School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
When looking at all students cohort data in grades 3-5 we decreased proficiency by 9%. Our K-2 STAR data is showing an increase of 9% in proficiency from last year. Highest gains yet with 63%, and lowest 25% making gains 57%.
Continue to make gains each year, met our SIP goal to have 66% proficiency. K-2 STAR math was up 4% from last year when looking at proficiency.
Highest proficiency score at HCE, 66%!
Continued focus to integrate ELA benchmarks across content areas. Use of new social studies curriculum with fidelity in SY25.
Which data component showed the most improvement? What new actions did your school take in this area?
The data component that showed the most improvement was our science proficiency. In SY23 at HCE, 53% of the students were meeting standards. In SY 24, 64.6% of our students were meeting standards. During the SY24 school year, we had a veteran teacher teaching all three blocks of science. This teacher worked alongside our .5 science coach to plan and implement engaging, hands-on science lessons. During the school year, the students created standards derived word walls for each unit taught.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
When looking at our cohort data for all students, in FY23 HCE had 55% of students meeting standards and in FY24, HCE had 46% of students meeting standards. When looking at data used to calculate school grades, in FY23 53% of students were proficient (level 3 or higher) and in FY24 51% of students were proficient. When looking at learning gains, in both fourth and fifth grades, students who scored a level 1 the previous year, remained a level 1. After reviewing end of year iReady Data, 15% of students were still more than two grade levels below in phonics. As a result, students are not able to comprehend text when they spend a majority of their time decoding each word. A trend that emerged between grade levels is that many of our students did not have the opportunity to engage in meaningful discourse supported by the teacher. During collaborative planning, benchmarks and collaborative opportunities were discussed, yet during lessons the critical content was not clearly identifiable. Another trend we identified was that differentiation was not implemented with fidelity.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
In FY23, 30% of our ESE students were meeting ELA standards, in FY24, this number dropped to 29%. Our SIP goal was to have at least 42% of our ESE students meet ELA standards, but we decreased our number from the previous year by 1%. In fourth grade 11% of students met proficiency and in fifth grade we had 37%. During the SY24 school year, our ESE teachers had been used to sharing students across grade levels, as had been the practice for many years. This model, prevented them from participating in collaborative planning and effectively planning for a wide range of grade levels and subjects. Our teachers struggled to move our lowest students in both 4th and 5th grade, the number of students who came in on a level 1 remained the same at the end of the school year, with no increase in levels.
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.
The data component that had the greatest gap when compared to the state average was our third grade reading. The state average was 55% for all students and HCE had 41.4% of all students proficient. During the SY23 school year, all members of the third grade team left HCE, at which time we had to staff the grade with all new to third grade teachers. So planning was focused on the "what" and not necessarily the "how". Of the 58 students, 11 of them were new to the country and did not speak English. In addition to this they were a low cohort historically, in 2nd grade 57% of the students scored below the 40th percentile.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. ELA Proficiency Grades 3-5 2. ESE ELA Proficiency Grades 3-5 3. Lowest 25% Proficiency in ELA 4. Continue Reading incentives school wide and continue data tracking of reading goals 5. Professional Development focused on ELA

