Planning for School Improvement

Highlands Elementary School

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Positive trends in grade levels. ESE and ELL sub groups preforming and making gains with powerful direct instruction.
Opportunity exists in K-2 math. 3rd-5th continues to work on closing the gaps, which works by 5th grade, but the teachers in 3rd and 4th are working to get students to proficiency.
Strong showing in science. The adjustments we made help with the growth of 15 points! ESE and ELL subgroups made amazing gains as well.
NA
What data components demonstrate the greatest need for improvement?
Math core instruction- across all grade levels Third Grade reading proficiency- with new grade school grade component increasing proficiency will be key. iReady Proficiency is also dropping
What were the contributing factors to this need for improvement?
New Math adoption; adjustment of standards; shift of standards from grade to grade. Materials not on hand at the beginning of the year. Teachers are not placing a large emphasis on iReady and monitoring iReady usage.
What new actions need to be taken to address this need for improvement?
Math support in planning and during core instruction. Deliberate data tracking for iReady. Individual student tracking of lessons passed.
What data components showed the most improvement?
Reading and Science ELL and ESE growth in all subjects
What were the contributing factors to this improvement?
Strategic scheduling for teachers to maximize support during key times. ESE and reading resource work together for a continuum of support for our most struggling students.
What new actions did your school take in this area?
These actions are not new this year, but the staff have adjusted to the support schedules and a focus on delivering support with on grade level materials.

