Www.collierschools.com



Collier County Public SchoolsLely Elementary School2019-20 School Improvement PlanTable of ContentsSchool Demographics3Purpose and Outline of the SIP4School Information5Needs Assessment11Planning for Improvement16Title I Requirements18Budget to Support Goals22Lely Elementary School8125 LELY CULTURAL PKWY, Naples, FL 34113[ no web address on file ]DemographicsPrincipal: Tammy BrownStart Date for this Principal: 7/31/20192019-20 Status(per MSID File)Closed:School Type and Grades Served(per MSID File)High School 9-12Primary Service Type(per MSID File)K-12 General Education2018-19 Title I SchoolYes2018-19 Economically Disadvantaged (FRL) Rate (as reported on Survey 3)81%2018-19 ESSA Subgroups Represented(subgroups with 10 or more students) (subgroups in orange are below the federal threshold)Black/African American Students Economically Disadvantaged Students English Language LearnersHispanic Students Students With Disabilities White StudentsSchool Grade2018-19: C2017-18: C2016-17: CSchool Grades History2015-16: C2014-15: C2013-14: C2019-20 School Improvement (SI) Information*SI RegionSouthwestRegional Executive DirectorTracy WebleyTurnaround Option/CycleYearSupport TierNOT IN DAESSA StatusTS&I* As defined under Rule 6A-1.099811, Florida Administrative Code. For more information, click here.School Board ApprovalThis plan is pending approval by the Collier County School Board.SIP AuthoritySection 1001.42(18), Florida Statutes, requires district school boards to annually approve and require implementation of a Schoolwide Improvement Plan (SIP) for each school in the district that has a school grade of D or F. This plan is also a requirement for Targeted Support and Improvement (TS&I) and Comprehensive Support and Improvement (CS&I) schools pursuant to 1008.33 F.S. and the Every Student Succeeds Act (ESSA).To be designated as TS&I, a school must have one or more ESSA subgroup(s) with a Federal Index below 41%. This plan shall be approved by the district. There are three ways a school can be designated as CS&I:have a school grade of D or Fhave a graduation rate of 67% or lowerhave an overall Federal Index below 41%.For these schools, the SIP shall be approved by the district as well as the Bureau of School Improvement.The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for traditional public schools and incorporates all components required for schools receiving Title I funds. This template is required by State Board of Education Rule 6A-1.099811, Florida Administrative Code, for all non-charter schools with a current grade of D or F, or a graduation rate 67% or less. Districts may opt to require a SIP using a template of its choosing for schools that do not fit the aforementioned conditions. This document was prepared by school and district leadership using the FDOE's school improvement planning web application located at .Purpose and Outline of the SIPThe SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals, create an action plan and monitor progress. The Florida Department of Education encourages schools to use the SIP as a “living document” by continually updating, refining and using the plan to guide their work throughout the year. This printed version represents the SIP as of the “Date Modified” listed in the footer. Part I: School InformationSchool Mission and VisionProvide the school's mission statementProviding an engaging environment through the use of digital learning, investigation and differentiation to support the needs of our diverse learners so they can responsibly interact and unlock their academic potential.Provide the school's vision statementTo cultivate an empowering, mindful community of learners through motivation and innovative thinking.School Leadership TeamMembershipIdentify the name, email address and position title for each member of the school leadership team:NameTitleJob Duties and ResponsibilitiesBrown,Principal TammyThe Leadership Team functions as a school-based problem solving team. The team meets on-going throughout the year to review student assessment data and share best practices. The Principal and Assistant Principal conduct classroom observations to monitor instruction. Through these observations, focused feedback and support is given to the teachers to improve instruction. The instructional coaches serve as instructional leaders, providing job-embedded professional development, weekly collaborative planning for rigorous lesson plans, coaching cycles with teachers, and modeling. Differentiated professional development isoffered by the instructional coaches based on teacher needs. The PreK-5th Grade Teachers on the Leadership Team serve as Team Leaders. The Team Leaders disseminate information and guide their teams through decision making and collaborative planning.The Leadership Team functions as a school-based problem solving team. The team meets on-going throughout the year to review student assessment data and share best practices. The Principal and Assistant Principal conduct classroom observations