SIP - Areas of Focus

As Otters, our vision is to guide and motivate students to reach their greatest academic and leadership potential, both in and out of the classroom.
At Herbert Cambridge Elementary, we are passionate about inspiring leadership skills, embracing strong family relationships, and fostering a supportive community.
By May 2025, all grade levels will increase Reading proficiency by 3% and Kindergarten will be at or above 50% proficiency.
(View Marzano Model)
Identifying Critical Content
Action #1
Action Steps to implement evidence-based strategy:
To build a culture of reading at HCE, administration will establish guidelines, procedures, and expectations for school wide reading initiatives. The implementation of nightly reading logs K-5, Accelerated Reader Quarterly Challenges, and student data tracking in leadership notebooks.
Person Responsible:
Sarah Barber, Dawn Jones, Classroom Teachers, Amy Pike, Jackie Lippold
Progress Monitoring Evidence:
Student Leadership Notebooks Classroom and School-wide Scoreboards Accelerated Reader Reports Media Circulation Numbers
Action #2
Action Steps to implement evidence-based strategy:
During weekly collaborative planning facilitated by our literacy coach, teachers will identify the critical content of their upcoming lessons and discuss ways to relay success criteria to their students in digestible bites.
Person Responsible:
Sarah Barber, Jackie Lippold, Classroom teachers, Dawn Jones
Progress Monitoring Evidence:
FTEM evaluations End of unit Module assessment scores FAST test scores Exit tickets
Action #3
Action Steps to implement evidence-based strategy:
Mentorship program for students in the lowest 25% in ELA in fourth and fifth grade. Resource teacher will also provide a morning intervention program for these students.
Person Responsible:
Sarah Barber, Jackie Lippold, Linsay King, Mentor Staff
Progress Monitoring Evidence:
Meeting log of mentors and mentees, and monitoring of student progress.
Action #4
Action Steps to implement evidence-based strategy:
Students will track streaks (lessons passed in a row) in iReady.
Person Responsible:
Sarah Barber, Jackie Lippold, Classroom Teachers
Progress Monitoring Evidence:
Celebrating streaks weekly and monitoring pass rates with weekly iReady data email.
Action #5
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to students Identifying Critical Content at the taxonomy level of the benchmark.
Person Responsible:
Classroom Teachers, ESE Teachers, Resource Staff
Progress Monitoring Evidence:
Weekly swoops of classrooms, feedback formally and informally
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131Title 1 Basic/254282Teacher Resource Supporting Tier 3 Interventions0.50$52,863.88
Title I Part A5100519Title 1 Basic/254282Purchase headphones to support students when using online programs $2,318.00
Title I Part A5100519Title 1 Basic/254282Kagan Collaborative Materials/Manipulatives $548.52
Title I Part A5100519Title 1 Basic/254282Technology supplies to support classroom instruction: ink cartridges $900.00
Title I Part A7730330Title 1 Basic/254282Two administrators attend FASA Discover 25' conference dates TBD, @ $ 1,533.00 pp $3,066.00
Title I Part A6150390Title 1 Basic/254282Printing services for Foundations parent packets for each unit $709.96
Title I Part A6150510Title 1 Basic/254282Refreshments and supplies for parent trainings $772.75
By May 2025, our students in grades 3-5 at Herbert Cambridge will go from 67% to 70% proficient on the F.A.S.T. Math assessment.
(View Marzano Model)
Identifying Critical Content
Action #1
Action Steps to implement evidence-based strategy:
100% of students in grades 4 & 5 and advanced students in grade 3 will complete their ALEKS pie by the end of the year.
Person Responsible:
Dawn Jones, Christine Brady, Classroom Teachers
Progress Monitoring Evidence:
Monday report usage in weekly email from Mrs. Jones, brag tags for each completion of pie topic, final pie party for students who complete their entire pie
Action #2
Action Steps to implement evidence-based strategy:
During weekly collaborative planning facilitated by our math coach, teachers will identify the critical content of their upcoming lessons and discuss ways to relay success criteria to their students in digestible bites.
Person Responsible:
Sarah Barber, Dawn Jones, Christine Brady
Progress Monitoring Evidence:
FTEM evaluations, Unit assessment scores, FAST test scores
Action #3
Action Steps to implement evidence-based strategy:
Teachers will participate in instructional rounds during math instruction to highlight best practices, engagement, assessments, and classroom management.
Person Responsible:
Sarah Barber, Dawn Jones, Christine Brady, Classroom Teachers
Progress Monitoring Evidence:
Instructional Round Schedule, Instructional Walkthrough Tool, Debrief Notes and follow-up with action plan
Action #4
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to students Identifying Critical Content at the taxonomy level of the benchmark.
Person Responsible:
Classroom teachers, ESE teachers, Resource Teachers
Progress Monitoring Evidence:
Weekly swoops of classrooms, feedback informally and formally
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131Title 1 Basic/254282Content Area Coach Math1.00$113,240.95
Title I Part A6400754Title 1 Basic/254282Guest teachers for instructional rounds and professional development initiatives $2,240.00
By May 2025, our students in grade 5 at Herbert Cambridge will go from 66% to 69% proficient on the NGSSS Science Assessment.
(View Marzano Model)
Identifying Critical Content
Action #1
Action Steps to implement evidence-based strategy:
Purposefully planning for activity based lessons and focused questions using the 5E model to be implemented to increase student-centered learning.
Person Responsible:
Sarah Barber, Dawn Jones, Megan Snyder
Progress Monitoring Evidence:
Collaborative planning, class observations, student engagement and unit assessment data
Action #2
Action Steps to implement evidence-based strategy:
Implement content specific word walls, by unit, with student evidence. Integration of ELL word walls to help our LY/LF students.
Person Responsible:
Sarah Barber, Dawn Jones, Megan Snyder
Progress Monitoring Evidence:
Use of word walls by students, class observations, student engagement
Action #3
Action Steps to implement evidence-based strategy:
Hands on science labs for students to apply classroom knowledge to abstract concepts
Person Responsible:
Sarah Barber, Dawn Jones, Megan Snyder
Progress Monitoring Evidence:
science lab schedule, classroom observations, collaborative planning, and monitoring of student assessment data
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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By May 2025, we will decrease our number of major referrals by 5% from 130 to 123.
(View Marzano Model)
Establishing and Maintaining Effective Relationships
Action #1
Action Steps to implement evidence-based strategy:
Continue a focus on positive reinforcement through writing positive referrals.
Person Responsible:
Sarah Barber, Dawn Jones, Cara Denny, staff
Progress Monitoring Evidence:
Monthly tracking of positive referrals written at faculty meetings, Announcement of positive referrals on morning news, Students sign the wall of awesome, announcement of progress towards goal at student school-wide celebrations
Action #2
Action Steps to implement evidence-based strategy:
Hats off to you incentive, students will receive cards indicating positive behaviors. Administration will make phone calls home to their families.
Person Responsible:
All staff
Progress Monitoring Evidence:
Hats Off to You board celebrating students who receive cards
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Schoolwide Program Plan (SWP) Requirements

