Planning for School Improvement

Bear Creek Elementary School

School Year
 Back to School List

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Which data component showed the most improvement? What new actions did your school take in this area?
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
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.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.

SIP - Areas of Focus

Our vision is to support every student in a caring environment where they grow in learning, achieve academic excellence and reach their fullest potential as confident capable individuals.
We support every child in a safe, happy, nurturing environment where they grow, learn and lead. Together, we empower children to become productive, proud citizens to contribute positively to the world.
Increase overall reading proficiency from 63% to 66% by May 30th, 2026.
(View Marzano Model)
Identifying critical content
Action #1
Action Steps to implement evidence-based strategy:
Provide teachers with professional learning on the element of Identifying critical content with a focus on developing strong practices when planning for effective instruction, such as vertical alignment of benchmarks, uniform anchor charts, uniform data collection and reporting.
Person Responsible:
Margaux Horne; Jenna Zimmer; Teachers as identified by practice
Progress Monitoring Evidence:
Professional learning agendas and binders contain Marzano element protocols. Grade levels will create and save benchmark disection posters (written or digital). Vertical progression of benchmark anchor charts. Teams will contain the progression of what they charts will look like for all grade level reference. Focus grade books will contain uniform data points with uniform naming and grading conventions.
Action #2
Action Steps to implement evidence-based strategy:
Conduct data analysis of grade level reading proficiency on iReady (monthly with lessons passed, after Diagnostics), Ongoing progress monitoring (PM data) and after each Module exams with teachers and literacy coach.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Data dialogue reflection pages after PM 1- September, PM 2 February; Monthly WIG data for iReady and Core data sheets for Module exams.
Action #3
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will determine what weekly data points on the dominate standard will be collected and subsequently discuss results, instructional strategies that worked, what didn't work and what the plan is to address any learning deficiencies.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Planning protocols will reflect the data collected, Grade level core data sheets will also contain information, focus grades reports
Action #4
Action Steps to implement evidence-based strategy:
During preservice week, Win-Win monthly PD sessions and ERD professional learning, staff will engage in the disection of benchmarks for current/relevant benchmarks to find the depth and complexity that will lead to increased proficiency as difficulty increases.
Person Responsible:
Teachers
Progress Monitoring Evidence:
PD agendas, Teams folders contain the visual representations of the benchmarks
Action #5
Action Steps to implement evidence-based strategy:
During collaborative planning, instructional coaches will prepare and present instructional strategies that increase the opportunities for students to engage with on grade level content in multiple modalities (Speaking, Writing, Listening, Reading, Interacting)
Person Responsible:
Jenna Zimmer and Teachers
Progress Monitoring Evidence:
Planning protocols reflect the instructional strategies used by staff to ensure engagement with grade level content and the modalities students will use. Student work samples or instructional supports during the PD session.
Action #6
Action Steps to implement evidence-based strategy:
Begin afterschool tutoring program to address lower than expected proficiency levels in 3rd-5th grade
Person Responsible:
Teachers
Progress Monitoring Evidence:
After school attendance and lesson plans to reflect instruction that focuses on the benchmarks that students are struggling wit.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Increase overall math proficiency from 73% to 76% by May 30th, 2026.
(View Marzano Model)
Identifying Critical Content
Action #1
Action Steps to implement evidence-based strategy:
During collaborative planning, instructional coach and teacher leaders will prepare and present instructional strategies that increase the opportunities for students to engage with on grade level content in multiple modalities (Speaking, Writing, Listening, Reading, Interacting)
Person Responsible:
Jenna Zimmer and Teachers
Progress Monitoring Evidence:
Planning protocols reflect the instructional strategies used by staff to ensure engagement with grade level content and the modalities students will use. Student work samples or instructional supports during the PD session.
Action #2
Action Steps to implement evidence-based strategy:
Conduct ongoing data analysis of grade level proficiency on PM data and after each Mid and Module exams with teachers and administration.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Data dialogue reflection pages after PM 1- September, PM 2 February; Core data sheets for Module exams.
Action #3
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will determine what weekly data points on the dominate standard will be collected and subsequently discuss results, instructional strategies that worked, what didn't work and what the plan is to address any learning deficiencies.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Planning protocols will reflect the data collected, Grade level core data sheets will also contain information, focus grades reports
Action #4
Action Steps to implement evidence-based strategy:
Begin afterschool tutoring program to address lower than expected levels of proficiency in Math for 3rd-5th grade.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Lesson plans and attendance for the after school program
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Increase overall science proficiency from 75% to 77% by May 30th, 2026.
(View Marzano Model)
Identifying Critical Contact
Action #1
Action Steps to implement evidence-based strategy:
During collaborative planning, instructional coach and instructional leaders will prepare and present instructional strategies that increase the opportunities for students to engage with on grade level content in multiple modalities (Speaking, Writing, Listening, Reading, Interacting)
Person Responsible:
Teachers
Progress Monitoring Evidence:
Planning protocols reflect the instructional strategies used by staff to ensure engagement with grade level content and the modalities students will use. Student work samples or instructional supports during the PD session.
Action #2
Action Steps to implement evidence-based strategy:
Conduct ongoing data analysis of grade level proficiency on benchmarks and after each Mid and Module exams with teachers and administration.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Data dialogue reflection pages after benchmarks; Core data sheets for Module exams.
Action #3
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will determine what weekly data points on the dominate standard will be collected and subsequently discuss results, instructional strategies that worked, what didn't work and what the plan is to address any learning deficiencies.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Planning protocols will reflect the data collected, Grade level core data sheets will also contain information, focus grades reports
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click 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 click 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 click the Submit button to the right!
Bear Creek staff and students will increase the MRA (measurable results assessment, Franklin Covey) from 0-80 in the culture domain.
(View Marzano Model)
Establishing and Maintaining Effective Relationships in a Student- Centered Classroom
Action #1
Action Steps to implement evidence-based strategy:
Identify staff Lighthouse Team and host Launching into Leadership Day 1 and 2 with Franklin Covey facilitator. Group will determine the three top priorities for the SY26 school year. Begin discussion on Vision and Mission creation for the school based on the top priorities.
Person Responsible:
Margaux Horne
Progress Monitoring Evidence:
Training materials purchased, staff attending training (MIP points); development of vision and mission for school and LiM roll out
Action #2
Action Steps to implement evidence-based strategy:
Conduct 7 Habits training to ensure the empowerment of the individuals within the organization develop skills that develop strong relationships and increase organizational success.
Person Responsible:
Consultants and Lighthouse Team
Progress Monitoring Evidence:
Training materials purchased, staff attending training (MIP points); finalization of vision and mission for the school
Action #3
Action Steps to implement evidence-based strategy:
Establish community and stakeholder events that engage family, students and teachers in the development of the school culture. Events feature celebrations, family learning workshops and school/community events.
Person Responsible:
Staff Lighthouse Team
Progress Monitoring Evidence:
Events scheduled on calendars, materials prepared, events hosted, sign in sheets, event reports and reflection
Action #4
Action Steps to implement evidence-based strategy:
Implement spotlight programs to recognize outstanding students and staff members who demonstrate leadership and positive contributions to the school community.
Person Responsible:
Melissa Owen
Progress Monitoring Evidence:
Positive referrals, planned celebrations, monthly recognition
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!

