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Strength- Focus of 21-22 PLC to promote consistent process for utilizing in depth analysis of data to benefit instruction

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Strength- Focus of 21-22 PLC to promote consistent process for utilizing in depth analysis of data to benefit instruction

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Weakness- Lack of parent/family involvement in-person has hindered effectively building parent capacity

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Weakness- Lack of parent/family involvement in-person has hindered effectively building parent capacity

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Weakness- Based on parent surveys- parents recommend using funds to purchase technology resources and academic materials along with requesting more in-person events allowing there to be more of a school/home connection

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Weakness- Based on parent surveys- parents recommend using funds to purchase technology resources and academic materials along with requesting more in-person events allowing there to be more of a school/home connection

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Communication Structures:
*Remind
*Social Media: Facebook, Instagram & Twitter
*Wildcat Hub
*Teachers' communication: Email, remind, newsletters, phone calls

Increased Community Involvement:
*Active PTO
*Increased business partners
*More collaboration with middle and high school through Club visits
*Volunteer participation is increasing
*Farm Grant
*Adopt a Stream & Gainesville Water Management
*STEM Grant- More visibility
*Two District TOTY's
*State TOTY finalist

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Strengths based on trends and patterns

Use of assessments aligned with curriculum standards and we have extensive data analysis  to monitor student progress, inform instruction, and improve teacher practices.

We are moving towards a more academically challenging environment that is observable and more prevalent throughout our whole school.

Most teachers use researched based instructional practices that positively impact student learning.

Challenges based on trends and patterns

Begin to include support staff in systematic collaborative planning processes.

Provide opportunities for independent and collaborative real world problem solving that require decision-making and critical and creative thinking in ALL academic areas.

Continue to use technology to enhance learning.

Continue to encourage students to actively monitor their own progress.

Student, teacher, and/or leader needs

Students consistently stay on-task and take responsibility for their own actions… Could PBIS help students in this area?

Strengths and challenges related to special education, economically disadvantaged, and English Learners

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Strengths:
~A supportive and well-managed learning environment
~Strong set of rules, practices and prodecures are in place to maintain a safe ane orderly learning environment.
~Strong academically challenging learning environment with active student engagement.
~Decline in ISS and OSS (almost cut in half)
~Overall student absenteeism is declining in the 6-15 day range.
~Staff sick leave/other leave has declined

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Weakness-SIP Goal from last year- 80% of students in grades 1-3 will score in the 60th%ile or higher on MAP- Student scores ELA 28% Math 38% BEACON Grades 4-5 Data not comparable to MAP testing- 4th Grade 21% prepared for ELA & 10% prepared for math, 5th grade 14% prepared for ELA & 8% prepared for math

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Weakness-SIP Goal from last year- 80% of students in grades 1-3 will score in the 60th%ile or higher on MAP- Student scores ELA 28% Math 38% BEACON Grades 4-5 Data not comparable to MAP testing- 4th Grade 21% prepared for ELA & 10% prepared for math, 5th grade 14% prepared for ELA & 8% prepared for math

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Challenges:
~Only some students use tools to actively monitor their own progress.
~Student self-monitoring starts strong but falls off and happens sporadically throughout the school.
~Lack of extensive evidence of positive interactions within all classrooms creating a culture of trust and respect.
~Celebrations of achievements and accomplishments are not consistently publicized within the school and community.
~Lack of evidence to support college and career readiness.

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* Instructional time spent on assessments
* Scheduling conflicts  to address needs of EL, ED, and Special Education students
* Professional learning needs are not differentiated
* Extensive resources for the professional learning was limited (coaching, facilitators, substitute teachers)

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*  Orderly and safe environment
* Parapros are utilized for supportive instruction
* RTI considers the WHOLE child
* Classroom teachers provide tools and practices to aid student learning in all subgroups
* Professional development in data analysis to make informed decisions on instructional needs including all subgroups
* One-on-one technology that has been beneficial for focus on student needs through programs such as Zearn, IXL, etc.
* Title I Requirements:  professional development and family engagement
* Families have the opportunity to participate in input meetings
*"Job-embedded" professional learning

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Notable trends:
~Staff sick leave and staff development declined while vacation leave increased.
~Some student increase in absenteeism for under 6 days but a decline in over 6 days.

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Consistent Communication of Academic Expectations throughout the year (i.e. Curriculum night, weekly/monthly newsletter outlining standards being covered, parent conference detailing where a child is and where they are expected to be at the end of the year)

Making Academic Experiences more visible to the community: Posting more pictures/events in social media accounts, sharing what's happening in the school with the community.

Developing more virtual learning opportunities like this year's Summer Reading (parents LOVE this experience and the flexibility) i.e. math, writing, reading decoding, etc.

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Strength-  Focus on implementing school-wide inquiry through the addition of a STEM connections class, schoolwide Inquiry Days, and grade-specific programs such as Genius Hour and ROAR.

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Strength-  Focus on implementing school-wide inquiry through the addition of a STEM connections class, schoolwide Inquiry Days, and grade-specific programs such as Genius Hour and ROAR.

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*Consistently building and sustains relationships
*School has effective systems in place
*Data driven school leadership team
*Performance monitoring of teachers and students
*Common vision and mission with a very positive culture
*3 staff members pursuing higher education
*2 staff members receive Canvas Certification
*1 Staff member receiving New Teacher Training

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Strength- 1st grade scores trending upwards in comparison to 2nd and 3rd grade scores

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Strength- 1st grade scores trending upwards in comparison to 2nd and 3rd grade scores

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**Incomplete Data- Milestone, EOY assessment data to be added**

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**Incomplete Data- Milestone, EOY assessment data to be added**

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*What does Leadership standard 8  - What does a comprehensive support system look like to you?

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*We need to reevaluate the endorsements and certifications school-wide and identify teachers who desire further PL beyond the school walls
*We need to identify learning needs from EOY Data PLC survey results

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Strengths and challenges related to Sped, ED, and EL

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Strengths and challenges related to Sped, ED, and EL

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*Changing of the guard for ELL - Teacher will have learning curve for academic needs and testing needs
*Free and Reduce Lunch Forms will HAVE to be collected in order to receive free food and to maintain our Title I status!
*SPED - We are still identifying students who will be served next year. Our caseload for 3-5 is heavy which can create a challenge for class make up and providing coach-taught classes

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* Student population has increased for multiple reasons (School of Choice)
* Consistency of staff retention
* Increase in identification of gifted students (focus on integration of Inquiry, Investigation, and Innovation, STEM connection class, increase of gifted and STEM endorsed teachers)
* Use of Title I funds to promote student achievement

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* Challenges with Covid pandemic
* Current ongoing economic situation

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Make sure that our events are accessible to ELL, Economically disadvantaged and special needs students.