to monitor instruction. Through these observations, focused feedback and support is given to the teachers to improve instruction. The instructional coaches serve as instructional leaders, providing job-embedded professional development, weekly collaborative planning for rigorous lesson plans, coaching cycles with teachers, and modeling. Differentiated professional development isoffered by the instructional coaches based on teacher needs. The PreK-5th Grade Teachers on the Leadership Team serve as Team Leaders. The Team Leaders disseminate information and guide their teams through decision making and collaborative planning.Wheeler,Assistant SharonPrincipalBockius- Smith, TanjaGuidance CounselorThe Leadership Team functions as a school-based problem solving team. The team meets on-going throughout the year to review student assessment data and share best practices. The Principal and Assistant Principal conduct classroom observations to monitor instruction. Through these observations, focused feedback and support is given to the teachers to improve instruction. The instructional coaches serve as instructional leaders, providing job-embedded professional development, weekly collaborative planning for rigorous lesson plans, coaching cycles with teachers, and modeling. Differentiated professional development isoffered by the instructional coaches based on teacher needs. The PreK-5th Grade Teachers on the Leadership Team serve as Team Leaders. The Team Leaders disseminate information and guide their teams through decision making and collaborative planning.Pelletier, KarenInstructional CoachThe Leadership Team functions as a school-based problem solving team. The team meets on-going throughout the year to review student assessment data and share best practices. The Principal and Assistant Principal conduct classroom observations to monitor instruction. Through these observations, focused feedback and support is given to the teachers to improve instruction. The instructional coaches serve as instructional leaders, providing job-embedded professional development, weekly collaborative planning for rigorous lesson plans, coaching cycles with teachers, and modeling. Differentiated professional development isJob Duties and ResponsibilitiesTitleNameoffered by the instructional coaches based on teacher needs. The PreK-5th Grade Teachers on the Leadership Team serve as Team Leaders. The Team Leaders disseminate information and guide their teams through decision making and collaborative planning.Jones, PattiInstructional CoachThe Leadership Team functions as a school-based problem solving team. The team meets on-going throughout the year to review student assessment data and share best practices. The Principal and Assistant Principal conduct classroom observations to monitor instruction. Through these observations, focused feedback and support is given to the teachers to improve instruction. The instructional coaches serve as instructional leaders, providing job-embedded professional development, weekly collaborative planning for rigorous lesson plans, coaching cycles with teachers, and modeling. Differentiated professional development isoffered by the instructional coaches based on teacher needs. The PreK-5th Grade Teachers on the Leadership Team serve as Team Leaders. The Team Leaders disseminate information and guide their teams through decision making and collaborative planning.The Leadership Team functions as a school-based problem solving team. The team meets on-going throughout the year to review student assessment data and share best practices. The Principal and Assistant Principal conduct classroom observations to monitor instruction. Through these observations, focused feedback and support is given to the teachers to improve instruction. The instructional coaches serve as instructional leaders, providing job-embedded professional development, weekly collaborative planning for rigorous lesson plans, coaching cycles with teachers, and modeling. Differentiated professional development isoffered by the instructional coaches based on teacher needs. The PreK-5th Grade Teachers on the Leadership Team serve as Team Leaders. The Team Leaders disseminate information and guide their teams through decision making and collaborative planning.Teacher, K-12Sebold, JamieNameTitleJob Duties and ResponsibilitiesCrouss, BrittanyTeacher, K-12The Leadership Team functions as a school-based problem solving team. The team meets on-going throughout the year to review student assessment data and share best practices. The Principal and Assistant Principal conduct classroom observations to monitor instruction. Through these observations, focused feedback and support is given to the teachers to improve instruction. The instructional coaches serve as instructional leaders, providing job-embedded professional development, weekly collaborative planning for rigorous lesson plans, coaching cycles with teachers, and modeling. Differentiated professional development isoffered by the instructional coaches