Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
ESE: Overall decrease in proficiency in 3rd/4th grades. (5th increased 10%) ELL: 4th grade 23% increase in proficiency Cambridge: decreased proficiency in all grades Grades K-2: EOY iReady major increases in grade 1 performance when compared to last year. Kindergarten performance slightly decreased as compared to last year.
ESE: No change in grade 3 as compared to last year. Increase 6% in grade 4, grade 5 decrease 5% ELL: Significant increases in grades 4 and 5 - grade 3, decrease by 13% as compared to last year Cambridge: Significant decrease in proficiency by 40% in grade 3. Grades K-2: all grades showed decreases in proficiency - most significant in grade 1 ESE
ESE: 3/22 students proficient ELL: performed significantly well with 8/16 student proficient (up 19% from last year) Cambridge: 1% decrease in proficiency When comparing science to ELA, science proficiency was 10% higher overall.
What data components demonstrate the greatest need for improvement?
ESE performance across all grade levels: most urgency in ELA ESE performance - data indicates that our high population of students who are ESE are not increasing proficiency at the same rate as district proficiency. ELA proficiency grades 3-5: targeting students in IBI 3 program and students in grade 3 as having the lowest proficiency Math Grade 2: greatest gap when compared to district average (6%)
What were the contributing factors to this need for improvement?
Highest number of students who are ESE in grade 3 with highest number of IBI students in grade 3 as well Expectations with new math standards and following the math curriculum with fidelity in grade 2. Test alignment with curriculum materials -
What new actions need to be taken to address this need for improvement?
Content area ELA planning to include ESE teachers Non-evaluative observations during ESE instruction with feedback discussions Monthly module/unit ELA data chats to monitor academic progress of students who are ESE Math content area planning to include adjustments aligned to test questions/item specs ESE Inclusion monthly data discussions
What data components showed the most improvement?
iReady Grade 1: showed the most improvement when comparing FY22 to FY23. 13% increase. Reading Grade 4: students who are ELL shows the most improvement 23% increase and overall proficiency increased 4% Math Proficiency Grades 4 and 5: when comparing PM1-PM3, EPE grew at a higher percentage than the district improvement percentage. Math Proficiency Grade 5: Increase of 3% in proficiency when comparing FY22 to FY23 Attendance: grades Kinder, First and Third
What were the contributing factors to this improvement?
Content area planning to include engagement strategies, annotation of the text, and predicted areas of struggle for students, and scaffolding techniques, and creation of test questions. Attendance: Attendance Ambassadors Leadership Club, perfect attendance incentives, school-wide attendance WIG. Engagement strategies were implemented daily with students Fluid grouping of students in grade 5 math block, tracking math goals and progress in student data binders
What new actions did your school take in this area?
ELA Content Area Planning in Grade 4: teachers brainstormed ways to annotate the text together and discussed engagement strategies that would align with the text and benchmark. Attendance: Attendance Ambassadors Leadership Club, perfect attendance incentives, school-wide attendance WIG.

