Planning for School Improvement

Sabal Palm Elementary School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
3rd Grade was the grade level that made the biggest progress across Overall and the ESE subgroup. Our Advanced classes in 4th and 5th grade also were ahead of the district with proficiency. When looking at Cohort data, Overall 4th grade was up 2%age points.
3rd grade also demonstrated progress overall and across all subgroups. When looking at cohort data, 4th grade grew their proficiency over their 3rd grade scores.
The 5th grade ESE and ELL subgroups demonstrated progress. However overall proficiency dropped by 2 percentage points.
N/A
Which data component showed the most improvement? What new actions did your school take in this area?
3rd Grade ELA and Math: *We restructured the teachers in the grade level. *Due to allocations, provided 1 ESE resource teacher to focus on 3rd Grade ESE students. *We departmentalized our EL Level 1’s to narrow the range in the remaining classrooms. 5th Grade ELL also demonstrated growth across all content areas and within the cohort
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Cohort Data of 5th Graders in Math and ELA: All and ESE decreased % of students proficient. Loss of teacher in October, LTGT began in January ESE Resource Teacher lacked with-it-ness and preparation with strategies to meet student needs
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
ELA Proficiency of 4th Grade ELL Students: Barely 2nd year entry date into US school including scores in school grade Individually students made personal progress, but not enough to grow a level.
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.
Positive Gap: +7 5th Grade Math Increased number of Level 4’s and 5’s Strength in instruction by Advanced teacher Negative Gap: -7 3rd and 4th Grade ELA Two lowest performing areas Greater emphasis needed with content area vocabulary, for all subgroups, especially ELL
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Continual and consistent Data Analysis and instructional adjustments at all grade levels, across all subgroups 2. Focus on 4th and 5th grade Level 1 & 2 making gains in ELA and Math across all subgroups 3. Increase percent of proficiency for 3rd Grade ELA

