Planning for School Improvement

Poinciana Elementary School

School Year
 Back to School List

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
The area of reading proficiency across the grade levels is a challenge throughout the years. The trend is that our KG students move onto first grade 70% or higher but then fall in the 50s from grade 1 to grade 5. KG- 69%, Grade 1- 56%, Grade 2- 58%, Grade 3- 52%, Grade 4- 53%, and Grade 5- 57%. Learning gains: Grade 3- 67%, Grade 4- 63%, Grade 5- 60% L25% Learning Gains: Grade 3- 67%, Grade 4- 69%, Grade 5- 64% ESE and ELL subgroup data is an area of concern for proficiency.
Primary grades math proficiency has dropped this year. KG- 62%, Grade 1- 74%, Grade 2- 61%, Intermediate math proficiency has made gains. Grade 3- 60%, Grade 4- 75%, and Grade 5- 75%. Learning gains: Grade 3- 100%, Grade 4- 85%, Grade 5- 84% L25% Learning Gains: Grade 3- 100%, Grade 4- 79%, Grade 5- 77% Our L25% gains in math has increased.
Proficiency scores in science have increased from 52% to 67%.
Which data component showed the most improvement? What new actions did your school take in this area?
The data component showing the most improvement was our science proficiency scores increasing from 52% to 67%. The teacher staff was adjusted for grade 5 science, a science coach worked closely with the teachers in collaborative planning to ensure alignment with standards, spiral review was intentional, and last year our grade 4 teachers were specific about teaching the standards to mastery.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
The percent proficient in ELA for grades 1, 3, and 4 has decreased. Contributing factors included our ESE and ELL subgroups, lack of stamina for reading on the computer for an extended amount of time for PM3. Our module assessment data was trending higher in proficiency than the PM3 results. In addition, they struggled to apply effective test-taking strategies to assist with comprehension of text on the computer-based assessments.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
The grade 4 ELA proficiency was the data component showing the greatest decline from the prior year. The SY24 grade 4 student group was a much higher cohort than the SY25 grade 4 student group. We anticipated a drop in the proficiency as this year's group had 10 students enter United States school system for the first time last year. Most of these students had never been in school prior to joining us.
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.
The ELA Grade 4 math proficiency is the data component having the greatest gap compared to the state average. (PES 83, State 58) Contributing factors included the adjustments to the schedule for ESE inclusion and SLPs (push-in model) and implementation of the parallel teaching model. We had the right teacher in the seat working along side the math coach. This grade level also switched to a departmentalized model (team of 4) for the first time to assign teachers to teach to their strength.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Proficiency in ELA, Math and Science will be our highest priorities. Training on the implementation of effective Tier 1 instruction in ELA to increase reading proficiency as well as guiding data analysis to identify skills for small group instruction and interventions. There will be a schoolwide focus on increasing stamina during independent reading, incorporating effective test-taking strategies on ELA computer-based lessons and assessments, and reinforcing vocabulary in all content areas to increase comprehension for all student subgroups. Intentional planning for small group instruction/interventions and analysis of low performing standards to match the skill lesson for the small group instruction (including instruction provided by Resource Teachers, ESE inclusion teacher and the ELL staff). We have discussed that amount of time we teach phonics in isolation, how often students are pulled out of the class for special services creating gaps in their learning. Strategic scheduling will be addressed to re work these factors that could be impacting student success.

