Planning for School Improvement

Manatee 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?
As compared to SY24-25, overall proficiency is increasing in Grades K, 1, 4, 5 ESE subgroup - upward trend in Grades K, 3, 4, 5 ELL subgroup improving in Grades K, 2, 4,5
As compared to SY24-25, overall proficiency is increasing in Grades K, 3, 4 ESE subgroup - upward trend in Grades K, 1, 3, 5 ELL subgroup improving in Grades 2, 3, 4, 5
As compared to SY24-25, overall proficiency is increasing in 5th grade science ESE and ELL subgroups both improving in 5th grade science
Which data component showed the most improvement? What new actions did your school take in this area?
Kindergarten ELA (STAR reading 64%, iReady 88% with 19% district comparative gain) 4th Grade ELA (62% with 6% district comparative gain) 4th Grade Math (70% with 6% district comparative gain) 5th Grade Science (66% with 4% district comparative gain) Actions contributing to improvement: Kindergarten - assignment of personnel to support both behaviors and academics (ESE/Resource teachers, assistant, volunteer) 4th Grade - all self-contained classrooms (no departmentalizing); strong, collaborative team dynamic; highly effective ESE co-teach 5th Grade - weekly collaborative planning dedicated to science with support of resource teacher; ESE co-teach during science
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
2nd Grade ELA (36% proficient with -7% district comparative gain and a -12% PM1 comparative gain) 2nd Grade Math (42% proficient with -7% district comparative gain and -11% PM1 comparative gain) Two of the five teachers were on maternity leave during this school year. Coaching support was focused more on intermediate grades last year.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
2nd Grade ELA (36% proficient; decrease of 10% from last year) 2nd Grade Math (42% proficient; decrease of 7% from last year) Two of the five teachers were on maternity leave during this school year. Coaching support was focused more on intermediate grades last year.
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.
Greatest gaps lower than state average: 3rd ELA (-7%), 3rd Math (-8%) Highest number of new ELL students in this grade level (would be near equal to state average if only considering graded students) Greatest gaps higher than state average: 4th Math (+12%), 5th Science (+13%)
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. ELA proficiency - grades 1,2,3 2. Math proficiency - grades 1,2,5 3. ELL - grade 1 ELA and Math 4. ESE - grade 5 Math

