An Analysis of

Renaissance Charter
School at St. Lucie
Andrew Vernon Silbaugh
For EDG 6285/ Spring 2019
April 23rd 2019
Overview
• Looking at our Data Overall
• Setting a goal for our ESE Students
• Plan to support our ESE Students
• High Stakes Testing for ESE Students
• How Teachers can support
Renaissance Charter School at
St. Lucie (RCSSL) at a Glance
Administration 1-Principal
2- Assistant Principals
1- Dean of Students
Leadership Team 2- Curriculum Resource Teachers
4- Co-Teachers/Interventionists
1- SEL Coordinator
1- Student Services Coordinator
Grades Served K-8
Title I Yes
Total Enrollment 1,193 (from 17-18 Data)
School Grades 13-14: A
14-15: B
15-16: B
16-17: A
17-18: B
RCSSL Student Data
• 1,193 Students Percentage of Students by
Race
• 64% Economically Disadvantaged 3%1%
2%
• 9.2% ELL
34%
• 5.3% ESE
29%

31%
Caucasian African American
Hispanic Asian
Multiracial American Indian
RCSSL Instructional Data
Grade Level Number of Number of 17/18 Proficiency
Teachers Students (ELA/Math)

Kindergarten 6 123 N/A

1st 6 132 N/A
2nd 7 142 N/A
3rd 7 163 87/ 82
4th 7 122 46/ 68
5th 6 139 59/ 72
6th 5 125 56/ 32
7th 5 111 55/ 51
8th 4 136 N/A
Specials/Electives 7 (Elem)/ 5 (MS) - -
Goal: Improving 3rd ESE Data
• Current Structure
 1 ESE Specialist
 3 Resource Teachers
 1 OT/ 1 Speech Therapist
 All students are in a regular classroom placement (85 Students)

• Last year’s achievement

 25.6%- ELA
 33.3%- Math
 Our ESE Group was identified as underperforming.

• Our Goal is to help improve our ESE data while preparing our 3 rd
Grade ESE students for the FSA
ELA Proficiency (3 or Higher)
70
60.4
60 56.3 56.8
Percent Achieving Proficiency

50.1
50

40

30 25.6
20
20
14.9 15.2

10

0
2014-2015 2015-2016 2016-2017 2017-2018
Year

ESE Non-ESE
Math Proficiency (3 or Higher)
70

58.9
60
Percent Achieving Proficiency

54.2 54.5

50 48.1

40
33.3
28.9
30

20
20
12.5
10

0
2014-2015 2015-2016 2016-2017 2017-2018
Year

ESE Non-ESE
 3rdGrade ESE Student
Performance on 2017-2018 FSA
Student ELA Points to Math Points to
Score/FSA Learning Gain/ Score/FSA Learning Gain/
Level Proficiency Level Proficiency
A (Retained) 257/ 1 25/ 54 (Low 25) 273/ 1 26/ 37 (Low 25)
B (Retained) 262/ 1 20/ 49 (Low 25) 254/ 1 13/ 56 (Low 25)
C (Retained) 260/ 1 22/ 51 (Low 25) 271/ 1 28/ 39 (Low 25)
D 289/ 2 15/ 22 (Low 25) 283/ 1 16/ 27 (Low 25)
E 302/ 3 9/ 9 304/ 3 6/ 6
F Not Available Not Available
G 283/ 1 23/ 37 (Low 25) 263/ 1 20/ 47 (Low 25)
H Not Available Not Available
I 288/ 2 16/ 23 (Low 25) 290/ 2 15/ 20
J 309/ 3 2/ 2 314/ 4 11/ -4
Overall Plan
Goal: Improve 3rd Grade ESE Scores
and prepare students for FSA

Small Group Data and

RTI/ Pullout Active Tiered
Tutoring Instruction Progress
Groups Monitoring Interventions
(in class) Monitoring
Monitoring Effectiveness
• Progress Monitoring
• Small Group Instruction/ RTI/ Tiers
• Tutoring Attendance
• Bell to bell instruction- active engagement
• Classroom Walkthroughs/ Evaluations
• Data Chats and Meetings
ESE Students on State Testing
• Students should have opportunities to practice FSA conditions
• Accommodations should be practiced
• Students need to know what their accommodations are
• Menard (2011) states
 Test preparation is essential
 Practice change of routine
 Overcome anxiety
 Adapting comfort
 Familiarize with content/technology, stress free environment, review grade
level material.
Supporting Teachers
• Delivery and Review of IEP
 ESE Specialist Meeting
 Review of IEP with teacher/highlight accommodations

• Resources for Teachers

 FSA Assessments
 FSA Accommodation Guide

• Everling (2013) states

 Teachers need special education personnel, equipment, time, and training
 Educators support inclusion, but have little idea how to actively do it.

• More professional development is needed on inclusion.

Summary
• Our 3rd Grade ESE data is low for most students
• We have made gains, but we can still work to close the gap.
• Focus on bringing up 3rd grade data
 Make students comfortable
 Practice conditions
 Set students up for success

• This process starts in 3rd grade because we are actively setting them
up for success over the next few years.
References
• Everling, K. M. (2013). Special education students in a general
education classroom: Texas’ educators’ perspectives. Journal of
Education and Human Development, 2(2), 1-14.
• Florida Department of Education (2019). Florida Standards
Assessments. Retrieved from https://fsassessments.org/.
• Menard, L. A. (2011, March 7). Improving test preparation from
students with special needs: Web-based tutorial, student charting and
a text reader. Paper presented at Society for Information Technology
and Teacher Education. Nashville, TN.
• Wade, J. (2018). RCSSL student data tracker. [Data file].
Unpublished raw data.