Planning for School Improvement

Shadowlawn Elementary School

School Year
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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Over the past four years, data shows that reading proficiency has continued to trend upward, increasing from 45.8% to 55.7%. Hispanic student performance remained relatively steady, ranging from 47% to 51%. Black students improved from 36% to 50%, while White students showed the most significant growth, rising from 52% to 76%.
Over the past 4 years math proficiency increased from 65.1% to 76.7%, with learning gains consistently above 80%. After a significant dip last year, performance among the Lowest 25% rebounded to 86.8%. Across ethnic groups, all subgroups showed improvement or maintained strong performance, with White students rising from 76% to 88%, Black students from 55% to 75%, and Hispanic students maintaining steady growth from 65% to 74%.
Our science proficiency declined from 62% to 51.9%. Hispanic students, the largest subgroup, showed a decrease from 60% to 50%. White students remained between 69–83%, while Black student performance fluctuated and dropped to 33% this year.
N/A
Which data component showed the most improvement? What new actions did your school take in this area?
The data component that showed the most improvement was our Reading Lowest 25%, which increased from 41.9% to 51.3%. We attribute this growth to several key actions. First, we strategically utilized our resource teachers, ESE teachers, and reading coach to push in during critical instructional times, allowing for targeted small-group support. We carefully analyzed the master schedule to ensure their time was used effectively. Second, we focused on increasing students' independent reading time with built-in accountability. Throughout the year, we promoted reading stamina, tracked independent reading minutes, and implemented reward programs to encourage and motivate students to read regularly.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Science showed the lowest performance this year. While the results are disappointing, much of our support was intentionally directed toward reading and math. Anticipating lower reading outcomes, we concentrated resources—including personnel and instructional time—into that area, along with continued support in math where we knew it would have significant impact. As a result, science received less targeted support, which likely contributed to the decline.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Science was the only area that showed a decline from the prior year, making it the greatest area of concern. This decline can be attributed to the intentional shift of instructional support and resources toward reading and math. Anticipating challenges in reading, and recognizing the high-impact potential in math, we prioritized those areas. As a result, science received less direct support, which likely contributed to the drop in performance.
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.
Our 4th grade math scores showed the greatest positive gap when compared to the state average, outperforming it by 20 percentage points. This success is the result of several key factors: consistent high-quality instruction, strategic coaching support, and targeted instructional interventions. Additionally, a strong focus on frequent review and monitoring of student achievement played a critical role. Teachers and instructional leaders regularly analyzed data to identify trends, adjust instruction, and respond quickly to student needs. This data-driven approach ensured that support was timely and aligned to specific learning goals. The trend suggests that when instruction, coaching, and monitoring are closely aligned, student achievement significantly improves.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Lowest 25% reading 2. ELL 3. Science 4. Reading Proficiency - 60% goal 5. Maintaining Math

