Planning for School Improvement

Village Oaks Elementary School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Primary (STAR and iReady)- Strengths- Increase in proficiency from 39% to 44% (STAR) KG-85% of students met annual growth and 61% met their stretch growth. Concerns- 1st and 2nd grade only about 50% of students meeting annual growth and about 25% meeting stretch. 1st and 2nd grade phonics- low proficiency rates. Intermediate (FAST)- Strengths- Overall improvement in proficiency levels, achieving a proficiency rating of 53%, reflecting a significant 12.6% increase from the previous school year. 3rd grade students made significant gains from PM1 to PM3 due to intensive interventions. Concerns- Students in 5th grade are not demonstrating significant progress in achieving gains in reading. The data trends indicate that there has been a lack of improvement among students who are performing at lower levels.
Primary (KG-2nd) - Increase in proficiency from 41.3% to 55.5%; Subgroups made significant progress 1st grade ELL subgroup decreased by 4% Intermediate (3rd-5th) - Overall, proficiency decreased from 74.6% to 67.9%. Math proficiency for grades 3rd and 5th dropped 10% or more from last year. ESE subgroups in 3rd and 4th has dropped more than 5%. LY students decrease when reviewing cohorts. 4th grade continues to make steady progress each year. (Increased from 76.8% to 79.4%)
Science (5th grade) - Science proficiency was down significantly compared to FY23, which aligned with the decrease in ELA and math in 5th grade. Proficiency decreased from 69% to 52%. ESE and ELL subgroups also decreased over 10% in each category compared to last year.
Which data component showed the most improvement? What new actions did your school take in this area?
ELA proficiency showed an increase of 12.6% in grades 3rd through 5th grade. Actions taken in this area included: strategic scheduling of ESE/Resource, third grade restructure of ELA Block, Reading Counts initiative, continuous data analysis and an Increased focus on releasing the text to students.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
The data components that showed the lowest performance were 1st grade ELA, 2nd grade ELA, and 5th grade ELA (RAISE). We need to spend more time in collaborative planning discussing the benchmarks and supporting teachers creating instruction aligned to the standard with a focus on productive struggle.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
5th grade Science experienced the most significant decrease with a 17% decline in proficiency. Some contributing factors are; Limited district support, new math coach focus on math primarily, lowest proficiency in reading, missed opportunities for strategic support for improvement and limited support resources.
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 largest disparity in comparison to the state average is in 5th grade ELA, showing a negative difference of 14%. We need to spend more time in collaborative planning discussing the benchmarks and supporting teachers creating instruction aligned to standards with a focus on productive struggle.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1.ELA- 3rd Grade 2. ELA - Specifically grades 1,2, and 5 3. 5th Grade Science 4. Math- 3rd and 5th Grade 5. Learning Gains- attention to L25