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 2025-2026 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 2024−2025 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 2024−2025 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.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Margaux Horne Principal White Non-Migrant Yes Principal 8/11/2025 7/2/2026
Shannon Signor Teachers White Non-Migrant Yes Member 9/29/2025 9/29/2026
Bobbi Jo Edwards Parent White Non-Migrant No Member 11/18/2025 11/18/2026
GroupNumber%
Community/Business00.0
Non-instructional Staff00.0
Parent133.3
Principal133.3
Students (required for HS; optional for MS)00.0
Teachers133.3
The number of non-employees must be at least 51% of the total SAC membership.
NOTE: The Principal is included in the district employee count.
GroupNumberPercent
District Employee 266.7
Non-District Employee 133.3
SAC membership must be representative (within 15%) of the ethnic, racial and socio-economic community served by the school. NOTE: The principal is NOT included in the demographic composition breakdown.
EthnicityNumber% SAC% Students
 00.00.0
Black00.05.4
Hispanic00.035.3
Others00.013.2
White2100.046.0
Date & TimeTitleLocationUploaded Files
Tuesday, August 26, 2025 4:00 PMAugust SAC MeetingBear Creek Media Center Classroom
Monday, September 29, 2025 5:00 PMSeptember SAC MeetingBear Creek Media Center Classroom
Monday, October 27, 2025 4:30 PMOctober SAC MeetingVirtual or Bear Creek Media Center
Monday, November 17, 2025 4:30 PMNovember SAC MeetingConference Room or Virtual
Tuesday, January 27, 2026 4:30 PMJanuary SAC MeetingConference Room or Virtual
Tuesday, February 24, 2026 4:30 PMFebruary SAC MeetingConference Room or Virtual
No uploads...
Date

Existing Uploads

No Bylaws files have been uploaded yet.