Planning for School Improvement

Golden Terrace Elementary School

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Cambridge ELA student gains were strong in 3rd - 5th grades. FY23PM3-FY22FSA Comparative Gains in grades 3-5 were all at -1. These gains were closer to the District than the PY23PM3- PM1 gains in all grade levels.
Cambridge Math student gains were strong in 3rd -5th grades. PM3 Math gains increase as the grade level increases in 3rd - 5th.
Science scores still lag behind the District and Comparative gains with the District are negative. ESE students did better this year than FY22, but ELL students were significantly lower. Science continues to be a struggle for GTE students.
N/A
What data components demonstrate the greatest need for improvement?
All ELA for 3rd - 5th. Level 3 and above on the PM3 were in the 40% (47%, 44%, 44%). Scores on the FSA were better. Math went down for grades 3-5 as compared to the FSA. 3rd grade was biggest concern when compared to the District Comparative Gain from PM1 to PM3.
What were the contributing factors to this need for improvement?
Two new staff members on 3rd grade. One new staff member on 4th grade. Teachers out on maternity leave. Influx of Level 1 ELL students, especially in 5th grade. Teachers need to focus on the primary standard and have a deep understanding of the standard and how to get students to proficiency.
What new actions need to be taken to address this need for improvement?
Coaching support for our new teachers as well as follow-up support with our Year 2 teachers. Making adjustments to our cluster of students and teachers. Example: 5th grade Cambridge teacher will be teaching the ESE cluster this year. 4th Grade will not be departmentalizing. Advanced ELA/Math will be taught by one teacher. Adjustments to how we will do collaborative planning.
What data components showed the most improvement?
Cambridge students in grades 3-5 had higher Comparative gains than the District in both ELA and Math in all grade levels. Cambridge students started much lower than the District on the PM 1 as compared to the District.
What were the contributing factors to this improvement?
Strong teachers with advanced learners. Students are leaders taking accountability for their learning. Growth mindset.
What new actions did your school take in this area?
Class schedules with the Advanced ELA and Math. Changes in teachers teaching the advanced students in 5th grade. Leader in Me goal setting and WIGs a priority.

