Planning for School Improvement

Pinecrest Elementary School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
ELA continues to be our lowest scoring category. It begins at K and continues through fifth grade. Third grade had exceptional growth. 45% of students are not meeting expectations. ELL and ESE students continue to score well below their peers.
Math continues to power our school success. 77% of students pass FAST. However, only 76% are making gains.
Science achievement is similar to our reading scores. A lack of vocabulary and background knowledge continue to prevent nearly half of tested students from achieving mastery.
Which data component showed the most improvement? What new actions did your school take in this area?
Both Math and ELA showed growth and met growth goals. Our third grade showed exceptional growth (correlating with iReady success)
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Two subgroups continued to fall behind their peers, ESE and ELL. Our learning Gains performance continues to hover around 50%.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Science scores are the only category that declined.
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.
ELA continues to be our lowest scoring category compared to district peers. We score just above the state average.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Reading Gains in early grades. Low 25% gains in upper grades.

SIP - Areas of Focus

Pinecrest Elementary School will engage in positive habits to inspire all stakeholders to be leaders who recognize their strengths and act responsibly to achieve their limitless potential.
Pinecrest Elementary School will provide a safe learning environment that fosters collaboration, determination and builds the confidence of all leaders.
ELA FAST percent proficient will increase from 55% to 60% by June 1, 2025.
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes.
Action #1
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will determine what weekly data points on the dominate standard will be collected and subsequently discuss results, instructional strategies that worked, what didn't work and what the plan is to address any learning deficiencies. Teachers will focus on the "How" we are helping students master content by choosing the skills, strategies, and processes that will have the highest impact on their students.
Person Responsible:
Ulibarri
Progress Monitoring Evidence:
Planning protocols will reflect the data collected, Grade level core data sheets will also contain information, focus grades reports, Agendas and Lesson Plans will reflect the skills, strategies, and processes used and taught.
Action #2
Action Steps to implement evidence-based strategy:
Pinecrest will focus the yearly PD plan on improving instruction for ELL and ESE. Every Professional Development day, staff will develop, research, and share Skills, Strategies, and Processes for helping students achieve growth in one or both of these areas.
Person Responsible:
Gaudio
Progress Monitoring Evidence:
Track progress of ESE and ELL students from PM3 (2024) to PM3 (2025). PM1 and PM2 results will drive instructional changes.
Action #3
Action Steps to implement evidence-based strategy:
All classrooms will increase rigor of instruction during rotations, focusing on non-teacher led assignments and activities to increase capacity for productive struggle.
Person Responsible:
Dyer
Progress Monitoring Evidence:
Leadership will develop an agenda for common planning that includes a focus of rigor during rotations. Admin and leadership will focus on rigor during rotations while completing walk throughs.
Action #4
Action Steps to implement evidence-based strategy:
No response.
Person Responsible:
No response.
Progress Monitoring Evidence:
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131254282Teacher, Resource1.20$137,999.52
Title I Part A5100151254282Assistant, General0.75$39,322.31
Title I Part A5131151254282Spanish ELL Tutor0.50$31,008.75
Title I Part A5100730254282Leader in Me school license $5,225.00
Title I Part A5100510254282Instructional Supplies $1,993.22
Title I Part C5100131254280 - MigrantResource Teachers0.80$112,739.83
Title I Part C5100151254280 - MigrantSpanish Tutor0.50$31,349.42
Title I Part A6150510254282Parent Involvement supplies and refreshments $2,993.69
Title I Part A6150161254282PI Translations $100.00
Math FAST percent proficient will increase from 77% to 81% by June 1, 2025.
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes.
Action #1
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will determine what weekly data points on the dominate standard will be collected and subsequently discuss results, instructional strategies that worked, what didn't work and what the plan is to address any learning deficiencies. Teachers will focus on the "How" we are helping students master content by choosing the skills, strategies, and processes that will have the highest impact on their students.
Person Responsible:
Krause
Progress Monitoring Evidence:
During collaborative planning, Math Coach will review the Mid Unit Assessments with teachers to develop reteaching groups to ensure students master content.
Action #2
Action Steps to implement evidence-based strategy:
During Common Planning, teachers will discuss academic vocabulary from the vocabulary binders created by the Math Coach. Teachers will post the words on the word wall, introduce them to their students, and use the words during instruction to develop a common wording across all learners.