SIP - Areas of Focus

Shadowlawn Elementary, inspiring the leaders of tomorrow.
Shadowlawn Elementary creates a challenging learning environment and encourages high expectations for student success and lifelong learning.
If teachers consistently review content with a focus on scaffolding in ELA instruction, then overall gains on the PM3 ELA assessment for grades 3-5 will increase from 65% (SY25) to 70% (SY26).
(View Marzano Model)
Reviewing Content
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct monthly professional learning sessions which focus on Reviewing Content, specifically Whole Brain Teaching and scaffolding. Sessions will be a combination of after-school paid PD through Title I, using Teacher Plan Day time, Early Release day, and before school time with a goal to have at least one new learning opportunity for teachers each month.
Person Responsible:
Administration, Instructional Coaches
Progress Monitoring Evidence:
Staff will plan for and implement the learned strategies from professional development sessions in their instruction.
Action #2
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will plan for the implementation of Reviewing Content strategies, specifically Whole Brain Teaching and scaffolding, in their classroom instruction.
Person Responsible:
ELA Teachers, Reading Coach
Progress Monitoring Evidence:
Monitoring of collaborative planning and submitted lesson plans to ensure strategies planned for aligned to Reviewing Content
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Reviewing Content, specifically Whole Brain Teaching and scaffolding, in ELA instruction.
Person Responsible:
ELA Teachers
Progress Monitoring Evidence:
Administration will conduct observations and provide specific feedback aligned to Reviewing Content.
Action #4
Action Steps to implement evidence-based strategy:
During collaborative planning or a data analysis PLC, teams will analyze student data and plan for adjustments to instruction to target student need.
Person Responsible:
ELA Teachers, Reading Coach, Administration
Progress Monitoring Evidence:
Mid-unit assignments, module assessments, quarterly foundational skill assessments, iReady Diagnostic, STAR/ FAST PM assessments, and classwork.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
If teachers consistently review content with a focus on scaffolding in math instruction, then student proficiency on the PM3 Math Assessment for grades 3-5 will increase from 77%(SY25) to 80%(SY26).
(View Marzano Model)
Review Content
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct monthly professional learning sessions which focus on Reviewing Content, specifically Whole Brain Teaching and scaffolding. Sessions will be a combination of after-school paid PD through Title I, using Teacher Plan Day time, Early Release day, and before school time with a goal to have at least one new learning opportunity for teachers each month.
Person Responsible:
Administration, Instructional Coaches
Progress Monitoring Evidence:
Staff will plan for and implement the learned strategies from professional development sessions in their instruction.
Action #2
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will plan for the implementation of Reviewing Content strategies, specifically Whole Brain Teaching and scaffolding, in their classroom instruction.
Person Responsible:
Math Teachers, Math Coach
Progress Monitoring Evidence:
Monitoring of collaborative planning and submitted lesson plans to ensure strategies planned for aligned to Reviewing Content
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Reviewing Content, specifically Whole Brain Teaching and scaffolding, in Math instruction.
Person Responsible:
Math Teachers
Progress Monitoring Evidence:
Administration will conduct observations and provide specific feedback aligned to Reviewing Content.
Action #4
Action Steps to implement evidence-based strategy:
During collaborative planning or a data analysis PLC, teams will analyze student data and plan for adjustments to instruction to target student need.
Person Responsible:
Math Teachers, Math Coach, Administration
Progress Monitoring Evidence:
Mid-unit assignments, Unit assessments, STAR/ FAST PM assessments, Aleks, and classwork.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
If teachers effectively review content with a focus on scaffolding in science instruction, the student proficiency on the state science will increase from 52%(SY25) to 60%(SY26).
(View Marzano Model)
Reviewing Content
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct monthly professional learning sessions which focus on Reviewing Content, specifically Whole Brain Teaching and scaffolding. Sessions will be a combination of after-school paid PD through Title I, using Teacher Plan Day time, Early Release day, and before school time with a goal to have at least one new learning opportunity for teachers each month.
Person Responsible:
Administration, Instructional Coaches
Progress Monitoring Evidence:
Staff will plan for and implement the learned strategies from professional development sessions in their instruction.
Action #2
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will plan for the implementation of Reviewing Content strategies, specifically Whole Brain Teaching and scaffolding, in their classroom instruction.
Person Responsible:
Science Teachers, Instructional Coach
Progress Monitoring Evidence:
Monitoring of collaborative planning and submitted lesson plans to ensure strategies planned for aligned to Reviewing Content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Reviewing Content, specifically Whole Brain Teaching and scaffolding, in Science instruction.
Person Responsible:
Science Teachers
Progress Monitoring Evidence:
Administration will conduct observations and provide specific feedback aligned to Reviewing Content.
Action #4
Action Steps to implement evidence-based strategy:
During collaborative planning or a data analysis PLC, teams will analyze student data and plan for adjustments to instruction to target student need.
Person Responsible:
Science Teachers, Instructional Coach, Administration
Progress Monitoring Evidence:
Unit Assessments, Progress Learning, Quarterly Benchmark Assessments, classwork
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
If teachers effectively use all elements of PBIS and discipline procedures, then Out of School Suspensions will decrease from 27 (SY25) to 20 (SY26).
(View Marzano Model)
Positive Behavior Intervention System
Action #1
Action Steps to implement evidence-based strategy:
Teachers will instruct students using the CCPS Blueprint for Positive Behavior Success curriculum to teach skills for positive behavior.
Person Responsible:
Teachers, School Counselor
Progress Monitoring Evidence:
Monitoring of school-wide Blueprint instruction on the morning news and classroom lessons and discussion.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will use Minor Referrals to address student conduct early before problems intensify.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Minor and Major referral data.
Action #3
Action Steps to implement evidence-based strategy:
School counselor, in collaboration with classroom teachers, will create and implement behavior plans for students needing additional behavior support.
Person Responsible:
School Counselor, Teachers
Progress Monitoring Evidence:
Tier 2 Behavior SSP data.
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.

