Planning for School Improvement

Village Oaks Elementary School

School Year
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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Data shows that overall proficiency has increased since SY23; however, it has remained stagnant since last year. 3rd grade proficiency scores remain an area of concern, demonstrating a decrease of 6% of students on grade level although the cohort did show a 4% increase from 2nd grade. 4th grade cohort demonstrated a 6% increase from 3rd grade. Compared to SY24, there was a slight increase of on-grade level students in kindergarten with a significant increase in 1st grade (16%) and 5th grade (11%). 2nd and 3rd grade proficiency levels remained below 50%. SUBGROUPS: Advanced students in grade 3-5 demonstrated an increase in students scoring on grade level or above from SY 24 as follows: Grade 3: 89% Grade 4: 68% Grade 5: 63% English Language Learners (ELL) in KG, 4th and 5th scored above district average. With the exception of 2nd grade, all ELL cohorts demonstrated an increase in proficiency from the prior year. ESE subgroups in Grades K–5 continue to show areas of concern. Cohorts demonstrated minimal improvement with all grade levels performing below the district average with the exception of 4th grade. Learning Gains and performance among the Lowest 25% (L25) declined (-32%) from SY24 with 5th grade L25 demonstrating 33% of students making gains.
Data shows that overall proficiency has been inconsistent over the years ranging from 68%-78%. 3rd grade proficiency scores remain an area of concern, demonstrating a decrease of 9% of students on grade level and the cohort showed a 7% decrease from 2nd grade. Kindergarten, 2nd, 3rd, and 4th grade demonstrated a decrease in math 2nd and 4th grade cohorts improved in this area. Although 1st grade showed an increase, they still remained below the district average (VOE 52%, CCPS 63%). 5th grade proficiency increased by 10%. Both 4th and 5th grades were above district average. SUBGROUPS: Advanced students in grade 3-5 demonstrated an increase in students scoring on grade level or above from SY 24 as follows: Grade 3: 91% Grade 4: 85% Grade 5: 78% English Language Learners (ELL) in KG, 4th and 5th scored above district average. With the exception of 3rd and 5th grades, ELL cohorts demonstrated an increase from the prior year. However, 2nd – 4th grade ELL subgroups decreased in proficiency from the prior year. ESE subgroups in 1st – 3rd grades area of concern scoring below 30% and below the district average. Learning Gains in math have remained steady however, performance among the Lowest 25% (L25) has decreased 8% from SY 24.
Data shows that overall proficiency has consistently increased over the years. This year there was a significant increase of 24%, increasing from 43% in SY24 to 67% in SY25. ESE and ELL subgroups increased 6% and 38% respectively.
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 score increasing from 52% to 73%. There was a 38% increase in proficiency for the ELL subgroup with the ESE subgroup also increasing in proficiency in science by 6%. - Ongoing study groups for module assessments with admin - Weekly collaborative planning - Prioritized monitoring data closely and using it intentionally to guide and align the support needed for students
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Grades 3-5: Third grade proficiency in ELA (45%) and L25 ELA gains (particularly 5th grade-33%). K-2: 2nd grade reading (42%) - Foundational Skill Gaps: limits student ability to access grade-level texts and respond to rigorous tasks - Limited Reading Stamina and Engagement: students struggle with independent reading and often lack engagement with complex texts - Test taking strategies: Time management and lack of effective use of scratch paper. - Tiered/ESE Supports: Effectively supporting students needing targeted reading and/or math support. - Vocabulary and Language Development: limited vocabulary development, impacting reading comprehension for English learners. - 2nd grade shifts throughout the year-changes in schedule(departmentalized, teacher on leave, etc.)
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
ELA L25 gains showed the greatest decline (-32% from SY24). In particular 5th grade (33%). 5th grade teacher was moved from science to ELA and was receiving support and coaching with pacing. In addition, limited vocabulary development impacted reading comprehension and students struggled with independent reading, time management, and effective test taking strategies.
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.
Grade 3 ELA had the greatest gap when compared to the state average. VOE was 12% below the state average and 17% below the district average. Contributing factors included lack of stamina, inconsistent ESE inclusion support, and inconsistent test-taking strategies including time management. Gap in foundational skills limited access to complex grade level text. Third grade cohort demonstrated gaps from their second-grade year as well. Our 3rd grade ESE cohort did not demonstrate significant improvement and scored below the district average. ELL subgroup increased in proficiency but still remained below district average.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Overall ELA proficiency in all grade levels 2. ELA Learning Gains and L25 3. ELL Subgroup (K-5) 4. ESE Subgroup (K-5) 5. 3rd grade and 4th grade math