SIP - Areas of Focus

To empower and challenge students to reach their maximum potential and become leaders.
Highlands Elementary School fosters an environment for leadership through engaging and challenging experiences which empower students to reach their maximum potential.
Our intended outcome is to increase overall ELA proficiency in grade 3-5 from 60% to 63% by May 31, 2024
(View Marzano Model)
Providing Feedback and Celebrating Progress
Action #1
Action Steps to implement evidence-based strategy:
Administration and use of formative assessment data (Phonemic awareness inventory, Phonics screening, HFW, Concepts of Print and fluency) in K-2 classrooms twice a quarter to track student progress.
Person Responsible:
Jenna Zimmer
Progress Monitoring Evidence:
Monitor Formative assessment data (Phonemic awareness inventory, Phonics screening, HFW, Concepts of Print and fluency) in K-2 classrooms twice a quarter to help make instructional grouping adjustments.
Action #2
Action Steps to implement evidence-based strategy:
Provide teachers with job embedded professional learning in the science of reading and developmental literacy within collaborative planning and coaching support to improve instructional practice.
Person Responsible:
Jenna Zimmer
Progress Monitoring Evidence:
Staff sign in sheets and academic coach coaching logs. FTEM observations, observation report focusing on Providing feedback and Celebrating Success.
Action #3
Action Steps to implement evidence-based strategy:
Literacy coach will develop module plans for teachers in K-5 for consistent implementation.
Person Responsible:
Jenna Zimmer
Progress Monitoring Evidence:
PM1- PM3 proficiency levels FTEM Observations
Action #4
Action Steps to implement evidence-based strategy:
Students scoring in the urgent intervention will receive small group intervention from reading resource staff to improve student performance.
Person Responsible:
Megan Fragola
Progress Monitoring Evidence:
Tier II and Tier III data monitored bi-monthly during grade level PLC's
Action #5
Action Steps to implement evidence-based strategy:
Track lessons passed on iReady
Person Responsible:
Jenna Zimmer Administration
Progress Monitoring Evidence:
WIG tracker for iReady by administration.
Action #6
Action Steps to implement evidence-based strategy:
Update class core data sheets to reflect ongoing assessment data and year long data collection to monitor student performance.
Person Responsible:
Megan Fragola
Progress Monitoring Evidence:
Class core data sheets are updated
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131.6 Resource TeacherReading Resource teacher $48,066.10
Title I Part A51001511.0 Title I TutorSupport all students with small group instruction1.00$41,161.96
Title I Part A5100151.5 Title I TutorSupport all students with small group instruction $20,580.96
Title I Part A6400754Guest Teachers Guest teachers for instructional rounds $8,024.00
Title I Part A5131151.3 ELL Spanish TutorSupport students with small group instruction $12,348.59
Title I Part A5131151.4 ELL Spanish TutorSupport students with small group instruction $18,530.51
2442826400131Literacy CoachFunding additional literacy coach to support students in MTSS process1.00$97,788.38
Title I Part C51001311.0 Reading ResourceMigrant Reading Resource staff1.00$96,626.20
Title I Part C5131151.6 Spanish TutorMigrant spanish tutor $27,795.77
Title I Part C5131151.7 Spanish TutorMigrant Spanish Tutor $28,813.37
Title I Part C5100519Ink and Paper for Migrant OfficeInk and paper for migrant office $1,233.79
Title I Part C5100510Instructional Supplies MigrantInstructional supplies Migrant $1,320.87
Our intended outcome is to increase overall math proficiency in grades 3-5 from 66% to 69% May 31, 2024
(View Marzano Model)
Providing Feedback and Celebrating Success
Action #1
Action Steps to implement evidence-based strategy:
During pre-service week, the math coach will meet with planning teams and introduce the math template that will include the universal guides for common vocabulary, common strategies/manipulatives and the detailed steps to support students during the explore section of the lesson.
Person Responsible:
Margaux Horne
Progress Monitoring Evidence:
PM1 to PM3 Planning agenda and notes
Action #2
Action Steps to implement evidence-based strategy:
Create the universal anchor charts from the benchmark progression of the state benchmarks to ensure continuity of concepts and concept attainment at the depth the benchmark requires. Teacher observations will ensure fidelity implementation.
Person Responsible:
Margaux Horne
Progress Monitoring Evidence:
FTEM observations to ensure staff implementation
Action #3
Action Steps to implement evidence-based strategy:
Provide job embedded professional learning to math teachers on implementation of the explore section of the lesson to content knowledge of staff.
Person Responsible:
Margaux Horne Mara Shaffer
Progress Monitoring Evidence:
FTEM Observations
Action #4
Action Steps to implement evidence-based strategy:
Math coach will prepare monthly math mania school K-5 based on grade level data for the month to improve student performance.
Person Responsible:
Margaux Horne Mara Shaffer
Progress Monitoring Evidence:
Monthly school wide data on participation on Math Mania completion.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5131151.3 Spanish TutorSupport students with small group instruction $12,348.59
Title I Part A5131151.4 Spanish TutorSupport students with small group instruction $18,530.51
Title I Part A51001511.0 Title I TutorSupport all students with small group instruction1.00$41,161.96
Title I Part A5100151.5 Title I TutorSupport all students with small group instruction $20,580.98
Title I Part A6400754Guest TeachersProvide guest teachers for instructional rounds $8,024.00
Our intended outcome is to increase or maintain overall fifth grade science proficiency of 75% by May 31, 2024.
(View Marzano Model)
Providing Feedback and Celebrating Success
Action #1
Action Steps to implement evidence-based strategy:
Science coach will meet with teams in collaborative team to introduce the science planning template. The template will include the science clarifications, students background knowledge, the common anchor charts and corresponding student notebooks to ensure consistent implementation. This will increase common high quality instruction across all science classrooms.
Person Responsible:
Mara Shaffer
Progress Monitoring Evidence:
FTEM observations QB data
Action #2
Action Steps to implement evidence-based strategy:
Students will participate in the Galaxy Star Challenge (science software provided by district) to improve student performance.
Person Responsible:
Mara Shaffer
Progress Monitoring Evidence:
Galaxy Star Challenge Students will try to earn all 132 stars. This means they have completed the program and mastered the content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will participate in job imbedded job professional learning on building student background knowledge and spiral reviews through collaborative planning and modeling lessons to develop capacity of teachers.
Person Responsible:
Mara Shafer
Progress Monitoring Evidence:
FTEM observations
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
2442826400131Science CoachSupport instruction of K-5 science1.00$92,366.00
Title I Part A5100519Tech SuppliesInk, paper and instructional supplies  $1,466.34
Title I Part A5100510Tech SuppliesInk and Paper $900.00
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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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!
Increase the percent of positive respondents on staff culture survey (The Leaders here demonstrate that employee wellbeing is important) from 43% to 46% by May 31, 2024
(View Marzano Model)
Promoting teacher leadership and collaboration
Action #1
Action Steps to implement evidence-based strategy:
Building Leadership Team will plan and host monthly moral boosters Monthly Motivational Magnet Hospitality Table Staff Shout outs on Staff Board Outside social events
Person Responsible:
Building Leadership Team
Progress Monitoring Evidence:
BLT notes and master calendar invites
Action #2
Action Steps to implement evidence-based strategy:
Create new staff action teams to ensure stakeholder feedback is gathered.
Person Responsible:
Margaux Horne/Mara Shaffer
Progress Monitoring Evidence:
Staff are assigned to action team
Action #3
Action Steps to implement evidence-based strategy:
During the opening day meeting with staff, staff will participate in the reason for "why". They will create a "wordle" that will have the one word they think about when thinking about HLE to ensure create the reminder of our school culture.
Person Responsible:
Margaux Horne
Progress Monitoring Evidence:
Wordle created
Action #4
Action Steps to implement evidence-based strategy:
Plan Monthly staff Habit Boosters to connect to personal well being and staff living the 7 Habits.
Person Responsible:
Marina Meehan
Progress Monitoring Evidence:
Meeting agenda and sign in sheets
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6150161.5 Parent InvolvementParent involvement coordinator $21,425.15
Title I Part A6400310LiM Consultant ContractOne day PD for staff $3,000.00
Title I Part D6150510Parent involvement suppliesSupplies related to parent involvement events $3,492.94