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 individualized educational opportunities to motivate and inspire students to become independent and responsible lifelong learners.
ELA proficiency will increase in grades 3-5 by 6% in level 3 and above from the FY23 FAST ELA PM3 to the FY24 FAST ELA PM3 by May 2024. 3rd Grade will increase from 47% to 53%, 4th grade will increase from 44% to 50%, and 5th grade will increase from 44% to 50% for a 3-5 average proficiency of 51%. K-2 iReady proficiency will increase by 6% from the 2023 Diagnostic 3 to the 2024 Diagnostic 3. Kinder will increase from 61% to 67%, 1st will increase from 41% to 47%, and 2nd will increase from 48% to 53% for a K-2 average proficiency of 56%
(View Marzano Model)
Identifying Critical Content from the Standards.
Action #1
Action Steps to implement evidence-based strategy:
Focus on Reading Across Genres and Vocabulary, specifically Interpreting Figurative Language and Context and Connotation in grades 3-5. Weekly presentations and usage of Figurative language throughout the school and on the morning news using the progression of the benchmarks. Student notetaking, authentic reading, and identification of unknown words.
Person Responsible:
Terri Lonneman, Lynne Swosinski, Team Leaders
Progress Monitoring Evidence:
FAST ELA Progress Monitoring
Action #2
Action Steps to implement evidence-based strategy:
School-wide Reading goal, classroom Reading goals, and individual reading goals are set and displayed around the school and in Student Portfolios. Grade level teams, classes, and students will set their own reading goals and track progress toward obtaining in their goals in their Student Portfolios after all assessments.
Person Responsible:
Terri Lonneman and Elena Stockman
Progress Monitoring Evidence:
Student portfolios School and classroom bulletin boards
Action #3
Action Steps to implement evidence-based strategy:
Grade level collaborative planning will be used to discuss B.E.S.T standards and select the appropriate materials and strategies to implement instruction to reach grade level standards. Literacy Coach and Administration will ensure a clear understanding of the standards are being discussed and will monitor implementation of effective strategies.
Person Responsible:
Terri Lonneman and Lynne Swosinski
Progress Monitoring Evidence:
Collaborative Planning Schedule and sign-in sheets
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131 Teacher Resource3.00$149,944.03
Title I Part A6400310 Leader in Me Consultant $12,000.00
Title I Part A5100510 Supplemental Instructional Materials - Sunshine State Readers $3,818.76
Math proficiency will increase by 6% from the FY23 FAST Math PM3 to the FY24 FAST Math PM3 for grades 3-5 and will increase by 4% from the FY23 PM3 Math Assessment to the FY24 PM3 Math Assessment for Kindergarten, 1st, and 2nd grade by May 2024. Kinder 35% to 39%, 1st 65% to 69%, and 2nd 42% to 46% on the PM3 Math Assessment for a K-2 average proficiency of 51%. 3rd 48% to 54%, 4th 58% to 64%, and 5th 65% to 71% on the FAST Math PM3 for a 3-5 average proficiency of 63%.
(View Marzano Model)
Identifying Critical Content from the Standards
Action #1
Action Steps to implement evidence-based strategy:
Grade level collaborative planning will be used to discuss B.E.S.T standards and select the appropriate materials and strategies to implement instruction to reach grade level standards. Math Coach and Administration will ensure a clear understanding of the standards are being discussed will monitor implementation of effective strategies.
Person Responsible:
Elena Stockman & Candace Perez
Progress Monitoring Evidence:
Teacher Math Planning Binders, Collaborative Planning Schedule and sign-in sheets
Action #2
Action Steps to implement evidence-based strategy:
Analysis of State Progress Monitoring to identify and focus on areas of need for each grade level. Targeted invention and review will focus on these areas. Conducted 2 times per year for each grade level.
Person Responsible:
Elena Stockman, Candace Perez, and Team Leaders
Progress Monitoring Evidence:
Data Analysis meetings and grade level interventions/review
Action #3
Action Steps to implement evidence-based strategy:
Focus on math routines to ensure teachers are using them with fidelity to encourage meaningful "math talk' and problem solving.
Person Responsible:
Elena Stockman, Terri Lonneman, Candace Perez
Progress Monitoring Evidence:
Classroom observations and lesson plans
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131 Teacher Resource- Math Coach / Resource1.00$91,615.48
Title I Part A6400133 Professional Learning for Teachers $2,825.08
Title I Part A5100510 Classroom Supplies $38.73
5th Grade students will increase by 4% in Science as evidenced by the state Science test by May 2023. 43% to 47%
(View Marzano Model)
Identifying Critical Content
Action #1
Action Steps to implement evidence-based strategy:
During collaborate planning, teachers will plan engaging and hands on lessons using the 5E format with a clear understanding of the learning goals and standards.
Person Responsible:
Terri Lonneman
Progress Monitoring Evidence:
Lesson Plans and classroom observations
Action #2
Action Steps to implement evidence-based strategy:
All 5th grade students will use a Science Notebook. Students will make entries pertaining to all Hands On experiments and labs. Journals will be reviewed and updated prior to all assessments.
Person Responsible:
Terri Lonneman
Progress Monitoring Evidence:
Student Science Notebooks
Action #3
Action Steps to implement evidence-based strategy:
Picture perfect resources will be used in grades 3-5. Lessons using these resources will be included in lesson plans. Administrators will observe class in science using these resources.
Person Responsible:
Terri Lonneman
Progress Monitoring Evidence:
Lesson plans and classroom observations by administrators.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100121 Pre-Extension planning $4,714.77
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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Staff Booster Team, Sunshine Committee, and Administration will provide at least 3 activities, actions, or rewards per month to celebrate and/or recognize staff members and at least 3 activities, actions, or rewards per month to celebrate and/or recognize students from September through May.
(View Marzano Model)
Establishing and Maintaining Effective Relationships in a Student Centered Classroom
Action #1
Action Steps to implement evidence-based strategy:
Create a Staff Booster Action Team to plan for activities and celebrations throughout the year for students and staff.
Person Responsible:
Lighthouse Coordinators & Terri Lonneman
Progress Monitoring Evidence:
School calendar of events and descriptive lists of activities.
Action #2
Action Steps to implement evidence-based strategy:
Collaborate with PTO, Staff Booster Team, and Sunshine Committee during a monthly meeting to to coordinate events, activities, and celebrations for students and staff throughout the year.
Person Responsible:
Terri Lonneman
Progress Monitoring Evidence:
Lists of events, activities, and celebrations with person/Team in charge.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6150161 Parent Involvement Assistant1.00$33,821.74
Title I Part A5100510 Leader in Me Curriculum Companion books $2,628.04