based on teacher needs. The PreK-5th Grade Teachers on the Leadership Team serve as Team Leaders. The Team Leaders disseminate information and guide their teams through decision making and collaborative planning.The Leadership Team functions as a school-based problem solving team. The team meets on-going throughout the year to review student assessment data and share best practices. The Principal and Assistant Principal conduct classroom observations to monitor instruction. Through these observations, focused feedback and support is given to the teachers to improve instruction. The instructional coaches serve as instructional leaders, providing job-embedded professional development, weekly collaborative planning for rigorous lesson plans, coaching cycles with teachers, and modeling. Differentiated professional development isoffered by the instructional coaches based on teacher needs. The PreK-5th Grade Teachers on the Leadership Team serve as Team Leaders. The Team Leaders disseminate information and guide their teams through decision making and collaborative planning.Carbonell, Teacher, CaitlynK-12Hall, ElizabethTeacher, K-12The Leadership Team functions as a school-based problem solving team. The team meets on-going throughout the year to review student assessment data and share best practices. The Principal and Assistant Principal conduct classroom observations to monitor instruction. Through these observations, focused feedback and support is given to the teachers to improve instruction. The instructional coaches serve as instructional leaders, providing job-embedded professional development, weekly collaborative planning for rigorous lesson plans, coaching cycles with teachers, and modeling. Differentiated professional development isoffered by the instructional coaches based on teacher needs. The PreK-5th Grade Teachers on the Leadership Team serve as Team Leaders. The Team Leaders disseminate information and guide their teams through decision making and collaborative planning.NameTitleJob Duties and ResponsibilitiesLewin, HildaTeacher, K-12The Leadership Team functions as a school-based problem solving team. The team meets on-going throughout the year to review student assessment data and share best practices. The Principal and Assistant Principal conduct classroom observations to monitor instruction. Through these observations, focused feedback and support is given to the teachers to improve instruction. The instructional coaches serve as instructional leaders, providing job-embedded professional development, weekly collaborative planning for rigorous lesson plans, coaching cycles with teachers, and modeling. Differentiated professional development isoffered by the instructional coaches based on teacher needs. The PreK-5th Grade Teachers on the Leadership Team serve as Team Leaders. The Team Leaders disseminate information and guide their teams through decision making and collaborative planning.Titus, NancyTeacher, PreKThe Leadership Team functions as a school-based problem solving team. The team meets on-going throughout the year to review student assessment data and share best practices. The Principal and Assistant Principal conduct classroom observations to monitor instruction. Through these observations, focused feedback and support is given to the teachers to improve instruction. The instructional coaches serve as instructional leaders, providing job-embedded professional development, weekly collaborative planning for rigorous lesson plans, coaching cycles with teachers, and modeling. Differentiated professional development isoffered by the instructional coaches based on teacher needs. The PreK-5th Grade Teachers on the Leadership Team serve as Team Leaders. The Team Leaders disseminate information and guide their teams through decision making and collaborative planning.Morse,Other LauraThe Leadership Team functions as a school-based problem solving team. The team meets on-going throughout the year to review student assessment data and share best practices. The Principal and Assistant Principal conduct classroom observations to monitor instruction. Through these observations, focused feedback and support is given to the teachers to improve instruction. The instructional coaches serve as instructional leaders, providing job-embedded professional development, weekly collaborative planning for rigorous lesson plans, coaching cycles with teachers, and modeling. Differentiated professional development isoffered by the instructional coaches based on teacher needs. The PreK-5th Grade Teachers on the Leadership Team serve as Team Leaders. The Team Leaders disseminate information and guide their teams through decision making and collaborative planning.Early Warning SystemsIndicatorGrade LevelTotalIndicatorGrade LevelTotalCurrent YearThe number of students by grade level that exhibit each early warning indicator listed:K123456789101112Number of students enrolled6485779982850000000492Attendance below 90 percent0000000000000One or more suspensions0000000000000Course