Planning for School Improvement

Everglades City School

School Year
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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
HS math increasing in proficiency, ELA in lower grades declining Learning gains across all grade levels are a need as they range from 75% not met in 5th grade to 43% not met in 7th Higher level 4 and 5 students did not retain or make gains Higher level 4 and 5 students did not retain or make gains
4th grade 90% not met learning gains to 8th grade 33% not met
science achievement below 40% Biggest concerns 5th and 8th grade.
Social studies levels increased particularly in US history yet Civics only scored at 42.9% proficiency
Which data component showed the most improvement? What new actions did your school take in this area?
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Which data component had the greatest gap when compared to the state average? Explain the factor(s) that contributed to this gap and any trends. State data can be found here.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.

SIP - Areas of Focus

We believe that all students have the ability to be successful leaders and learners. Our goal is to create a learning environment that enhances our students’ desire to achieve the highest possible goals that each individual has the ability to reach. By setting high standards and expectations from a student’s first day in pre-kindergarten all the way through to their high school graduation, every aspect of our students’ education is geared toward assisting all students to be college and/or career ready. We strive to tailor and individualized experience for every student to be successful.
Everglades City School strives to provide a learning environment where students are challenged to become stronger both academically, socially, and emotionally. The school seeks to enlist the support of the community, parents, and all school personnel to partner in developing future leaders and successful members of society. Our belief is that all students can be college or career ready.
By the end of the 2025-2026 school year if English Language Arts teachers help students practice skills processes and strategies then students will increase in proficiency by 20% and make great gains.
(View Marzano Model)
Teachers will help students practice skills processes and procedures in order for students to have a deeper understanding of the content.
Action #1
Action Steps to implement evidence-based strategy:
Each teacher will receive instructional feedback from the principal and assistant principal after FTEM observations.
Person Responsible:
Principal and Assistant Principal
Progress Monitoring Evidence:
FTEM evaluations and feedback Student Progress
Action #2
Action Steps to implement evidence-based strategy:
Professional development and PLC's will be held weekly with the purpose of pairing strong instructional strategies with standards-based tasks.
Person Responsible:
Faculty and Administration
Progress Monitoring Evidence:
Teacher Observations , Student assessment data and Progress Monitoring Tests
Action #3
Action Steps to implement evidence-based strategy:
Based on observations, instructional trends will be identified and purposeful and differentiated professional development opportunities will be provided to teachers on a monthly basis.
Person Responsible:
Administration, Coaches and Faculty
Progress Monitoring Evidence:
FTEM, lesson plans and assessments will be evaluated. We will continue to improve the efficacy of our teachers by providing professional development opportunities based on instructional and school wide goals.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will help students practice skills strategies and processes to ensure that students are delving more deeply into the content and able to formulate the process of comprehending analyzing and evaluating reading materials for deeper understanding of texts. Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students
Person Responsible:
Administration, Coaches and Faculty
Progress Monitoring Evidence:
. District and state assessments will be monitored as well as formal ,informal classroom assessments and teacher observations.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
By the end of the 2025-2026 school year if Elementary teacher and math teachers help students practice skills processes and strategies then students will increase in proficiency by at least 20% and make great gains.
(View Marzano Model)
Teachers will help students practice skills processes and procedures in order for students to have a deeper understanding of the content.
Action #1
Action Steps to implement evidence-based strategy:
Each teacher will receive instructional feedback from the principal and assistant principal after FTEM observations.
Person Responsible:
Administration
Progress Monitoring Evidence:
FTEM evaluations and feedback Student Progress
Action #2
Action Steps to implement evidence-based strategy:
Professional development and PLC's will be held weekly with the purpose of pairing strong instructional strategies with standards-based tasks.
Person Responsible:
Faculty and Administration
Progress Monitoring Evidence:
Teacher Observations , Student assessment data and Progress Monitoring Tests
Action #3
Action Steps to implement evidence-based strategy:
Based on observations, instructional trends will be identified and purposeful and differentiated professional development opportunities will be provided to teachers on a monthly basis.
Person Responsible:
Administration, Coaches and Faculty
Progress Monitoring Evidence:
FTEM, lesson plans and assessments will be evaluated. We will continue to improve the efficacy of our teachers by providing professional development opportunities based on instructional and school wide goals.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will help students practice skills strategies and processes to ensure that students are delving more deeply into the content and able to formulate the process of comprehending analyzing and evaluating reading materials for deeper understanding of texts. Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students
Person Responsible:
Administration, Coaches and Faculty
Progress Monitoring Evidence:
. District and state assessments will be monitored as well as formal ,informal classroom assessments and teacher observations.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
By the end of the 2025 school year if teachers help students practices skills strategies and processes to have students understand content more deeply then all ESE students will score at least 20% higher in all core tested areas.
(View Marzano Model)
Teachers will help students practice skills processes and procedures in order for students to have a deeper understanding of the content.
Action #1
Action Steps to implement evidence-based strategy:
Collaborative planning sessions will be held weekly with ESE teachers for the purpose of pairing strong instructional strategies with standards-based tasks. Both Classroom and ESE teachers will receive instructional feedback from the principal and assistant principal. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis.
