Planning for School Improvement

Big Cypress Elementary School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Which data component showed the most improvement? What new actions did your school take in this area?
Our greatest area of improvement was in ELA (+2%) and Science (+3%)
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Lowest 25% in ELA and Math Subgroup SWD
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
From SY22 to SY24 our greatest decline was in Lowest 25% for both ELA (-32%) and Math (-15%). From SY22 to SY24 our greatest decline was also in students making gains for both ELA (-14%) and Math (-6%). There was no significant decline for SY23 math did decline by 1%.
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.
In comparison to the state all data in grades 3-5 ELA, Math, and Science were above the State. In comparison to the district our greatest gap was in Math for 3rd (by 4%) and 4th (by 6%) grade were our biggest gap.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Lowest 25% SWD ELL ELA Math

SIP - Areas of Focus

The BCE family is committed to an environment where all students are empowered to explore, motivated to learn, determined to succeed, and prepared to lead.
Nurturing and motivating all students to achieve success.
By May 2025, BCE will increase its ELA proficiency overall by at least 3%. This will result in a minimum of 70% of our students meeting proficiency as evidenced by performance on the FAST PM3.
(View Marzano Model)
Organizing students to interact with content
Action #1
Action Steps to implement evidence-based strategy:
Teachers, reading coach, resource teachers and administration will engage in purposeful planning for evidence based instructional strategies for ELA, including use of high-quality grade level texts, phonics instruction KG-3, and the integration of writing with reading instruction.
Person Responsible:
Classroom Teachers, Literacy Coach, and Resource Teachers
Progress Monitoring Evidence:
Students participate in the F.A.S.T. Progress Monitoring three times each year. Additional monitoring opportunities include district quarterly benchmark assessments, iReady reading online learning, classroom formative assessments, student data chats, teacher data chats, instructional planning, lesson plan review and feedback, classroom observations of instruction and targeted coaching cycles.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will monitor student progress through formative and summative assessments, engage in discussions about this progress during monthly MTSS Professional Learning Community meetings, and implement targeted interventions aimed at addressing learning gaps.
Person Responsible:
Classroom Teachers, Resource Teachers, Literacy Coach
Progress Monitoring Evidence:
Students participate in the F.A.S.T. Progress Monitoring three times each year. Additional monitoring opportunities include district quarterly benchmark assessments, iReady reading online learning, classroom formative assessments, student data chats, teacher data chats, instructional planning, lesson plan review and feedback, classroom observations of instruction and targeted coaching cycles.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will integrate high interest science texts through the application of effective reading strategies using district adopted materials.
Person Responsible:
Classroom Teachers, Resource Teachers, Literacy Coach
Progress Monitoring Evidence:
Monthly/Quarterly Assessments, ELA collaborative planning, ELA PLC will review effectiveness. Administrators will conduct classroom observations with feedback provided.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131254282Resource Teachers2.00$219,569.51
Title I Part A5100151254282General Assistant - Part-time only0.50$15,603.52
Title I Part A6150510254282"Parent Involvement supplies for make and takes, and parent training resources" $1,500.00
Title I Part A5100510254282Instructional Supplies $6,732.34
Title I Part A6400754254282Guest Teacher - $5,120.00
Title I Part A5100730254282Leader in Me school license $5,225.00
By May 2025, BCE will increase its Math proficiency overall by at least 3%. This will result in a minimum of 74% of our students meeting proficiency, as evidenced by performance on the FAST PM3.
(View Marzano Model)
Helping students practice skills, strategies, and processes.
Action #1
Action Steps to implement evidence-based strategy:
Teachers, math coach, resource teachers and administration will engage in purposeful planning for evidence based instructional strategies for Math.
Person Responsible:
Classroom Teachers, Inclusion Teachers, Resource Teachers, Math Coach
Progress Monitoring Evidence:
Students participate in the F.A.S.T. Progress Monitoring three times each year, Additional monitoring opportunities include district quarterly benchmark assessments, iReady reading online learning, classroom formative assessments, student data chats, teacher data chats, instructional planning, lesson plan review and feedback, classroom observations of instruction and targeted coaching cycles.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will track progress using formative and summative data, discuss student progress during MTSS PLC meetings and implement interventions designed to close learning gaps.
Person Responsible:
Classroom Teachers, Resource Teachers, Math Coach
Progress Monitoring Evidence:
Students participate in the F.A.S.T. Progress Monitoring three times each year. Additional monitoring opportunities include district quarterly benchmark assessments, classroom formative assessments, student data chats, teacher data chats, instructional planning, lesson plan review and feedback, classroom observations of instruction and targeted coaching cycles, all assessment data will be reviewed during MTSS PLC meetings to evaluate effectiveness and make adjustments as needed.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131254282Content Area Coach- Math1.00$107,945.46
Title I Part A5100510254282Math Instructional Supplies $2,000.00
By May 2025, BCE will increase proficiency for students with disabilities overall by at least 13%. This will result in a minimum of 50% of our students meeting proficiency, as evidenced by performance on the FAST.
(View Marzano Model)
Organizing Students to Interact with Content
Action #1
Action Steps to implement evidence-based strategy:
Teachers, coaches, resource teachers and administration will engage in purposeful planning for evidence based instructional strategies for students with disabilities.
Person Responsible:
Classroom Teachers, Resource Teachers, Inclusion Teachers, Literacy Coach, Math Coach
Progress Monitoring Evidence:
Monitoring opportunities include district quarterly benchmark assessments, iReady reading online learning, classroom formative assessments, student data chats, teacher data chats, instructional planning, lesson plan review and feedback, classroom observations of instruction and targeted coaching cycles.
Action #2
Action Steps to implement evidence-based strategy:
ESE Inclusion teachers will participate in instructional walks, quarterly Data Chats, grade level collaborative planning, and monthly MTSS meetings.
Person Responsible:
ESE Inclusion Teachers, Instructional Coaches, ESE Specialist
Progress Monitoring Evidence:
Quarterly Data Digs to review ESE student data with classroom teachers, ESE teachers, and administration.
Action #3
Action Steps to implement evidence-based strategy:
District support will be provided by the ESE Coordinator. This support will include planning and modeling highly effective instructional strategies based on student data and classroom observations.
Person Responsible:
ESE Inclusion Teachers, Instructional Coaches, ESE Specialist
Progress Monitoring Evidence:
Lesson plans and quarterly Data Digs will be conducted to review ESE student data with classroom teachers, ESE teachers, and administration.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100510254282Science STEAM Instructional Supplies $2,000.00
By May 2025, BCE will increase proficiency for Science overall by at least 2%. This will result in a minimum of 82% of our students meeting proficiency, as evidenced by performance on the NGSS.
(View Marzano Model)
Organizing Students to Interact with Content
Action #1
Action Steps to implement evidence-based strategy:
Teachers will use district provided science materials to plan for higher level questioning.
Person Responsible:
Classroom teachers and STEAM Teacher
Progress Monitoring Evidence:
Analyze Monthly/Quarterly District provided assessments during PLC meetings. Administrators will participate in planning sessions and conduct classroom observations with feedback.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Using the Culture Amp Survey, BCE will increase in our school culture of parent and family engagement. We will provide increased opportunities for involvement in our schoolwide activities, supporting our families and empowering them in their child's learning throughout the 2025 school year.
(View Marzano Model)
Using engagement strategies
Action #1
Action Steps to implement evidence-based strategy:
Staff will attend the school facilitated parent and family STREAM (Science, Technology, Reading, Engineering, Art, and Math) engagement nights to bridge the gap between home and school.
Person Responsible:
Classroom teachers, Non-Instructional, Administration, Families, Community Members
Progress Monitoring Evidence:
Sign-In Sheets from all events and parent survey after each engagement night. The Leadership Team will analyze results after each session to make adjustments for future nights.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6150510254282Parent Involvement supplies and refreshments to support parent events $1,341.94
Title I Part A6150161254282Translation services to support parent events $100.00
Title I Part A6150390254282Printing Services for parent communications $1,718.45

