Planning for School Improvement

Highlands Elementary School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
There is a slow but steady decline in reading proficiency across years. Primary iReady and PM3 doesn't always match. ESE and ELL subgroups in primary are a concern.
There are good growth and higher proficiency in math than reading. The overall proficiency in 3rd is lower and then 4th and 5th do the heavy lift to regain the proficiency.
Lower than very high SY23. ELL proficiency is good and are performing in line with all students.
Which data component showed the most improvement? What new actions did your school take in this area?
The group that showed great improvement is the gains of our ELL, ESE subgroups made in math. We continue to target students in remediation by need and support ESE staff members in their work with students. Strategic scheduling is key to ensure that they have an opportunity to work with students daily on individual IEP goals.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Fourth Grade ELA is the lowest component. This is by far the lowest that it has has historically been. This grade level came in lower from third and continued to struggle. Advanced scheduling kept core classes large. What you water will grow and the master schedule did not have admin available as much during planning.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
4th ELA as well. The students struggled with the pace of lessons. The students were not exposed to the benchmark at the breath and depth of the benchmark. Teachers worked hard to be the role models of thinking about what they read because the student models in core classes were not available.
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.
4th ELA 39% to 53%. Advanced classes had high proficiency and gains, but core classes struggled to achieve both. Large influx of non-English speakers in the grade level, which had instructors translating alot of curriculum that it takes away from instruction.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
4th ELA 3rd ELA 3rd Math 5th ELA 5th Science

SIP - Areas of Focus

Highlands Elementary School fosters an environment for leadership through engaging and challenging experiences which empower students to reach their maximum potential.
To empower and challenge students to reach their maximum potential and become leaders.
Increase overall reading proficiency from 54% to 57% by May, 31st 2025.
(View Marzano Model)
Planning Standards-Based Lessons/Units
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.
Person Responsible:
Jenna Zimmer
Progress Monitoring Evidence:
Planning protocols will reflect the data collected, Grade level core data sheets will also contain information, focus grades reports
Action #2
Action Steps to implement evidence-based strategy:
Conduct data analysis of grade level reading proficiency on iReady (monthly with lessons passed, after Diagnostics), Ongoing progress monitoring (PM data) and after each Module exams with teachers and literacy coach.
Person Responsible:
Margaux Horne, Tiffany Rosenberger, Jenna Zimmer
Progress Monitoring Evidence:
Data dialogue reflection pages after PM 1- September, PM 2 February; Monthly WIG data for iReady and Core data sheets for Module exams.
Action #3
Action Steps to implement evidence-based strategy:
Provide teachers with professional learning on the element of Planning Standards Based Lessons with a focus on developing strong techniques on effective instructional strategies specifically scaffolding of questions (September), interactive story telling (August), providing feedback (October), mind mapping (November) and Note creating (December).
Person Responsible:
Margaux Horne
Progress Monitoring Evidence:
Professional learning binders for staff contain Marzano Element protocols and instructional strategies presented (outlined in Action Steps) which allowed administration to monitor implementation of presented instructional strategies through classroom observations, observations of teachers implementing techniques (FTEM).
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131254282Resource Teachers. Provide small group instruction to struggling students1.00$95,590.38
Title I Part C5100131254280Resource Teachers: Provide small group instruction to struggling students0.55$61,425.45
Title I Part C5131151254280Tutor: Support students with language acquisition and development.0.75$40,069.88
Title I Part A6150161254282Parent Involvement Assistant: Support and plan parent literacy events0.50$24,909.61
Title I Part A6400131254282Content Area Coach, Literacy: Support teachers and staff with MTSS process and compliance.1.00$111,004.58
Title I Part A5100151254282Tutor: Support students with language acquisition and development.0.25$13,217.20
Title I Part A6400730254282Annual Fee for The Leader in Me0.00$5,225.00
Title I Part A5100519254282Tech Supplies -Classroom Headphones $3,086.10
Title I Part A5100510254282Classroom supplies $861.34
Title I Part C5100510254280Supplies for small group instruction for Migrant only students $568.67
Title I Part A6150510254282Purchase supplies and refreshments to support our Parent Events $3,042.39
       