SIP - Areas of Focus

Eden Park Elementary will nurture and grow lifelong learners who are responsible citizens and leaders within their community.
Eden Park Elementary will inspire students to achieve their fullest potential by providing a safe, inclusive environment that focuses on engagement in relevant academic experiences.
When teachers exhibit shared monitoring practices such as summarizing, accountable answers, and student reflection on common assessments, students in third, fourth, and fifth grade proficiency on the Florida Assessment of Student Thinking (FAST) will increase 3% by the end of the FY24 school year.
(View Marzano Model)
Using Formative Assessment to Track Progress: Our school will implement a comprehensive approach to teaching reading through deliberate collaborative planning, job embedded professional development, targeted instructional rounds, and monitoring student evidence.
Action #1
Action Steps to implement evidence-based strategy:
Targeted job embedded professional development in using formative assessments to track progress. Focus to include strategies in monitoring progress and adjustments in instruction.
Person Responsible:
Salena Denton
Progress Monitoring Evidence:
Observation data to include participation and attendance in discussion as well as implementation in the classroom
Action #2
Action Steps to implement evidence-based strategy:
Non-evaluative instructional rounds to observe specific monitoring strategies used during instruction.
Person Responsible:
Salena Denton
Progress Monitoring Evidence:
FTEM observation data, student engagement, student evidence
Action #3
Action Steps to implement evidence-based strategy:
Collaborative planning to include dedicated time to discuss common assessments and assessment results for forward planning
Person Responsible:
Salena Denton
Progress Monitoring Evidence:
Planning notes, teacher preparedness,
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131Title 1 BasicResource teacher used to focus on students in the lowest 25% in academic performance based on prior year reading state testing1.00$94,690.36
Title I Part A6400133Title 1 BasicStaff development salaries - professional development sessions0.00$3,570.00
Title I Part A6400754Title 1 BasicGuest Teachers to allow teachers an opportunity to conduct instructional rounds, participate in professional development, and visit schools to observe best practices. $276.85
Title I Part A5100131Title 1 BasicResource teachers provide Tier 3 instruction to students, and support teachers in the use of iReady reading program as well as modeling Tier 2 interventions within the classroom.1.00$48,507.36
When teachers use data from common math formative assessments to monitor proficiency and target specific benchmarks for reteach, third, fourth, and fifth grade proficiency on the Florida Assesment of Student Thinking (FAST) will increase 3% by the end of the FY24 school year.
(View Marzano Model)
Using Formative Assessment to Track Progress: The school will continue implementing a comprehensive approach to teaching mathematics through careful and deliberate planning, formative assessments to track progress, careful monitoring, early intervention, and job-embedded professional development.
Action #1
Action Steps to implement evidence-based strategy:
Utilize Math Achievement Level Descriptors to select and create common formative assessment questions during collaborative planning
Person Responsible:
Laura Manning
Progress Monitoring Evidence:
Teacher participation in math collaborative planning, Teacher observation data for implementation of formative assessments, Use of student data binders to track student progress
Action #2
Action Steps to implement evidence-based strategy:
Targeted job embedded professional development to include best practices for monitoring student progress
Person Responsible:
Laura Manning
Progress Monitoring Evidence:
Teacher implementation of monitoring student progress on formative assessments and lesson plan data that includes adjustments to instruction based on student needs.
Action #3
Action Steps to implement evidence-based strategy:
Bi-weekly discussions between teachers and math instructional coach to review data and discuss re-teach instructional plans
Person Responsible:
Laura Manning
Progress Monitoring Evidence:
Adjusted lesson plans, fluid grouping of students, and observational data that shows small group instruction occurring in the classroom.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131Title 1 BasicMath Instructional coach to assist in collaborative planning, supporting individual/small groups of students, school support needs, and building capacity through planning and reflection in professional development.1.00$93,720.74
Title I Part A5100131Title 1 BasicResource teacher used to work with students scoring in the lowest 25% needing additional support in math foundational skills.1.00$94,690.36
Title I Part A6400133Title 1 BasicStaff development salaries - professional development sessions1.00$3,570.00
Through a concerted effort to identify high leverage strategies in increasing the achievement of our students with disabilities, our intended outcome is to increase our students with disabilities proficiency level to above 41% for SY23.
(View Marzano Model)
Organizing Students to Interact with Content: Our school will implement a comprehensive approach to teaching students with disabilities in all content areas through careful support scheduling, data tracking, collaborative lesson planning, and non-evaluative walkthroughs.
Action #1
Action Steps to implement evidence-based strategy:
Data tracking with students. Students will set, track, and monitor progress towards learning goals.
Person Responsible:
ESE Teachers
Progress Monitoring Evidence:
Student data binders, weekly data discussions with ESE teachers, solutions circle time with ESE department
Action #2
Action Steps to implement evidence-based strategy:
Monitored collaborative planning session between classroom teachers and ESE teachers to discuss how support is being delivered to students who have a disability
Person Responsible:
Christina Anderson
Progress Monitoring Evidence:
Lesson Plans, data trackers, adjusted lessons
Action #3
Action Steps to implement evidence-based strategy:
Non-evaluative walkthroughs to observe lesson content, scaffolding, and assessments
Person Responsible:
Christina Anderson
Progress Monitoring Evidence:
Monthly data discussions between administration and ESE teachers
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131Title 1 BasicResource teacher used to push in support for students with disabilities.1.00$94,690.36
Title I Part A5100131Title 1 BAsicContent area math coach used to help support inclusion teachers in providing scaffolding supports in instruction.1.00$93,720.74
Title I Part A5100131Title 1 BasicContent area science coach used to help support inclusion teachers in providing scaffolding supports in instruction. Coaches help with the implementation of both science and math content.1.00$91,977.47
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!
During the 2023-2024 school year, our leadership team will recognize that employee well-being is important, resulting in a 3% or more increase in average staff attendance rate.
(View Marzano Model)
Promoting Teacher Leadership and Collaboration: The school will implement monthly staff collaboration celebrations through the use of community donations, staff luncheons, and team-building activities.
Action #1
Action Steps to implement evidence-based strategy:
Utilize community donations to facilitate staff give-aways and reward recognition.
Person Responsible:
Rachael Cordeiro
Progress Monitoring Evidence:
Staff attendance increases and strengthened community partnerships within the community
Action #2
Action Steps to implement evidence-based strategy:
Continue student leadership clubs to give teachers the opportunity to lead with their passion
Person Responsible:
Rachael Cordeiro
Progress Monitoring Evidence:
Participation in school-wide leadership day and strengthened relationships between students and staff
Action #3
Action Steps to implement evidence-based strategy:
Yearly team building activity to include grade level teams and non -instructional staff.
Person Responsible:
Rachael Cordeiro
Progress Monitoring Evidence:
Attendance records that show staff participation in team-building activity.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich 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.
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.