SIP - Areas of Focus

Sabal Palm Elementary School will create a challenging, differentiated learning environment that inspires students and staff members to be independent, lifelong learners.
By providing an enthusiastic learning experience and high-quality education that will empower students to become global citizens.
Improve by 4% in ELA Gains from 59% to 63% by May 31, 2025.
(View Marzano Model)
Planning to Close the Achievement Gap Using Data
Action #1
Action Steps to implement evidence-based strategy:
Plan and conduct professional learning activities twice a month to support Planning to Close the Achievement Gap using Data
Person Responsible:
Literacy Coach, Administration
Progress Monitoring Evidence:
Literacy Coach and Administration will monitor staff for engagement and utilization of comprehension strategies during interactive professional learning sessions and classroom implementation.
Action #2
Action Steps to implement evidence-based strategy:
Grade Level ELA Teachers will plan quarterly with Literacy Coach to review content area resources and strategies to meet the needs of varying levels across grade level.
Person Responsible:
Literacy Coach, ELA Teachers
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitting lesson plans to ensure strategies planned for are aligned to meeting the needs of the students and closing the achievement gap.
Action #3
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will plan high-yield strategies to be utilized to close the achievement gap based on data collected, to meet the needs of their individual classes.
Person Responsible:
Instructional Staff
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitting lesson plans to ensure strategies planned for are aligned to meeting the needs of the students and closing the achievement gap.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will implement planned lessons and strategies daily aligned to Close the Achievement gap based on their students' needs.
Person Responsible:
Instructional Staff
Progress Monitoring Evidence:
Monitor the implementation of the Lesson Plans through weekly visits and provide feedback to ensure strategies are effective.
Action #5
Action Steps to implement evidence-based strategy:
During Professional Learning Committees (PLCs), Academic Committees, and Building Leadership Team meetings, the teams will analyze student data, share student work samples, and share best practices.
Person Responsible:
Literacy Coach, Instructional Staff
Progress Monitoring Evidence:
Review of iReady Growth Monitoring, Mid-unit, End of Unit, and student work samples to determine progress.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131254282Resource Teachers 2.03.00$338,301.65
Title I Part A5100131254282Classroom Supplies $1,485.41
Title I Part A5100369254282Classroom Magazine Subscriptions $6,641.33
Title I Part A5900131254282Staffing for Rise & Shine Morning Academy: 14 instructional staff and 1 clerical will work 2 days per week 1 hours per day for 10 weeks. Teachers will be pay their hourly rate. $14,825.50
Title I Part A7730161254282Staffing for Rise & Shine Morning Academy: 14 instructional staff and 1 clerical will work 2 days per week 1 hours per day for 10 weeks. Teachers will be pay their hourly rate. $657.29
Title I Part A5900510254282Before school program supplies $2,000.00
Title I Part A6300133254282Curriculum Writing for the Rise & Shine Morning Academy (2 teachers- 20 hours & 2 teachers for 10 hours)) $3,191.50
Title I Part A6400754254282Guest Teachers to cover 1/2 day instructional rounds for staff development and additional long-range planning. Not to exceed 48 days @ $160. $7,680.00
Title I Part A6400730254282Leader in Me Membership $5,225.00
Title I Part A6400310254282Staff Development consultant. 2 Leader in Me Trainings/Coaching Days $6,000.00
Title I Part A6400730254282Orten-Gillingham Virtual Training for 5 Teachers and 1 Coach.A total of 6 staff members would be trained for a total of 30 hours each for $1275.00ea $7,650.00
Title I Part A6400510 Professional Development materials $1,552.13
Improve by 5% in Math Gains from 68% to 73% by May 31, 2025.
(View Marzano Model)
Planning to Close the Achievement Gap Using Data
Action #1
Action Steps to implement evidence-based strategy:
Plan and conduct professional learning activities twice a month to support Planning to Close the Achievement Gap using Data
Person Responsible:
Math Coach, Administration
Progress Monitoring Evidence:
Math Coach and Administration will monitor staff for engagement and utilization of comprehension strategies during interactive professional learning sessions and classroom observations will be conducted to confirm implementation.
Action #2
Action Steps to implement evidence-based strategy:
Grade Level Math Teachers will plan quarterly with Math Coach to review content area resources and strategies to meet the needs of varying levels across grade level. Lesson plans, classroom observations, and data reviews will be used to determine effectiveness.
Person Responsible:
Math Coach, Math Teachers
Progress Monitoring Evidence:
Math Teachers will be active participants in reviewing resources and identifying strategies to support students at varying levels.
Action #3
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will plan high-yield strategies to be utilized to close the achievement gap based on data collected, to meet the needs of their individual classes.
Person Responsible:
Instructional Staff
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitting lesson plans to ensure strategies planned for are aligned to meeting the needs of the students and closing the achievement gap.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will implement planned lessons and strategies daily aligned to Close the Achievement gap based on their students' needs.
Person Responsible:
Instructional Staff
Progress Monitoring Evidence:
Monitor the implementation of the Lesson Plans through weekly visits and provide feedback to ensure strategies are effective.
Action #5
Action Steps to implement evidence-based strategy:
During Professional Learning Committees (PLCs), Academic Committees, and Building Leadership Team meetings, the teams will analyze student data and share best practices.
Person Responsible:
Math Coach, Instructional Staff
Progress Monitoring Evidence:
Review of ALEKS/Red Bird, Mid-unit, End of Unit, and student work samples to determine progress.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Improve by 2% in Science Proficiency from 75% to 77% by May 31, 2025.
(View Marzano Model)
Planning to Close the Achievement Gap Using Data
Action #1
Action Steps to implement evidence-based strategy:
Plan and conduct professional learning activities twice a month to support Planning to Close the Achievement Gap using Data
Person Responsible:
Science Coach, Administration
Progress Monitoring Evidence:
Science Coach and Administration will monitor staff for engagement and utilization of comprehension strategies during interactive professional learning sessions and classroom
Action #2
Action Steps to implement evidence-based strategy:
Grade Level Science Teachers will plan quarterly with Science Coach to review content area resources and strategies to meet the needs of varying levels across grade level.