Increase overall Math proficiency from 64% to 66% by May 31st, 2025
(View Marzano Model)
Planning Standards-Based Lessons/Units
Action #1
Action Steps to implement evidence-based strategy:
Provide teachers with professional learning on the element of Planning Standards Based Lessons with a focus on developing strong techniques on effective instructional strategies specifically scaffolding of questions (September), interactive story telling (August), providing feedback (October), mind mapping (November) and Note creating (December).
Person Responsible:
Margaux Horne
Progress Monitoring Evidence:
Professional learning binders for staff contain Marzano Element protocols and instructional strategies presented (outlined in Action Steps) which allowed administration to monitor implementation of presented instructional strategies through classroom observations, observations of teachers implementing techniques (FTEM).
Action #2
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.
Person Responsible:
Classroom teachers and Mara Shaffer
Progress Monitoring Evidence:
Planning protocols will reflect the data collected, Grade level core data sheets will also contain information, focus grades reports
Action #3
Action Steps to implement evidence-based strategy:
Administration will attend grade level planning on a weekly basis observing teachers deliberately plan instructional strategies to help build background knowledge, introduce vocabulary and address learning gaps. Teachers will implement the planned lesson and strategies aligned to the rigors of the benchmark.
Person Responsible:
Margaux Horne, Tiffany Rosenberger
Progress Monitoring Evidence:
Based on planning the previous weeks, observe teachers in the subject area to ensure implementation of strategies and impact on student learning, planning notes in Teams, observation schedules; FTEM reports; Weekly student assessment (Benchmark data) combined with observations to determine instructional impact.
Action #4
Action Steps to implement evidence-based strategy:
Conduct data analysis of grade level math proficiency on module assessments and ongoing progress monitoring (PM data) with teachers and math coach.
Person Responsible:
Margaux Horne, Tiffany Rosenberger, Mara Shaffer
Progress Monitoring Evidence:
Data dialogue reflection pages after PM 1- September, PM 2 February; Monthly WIG data for iReady and Core data sheets for Module exams.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131254282Content Area Coach, Math/Science: Support teachers and students with math support1.00$105,552.73
Maintain science proficiency of 63% by May 31, 2025.
(View Marzano Model)
Planning Standards-Based Lessons/Units
Action #1
Action Steps to implement evidence-based strategy:
Provide teachers with professional learning on the element of Planning Standards Based Lessons with a focus on developing strong techniques on effective instructional strategies specifically scaffolding of questions (September), interactive story telling (August), providing feedback (October), mind mapping (November) and Note creating (December). Margaux Horne Win-Win workshop agendas; professional learning binders for staff, observations of teachers implementing techniques (FTEM). Margaux Horne
Person Responsible:
Margaux Horne
Progress Monitoring Evidence:
Professional learning binders for staff contain Marzano Element protocols and instructional strategies presented (outlined in Action Steps) which allowed administration to monitor implementation of presented instructional strategies through classroom observations, observations of teachers implementing techniques (FTEM).
Action #2
Action Steps to implement evidence-based strategy:
Administration will attend grade level planning on a weekly basis observing teachers deliberately plan instructional strategies to help build background knowledge, introduce vocabulary and address learning gaps. Teachers will implement the planned lesson and strategies aligned to the rigors of the benchmark.
Person Responsible:
Mara Shaffer
Progress Monitoring Evidence:
Based on planning the previous weeks, observe teachers in the subject area to ensure implementation of strategies and impact on student learning, planning notes in Teams, observation schedules; FTEM reports; Weekly student assessment (Benchmark data) combined with observations to determine instructional impact.
Action #3
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.
Person Responsible:
Classroom teachers and Mara Shaffer
Progress Monitoring Evidence:
Planning protocols will reflect the data collected, Grade level core data sheets will also contain information, focus grades reports
Action #4
Action Steps to implement evidence-based strategy:
Conduct data analysis of grade level science proficiency on module assessments and ongoing progress monitoring (benchmark data) with teachers and math coach.
Person Responsible:
Mara Shaffer
Progress Monitoring Evidence:
Data dialogue reflection pages after PM 1- September, PM 2 February; Monthly WIG data for iReady and Core data sheets for Module exams.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
       
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
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Increase positive referrals from 0-1,000 by May 31st, 2025
(View Marzano Model)
Promoting teacher leadership and collaboration
Action #1
Action Steps to implement evidence-based strategy:
Establish process for students to submit positive referrals for each other and staff.
Person Responsible:
All Staff and students
Progress Monitoring Evidence:
Referrals are written and tracked monthly
Action #2
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:
Megan Fragola
Progress Monitoring Evidence:
Staff survey on perceived job satisfaction (September, April)
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6150161.5 Parent InvolvementParent Involvement coordinator0.50$14,137.60
Title I Part A6400730Annual Leader in Me FeeAnnual fee for Leader in Me subscription0.00$5,225.00
Title I Part A6150510SuppliesParent Involvement supplies for workshops and communication0.00$3,042.39

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.
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. Every year the school develops a Parent and Family Engagement 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. 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))
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

Based on STAR results from SY 24, student achievement in reading is showing a downward trend. The levels of proficiency Kindergarten through second grade are as follows in grade level order, 46.4%, 42%, 56.4%. Based on these results, it was determined that teachers struggled to prepare students for the depth of the benchmarks when they lack the background knowledge, vocabulary or skills necessary to hit the target. With that in mind, the Area of Focus identified for professional learning and growth was Planning Standards-Based Lessons and Units. The focus of this job imbedded professional development will be to develop lessons that focus on prioritizing which standards are critical to students success and what supplemental standards are taught within in the context of the essential standard. We must develop and align assessment tools to monitor the effectiveness of the instruction and make adjustments according to that data. Weekly data collection on the essential standards will be developed, reported and adjusted based on student proficiency levels.
2.

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

Based on FAST results from SY 24, student achievement in reading is showing a downward trend. The levels of proficiency of third through fifth grade are as follows in grade level order, 46%, 39%, 62%. Based on these results, it was determined that teachers struggled to prepare students for the depth of the benchmarks when they lack the background knowledge, vocabulary or skills necessary to hit the target. With that in mind, the Area of Focus identified for professional learning and growth was Planning Standards-Based Lessons and Units. The focus of this job imbedded professional development will be to develop lessons that focus on prioritizing which standards are critical to students success and what supplemental standards are taught within in the context of the essential standard. We must develop and align assessment tools to monitor the effectiveness of the instruction and make adjustments according to that data. Weekly data collection on the essential standards will be developed, reported and adjusted based on student proficiency levels.