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
BCE-FY25 Title I Use of Funds 11-5-24 Sal Inc .xlsx 01/07/2025
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.
SIP is disseminated: -via the school's webpage, https://www.collierschools.com/bce (uploaded upon approval) -School Advisory Council (SAC) (update committee on progress quarterly) -Annual Title I Meeting (held in August/September) -Faculty Meetings (update faculty and staff on progress each semester)
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.
We will continue to foster positive relationships with parents, families, and community stakeholders by communicating the school's objectives through the School Improvement Plan (SIP). Our website and social media platforms will provide updates, relevant information, current events, and details regarding the Family Engagement Plan. Big Cypress will hosts a minimum of 2 or more annual evening events that invite parents, students, and community members to engage with the school. These events support various content areas such as English Language Arts, Math, Science, Art, and Music, as well as offer training for parents on how to reinforce the school's goals at home. We provide quarterly progress reports to parents and conduct parent-teacher and student led conferences. We collaborate with community organizations such as Harry Chapin, Boys Scouts, and community members. Annually, the school develops a Parent and Family Engagement Plan (PFEP) incorporating feedback from parents. This plan is distributed to all parents in an easily understandable format and translated into languages they comprehend. The PFEP is accessible on the school website and shared via social media platforms. For more information, the PFEP can be found at https://www.collierschools.com/bce
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))
BCE will prioritize instructional practices in English Language Arts (ELA), Mathematics, and Science. Instructional time will be effectively managed through master scheduling to ensure the necessary learning time and to optimize the extended-day hours available. Student placements in classes and clusters will be determined based on individual needs and current performance levels. The clusters will encompass advanced groups in grades 3-5, as well as gifted, Exceptional Student Education (ESE), and English Language Learner (ELL) populations. Daily differentiated instructional blocks of 30 minutes at all grade levels will employ flexible grouping strategies, allowing for tailored acceleration and enrichment opportunities that cater to the diverse needs of our students. Staff members will engage in professional development focused on strategies for organizing student interactions with content, differentiation techniques, and workshops related to the Leader in Me framework, aimed at enhancing accountability, goal-setting, and progress monitoring. Academic coaches specializing in literacy, mathematics, and science will collaborate with teachers to facilitate planning that ensures the integration of standards and aligned assessments.
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

No reponse.
2.

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

No reponse.