This section must be completed if the school is implementing a Title I, Part A SWP and opts to use the SIP to satisfy the requirements of the SWP plan, as outlined in the ESSA, Public Law No. 114-95, § 1114(b). This section is not required for non-Title I schools.

Budget Document Uploads

File NameUpload Date
HCE-FY25 Title I Use of Funds 11-14-24 Sal Inc.xlsx 01/07/2025
1.

Provide the methods for dissemination of this SIP, UniSIG budget and SWP to stakeholders (e.g., students, families, school staff and leadership and local businesses and organizations). Please articulate a plan or protocol for how this SIP and progress will be shared and disseminated and to the extent practicable, provided in a language a parent can understand. (ESSA 1114(b)(4))

List the school's webpage* where the SIP is made publicly available.
* A webpage is not sufficient as the sole method of dissemination.

The School Improvement Plan will be shared with students, families, school staff, local business and organizations through presentations at staff meetings, parent meetings, SAC, and on our website (https://www.collierschools.com/HCE). A summary page will be developed to share in a format that is easily understandable for someone outside of the field of education. We will share our SIP goals with families in our monthly Otter Observer and ways to help their students. Our school wide goals will follow in line with our SIP and those are shared regularly with students, staff, families and community members. The SIP is shared with SAC for input and updates are provided quarterly. It is also posted on the school’s website and a copy is 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 is sent home to all parents in understandable format and translated, in a language the parents can understand. The Parent and Family Engagement plan is posted on the school website and shared via social media. We are open to meeting with parents and answering any questions they have and will also conduct events to allow for parents to be more involved and engaged in school-wide events. Parents will participate in conferences to become more engaged and involved with their child’s academic and leadership successes utilizing student leadership binders. These events will focus on a variety of academic areas and share strategies to help their children at home. Translation in Spanish and Creole are provided for every meeting, training, event, flyer, and dialer/text. The complete Parent Engagement Plan can be found at https://www.collierschools.com/HCE.

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))

ELA: We have identified several areas in ELA that, when implemented with fidelity and schoolwide vision, will help strengthen student performance. In ELA we have pinpointed a need to incorporate the Marzano element of critical content into the curriculum in order for teachers to convey success criteria clearly to their students. Further, students will track their own progress, set goals with the support of teachers and staff members (administrators, counselor, and coaches) and celebrate both short-term and long-term goals. In addition, students 3-5 have been homogeneously grouped for math, ELA and 5th grade Science, based on last year's performance data as evidenced by the FAST assessment, and the advanced curriculum is being planned for and implemented by the teachers, with the support of the coaches. Math: In math we are looking to increase teacher content knowledge through weekly collaborative planning sessions with our math coach. Additionally, teachers will track FAST Data, formative assessment, and Aleks. This data will be disseminated at PLCs, weekly planning sessions and utilized to plan for instruction that can provide targeted support to all students. Our teachers working with Students with Disabilities will attend all collaborative planning sessions to engage in conversations with classroom teachers to discuss growth on given goals and use this data in discussions with students. Each ESE teacher is responsible for three grade levels allowing them a more narrow focus.