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.
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.
SIP planning each year begins with the Title I budgets. Based on the data that is made available at the time, building leadership team members begin the process of identifying areas of need, areas of success and overall program effectiveness based on this years budget and resources. From there, academic goals and program reflection are shared with School Advisory Council (Parent Lighthouse Team) members. Feedback on what programs, supported by the Title I budget, should be continued is gathered from outside stakeholders and staff. From there, budgets and goals are aligned. Draft copies of these items are published on the school website and through SAC minutes. When school returns, SIP summary pages are produced for all students to take home the first day of school. Additional full copies are provided to any interested parties in the front office. Additionally, the SIP is posted on the website, once approved by the Board of Collier County. https://www.collierschools.com/Page/7049
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.
There are many stakeholders at Highlands. Our students, teachers, families as well as community members. Students are members of the Student Lighthouse Committees and Student Action teams, and they participate in community give backs and public service projects. Students also conduct student led conferences with the parents to present goal setting and progress to their adult advocates. Teachers lead student action teams, plan and present family events such as STREAM and Literacy Night, plan and host student led conferences, attend parent conferences, IEP meetings and communicate with stakeholders via digital and phone methods. Parents participate in Parent Lighthouse Meetings, attend curriculum events such as STREAM and Literacy Nights, they attend grade level and classroom celebrations, attend IEP meetings, parent conferences and Student Led conferences. Each year we host and plan Meet the Teacher events, Curriculum Nights and fine arts celebrations. Community members are also members of our Parent Lighthouse meetings and school events. Each year we host a Leadership Day. This event is planned, prepared and presented by student leaders, helpful staff and attending by all interested parties including national guests. https://www.collierschools.com/Page/16725
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))
Planning for strong core instruction is the key for strong schoolwide programs. Carefully designed systems, ensure that resource, ESE and academic tutors are utilized in the most efficient manner possible and that they are working with students outside of the core instructional time. Students do not miss important core instruction to receive the support or enrichment they need. School wide schedules reflect the purposeful scheduling of extended day programing and differentiated instructional time. It is key that all staff follow the main schedule to ensure continuity of service.
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))
The District of Collier County School provides a systematic and strategic approach to providing services through the District Strategic Plan, 3 Year Academic Plan, and the K-12 Comprehensive Reading Plan. Goals and objectives of each program and department are aligned with these overarching district plans. Additionally: Title I Parts A, C, D, School Improvements grants, Title II, Part A, Title IV, Title IX McKinney Vento, and TSSSA are managed out of the same Federal, State and Competitive Grants Office (FSCG) in Collier County. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently and effectively coordinated. In addition to informal communications, weekly formal administrative meetings between FSCG leadership and the Associate Superintendent of School and District Operations are held to discuss program needs, issues and coordinate efforts. Additional monthly coordination meetings are held to include Title III, and Pre-K/Headstart leadership. • Title IX, LEA, Title I Basic, and Title I Migrant staff coordinate services to assist homeless children, to resolve problems concerning registration and provide support services at all schools. • Title I and Title IX jointly fund the 2 Homeless Liaisons to support homeless students in all public schools. • Title I Migrant, Title I Basic, Title III funds are coordinated to provide at risk students with supplemental instructional support and resources, such as Tutors and Resource Teachers. • Title I Migrant and Head Start/VPK collaborate to provide PreK classes and in home literacy support and to ensure school readiness for Collier students. • Coordination occurs with Homeless Liaison staff and Title I Migrant Home School Liaison staff in identifying eligible students and families that can be served as homeless. • Collaboration also occurs to provide schools with supplemental and focused professional learning opportunities. • Title I Basic, Migrant and Title III collaborate in providing workshops and trainings to build the capacity of parents and foster strong connection and engagement between home and school. In addition both grants provide funds for translation services to ensure that non-English speaking parents are able to participate fully in the education of their children. • Title I Migrant, Title I Basic and Title II Part A funds are coordinated to provide customized staff development that ensures students receive high quality, differentiated instruction. • Title II, Part A funds are used in collaboration with Reading Categorical to fund Reading Coaches at schools based on level of support needed resulting from test scores and number of new teachers. • Title II Part A and IDEA fund exam reimbursements and course tuition reimbursement funds to ensure staff meet certification Requirements. • All schools participate in quarterly data dialogues which are attended by all Teaching and Learning Leadership, Principal Supervisors, School and District Operations Leadership, Curriculum Coordinators, and Federal Programs Leadership. All district leaders have the opportunity to receive a debrief on the schools' data, best practices, and strategies to improve areas of weakness, and collaborate to determine what district resources can be deployed to assist the schools.

