Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
There were comparative gains between FY23PM3 and FY22FSA across all grade levels (3rd-7th) in reading proficiency except for the 6th grade. Although there was a gain in the number of students who scored a 3 or above in the FY23PM3, students still fell short compared to the district gain. For example, in the 3rd grade only 33% compared to the district’s 56% scored a level 3 or above in the FY23 PM3 assessment, 4th grade only 50% (district 65%), 5th grade 42% (district 60%), 6th grade 18% (district 51%), and 7th grade 40% (district 52%). In grades 3rd – 7th, there was a higher number of students with disabilities (ESE) who scored a level 3 or higher in the FY23 PM3’s compared to the district or were very close. In the 3rd grade 25% earned a 3 or higher (district 29%), 5th grade 100% earned a 3 or higher (district 30%), and the 7th grade 33% earned a 3 or higher (district 18%). A trend across all grade levels is the lower overall achievement levels of students as well as the overall achievement and percentage of students making learning gains of various ESSA subgroups - namely English Language Learners, Hispanic Students, and Economically Disadvantaged Students. There was also a decline in the comparative gain between FY23 PM3-PM1 in the 3rd grade and 6th grades. This demonstrates a decline in the reading proficiency level of students in the 3rd and 6th grades.
In math, there were comparative gains between FY23PM3 and FY22FSA in the 3rd, 4th, 5th, and 7th grades. The ELL students scored a 3 or higher in the FY23 PM3 math assessment than the district in the 3rd, and 7th grades. Seventy-five percent of the ESE students in the 3rd grade scored a 3 or higher on the FY PM3 math assessment (district 47%). All subgroups in the 6th grade scores went down from FY23 PM1-FY23 PM3, especially within the ELL group (-41) and ESE group (-25). There were comparative gains in the 3rd grade from FY23 PM1-FY23 PM3 in all subgroups. Across all 3rd -7th grades there were a larger number of students who scored a level 2 in the FY23 PM3 math assessments than the district. For example, in the 3rd grade 33% compared to the district’s 17% scored a level 2 in the FY23 PM3 assessment, 4th grade only 50% (district 11%), 5th grade 36% (district 14%), 6th grade 24% (district 19%), and 7th grade 29% (district 15%). Overall in math, there has been an improvement from FY23 PM1- FY23 PM3 with the exception of the few groups previously mentioned.
In 5th grade science, there was not a comparative gain of students who earned a level 3 or higher between the FY23 FSA and the FY22 FSA assessments. Only a small percentage of students received a 3 or higher in science on both the FY22 FSA (7%- 51% lower than the district) and the FY23 FSA (8%- 54% lower than the district).
The civics proficiency for the students at new beginnings improved from FY22 FSA (45%) to FY23 FSA (64%). They still fell short of the district’s level of students who scored a 3 or higher last year and this year. This year NBN students were only 4% shy of the district (64% and district 68%). Overall, the NBN students showed a comparative gain in the number of students who scored a 3 or higher on the FY23 FSA assessment compared to the FY22 FSA assessment.
What data components demonstrate the greatest need for improvement?
The data components in reading, math, and science demonstrate the greatest need for improvement. ELA achievement was considerably below the state and district average in the 3rd grade and the 6th grade. The reading score went down from FY23 PM1 to FY23 PM3. There is a concern for the ESE and ELL subgroups in math and a large number of students at level 2. Only 8% of the students that took the science assessment scored a level 3 or higher.
What were the contributing factors to this need for improvement?
The data indicates the majority of students at New Beginnings Naples (NBN) need to increase their overall reading achievement. Overall student ELA achievement also decreased for students with disabilities, for English Language Learners, and for economically disadvantaged students. While achievement is dictated, in part, by the student's ability level at the beginning of the school year, all students should make gains. Therefore, the most problematic area remains ELA learning gains for all students. Even though the percentage of students showing gains on the FSA ELA assessment increased, they remained below the district and each ESSA subgroup demonstrated gains below 50%.
What new actions need to be taken to address this need for improvement?
Instructional staff, support personnel, and administration need to continue to work together to maintain a targeted focus on student achievement and academic progress on specific standards. This will help to tailor direct and differentiated instruction to target specific student needs. Students will be taught to set academic goals and monitor their own progress and growth with data notebooks. In reading, the iReady and Read 180 programs need to be used with fidelity. This can be achieved through the aforementioned collaboration and by focusing on reading for information in all subject areas. Students who can read for information will do better in all classes and a larger percentage of standardized tests cover non-fiction and informational text. In math, students in all grades need to focus on fundamental skills and fact fluency. Instruction must focus on standard attainment and mastery, and students need to receive targeted interventions in their areas of weakness.
What data components showed the most improvement?
4th and 5th grade reading and 3rd grade math and overall ESE in math showed the most improvement.
What were the contributing factors to this improvement?
Last year, an emphasis was placed on constant review of previously taught material to ensure students both master the standards and retain their acquired knowledge throughout the year. Another point of emphasis was on mathematical fact fluency.
What new actions did your school take in this area?
Small groups and pull-outs in reading and writing for level 1 students and students who are ELL and ESE. In math, students in all grades need to focus on fundamental skills and fact fluency. Instruction must focus on standard attainment and mastery, and students need to receive targeted interventions in their areas of weakness.

SIP - Areas of Focus

All students will complete New Beginnings with the skills necessary for success in their home school and prepared for ongoing learning, community involvement, and global responsibilities.
The mission of New Beginnings is to accelerate academic progress and develop positive social skills in students who have committed zero-tolerance offenses and/or be significantly disruptive to the education of others and themselves. Students advance through ranks in a highly structured behaviorally based environment similar to a JROTC program to earn the right to return to their traditional school.
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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.

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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.

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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))

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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))

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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).

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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.
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Grades K-2: Instructional Practice specifically relating to Reading/ELA

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

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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.
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Grades K-2 Measurable Outcomes

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Grades 3-5 Measurable Outcomes

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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.
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Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
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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?
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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?
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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
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