy that is being implemented for the area of focus is collaborative planning. This strategy has been chosen due to numerous topics that can be covered in order to ensure alignment of instruction in response to student performance to promote academic achievement. During this school year, the FTEM element chosen for Parkside Elementary School is Organizing Students to Interact with Content, which will be a focus point during our collaborative planning meetings. Collaborative Planning will be an opportunity to address high yield instructional strategies, engagement opportunities, identify areas to adjust instruction, and plan next steps for instructional delivery based on data analysis, teacher reflection and observational feedback. During this school year, Parkside will continue with the implementation of Leader In Me. This will allow us to continue with ongoing professional development opportunities, as well as measurable outcomes for all stakeholders around the areas of Leadership, Culture and Academics. Students will set personal reading goals in their leadership notebooks and utilize data trackers and progress monitoring scoreboards in grades K-5.
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?
This evidence-based strategy was chosen after reflecting on the FY23 reading proficiency data. While we saw an increase in overall proficiency in 3rd and 5th grade , we are still below 50% of all 3rd-5th students reaching proficiency. When reflecting on data, observations, and input from teams, Parkside Elementary identified the area of collaborative planning as the area to focus on for the upcoming year. Growth occurred during the FY23 school year with a focus on collaborative planning and our school-wide deliberate practice element. We will continue to improve our collaborative planning process this year, along with incorporating our new deliberate practice element of Organizing Students to Interact with Content. During this time, staff will be able to identify the demands of the standard, content limits, and plan for ways to support effective student instruction, student grouping, and delivery of content. Continued Implementation of Leader In Me will create opportunities for students and teachers to implement best practices in goal setting and data tracking, as well as increase their personal accountability for results.

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
1
Collaborative Planning Framework: Teachers will prepare by reading and annotating texts sets and preparing areas to focus discussion on, misconceptions, complex vocabulary, higher-order thinking questions, and collaborative structures for engaging students on grade level texts. Literacy Coach will work with grade level teams to identify key points of misconception, ensure all elements of effective literacy instruction are planned for and discussed including: foundational skills, vocabulary, text comprehension related to multiple standard sets, and integrated opportunities to increase embedded written opportunities for students to respond to text during the literacy block. ELL and ESE Inclusion teachers will collaborate with classroom teachers to determine appropriate instructional models based on students' needs and teachers' strengths. Literacy Coach- Daissy Costello-responsible for support K-5 collaborative planning Principal- Sara Johnessee-oversees 3 & 5 ELA Planning and Lesson Plans Assistant Principal-Nicole Micieli-oversees K & 1 ELA Planning and Lesson Plans Assistant Principal-Rachel Moore-oversees 2 & 4 ELA Planning and Lesson Plans
Sara Johnessee
2
Professional Learning: Throughout the year professional learning will be delivered from district support in the ELA department from Teaching and Learning, as well as from the school's literacy coach and/or literacy leadership team. Topics covered from the district support include: Implementation and Understanding of the B.E.S.T. Standards Training on the HMH Reading Curriculum Training on curriculum guides and maps (including Advanced ELA courses in grades 3-5) Training on the components of the ELA Literacy Block Training on providing and documenting interventions Training provided from Literacy Coach and/or Literacy Leadership team: Overview of iReady, and continuous support with B.E.S.T. Standards Training on analyzing iReady Data and Instructional Support Differentiated support dependent on grade level teams and needs of students High Yield ELL Strategies
Daissy Costello
3
Assessment/Progress Monitoring: Data tracking will be implemented from the building, grade level, and individual level, with a focus on increasing proficiency. Student data will be tracked both in schoolwide common areas, through grade level recognition, and in individual data binders/leadership notebooks. Within the school, data tracking will be compared with district performance during PM/FAST testing during the fall, winter, and early spring, with the opportunity to make building-wide structural and instructional adjustments based on student performance after reflecting on needs assessment and progress towards identified goals. Between testing windows, module tests will be analyzed and tracked to determine student understanding of standards within modules, additionally student performance will be analyzed through the use of common assessments and tracked by grade level to determine core areas in need of whole and small group reteaching and individual student needs through the MTSS process.
Nicole Micieli