4.

If appropriate and applicable, describe how this plan is developed in coordination and integration with other Federal, State, and local services, resources and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing CSI or TSI activities under section 1111(d). (ESSA 1114(b)(5))

Collier County Schools provide a systematic and strategic approach to providing services through the District Strategic Plan and the K-12 Comprehensive Reading Plan. The goals and objectives of each program and department are aligned with these overarching district plans. Title I Parts A, C, D, UniSIG, Title II, Part A, and Title IV are managed out of the same department. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently coordinated. Informal communications and monthly administrative meetings are held to discuss program needs, issues, and coordinate efforts. Leadership staff of the Title I Parts A, C, D, Title II, Title III, Title IV, Head Start/VPK, and Title IX programs meet monthly to coordinate efforts and receive joint staff development for improving their services. Teaching & Learning (T&L) department meetings include academic program coordinators, including IDEA, and Head Start. Title IX, LEA, Title I Parts A and C coordinate services to identify and assist homeless children, assist with registration, and provide support services. Title I and District jointly fund the Homeless Liaison to support homeless students in all schools. Title I Parts A and C and Title III funds are coordinated to provide at-risk students with supplemental instructional support and resources. Title II, Part A and IDEA fund exam reimbursements to ensure staff meet certification requirements.

CSI, TSI and ATSI Resource Review

Describe the process to review school improvement funding allocations and ensure resources are allocated based on needs. This section must be completed if the school is identified as ATSI, TSI or CSI in addition to completing an Area(s) of Focus identifying interventions and activities within the SIP (ESSA 1111(d)(1)(B)(4) and (d)(2)(C).

No response.

Reading Achievement Initiative for Scholastic Excellence (RAISE)

For the 2024-2025 school year, the criteria includes schools with students in grades three through five where 50 percent or more of its students, in any grade level, score below a level 3 on the most recent statewide English Language Arts (ELA) assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system pursuant to s. 1008.25(9), F.S., shows that 50 percent or more of the students are not on track to pass the statewide, standardized grade 3 ELA assessment for any grade level kindergarten through grade 3; and at least 10 students must be present for both the second and third full-time equivalent (FTE) survey periods and must be enrolled at the time of the statewide, standardized testing.

Include a description of your Area of Focus (Instructional Practice specifically relating to Reading/ELA) for each grade below, how it affects student learning in literacy, and a rationale that explains how it was identified as a critical need from the data reviewed. Data that should be used to determine the critical need should include, at a minimum:

  • The percentage of students below Level 3 on the 2023−2024 statewide, standardized ELA assessment. Identification criteria must include each grade that has 50 percent or more students scoring below Level 3 in grades 3-5 on the statewide, standardized ELA assessment.
  • The percentage of students in kindergarten through grade 3, based on 2023−2024 coordinated screening and progress monitoring system data, who are not on track to score Level 3 or above on the statewide, standardized ELA assessment.
  • Other forms of data that should be considered: formative, progress monitoring and diagnostic assessment data.
1.

Grades K-2: Instructional Practice specifically relating to Reading/ELA

No reponse.
2.

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

During the 2023-2024 school year 57% of third grade students scored below the 40th percentile according to PM 3. Our students are coming in deficient in foundational skills, phonics and vocabulary according to the iReady Diagnostic. Without these important skills students are not able to achieve proficiency and reading comprehension. Teachers will participate in weekly collaborative planning meetings to strengthen core instruction and discuss formative assessments. During the 2023-2024 school year 59% of fourth grade students scored below the 40th percentile according to PM 3. Our students are coming in deficient in foundational skills, phonics and vocabulary according to the iReady Diagnostic. Without these important skills students are not able to achieve proficiency and reading comprehension. Teacher will participate in weekly collaborative planning meetings to strengthen core instruction and discuss formative assessments.