School Year
 Back to School List

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
ELA proficiency decreased in grade levels 4 and 5. Preliminary Learning gains for ELL and ESE - Grades 4 and 5, dropped from SY 24 to SY 25. Lowest 25% of students in ELA decreased in all grade levels with proficiency.
Math scores: 5th grade math above district and state Preliminary Learning gains by subgroups - grades 4-5 dropped from SY 24 to SY 25
5th grade science scored above the state and only 1% below the district when students not in the country for 2 years were taken out.
Which data component showed the most improvement? What new actions did your school take in this area?
5th grade math scores improved. TSA and math coach support for teachers. Math Achievement overall was high, with 72 points earned. We had one teacher who taught 3/4 math classes.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Lowest 25% 4th grade math - only 4/16 students made a gain. Negative 39 from SY 24 to SY 25 - Not a clear focus on lowest 25% that are not considered ELL or ESE. Preliminary learning gains by subgroup - Grades 4 and 5 had a negative difference from SY 24 to SY 25. Also, grades K, 2, 3, 4 and 5 are in RAISE due to 50% or more of students scoring below the 40th percentile in ELA.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Lowest 25% math for grades 4 and 5. - Not a clear focus on the lowest 25% of students that were not considered ELL or ESE. Grade 4 math - 39 and grade 5 math - 11 for lowest 25% New teacher to both 4th and 5th grade math. Both taught one class of math. Lack of support to the lowest 25% who may not be ESE.
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.
Third grade ELA - 38% GGE - 57% State - 19% difference - Factors that led to this gap would include a new teacher to Collier County and the country was responsible for instructing 3 classes. Fourth grade ELA - 33% GGE - 56% state - 23% difference - Factors that led to this gap would include a new teacher to 4th grade teaching 1 classroom and having several ELL students.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Lowest 25% of students for grade 5 - 4th grade students moving to grade 5 2. ESE subgroup for grade 5 - 4th grade students moving to grade 5 - both math and reading 3. ELL subgroup for grade 5 - 4th grade students moving to grade 5 - math 4. Overall achievement for ELA 5. Overall achievement for third grade ELA