SIP - Areas of Focus

A child’s education is a responsibility shared by the school and family. Our vision is to build positive and collaborative relationships with families in order to support student achievement and development, while respecting the diverse and cultural needs of all stakeholders.
To help our students attain individual excellence in cultural, social, and academic pursuits during their educational journey toward a productive, well-adjusted adulthood.
Grades 3-5 ELA overall proficiency will increase by 5% from 53% to 58% on the 2026 PM 3 ELA F.A.S.T. Assessment and increase 3% in the reading proficiency across each grade K-2.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct structured professional learning activities every two weeks which focus on Helping Students Process New Content, specifically our schoolwide initiatives: scaffolding strategies (chunking text, front-loading vocabulary, sentence frames/starters, gradual release model, visual supports) that support access to grade-level texts, and incorporating SWIRL (Speaking, Writing, Interacting, Reading, listening) strategies to ensure all learners are actively engaged in language-rich learning.
Person Responsible:
All instructional staff; Kiara Gonzalez and Lucinda Nunez, Reading Coaches; Administration
Progress Monitoring Evidence:
Staff will be monitored for their engagement and comprehension of strategies during the professional learning sessions.
Action #2
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will plan, using SWIRL strategies learned at bi-weekly professional learning sessions to Help Students Process New Content in ELA as well as be able to scaffold grade level text as needed during direct instruction and DI time.
Person Responsible:
ELA teachers; Literacy Coaches; and Instructional Resource Staff
Progress Monitoring Evidence:
Monitoring of weekly Collaborative Planning discussions and submitted lesson plans to ensure strategies planned align to Helping Students Process New Content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Helping Students Process New Content in ELA.
Person Responsible:
All Instructional Staff
Progress Monitoring Evidence:
Administration will conduct weekly grade level swoops and provide specific feedback aligned to Helping Students Process New Content utilizing look fors developed for SWIRL and scaffolding.
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, the team will analyze student data and share best practices.
Person Responsible:
All Instructional Staff; Maria Ferro, Principal; Sabrina Dieuvelhomme, Assistant Principal; Jennifer Erickson, ESE Specialist
Progress Monitoring Evidence:
Mid-unit and end of unit data, student writing samples, etc.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Math overall proficiency will increase 5% from 68% to 73% on the 2026 PM3 Math F.A.S.T. Assessment and an increase of 3% in the math proficiency across each grade K-2.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Action Steps Staff Responsible for Implementing Action Step Progress Monitoring Evidence Staff Responsible for Progress Monitoring Evidence Plan for and conduct structured professional learning activities every two weeks which focus on Helping Students Process New Content, specifically our schoolwide initiatives: scaffolding strategies (chunking text, front-loading vocabulary, sentence frames/starters, gradual release model, visual supports) that support access to grade-level texts, and incorporating SWIRL (Speaking, Writing, Interacting, Reading, listening) strategies to ensure all learners are actively engaged in language-rich learning.
Person Responsible:
All instructional staff; Kiara Gonzalez and Lucinda Nunez, Reading Coaches; Altamease Hodge, Math Coach/Resource; Administration
Progress Monitoring Evidence:
Staff will be monitored for their engagement and comprehension of strategies during the professional learning sessions.
Action #2
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will plan, using SWIRL strategies learned at bi-weekly professional learning sessions to Help Students Process New Content in Math as well as be able to scaffold grade level text as needed during direct instruction and DI time.
Person Responsible:
Math Teachers and Math Coach/Resource Teacher
Progress Monitoring Evidence:
Monitoring of weekly Collaborative Planning discussions and submitted lesson plans to ensure strategies planned align to Helping Students Process New Content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Helping Students Process New Content in Math.
Person Responsible:
All instructional staff
Progress Monitoring Evidence:
Administration will conduct weekly grade level swoops and provide specific feedback aligned to Helping Students Process New Content utilizing look fors developed for SWIRL and scaffolding.
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, the team will analyze student data and share best practices.
Person Responsible:
All Instructional Staff; Maria Ferro, Principal; Sabrina Dieuvelhomme, Assistant Principal; Jennifer Erickson, ESE Specialist
Progress Monitoring Evidence:
