Planning for School Improvement

Everglades City School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
3rd 7% above district 4th 7% below district 5th 22% below 6th 2% above 7th 12% below 8th 45% above 9th 15% above 10th 22% above
3rd 19% above 4th 19% below 5th 4% above 6th 19% above 7th 11% below 8th 56% above Alg 1 19% above Geo 16% above
5th Science 6% below ESE 8% below 8th science 25% above BIO 2% below ESE 23% below
Civics 35% below ESE 15% below US 10% below
Which data component showed the most improvement? What new actions did your school take in this area?
Math across all grade levels excluding 7th grade showed the most improvement.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Social Studies and Science are areas of concern 4th Grade math 4th and 5th grade ELA
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
ELA , Social Studies and Science showed the largest decline as well as ALL 7th grade tested areas.
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.
5th ELA ,4th ELA, 7th ELA and 7th Math Civics US History
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Focus on ELA, Science ,and Social Studies

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.
ELA proficiency will increase 10% for all assessed grade levels and 24% for 6th grade based on last year's performance when comparing Progress monitoring tests at PM3 2024 to PM 3 2025.
(View Marzano Model)
Teachers will help students using questions to elaborate on content and help them develop fluency and alternative ways of executing procedures
Action #1
Action Steps to implement evidence-based strategy:
Collaborative planning sessions will be held weekly with the purpose of pairing strong instructional strategies with standards-based tasks.
Person Responsible:
Teachers
Progress Monitoring Evidence:
FTEM, lesson plans and assessments will be evaluated. We will continue to improve the efficacy of our teachers by providing resources, personalized support from administration, academic coaches and resource teachers
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:
Teachers
Progress Monitoring Evidence:
Each teacher will receive instructional feedback from the principal and assistant principal after FTEM observations. Instructional trends will be discussed with teachers during bi-weekly common planning.
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:
Teachers
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.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By the end of the 2025 school year if teachers use questioning to have students understand content more deeply in Math proficiency will increase by at least 15%.
(View Marzano Model)
Teachers will help students using questions to elaborate on content and help them develop fluency and alternative ways of executing procedures
Action #1
Action Steps to implement evidence-based strategy:
Weekly planning sessions will take place with teachers, coaches and administration with the goal of producing supportive structures. Elementary teachers with the support of resource teachers and instructional coaches will plan using using performance data.
Person Responsible:
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 questioning to ensure that students are delving more deeply into the content and able to formulate the process of working their way through math problems.
Person Responsible:
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 #3
Action Steps to implement evidence-based strategy:
Teachers will use student work (recording and representing) to monitor that students develop automaticity with skills, strategies, or processes (graphic organizers, summaries, models, diagram).
Person Responsible:
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. Teachers will bring student work to collaborate and monitor progress.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By the end of the 2024 school year if teachers use questioning to have students understand content more deeply then all ESE students will score at least 15% higher in all core tested areas.
(View Marzano Model)
Weekly standards-based collaborative planning with ESE inclusion teachers, classroom modeling, professional development and small group targeted interventions on lowest standards for struggling students by using questioning to elaborate on 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:
Teachers
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. 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 questioning and engage students in massed distributed practice activities that are appropriate to their current ability to more deeply understand content
Person Responsible:
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 #3
Action Steps to implement evidence-based strategy:
Teachers will use student work (recording and representing) to monitor that students develop automaticity and understanding of questioning to more deeply understand content
Person Responsible:
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 #4
Action Steps to implement evidence-based strategy:
Teachers will use student work (recording and representing) to monitor that students develop automaticity and understanding of questioning to more deeply understand content
Person Responsible:
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 #5
Action Steps to implement evidence-based strategy:
Teachers will use student work (recording and representing) to monitor that students develop automaticity and understanding of questioning to more deeply understand content
Person Responsible:
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
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By the end of the 2024 - 2025 school year if teachers use questioning to have students understand content more deeply then proficiency in in Civics and US History will increase by at least 25%.
(View Marzano Model)
Teacher will help students by using questioning strategies to further deepen students understanding of content in order to increase proficiency in Civics and US History.
Action #1
Action Steps to implement evidence-based strategy:
We will continue to improve the efficacy of our teachers by providing resources, personalized support from administration, academic coaches and resource teachers. Collaborative planning sessions will be held weekly with the purpose of pairing strong instructional strategies with standards-based tasks. The teacher will receive instructional feedback from the principal and assistant principal. Instructional trends will be identifying and purposeful and differentiated PD will be provided to the teacher on a monthly basis.
Person Responsible:
Teachers, Literacy Coach
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. 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 using clarifying questions and having students explain their reasoning when errors occur in the process.
Person Responsible:
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 #3
Action Steps to implement evidence-based strategy:
Teachers will use group activities to monitor that students develop automaticity by using clarifying questions and having students explain their reasoning when errors occur in the process.
Person Responsible:
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 #4
Action Steps to implement evidence-based strategy:
Teachers will use group activities to monitor that students develop automaticity by using clarifying questions and having students explain their reasoning when errors occur in the process.
Person Responsible:
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 clich the Submit button to the right!
By the end of the 2024 - 2025 school year if teachers use questioning to have students understand content more deeply then proficiency in 5th grade, 8th grade science and Biology will increase by at least 10%.
(View Marzano Model)
Teacher will use questioning strategies in order to increase proficiency in 5th grade science, 8th grade science and Biology.
Action #1
Action Steps to implement evidence-based strategy:
We will continue to improve the efficacy of our teachers by providing resources, personalized support from administration, academic coaches and resource teachers. Collaborative planning sessions will be held weekly with the purpose of pairing strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis.
Person Responsible:
Teachers, Academic Coaches
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. FTEM Observations and lesson plans will be monitored. 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 student work (recording and representing) to monitor that student develop automaticity with skills, strategies, or processes (graphic organizers, summaries, models, diagram).
Person Responsible:
Classroom Teachers
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. FTEM Observations and lesson plans will be monitored. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will use student work (recording and representing) to monitor that student develop automaticity with skills, strategies, or processes (graphic organizers, summaries, models, diagram).
Person Responsible:
Classroom Teachers
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. FTEM Observations and lesson plans will be monitored. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will use student work (recording and representing) to monitor that student develop automaticity with skills, strategies, or processes (graphic organizers, summaries, models, diagram).
Person Responsible:
Classroom Teachers
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. FTEM Observations and lesson plans will be monitored. District and state assessments will be monitored as well as formal and informal classroom assessments.
Action #5
Action Steps to implement evidence-based strategy:
Teachers will use student work (recording and representing) to monitor that student develop automaticity with skills, strategies, or processes (graphic organizers, summaries, models, diagram).
Person Responsible:
Classroom Teachers
Progress Monitoring Evidence:
Collaborative planning sessions will be held weekly with the purpose of paring strong instructional strategies with standards-based tasks. Each teacher will receive instructional feedback from the principal and assistant principals. Instructional trends will be identifying and purposeful and differentiated PD will be provided to teachers on a monthly basis. FTEM Observations and lesson plans will be monitored. District and state assessments will be monitored as well as formal and informal classroom assessments.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By the end of the 2024 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.
(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
Progress Monitoring Evidence:
Stakeholder Surveys reviewed by Leadership Team members Quarterly.
Action #2
Action Steps to implement evidence-based strategy:
EVG will promote parent involvement opportunities through SAC, establishing a new PTO and offering afternoon and evening parent engagement opportunities throughout the year.
Person Responsible:
Cherie Allison, Leadership Team
Progress Monitoring Evidence:
Increased attendance in school events and activities and surveys.
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.