SIP - Areas of Focus

Poinciana Elementary School will nurture and grow lifelong learners who make positive contributions to the world.
By facilitating engaging learning opportunities in a safe, inclusive environment that focuses on critical-thinking and innovation.
Grade 3-5 ELA overall proficiency will increase by 3% from 60% to 63% on the 2026 PM3 ELA Fast Progress Monitoring Assessment.
(View Marzano Model)
Helping Students Process New Content.
Action #1
Action Steps to implement evidence-based strategy:
During ELA Instructional blocks, teachers will focus on student engagement, recording knowledge, integrating prior knowledge, and summarizing content to help them process new content.
Person Responsible:
All Instructional Staff
Progress Monitoring Evidence:
Administration will conduct weekly grade level check-ins and provide specific feedback aligned to Help Students process New Content and SWIRL look fors.
Action #2
Action Steps to implement evidence-based strategy:
During PLCs, the teams will analyze student data and share best practices.
Person Responsible:
All Instructional Staff, Literacy Coach, Administration
Progress Monitoring Evidence:
Unit assessments, PM Assessments, Student work samples.
Action #3
Action Steps to implement evidence-based strategy:
During Collaborative Planning, Teachers will plan using high yield strategies (Discussion in small groups, generate conclusions, Summarizing or paraphrasing, make predictions about what you expect next, draw conclusions from complex text, cooperative learning), learned during professional development to Help Students Process New Content in ELA.
Person Responsible:
ELA Teachers, Literacy Coach, Administration
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure strategies planned for alignment to Helping Students Process New Content.
Action #4
Action Steps to implement evidence-based strategy:
Plan for and conduct monthly professional development sessions which focus on high yield strategies (Discussion in small groups, generate conclusions, Summarizing or paraphrasing, make predictions about what you expect next, draw conclusions from complex text, cooperative learning), which focus on Helping Students Process New Content in ELA.
Person Responsible:
All Instructional Staff, Literacy Coach, Administration
Progress Monitoring Evidence:
Staff will be monitored for their engagement and comprehension of strategies during classroom observations for implementation of instructional strategies.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Grade 3-5 Math overall proficiency will increase by 3% from 72% to 75% on the 2026 PM3 Math Fast Progress Monitoring Assessment.
(View Marzano Model)
Helping Students Process New Content.
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct monthly professional development sessions which focus on high yield strategies (discussion in small groups, generate conclusions, summarizing or paraphrasing, make predictions about what you expect next, draw conclusions from complex text, cooperative learning), which focus on Helping Students Process New Content in Math.
Person Responsible:
All Instructional Staff, Administration
Progress Monitoring Evidence:
Staff will be monitored for their engagement and comprehension of strategies during classroom observations for implementation of instructional strategies.
Action #2
Action Steps to implement evidence-based strategy:
During Collaborative Planning, Teachers will plan using high yield strategies (discussion in small groups, generate conclusions, summarizing or paraphrasing, make predictions about what you expect next, draw conclusions from complex text, cooperative learning), learned during professional development to Help Students Process New Content in Math.
Person Responsible:
All Instructional Staff, Administration
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure strategies planned for alignment to Helping Students Process New Content.
Action #3
Action Steps to implement evidence-based strategy:
During PLCs, the teams will analyze student data and share best practices.
Person Responsible:
All Instructional Staff, Administration
Progress Monitoring Evidence:
Unit assessments, PM Assessments, Student work samples.
Action #4
Action Steps to implement evidence-based strategy:
During Math Instructional blocks, teachers will focus on student engagement, recording knowledge, integrating prior knowledge, and summarizing content to help them process new content.
Person Responsible:
All Instructional Staff, Administration
Progress Monitoring Evidence:
Administration will conduct weekly grade level check-ins and provide specific feedback aligned to Help Students process New Content and SWIRL look fors.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Grade 3-5 Science overall proficiency will increase by 3% from 67% to 70%.
(View Marzano Model)
Helping Students Process New Content.
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct monthly professional development sessions which focus on high yield strategies (discussion in small groups, generate conclusions, summarizing or paraphrasing, make predictions about what you expect next, draw conclusions from complex text, cooperative learning), which focus on Helping Students Process New Content in Science.
Person Responsible:
All Instructional Staff, Administration
Progress Monitoring Evidence:
Staff will be monitored for their engagement and comprehension of strategies during classroom observations for implementation of instructional strategies.
Action #2
Action Steps to implement evidence-based strategy:
During Collaborative Planning, Teachers will plan using high yield strategies (discussion in small groups, generate conclusions, summarizing or paraphrasing, make predictions about what you expect next, draw conclusions from complex text, cooperative learning), learned during professional development to Help Students Process New Content in Science.
Person Responsible:
All Instructional Staff, Administration
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure strategies planned for alignment to Helping Students Process New Content.
Action #3
Action Steps to implement evidence-based strategy:
During PLCs, the teams will analyze student data and share best practices.
Person Responsible:
All Instructional Staff, Administration
Progress Monitoring Evidence:
Unit assessments, Benchmark Assessments, Student work samples.
Action #4
Action Steps to implement evidence-based strategy:
During Science Instruction, teachers will focus on student engagement, recording knowledge, integrating prior knowledge, and summarizing content to help them process new content.
Person Responsible:
All Instructional Staff, Administration
Progress Monitoring Evidence:
Administration will conduct weekly grade level check-ins and provide specific feedback aligned to Help Students process New Content and SWIRL look fors.
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
No data to display, enter information below then click the Submit button to the right!
The school climate and culture will increase through leadership trainings, team building activates, staff recognition, etc. through the SY23- SY26 culture amp surveys.
(View Marzano Model)
Promoting Teacher Leadership and Collaboration
Action #1
Action Steps to implement evidence-based strategy:
Implementation of Team Building activities during early release days in September and February to include non-instructional and instructional staff.
Person Responsible:
School Leadership Team
Progress Monitoring Evidence:
Monitor through climate and culture surveys developed by building leadership team.
Action #2
Action Steps to implement evidence-based strategy:
To recognize staff for their hard work and collaboration, we will implement a Pelican Shout Outs activity that will provide each staff member the opportunity to recognize their colleagues. The recognitions will be announced during faculty meeting and early release day trainings. We will celebrate staff for meeting their PM2 and PM3 goals
Person Responsible:
School Leadership Team
Progress Monitoring Evidence:
Monitor through climate and culture surveys developed by leadership team.
Action #3
Action Steps to implement evidence-based strategy:
7 Minute Leadership Podcast will drive leadership framing and discussions to empower staff in faculty meetings and professional learning opportunities.
Person Responsible:
School Leadership Team
Progress Monitoring Evidence:
Monitor through climate and culture surveys developed by building leadership team.
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

