Planning for School Improvement

Avalon Elementary School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Low performance across the board- both proficiency and gains ESE underperforming 4th grade at 15% proficient means hyper-focus in 5th this year 3rd grade proficiency always a concern ELL
Lack of gains ESE Low 25
Low performance across the board
Which data component showed the most improvement? What new actions did your school take in this area?
Overall math proficiency improved in all grades except Kinder. The greatest improvement in proficiency was in 5th, 1st and 2nd grades. We had a focus shift into the lower grades to build proficiency enabling them to send stronger students to the intermediate grades. Additionally, emphasis was placed on continued spiral review to keep skills strong for students to build upon. Support and coaching took place regularly in first and fifth grades to increase teacher development. Fluid lunch bunch groups.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
4th grade ELA -long term guest teacher and new inexperienced teacher. Good cause students mid-year promoted ELL-4th grade. ESE in Math for all grade levels including Kindergarten The first ½ of the year we were down an ESE support teacher which resulted in difficult to manage caseloads. Additionally, scheduling challenges made it hard for ESE support to be in a classroom at the most opportune time to best support instruction.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
2nd Grade ESE. This occurred when looking SY23 to SY24 for 2nd grade with a change from 64% in 23 to 41% in 24 a drop of 23% points. Additionally, if you follow the Cohort SY23 2nd to SY24 3rd this Cohort went from 64% in 2nd SY23 to 29% in SY24 3rd. This is a group of SY25 4th graders that we need to focus intentional early support.
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.
We exceeded the state average for Math in both 4th and 5th grades, with 3rd grade just a few points below state average. We trended slightly above the state average. This was due to a concentrated effort throughout the year on proficiency.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
ELA proficiency ELA lowest 25% Math lowest 25% and gains

