Planning for School Improvement

Sea Gate 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?
Decline in overall school proficiency by 1 point; increase in 3rd grade by 3points; decline in gains by 2 points, L25 decreased by 9 points.
5th grade continues to outperform 3rd and 4th in Math proficiency, gains, and L25 gains. SWD in 5th grade saw a 16% increase in proficiency, while 4th grade saw a 6% increase.
There is a correlation between striving readers and science scores, particularly LY students. 1/11 students scored proficient. 15/25 SWD scored proficient.
N/A
Which data component showed the most improvement? What new actions did your school take in this area?
3rd grade ELA increased by 3 points. Change of the Master Schedule to ensure fidelity and consistency of teaching the allocated instructional minutes. Support by Instructional coach in a lower performing class, after PM2, grade level data chats, After-school tutoring club focused on 3rd grade ELA by master teachers.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
4th grade ESE in ELA and Math. Lost a teacher in January. Reduced allocation and dispersed students to the other 5 classrooms, self-containing one unit. All 1's and 2's in a classroom despite pushing in Literacy coach and highly effective ESE Inclusion teacher, students in the core class made 67% gains, 80% proficiency, L25: 62 % gains made.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
The greatest decline this year was in L25 Math. While 5th grade students performed well, 97% making gains, 4th grade only 52% made gains. Overall gains 5th" 96% while 4th grade 69%. Scheduling definitely played a role in this discrepancy. The core class after the teacher resigned mid-year, created a class that was difficult to move, despite pushing in resources.
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.
SGE was above the state (51st) and District(#1) in all categories. 41st in the state for ELA gains, 522 for L25 78th in state for math gains, 198 for L25
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Standards-based instruction, strong Tier 1 instruction Overall gains in ELA Overall Gains in Math L25% in Math Science Proficiency