SIP - Areas of Focus

To empower a community of responsible life-long leaders and learners who are motivated to achieve personal and academic growth and success.
We are leaders who believe we can grow and succeed.
The percentage of students meeting proficiency in ELA will increase by a minimum of 3% (from 61% to 64%) as measured by May 2026 FAST assessment.
(View Marzano Model)
Helping students process new content
Action #1
Action Steps to implement evidence-based strategy:
Plan and conduct focused professional learning sessions (Win-Win Wednesdays - every 3 weeks) to support effective use of the "Helping Students Process New Content" Marzano element (specifically inclusion of S.W.I.R.L., monitoring, and scaffolding strategies in ELA).
Person Responsible:
Empowered Teachers Action Team (facilitators: Laurie Mearsheimer, Principal and Krista Hoekstra, ESE inclusion teacher)
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 weekly ELA Collaborative Planning sessions, teachers will include strategies for Helping Students Process New Content (specifically S.W.I.R.L. and monitoring and scaffolding student learning).
Person Responsible:
ELA teachers, ESE/ELL resource teachers
Progress Monitoring Evidence:
Collaborative planning notes and lesson plans will be monitored to ensure inclusion of S.W.I.R.L., monitoring and scaffolding strategies.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement planned lessons and strategies aligned to Helping Students Process New Content in ELA.
Person Responsible:
ELA teachers, ESE/ELL resource teachers
Progress Monitoring Evidence:
Principal and Literacy Coach will conduct weekly observations during the ELA block and provide specific feedback on teacher monitoring/scaffolding (using the Predominant Instructional Practices walk-through tool).
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, teachers will analyze student assessment and assignment data to determine the impact of Helping Students Process New Content strategies in ELA.
Person Responsible:
ELA teachers, ESE/ELL resource teachers
Progress Monitoring Evidence:
ELA Assessments and Assignments in Gradebook, iReady, Progress Monitoring data
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
The percentage of students meeting proficiency in Math will increase by a minimum of 3% (from 65% to 68%) as measured by May 2026 FAST assessment.
(View Marzano Model)
Helping students process new content
Action #1
Action Steps to implement evidence-based strategy:
Plan and conduct focused professional learning sessions (Win-Win Wednesdays - every 3 weeks) to support effective use of the "Helping Students Process New Content" Marzano element (specifically inclusion of S.W.I.R.L., monitoring, and scaffolding strategies in Math).
Person Responsible:
Empowered Teachers Action Team (facilitators: Laurie Mearsheimer, Principal and Krista Hoekstra, ESE inclusion teacher)
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 weekly Math Collaborative Planning sessions, teachers will include strategies for Helping Students Process New Content (specifically S.W.I.R.L. and monitoring and scaffolding student learning).
Person Responsible:
Math teachers, ESE/ELL resource teachers
Progress Monitoring Evidence:
Collaborative planning notes and lesson plans will be monitored to ensure inclusion of S.W.I.R.L., monitoring and scaffolding strategies.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement planned lessons and strategies aligned to Helping Students Process New Content in Math.
Person Responsible:
Math teachers, ESE/ELL resource teachers
Progress Monitoring Evidence:
Assistant Principal and Math Coach will conduct weekly observations during the Math block and provide specific feedback on teacher monitoring/scaffolding (using the Predominant Instructional Practices walk-through tool).
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, teachers will analyze student assessment and assignment data to determine the impact of Helping Students Process New Content strategies in Math.
Person Responsible:
Math teachers, ESE/ELL resource teachers
Progress Monitoring Evidence:
Math Assessments and Assignments in Gradebook, Progress Monitoring data
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
The percentage of students meeting proficiency in Science will increase by a minimum of 1% (from 76% to 77%) as measured by May 2026 SSA assessment.
(View Marzano Model)
Helping students process new content
Action #1
Action Steps to implement evidence-based strategy:
Plan and conduct focused professional learning sessions (Win-Win Wednesdays - every 3 weeks) to support effective use of the "Helping Students Process New Content" Marzano element (specifically inclusion of S.W.I.R.L., monitoring, and scaffolding strategies in Science).
Person Responsible:
Empowered Teachers Action Team (facilitators: Laurie Mearsheimer, Principal and Krista Hoekstra, ESE inclusion teacher)
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 weekly Science Collaborative Planning sessions, teachers will include strategies for Helping Students Process New Content (specifically S.W.I.R.L. and monitoring and scaffolding student learning).
Person Responsible:
Science teachers, ESE/ELL resource teachers
Progress Monitoring Evidence:
Collaborative planning notes and lesson plans will be monitored to ensure inclusion of S.W.I.R.L., monitoring and scaffolding strategies.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement planned lessons and strategies aligned to Helping Students Process New Content in Science.
Person Responsible:
Science teachers, ESE/ELL resource teachers
Progress Monitoring Evidence:
Principal and Assistant Principal will conduct bi-weekly observations during the Science block and provide specific feedback on teacher monitoring/scaffolding (using the Predominant Instructional Practices walk-through tool).
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, teachers will analyze student assessment and assignment data to determine the impact of Helping Students Process New Content strategies in Science.
Person Responsible:
Science teachers, ESE/ELL resource teachers
Progress Monitoring Evidence:
Science Assessments and Assignments in Gradebook, Quarterly Benchmark and Progress Monitoring data
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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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!
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!
Our culture survey subsection score will increase by a minimum of 3% (82% to 85%) as measured by the end of year Measurable Results Assessment (MRA).
(View Marzano Model)
Establishing and maintaining effective relationships in a student-centered classroom.
Action #1
Action Steps to implement evidence-based strategy:
Plan and implement quarterly school-wide community building activities to promote positive school culture.
Person Responsible:
Kelsey Papworth, Lighthouse Facilitator and House Harmony action team
Progress Monitoring Evidence:
Participation in quarterly Sharpen the Saw activities to promote multi-grade collaboration and community building.
Action #2
Action Steps to implement evidence-based strategy:
Drop Everything and Lead (DEAL time) lessons implemented with fidelity and gradual release to student-led lessons.
Person Responsible:
Kelsey Papworth, Lighthouse Facilitator and Leadership Learning action team
Progress Monitoring Evidence:
Observation of DEAL time lessons
Action #3
Action Steps to implement evidence-based strategy:
Adult mentoring for identified students to build self-esteem and support positive behavior.
Person Responsible:
Allyson Dunn, Assistant Principal and staff mentors
Progress Monitoring Evidence:
Monthly Meet and Greet with mentors and students to develop positive relationships, build self-esteem, and support positive behavior.
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.