SIP - Areas of Focus

A strong community collectively working to bring every child to their highest personal potential.
Our mission at Avalon Elementary is to provide a safe and positive learning environment to equip students with skills and strategies to be confident life-long learners.
Avalon Elementary will increase ELA Proficiency from 32% to 50% by June 2025.
(View Marzano Model)
Avalon Elementary will use the Marzano evidence-based strategy of previewing new content to support an increase in ELA proficiency.
Action #1
Action Steps to implement evidence-based strategy:
During planning, the literacy coach will support teachers with infusing the evidence-based strategy of Previewing New Content into all applicable lessons.
Person Responsible:
Holly Auckerman
Progress Monitoring Evidence:
Evidence for use of this action step can be found in lesson plans, observations of planning sessions, FTEM Observations.
Action #2
Action Steps to implement evidence-based strategy:
Avalon Elementary will provide job-embedded and differentiated professional learning opportunities for teachers and support staff relative to the evidence-based strategy of Previewing New Content.
Person Responsible:
Lynda Walcott, Amanda Kubin, Holly Auckerman
Progress Monitoring Evidence:
Evidence for this action step can be found in Professional Learning schedules and calendars, teacher survey results on effectiveness of the professional learning session, as well FTEM observation feedback monitoring for correct implementation of the intervention taught.
Action #3
Action Steps to implement evidence-based strategy:
Administrators will provide specific and meaningful feedback to instructional staff through the instructional evaluation model and process.
Person Responsible:
Lynda Walcott, Amanda Kubin
Progress Monitoring Evidence:
Lesson planning and observational feedback will be provided based on our current evaluation model, and documented through email, informal notes and feedback, as well as formal observational feedback in iObservation. This feedback will be provided to teachers, instructional support staff, as well as coaches.
Action #4
Action Steps to implement evidence-based strategy:
Data will be monitored throughout the year to ensure progress toward SIP goals.
Person Responsible:
Classroom teachers, students, Instructional Coaches, Administration
Progress Monitoring Evidence:
iReady, mid-unit assessments, PM assessments
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131254282.5 Resource Teacher to support ELA 10/1-6/20.50$51,396.07
Title I Part A5100151254282.8 Academic Tutor to support ELA instruction1.00$41,771.94
Title I Part A6150510254282Supplies and refreshments for parent events $1,382.15
Title I Part A6150161254282Translation will be available (Spanish/Creole) during parent events and workshops. $100.00
Title I Part A6150519254282Ink to print parent communications such as letters, compacts, surveys and flyers. $175.00
Avalon Elementary will increase Math proficiency from 64% to 70% by June 2025.
(View Marzano Model)
Avalon Elementary will use the Marzano evidence-based intervention of Using Questions to Help Students Elaborate on Content to support an increase in Math proficiency.
Action #1
Action Steps to implement evidence-based strategy:
Administrators will provide specific and meaningful feedback to instructional staff through the instructional evaluation model and process.
Person Responsible:
Lynda Walcott, Amanda Kubin
Progress Monitoring Evidence:
Lesson planning and observational feedback will be provided based on our current evaluation model, and documented through email, informal notes and feedback, as well as formal observational feedback in iObservation. This feedback will be provided to teachers, instructional support staff, as well as coaches.
Action #2
Action Steps to implement evidence-based strategy:
During planning, the math coach will support teachers with infusing the evidence-based strategy of Using Questions to Help Students Elaborate on Content into all applicable lessons.
Person Responsible:
Michele Shirk
Progress Monitoring Evidence:
Evidence for use of this action step can be found in lesson plans, observations of planning sessions, FTEM Observations.
Action #3
Action Steps to implement evidence-based strategy:
Avalon Elementary will provide job-embedded and differentiated professional learning opportunities for teachers and support staff relative to the evidence-based strategy of Previewing New Content.
Person Responsible:
Lynda Walcott, Amanda Kubin
Progress Monitoring Evidence:
Evidence for this action step can be found in Professional Learning schedules and calendars, teacher survey results on effectiveness of the professional learning session, as well FTEM observation feedback monitoring for correct implementation of the intervention taught.
Action #4
Action Steps to implement evidence-based strategy:
Data will be monitored throughout the year to ensure progress toward SIP goals.
Person Responsible:
Classroom teachers, students, Instructional Coaches, Administration
Progress Monitoring Evidence:
Aleks, Redbird, PM assessments
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131254282.5 Math Coach to support Math instruction0.50$56,759.06
Title I Part A5100131254282.5 Resource Teacher to support Math instruction 10/1 - 6/20.50$46,123.08
Avalon Elementary will increase 5th Grade Science proficiency from 49% to 60% by June 2025.
(View Marzano Model)
Avalon Elementary will use the Marzano evidence-based intervention of Previewing New Content to support an increase in Science proficiency.
Action #1
Action Steps to implement evidence-based strategy:
Administrators will provide specific and meaningful feedback to instructional staff through the instructional evaluation model and process.
Person Responsible:
Lynda Walcott, Amanda Kubin
Progress Monitoring Evidence:
Lesson planning and observational feedback will be provided based on our current evaluation model, and documented through email, informal notes and feedback, as well as formal observational feedback in iObservation. This feedback will be provided to teachers, instructional support staff, as well as coaches.
Action #2
Action Steps to implement evidence-based strategy:
During planning, the literacy coach will support teachers with infusing the evidence-based strategy of Previewing New Content into all applicable lessons.
Person Responsible:
Holly Auckerman
Progress Monitoring Evidence:
Evidence for use of this action step can be found in lesson plans, observations of planning sessions, FTEM Observations.
Action #3
Action Steps to implement evidence-based strategy:
Avalon Elementary will provide job-embedded and differentiated professional learning opportunities for teachers and support staff relative to the evidence-based strategy of Previewing New Content.
Person Responsible:
Lynda Walcott, Amanda Kubin, Holly Auckerman
Progress Monitoring Evidence:
Evidence for this action step can be found in Professional Learning schedules and calendars, teacher survey results on effectiveness of the professional learning session, as well FTEM observation feedback monitoring for correct implementation of the intervention taught.
Action #4
Action Steps to implement evidence-based strategy:
Data will be monitored throughout the year to ensure progress toward SIP goals.
Person Responsible:
Classroom teachers, students, Instructional Coaches, Administration
Progress Monitoring Evidence:
Unit Assessments, PM assessments, Galaxy Challenge
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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(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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Avalon Elementary will increase Positive Culture and Environment through emphasizing teacher leadership, communication, and collaboration opportunities by June 2025.
(View Marzano Model)
Avalon Elementary will use the evidence-based intervention of promoting teacher leadership and collaboration to support an increase in Positive Culture and Environment.
Action #1
Action Steps to implement evidence-based strategy:
Avalon Elementary will empower teachers to share facilitation responsibilities during collaborative planning and monthly MTSS meetings.
Person Responsible:
Leadership Team
Progress Monitoring Evidence:
Quarterly Survey Data (site-based survey results) and spreadsheet of facilitator names.
Action #2
Action Steps to implement evidence-based strategy:
Avalon Elementary will empower teachers to share their expertise by facilitating professional learning sessions for their colleagues.
Person Responsible:
Amanda Kubin
Progress Monitoring Evidence:
Avalon will demonstrate evidence that teachers are facilitating professional learning sessions by providing professional learning calendars, agendas, and minutes. Follow-up sessions will occur one week after each teacher-led session in which participants can workshop their celebrations and challenges with the new skills.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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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.
Stakeholder feedback was requested through a survey on how best to use our Title 1 funds. During the creation of the SIP, feedback was requested from School Advisory Council (SAC) members as data and rationale for goals was shared. An easily understandable quarterly review of progress towards SIP goals is presented at SAC and faculty meetings to keep stakeholders informed of progress toward goals. Additionally, this information is provided on our AVE webpage https://www.collierschools.com/ave
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.
A variety of school events will be held throughout the year to engage parents in the school with academic activities such as Parent Make, Take and Learn Events, Family Literacy Night, STEAM Night, Fiesta Before the Testa and such. These opportunities will always include some sort of take home activity to support the content of the event for families to work on together. Parents are an integral part of the MTSS process and conferences are scheduled as interventions are put in place to support students or changes are made to SSPs as parent input must be sought. Student led conferences are held twice a year; once after quarter one and then again after quarter three. In addition, teachers keep open lines of communication with their parents and schedule parent teacher conferences as needed. 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))
Having all classrooms staffed with certified teachers is the first step to strengthening the academic program and increasing the quality of instruction. In addition to that, ensuring acceleration/enrichment opportunities are provided on a daily basis throughout the day as well as during the DI block through our departmentalized model of instruction. Also, our schoolwide Marzano element of Previewing New Content will allow students to activate prior knowledge, encourage discourse and make links from what they know to what is about to be learned.
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.

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

Avalon Elementary K-2 teachers will continue to build to capacity with foundational skills and expertise using explicit, systematic phonics instruction, leading to increased student automaticity.
2.

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

Avalon Elementary Reading Coach will work with the Lowest 25% ELA students in grades 3-5 on building phonics and fluency skills to increase overall proficiency at each grade level.