Person Responsible:
Administration ESE and Classroom teachers
Progress Monitoring Evidence:
Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will use group activities to monitor that students develop automaticity by honing students skills, strategies and processes for deeper understanding of content
Person Responsible:
ESE and Classroom Teachers and Administration
Progress Monitoring Evidence:
Student Work, Teacher FTEM Observations Formative, Summative and State Tests.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will use questioning and engage students in massed distributed practice activities that are appropriate to their grade level content while supporting their current ability to more deeply understand content
Person Responsible:
Administration ESE and Classroom TEachers
Progress Monitoring Evidence:
Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students. District and state assessments will be monitored as well as formal and informal classroom assessments.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
By the end of the 2025-2026 school year if teachers help students practice skills strategies and processes to have students understand content more deeply then proficiency in all sciences will increase by at least 25%.
(View Marzano Model)
Teachers will help students practice skills processes and strategies in order for students to have a deeper understanding of the content.
Action #1
Action Steps to implement evidence-based strategy:
Teachers will help students practice skills strategies and processes to ensure that students are delving more deeply into the content and able to formulate the process of comprehending analyzing and evaluating reading materials for deeper understanding of texts. Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students
Person Responsible:
Principal Assistant Principal Teachers and Coaches
Progress Monitoring Evidence:
Student Work, Teacher FTEM Observations Formative, Summative and State Tests.
Action #2
Action Steps to implement evidence-based strategy:
Each teacher will receive instructional feedback from the principal and assistant principal after FTEM observations.
Person Responsible:
Administration
Progress Monitoring Evidence:
FTEM evaluations and feedback Student Progress
Action #3
Action Steps to implement evidence-based strategy:
Professional development and PLC's will be held weekly with the purpose of pairing strong instructional strategies with standards-based tasks.
Person Responsible:
Principal Assistant Principal Teachers and Coaches
Progress Monitoring Evidence:
Student Work, Teacher FTEM Observations Formative, Summative and State Tests.
Action #4
Action Steps to implement evidence-based strategy:
Based on observations, instructional trends will be identified and purposeful and differentiated professional development opportunities will be provided to teachers on a monthly basis.
Person Responsible:
Principal Assistant Principal Teachers and Coaches
Progress Monitoring Evidence:
Student Work, Teacher FTEM Observations Formative, Summative and State Tests.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
By the end of the 2025-2025 school year if teachers help students practice skills strategies and processes to have students understand content more deeply then proficiency in US History and 7th Grade Civics scores will increase by at least 20%.
(View Marzano Model)
Teachers will help students practice skills processes and procedures in order for students to have a deeper understanding of the content.
Action #1
Action Steps to implement evidence-based strategy:
Teachers will help students practice skills strategies and processes to ensure that students are delving more deeply into the content and able to formulate the process of comprehending analyzing and evaluating reading materials for deeper understanding of texts. Weekly standards-based collaborative planning, classroom modeling, professional development and small group targeted interventions on lowest standards or most struggling students
Person Responsible:
Cherie Allison, Leadership Team
Progress Monitoring Evidence:
Student Work, Teacher FTEM Observations Formative, Summative and State Tests.
Action #2
Action Steps to implement evidence-based strategy:
Each teacher will receive instructional feedback from the principal and assistant principal after FTEM observations.
Person Responsible:
Administration
Progress Monitoring Evidence:
FTEM evaluations and feedback Student Progress
Action #3
Action Steps to implement evidence-based strategy:
Professional development and PLC's will be held weekly with the purpose of pairing strong instructional strategies with standards-based tasks.
Person Responsible:
Principal Assistant Principal Teachers and Coaches
Progress Monitoring Evidence:
Student Work, Teacher FTEM Observations Formative, Summative and State Tests.
Action #4
Action Steps to implement evidence-based strategy:
Based on observations, instructional trends will be identified and purposeful and differentiated professional development opportunities will be provided to teachers on a monthly basis.
Person Responsible:
Principal Assistant Principal Teachers and Coaches
Progress Monitoring Evidence:
Student Work, Teacher FTEM Observations Formative, Summative and State Tests.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
By the end of the 2025- 2026 school year if administration, teachers and office staff intentionally make sure that clear and timely communication is imperative then 100% of Everglades City School stakeholders will feel like they are a part of a positive school culture and environment based on continuous two way communication and shared goals and expectations. Alternate ways of communicating will also show respect and importance for the learning environment with less disruptions to maintain the expectations of the teachers classrooms.
(View Marzano Model)
The school leader will acknowledge the successes of the school and celebrate the diversity and culture of each student. The school leader will also establish and maintain effective relationships in a student-centered school with all stakeholders. Consistently providing feedback and celebrating progress, establishing and acknowledging adherence to rules and procedures and establishing and maintaining effective relationships as evidenced through CLEM observations and leadership conversations.
Action #1
Action Steps to implement evidence-based strategy:
EVG will grow and promote a positive culture and environment through constant and consistent transparent communication with all stakeholders.
Person Responsible:
All Staff and Admin
Progress Monitoring Evidence:
Stakeholder surveys and discussions
Action #2
Action Steps to implement evidence-based strategy:
EVG will promote parent involvement opportunities through SAC, PTO Newsletters online and Print newspapers, social media and volunteer opportunities
Person Responsible:
Administration and Leadership Team
Progress Monitoring Evidence:
Increased attendance in school events and activities and surveys.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!

