School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
ELA performance 3-5 improved overall with a 4% increase in meeting standards and Reading making gains were the highest improved trend over the years at 59%
Learning gains in Math were significant. 75% of students made Math Learning gains which was the highest amount over the years.
Science remains a concern over the years. Scores have been bobbing up and down 2% to 3% for the past 5 years and our strategies have been successful.
Which data component showed the most improvement? What new actions did your school take in this area?
Our 4th grader in math made significant gains as compared to FY23. They were 6% above the State proficiency average. Mid-year we replaced a teacher with our ESE Inclusion Teacher who used to teach 4th grade. Our Math coach conducted math intervention groups as well as modeling and coaching. District support (Abby) worked closely with our new teacher in Math.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
3rd grade in both Reading and Math were our lowest performing areas. An experienced teacher, teaching two sessions of math and advanced reading left mid-year. This left us with two first year teachers and one Temporary Certification teacher. The class coming into 3rd grade were lower achieving students due to second grade instruction and the influx of ELL Level 1 students.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
In addition to 3rd grade Reading and Math, 5th grade Science scores decreased more than 3%. Our LTGT started in October and did not have the proper training to be successful in teaching Science.
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.
3rd grade had the greatest gap when compared to the State in both Reading and Math. There was a 20% gap in ELA and a 27% gap in Math as compared to the State.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
3rd Grade ELA 3rd Grade Math 5th Grade ELA 5th Grade Science

SIP - Areas of Focus

Golden Terrace Elementary will prepare students for a lifetime of success and provide a secure and trusting environment that challenges each student to reach his/her fullest potential.
Our mission at Golden Terrace Elementary is to provide engaging and proactive learning opportunities to motivate and inspire students to begin with the end in mind and become independent and responsible lifelong learners and leaders.
Increase overall Reading proficiency from 48% to 51% by May 31, 2025.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct monthly structured professional learning activities which focus on Helping Students Process New Content.
Person Responsible:
Dr. Swosinski, Literacy Coach
Progress Monitoring Evidence:
Staff will be monitored for their engagement and comprehension of strategies during the interactive professional learning sessions.
Action #2
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will plan for strategies learned at monthly professional learning sessions to Help Students Process New Content in ELA
Person Responsible:
Dr. Swosinski, Literacy Coach
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure strategies planned for align to Helping Students Process New Content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lesson and strategies aligned to Helping Students Process New Content in ELA.
Person Responsible:
Dr. Swosinski, Literacy Coach
Progress Monitoring Evidence:
Administration and Literacy Coach will conduct weekly grade level swoops and provide specific feedback aligned to Helping Students Process New Content in ELA.
Action #4
Action Steps to implement evidence-based strategy:
During PLC's the team will analyze student data and share best practices.
Person Responsible:
Team Leaders
Progress Monitoring Evidence:
Mid-unit and end of unit data, work samples, and State Progress Monitoring.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Increase overall math proficiency from 58% to 62% by May 31, 2025.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct monthly structured professional learning activities which focus on Helping Students Process New Content.
Person Responsible:
Candace Perez, Math Coach
Progress Monitoring Evidence:
Staff will be monitored for their engagement and comprehension of strategies during the interactive professional learning sessions.
Action #2
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will plan for strategies learned at monthly professional learning sessions to Help Students Process New Content in Math.
Person Responsible:
Candace Perez, Math Coach
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure strategies planned for align to Helping Students Process New Content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lesson and strategies aligned to Helping Students Process New Content in Math.
Person Responsible:
Instructional Staff
Progress Monitoring Evidence:
Administration and Math Coach will conduct weekly grade level swoops and provide specific feedback aligned to Helping Students Process New Content in Math.
Action #4
Action Steps to implement evidence-based strategy:
During PLC's the team will analyze student data and share best practices.
Person Responsible:
Team Leaders
Progress Monitoring Evidence:
Mid-unit and end of unit data, work samples, and State Progress Monitoring.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Increase Science proficiency from 46% to 50% by May 31, 2025.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
5th Grade Science teachers will plan for strategies bi-weekly which focus on Helping Students Process New Content.
Person Responsible:
5th Grade Science Teachers
Progress Monitoring Evidence:
Monitoring submitted lesson plans to ensure strategies planned align to Helping Students Process New Content.
Action #2
Action Steps to implement evidence-based strategy:
5th Grade Science teachers will implement the planned lessons and strategies aligned to Helping Students Process New Content.
Person Responsible:
5th Grade Science Teachers
Progress Monitoring Evidence:
Administration will conduct weekly observations in 5th Grade Science classes and provide specific feedback aligned to Helping Students Process New Content.
Action #3
Action Steps to implement evidence-based strategy:
During 5th Grade Progress Meetings, the team will analyze student data and share best practices.
Person Responsible:
Dr. Terri Lonneman & Mrs. Elena Stockman
Progress Monitoring Evidence:
End of unit assessment data and Benchmark Assessment data.
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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Increase the number of positive referrals from 34 to 100 by May 31, 2024
(View Marzano Model)
Establishing and Maintaining Effective Relationships in a Student-Centered Classroom
Action #1
Action Steps to implement evidence-based strategy:
Weekly on Fridays, staff will be encouraged to recognize students to receive Positive Referrals in addition to other student recognitions such as Star Leader and Leader of the Month.
Person Responsible:
Instructional Staff
Progress Monitoring Evidence:
Monthly counts of Positive Referrals will be conducted and shared with staff and students.
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
GTE-FY25 Title I Use of Funds 11-13-24 Sla 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.

This School Improvement Plan with be shared with the School Staff during a Faculty Meeting for initial input and throughout the year for ongoing focus on improvement. It will be shared with families and community at School Advisory Committee (SAC) meetings on September 10, 2024, January 21, 2025, and May, 6, 2025 after each Statewide Assessment. Other school data and progress to meeting school improvement goals will be shared at SAC meetings throughout the year. The full School Improvement Plan is available to parents on the Golden Terrace Elementary website and a paper copy is available in the front office of the school.

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.

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 Terrace is a Leader in Me School and focuses on empowering student instruction. All staff receives training in Academics and Empowering Instruction through the Leader in Me Framework. Teachers follow the District curriculum maps which provide for instruction that is rigorous and enriched. Our focus will remain on providing rigorous complex text in reading, implementing B.E.S.T. standards, and increasing student time spent reading and writing on grade level tasks. In addition, professional development on the B.E.S.T. standards will continue and training for new teachers in identifying and implementing on grade level materials for independent work and interventions will occur. All teachers will participate in Instructional rounds conducted in ELA and Math across all grade levels.

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

On the 2023-2024 coordinated screening and progress monitoring system, we had 65% of Kindergarten, 58% of 1st graders, and 62% of 2nd grader not on track to score Level 3 or above on the statewide, standardized ELA assessment. On our FY24 Diagnostic 3 of iReady, 56% of Kindergarteners scored proficient, 46% of 1st graders scored proficient, and 47% of 2nd graders scored proficient.
2.

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

The percent of students below Level 3 on the 2023 statewide, standardized ELA assessment included 64% of 3rd graders and 68% of 5th graders. On the FY24 3rd diagnostic of iReady, 3rd grade scored at 55% of students proficient and 5th grade scored 59% proficient.