School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
ELA- K-2 I-Ready Proficiency- Kindergarten 70-74% First Grade- 56-42% Second Grade 47-52% Star-Decrease in K/1 and increase by 6 in 2nd grade Grades 3-5 3rd Grade- Decrease b 7 49%-45% 4th & 5th Grade-Increase from 45%-51% 41%51% 1st and 3rd Grade Performance Greatest Areas of Concern
K-2 Primary Math- 1st Grade Showed Greatest Area of Concern 3rd and 4th showed slight decreases 5th Increased Proficiency by 10% from 57%-67%
5th Grade Science Increased Proficiency by 7% ESE Students increased by 28% from 6%-33%
Which data component showed the most improvement? What new actions did your school take in this area?
5th Grade data showed the most improvement: Consistent collaborative planning surrounding content, new actions taken included: Learning Gains PD with 5th Grade Team, strategic professional development for 5th grade students around course selection, impact of FAST assessments, and middle school course selections 3rd-5th Grade Advanced ELA showed gains of : 3rd- 8, 4th 5, and 5th, 14, 3rd and 5th Advanced Math Comparative Gains- 3rd Grade 13%, 5th Grade 20%, Implemented Curriculum Maps and adjustments for advanced courses, collaborative planning with coaches, and ongoing support regarding different assignments and expectations for advanced course classes
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Third Grade ELA overall proficiency and ELA Learning Gains of Low 25% - third grade was understaffed, core instruction was delivered, however significant needs of phonics in the grade level, upcoming school year will provide Fundations within the core. ELA Learning Gains of Low 25%- grouping and support of students needs better monitoring with ongoing meeting with ESE teachers, and adjusting grouping/scheduling of students - groupings last year within ESE students for ELA had broad range of performance
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
1st Grade ELA and Math Performance, 3rd Grade ELA and Math Performance, Primary Grade ESE performance, factors contributing to performance- increased number of LY students coming into 1st grade, gap between instruction planned for and student interaction with new content, while Fundation Skills were a priority in primary classrooms, opportunities for students to develop vocabulary, language, and background knowledge need to be an area of focus. 3rd Grade- Understaffed for the majority of the school year, with 6 classes combined into 5 classes
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.
1st grade performance showed a significant decline, ESE performance in kindergarten varied greatly, ESE teacher in primary grades was out on FMLA with intermittent sub, additionally ESE teachers were not trained in Fundations. 3rd Grade ELA had a large gap compared to state performance as well as 1st grade STAR performance
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Increasing Reading Proficiency in Areas under 50%- indicated as a RAISE School Increasing Reading Low 25% Increasing Math Overall Proficiency Supporting ELL students to decrease the achievement gap- increasing reading writing/listening and speaking across all content areas Supporting and differentiating ESE instruction to decrease the achievement gap