Person Responsible:
Science Coach, Science Teachers
Progress Monitoring Evidence:
Science Teachers will be active participants in reviewing resources and identifying strategies to support students at varying levels
Action #3
Action Steps to implement evidence-based strategy:
During Collaborative Planning, teachers will plan high-yield strategies to be utilized to close the achievement gap based on data collected, to meet the needs of their individual classes.
Person Responsible:
Instructional Staff
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitting lesson plans to ensure strategies planned for are aligned to meeting the needs of the students and closing the achievement gap.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will implement planned lessons and strategies daily aligned to Close the Achievement gap based on their students' needs.
Person Responsible:
Instructional Staff
Progress Monitoring Evidence:
Monitor the implementation of the Lesson Plans through weekly visits and provide feedback to ensure strategies are effective.
Action #5
Action Steps to implement evidence-based strategy:
During Professional Learning Committees (PLCs), Academic Committees, and Building Leadership Team meetings, the teams will analyze student data and share best practices.
Person Responsible:
Science Coach, Administration
Progress Monitoring Evidence:
Review of Progress Learning, Mid-unit, End of Unit, and student work samples to determine progress.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
Additional Targeted Support and Improvement (ATSI) Improve by 11% in SWD ELA Gains from 29% to 40% by May 31, 2025.
(View Marzano Model)
Planning to Close the Achievement Gap Using Data
Action #1
Action Steps to implement evidence-based strategy:
Plan and conduct professional learning activities twice a month to support Planning to Close the Achievement Gap using Data
Person Responsible:
ESE Program Specialist, Administration
Progress Monitoring Evidence:
ESE Program Specialist and Administration will monitor staff for engagement and utilization of comprehension strategies during interactive professional learning sessions and classroom
Action #2
Action Steps to implement evidence-based strategy:
Grade Level ESE Resource and IBI3 Teachers will plan quarterly with Literacy Coach to review content area resources and strategies to meet the needs of varying levels across grade level.
Person Responsible:
Literacy Coach, ESE Resource & IBI3 Teachers
Progress Monitoring Evidence:
Literacy Coach, ESE Resource & IBI3 Teachers' plans will be reviewed by administrators to determine the implementation of strategies.
Action #3
Action Steps to implement evidence-based strategy:
During Collaborative Planning, ESE Resource and IBI3 teachers will plan high-yield strategies to be utilized to close the achievement gap based on data collected, to meet the needs of their individual classes.
Person Responsible:
Instructional Staff
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitting lesson plans to ensure strategies planned for are aligned to meeting the needs of the students and closing the achievement gap.
Action #4
Action Steps to implement evidence-based strategy:
Teachers will implement planned lessons and strategies daily aligned to Close the Achievement gap based on their students' needs.
Person Responsible:
Instructional Staff
Progress Monitoring Evidence:
Monitor the implementation of the Lesson Plans through weekly visits and provide feedback to ensure strategies are effective.
Action #5
Action Steps to implement evidence-based strategy:
During Professional Learning Committees (PLCs), Academic Committees, and Building Leadership Team meetings, the teams will analyze student data and share best practices.
Person Responsible:
ESE Program Specialist, Admin
Progress Monitoring Evidence:
Review of iReady Growth Monitoring, Mid-unit, End of Unit, and student work samples to determine progress.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich 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 clich the Submit button to the right!
Increase parent involvement trainings and family activities focused on supporting student learning from 5 events to 10 events with a minimum of 15 attendees for trainings and 250 attendees for family events by May 31, 2025.
(View Marzano Model)
Helping Students Practice, Skills, Strategies, and Processes
Action #1
Action Steps to implement evidence-based strategy:
Professional Development for Teachers to Engage Parents in Positive Ways provided by Parent Involvement Specialist.
Person Responsible:
Parent Involvement/ ELL Resource Teacher and Assistant Principal
Progress Monitoring Evidence:
Staff will be monitored for engagement and comprehension of strategies during interactive professional Learning sessions. Team Leader feedback will be utilized to identify effectiveness and future needs of teachers.
Action #2
Action Steps to implement evidence-based strategy:
Plan for Parent Involvement Trainings to teach parents ways they can support academic learning in Reading, Writing, Math, and Science provided by Parent Involvement Specialist.
Person Responsible:
Parent Involvement/ ELL Resource Teacher and Administration
Progress Monitoring Evidence:
Detailed Plan of Activities, Materials Needed, Calendar of Scheduled Events, and Parent Communication (electronic newsletters, flyers, and phone dialers) will be reviewed by Administration and Parent Involvement Specialist.
Action #3
Action Steps to implement evidence-based strategy:
Plan for Parent/ Family Involvement Activities to engage parents and families in activities with their child(ren) that support academic learning in Reading, Writing, Math, and Science.
Person Responsible:
Parent Involvement/ ELL Resource Teacher and Administration
Progress Monitoring Evidence:
Detailed Plan of Activities, Materials Needed, and Calendar of Scheduled Events, and Parent Communication (electronic newsletters, flyers, and phone dialers)
Action #4
Action Steps to implement evidence-based strategy:
Implement the following Parent Involvement Meetings: Setting up for School Success, Learning about Literacy, Math Strategies, and Homework Help.
Person Responsible:
Parent Involvement/ ELL Resource Teacher and Administration
Progress Monitoring Evidence:
Agendas and Sign-In Sheets
Action #5
Action Steps to implement evidence-based strategy:
Implement the four Parent/ Family Activities: Projects that integrate Literacy, Math, Art, and Science.
Person Responsible:
Parent Involvement/ ELL Resource Teacher and Administration
Progress Monitoring Evidence:
Agendas and Sign-In Sheets
Action #6
Action Steps to implement evidence-based strategy:
Monitor attendance of the Parent Events, Create, Analyze, and Respond to school-based Survey for parent input.
Person Responsible:
Parent Involvement Specialist and Administration
Progress Monitoring Evidence:
Agendas, sign-in sheets and school-based survey results will be reviewed quarterly by administration and Parent Involvement Specialist.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6150510254282Parental Involvement Supplies $2,345.09
Title I Part A6150798254282Parental Involvement Transportation $200.00
Title I Part A6150161254282Parental Involvement Child Care Services $800.00