SIP - Areas of Focus

We are stepping up to lead every day by practicing the 7 Habits, collaborating with all stakeholders for support, and challenging one another to achieve excellence.
At Golden Gate Elementary all stakeholders will instill excellence into our students by developing leaders prepared for college, career, and life readiness
Golden Gate Elementary will increase student ELA achievement from 48.9% to 53% by May 31, 2026. Golden Gate Elementary will increase student ELA proficiency levels in each grade level by May 31, 2026.
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
Monthly Win Win workshop sessions will be provided to all ELA instructional staff, focused on high yield instructional strategies relevant to Helping Students Practice Skills, Strategies and Processes. Alignment of assignments to standard. Deepening knowledge through cooperative learning.
Person Responsible:
Reading coach, Administration
Progress Monitoring Evidence:
Observations, swoops, SWIRL
Action #2
Action Steps to implement evidence-based strategy:
During PLC's, the teams will analyze student data and share best practices to support instruction. Teachers will incorporate appropriate strategies to engage students in actively practicing and deepening skills.
Person Responsible:
Reading coach, ESE, ELL, resource and ELA teachers
Progress Monitoring Evidence:
During planning, observations, student data
Action #3
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will plan using best practices/strategies that align with Helping students process skills. Implement planned strategies with fidelity to ensure student engagement to the rigor of the standard.
Person Responsible:
All teachers, ELL, ESE and resource
Progress Monitoring Evidence:
Observations, swoops and lesson plans
Action #4
Action Steps to implement evidence-based strategy:
Implementation of evidence-based strategy: 1. "Look Fors Protocol": Used during instructional rounds/swoops, and serves as a transparent way to let teachers know what admin should see occurring in class at any give time.
Person Responsible:
Admin, Reading Coach, math coach
Progress Monitoring Evidence:
Observations, swoops, instructional rounds
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Golden Gate Elementary school will increase student math achievement from 72.1% to 76% by May 31, 2026.
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
During PLC's, the teams will analyze student data and share best practices to support instruction
Person Responsible:
Rebecca Ghelman, math coach, Jennifer Scrant, Principal, Didi Arpaia, Assistant Principal
Progress Monitoring Evidence:
Mid-unit and end of unit data
Action #2
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will plan using best practices/strategies that align with Helping students process skills. Implement planned strategies with fidelity to ensure student engagement to the rigor of the standard.
Person Responsible:
Annie Boot, Rebecca Ghelman
Progress Monitoring Evidence:
Lesson plans, student evidence pieces
Action #3
Action Steps to implement evidence-based strategy:
Teachers will monitor students' understanding of the critical content and implement planned differentiated activities.
Person Responsible:
Admin, Rebecca Ghelman
Progress Monitoring Evidence:
Administration will provide thorough feedback during swoops that align with students understanding of the critical content.
Action #4
Action Steps to implement evidence-based strategy:
Implementation of evidence-based strategy: 1. "Look Fors Protocol": Used during instructional rounds, and serves as a transparent way to let teachers know what adminstration should be seeing occur in class at any given time.
Person Responsible:
Jennifer Scrant, Principal, Didi Arpaia, AP, Becky Ghelman, Math coach
Progress Monitoring Evidence:
Observations, Swoops, Instructional Rounds
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Golden Gate Elementary will increase science achievement from 64% to 70% by May, 2026.
(View Marzano Model)
Helping Students Practice Skills, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
Our fifth grade teachers will implement the planned lesson plans and strategies aligned to Helping Students practice skills, strategies and processes in Science.
Person Responsible:
Mr. Diaz, fifth grade teacher, Mrs. Barnett, fifth grade teacher
Progress Monitoring Evidence:
Student observations, TSA support checking in weekly.
Action #2
Action Steps to implement evidence-based strategy:
Implementation of evidence-based strategy: 1. "Look Fors Protocol": Used during instructional rounds, and serves as a transparent way to let teachers know what admin should be seeing occur in class at any give time.
Person Responsible:
Dr. Jennifer Scrant, Didi Arpaia
Progress Monitoring Evidence:
Observations, swoops
Action #3
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will plan, using strategies learned from professional learning sessions with the TSA to help students practice skills, strategies and processes in science.
Person Responsible:
Mr. Lucene, fifth grade teacher, Mrs. Barnett, fifth grade teacher
Progress Monitoring Evidence:
Observations, lessons plans, swoops
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, the fifth grade team will analyze student data and share best practices.
Person Responsible:
Dr. Scrant, Principal, Didi Arpaia, assistant principal, Mr. Lucente and Mrs. Barbettl
Progress Monitoring Evidence:
PLC meetings, observations, student assessments
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!
By May 2026, the number of participants attending events will increase by 10% as compared to the 24/25 school year.
(View Marzano Model)
Promoting leadership and collaboration with all stakeholders.
Action #1
Action Steps to implement evidence-based strategy:
Advertisement: Events will be advertised via Marquee, FB, X, email, text message and newsletter.
Person Responsible:
Dr. Jennifer Scrant, Principal and LIM Action team
Progress Monitoring Evidence:
-Number of participants will be tracked on a spreadsheet and compared to the 2024-2025 school year. Sign in sheets will be available at each event.
Action #2
Action Steps to implement evidence-based strategy:
Implementation of events for parents - The event will be planned and hosted by administration, action team and teacher leaders.
Person Responsible:
Dr. Jennifer Scrant, Principal and LIM Action team
Progress Monitoring Evidence:
-Number of participants will be tracked on a spreadsheet and compared to the 2024-2025 school year.
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

File NameUpload Date
GGE- FY26 Use of Funds - Rev Alloc -9-12-25 Amend 1.xlsx 09/12/2025
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 during the first meeting 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. The mini SIP that is created will be translated into all languages, including English, Spanish and Creole.

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. The PFEP was viewed by the previous years SAC committee and feedback was given.

