Planning for School Improvement

Palmetto 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?
In ELA intermediate cohort proficiency increased at each grade level. School Graded 3rd grade ELA increased from 49% to 61%. All graded 4th grade cohort increased from 45%-52%, and 5th grade cohort increased from 51-52%. 2nd grade ESE subgroup showed the greatest decrease. Kindergarten showed conflicting scores between I-ready and Star Performance. All grade levels, showed increased in state reading assessments in the ELL subgroup.
In Math intermediate cohort proficiency increased at each grade level. 3rd grade improved from 49%-58%. 4th grade cohort improved from 49%-61%. 5th grade cohort improved from 54% to 78%. 2nd grade showed a slight decrease in overall performance with our ESE subgroup showing a decline.
Science showed an increase in state performance from 68%-73% overall improvement. ESE subgroup performance improved from 33%-56%. ELL subgroup performance
Which data component showed the most improvement? What new actions did your school take in this area?
Our combined math achievement for grades 3-5 improved by 9 percent. 5th grade performance continues to improve 66%-78%, with a solidified experienced team. 4th grade cohort improved from 49% (3rd Grade) to 61% (4th Grade). Math coach supported in classrooms of 2 new teachers, through coaching cycle. Shifts after quarter 2 included math coach pulling intervention groups. Third grade made schedules were adjusted after quarter 2 to allow math coach push in support into three classrooms, and adjustments of student schedules.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Overall, learning gains of ELA increased 1% from 65% to 66%. Math gains of low 25% increased by 1% from 66%-67% . Contributing factors include building new teacher capacity with curriculum, standards and focused support of tier 3 students. This shows an identifiable area of ELA monitoring of prior level 3's and high 2's to ensure that when overall proficiency is increasing, students on the edge of proficiency are more carefully monitored. When grade level data is separated there is a significant discrepancy between the learning gains of the low 25% in math when comparing 4th and 5th grade performance. Experience and content knowledge varies between the two teams, two brand new teachers on 4th grade team. Inconsistent monitoring of low 25% math performance during 24-25 school year, priority for the 25 school year.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Low 25% performance in math in 4th grade showed the greatest decline out of all of the areas of performance. Monitoring of 4th grade low 25% math performance was not a focused area of monitoring, structural systems of ongoing monitoring will be implemented for the upcoming year. DI Block monitoring and focus was in reading, and moving forward will be an area of focus for the upcoming school year. 2nd grade data overall, specifically related to ESE subgroup performance was another area of concern, which was effected by intermittent staffing both of classroom teachers and ESE teacher assigned to 2nd grade throughout the year.
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.
Highest gap for PLE is 3rd grade ELA proficiency. All students tested is 46%, 3rd grade students that counted for school grade proficiency was at 56% and the state average was 55%. Our greatest growth opportunity is increasing total third grade all tested proficiency and minimizing the gap. Contributing factors include increased need for earlier identification and support of students with reading deficiencies in primary grades, and strategic scheduling of ELL support for our LY students under two years, to ensure they are making gains at a rate equal to or greater than their peer groups. Additionally, primary STAR reading testing continues to perform under the 50% proficiency threshold. Contributing factors for primary data include teacher perceived expectations of student ability and need to better plan core instruction to support influx of ELL learners over time, as well as better scheduling of ELL tutors that yields a higher return on investment.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Increasing Reading Proficiency Increasing Math Proficiency Monitoring of Low 25% Math Students Supporting ELL students to decrease the achievement gap across all 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 61% to 65% by June 2, 2025 as measured by FAST (3-5) and STAR (K-2) assessments.
(View Marzano Model)
Marzano Element: Helping Students Elaborate on Content. When students elaborate on content, the go beyond what is initially learned. Elaboration strategies typically involve inferences that questions cue. Including: general inferential questions to predict, make informed decisions, draw conclusions. Elaborative questions that extend reasoned inference by requiring students to provide logical support and evidence for their conclusion, as well as developing question sequencing pats that follow: detail, category, elaboration, and evidence.
Action #1
Action Steps to implement evidence-based strategy:
Increase overall ELA proficiency through core instruction by 4% targeting collaborative planning focused on conversations supporting teacher development of questioning to have students elaborate on 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 using questions to help students elaborate on 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 plan through vertical articulation, content teams, grade level teams to develop and use questions to help students elaborate on content, differentiated to support SWD, EL and ESE students.
Person Responsible:
Tiffany Wind, Kacee Farrar, Literacy Coach Diane Lynch, Math Coach Francois Petruzzi ,teachers, and teacher mentors, Catherine Brylowski (Program Specialist) Kathy Roan (ELL contact)
Progress Monitoring Evidence:
Data collection from FTEM observations including FTEM rating, frequency, and comments related to preparing, developing and implementing the use of questioning to help students elaborate on content. Monitoring the effectiveness of the implementation of the professional learning, feedback surveys with staff, and evidence of student responses elaborating on content. *FTEM feedback will result in more qualitative responses within the element*
Action #3
Action Steps to implement evidence-based strategy:
Students will complete 45minutes of iReady lessons weekly and teachers will monitor their learning levels and success rates.
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 A5100131264282Reading Resource Teacher1.00$105,678.99
Title I Part A5100151264282Tutor, Spanish ELL1.00$61,074.18
