Planning for School Improvement

Estates Elementary School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Over 90% of 3rd-5th grade advanced students were proficient. We had a large increase of ELL students in grades 3rd-5th which impacted proficiency when compared to FY23.
All grade levels showed an increase in percent proficient when compared to FY23.
Similar to ELA, we had a huge increase in the number of ELL students. Since the science assessment is largely reading, this increase of ELL students impacted our proficiency with that subgroup.
Which data component showed the most improvement? What new actions did your school take in this area?
4th grade ELA and Math showed a large increase in percent proficient compared to FY23. 2nd grade math was 77% proficient compared to district at 63%.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
3rd grade reading was an area of concern. There was a lot of teacher turn over in this grade level. One LTGT and one resignation and each taught two blocks of ELA.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
3rd grade reading was an area of concern. There was a lot of teacher turn over in this grade level. One LTGT and one resignation and each taught two blocks of ELA.
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 ELA was 1% below the state average. We were above the state in all other areas.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
3rd grade ELA 5th grade science

SIP - Areas of Focus

Preparing engaged, enriched, and successful students for the world of tomorrow.
Working together with the community open-mindedly to develop a positive, nurturing environment, and responsible and respectful citizens who are lifelong learners dedicated to productivity within a global society.
If teachers plan and deliver standards-based instruction using district resources and questions to help students elaborate on content, then our ELA proficiency will increase from 66.4% to 70%Reading Proficiency.
(View Marzano Model)
Using Questions to Help Students Elaborate on Content
Action #1
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will design and/or provide tasks that require students to use evidence from the text to demonstrate understanding of central ideas and support their claims and conclusions about the text.
Person Responsible:
Teachers, Literacy Coach, Administration
Progress Monitoring Evidence:
Monitoring of collaborative planning and submitted lesson plans to ensure grade level monthly common tasks align to tasks/activities that will require students to use evidence from text to demonstrate understanding.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lesson to include a sequence of increasingly complex questions as it relates to the ELA benchmark.
Person Responsible:
Teachers, Literacy Coach
Progress Monitoring Evidence:
Monitor grade level monthly common task that will be require students to use evidence from text to demonstrate understanding.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement strategies and require students to use evidence from the text to demonstrate understanding and support their inference and conclusions.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Monitor grade level monthly common task that will be require students to use evidence from text to demonstrate understanding.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131254282Resource Teacher2.90$291,175.51
Title I Part A5100151254282Academic Tutor2.00$104,050.71
Title I Part A6150510254282Materials to be used for parent trainings $3,350.66
Title I Part A6150390254282Printing Services for parent communications $500.00
Title I Part A6150519254282Technology Supplies for parent communications. Ink $500.00
If teachers plan and deliver standards-based instruction using district resources and questions to help student elaborate on content, then our math proficiency will increase from 72.5% to 75%.
(View Marzano Model)
Using Questions to Help Student Elaborate on Content
Action #1
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will design lessons that encourage students to talk about each other's thinking.
Person Responsible:
Teachers, Math Coach, Administration
Progress Monitoring Evidence:
Monitor questions in teachers' lesson plans/PowerPoints and discussions during collaborative planning that ask students to talk about their thinking during Be Curious in McGraw math lesson.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lesson and strategies aligned to help students explain their thinking when responding.
Person Responsible:
Teachers, Math Coach
Progress Monitoring Evidence:
Monitor questions in teachers' lesson plans/PowerPoints and discussions during collaborative planning that ask students to explain their thinking during Pose the Problem in McGraw math lesson.
Action #3
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will plan questions that prompt students to share their developing thinking about mathematical problems and practices.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Monitor questions in teachers' lesson plans/PowerPoints and discussions during collaborative planning that pose questions that prompt students to share their thinking during Activity Based Exploration in McGraw math lesson.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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If teachers plan and deliver standards-based instruction using district resources and questions to help students elaborate on content, then proficiency for students in 5th grade will increase from 60.6% to 65%.
(View Marzano Model)
Using Questions to Help Students Elaborate on Content
Action #1
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lesson and model the process of using evidence to support elaboration
Person Responsible:
Teachers, Science Coach, Administration
Progress Monitoring Evidence:
Monitor teachers' lesson plans/PowerPoints and collaborative planning discussions for their steps to model the process for using evidence to support elaboration.
Action #2
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will develop questions to ask students to provide evidence for their elaborations.
Person Responsible:
Teachers, Science Coach
Progress Monitoring Evidence:
Monitor teachers' lesson plans/PowerPoints and collaborative planning discussions for their questions that require students to provide evidence for their elaborations
Action #3
Action Steps to implement evidence-based strategy:
Teachers will plan and model implementation of appropriate wait time when questioning.
Person Responsible:
Teachers
Progress Monitoring Evidence:
We will observe for appropriate wait time when observing teachers and leaving written feedback.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131254282Science Coach1.00$118,776.58
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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We will enhance our positive school culture and environment by decreasing the number of major referrals by 5% (190 in FY24 to 180 in FY25)
(View Marzano Model)
Establishing and Maintaining Effective Relationships in a Student Centered Classroom
Action #1
Action Steps to implement evidence-based strategy:
Staff will write positive referrals.
Person Responsible:
Teachers, Non-Instructional Staff
Progress Monitoring Evidence:
As a collective staff we will write 1,000 or more positive referrals throughout the school year. These numbers are tracked by our PBIS committee that meets monthly. We highlight our three staff members who are "Positive Behavior Rock stars" who wrote the most that month. Their names are shared on the PBIS meeting agenda and in the principal's weekly staff kudos email: Here’s to Our Peers.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will compliment students regarding academic and personal accomplishments.
Person Responsible:
Classroom Teachers
Progress Monitoring Evidence:
Each teacher will hold parent conferences as one of their contractually required nights.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will use nonverbal signals (e.g. smile, nod, high five, pat on shoulder, thumbs up, fist bump, silent applause, eye contact, etc.)
Person Responsible:
Classroom Teachers
Progress Monitoring Evidence:
Students will choose how they want to be greeted each day by their teachers. It is the expectation that teachers greet every child at the door every morning. Administration circulates to monitor this practice daily.
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
EES-FY25 Title I Use of Funds 11-5-24 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.
School website- https://www.collierschools.com/EES SIP is shared, reviewed, and adjusted at SAC and faculty meetings. Students set and track goals based on the results on state Progress Monitoring Assessments. 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. School website- https://www.collierschools.com/EES Parents are invited to school-wide events such as "Meet the Teacher" and parent conferences. Teachers communicate with families on a monthly basis for those who are in the Multi Tiered Support System to review progress. Parents are invited to attend IEP meetings for those who are identified as students with disabilities. A weekly newsletter called the "Panther Corner" provides curriculum and school-wide updates. School marquee, social media posts, and school-wide celebrations keep parents informed.
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))
School-wide deliberate practice element- Using Questions to Help Students Elaborate on Content will be reflected in weekly lesson plans. Morning Math Club Morning Reading Club Gifted Endorsed teachers to provide accelerated activities. Reading Endorsed teachers to provide comprehensive reading strategies. ESE and ELL Endorsed teachers to provide support in classrooms.
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

No reponse.