SIP - Areas of Focus

Our vision at Sea Gate Elementary School is to achieve excellent through high expectations and positive attitudes.
Our mission at Sea Gate Elementary School is to encourage a caring and collaborative community of problem solvers who achieve their fullest potential as life-long learners.
ELA gains of 4th and 5th grade students on the Florida Assessment of Student Thinking PM3 will increase from 75% to 78% by the end of the FY26 school year.
(View Marzano Model)
Identify Critical Content from the Standards
Action #1
Action Steps to implement evidence-based strategy:
Planning: Conduct weekly planning sessions with a focus on meeting the scope of the standard, using questions to identify critical content, while planning rigorous lessons.
Person Responsible:
Literacy Coach: Karen Pelletier; SGE Instructional Staff
Progress Monitoring Evidence:
Analyze the effectiveness of meeting the weekly standards through student module assessments and student talk/responses. MTSS data collection, ESE progress reports, classroom observations
Action #2
Action Steps to implement evidence-based strategy:
Front load academic vocabulary during small group instruction of EL and SWD using pictures, graphic organizers and providing background information.
Person Responsible:
EL Contact, Luisa Gale; ESE Case Managers, Lauren York and Damien Shadrick
Progress Monitoring Evidence:
IEP Progress monitoring, Module Assessment analysis, WIDA
Action #3
Action Steps to implement evidence-based strategy:
School-wide implementation of Accelerated Reader Incentive program.
Person Responsible:
Media Specialist, Megan Barr; SGE Instructional Staff
Progress Monitoring Evidence:
Monthly data pulled from Accelerated Reader site; student goal sheets
Action #4
Action Steps to implement evidence-based strategy:
Professional Development: Identify High Yield Instructional Strategies using Hattie with staff during Pre-service Week, Using questions to deepen understanding
Person Responsible:
SGE Instructional Staff, Instructional Coach; Karen Pelletier
Progress Monitoring Evidence:
Planning; classroom walk-throughs/observations with Questioning Look Fors,
Action #5
Action Steps to implement evidence-based strategy:
Professional Development for staff on School-Wide DP goal: Critical content, connected to Administrative DP goal of instructional practices to increase student learning
Person Responsible:
Administration: Meg Howard, AP, Meredith Kirby, Principal; SGE Instructional Staff; Literacy Coach: Karen Pelletier
Progress Monitoring Evidence:
Completed, thoughtful responses to individual DP plans in iObservation checked and approved by Administration
Action #6
Action Steps to implement evidence-based strategy:
Measuring Impact: Data chats with 4th and 5th grade ELA teachers to review iReady and PM 1 and 2 data, using percentiles
Person Responsible:
4th and 5th grade ELA teachers, ESE Case Managers, Lauren York and Damien SHadrick, Literacy Coach, Karen Pelletier
Progress Monitoring Evidence:
Data chats using a variety of district created data to ensure students are making progress.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Math gains of 4th and 5th grade students, on the Florida Assessment of Student Thinking PM3 will increase from 81% to 90% by the end of the FY26 school year.
(View Marzano Model)
Helping students Practice skills, strategies, and processes.
Action #1
Action Steps to implement evidence-based strategy:
Master schedule to ensure ESE Inclusion services are maximized during the instructional block
Person Responsible:
Administration, ESE Case Managers, Math Teachers
Progress Monitoring Evidence:
Classroom observations
Action #2
Action Steps to implement evidence-based strategy:
All 4th and 5th grade Math Blocks scheduled and implemented for a minimum of 75 minutes
Person Responsible:
Administration
Progress Monitoring Evidence:
Teachers provided with master schedule; classroom walk-throughs
Action #3
Action Steps to implement evidence-based strategy:
Professional Development: Plan for and conduct professional learning activities which ensure teachers are maximizing impact (consolidation and transfer of learning)
Person Responsible:
4th and 5th grade math teachers
Progress Monitoring Evidence:
Lesson plans identifying SWIRL: speaking, writing, interacting, reading and listening,
Action #4
Action Steps to implement evidence-based strategy:
Planning: Weekly planning with administrative team to ensure plans contain opportunities for students to practice skills, strategies and processes.
Person Responsible:
4th and 5th grade teachers; administration: Meredith Kirby, Principal; Meg Howard, AP
Progress Monitoring Evidence:
Lesson plan review and classroom observations
Action #5
Action Steps to implement evidence-based strategy:
Implementation: Teachers will implement the planned lessons and strategies aligned to practicing skills, strategies, and processes.
Person Responsible:
4th and 5th grade math teachers
Progress Monitoring Evidence:
Administration will conduct grade level content area walk-throughs and provide specific feedback for Identifying critical content and Practicing Skills, strategies, and processes
Action #6
Action Steps to implement evidence-based strategy:
Measuring Impact: Teachers will analyze module assessments, PM1 and PM2 data to ensure student growth and share best practices.
Person Responsible:
4th and 5th grade Math teachers; ESE Inclusion Teachers, Lauren York and Damien ShadrickMath Committee; Administration
Progress Monitoring Evidence:
Module Assessment data, PM1 and PM2 data, gradebook
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Science proficiency of all 5th grade students on the Florida Assessment of Student Thinking PM3 will increase from 84% to 88% by the end of the FY26 school year.
(View Marzano Model)
Using Questions to Deepen Understanding
Action #1
Action Steps to implement evidence-based strategy:
Measuring Impact: 5th grade Science teachers and administration will analyze data and adjust instruction after District QBA1, QBA2, and QBA3 assessments.
Person Responsible:
5th grade Science Teachers
Progress Monitoring Evidence:
Lesson plans, information gained from data chats, adjustments to instruction
Action #2
Action Steps to implement evidence-based strategy:
Planning: Vocabulary front loading, identifying questions to elicit student thinking.
Person Responsible:
5th grade Science Teachers, EL Contact, Luisa Gale; ESE Inclusion Teachers, Lauren York and Damien Shadrick
Progress Monitoring Evidence:
Planning, student progress on Progress learning
Action #3
Action Steps to implement evidence-based strategy:
Impact: Provide students accommodations, reading test aloud, during classroom assessments to test what content the student knows, versus their reading level.
Person Responsible:
5th grade Science Teachers, ESE Inclusion Teachers
Progress Monitoring Evidence:
Results of classroom assessments
Action #4
Action Steps to implement evidence-based strategy:
Implementation: Use of devoted science lab to conduct experiments and apply their results to questions they may see on the assessments.
Person Responsible:
5th grade Science Teachers
Progress Monitoring Evidence:
Labs and assessment results; calendar of sign up
Action #5
Action Steps to implement evidence-based strategy:
Professional Learning: Provide teachers with PD on the new science curriculum in collaboration with district science TSA visits and District Curriculum Maps at the beginning of the year, as well as during planning.
Person Responsible:
5th grade Science Teachers
Progress Monitoring Evidence:
Lesson plans, Classroom observations
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
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The teachers and staff will recognize 100% of SGE students using our school-wide PBIS System, examples, Seahorse of the Month or Positive referrals by May of 2026.
(View Marzano Model)
Providing Feedback and Celebrating Progress
Action #1
Action Steps to implement evidence-based strategy:
Planning: Maintain a tracking system to record Student of the Month and Positive referral recipients.
Person Responsible:
All SGE Staff
Progress Monitoring Evidence:
FOCUS Reports
Action #2
Action Steps to implement evidence-based strategy:
Measuring Impact: Review of tracking system monthly to ensure no duplicate students.
Person Responsible:
Administration; School Counselor
Progress Monitoring Evidence:
FOCUS Reports
Action #3
Action Steps to implement evidence-based strategy:
Professional Learning: Review of tracking system monthly to ensure no duplicate students, review how to submit names monthly
Person Responsible:
Administration; School Counselor
Progress Monitoring Evidence:
Opening PBIS PowerPoint
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