Title I Part A5100151264282Tutor, Spanish ELL1.00$60,974.95
Palmetto will increase math proficiency from 71%-75% by June 2, 2025 as measured by FAST (3-5) and STAR (K-2) assessments.
(View Marzano Model)
Marzano Element: Helping Students Elaborate on Content. When students elaborate on content, the go beyond what is initially learned. Elaboration strategies typically involve inferences that questions cue. Including: general inferential questions to predict, make informed decisions, draw conclusions. Elaborative questions that extend reasoned inference by requiring students to provide logical support and evidence for their conclusion, as well as developing question sequencing pats that follow: detail, category, elaboration, and evidence.
Action #1
Action Steps to implement evidence-based strategy:
Increase overall Math proficiency through core instruction by 4% targeting collaborative planning focused on planning, developing and implementing the use of questions to have students elaborate on content.
Person Responsible:
Tiffany Wind, Kacee Farrar, Math Coach Francois Petruzzi, 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 use of questions to have students elaborate on content and will demonstrate students engaged in reading, writing, listening, and speaking about what students are learning in the mathematical content.
Action #2
Action Steps to implement evidence-based strategy:
Professional learning supporting teachers ability to plan, develop and implement questions to help students elaborate on content, differentiated to support SWD, EL and ESE students.
Person Responsible:
Tiffany Wind, Kacee Farrar, Literacy Coach Diane Lynch, Math Coach Francois Petruzzi ,teachers, and teacher mentors, Catherine Brylowski, Kathy Roan
Progress Monitoring Evidence:
Data collection from FTEM observations including FTEM rating, frequency, and comments related to use of questions to help students elaborate on content. Monitoring the effectiveness of the implementation of the professional learning, feedback surveys with staff, and evidence of the use of questions to help students elaborate on content
Action #3
Action Steps to implement evidence-based strategy:
Aleks will be implemented to support reteaching.
Person Responsible:
Math Coach Francois Petruzzi
Progress Monitoring Evidence:
Monitoring % rates of passed lessons on Aleks with school tracking.
Action #4
Action Steps to implement evidence-based strategy:
Students will be engaged in math lessons that allow them to elaborate on content .
Person Responsible:
Instructional Staff
Progress Monitoring Evidence:
FTEM Observation, Evidence of Student Work, SWOOP's with Math Coach and Leadership Team,
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131264282Content Area Coach, Math0.00$55,161.89
Title I Part A5100131264282Teacher, Resource0.50$55,161.89
Palmetto will increase science proficiency from 73% to 77% by June 2, 2025 as measured by NGSSS.
(View Marzano Model)
Marzano Element: Helping Students Elaborate on Content. When students elaborate on content, the go beyond what is initially learned. Elaboration strategies typically involve inferences that questions cue. Including: general inferential questions to predict, make informed decisions, draw conclusions. Elaborative questions that extend reasoned inference by requiring students to provide logical support and evidence for their conclusion, as well as developing question sequencing pats that follow: detail, category, elaboration, and evidence.
Action #1
Action Steps to implement evidence-based strategy:
Increase overall Science proficiency through core instruction by 4% targeting collaborative planning focused on conversations supporting planning, developing, and implementing questions helping students to elaborate on content. This will help teachers in the adoption year of Discovery Education.
Person Responsible:
Tiffany Wind, Kacee Farrar, Math/Science Coach Katie Mian
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:
5th Grade students work toward earning Galaxy Stars through the Progress Learning Platform, Math/Science Coach will develop visual monitoring board for students.
Person Responsible:
Tiffany Wind, Kacee Farrar, Math Coach Francois Petruzzi ,teachers, and teacher mentors, Catherine Brylowski, Kathy Roan
Progress Monitoring Evidence:
Progress Learning
Action #3
Action Steps to implement evidence-based strategy:
Professional learning supporting teachers ability to plan, develop and implement questions to help students elaborate on content, differentiated to support SWD, EL and ESE students.
Person Responsible:
Instructional Staff & Support Staff
Progress Monitoring Evidence:
Data collection from FTEM observations including FTEM rating, frequency, and comments related to use of questions to help students elaborate on content. Monitoring the effectiveness of the implementation of the professional learning, feedback surveys with staff, and evidence of the use of questions to help students elaborate on content
Action #4
Action Steps to implement evidence-based strategy:
Students will be engaged in science lessons that allow them to elaborate on content .
Person Responsible:
Instructional Staff and Support Staff
Progress Monitoring Evidence:
FTEM Observations, student work samples, SWOOP team observations with Math and Science Coach
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!
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 using questions to help students elaborate on 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- Parents will increase their involvement through a variety of opportunities. PLE will host morning events grade level specific to have families participate in reading, math and science activities. Parents will increase their involvement through opportunities to participate in curriculum night, student led conferences during literacy night and books arts and music night. Parents will also have the opportunity to increase their involvement through joining PTO, SAC and volunteering throughout the year.
Person Responsible:
Tiffany Wind, Kacee Farrar, instructional staff, non-instructional staff, SAC and PTO
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- Teachers will lead by participating in an action team to implement activities and actions to support our school improvement plan. Teachers may participate in one of the following action teams: beautification, student celebrations-PBIS, student celebrations-academic, or staff celebrations.
Person Responsible:
Tiffany Wind, Kacee Farrar, All staff
Progress Monitoring Evidence:
Observation of year at a glance and successful completion of their action team goals.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6150510264282Parent Involvement Supplies $2,603.91