Methods for dissemination of important school improvement efforts and budget expenditures are shared with all stakeholders. At the start of the school year, a Title 1 Annual Meeting is held with all families to review our school needs assessment and how Title 1 will support these areas of need. Supplemental staff names and initiatives in our use of funds plan is shared with all families. The District Parent and Family Engagement Booklet and The Right to Know Letters are sent home to all families the first week of school. This information, translated in all languages parents can understand, reviews our participation in the Title 1 program and explains the requirements of the program and parents' right to be involved. Communication with our School Advisory Council Committee occurs monthly. Important information regarding our school improvement plan and use of funds plan is reviewed at the September meeting. In March, our comprehensive needs assessment is reviewed and all stakeholders share feedback regarding use of funds plan for the upcoming year. Feedback from school stakeholders will be recorded and revisions are considered based on this feedback.

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.

A child's education is a responsibility shared by the school and family. 2023-2024 parent involvement activities include monthly School Advisory Council Meetings where parents participate and vote on critical needs of the school. A bi-monthly parent newsletter (Bobcat Bulletin) is sent out to provide electronic communication of important school related activities, recognitions in our school community, and upcoming events. Additionally, we send a paper copy translated in three languages of our monthly Bobcat calendar of important events. Our beginning of the year Open House gives parents the opportunity to meet the teacher prior to the start of school. Student Led Conferences give students and teachers the opportunity to keep parents informed of their child's progress. An annual migrant meeting is held to support the needs of our students who are from families who are migrant and provide academic resources to help promote reading and math proficiency. For third grade student families, we hold a special assessment meeting to educate parents in the retention laws and testing platform for students. As a Leader In Me school, continued education in the 7 habits is reviewed and communicated with parents through our 7 Habits Family Training sessions. We continue to build positive relationships by seeking parent input through a variety of parent surveys throughout the year. Between February and March of every year parents are given the opportunity to complete the Federal Program Stakeholder Survey. This information is used to help guide the following school year and decisions related to Title 1 programs. Finally, EPE social media (Facebook and Twitter) as well as our Eden Park Elementary website (https://www.collierschools.com/epe) are continuously updated to keep parents informed.

