Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
For Flex virtual schooling, the lack of direction instruction was a major factor for students not making gains and sharpening skills.
For Flex virtual schooling, the lack of direction instruction was a major factor for students not making gains and sharpening skills.
For Flex virtual schooling, the lack of direction instruction was a major factor for students not making gains and sharpening skills.
For Flex virtual schooling, the lack of direction instruction was a major factor for students not making gains and sharpening skills.
What data components demonstrate the greatest need for improvement?
Mathematics Achievement grades K-5 was also the greatest decline for eCollier Virtual Academy. Especially in 3rd grade, where 75% of students were a level 1 or 2 on PM3.
What were the contributing factors to this need for improvement?
The contributing factors included lack interventions and focus on content standards within virtual learning modules were slow to develop skills for students in elementary grades.
What new actions need to be taken to address this need for improvement?
Provide Mathematics intervention K-5 and access to Khan Academy for grades 3-5 support on math standards based skills. Also find tutoring and intervention opportunities involving grade level math standards.
What data components showed the most improvement?
Grade 4, 6, and 7 ELA showed the most improvement.
What were the contributing factors to this improvement?
For 6th and 7th grade this was largely due to priority put on writing and students consistently learning to take and review guided notes.
What new actions did your school take in this area?
eCollier students showed correlation between becoming stronger writers and stronger readers engaged in the virtual curriculum overall, but especially grades 4,6, and 7. Discussion Based Assessments, guided notes, and reflection submissions with focused feedback all were new actions and focus priorities for eCollier.

SIP - Areas of Focus

Our vision at eCollier Academy is to empower all students to achieve their potential through digital innovation.
Our mission at eCollier Academy is to provide a high-quality, technically comprehensive, and meaningful education for all students. An enriching and flexible online experience will be created through teacher, parent, and student collaboration.
The measurable outcome is to have all of our K-5 students read one on grade level book every 4 weeks for a total of 8 books for the school year. Students will be given a reading log with question stems and provide feedback on their book through writing posts online or via video conference sharing with peers and mentors.
(View Marzano Model)
We will use a parent and student survey as an intervention to collect data on how to improve engagement and reading involvement with our students. Many of our parents at home will need coaching and support to model reading habits and skills at home with their children. Survey results will help us narrow the correct interventions and supports at home to teach parents.
Action #1
Action Steps to implement evidence-based strategy:
Communicate initiative and rationale through communication home and the bi-weekly newsletter. This will recruit elementary students as readers and middle school students as mentors and facilitators.
Person Responsible:
Jay Fike
Progress Monitoring Evidence:
Survey responses
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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100% of eCollier Virtual Academy students will pass all levels of Math courses.
(View Marzano Model)
Formative assessment for monitoring.
Action #1
Action Steps to implement evidence-based strategy:
Create classrooms for Khan Academy content correlated to FLVS coursework.
Person Responsible:
Jay Fike
Progress Monitoring Evidence:
Student assessment score results.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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100% of eCollier Virtual Academy Seniors will graduate.
(View Marzano Model)
Formative Assessment
Action #1
Action Steps to implement evidence-based strategy:
Continuing to support our juniors to set them up for senior year success and for current seniors to maintain a 100% graduation rate was identified because of the changing college entrance requirements and advantages available to virtual high school students over their traditional school peers.
Person Responsible:
Jay Fike
Progress Monitoring Evidence:
Assessment reults
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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Our focus this year to promote positive climate is to connect more virtual students and families with one another. We are doing this grades K-5 through age level video conferences focused on reading, literacy, and sharing time socially.
(View Marzano Model)
Small group discussion; survey
Action #1
Action Steps to implement evidence-based strategy:
We are doing this grades K-5 through age level video conferences focused on reading, literacy, and sharing time socially. For grades 6-8 we are offering mentoring and tutoring opportunities so students can support younger virtual learners and collaborate together with peers on activities they can plan and execute for younger students. It is helpful that we have a lot of elementary and middle sibling pairs.
Person Responsible:
Jay Fike
Progress Monitoring Evidence:
Survey data and video conference attendance.
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.