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 - FY26 Use of Funds - Rev Alloca- 9-15-25 Amend 1.xlsx 10/13/2025
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))
Palmetto will focus on Instructional Practices Related to ELA, Math, and Science. Instructional time will be managed through master scheduling to provide the required learning time, as well as staggered times for differentiated instruction blocks to maximize resource and support schedules. Students are scheduled in classes/clusters based on need and current levels of performance. Clusters include advanced in 3rd-5th, gifted, ESE and ELL. Flexible grouping during differentiated instructional blocks, which occur daily for 30 minutes at all grade levels, allows for acceleration and enrichment opportunities which meet the needs of all students. Staff will participate in professional development focused on using questions to help students elaborate on content, differentiation, and planning to decrease the achievement gap to increase accountability, goal setting, and progress monitoring. Teachers and administrators participate in quarterly data dialogues to review assessment results. Academic coaches in the areas of literacy, math, and science, support teachers with collaborative planning to ensure standards and aligned assessments are utilized.
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 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

Using Questions to have students elaborate on content.
2.

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

Using Questions to have students elaborate on content.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Christina DiBernardino Parent White Non-Migrant No SAC Chair 10/3/2024 5/31/2026
Daniela Miranda Parent Hispanic Non-Migrant No Member 1/6/2025 5/31/2027
Deborah Wehrle Parent White Non-Migrant No Member 10/3/2024 5/31/2027
Irene Rodriguez Parent Hispanic Non-Migrant No Member 1/6/2025 5/31/2027
Kristie Garcia Community/Business Hispanic Non-Migrant No Member 10/3/2022 5/31/2027
Marissa Foreman Parent White Non-Migrant No Member 1/6/2025 5/31/2027
Merlin Teran Non-instructional Staff Hispanic Non-Migrant Yes Member 1/6/2025 5/31/2027
Rebekah Thomas Parent White Non-Migrant No Member 1/6/2025 5/31/2027
Sandra Desamours Non-instructional Staff Black Non-Migrant Yes Member 11/6/2024 5/31/2026
Tiffany Wind Principal White Non-Migrant Yes Principal 10/3/2024 5/31/2027
Yanilec Cabrera Teachers Hispanic Non-Migrant Yes Member 10/3/2024 5/31/2026
Yosdalia Ruiz Parent Hispanic Non-Migrant No Member 10/12/2023 5/31/2027
GroupNumber%
Community/Business18.3
Non-instructional Staff216.7
Parent758.3
Principal18.3
Students (required for HS; optional for MS)00.0
Teachers18.3
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 433.3
Non-District Employee 866.7
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
Black19.18.8
Hispanic654.559.3
Others00.07.4
White436.424.4
Date & TimeTitleLocationUploaded Files
Tuesday, August 19, 2025 3:30 PMAugust SAC MeetingMedia Center
Tuesday, September 16, 2025 3:30 PMSeptember SAC MeetingMedia Center
Tuesday, October 28, 2025 3:30 PMOctober SAC MeetingMedia Center
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Tuesday, November 18, 2025 3:30 PMNovember SAC MeetingMedia Center
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Tuesday, January 13, 2026 3:30 PMJanuary SAC MeetingMedia Center
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Tuesday, February 10, 2026 3:30 PMFebruary SAC MeetingMedia Center
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Tuesday, April 21, 2026 3:30 PMApril SAC MeetingMedia Center
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Tuesday, May 19, 2026 3:30 PMMay SAC MeetingMedia Center
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Date

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