failure in ELA or Math0000000000000Level 1 on statewide assessment0000000000000The number of students with two or more early warning indicators:Grade LevelTotalK 1 2 3 4 5 6 7 8 9 10 11 12IndicatorStudents with two or more indicators0 0 0 0 0 0 0 0 0 0000The number of students identified as retainees:K123456789101112Retained Students: Current Year0000000000000Students retained two or more times0000000000000FTE units allocated to school (total number of teacher units)Date this data was collected or last updatedWednesday 7/31/2019IndicatorGrade LevelTotalPrior Year - As ReportedThe number of students by grade level that exhibit each early warning indicator:K123456789101112Attendance below 90 percent96101347000000049One or more suspensions100434000000012Course failure in ELA or Math0000000000000Level 1 on statewide assessment00052124000000050The number of students with two or more early warning indicators:Grade LevelTotalK 1 2 3 456 7 8 9 10 11 12IndicatorStudents with two or more indicators1 0 0 1 5 11 0 0 0 000018IndicatorGrade LevelTotalPrior Year - UpdatedThe number of students by grade level that exhibit each early warning indicator:K123456789101112Attendance below 90 percent96101347000000049One or more suspensions100434000000012Course failure in ELA or Math0000000000000Level 1 on statewide assessment00052124000000050The number of students with two or more early warning indicators:Grade LevelTotalK 1 2 3 456 7 8 9 10 11 12IndicatorStudents with two or more indicators1 0 0 1 5 11 0 0 0 000018 Part II: Needs Assessment/AnalysisSchool DataPlease note that the district and state averages shown here represent the averages for similar school types (elementary, middle, high school, or combination schools).School Grade Component20192018SchoolDistrictStateSchoolDistrictStateELA Achievement51%59%56%54%62%56%ELA Learning Gains50%52%51%57%57%53%ELA Lowest 25th Percentile45%41%42%44%46%44%Math Achievement57%58%51%53%63%51%Math Learning Gains49%44%48%49%56%48%Math Lowest 25th Percentile43%46%45%46%50%45%Science Achievement51%72%68%49%70%67%Social Studies Achievement0%76%73%0%76%71%EWS Indicators as Input Earlier in the SurveyIndicatorGrade Level (prior year reported)Total9101112Number of students enrolled0 (0)0 (0)0 (0)0 (0)0 (0)Attendance below 90 percent0 (0)0 (0)0 (0)0 (0)0 (0)One or more suspensions0 (0)0 (0)0 (0)0 (0)0 (0)Course failure in ELA or Math0 (0)0 (0)0 (0)0 (0)0 (0)Level 1 on statewide assessment0 (0)0 (0)0 (0)0 (0)0 (0)Grade Level DataNOTE: This data is raw data and includes ALL students who tested at the school. This is not school grade data.NOTE: An asterisk (*) in any cell indicates the data has been suppressed due to fewer than 10 students tested, or all tested students scoring the same.ELAGradeYearSchoolDistrictSchool- DistrictComparisonStateSchool- StateComparison0920192018Cohort Comparison1020192018Cohort Comparison0%MATHGradeYearSchoolDistrictSchool- DistrictComparisonStateSchool- StateComparisonSCIENCEGradeYearSchoolDistrictSchool- DistrictComparisonStateSchool- StateComparisonBIOLOGY EOCYearSchoolDistrictSchool MinusDistrictStateSchool MinusState20192018CIVICS EOCYearSchoolDistrictSchool MinusDistrictStateSchool MinusState20192018HISTORY EOCYearSchoolDistrictSchool MinusDistrictStateSchool MinusState20192018ALGEBRA EOCYearSchoolDistrictSchool MinusDistrictStateSchool MinusState2019ALGEBRA EOCYearSchoolDistrictSchool MinusDistrictStateSchool MinusState2018GEOMETRY EOCYearSchoolDistrictSchool MinusDistrictStateSchool MinusState20192018Subgroup Data2019 SCHOOL GRADE COMPONENTS BY SUBGROUPSSubgroupsELAAch.ELA LGELALG L25%Math Ach.Math LGMathLG L25%Sci Ach.SSAch.MSAccel.GradRate 2016-17C & CAccel 2016-17SWD1741532550509ELL33425043464027BLK36334242404037HSP47494657504439WHT7273736184FRL434844494739362018 SCHOOL GRADE COMPONENTS BY SUBGROUPSSubgroupsELAAch.ELA LGELALG L25%Math Ach.Math LGMathLG L25%Sci Ach.SSAch.MSAccel.GradRate 2015-16C & CAccel 2015-16SWD1439532646477ELL34494842495025BLK52564339453831HSP47534846455242WHT6762716074FRL50554347474741ESSA DataThis data has been updated for the 2018-19 school year as of 7/16/2019.ESSA Federal IndexESSA Category (TS&I or CS&I)TS&IOVERALL Federal Index – All Students51OVERALL Federal Index Below 41% All StudentsNOTotal Number of Subgroups Missing the Target1Progress of English Language Learners in Achieving English Language Proficiency64Total Points Earned for the Federal Index410Total Components for the Federal Index8ESSA Federal IndexPercent Tested100%Subgroup DataStudents With DisabilitiesFederal Index - Students With Disabilities36Students With Disabilities Subgroup Below 41% in the Current Year?YESNumber of Consecutive Years Students With Disabilities Subgroup Below 32%0English Language LearnersFederal Index - English Language Learners43English Language Learners Subgroup Below 41% in the Current Year?NONumber of Consecutive Years English Language Learners Subgroup Below 32%0Asian StudentsFederal Index - Asian StudentsAsian Students Subgroup Below 41% in the Current Year?N/ANumber of Consecutive Years