Planning for School Improvement

Estates 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?
PM2 CNA for Title I- Our level 2 students are very close to proficiency based on PM2. 3rd Grade: Level 2: 21% (37 students) -17 kids are 5 scale score points or less from a 3. - 14 kids are 6-10 scale score points from a 3. 4th Grade: Level 2: 27.6% (53 students) -25 kids are 5 scale score points or less from a 3. -20 kids are 6-10 scale score points from a 3. 5th Grade: -Level 2: 21% (37 students) -17 kids are 5 scale score points or less from a 3. -14 kids are 6-10 scale score points from a 3. PM3- Our focus on three point bubble students was successful and resulted in our highest proficiency in school history. Our students in the lowest 25% struggled to make gains.
PM2 CNA for Title I-Our level 2 students are very close to proficiency based on PM2. 3rd PM2 Math: 38.4% proficient Level 2: 41.9% (72 students) • 34 kids are 5 scale score points or less from a 3 • 25 kids are 6-10 scale score points from a 3 4th PM 2 Math: 29.4% proficient Level 2: 29.9% (56 students) • 29 students are 5 scale score points or less from a 3 • 20 students are 6-10 scale score points from a 3 5th PM2 Math: 36.6% proficient Level 2: 38.3% (67 students) • 27 students are 5 scale score points or less from a 3 • 30 students are 6-10 scale score points from a 3. PM3- Our focus on three point bubble students was successful and resulted in a 2% increase from 23-24 and a 7% increase from 22-23. Our students in the lowest 25% struggled to make gains.
PM2 CNA for Title I-On QB3EES 5th graders matched the district average of 68%. EES 5th graders consistently scored above the district on DARTS assessments PM3- Our investment in a full time science coach and use of Progress Learning resulted in our highest proficiency in school history.
Which data component showed the most improvement? What new actions did your school take in this area?
PM2 CNA for Title I-Our 3rd grade ELA data showed the most improvement. FY24 ELA PM2 was 48% proficient, and FY25 ELA PM2 data was 60%. We made staffing adjustments to strengthen the team, lessons plans, and instruction, and focused on our school wide focus of questions. We also changed the person in the role of literacy coach. PM3- Our overall ELA achievement increased by 12% which was the highest in school history. Our science achievement approved by 13% which was the highest in school history. We had a change to our literacy coach, we used iReady magnetic lessons, and incorporated the BEST texts that were released from the state.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
PM2 CNA for Title I-4th grade ELA proficiency was a concern in PM2. FY25 ELA was 45.3% (compared to 57% in FY24). Most of the concerns were from one of the eight classrooms. We made a teacher change immediately. PM3- Our lowest 25% in math decreased from 75% to 49%. Our morning math groups have historically helped target these students in smaller groups. The lack of attendance due to large number of bus riders and traffic jams on 60th Ave impacted the consistency. We are changing our morning math program to the plan that science used and worked.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
PM2 CNA for Title I-4th graders showed the biggest decline in ELA proficiency. ELA was 45.3% (compared to 57% in FY24). Most of the concerns were from one of the eight classrooms. We made a teacher change immediately. PM3- Our lowest 25% in math decreased from 75% to 49%. Our morning math groups have historically helped target these students in smaller groups. The lack of attendance due to large number of bus riders and traffic jams on 60th Ave impacted the consistency. We are changing our morning math program to the plan that science used and worked.
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.
PM2 CNA for Title I-4th grade ELA proficiency showed the greatest gap when compared to the state average on FY25 PM2. Although we were still above the state average, the gap was the closest compared to our other grade levels subjects that were also above the state average. The state average 43% and EES was 45%. PM3- We outperformed the state in all grade levels and subject areas.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
PM2 CNA for Title I-ELA achievement, Math achievement, Science achievement, Overall ELA Gains, Overall Math Gains (all school grade components) PM3- Gains of the lowest 25% in math, gains of the lowest 25% in ELA, overall ELA gains, overall math gains.

