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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
ELA Achievement trends across 3rd-5th show overall on-grade level rates hover just above and below 50% year after year. ESE and ELL subgroups in K-5 also show increases and decreases year after year when comparing same grade levels, but with ELL cohorts showing an increase from FY24 to FY25.
Math Achievement has been trending towards 60% on-grade level over recent years and is historically above 50% overall in 3rd-5th. ELL and ESE subgroups mostly increase in all grades K-5 with some fluctuation over the years as cohorts move through the school.
Science on-grade level trends are consistently in the 50-60% range, with a few outlier years which typically align with the ELA proficiency of 5th graders.
N/A
Which data component showed the most improvement? What new actions did your school take in this area?
5th grade ELA proficiency increased 11%. 5th grade had an adjusted departmentalizing model with one of the highly effective teachers doing 3 sections of ELA. 4th grade Math proficiency increased 23% and ELA increased 18%. 4th grade team were all self-contained classes, no new teachers to the grade level, and 4th grade implemented a new framework in collaborative planning after Semester 1.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
3rd grade ELA proficiency showed the lowest performance. Team had two new to 3rd grade teachers, and the year prior there was a resource teacher designated for 3rd and 4th grade to work with students showing need for intervention. This allocation was not present this year. Cohort was only 38% proficient on STAR and 17% on grade level on iReady at the end of 2nd grade. Contributing factors may have been 68% of the grade level are LY/LF and 11% are both LY/LF and SWD. Almost 20% of grade level are SWD.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
3rd grade ELA proficiency decreased by 18%. Team had two new to 3rd grade teachers, and the year prior there was a resource teacher designated for 3rd and 4th grade to work with students showing need for intervention. This allocation was not present this year. Cohort was only 38% proficient on STAR and 17% on grade level on iReady at the end of 2nd grade. Contributing factors may have been 68% of the grade level are LY/LF and 11% are both LY/LF and SWD. Almost 20% of grade level are SWD.
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.
3rd Grade Reading had the greatest gap compared to the state (-12%). Contributing factors may have been changes in staffing in those grades, with two new teachers to the grade level and state of Florida. Loss of allocated resource teacher from previous year. 68% of the grade level are LY/LF and 11% are both LY/LF and SWD. Almost 20% of grade level are SWD.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. ELA Achievement for all 2. ELA Gains 3. Math Gains