Asian Students Subgroup Below 32%0Black/African American StudentsFederal Index - Black/African American Students43Black/African American Students Subgroup Below 41% in the Current Year?NONumber of Consecutive Years Black/African American Students Subgroup Below 32%0Hispanic StudentsFederal Index - Hispanic Students49Hispanic Students Subgroup Below 41% in the Current Year?NONumber of Consecutive Years Hispanic Students Subgroup Below 32%0Multiracial StudentsFederal Index - Multiracial StudentsMultiracial Students Subgroup Below 41% in the Current Year?N/ANumber of Consecutive Years Multiracial Students Subgroup Below 32%0Native American StudentsFederal Index - Native American StudentsNative American Students Subgroup Below 41% in the Current Year?N/ANumber of Consecutive Years Native American Students Subgroup Below 32%0Pacific Islander StudentsFederal Index - Pacific Islander StudentsPacific Islander Students Subgroup Below 41% in the Current Year?N/ANumber of Consecutive Years Pacific Islander Students Subgroup Below 32%0White StudentsFederal Index - White Students73White Students Subgroup Below 41% in the Current Year?NONumber of Consecutive Years White Students Subgroup Below 32%0Economically Disadvantaged StudentsFederal Index - Economically Disadvantaged Students47Economically Disadvantaged Students Subgroup Below 41% in the Current Year?NONumber of Consecutive Years Economically Disadvantaged Students Subgroup Below 32%0AnalysisData ReflectionAnswer the following reflection prompts after examining any/all relevant school data sources (see guide for examples for relevant data sources).Which data component showed the lowest performance? Explain the contributing factor(s) to last year’s low performance and discuss any trendsThe lowest performing area is the percentage of students scoring in the lowest 25 percentile making gains in math. Recent focus has been on math instruction, beginning with the core instruction and not a strong emphasis on interventions.Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this declineThe percentage of students making reading gains had the highest decline from the prior year. The school focus on math instruction may have been a contributing factor as resources were provided to math instead of maintaining a strong emphasis on reading.Which data component had the greatest gap when compared to the state average? Explain the factor(s) that contributed to this gap and any trendsThe percentage of students making learning gains in math was the farthest from the state. Math has been area in which our school has lagged behind and there has been a recent focus on core instruction. Over the past few years there has been some turnover in teachers and new teachers have been working to learn the Florida standards.Which data component showed the most improvement? What new actions did your school take in this area?Overall percentage of students showing proficiency in math had the greatest improvement. The school focus on core math instruction with the math coach planning with teachers assisted in instruction that was more closely aligned with state standards.Reflecting on the EWS data from Part I (D), identify one or two potential areas of concern? (see Guidance tab for additional information)The total number of students who have missed 10% more of school is an area of concern. It is important for students to be at school to receive instruction on grade level standards.Rank your highest priorities (maximum of 5) for schoolwide improvement in the upcoming school yearIncrease the number of students proficient in ELA.Increase the number of SWD who are proficient in ELA.Increase the number of students who make gains in Math overall and the Lowest 25%Increase the number of students who are proficient in science. 5. Part III: Planning for ImprovementAreas of Focus:#1TitleRationaleIncreaseThe datathe percentageshows that thisofisstudents proficientthe school's lowestin ELA.performingarea.State the measureable outcome the school plans to achievePerson responsible for monitoring outcomeEvidence-based StrategyRationale for Evidence- based StrategyWe will increase ELA proficiency by 3%.Tammy Brown (brownta@)Coaching support will be provided to each team and individual teachers to align instruction and student activities to the level of rigor of the state standards.Strong core instruction that is aligned with state standards will provide students the opportunity to succeed in mastering the state standards. Action StepCoach and Administration will support teachers and teams during planning of instruction.Lesson plans will be monitored for state standards and appropriate taxonomy levels by administrationDescriptionAdministration will observe and provide focused feedback on ELA lessons.Classroom and ESE Inclusion teachers will conduct data chats with students.5.Person ResponsibleTammy Brown (brownta@)Increase the percentage of ESE students proficient in ELAThe data shows that this is the school's lowest performing subgroup area.TitleRationale#2State