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 focus on the critical content, FY26 PM3 ELA gains of the lowest 25% will increase from 50% to 55%. Title I CNA- During FY25 PM2 3rd ELA proficiency will increase from 59.5% to 62%, 4th ELA proficiency will increase from: 45.3% proficient to 50%, and 5th ELA proficiency will increase from 53.4% proficient to 56%.
(View Marzano Model)
Identifying Critical Content from the Standards
Action #1
Action Steps to implement evidence-based strategy:
All instructional staff members will record a lesson of their choice by 10/31 and complete our video reflection tool which requires them to identify strategies used to collect evidence for student learning of the critical content and rate that element using the Marzano scale.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Submission of video reflection tool in folder in TEAMS
Action #2
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will share strategies to help students identify critical content that were used during video reflection activity.
Person Responsible:
Literacy coach and Teachers
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure strategies planned for align to Identifying Critical Content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Identifying Critical Content.
Person Responsible:
Literacy coach and Teachers
Progress Monitoring Evidence:
During FTEM observations, administration will rate and leave feedback for Identifying Critical Content and look for strategies shared during collaborative planning.
Action #4
Action Steps to implement evidence-based strategy:
During collaborative planning each following week, teachers will discuss common assessment that tracks student understanding of the critical content.
Person Responsible:
Literacy coach and Teachers
Progress Monitoring Evidence:
Mid-unit and end of unit data, exit tickets, FOCUS grades
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
If teachers plan and deliver standards-based instruction using district resources and focus on the critical content, FY26 PM3 math gains of the lowest 25% will increase from 49% to 55%. Title I CNA- During FY25 PM2 3rd math proficiency will increase from 38.4% to 40%, 4th math proficiency will increase from: 29.4% to 35% proficient, and 5th math proficiency will increase from 36.6% proficient to 40%.
(View Marzano Model)
Identifying Critical Content from the Standards
Action #1
Action Steps to implement evidence-based strategy:
All instructional staff members will record a lesson of their choice by 10/31 and complete our video reflection tool which requires them to identify strategies used to collect evidence for student learning of the critical content and rate that element using the Marzano scale.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Submission of video reflection tool in folder in TEAMS
Action #2
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will share strategies to help students identify critical content that were used during video reflection activity.
Person Responsible:
Math Coach and Teachers
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure strategies planned for align to Identifying Critical Content.
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Identifying Critical Content.
Person Responsible:
Math Coach and Teachers
Progress Monitoring Evidence:
During FTEM observations, administration will rate and leave feedback for Identifying Critical Content and look for strategies shared during collaborative planning.
Action #4
Action Steps to implement evidence-based strategy:
During collaborative planning each following week, teachers will discuss common assessment that tracks student understanding of the critical content.
Person Responsible:
Math Coach and Teachers
Progress Monitoring Evidence:
Mid-unit and end of unit data, exit tickets, FOCUS grades
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
If teachers plan and deliver standards-based instruction using district resources and focus on the critical content, then proficiency for students in 5th grade will increase from 73% to 75%.
(View Marzano Model)
Identifying Critical Content
Action #1
Action Steps to implement evidence-based strategy:
All instructional staff members will record a lesson of their choice by 10/31 and complete our video reflection tool which requires them to identify strategies used to collect evidence for student learning of the critical content and rate that element using the Marzano scale.
Person Responsible:
Teachers
Progress Monitoring Evidence:
Submission of video reflection tool in folder in TEAMS
Action #2
Action Steps to implement evidence-based strategy:
During collaborative planning, teachers will share strategies to help students identify critical content that were used during video reflection activity.
Person Responsible:
Science Coach and Teachers
Progress Monitoring Evidence:
Monitoring of Collaborative Planning and submitted lesson plans to ensure strategies planned for align to Identifying Critical Content
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to Identifying Critical Content.
Person Responsible:
Science Coach and Teachers
Progress Monitoring Evidence:
During FTEM observations, administration will rate and leave feedback for Identifying Critical Content and look for strategies shared during collaborative planning.
Action #4
Action Steps to implement evidence-based strategy:
During collaborative planning each following week, teachers will discuss common assessment that tracks student understanding of the critical content.
Person Responsible:
Science Coach and Teachers
Progress Monitoring Evidence:
Mid-concept and end of concept data, exit tickets, FOCUS grades
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!
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!
We will increase active participation in our student progression process (measured by answered phone calls and signed student progression letters) from 62% to 70%.
(View Marzano Model)
Using Formative Assessment to Track Data
Action #1
Action Steps to implement evidence-based strategy:
Create/maintain core data sheets by teacher.
Person Responsible:
Teachers and Assistant Principal
Progress Monitoring Evidence:
Monthly examining of core (student progression spreadsheet) data entry completion.
Action #2
Action Steps to implement evidence-based strategy:
Create quarterly student progression meeting schedule where teachers enter and examine data.
Person Responsible:
Teachers and Assistant Principal
Progress Monitoring Evidence:
Quarterly student progression schedule on calendar and invites to teachers.
Action #3
Action Steps to implement evidence-based strategy:
Track parent phone call and "letter signed and returned" column in core data sheets.
Person Responsible:
Teachers and Assistant Principal
Progress Monitoring Evidence:
Calculated percentage after each round of student progression.
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
EES - FY26 Use of Funds - Rev Alloc - 9-18-25 Amend 1.xlsx 09/25/2025
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- Identifying Critical 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 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

No reponse.
2.

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

No reponse.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Nyia Peeples Parent Black Non-Migrant No Member 8/19/2025 8/19/2026
Candida Harris Parent Hispanic Non-Migrant No Member 8/19/2025 8/19/2026
Genesis Jones Teachers Others Non-Migrant Yes Member 8/19/2025 8/19/2026
Chad Kish Community/Business White Non-Migrant No Member 8/19/2025 8/19/2026
Patricia Asencio Non-instructional Staff Hispanic Non-Migrant Yes SAC Chair 8/19/2025 8/19/2026
Jill Rexford Principal White Non-Migrant Yes Principal 8/19/2025 8/19/2026
Hansel Fernandez Parent Hispanic Non-Migrant No Member 8/19/2025 8/19/2026
GroupNumber%
Community/Business114.3
Non-instructional Staff114.3
Parent342.9
Principal114.3
Students (required for HS; optional for MS)00.0
Teachers114.3
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 342.9
Non-District Employee 457.1
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
Black116.713.9
Hispanic350.053.7
Others116.712.0
White116.720.3
Date & TimeTitleLocationUploaded Files
Tuesday, April 22, 2025 3:15 PMSAC April 2025 MeetingEES Room 3-111
Tuesday, August 26, 2025 3:15 PMSAC August 2025 MeetingEES Room 3-111
Tuesday, September 30, 2025 3:15 PMSAC September MeetingEES Room 3-111
Tuesday, October 28, 2025 3:15 PMSAC October MeetingEES Room 3-111
Tuesday, November 18, 2025 3:15 PMSAC November MeetingEES Room 3-111
Date

Existing Uploads

File Name
SAC Bylaws.pdf