Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Gains were made in 8th grade ELL and 9th grade ESE.
There were no gains in Algebra, Geometry showed positive gains, however it was due to not being tested previously.
There were no gains in science or specifically Biology.
There were no gains in Civics, however U.S. History showed gains.
What data components demonstrate the greatest need for improvement?
ELA Achievement and corresponding learning gains are the area that needs the most improvement. Students across all grade levels demonstrated ELA achievement of 19% on their respective ELA state assessments; yet, 46% of these same students demonstrated learning gains on the same assessments. Disaggregating the data by grade indicates that tenth grade students struggled the most in ELA with only 14% demonstrating proficiency and 36% demonstrating learning gains.
What were the contributing factors to this need for improvement?
Students in Alternative Schools generally score well below the state and district averages in all tested areas for which there is available data. Phoenix students are no exception. This trend remains the same from graduation cohort to cohort and across all ESSA subgroups. New students enter the Phoenix School each year at-risk of not graduating or falling further behind their peers attending traditional school due to poor test scores, low GPAs, chronic absenteeism, lack of engagement, and lack of credits for high school students. The overarching mission of the Phoenix School is to help students take responsibility for their actions and seize control of their future to go back to their traditional school on track to graduate.
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 explicit and differentiated instruction to target specific student needs. In reading, Read180 and small group targeted instruction must be provided 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 the 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?
What were the contributing factors to this improvement?
What new actions did your school take in this area?
We were able hire a reading coach that has a background in elementary and secondary.

SIP - Areas of Focus

All students will complete school prepared for ongoing learning, community involvement, and global responsibilities.
The mission of the Phoenix School Immokalee is to provide an alternative educational route for students who have committed zero tolerance offenses and/or been significantly disruptive to the education of others and themselves in a traditional school environment. Students advance through levels in a structured education environment designed to help students learn to take responsibility for their actions and earn the right to return to their traditional school.
Middle and high school students demonstrating learning gains on the ELA state assessment will increase 15% from 50% to 65% as measured by comparing student achievement on the 2022 FSA ELA assessment to student scale score achievement on the 2023 ELA assessment or by earning an ACT or SAT ELA concordant score needed for graduation.
(View Marzano Model)
Success will be monitored continuously throughout the year by classroom teachers and the lead teacher by analyzing student performance on Read180, NoRedInk, Khan Academy SAT Prep, Edgenuity, and through classroom assessments. Student performance on state progress monitoring assessments (Quarter 1 & 2), district quarter benchmark assessment (quarter 3), and completed ACT & SAT assessments will also be monitored for the desired outcome.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Students demonstrating learning gains on the state math assessment will increase 19% from 56% to 75%.
(View Marzano Model)
Teachers will use explicit, systematic instruction tied to state standards during their math lessons. To meet the needs of individual learners and to improve areas of student weakness, math teachers will use student data from Math Nation and classroom assessments to provide corrective feedback and to differentiate instruction.
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.
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Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
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Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Student attendance data will be communicated at the individual and classroom level by the homeroom teacher. Positive student data and overall classroom attendance data will get posted on the attendance bulletin board. The student attendance plan and positive supports will be shared with students in their homeroom and will be posted on the attendance bulletin board. Student attendance will also be included on monthly staff and parent newsletters.
(View Marzano Model)
Classroom teachers will monitor their overall attendance and the individual attendance of their students. Administrative staff will run weekly and monthly reports to identify students of concern to discuss in PLC meetings and to schedule parent attendance conferences. The Assistant Principal or Lead Teacher will monitor for compliance of the Attendance Plan, including the completion of 5-day absence calls, the mailing of the 7- and 10-day absence letters, and the documentation of all student and parent contacts on the MTSS panel in FOCUS. Schoolwide goals will be monitored and available for all to see on the attendance bulletin board.
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.