Planning for School Improvement

Sabal Palm 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?
Based on Trends in ELA, we will provide additional support for our 3rd and 4th Grade students, especially ESE, in ELA to provide them additional experiences with reading tasks that are of high rigor. ELL: 3rd grade ELL subgroup had an overall increase from 29% to 54% of students scoring level 3 or higher. 4th Grade ELL subgroup proficiency: overall increase from 41% to 46% of students scoring level 3 or higher. 5th Grade ELL subgroup decreased from 62% to 33% of students scoring level 3 or higher. ESE 3rd grade ESE subgroup had an overall decrease from 46% to 29% of students scoring level 3 or higher. Gains of retainees also decreased from 100% to 83%. 4th Grade ESE subgroup proficiency: overall increase from 13% to 32% of students scoring level 3 or higher. Gains increased from 28% to 48%. 5th Grade ESE subgroup increased from 14% to 23% of students scoring level 3 or higher. Gains increased from 25% to 63%. Overall: 3rd Grade: overall proficiency 64% (+6) - Gains (retained students): 89% (+24) 4th Grade: overall proficiency 63% (+10) - Gains: 70% (+10) 5th Grade: overall proficiency 58% (-3) - Gains: 76% (+19)
Based on Trends in Math, both our ESE and ELL students will need additional support with Content Vocabulary and Problem Solving Tasks that allow them to be challenged by the application of Math Strategies. ELL: 3rd grade ELL subgroup had an overall increase from 54.2 % to 61.3 % of students who scored a level 3 or higher. 4th Grade ELL subgroup had an overall increase 67% of students scored a level 3 or higher (+5). With 61% making gains (-15) 5th grade ELL subgroup proficiency: 38% of students scored a level 3 or higher, decreased (-29). With 70% making Gains (+8). ESE: 3rd grade ESE subgroup had an overall increase from 38% to 39% of students who scored a level 3 or higher. 100% of retainees made Gains 4th Grade ESE subgroup proficiency: increase from 30% to 46% of students scored a level 3 or higher. With 56% making Gains. 5th grade ESE subgroup proficiency: decreased to 13% of students scoring a level 3 or higher. 23% making Gains Overall: 3rd Grade overall proficiency 64% (-5). - 100% of Retainees made Gains 4th Grade overall proficiency 71% (+7) - 68% made gains (0) - 46% of Lowest 25% made gains (+6) 5th grade overall was 50% proficient (-19). - 52% made gains (-11) - 52% of Lowest 25% made gains (-15)
Based on Trends in Science, Hand’s On activities incorporating Content Vocabulary will be utilized on a daily basis. This will be beneficial for all students. 5th grade ELL subgroup 18 out of 30 students scored proficiency on FAST Science test, 63% (+1). 5th grade ESE subgroup 37% (-9). scored proficiency on FAST Science test Overall: 5th grade was 71% proficient overall. This was a decrease of 4% from last year.
N/A
Which data component showed the most improvement? What new actions did your school take in this area?
ELA Gains, both overall and Lowest 25%, demonstrated the greatest improvement. Overall, we had a 15% increase in Gains from FY24. This was evidenced across subgroups, ethnicities, and gender. New actions taken this school year included the addition of a new Literacy Coach, implementation of the Pineapple Chart-providing opportunities for peer observations to share their best practices and capture the instructional strengths within our building, the addition of a Title 1 funded Tier 3 Reading Resource Teacher, a strong focus on the Benchmarks in Collaborative Planning, staying on track with the Curriculum map, Coach supporting new teachers (3rd, 4th, 5th), Coach supporting and being readily available to all teachers with resources and lesson modeling, ELA TSA support for new coach and modeling lessons, MTSS data-focused discussions, monthly Professional Learning on instructional practices, continuously re-emphasizing the use of data to drive instruction and close the achievement gap, Rise & Shine-before-school academic support for students focused on specific ELA needs from PM2 data, and one-on-one ELA planning sessions with specific grade levels/teachers. Our ELL subgroup also demonstrated gains. We opened the Welcome Center for our students that were new to our country. The ELL Resource teachers co-taught in both primary and intermediate classrooms. These students made many gains in both ELA and Math, as well as on their iReady Diagnostic test.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Overall, Math proficiency decreased from 67% to 61%, 5th Grade Math proficiency decreased from 69% to 50%. Factors that impacted our progress include: staffing concerns with a 4th grade brand new teacher and a 5th grade paid intern teacher hired midyear to fill open positions, the addition of a new Math Coach, and failing off the pace with the curriculum guide. 3rd grade SPE Math 64 compared to FY24 69 was -5 4th grade SPE math 71 compared to FY24 64 was +7, Gains 68 >68 0Change, Low 25 40>46 +6 Change 5th grade SPE math 50 compared to FY24 69 was – 19 Change, Gains 66>52 –14, Low 25 63>52 –11 Change
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
5th grade math declined in gains and proficiency. 5th grade SPE Math 50% compared to FY24 69% was (-19 Change), Gains 66>52 (–14 Change), Low 25 63>52 (–11 Change) Name PM2 Proficient PM3 Proficient Gains Low 25% All 5th Grade 19.79% 49.6% 51.7% 51.7% Teacher A (4/5 Classes) 27.3% 66.7% 57.8% (52/90) 54.5% (12/22) Teacher B (self-contained) 9.0% 47.3% 36.8% (7/19) 62.5% (5/8) IBI-3 Class (10 Students) 0.0% 0.0% 10% (1/10) 14.3% (1/7) Our 5th grade scores demonstrated the greatest decline. This can be attributed to an inexperienced teacher/intern that was hired mid-year and a Departmentalized Math Teacher that was way behind with the curriculum pacing. Even with tremendous support provided by coaches, team leader, teammates and ESE resource teachers. The new teacher’s lack of classroom management, experience, and content knowledge was not enough to provide the students with what they needed. During Q3 and Q4, coach and district support was provided to assist with getting back on pace. But content instruction had to be abbreviated, and the students were not able to get the depth of understanding to be confident in their learning. Another factor contributing to this decline was the large cohort of IBI-3 5th grade students with varying needs and challenges. Despite their low scores, we had 3 students who were fully mainstreamed.
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.
5th grade SPE math 50 compared to state 56 was – 6 Factors that contributed to the 5th Grade Math Gap: A staffing concern with a 5th grade paid intern teacher who was hired midyear to fill an open position who had 9 out of 19 students proficient, and a teacher who fell behind on pacing with the curriculum guide who had 60 out of 90 students proficient.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Math-5th Grade Across Subgroups 2. ELA - 3rd Grade Proficiency and support for retainees 3. Science – Proficiency in 5th Grade 4. ESE Subgroup to continue to demonstrate gains and grow towards proficiency 5. IBI-3 classroom instructional practices to increase proficiency and gains