SIP - Areas of Focus

Empowering Students for Lifelong Success
As a school community, we will foster an environment where students are able to develop character traits that exemplify respect, kindness, and good judgment. As educators, we will provide purposeful, differentiated, and interactive learning experiences which will encourage students to challenge themselves and reach their full potential.
ELA Achievement in 3rd-5th will increase from 50% to 55% by June 2026 as evidenced by FAST PM3.
(View Marzano Model)
Using Questions to Help Students Elaborate on Content
Action #1
Action Steps to implement evidence-based strategy:
Planning: Teachers will meet weekly to collaboratively plan how they will question students to help them elaborate on the ELA content with the purpose being to increase ELA proficiency and learning gains for all students.
Person Responsible:
ELA Teachers, Audrey Pophal-Literacy Coach
Progress Monitoring Evidence:
Monitoring of lesson plans to ensure planning for questioning strategies, as well as attending team weekly collaborative planning sessions to monitor for discussion of questioning strategies.
Action #2
Action Steps to implement evidence-based strategy:
Measuring Impact: Teachers and literacy coach will monitor FAST PM assessments and weekly iReady lesson pass rates to be able to modify individual student lesson paths and plan for reteaching of skills in order to increase student progress towards annual growth goal and overall proficiency.
Person Responsible:
ELA Teachers, Audrey Pophal-Literacy Coach
Progress Monitoring Evidence:
School Leadership team will conduct a monthly review of iReady lesson pass rates and provide feedback to teachers on making adjustments for students not reaching at least an 80% pass rate. School scoreboard tracking of monthly pass rates by grade level posted, weekly pass rates by teacher shared with team, and a review of progress towards students' individual growth goals after Diagnostic 2 and 3 to be updated in student leadership notebooks.
Action #3
Action Steps to implement evidence-based strategy:
Professional Learning: Teacher leaders and/or academic coach will plan and lead professional learning activities which focus on using questioning strategies, and components of SWIRL for ELA instruction.
Person Responsible:
Teacher leaders and Audrey Pophal-Literacy Coach
Progress Monitoring Evidence:
Staff will be monitored for engagement and attendance during sessions focused on questioning strategies.
Action #4
Action Steps to implement evidence-based strategy:
Implementation of Evidence-Based Strategy: Administrators will observe classroom instruction with a focus on the questioning strategies which were planned for or taught during professional learning opportunities.
Person Responsible:
Sara Johnessee & Rachel Moore-Administrators, Audrey Pophal-Literacy Coach
Progress Monitoring Evidence:
Marzano FTEM observation results for questioning element will be reviewed quarterly by administrative team. Administration and academic coach will observe implementation of strategies during informal observations and provide feedback to teachers.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Math Achievement in 3rd-5th will increase from 66% to 68% by June 2026 as evidenced by FAST PM3.
(View Marzano Model)
Using Questions to Help Students Elaborate on Content
Action #1
Action Steps to implement evidence-based strategy:
Planning: Teachers will meet weekly to collaboratively plan how they will question students to help them elaborate on the math content with the purpose being to increase math proficiency and learning gains for all students.
Person Responsible:
Math Teachers, Courtney Roderick-Math Coach
Progress Monitoring Evidence:
Monitoring of lesson plans to ensure planning for questioning strategies, as well as attending team weekly collaborative planning sessions to monitor for discussion of questioning strategies.
Action #2
Action Steps to implement evidence-based strategy:
Measuring Impact: Teachers and math coach will analyze data from module assessments and FAST PM assessments to determine the impact of the questioning strategies used during instruction.
Person Responsible:
Math Teachers, Courtney Roderick-Math Coach
Progress Monitoring Evidence:
School administrators and math coach will conduct a monthly review of module assessment results and provide direction to coach on how she can support the classes or teachers showing the greatest need. Implemented impact cycles will be reviewed.
Action #3
Action Steps to implement evidence-based strategy:
Professional Learning: Teacher leaders and/or academic coach will plan and lead professional learning activities which focus on using questioning strategies, and components of SWIRL for Math instruction.
Person Responsible:
Teacher Leaders and Courtney Roderick-Math Coach
Progress Monitoring Evidence:
Staff will be monitored for engagement and attendance during sessions focused on questioning strategies for math instruction.
Action #4
Action Steps to implement evidence-based strategy:
Implementation of Evidence-Based Strategy: Administrators and coach will observe classroom instruction with a focus on the questioning strategies which were planned for or presented during professional learning opportunities.
Person Responsible:
Sara Johnessee & Rachel Moore- Administrators. Courtney Roderick-Math Coach
Progress Monitoring Evidence:
Marzano FTEM observation results for questioning element will be reviewed quarterly by administrative team. Administration and academic coach will observe implementation of strategies during informal observations and provide feedback to teachers.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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5th grade science proficiency will increase from 54% to 56% by June 2026 as evidenced by the state science assessment.
(View Marzano Model)
Using Questions to Help Students Elaborate on Content
Action #1
Action Steps to implement evidence-based strategy:
Planning: Teachers will meet weekly to collaboratively plan how they will question students to help them elaborate on the science content with the purpose being to increase science proficiency for all students.
Person Responsible:
Science Teachers, David Ware-Science Coach
Progress Monitoring Evidence:
Monitoring of lesson plans to ensure planning for questioning strategies is evident. Administration will meet with science coach twice each month for feedback science planning sessions.
Action #2
Action Steps to implement evidence-based strategy:
Measuring Impact: Teachers and science coach will analyze data from module assessments and district benchmark assessments to determine the impact of the questioning strategies and new adopted materials used during instruction.
Person Responsible:
Science Teachers and Dave Ware-Science Coach
Progress Monitoring Evidence:
School administrators and science coach will conduct reviews of module assessment results and district benchmark assessments and provide direction to coach on supporting classes and teachers showing the greatest need in science.
Action #3
Action Steps to implement evidence-based strategy:
Professional Learning: Teacher leaders and academic coach will lead mini professional learning sessions which focus on using questioning strategies during science instruction, as well as using new adopted resources.
Person Responsible:
Teacher Leaders and Dave Ware-Science Coach
Progress Monitoring Evidence:
Staff will be monitored for engagement and attendance during sessions focused on questioning strategies for science instruction.
Action #4
Action Steps to implement evidence-based strategy:
Implementation of Evidence-Based Strategy: Administrators and coach will observe classroom instruction with a focus on the questioning strategies which were planned for or taught during professional learning opportunities.
Person Responsible:
Sara Johnessee & Rachel Moore-Administrators, Dave Ware-Science Coach
Progress Monitoring Evidence:
Administrators and academic coach will observe implementation of questioning strategies across grade-level teams during science instruction walkthroughs and provide targeted feedback.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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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!
PSE staff's belief that their collective actions can positively impact students and help them succeed will increase from 75% to 78% by June 2026, as evidenced by the Spring Leader in Me Measurable Results Assessment (MRA).
(View Marzano Model)
Promoting Teacher Leadership and Collaboration
Action #1
Action Steps to implement evidence-based strategy:
All Instructional Staff will choose their Action Team and participate in at least one event/initiative their Action Team is responsible for during the 25-26 school year.
Person Responsible:
Instructional Staff/Action Team Members
Progress Monitoring Evidence:
Meeting minutes with designated tasks and staff members assigned published each month.
Action #2
Action Steps to implement evidence-based strategy:
Action team member survey/reflection completed in spring 2026.
Person Responsible:
Instructional Staff/Action Team Members
Progress Monitoring Evidence:
Ratings collected through survey/reflection.
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
PSE - FY26 Use of Funds - Rev Alloc - 9-10-25 - Deff.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/pse