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.
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 12, 2023, January 23, 2024, and May, 7, 2024 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.
Golden Terrace Elementary will build positive relationships with parents by providing a welcoming campus and encouraging parents to be a part of their child's education. We will have events, activities, workshops, and meetings throughout the year that will incur in the mornings, during the school day, and in the evenings to accommodate all parents' schedules. We will hire a Parent Involvement Assistant to work directly with parents to get parents in attendance and involved. Childcare and translation will be provided as needed. Documents will be sent home in 3 languages or as needed. Golden Terrace is a Leader in Me School. Positive school culture is promoted through the leadership roles and teams that students participate in daily.
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))
The District of Collier County School provides a systematic and strategic approach to providing services through the District Strategic Plan, 3 Year Academic Plan, and the K-12 Comprehensive Reading Plan. Goals and objectives of each program and department are aligned with these overarching district plans. Additionally: Title I Parts A, C, D, School Improvements grants, Title II, Part A, Title IV, Title IX McKinney Vento, and TSSSA are managed out of the same Federal, State and Competitive Grants Office (FSCG) in Collier County. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently and effectively coordinated. In addition to informal communications, weekly formal administrative meetings between FSCG leadership and the Associate Superintendent of School and District Operations are held to discuss program needs, issues and coordinate efforts. Additional monthly coordination meetings are held to include Title III, and Pre-K/Headstart leadership. • Title IX, LEA, Title I Basic, and Title I Migrant staff coordinate services to assist homeless children, to resolve problems concerning registration and provide support services at all schools. • Title I and Title IX jointly fund the 2 Homeless Liaisons to support homeless students in all public schools. • Title I Migrant, Title I Basic, Title III funds are coordinated to provide at risk students with supplemental instructional support and resources, such as Tutors and Resource Teachers. • Title I Migrant and Head Start/VPK collaborate to provide PreK classes and in home literacy support and to ensure school readiness for Collier students. • Coordination occurs with Homeless Liaison staff and Title I Migrant Home School Liaison staff in identifying eligible students and families that can be served as homeless. • Collaboration also occurs to provide schools with supplemental and focused professional learning opportunities. • Title I Basic, Migrant and Title III collaborate in providing workshops and trainings to build the capacity of parents and foster strong connection and engagement between home and school. In addition both grants provide funds for translation services to ensure that non-English speaking parents are able to participate fully in the education of their children. • Title I Migrant, Title I Basic and Title II Part A funds are coordinated to provide customized staff development that ensures students receive high quality, differentiated instruction. • Title II, Part A funds are used in collaboration with Reading Categorical to fund Reading Coaches at schools based on level of support needed resulting from test scores and number of new teachers. • Title II Part A and IDEA fund exam reimbursements and course tuition reimbursement funds to ensure staff meet certification Requirements. • All schools participate in quarterly data dialogues which are attended by all Teaching and Learning Leadership, Principal Supervisors, School and District Operations Leadership, Curriculum Coordinators, and Federal Programs Leadership. All district leaders have the opportunity to receive a debrief on the schools' data, best practices, and strategies to improve areas of weakness, and collaborate to determine what district resources can be deployed to assist the schools.

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)

The RAISE program, pursuant to s. 1008.365, F.S, established criteria for identifying schools for additional support. The criteria for the 2023-24 school year includes schools with students in grades kindergarten through 5, where 50 percent or more of its students, for any grade level, score below a Level 3 on the most recent statewide, standardized ELA assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system shows that 50 percent or more of its students are not on track to pass the statewide, standardized grade 3 assessment for any grade level, kindergarten through grade 3.

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 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 2022-2023 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 2022-2023 coordinated screening and progress monitoring system, we had 56% of Kindergarten, 63% of 1st graders, and 57% of 2nd grader not on track to score Level 3 or above on the statewide, standardized ELA assessment. On our FY23 Diagnostic 3 of iReady, 67% of Kindergarteners scored proficient, 41% of 1st graders scored proficient, and 51% 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 54% of 4th graders and 55% of 5th graders. On the FY23 3rd diagnostic of iReady, 4th grade scored at 49% of students proficient and 5th grade scored 56% proficient. On the 3rd District Benchmark assessment 4th grade score 38% proficient and 5th grade 45% proficient. ELA continues to be a priority area of focus for all students at Golden Terrace Elementary.

State the specific measurable outcome the school plans to achieve for each grade below. This should be a data-based, objective outcome. Include prior year data and a measurable outcome for each of the following:

  • Each grade K -3, using the coordinated screening and progress monitoring system, where 50 percent or more of the students are not on track to pass the statewide ELA assessment;
  • Each grade 3-5 where 50 percent or more of its students scored below a Level 3 on the most recent statewide, standardized ELA assessment; and
  • Grade 6 measurable outcomes may be included, as applicable.
1.