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))

Areas of focus include instructional practice related to English Language Arts and ESSA subgroup specifically relating to Students with Disabilities. Eden Park Elementary plans to strengthen academic programs within our currently adopted curriculum in several ways. First, we will participate in an optional five week grant program to support the development of reading skills within a select group of students needing additional foundational reading support. Students will be provided with explicit instruction by certified teachers in three reading domains to include phonics, phonemic awareness and comprehension. Next, the departmentalization model has been implemented in given grade levels. This model was guided by teacher instructional strengths and prioritizing the academic strengths and growth opportunities for our students within each classroom. Strategic teacher placements were provided based on prior year assessment scores. Additionally, quarterly Title 1 funded after school professional development trainings are provided to teachers to strengthen instructional practices in teaching reading. Reading professional development opportunities will include the differentiated instructional model for teaching, the writing process, and foundational skills instruction. Finally, instructional staff working with Students with Disabilities will use ELA standards based tracking sheets to track student progress towards specific growth goals related to ELA standards. Our teachers working with Students with Disabilities will attend all collaborative planning sessions to engage in conversations with classroom teachers to discuss growth on given goals and use this data in discussions with students.

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).

School improvement funding allocations are reviewed to ensure resources are allocated based on needs. Stakeholder (parents and community members) input is collected after reviewing the comprehensive needs assessment data. Based on the needs identified in the needs assessment, Title 1 funding decisions are made. Stakeholders are encouraged to ask questions and provide input regarding Title 1 expenditures. Input is provided at monthly School Advisory Committee (SAC) meetings and documented in monthly minutes. The comprehensive needs assessment and school improvement plan are aligned to meet the needs and identify the goals for our building.

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

Teacher employs formative assesment strategies to measure student understanding and misconceptions during foundational block, within differentiated instructional time.
2.

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

Teacher uses monitoring practices and requires students to use details from the text to demonstrate understanding and support ideas about the text.

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

Through a concerted effort to employ formative assessment strategies in measuring student understanding and misconceptions during foundational block, our intended outcome is to increase the number of students who are on or above grade level as indicated on iReady results by 10% on FY24 end of year iReady diagnostic assessment.
2.

Grades 3-5 Measurable Outcomes

Through a concerted effort to monitor student learning and require students to use details from the text to demonstrate understanding and support ideas, our intended outcome is to increase the number of students who are on or above grade level as indicated in iReady results by 10% on FY24 end of year iReady diagnostic assessment.
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.
Monitoring towards the desired outcome will include use of various formative assessment and monitoring strategies, observation data during foundational block, lesson plans to include high quality tasks, and weekly content area planning meetings to include discussions for implementation of standards/benchmarks.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
Rachael Cordeiro
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 school will continue implementing a comprehensive approach to teaching English Language Arts through careful impelmentation of the differentiated instructional block and intentional lesson planning to include careful questioning and monitoring techniques.
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?
Differentiated instructional block is targeted to the foundational needs of all students. Data tracking allows instructional staff to tailor lesson plans to fit the needs of all students. Content area planning gives teachers the opportunity to intentionally plan for leveled questioning for ELA instruction. This increases the capacity of all instructional staff to embed questioning during instruction that will allow students to use details from the text to demonstrate understanding and support their ideas.

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
Weekly collaborative planning with an emphasis on the new Fundations program in primary as well as phonics implementation in the intermediate grade levels.
Lisa Hendrix
2
Teachers will ensure they are using weekly formative assessment data from reading instruction to determine instructional adjustments during the differentiated instructional block.
Chrissy Anderson