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 where 7th grade ELA and
Math FSA's and were within 10 and 15 points below district average. The percentage of students demonstrating proficiency increased from FY21 (-21) in 8th grade ELA (-10) and 8th grade science (-110. The percentage of students demonstrating proficiency in Algebra was positive as FSA scores were within two points of district standard. Our first year of offering direct instruction in Geometry was unsuccessful as we scored double digits behind district in all QB progress monitoring and -21 points behind district in FSA Geometry scores.
What data components demonstrate the greatest need for improvement?
ELA Achievement and corresponding learning gains remain the greatest need for improvement. Beacon High School students typically struggle to pass the ELA state assessment (formerly the 10th grade FSA ELA and subsequent retakes), as well as to earn a concordant score on the ACT and SAT. The drastic increase in the SAT concordant score (430 to 480), as well as the removal of the SAT and ACT reading concordant scores, have made it much more challenging for students to earn the score needed to meet the state reading test requirement. This change has the greatest impact on ELL students (both LY and LF) who routinely struggle to earn a concordant EBRW score of 430 on the SAT and who now must earn an additional 50 points to "pass" for graduation purposes.
What were the contributing factors to this need for improvement?
ELA and math teachers will receive ACT and SAT-specific professional development to better familiarize them with test requirements and to expand their knowledge of available resources. The reading coach, who has a documented history of improving student reading performance, will model exemplary reading instruction and support teachers with their own implementation. The reading coach will also assist teachers with tracking sub-score data and using it to target areas of student weakness. All teachers will receive PD on mentoring students, tracking student progress, and helping students track their own progress.
What new actions need to be taken to address this need for improvement?
To accelerate learning, students need to be in school. All other interventions are tied to the school staff's ability to instruct the students. Therefore, a detailed and structured attendance plan can help boost student attendance and accelerate learning. Further, all staff must collaborate to boost overall student performance on the FSA ELA retake, SAT, ACT, and Algebra 1 EOC retake. To do this, staff can focus on three strategies. First, students will receive small group instruction utilizing College Board and ACT Prep books to improve their text-based analysis specific to text and questions they will see on the SAT and ACT. Second, students will receive writing instruction to prepare for the writing section of the ELA FSA. Third, students will enroll in self-paced, focused preparation courses on Khan Academy, NoRedInk, and Edgenuity. This third strategy enables students who are sick or out of school to continue to prepare for the needed reading exams.
What data components showed the most improvement?
Student learning gains in math were the greatest area of improvement with 81% of students demonstrating learning gains in math during the 2022 SY compared to 55% during the 2021 SY. For ungraded schools that receive a rating under Florida's accountability model, students can demonstrate learning gains by improving their "level" on state assessments or by earning a concordant score on the ACT or SAT. The majority of students at Beacon High School demonstrate gains by earning a concordant score on the ACT or SAT. A key instructional shift was the reintroduction of small group math pullouts that targeted areas of student weakness, as well as continued small group support in the classroom during regular class time.
What were the contributing factors to this improvement?
A key instructional shift was the reintroduction of small group math pullouts that targeted areas of student weakness, as well as continued small group support in the classroom during regular class time.
What new actions did your school take in this area?

SIP - Areas of Focus

The mission of Beacon High School is to provide an alternative route to high school graduation for students that have not been successful in the traditional school setting, are behind their 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 experiences.
All students will complete school-prepared requirements for ongoing learning, as well as community and global responsibilities.
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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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