Person Responsible:
Krause
Progress Monitoring Evidence:
Unit module assessments. PM's Item Analysis Word Walls
Action #3
Action Steps to implement evidence-based strategy:
Teachers will track progress using formative and summative data, discuss student progress during MTSS PLC meetings and implement interventions designed to close learning gaps.
Person Responsible:
Krause
Progress Monitoring Evidence:
Students participate in the F.A.S.T. Progress Monitoring three times each year. Additional monitoring opportunities include district quarterly benchmark assessments, classroom formative assessments, student data chats, teacher data chats, instructional planning, lesson plan review and feedback, classroom observations of instruction and targeted coaching cycles, all assessment data will be reviewed during MTSS PLC meetings to evaluate effectiveness and make adjustments as needed.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131 Content Area Coach Salary $149,959.00
Science FAST percent proficient will increase from 53% to 56% by June 1, 2025.
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes.
Action #1
Action Steps to implement evidence-based strategy:
During planning, teachers will develop students skills, strategies, and processes for understanding, increasing, and using Science Vocabulary.
Person Responsible:
Grade Level Teachers
Progress Monitoring Evidence:
Monitoring Collaborative Planning, lesson plans, and Mid Unit Benchmark Assessments.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will develop students skills, strategies, and processes for understanding by implementing hands on labs as part of their weekly instructional plans.
Person Responsible:
Grade Level Teachers
Progress Monitoring Evidence:
Lab Schedule, Mid Unit Benchmark Assessments.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich 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 clich 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 clich the Submit button to the right!
Pinecrest will increase staff celebrations from 5 to 10 events before June 1st.
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes.
Action #1
Action Steps to implement evidence-based strategy:
Staff Cookouts to develop relationships among all staff across teams. These events will create opportunities for staff to build trust through non-work conversations.
Person Responsible:
Dyer
Progress Monitoring Evidence:
One event per quarter. Each event will be photographed and presented to staff.
Action #2
Action Steps to implement evidence-based strategy:
Monthly Race Trophies will be awarded to staff members for service above and beyond to help make PCR the best place for kids and staff.
Person Responsible:
Dyer
Progress Monitoring Evidence:
Pictures will hang that represent each of two monthly winners.
Action #3
Action Steps to implement evidence-based strategy:
Quarterly Classroom Celebrations will focus on attendance, WIGS, and academic success at the classroom level to develop teamwork and celebrate teacher initiative.
Person Responsible:
Dyer
Progress Monitoring Evidence:
Teachers will be awarded a racing pennant to celebrate each quarterly victory. The pennants will hang in the teachers classrooms.
Action #4
Action Steps to implement evidence-based strategy:
Staff First Conversations at every meeting. Every faculty meeting, training, and leadership meeting staff will have the opportunity to ask for any help or materials they need. This will help create a culture of staff needs come first to help create student growth.
Person Responsible:
Dyer
Progress Monitoring Evidence:
Agendas, PowerPoints
Action #5
Action Steps to implement evidence-based strategy:
Eagle Wings will be written by staff to celebrate students and then celebrated on the news weekly.
Person Responsible:
Cade
Progress Monitoring Evidence:
Weekly news recordings.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Local Accounts      

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
PCR-FY25 Title I Use of Funds 1-6-25 Sal Inc.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.
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))
Staffing all positions with certified, growth minded staff that are focused on individual student outcomes will strengthen our academic programs. Increasing the capacity of our MTSS meetings to better service students with more supports will increase learning time and time focused on grade level content. Focusing on "Helping Students Practice Skills, Strategies, and Processes" will better prepare them to grow each day and develop the skills necessary to become high achieving readers.
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 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

No reponse.
2.

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

56% of 3rd grade students scored below a Level 3, PM3 Spring 2024 PCR will continue to utilize Foundations to build reading capacity and introduce SPIRE TIER III supports to fill gaps for our students who score furthest behind their peers. 60% of 5th grade students scored below a Level 3, PM3 Spring 2024 45% of 5th grade students met their learning gains goals for PM3 Spring 2024 Staff will focus on Lowest 25% to target learning gaps in phonics and fluency skills to increase overall proficiency at each grade level.