SIP - Areas of Focus

Creating personal and academic success for every student, every day.
To ensure our students meet or exceed grade level expectations by making academic gains each year while engaging our students in differentiated , rigorous, and high interest learning activities based on standards and data driven decisions.
Palmetto will increase reading proficiency from 56% to 60% by June 2, 2025 as measured by FAST (3-5) and STAR (K-2) assessments.
(View Marzano Model)
Helping students process new content. Teacher systematically engages student groups in process and generating conclusions about new content.
Action #1
Action Steps to implement evidence-based strategy:
Collaborative planning focused on conversations supporting the processing of new content.
Person Responsible:
Tiffany Wind, Kacee Farrar, Literacy Coach Diane Lynch, teachers, and teacher mentors
Progress Monitoring Evidence:
Observations of planning will include discussions of student performance, including progress of student knowledge of standards. Classroom observations aligned for the processing of new content and will demonstrate students engaged in reading, writing, listening, and speaking about what students are reading.
Action #2
Action Steps to implement evidence-based strategy:
Professional learning supporting teachers ability to process new content, differentiated to support SWD and ESE students.
Person Responsible:
Tiffany Wind, Kacee Farrar, Literacy Coach Diane Lynch, Science Coach Katie Miano,teachers, and teacher mentors, Kristen Rowlands, Monica Delavega, Kathy Rowan, and instructional staff
Progress Monitoring Evidence:
Data collection from FTEM observations including FTEM rating, frequency, and comments related to processing new content. Monitoring the effectiveness of the implementation of the professional learning, feedback surveys with staff, and evidence of students processing new content.
Action #3
Action Steps to implement evidence-based strategy:
Staff will monitor iReady lessons weekly and adjust instruction in small groups based on data.
Person Responsible:
Tiffany Wind, Kacee Farrar, Literacy Coach Diane Lynch, and all instructional staff
Progress Monitoring Evidence:
Monitoring of iReady weekly pass rates of at least 80% or higher weekly, including classroom scoreboards and school-wide scoreboards.
Action #4
Action Steps to implement evidence-based strategy:
Grade levels will meet monthly with school leadership to review all students with Tier 2 and Tier 3 SSPs and make adjustments to interventions based on documented intervention assessment data, as well as determine if any additional students need an SSP to be implemented, all with the goal of increasing student ELA proficiency through targeted interventions.
Person Responsible:
Tiffany Wind, Kacee Farrar, Literacy Coach Dian Lynch, Reading Resource Teachers, and all instructional staff
Progress Monitoring Evidence:
Monitor progress of students in tiered interventions by looking at weekly pass rates of 80% higher, FAST ELA and Star Reading Data.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131254282Reading Resource Teacher0.90$64,696.69
Title I Part A5100131254282Reading Resource Teacher0.90$78,554.35
Title I Part A5100131254282Part Time Reading Resource Teacher0.40$47,972.75
Title I Part A5100151254282ELL Tutor, Spanish1.00$54,901.84
Palmetto will increase math proficiency from 62% to 70% by June 2, 2025 as measured by FAST (3-5) and STAR (K-2) assessments.
(View Marzano Model)
Helping students process new content. Teacher systematically engages student groups i process and generating conclusions about new content.
Action #1
Action Steps to implement evidence-based strategy:
Collaborative planning focused on conversations supporting the processing of new content.
Person Responsible:
Tiffany Wind, Kacee Farrar, Math Coach Katie Miano, teachers, and teacher mentors
Progress Monitoring Evidence:
Observations of planning will include discussions of student performance, including progress of student knowledge of standards. Classroom observations aligned for the processing of new content and will demonstrate students engaged in reading, writing, listening, and speaking about what students are reading.
Action #2
Action Steps to implement evidence-based strategy:
Professional learning supporting teachers ability to process new content, differentiated to support SWD and ESE students.
Person Responsible:
Tiffany Wind, Kacee Farrar, Literacy Coach Diane Lynch, Science Coach Katie Miano,teachers, and teacher mentors, Kristen Rowlands, Monica Delavega, Kathy Rowan, and instructional staff
Progress Monitoring Evidence:
Data collection from FTEM observations including FTEM rating, frequency, and comments related to processing new content. Monitoring the effectiveness of the implementation of the professional learning, feedback surveys with staff, and evidence of students processing new content.
Action #3
Action Steps to implement evidence-based strategy:
Aleks will be implemented to support reteaching.
Person Responsible:
Math Coach Katie Miano
Progress Monitoring Evidence:
Monitoring % rates of passed lessons on Aleks with school tracking.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131254282Math Coach1.00$86,231.28
Palmetto will increase science proficiency from 68% to 71% by June 2, 2025 as measured by NGSSS.
(View Marzano Model)
Identifying critical content from the standards. Teacher uses the progression of standards-based learning targets to identify accurate critical content during a lesson or part of a lesson.
Action #1
Action Steps to implement evidence-based strategy:
Collaborative planning with identification of critical content.
Person Responsible:
Tiffany Wind, Kacee Farrar, Math/Science Coach Katie Miano
Progress Monitoring Evidence:
Observations of planning will include discussions of student performance, including progress of student knowledge of standards. Classroom observations aligned for the purpose of identifying critical content and will demonstrate students engaged in reading, writing, listening, and speaking about what students are reading.
Action #2
Action Steps to implement evidence-based strategy:
Progress Learning
Person Responsible:
Tiffany Wind, Kacee Farrar, Math/Science Coach Katie Miano
Progress Monitoring Evidence:
5th Grade students work toward earning Galaxy Stars through the Progress Learning Platform, Science Coach will develop visual monitoring board for students.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131254282Science Coach0.20$21,557.82
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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Palmetto elementary will retain at least 80% of staff (effective/highly effective) by allowing 100% of staff to participate in leadership activities.
(View Marzano Model)
Promoting teacher leadership and collaboration.
Action #1
Action Steps to implement evidence-based strategy:
Professional learning opportunities around processing new content
Person Responsible:
Tiffany Wind, Kacee Farrar, Instructional Coaches, instructional staff
Progress Monitoring Evidence:
Classroom observations, Staff Survey, Evidence of implementation in collaborative planning/lesson plans
Action #2
Action Steps to implement evidence-based strategy:
Parent involvement
Person Responsible:
Tiffany Wind, Kacee Farrar, instructional staff
Progress Monitoring Evidence:
Title 1 documents and sign in sheets, utilizing tracking the % of student/teacher attendance.
Action #3
Action Steps to implement evidence-based strategy:
Action teams
Person Responsible:
Tiffany Wind, Kacee Farrar
Progress Monitoring Evidence:
Observation of year at a glance and successful completion of their action team goals.
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
PLE-FY25 Title I Use of Funds 12-5-24 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.

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. https://www.collierschools.com/ple

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. https://www.collierschools.com/ple

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))

No response.

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.