Budget Document Uploads

File NameUpload Date
EVG-FY25 Title I Use of Funds 12-13-24 Amendment 2.xlsx 01/07/2025
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 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 was sent to ensure maximum attendance, stakeholders will be invited to a training for the Leader in Me Program and opportunities for involvement in the school will be available throughout the year. All activities will be sent in newsletters 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 and academic coaches to ensure maximum use and assistants 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.
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).

The process of reviewing the school improvement plan is first an in depth review of student data to complete a comprehensive and meaningful needs assessment for the school. The school then ensures that the plan has evidence based strategies that address the challenges identified in the needs assessment. Once strategies are identified resources are carefully allocated based on findings.

Reading Achievement Initiative for Scholastic Excellence (RAISE)

For the 2024-2025 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 2023−2024 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 2023−2024 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

87The school's area of focus is proficiency in English Language Arts with a focus on the SWD subgroup. If teachers use Questions to help students elaborate on content and help them develop fluency and alternative ways of executing procedures, ELA proficiency will increase 10% for K-2 when comparing Progress monitoring tests at PM3 2024 to PM 3 2025. 67% of our Kindergarten class, 88% of First Grade and 75% of Second Grade are not on Grade level.
2.

Grades 3-5: Instructional Practice specifically related to Reading/ELA

The school's area of focus is proficiency in English Language Arts with a focus on the SWD subgroup. If teachers use Questions to help students elaborate on content and help them develop fluency and alternative ways of executing procedures, ELA proficiency will increase 10% for K-2 when comparing Progress monitoring tests at PM3 2024 to PM 3 2025. In 2024 33% of 3rd, 50% of 4th grade and 64% of 5th grade students were not proficient.