No files uploaded
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. Along with the Title 1 Use of Funds and Comprehensive Needs Assessment (CNA), stakeholders, including staff, are asked for input and feedback on our SIP goals based on the 2024-2025 PM 3 data. Progress towards our SIP goals are reviewed after each of the three progress monitoring assessments are administered during the school year and shared with all stakeholders during staff and SAC meetings. Spanish translation is available when needed.
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. A variety of events at different times in the morning and evening to ensure flexibility will be offered for parents/guardians to be more informed, involved, and engaged in their child's academic well-being. Evening events and family nights such as Curriculum Night and Literacy/Math/Science Nights will be held during the school year. These events ensure our school is a welcoming and accommodating place for our parents/guardians and focus on a variety of academic areas. Strategies are shared with parents to help their children at home. Also, parents are able to participate in quarterly Student-led conferences to gain greater insight and understanding of their child’s academic and leadership successes utilizing student leadership binders. Volunteer opportunities from parents, community members, and local businesses are also welcomed at PES. Furthermore, our school provides frequent updates through newsletters, emails, and social media about school activities, student achievements, and important announcements. In addition, teachers communicate with parents through different technology applications with translation available. Parent teacher conferences are offered through multiple means such as phone, WebEx, and in-person.
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))
Data from Progress Monitoring Assessments, District Quarterly Benchmarks, and formative assessments are analyzed frequently to ensure gaps in learning and areas of need are identified. Intervention/Enrichment blocks are built into the master schedule with "swoop' consisting of ELL and ESE Resource teachers as well as academic tutors providing additional support to identified students and enrichment to students identified as high achieving. Instructional groupings are based on the data from assessments mentioned and are fluid throughout the year. In addition, one of our initiatives is to provide a 7 week afterschool program to students in grades 3-5 for additional support in ELA, Math, and Science. Furthermore, students in grades 3-5, are scheduled as advanced or core, again based on FY25 PM 3 data. However, ALL students at Poinciana will have access to the advanced curriculum provided by the District because we know our students can do it when provided with appropriate scaffolding strategies! Professional Development is provided throughout the year to teachers and staff on ways to helps students process new content, keep engagement high, and implement rigorous and robust learning environment for ALL students. A few of our schoolwide priorities include incorporating Kagan structures, Collaborative Learning, Thinking Hats, and Graphic Organizers to facilitate a more student-centered environment promoting student to student discussions and emphasizing critical thinking. These techniques and strategies are easily applied to all content areas including ELA, Math, Science which are areas of focus in this year's SIP. During Collaborative Planning, teachers have the opportunity to share best practices and have meaningful discussions to ensure tasks align with the curriculum and standards. Our Literacy Coach guides the planning and ensure that teachers remain on pace with the curriculum as well as help teachers analyze data to make informed decisions and adjustments to their instructional practices. As a Title 1 school, we strive to increase parental involvement through parent/family events, volunteer opportunities, and regular communication about student progress and schoolwide initiatives.
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))
1. Collier County Public Schools implement a systematic and strategic approach to service delivery 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. 2. Title I (Parts A, C, D), UniSIG, Title II (Part A), and Title IV are managed within the same department. These programs share administrative staff to ensure efficient oversight, coordination, budgeting, staffing, and monitoring. Informal communication and monthly administrative meetings support ongoing collaboration and alignment of efforts. 3. Leadership staff from Title I (Parts A, C, D), Title II, Title III, Title IV, Head Start/VPK, and Title IX programs meet monthly to coordinate services and participate in joint professional development aimed at improving program effectiveness. 4. Teaching & Learning (T&L) department meetings include program coordinators from IDEA, Perkins, Head Start, and Career and Technical Education, fostering cross-program collaboration. 5. The Title IX and Title I (Parts A and C) Coordinators work together to identify and support homeless children, assisting with registration and providing necessary services. Title I and the District jointly fund the Homeless Liaison, who supports homeless students across all schools. 6. Title I (Parts A and C) and Title III funds are coordinated to provide supplemental instructional support and resources to at-risk students.

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
No Council member found!
GroupNumber%
Community/Business00.0
Non-instructional Staff00.0
Parent00.0
Principal00.0
Students (required for HS; optional for MS)00.0
Teachers00.0
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 00.0
Non-District Employee 00.0
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
Black00.06.2
Hispanic00.058.6
Others00.010.4
White00.024.8
Date

Existing Uploads

No Bylaws files have been uploaded yet.