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

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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 will be disseminated on our school website (https://www.collierschools.com/SPE) as well as with our stakeholders during our School Advisory Council (SAC). Quarterly progress will be reported to SAC through our FAST PM data for all grade levels K-5.
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.
Sabal Palm Elementary is committed to building stronger relationships with our families through our "We Soar Together" (TWS) Parent and Family Engagement Plan. This is located on our school website (https://www.collierschools.com/SPE).Our Plan is two-fold, supporting our parents through academic trainings and opportunities for families to learn together. Our TWS parent trainings will take place twice a month during the 2024-2025 school year and will focus on providing parents opportunities to learn how to better support their children with their academics at home and gain a better understanding of the programs being utilized to support student learning in school. We will also be providing quarterly TWS Family Activities where families work together in a "we learn together" environment utilized scaffolded questions to encourage academic conversations between parents and their children.
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))
Vocabulary is an area that we continue to build and grow within our students. By providing additional academic experiences during the school day and beyond, we can increase the amount of time dedicated to learning. Through our Together We Soar Parent Plan and the addition of a before-school program (January-April) for grades 3-5, we can extend the academic day and provide additional opportunities to target student needs.
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))
Plan was shared with Federal and State Grant Department and opportunities for input and feedback were provided to create a plan with a broader scope of students included and supported to close the achievement gap.

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).

Staff submitted requests and provided input for areas they determined as needs. This was then reviewed by the Leadership team to consolidate and determine if suggestions supported the identified areas of need. This succinct list is then shared with our stakeholders through our School Advisory Council (SAC) for additional input and feedback. Once approved by SAC, funds are used to purchase resources that are in alignment with the School Improvement Plan.

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

No reponse.
2.

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

On the FY24 statewide assessment, 53% of 4th graders and 52% of 3rd grade students did not demonstrate proficiency. The area most in need of support include Reading Prose and Poetry and Vocabulary Development.