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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.
No response.
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.
No response.
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))
No response.
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))
No response.

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
Meredith Kirby Principal White Non-Migrant Yes Principal 7/1/2025 6/30/2026
Nicole Garcia Teachers Hispanic Non-Migrant Yes Member 8/26/2025 6/30/2028
Susy Lang Parent Hispanic Non-Migrant No Member 8/27/2024 6/30/2027
Tara Stokes Community/Business White Non-Migrant No Member 8/22/2023 6/30/2026
Laarni West Parent Black Non-Migrant No Member 8/27/2024 6/30/2027
Rachel Faramo Parent White Non-Migrant No SAC Chair 8/27/2024 6/30/2027
Melissa Dogali Parent White Non-Migrant No Secretary 8/22/2023 6/30/2026
Gordana Radmilovic Parent White Non-Migrant No Member 8/22/2023 6/30/2026
Kailey Dodd Teachers White Non-Migrant Yes Vice Chair 8/22/2023 6/30/2026
Maria Soltura Non-instructional Staff Hispanic Non-Migrant Yes Member 8/26/2025 6/30/2028
Holly Rice Parent Others Non-Migrant No Member 8/26/2025 6/30/2028
GroupNumber%
Community/Business19.1
Non-instructional Staff19.1
Parent654.5
Principal19.1
Students (required for HS; optional for MS)00.0
Teachers218.2
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 436.4
Non-District Employee 763.6
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
Black110.03.2
Hispanic330.029.4
Others110.010.7
White550.056.7
Date & TimeTitleLocationUploaded Files
Tuesday, August 26, 2025 5:00 PMSAC Meeting #1Conference Room
Tuesday, September 16, 2025 5:00 PMSAC Meeting #2Conference Room
Tuesday, October 14, 2025 5:00 PMSAC Meeting #3Conference Room
Tuesday, November 11, 2025 6:00 PMSAC Meeting #4Conference Room
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Tuesday, January 13, 2026 6:00 PMSAC Meeting #5Conference Room
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Tuesday, February 10, 2026 6:00 PMSAC Meeting #6Conference Room
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Tuesday, March 24, 2026 5:00 PMSAC Meeting #7Conference Room
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Tuesday, April 14, 2026 5:00 PMSAC Meeting #8Conference Room
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