Grades K-2 Measurable Outcomes

Students below grade level in ELA will decrease in all grade levels as determined by the statewide ELA assessment. Kindergarten students will decrease from 56% non-proficient to 49%, 1st grade from 63% non-proficient to 49%, and 2nd grade from 57% non-proficient to 49%. K -2 will increase in reading proficiency as determined by the Diagnostic 3 iReady Reading assessment. Kindergarten iReady Wildly Important Goal (WIG) is 6% to 72% by iReady Diagnostic 3. 1st grade WIG is 10% to 53% by iReady Diagnostic 3 and 2nd grade is 11% to 58% by iReady Diagnostic 3.
2.

Grades 3-5 Measurable Outcomes

ELA proficiency will increase in grades 3-5 as determined by the statewide ELA assessment. 3rd graders will increase from 51% to 57%, 4th graders will increase from 46% to 52%, and 5th graders will increase from 45% to 51% on the PM3 FAST. 3rd - 5th grade will increase in reading proficiency as determined by the Diagnostic 3 iReady Reading assessment. 3rd grade iReady Wildly Important Goal (WIG) is 26% to 55% by iReady Diagnostic 3. 4th grade WIG is 41% to 67% by iReady Diagnostic 3 and 5th grade is 24% to 51% by iReady Diagnostic 3.
1.

Monitoring

Describe how the school’s Area(s) of Focus will be monitored for the desired outcomes. Include a description of how ongoing monitoring will impact student achievement outcomes.
ELA Area of Focus will be monitored through quarterly benchmark assessments, statewide screening and progress monitoring, and iReady Diagnostics. We expect to see growth at each application of the assessments. Weekly and monthly monitoring of individual students' iReady assessments and grade level formative assessments will be monitored and recorded on class data sheets and in individual student portfolios.
2.

Person Responsible for Monitoring Outcome

Enter the name of the person responsible for monitoring this outcome.
Terri Lonneman
1.

Description

Describe the evidence-based practices/programs being implemented to achieve the measurable outcomes in each grade and describe how the identified practices/programs will be monitored. The term "evidence-based" means demonstrating a statistically significant effect on improving student outcomes or other relevant outcomes as provided in 20 U.S.C. §7801(21)(A)(i). Florida’s definition limits evidence-based practices/programs to only those with strong, moderate or promising levels of evidence.

  • Do the identified evidence-based practices/programs meet Florida’s definition of evidence-based (strong, moderate or promising)?
  • Do the evidence-based practices/programs align with the district’s K-12 Comprehensive Evidence-based Reading Plan?
  • Do the evidence-based practices/programs align to the B.E.S.T. ELA Standards?
1. Consistent use of iReady online program which provides targeted skill practice. 2. Active tracking of iReady goals for school, classroom and individual students in student Leadership Portfolios. 3. Ongoing review of student progress through Leadership Portfolios. 4. Commitment to providing grade level literacy materials and activities to all students 5. Commitment to providing engaging literacy activities including reciprocal teaching, KWL charts, QAR, and concept mapping. 6. Involve teachers in Instructional rounds to observe and implement best practices.
2.

Rationale

Explain the rationale for selecting practices/programs. Describe the resources/criteria used for selecting the practices/programs.

  • Do the evidence-based practices/programs address the identified need?
  • Do the identified evidence-based practices/programs show proven record of effectiveness for the target population?
1. iReady provides individualized instruction to meet the needs of students. Encouraging students to engage in the program increases levels of reading proficiency. 2. Students gain a sense of belonging, ownership and accountability by making reading growth “visible”. 3. Students develop a deeper sense of accomplishment when they are able to chart their progress and share their celebrations. 4. Students will be held to high expectations by engaging in on grade level reading and writing. 5. Increasing student engagement will transfer to an increase in student learning 6. Teachers obtain effective strategies and skill when given to opportunity to observe others.

List the action steps that will be taken to address the school’s Area(s) of Focus. To address the area of focus, identify 2 to 3 action steps and explain in detail for each of the categories below:

  • Literacy Leadership
  • Literacy Coaching
  • Assessment
  • Professional Learning
StepActionPerson Responsible for Monitoring
1
School-wide Reading goal, classroom Reading goals, and individual student reading goals are set and displayed around the school and in Student Portfolios.
Terri Lonneman
2
Classroom teachers will receive training on how to analyze and assist students in setting their own individualized goals. Lead measures will be tracked and progress toward meeting those goals will occur throughout the school year.
Terri Lonneman
3
Coaching support through Leader in Me will occur 4 times during the school year to support teachers in the set-up, monitoring, and celebrating of the progress of the individual student goals.
Terri Lonneman