the measureable outcome the school plans to achievePerson responsible for monitoring outcomeEvidence-based StrategyRationale for Evidence-based StrategyThe percentage of SWD students proficient on FSA ELA will increase by 2%.Tammy Brown (brownta@)Teachers of students with disabilities will participate in planning and PLC meetings to support instruction at the level of rigor of the state standards and frequent monitoring of student performance to assist and intervene at appropriate taxonomy levels.Strong core instruction that is aligned with state standards will provide students the opportunity to succeed in mastering the state standards. Action Step 1 Coach and Administration will support classroom and inclusionteachers and teams during collaborative planning of instruction.Lesson plans will be monitored for state standards and appropriate taxonomy levels by administrationAdministration will observe and provide focused feedback on ELADescriptionPerson Responsiblelessons that meet the needs of students with disabilities.Classroom and Inclusion Teachers will conduct data chats with students.3.4.5.Tammy Brown (brownta@)Increase the percentage of lowest 25% students making learning gains in Math.The lowest 25% making gains in math decreased by 3%.TitleRationale#3State the measureable outcome the school plans to achievePerson responsible for monitoring outcomeEvidence-based StrategyRationale for Evidence-based StrategyWe will increase the percentage of the students scoring in the lowest 25% percentile making learning gains in math by 2%.Tammy Brown (brownta@)Coaching support will be provided to each team and individual teachers to align instruction and student activities to the level of rigor of the state standards. This will include resource teachers who provide interventions to students.Strong core instruction that is aligned with state standards will provide students the opportunity to succeed in mastering the state standards. Interventions will then be provided based on individual or small group needs. Action StepCoach and Administration will support teachers and teams during planning of instruction in Math.Lesson plans will be monitored for state standards and appropriate taxonomy levels by administrationDescriptionPerson ResponsibleAdministration will observe and provide focused feedback on Math lessons.2.3.4.5.[no one identified]Additional Schoolwide Improvement Priorities (optional)After choosing your Area(s) of Focus, explain how you will address the remaining schoolwide improvement priorities (see the Guidance tab for more information)1 Coach and Administration will support teachers and teams during planning of instruction in Science.Lesson plans will be monitored for state standards and appropriate taxonomy levels by administrationAdministration will observe and provide focused feedback on Science lessons. Part IV: Title I RequirementsAdditional Title I RequirementsThis section must be completed if the school is implementing a Title I, Part A schoolwide program and opts to use the Pilot SIP to satisfy the requirements of the schoolwide program plan, as outlined in the Every Student Succeeds Act, Public Law No. 114-95, § 1114(b). This section is not required for non-Title I schools.Describe how the school plans to build positive relationships with parents, families, and other community stakeholders to fulfill the school's mission and support the needs of studentsAll parents are encouraged to attend school-wide events.School Advisory Council (SAC) meetings are held monthly at LES. Parents will have the opportunity at each meeting to provide suggestions to increase parent involvement within the school. Those suggestions will guide the parent engagement activities throughout the school year.The following activities are planned for the current year:Annual Title One meeting - Present and discuss Title I program with parents and August 12,2019Leader in Me Information and Curriculum Night August 27, 2019Morning and Afternoon Activities- these events are coordinated by lead teachers and academic coaches and focus on hands-on activities, which are content based, and support school to home learning. These will be on-going through the year.Parent Make and Take events - planned and led by grade level teams. During these, teachers guide parents in creating and completing activities to Monthly support academic achievement at home.PFEP LinkThe school completes a Parental Involvement Plan (PFEP), which is available at the school site.Describe how the school ensures the social-emotional needs of all students are being met, which may include providing counseling, mentoring and other pupil servicesThe School District of Collier County has Social Emotional Learning (SEL) priorities in place to ensure the needs of all students are being met.There is a New Student 30/60 Day Check In process. The School Counselor will meet with the new student when they enter the campus, at the 30 day mark, and at the 60 day mark to make sure the new student feels safe and comfortable.Handle with