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.

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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.
Dissemination of the school improvement plan is available on the schools website as well as given to the School Advisory Committee for review and revision. Once the SIP is approved the newsletter and an autodialer will be sent home making stakeholders aware of where they can locate the school's plan.
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.
The school plans to continue 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 by having open lines of communication through a variety of methods. Evening events to ensure parent involvement will be made available, a survey to determine the time for the Student Advisory Councils day and time will be sent to ensure maximum attendance, stakeholders will be invited to numerous Literacy and student achievement meetings and workshops. All activities will be sent in newsletters, autodialers and posted on the school website where the Schools Family Engagement Policy is also available.
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))
The school will strengthen their academic programs by strategically scheduling all support personnel including our literacy coach to ensure maximum use and assistance for struggling students. Support personnel as well as teachers will ensure enrichment opportunities for high achieving students. Professional development opportunities will be given to teachers on a monthly bases to strengthen best practices. Data chats will be had with every teacher to help adjust instruction based on their students performance. Areas of focus will be Math, English Language Art, Science and Social Studies with a concentration on SWD students and our lowest 25%.
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))
Collier County Schools provide a systematic and strategic approach to providing services through the District Strategic Plan and the K-12 Comprehensive Reading Plan. The goals and objectives of each program and department are aligned with these overarching district plans. Title I Parts A, C, D, UniSIG, Title II, Part A, and Title IV are managed out of the same department. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently coordinated. Informal communications and monthly administrative meetings are held to discuss program needs, issues, and coordinate efforts. Leadership staff of the Title I Parts A, C, D, Title II, Title III, Title IV, Head Start/VPK, and Title IX programs meet monthly to coordinate efforts and receive joint staff development for improving their services. Teaching & Learning (T&L) department meetings include academic program coordinators, including IDEA, and Head Start. Title IX, LEA, Title I Parts A and C coordinate services to identify and assist homeless children, assist with registration, and provide support services. Title I and District jointly fund the Homeless Liaison to support homeless students in all schools. Title I Parts A and C and Title III funds are coordinated to provide at-risk students with supplemental instructional support and resources. Title II, Part A and IDEA fund exam reimbursements to ensure staff meet certification requirements.