Budget Document Uploads

File NameUpload Date
MES - FY26 Use of Funds - Rev Alloc - 9-9-25 Amend 1.xlsx 09/09/2025
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 progress monitoring updates are provided quarterly. The plan is also posted on the school’s website ( ??? ) with translation capabilities. A copy of the SIP is also kept in the main office for stakeholders to access and review when requested.
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 outlines the parent and family activities that are planned for the year. The completed PFEP is posted on the school website and shared via social media and a summary of the plan is translated and sent home with all students. Additionally, each student receives a parent/student handbook with specific school-based information, policies and procedures. A weekly communication folder goes home each Wednesday with important information regarding the individual student as well as school-based information. Class Dojo provides parents with individual messaging, classroom and school news. Parents are also invited to a minimum of one parent conference during the first semester and a student-led conference during the second semester.
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))
Professional learning for staff to support the Marzano element of "Helping Students Process New Content" will result in improvements in teaching and learning. Strategies to ensure engagement and collaboration in Speaking, Writing, Interacting, Reading and Listening (S.W.I.R.L.) will be focused on as well as intentional planning for monitoring and scaffolding. Professional learning sessions will take place every 3 weeks during our morning Win-Win Wednesday time and will be followed up with discussion in collaborative planning to ensure that strategies learned are included in lesson plans.
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

Helping Students Process New Content - This instructional practice focus was selected as student engagement and collaboration are critical to student learning in literacy. We will focus on integration of Speaking, Writing, Interacting, Reading and Listening (S.W.I.R.L.) within this element. Strategies for effective monitoring and scaffolding (Hattie effect size .82) will be emphasized in professional learning to support effective instruction. Identified primary grade levels (>50% scoring below level 3 on 24-25 PM3): Kindergarten: 69% below level 3 First grade: 57% below level 3 Second grade: 64% below level 3
2.

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

Helping Students Process New Content - This instructional practice focus was selected as student engagement and collaboration are critical to student learning in literacy. We will focus on integration of Speaking, Writing, Interacting, Reading and Listening (S.W.I.R.L.) within this element. Strategies for effective monitoring and scaffolding (Hattie effect size .82) will be emphasized in professional learning to support effective instruction. Identified intermediate grade levels (>50% scoring below level 3 on 24-25 PM3): Third grade: 52% below level 3

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Laurie Mearsheimer Principal White Non-Migrant Yes Principal 9/3/2025 9/3/2026
Susan Pratt Teachers White Non-Migrant Yes Member 9/3/2025 9/3/2026
Emma Gonzalez Teachers Hispanic Non-Migrant Yes Member 9/3/2025 9/3/2026
Charlene Rose Community/Business Hispanic Non-Migrant No Member 9/3/2025 9/3/2026
David Garcia Parent Hispanic Non-Migrant No Member 9/3/2025 9/3/2026
Mariana Garcia Parent Hispanic Non-Migrant No Member 9/3/2025 9/3/2026
Sambry Trevino Parent Hispanic Non-Migrant No SAC Chair 9/3/2025 9/3/2026
Olivia Salvador Parent Hispanic Non-Migrant No Member 9/3/2025 9/3/2026
Silvia Cabrera Parent Hispanic Non-Migrant No Member 9/3/2025 9/3/2026
Beatriz Lara Non-instructional Staff Hispanic Non-Migrant Yes Member 9/3/2025 9/3/2026
Milien Elien Parent Haitian Non-Migrant No Member 9/3/2025 9/3/2026
GroupNumber%
Community/Business19.1
Non-instructional Staff19.1
Parent654.5
Principal19.1
Students (required for HS; optional for MS)00.0
Teachers218.2
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 436.4
Non-District Employee 763.6
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
Black110.018.6
Hispanic880.065.1
Others00.08.6
White110.07.7
Date

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