Budget Document Uploads

File NameUpload Date
SLE - FY26 Use of Funds- Rev Alloc - 9-18-25 - Amend 1.xlsx 10/13/2025
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.
The SIP is shared with SAC for input and updates are provided quarterly. It is also posted on the school’s website and a copy is kept in the main office for stakeholders to access and review when requested.
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.
Every year the school develops a Parent and Family Engagement Policy/Plan (PFEP) with feedback from parents. This plan is sent home to all parents in understandable format and translated, in a language the parents can understand. The Parent and Family Engagement plan is posted on the school website and shared via social media.
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))
Shadowlawn will implement a robust master schedule that provides additional support to students below grade level during instructional blocks of ELA, Math, and Science. Shadowlawn teachers will have deep professional learning experiences focused on the topic of reviewing content with a focus on scaffolding which will increase teacher effectiveness.
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 Public Schools implement a systematic and strategic approach to service delivery 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 within the same department. These programs share administrative staff to ensure efficient oversight, coordination, budgeting, staffing, and monitoring. Informal communication and monthly administrative meetings support ongoing collaboration and alignment of efforts. • Leadership staff from Title I (Parts A, C, D), Title II, Title III, Title IV, Head Start/VPK, and Title IX programs meet monthly to coordinate services and participate in joint professional development aimed at improving program effectiveness. • Teaching & Learning (T&L) department meetings include program coordinators from IDEA, Perkins, Head Start, and Career and Technical Education, fostering cross-program collaboration. • The Title IX and Title I (Parts A and C) Coordinators work together to identify and support homeless children, assisting with registration and providing necessary services. Title I and the District jointly fund the Homeless Liaison, who supports homeless students across all schools. • Title I (Parts A and C) and Title III funds are coordinated to provide supplemental instructional support and resources to at-risk students.

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

Instruction for students in grades K-2 will have a specific focus on building fluency through increased volume of reading and transfer of phonics skills to reading. In SY25 58% of students in grades K-2 were proficient in reading at level 3 and above. Disaggregated data showed that students were competent at isolated phonics skills, but lacking in reading and vocabulary.
2.

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

Instruction for students in grades 3-5 will have a specific focus on building fluency through foundational skill instruction such as word morphology and increased volume of reading. In SY25 only 50% of students in grades 3-5 were proficient in reading at level 3 and above. Many students demonstrate high level comprehension skills when presented with text read aloud, however many students struggle to make meaning of the text when they are not able to fluently read the text and engage in metacognition. In Grade 3, 50% of students were not proficient in Reading, resulting in the RAISE status. In all other grades, less than 50% of students were no proficient in reading.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Amber Eliason Principal White Non-Migrant Yes Principal 9/10/2025 9/10/2026
Alexis Premock Teachers White Non-Migrant Yes SAC Chair 9/10/2025 9/10/2026
Ashley Saldarriaga Teachers Hispanic Non-Migrant Yes Member 9/10/2025 9/10/2026
Rosie Hatwell Non-instructional Staff White Non-Migrant Yes Member 9/10/2025 9/10/2026
Janett Ramirez Parent Hispanic Non-Migrant No Member 9/10/2025 9/10/2026
Mariana Ramirez Parent Hispanic Non-Migrant No Member 9/10/2025 9/10/2026
Vanezza Damso Parent Hispanic Non-Migrant No Member 9/10/2025 9/10/2026
Michelle Goodman Parent Black Non-Migrant No Member 9/10/2025 9/10/2026
Lenore Vitale Community/Business Others Non-Migrant No Member 9/10/2025 9/10/2026
GroupNumber%
Community/Business111.1
Non-instructional Staff111.1
Parent444.4
Principal111.1
Students (required for HS; optional for MS)00.0
Teachers222.2
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 444.4
Non-District Employee 555.6
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
Black112.512.2
Hispanic450.060.2
Others112.512.7
White225.015.0
Date & TimeTitleLocationUploaded Files
Tuesday, August 26, 2025 7:40 AMSAC Meeting 
Date

Existing Uploads

File Name
SAC Bylaws.pdf