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)

The RAISE program, pursuant to s. 1008.365, F.S, established criteria for identifying schools for additional support. The criteria for the 2023-24 school year includes schools with students in grades kindergarten through 5, where 50 percent or more of its students, for any grade level, score below a Level 3 on the most recent statewide, standardized ELA assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system shows that 50 percent or more of its students are not on track to pass the statewide, standardized grade 3 assessment for any grade level, kindergarten through grade 3.

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 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 2022-2023 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.

State the specific measurable outcome the school plans to achieve for each grade below. This should be a data-based, objective outcome. Include prior year data and a measurable outcome for each of the following:

  • Each grade K -3, using the coordinated screening and progress monitoring system, where 50 percent or more of the students are not on track to pass the statewide ELA assessment;
  • Each grade 3-5 where 50 percent or more of its students scored below a Level 3 on the most recent statewide, standardized ELA assessment; and
  • Grade 6 measurable outcomes may be included, as applicable.
1.

Grades K-2 Measurable Outcomes

No reponse.
2.

Grades 3-5 Measurable Outcomes

No reponse.
1.

Monitoring

Describe how the school’s Area(s) of Focus will be monitored for the desired outcomes. Include a description of how ongoing monitoring will impact student achievement outcomes.
No reponse.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
No reponse.
1.

Description

Describe the evidence-based practices/programs being implemented to achieve the measurable outcomes in each grade and describe how the identified practices/programs will be monitored. The term "evidence-based" means demonstrating a statistically significant effect on improving student outcomes or other relevant outcomes as provided in 20 U.S.C. §7801(21)(A)(i). Florida’s definition limits evidence-based practices/programs to only those with strong, moderate or promising levels of evidence.

  • Do the identified evidence-based practices/programs meet Florida’s definition of evidence-based (strong, moderate or promising)?
  • Do the evidence-based practices/programs align with the district’s K-12 Comprehensive Evidence-based Reading Plan?
  • Do the evidence-based practices/programs align to the B.E.S.T. ELA Standards?
No reponse.
2.

Rationale

Explain the rationale for selecting practices/programs. Describe the resources/criteria used for selecting the practices/programs.

  • Do the evidence-based practices/programs address the identified need?
  • Do the identified evidence-based practices/programs show proven record of effectiveness for the target population?
No reponse.

List the action steps that will be taken to address the school’s Area(s) of Focus. To address the area of focus, identify 2 to 3 action steps and explain in detail for each of the categories below:

  • Literacy Leadership
  • Literacy Coaching
  • Assessment
  • Professional Learning
StepActionPerson Responsible for Monitoring
Not Action Step found.