Mid-unit and end of unit data.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Science proficiency will increase by 2% from 67% to 69% on the 2026 Spring NGSSS State Assessment.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Action Steps Staff Responsible for Implementing Action Step Progress Monitoring Evidence Staff Responsible for Progress Monitoring Evidence Plan for and conduct structured professional learning activities every two weeks which focus on Helping Students Process New Content, specifically our schoolwide initiatives: scaffolding strategies (chunking text, front-loading vocabulary, sentence frames/starters, gradual release model, visual supports) that support access to grade-level texts, and incorporating SWIRL (Speaking, Writing, Interacting, Reading, listening) strategies to ensure all learners are actively engaged in language-rich learning.
Person Responsible:
All instructional staff; Kiara Gonzalez and Lucinda Nunez, Reading Coaches; Administration
Progress Monitoring Evidence:
Staff will be monitored for their engagement and comprehension of strategies during the professional learning sessions.
Action #2
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will plan, using SWIRL strategies learned at bi-weekly professional learning sessions to Help Students Process New Content in Science as well as be able to scaffold grade level text as needed during direct instruction and DI time.
Person Responsible:
All science teachers
Progress Monitoring Evidence:
Monitoring of weekly Collaborative Planning discussions and submitted lesson plans to ensure strategies planned align to Helping Students Process New Content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Helping Students Process New Content in Science.
Person Responsible:
All instructional staff
Progress Monitoring Evidence:
Administration will conduct weekly grade level swoops and provide specific feedback aligned to Helping Students Process New Content utilizing look fors developed for SWIRL and scaffolding.
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, the team will analyze student data and share best practices.
Person Responsible:
All Instructional Staff; Maria Ferro, Principal; Sabrina Dieuvelhomme, Assistant Principal
Progress Monitoring Evidence:
Unit assessment data.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
ELA L25 gains will increase by 20% from 43% to 63% on the 2026 ELA F.A.S.T. Assessment
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct structured professional learning activities every two weeks which focus on Helping Students Process New Content, specifically our schoolwide initiatives: scaffolding strategies (chunking text, front-loading vocabulary, sentence frames/starters, gradual release model, visual supports) that support access to grade-level texts, and incorporating SWIRL (Speaking, Writing, Interacting, Reading, listening) strategies to ensure all learners are actively engaged in language-rich learning.
Person Responsible:
All instructional staff; Kiara Gonzalez and Lucinda Nunez, Reading Coaches; Administration
Progress Monitoring Evidence:
Staff will be monitored for their engagement and comprehension of strategies during the professional learning sessions.
Action #2
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will plan, using SWIRL strategies learned at bi-weekly professional learning sessions to Help Students Process New Content in Math as well as be able to scaffold grade level text as needed during direct instruction and DI time.
Person Responsible:
ELA teachers; Literacy Coaches; and Instructional Resource Staff
Progress Monitoring Evidence:
Monitoring of weekly Collaborative Planning discussions and submitted lesson plans to ensure strategies planned align to Helping Students Process New Content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Helping Students Process New Content in ELA.
Person Responsible:
All Instructional Staff
Progress Monitoring Evidence:
Administration will conduct weekly grade level swoops and provide specific feedback aligned to Helping Students Process New Content utilizing look fors developed for SWIRL and scaffolding.
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, the team will analyze L25 student data and share best practices.
Person Responsible:
All Instructional Staff; Maria Ferro, Principal; Sabrina Dieuvelhomme, Assistant Principal; Jennifer Erickson, ESE Specialist
Progress Monitoring Evidence:
Mid-unit and end of unit data, student writing samples, etc.
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 culture and climate of VOE will increase as evidenced by the Culture Amp Survey.
(View Marzano Model)
Promoting Teacher Leadership and Collaboration
Action #1
Action Steps to implement evidence-based strategy:
Implement staff recognition system shoutouts where staff recognize and celebrate one another's contributions, teamwork, and positive impact. Shoutouts to be shared at monthly faculty meetings.
Person Responsible:
Administration
Progress Monitoring Evidence:
Track participation rates and improved survey results.
Action #2
Action Steps to implement evidence-based strategy:
Administration will implement "Notes of Kindness" by writing personal notes of recognition to staff members on a rotating basis to highlight positive contributions.
Person Responsible:
Leadership
Progress Monitoring Evidence:
Maintain log of notes so that every staff member is recognized.
Action #3
Action Steps to implement evidence-based strategy:
Provide out-of-the-blue treats or small tokens of appreciation for staff (e.g., snacks in the lounge, treat cart) to create moments of joy and recognition that contribute to a positive school culture.
Person Responsible:
Leadership
Progress Monitoring Evidence:
Informal feedback
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.