Care is an intervention for students who have experienced a recent traumatic event so that appropriate measures can be taken to support the student in need.Principal-led Social Emotional Videos will be shown each month focusing on a need such as 'Growth Mindset" to offer students added support and safety in school.Buddy Benches have been placed in 2 areas of the campus so that during recess any student who needs a "buddy" can go sit where they will be approached by school counselor trained student Friendship Ambassadors.Panorama SEL Student Voice Survey will be used to measure student's thoughts and feelings at the beginning of the year and in the Spring.Also at Lely, we have a strong Positive Behavioral Interventions and Supports (PBIS) foundation. Our PBIS expectations align directly with the safety and respect for all students. We have many opportunities for students to be celebrated for positive behavior;encouraging students to act in a respectful and safe manner. Students begin the day reciting the PAWS Pledge with the morning news. Positive referrals are read by a member of the leadership team to spotlight students showing PAWS (Positive Attitude, Act Respectfully, Work Responsibly and Showing Self-Control). Individual classrooms keep track of compliments and work to fill their P.A.W.S. chart to attend the monthly celebration.Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to anotherAt Lely Elementary we support incoming students with PreK STARS on Tour, and through Kindergarten Round-Up. PreK STARS on Tour is a program in the spring which allows different PreK schools in our area to bring students to our school and tour the campus and Kindergarten classrooms. Parents are also welcome to come and tour the campus on that day.Kindergarten Orientation is held in spring to give support and guidance to new families of students entering Kindergarten the following school year.Kindergarten Orientation is paired with our Kindergarten & PreK "Showcase." Not only do incoming Kindergarten parents get to learn about being a Lely Lion, they also get to hear the Kindergarten students sing, and they get to meet Kindergarten parents from the current school year.Outgoing 5th graders participate in our 5th to 6th grade transition day activities. 5th Grade students are taken to their future middle schools by bus to learn about being in middle school. While at the middle school they tour the campus and meet the Leadership team.Some schools also allow students to sign up for classes on that day or set up another time to come to the elementary school and help the students sign up for classes. 5th grade teachers and our school counselor also support the 5th grade students in the classroom through discussions on lockers, cell phones, taking notes, and all other middle school topics that can cause stressful feelings to arise.Describe the process through which school leadership identifies and aligns all available resources (e.g., personnel, instructional, curricular) in order to meet the needs of all students and maximize desired student outcomes. Include the methodology for coordinating and supplementing federal, state and local funds, services and programs. Provide the person(s) responsible, frequency of meetings, how an inventory of resources is maintained and any problem-solving activities used to determine how to apply resources for the highest impactThe Collier County School district provides a systematic and strategic approach to providing servicesthrough the District Strategic Plan. Additionally:Title I Parts A, C, D, and School Improvements (1003a and 1003g) Title II, Part A and Title III aremanaged out of the same Federal State and Competitive Grants Office in Collier County.They shareadministrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficientlyand effectively coordinated. In addition to informal communications, monthly formal administrativemeetings are held to discuss program needs, issues and coordinate efforts.Support staff of the Title I Part A, Title I Part C, Title I Part D, and Title X programs meets regularly tocoordinate efforts and receive joint staff development for improving their services. Regularly scheduled Curriculum and Instruction department meetings are scheduled thatincludedistrict level program coordinators, including Federal, State and Competitive Grants, IDEA, Perkins,Head Start, Supplemental Academic Instruction, Advanced Placement Initiative, Career and Technical education.Supplemental Staffing and Services:Title X, LEA, Title I Basic, Title I Migrant coordinate services to assist homeless children, to resolveproblems concerning registration and provide support services at all schools. Title I and District jointlyfund the Homeless Liaison staff position to support homeless students in all public schools.The LEAprovides services in coordination with the McKinney-Vento Homeless Assistance Act.Title I Migrant, Title I Basic, Title III funds are coordinated to provide at risk students with supplemental instructional support and