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.

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))

Parkside 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 to maximize time acquired through our extended-day hours. 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 the Leader in Me framework 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 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

When analyzing FY25 PM3 data and EOY iReady data, students in grades K-2 reflected the following: FY25-Kindergarten- 65% scored below Level 3 on PM3, 87% at grade level equivalent on iReady FY25-First Grade-57% scored below Level 3 on PM3, 44% at grade level equivalent on iReady FY25-Second Grade-59% scored below Level 3 on PM3, 56% at grade level equivalent on iReady This rationale for supporting instructional practice relating ELA is to ensure students are instructed using on grade-level content/text and are given opportunities to increase their learning gains to develop proficiency on grade level texts through reading, speaking, and writing. Additionally, students receiving explicit reading interventions need ongoing progress monitoring and adjustment of instruction to ensure the achievement gap closes and that learning gains are made at a pace so that students are able to read and comprehend on grade level to the demands of the B.E.S.T Standards.
2.

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

During the FY25 school year FAST PM3 data indicated a 6% increase in overall ELA proficiency, from 45% to 51% in grades 3-5. Grade Level ELA Breakdown is reflected as follows: FY25-Grade 3 57% Below Level 3 FY25-Grade 4 36% Below Level 3 (Not a RAISE area but still a focus as rising 3rd graders who were below 50% are now in 4th grade) FY25-Grade 5 45% Below Level 3 This rationale for supporting instructional practice relating ELA is to ensure students are instructed using on grade-level content/text and are given opportunities to increase their learning gains to develop proficiency on grade level texts through reading, speaking and writing. Additionally, students receiving explicit reading interventions need ongoing progress monitoring and adjustment of instruction to ensure the achievement gap closes and that learning gains are made at a pace so that students are able to read and comprehend on grade level to the demands of the B.E.S.T Standards.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Charlin Bazile Parent Black Non-Migrant No Member 9/25/2024 9/25/2027
Cynthia Gonzalez Community/Business Hispanic Non-Migrant No Member 9/25/2025 9/25/2026
Cynthia Padilla Parent Hispanic Non-Migrant No Member 9/25/2024 9/25/2027
Jane Kjosen Teachers White Non-Migrant Yes SAC Chair 7/10/2022 7/10/2027
Reyna Ramirez Briones Parent Hispanic Non-Migrant No Member 9/25/2024 9/25/2027
Saira Herrera Parent Hispanic Non-Migrant No Member 9/25/2024 9/25/2027
Sara Johnessee Principal White Non-Migrant Yes Principal 7/10/2022 7/10/2026
Stephanie Koprubasi Non-instructional Staff Hispanic Non-Migrant Yes Member 8/27/2025 8/26/2028
GroupNumber%
Community/Business112.5
Non-instructional Staff112.5
Parent450.0
Principal112.5
Students (required for HS; optional for MS)00.0
Teachers112.5
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 337.5
Non-District Employee 562.5
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
Black114.319.2
Hispanic571.466.9
Others00.011.9
White114.32.1
Date & TimeTitleLocationUploaded Files
Wednesday, August 27, 2025 9:13 AMApproved SAC Minutes April 2025Media Center
Wednesday, August 27, 2025 11:25 AMSAC Meeting #1Media Center
Wednesday, September 24, 2025 10:19 AMSAC Meeting #2Media Center
Date

Existing Uploads