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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.
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. Staff members, School Advisory Council (SAC) members, and school leaders all contributed to the writing of the plan. Throughout the year, updates on the progress of the school's goals will be shared during the monthly SAC meetings and staff meetings. The SIP will also be shared on the school's website: https: //voe.collierschools.com/
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 document outlines numerous opportunities for parents to increase their engagement with the school community. These events include student-led conferences, academic parent training sessions, award ceremonies, and literacy nights. Translation in Spanish and Creole are provided for every meeting, training, event, flyer, and dialer/text. The complete Parent Engagement Plan can be found at //voe.collierschools.com/
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))
Teachers will implement small group, differentiated instruction as delineated in the master schedule. SWOOP teams consisting of support from resource teachers, coaches, and ELL tutors will provide additional support to students during this time. During grade-level Professional Learning Communities (PLCs), grade level teams will analyze data and make necessary adjustments to better support students' needs. Bi-weekly professional development opportunities will be scheduled, focusing on schoolwide initiatives of scaffolding, SWIRL strategies, and increasing stamina. ESE inclusion teachers, SLP, ELL resource teacher, ELL tutors will be pushing into the classrooms to support students during core instruction to ensure there is no loss of instructional time. Additionally, students in grades 3-5 have been strategically scheduled to ensure identified advanced students have the opportunity for consistent rigorous instruction utilizing the district's advanced curriculum.
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

SY 25-Grade 2-57% of students scored below proficiency on the STAR PM 3 assessment. Our schoolwide initiatives include strengthening ELA through implementation of scaffolding strategies that support access to grade-level texts, intentionally building students' reading stamina, and embedding SWIRL(Speaking, writing, interacting, Reading, Listening) to ensure all learners are actively engaged in language-rich learning. In addition, we are ensuring that the FUNDATIONS curriculum is implemented with fidelity across K-3 to address identified gaps in foundational skills, particularly phonemic awareness and phonics so that all students build a strong foundation for reading success.
2.

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

SY 25-Grade 3-56% of students scored below proficiency on the PM 3 ELA FAST assessment. Our schoolwide initiatives include strengthening ELA through implementation of scaffolding strategies that support access to grade-level texts, intentionally building students' reading stamina, and embedding SWIRL(Speaking, writing, interacting, Reading, Listening) to ensure all learners are actively engaged in language-rich learning. In addition, we are ensuring that the FUNDATIONS curriculum is implemented with fidelity across K-3 to address identified gaps in foundational skills, particularly phonemic awareness and phonics so that all students build a strong foundation for reading success.

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
Black00.027.5
Hispanic00.056.6
Others00.013.3
White00.02.5
Date & TimeTitleLocationUploaded Files
Wednesday, August 20, 2025 8:45 AMAugust SAC MeetingMedia Center
Date

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