SIP - Areas of Focus

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 culture, social, and academic pursuits during their educational journey toward a productive, well-adjusted adulthood.
By June 2025, Village Oaks Elementary will increase ELA proficiency from 53% to 56%.
(View Marzano Model)
Village Oaks Elementary will use the evidence based intervention of helping students process new content to increase ELA proficiency.
Action #1
Action Steps to implement evidence-based strategy:
During collaborative planning, grade level teams will discuss and decide on instructional resources/strategies to implement that are aligned to the standard and the school-wide practice of Helping Students Process New Content.
Person Responsible:
ELA Teachers and Reading Coaches
Progress Monitoring Evidence:
Monitoring of collaborative planning and submitted lesson plans to ensure that resources/strategies align with school-wide practice of Helping Students Process New Content.
Action #2
Action Steps to implement evidence-based strategy:
Monthly professional development opportunities will be scheduled that focus on benchmarks, strategies, and vertical articulation while intentionally focusing on helping students process new content.
Person Responsible:
ELA teachers, Reading Coaches, and Administrators
Progress Monitoring Evidence:
Staff participation and understanding of the strategies will be monitored during the interactive professional learning sessions.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement whole group and small group instruction with a focus on helping students process new content during the time stated on the master schedule.
Person Responsible:
ELA teachers and Reading Coaches
Progress Monitoring Evidence:
Administration Team will implement bi weekly swoops, meet to discuss the findings and provide specific feedback to individual teachers to make sure they are supporting students in processing new content.
Action #4
Action Steps to implement evidence-based strategy:
During weekly grade level PLCs, the team will analyze data and implement necessary adjustments to better support students' needs.
Person Responsible:
ELA Teachers and Reading Coaches
Progress Monitoring Evidence:
FAST Assessment, iReady Diagnostic, STARR Assessment, Module Assessments, Exit Tickets
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131Title1 Basic/254282Teacher, Resource supporting ELA and Science1.00$77,940.14
Title I Part A5100131Title 1 Basic/254282Teacher, Resource supporting ELA and Science0.15$13,782.89
Title I Part A5100131Title 1 Basic/254282Teacher, Resource supporting ELA and Science0.15$13,274.32
Title I Part A5100131Title 1 Basic/254282Teacher, Resource supporting ELA and Science0.60$61,938.09
Title I Part A6400131Title 1 Basic/254282Content Area Coach, Literacy0.40$41,292.06
Title I Part A5100131Title 1 Basic/254282ELL Tutor supporting ELA, Math, and Science0.05$2,568.30
Title I Part C5100131Title 1 Migrant/254280Teacher, Resource supporting ELA, Math, and Science0.15$14,393.07
Title I Part C5100131Title 1 Migrant/254280Teacher, Resource supporting ELA, Math, and Science0.20$21,240.32
Title I Part C5100131Title 1 Migrant/254280Teacher, Resource supporting ELA and Science0.15$17,202.53
Title I Part C5100131Title 1 Migrant/254280Teacher, Resource supporting ELA and Science0.20$22,739.28
Title I Part C5131151Title 1 Migrant/254280ELL Tutor supporting ELA, Math, and Science0.45$23,114.70
By June 2025, Village Oaks Elementary will increase math proficiency from 73% to 75%.
(View Marzano Model)
Village Oaks Elementary will use the evidence based intervention of helping students process new content to increase math proficiency.
Action #1
Action Steps to implement evidence-based strategy:
Monthly professional development opportunities will be scheduled that focus on benchmarks, strategies, and vertical articulation while intentionally focusing on helping students process new content.
Person Responsible:
Math teachers and math coach
Progress Monitoring Evidence:
Staff participation and understanding of the strategies will be monitored during the interactive professional learning sessions.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will implement whole group and small group instruction with a focus on helping students process new content during the time stated on the master schedule.
Person Responsible:
Math teachers and math coach
Progress Monitoring Evidence:
Administration Team will implement bi weekly swoops, meet to discuss findings and provide specific feedback to individual teachers to make sure they are supporting students in processing new content.
Action #3
Action Steps to implement evidence-based strategy:
During collaborative planning, grade level teams will discuss and decide on instructional strategies/resources to implement that are aligned to the standard and the school- wide practice of helping students process new content.
Person Responsible:
Math teachers and Math Coach
Progress Monitoring Evidence:
Monitoring of collaborative planning and submitted lesson plans to ensure that strategies/resources align with school-wide practice of Helping Students Process New Content.
Action #4
Action Steps to implement evidence-based strategy:
During weekly grade level PLCs, the team will analyze data and implement necessary adjustments to better support students' needs.
Person Responsible:
Math teachers, math coach, and admin
Progress Monitoring Evidence:
FAST Assessment, STARR Assessment, Unit Assessments, and Exit Tickets
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131Title 1 Basic/254282Teacher, Resource supporting Math and Science0.60$47,339.83
Title I Part A6400131Title 1 Basic/254282Content Area Coach, Math and Science0.40$31,559.89
By June 2025, Village Oaks Elementary will increase science proficiency from 53% to 55%.
(View Marzano Model)
Village Oaks Elementary will use the evidence based intervention of helping students process new content to increase science proficiency.
Action #1
Action Steps to implement evidence-based strategy:
Monthly professional development opportunities will be scheduled that focus on benchmarks, strategies, and vertical articulation while intentionally focusing on helping students process new content.
Person Responsible:
Science teacher
Progress Monitoring Evidence:
Staff participation and understanding of the strategies will be monitored during the interactive professional learning sessions.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will implement whole group and small group instruction with a focus on helping students process new content during the time stated on the master schedule.
Person Responsible:
Science teacher
Progress Monitoring Evidence:
Administrative team will implement bi weekly swoops, meet to discuss findings and provide specific feedback to individual teachers to make sure they are supporting students in processing new content.
Action #3
Action Steps to implement evidence-based strategy:
During collaborative planning, grade level teams will discuss and decide on instructional strategies/resources to implement that are aligned to the standard and the school- wide practice of helping students process new content.
Person Responsible:
Science teacher
Progress Monitoring Evidence:
Monitoring of collaborative planning and submitted lesson plans to ensure that strategies align with school-wide practice of Helping Students Process New Content.
Action #4
Action Steps to implement evidence-based strategy:
During weekly grade level PLCs, the team will analyze data and implement necessary adjustments to better support students' needs.
Person Responsible:
Science teacher
Progress Monitoring Evidence:
NGSSS/FAST Assessment, Unit Assessments, and Exit Tickets
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By June 2025, VOE will increase from 63% to 70% of teachers feeling that "workloads are divided fairly among people where I work" as evidenced by the Culture Amp Survey.
(View Marzano Model)
Village Oaks Elementary will use the evidence based intervention of promoting teacher leadership and collaboration to increase overall percentage.
Action #1
Action Steps to implement evidence-based strategy:
100% of staff members will be required to be a part of a committee that aligns to our school wide goals. Committee members will share responsibilities and hold each other accountable to share the work load.
Person Responsible:
Vanessa Anthony, School Counselor and Emily Brown, ELL Contact
Progress Monitoring Evidence:
Committee leaders will debrief with leadership about progress of each committee.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Schoolwide Program Plan (SWP) Requirements

This section must be completed if the school is implementing a Title I, Part A SWP and opts to use the SIP to satisfy the requirements of the SWP plan, as outlined in the ESSA, Public Law No. 114-95, § 1114(b). This section is not required for non-Title I schools.

Budget Document Uploads

File NameUpload Date
VOE-FY25 Title I Use of Funds 12-9-24 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.
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, staff meetings, and in the quarterly newsletters for parents and the community. The SIP will also be shared on the schools website: https://www.collierschools.com/domain/60
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, literacy nights, and monthly All Pro Dad meetings. 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 https://www.collierschools.com/VOE.
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))
The following action steps will enhance the academic programs within our school: teachers will implement small group instruction as outlined in the master schedule. During grade-level Professional Learning Communities (PLCs), the team will analyze data and make necessary adjustments to better support students' needs. Monthly professional development opportunities will be scheduled, focusing on benchmarks, strategies, and vertical articulation. Additionally, during collaborative planning sessions, grade-level teams will discuss and determine which instructional resources to implement that align with the standards.
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

FY24-Second Grade- 57% of students scoring below a level 3 on the state assessment. FY24 Second Grade- 44% of students scored 1 or more grade levels below on iReady assessment. FY24- First Grade- 56% of students scoring below a level 3. FY24-First Grade- 46% of students scored 1 or more grade levels below on iReady assessment.
2.

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

FY24-Grade 5- 53% of students scored below level 3. FY24-Grade 5- 67% of students scored 1 or more grade levels below on iReady assessment.