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 1% in ELA Gains from 74% to 75% by May 31, 2026.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct professional learning activities twice a month with a focus on Helping Students Process New Content
Person Responsible:
Mrs. Calle, Literacy Coach, Mrs. Valdes, ELL Contact, and Dr. Doriety, ESE Program Specialist
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, use strategies learned during the professional learning sessions, to Help Students Process New Content in ELA.
Person Responsible:
ELA Teachers and Instructional Resource Staff
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure stratgies planned are aligned with Helping Students Process New3 Content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Help Students Process New Content in ELA.
Person Responsible:
All Instructional Staff
Progress Monitoring Evidence:
Administration will conduct weekly grad level observations and provide feedback aligned to Helping Students Process New Content and SWIRL Look Fors.
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, the team will analyze student data and share best practices.
Person Responsible:
All Instructional Staff, Mrs. Calle, Literacy Coach, Mrs. Valdes, ELL Contact, Dr. Doriety, ESE Program Specialist, Mrs. Mannari, Assistant Principal, and Mrs. Davis, Principal
Progress Monitoring Evidence:
Mid-unit and End of Unit data, student writing samples, etc.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Improve by 7% in Math Gains from 61% to 68% by May 31, 2026.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct professional learning activities twice a month with a focus on Helping Students Process New Content
Person Responsible:
Mrs. Cole, Math Coach, Mrs. Valdes, ELL Contact, and Dr. Doriety, ESE Program Specialist
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, use strategies learned during the professional learning sessions, to Help Students Process New Content in Math.
Person Responsible:
Math Teachers and Instructional Resource Staff
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure strategies planned are aligned with Helping Students Process New Content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Help Students Process New Content in Math
Person Responsible:
All Instructional Staff
Progress Monitoring Evidence:
Administration will conduct weekly grad level observations and provide feedback aligned to Helping Students Process New Content and SWIRL Look Fors.
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, the team will analyze student data and share best practices.
Person Responsible:
All Instructional Staff, Mrs. Cole, Math Coach, Mrs. Valdes, ELL Contact, Dr. Doriety, ESE Program Specialist, Mrs. Mannari, Assistant Principal, and Mrs. Davis, Principal
Progress Monitoring Evidence:
Mid-Module and End of Module data, student work samples, etc.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Improve by 4% in Science Proficiency from 71% to 75% by May 31, 2026
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Plan for and conduct professional learning activities twice a month with a focus on Helping Students Process New Content.
Person Responsible:
Mrs. Cole, Science Coach, Mrs. Valdes, ELL Contact, and Dr. Doriety, ESE Program Specialist
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, use strategies learned during the professional learning sessions, to Help Students Process New Content in Science.
Person Responsible:
Science Teachers and Instructional Resource Staff
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure strategies planned are aligned with Helping Students Process New Content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Help Students Process New Content in Science.
Person Responsible:
All Instructional Staff
Progress Monitoring Evidence:
Administration will conduct weekly grad level observations and provide feedback aligned to Helping Students Process New Content and SWIRL Look Fors.
Action #4
Action Steps to implement evidence-based strategy:
During PLCs, the team will analyze student data and share best practices.
Person Responsible:
All Instructional Staff, Mrs. Cole, Science Coach, Mrs. Valdes, ELL Contact, Dr. Doriety, ESE Program Specialist, Mrs. Mannari, Assistant Principal, and Mrs. Davis, Principal
Progress Monitoring Evidence:
Mid-Module and End of Module data, student work samples, etc.
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 participation in parent involvement trainings from average attendance of 20 to 25 and family activities attendance from 283 to 300 which are focused on supporting student learning by May 31, 2026.
(View Marzano Model)
Helping Students Process New Content
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 participation.
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
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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.

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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 2025-2026 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))
• 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

On the FY25 statewide assessment, 50% of Kindergarteners and 52% of 2nd grade students did not demonstrate proficiency. The area most in need of support included Vocabulary Development.
2.

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

No reponse.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Andrea Venegas Non-instructional Staff Hispanic Non-Migrant Yes Member 8/18/2025
Andrew Henchesmore Community/Business Others Non-Migrant No Member 8/18/2025
Avit Rodriguez Community/Business Hispanic Non-Migrant No Member 8/18/2025
Isabella Solis Parent Hispanic Non-Migrant No Member 8/18/2025
Jessica Davis Principal Hispanic Non-Migrant Yes Principal 8/18/2025
Kara Jansen Parent White Non-Migrant No Member 8/18/2025
Lisette Perez Parent Hispanic Non-Migrant No Member 8/18/2025
Kimberly Doriety Teachers White Non-Migrant Yes SAC Chair 9/8/2025 9/8/2026
GroupNumber%
Community/Business225.0
Non-instructional Staff112.5
Parent337.5
Principal112.5
Students (required for HS; optional for MS)00.0
Teachers112.5
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 337.5
Non-District Employee 562.5
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
Black00.08.9
Hispanic457.159.8
Others114.38.7
White228.622.6
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