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)

For the 2025-2026 school year, the criteria includes schools with students in grades three through five where 50 percent or more of its students, in any grade level, score below a level 3 on the most recent statewide English Language Arts (ELA) assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system pursuant to s. 1008.25(9), F.S., shows that 50 percent or more of the students are not on track to pass the statewide, standardized grade 3 ELA assessment for any grade level kindergarten through grade 3; and at least 10 students must be present for both the second and third full-time equivalent (FTE) survey periods and must be enrolled at the time of the statewide, standardized testing.

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 2024−2025 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 2024−2025 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.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Naiara Rementeria Parent Hispanic Non-Migrant No SAC Chair 8/24/2025 8/24/2026
Joanne Escubi Mayberry Parent Hispanic Non-Migrant No Vice Chair 8/24/2025 8/24/2026
Terry Rementeria Community/Business White Non-Migrant No Member 8/24/2025 8/24/2026
Shannon Mitchell Parent White Non-Migrant No Member 8/24/2025 8/24/2026
Cherie Allison Principal White Non-Migrant Yes Principal 8/24/2025 8/24/2026
Candida Hendrickson Non-instructional Staff White Non-Migrant Yes Member 8/24/2025 8/24/2026
Jalen Mayberry Students White Non-Migrant No Member 8/24/2025 8/24/2026
Rebecca Fernandez Parent Hispanic Non-Migrant No Member 8/24/2025 8/24/2026
Gretchen Byers Teachers White Non-Migrant Yes Member 8/24/2025 8/24/2026
Angela Nicholson Non-instructional Staff White Non-Migrant Yes Member 8/24/2025 8/24/2026
Jenny Collins Parent Hispanic Non-Migrant No Member 8/24/2025 8/24/2026
Maria Shealy Community/Business White Non-Migrant No Member 8/24/2025 8/24/2026
GroupNumber%
Community/Business216.7
Non-instructional Staff216.7
Parent541.7
Principal18.3
Students (required for HS; optional for MS)18.3
Teachers18.3
The number of non-employees must be at least 51% of the total SAC membership.
NOTE: The Principal is included in the district employee count.
GroupNumberPercent
District Employee 433.3
Non-District Employee 866.7
SAC membership must be representative (within 15%) of the ethnic, racial and socio-economic community served by the school. NOTE: The principal is NOT included in the demographic composition breakdown.
EthnicityNumber% SAC% Students
 00.00.0
Black00.02.8
Hispanic436.424.6
Others00.07.0
White763.665.5
Date & TimeTitleLocationUploaded Files
Monday, August 18, 2025 8:30 AMAugust SAC MeetingEverglades City School Media Center
Monday, August 18, 2025 8:30 AMAugust SAC MeetingEverglades City School Media Center
Monday, September 15, 2025 8:30 AMSeptember SAC MeetingEverglades City School Media Center
Date

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