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))

Golden Gate will offer an after school program focused on ELA for grades 2-5, and also math for grade 5. This will support in bringing up our lowest 25% of students from grade 4 who are now in grade 5. The after-school program will focus on grades 2-5. Before school ELA and math groups will also be held with our lowest 25% of students from 7:15 - 7:45 AM led by both the math coach, media specialist and classroom teachers.

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 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. • 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. • 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. • Teaching & Learning (T&L) department meetings include program coordinators from IDEA, Perkins, Head Start, and Career and Technical Education, fostering cross-program collaboration. • 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. • 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

Based on the 24-25 FAST assessment data, 57% of kindergarten students scored below the 40th percentile in ELA, and 52% of students scored below the 40th percentile in second grade (which is better than 23/24, as 61% scored below). K-2 grade levels all had below 50% of students proficient in ELA. 35% of Kindergarten students were proficient in ELA, 46% of first graders and 37% of second graders. Professional development will be provided to instructional staff in alignment to teaching the critical content. Impact Cycles, led by both the reading coach and math coach will occur with teachers needing support based on FAST assessment data from 24/25. Swoops will be performed weekly, providing critical feedback to teachers.
2.

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

58% of third grade students scored below the 40th percentile for the 24/25 school year. This is better than last year, as it was 65% of students scoring below the 40th percentile. 57% of fourth grade students scored below the 40th percentile for the 24/25 school year. 53% of fifth grade students scored below the 40th percentile for the 24/25 school year. 38% of third grade students were proficient in ELA. 33% of fourth grade students were proficient in ELA. 43% of fifth grade students were proficient in ELA. Professional development will be provided to instructional staff in alignment to teaching the critical content. Impact Cycles, led by both the reading coach and math coach will occur with teachers needing support based on FAST assessment data from 24/25. Swoops will be performed weekly, providing critical feedback to teachers. If TSA support is available, we will strategically place the support with teachers based on FAST assessment results.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Sandra Sasvin Parent Hispanic Non-Migrant No Member 9/21/2025 9/21/2026
Jennifer Scrant Principal White Non-Migrant Yes Principal 8/9/2025 5/30/2026
Ana Cuan Non-instructional Staff Hispanic Non-Migrant Yes Member 9/16/2025 9/16/2026
Ivette Fernandez Teachers White Non-Migrant Yes Member 9/16/2025 9/16/2026
Yaima Perez Parent Hispanic Non-Migrant No SAC Chair 9/16/2025 9/16/2026
Sandra Cuellar Parent Hispanic Non-Migrant No Member 9/16/2025 9/16/2026
Rosendra Salinos Parent Hispanic Non-Migrant No Member 9/16/2025 9/16/2026
GroupNumber%
Community/Business00.0
Non-instructional Staff114.3
Parent457.1
Principal114.3
Students (required for HS; optional for MS)00.0
Teachers114.3
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 342.9
Non-District Employee 457.1
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
Black00.018.5
Hispanic583.366.9
Others00.07.9
White116.76.7
Date & TimeTitleLocationUploaded Files
Tuesday, September 16, 2025 7:20 AMSeptember SAC meetingRoom 1-101 GGE
Tuesday, October 21, 2025 7:20 AMOctober SAC meetingRoom 1-101 GGE
No uploads...
Tuesday, November 18, 2025 7:20 AMNovember SAC meetingRoom 1-101 GGE
No uploads...
Tuesday, December 16, 2025 7:20 AMDecember SAC meetingRoom 1-101 GGE
No uploads...
Tuesday, January 20, 2026 7:20 AMJanuary SAC meetingRoom 1-101 GGE
No uploads...
Tuesday, February 17, 2026 7:20 AMFebruary SAC meetingRoom 1-101 GGE
No uploads...
Tuesday, March 17, 2026 7:20 AMMarch SAC meetingRoom 1-101 GGE
No uploads...
Tuesday, April 21, 2026 7:20 AMApril SAC meetingRoom 1-101 GGE
No uploads...
Tuesday, May 19, 2026 7:20 AMMay SAC meetingRoom 1-101 GGE
No uploads...
Date

Existing Uploads

No Bylaws files have been uploaded yet.