Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Students in all grade levels and within all subgroups scored below district averages in all core content areas. The strongest performing area was 7th grade ELA which showed a 9% gain from previous year.
Math scores showed a 5% gain in 7th grade and an 11% gain in 8th grade, ESE subgroups showed significant losses at both middle school grade levels. Algebra 1 showed a significant loss of -14%. Geometry also dropped -9%.
The percentage of students demonstrating proficiency increased from FY22 (15) in 8th grade science. Biology increased a modest 1%.
7th Grade Civics showed an increase of 12%. Subgroups showed a 9% increase in ESE and a decrease of -8% in ELL. US History stayed the same at 40%.
What data components demonstrate the greatest need for improvement?
Both 7th and 8th grade ELA in All, ESE, and ELL subgroups were below district average in mostly single digit decreases. Both 7th and 8th grade Math also saw significant losses from the previous year. Our number one concern is we began the year with two openings in the area of Math-both at the high school and middle school levels. We are delivering all middle school math and Algebra 1 classes by direct instruction. A the end of the first nine weeks we were able to hire a non-certified teacher at the middle school level.
What were the contributing factors to this need for improvement?
Our number one concern is we began the year with two openings in the area of Math-both at the high school and middle school levels. We are delivering all middle school math and Algebra 1 classes by direct instruction. A the end of the first nine weeks we were able to hire a certified teacher at the middle school level. We
What new actions need to be taken to address this need for improvement?
The hiring of a certified math teacher.
What data components showed the most improvement?
Both Civics and Biology showed single digit improvements.
What were the contributing factors to this improvement?
Two veteran teachers who are very dedicated and utilized .
What new actions did your school take in this area?
Both teachers adhered to CCPS initiatives for both Civics (Gateway and FLVS) and Biology.

SIP - Areas of Focus

The goal of Phoenix Naples is to provide an alternative route for students that have not been successful in the traditional school setting due to disciplinary reasons. They also may be behind cohort, have failed state assessments, have low GPAs, or have chronic absenteeism. Students are encouraged to reclaim responsibility and become active participants in their educational experience.
All students will complete school prepared for ongoing learning, as well as community and global responsibilities.
Students at all six grade levels will be at/near three out of the five benchmarks within reading across genres and vocabulary by PM3 by FY24.
(View Marzano Model)
Cross-curricular support with Social Studies focusing on academic vocabulary. Science focusing on morphology vocabulary, and ELA teachers focusing on all five benchmarks in their opening bell ringer activities. ELA teachers will work together to create common lesson plans. Data from PM1, PM2, and Qtrly. BM will be focused in Data Chats where teachers and admin review growth and areas in need of improvement. All teacher swill share their dat at PLC's.
Action #1
Action Steps to implement evidence-based strategy:
Question stems created by district ELA curriculum team will be incorporated into bell ringer questions.
Person Responsible:
Daniel Cox
Progress Monitoring Evidence:
Monthly PLC's will review data and improvement in Reading across genres and vocabulary.
Action #2
Action Steps to implement evidence-based strategy:
Social Studies will develop bell ringer questions that will focus on academic vocabulary.
Person Responsible:
Daniel Cox
Progress Monitoring Evidence:
Monthly PLC's will review data and improvement in Reading across genres and vocabulary.
Action #3
Action Steps to implement evidence-based strategy:
Science teachers will develop bell ringer questions that will focus on academic vocabulary
Person Responsible:
Daniel Cox
Progress Monitoring Evidence:
Monthly PLC's will review data and improvement in Reading across genres and vocabulary.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Students at all six grade levels will increase by 5% in the number of students scoring proficient on PM3 by FY24.
(View Marzano Model)
Teacher created formative assessment swill target BM to promote proficiency. Teachers will share data t their weekly PLC's and discuss best practices and strategies to support student achievement.
Action #1
Action Steps to implement evidence-based strategy:
70% of students will attain mastery of their multiplication math facts using ALEKS Quick Tables by the nd of SY24.
Person Responsible:
Daniel Cox
Progress Monitoring Evidence:
ALEKS-student achievement will be reviewed, strategies and best practices will be shared to improve the number of students reaching mastery. Incentive and school wide promotion will be offered on a monthly basis as students reach the level of mastery.
Action #2
Action Steps to implement evidence-based strategy:
Quarterly BM, PM1, and PM2 Data chats.
Person Responsible:
Daniel Co
Progress Monitoring Evidence:
Data will be disaggregated by teacher and individual data chats will be held with the teacher that focuses on specific students, BM's, and growth.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Our goal is to increase the rate at which 7th/8th grade ESE subgroup students successfully complete their FAST end of year exams with an increase of 5%. This has an impact on students staying on track to graduate, their overall GPA's, and enables them to have the opportunity to graduate and pursue post-secondary education. This area was identified as a critical area of need based on the district data comparing our student performance on EOC's to the other schools across the CCPS district.
(View Marzano Model)
Cross-curricular vocab support with a focus on academic vocabulary. Data from qrtly BM will be discussed at PLC's where teachers and admin review growth and areas for improvement.
Action #1
Action Steps to implement evidence-based strategy:
Our Social Studies teacher will develops bell ringer questions that focus on academic vocabulary.
Person Responsible:
Daniel Cox
Progress Monitoring Evidence:
Data on bell ringer growth and progress will be shared and reviewed at PLC's.
Action #2
Action Steps to implement evidence-based strategy:
Qrtly. BM data in 7th grade Civics will be shared with the teacher.
Person Responsible:
Daniel Cox
Progress Monitoring Evidence:
Data from QB1 and QB2 will be compared.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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The percentage of students demonstrating proficiency increased from FY22 Biology increased a modest 1%.
(View Marzano Model)
Cross curricular vocabulary support with a focus on morphology. Data from quarterly BM's will be discussed in data chats to review growth and areas in need of improvement.
Action #1
Action Steps to implement evidence-based strategy:
The teacher will develop bell ringer questions that focus on morphology.
Person Responsible:
Daniel Cox
Progress Monitoring Evidence:
FTEM.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Phoenix will achieve a 75% attendance rating in SY24.
(View Marzano Model)
Focus reports and meetings with CCPS student Services.
Action #1
Action Steps to implement evidence-based strategy:
Monthly meetings with CCPS staff and target students who qualify as At-Risk for Truancy.
Person Responsible:
Daniel Cox/Angie Valmana
Progress Monitoring Evidence:
Monthly meetings.
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.