resources, Tutors, Resource Teachers. Title I Basic, Title I Migrant and Head Start/VPK collaborate to provide PreK classes and in-home literacy support to ensure school readiness for Collier students.Title I Migrant and school collaboration occurs with local eye doctor to provide eye exams andglasses at no cost to migrant students in need or at a discounted price to our program. Coordination occurs with Homeless Liaison staff and Title I Migrant staff in identifying eligiblestudents and families that can be served as homeless.Title I Basic and Title III collaborate in providing workshops and trainings to build the capacity ofparents and foster strong connection and engagement between home and school. In addition bothgrants provide translation services to ensure that non-English speaking parents are able to participatefully in the education of their children. Supplemental Staff Development:Title I Migrant, Title I Basic and Title II Part A funds are coordinated to provide customized staffdevelopment that ensures students receive high quality, differentiated instruction.Title I Part A funds are used in collaboration with Title I SIG 1003g and 1003a, Title II Part A andReading to fund Reading Coaches at all Elementary schools. Title I Part A and Title I SIG 1003g/1003a funds are used to provide additional Academic Coaches at Title I Elementary Schools. Title I Part A, Title II Part A and IDEA fund exam reimbursements and course tuition reimbursementto ensure staff meet HQT.Describe the strategies the school uses to advance college and career awareness, which may include establishing partnerships with business, industry or community organizationsThe focus of the 2020-2022 Collier County Public Schools Strategic Plan is assuring students are College, Career and Life Ready.Elementary students are provided opportunities to participate in entrepreneurship experiences at the STEAM Village, participate in competitions dealing with technology, participate in the Odyssey of the Mind competition, and participate the Noetic Math Competition. Students who excel academically in grades 2 through 5 are also invited to bepart of the Cambridge Program. All Kindergarten and first grade classrooms are involved in the Cambridge program to expose students to higher level strategies and thinking.5th Grade students participate in an interest survey, a career day, and a written activity to help them learn about different college and career choices. 5th Graders also attend a field trip at Lorenzo Walker Technical College to learn all about the college and career options available through our district.In addition, our school has participated in collaboration with several local universities such as Florida Gulf Coast University (FGCU) and Florida Southwestern State College. These collaborations help our students with College and Career Readiness by exposing students to college-level research projects, such as the PantherResearch project at FGCU. During our annual Red Walk, Florida Southwestern State College preparesvarious Science, Technology, Engineering and Mathematics displays and presentations with which our students interact. In order to build a relationship and appreciation for the arts we participate in field trips to the Naples Artis.For the past 19 years Lely Elementary School has celebrated Red Ribbon Week with Red Walk. Duringthis unique event there is total community involvement. We partner with surrounding communitymembers, parents, and staff to raise awareness for a Drug free America and our community heroes. Part V: Budget1III.AAreas of Focus: Increase the percentage of students proficient in ELA.$62,771.82FunctionObjectBudget FocusFunding SourceFTE2019-206400130-Other Certified Instructional Personnel0381 - Lely Elementary SchoolTitle, I Part A0.6$46,185.32Notes: Reading Coach to assist teachers in ELA instruction.5100130-Other Certified Instructional Personnel0381 - Lely Elementary SchoolTitle, I Part A0.2$16,247.22Notes: Resource teacher provides supplemental instruction to assist students in meeting academic proficiency standards.5100510-Supplies0381 - Lely Elementary SchoolTitle, I Part A$339.28Notes: Supplemental supplies to assist with reading.2III.AAreas of Focus: Increase the percentage of ESE students proficient in ELA$100,839.64FunctionObjectBudget FocusFunding SourceFTE2019-206400130-Other Certified Instructional Personnel0381 - Lely Elementary SchoolTitle, I Part A0.4$30,790.22Notes: Reading Coach to assist resource teachers with interventions.6120130-Other Certified Instructional Personnel0381 - Lely Elementary SchoolTitle, I Part A1.0$70,049.42Notes: Supplemental counselor supports social emotional needs beyond that of core counselor to assist students in being ready to learn and to focus on learning in the classroom.3III.AAreas of Focus: Increase the percentage of lowest 25% students making learning gains in Math.$79,643.61FunctionObjectBudget FocusFunding SourceFTE2019-206400130-Other Certified Instructional Personnel0381 - Lely Elementary SchoolTitle, I Part A1.0$75,688.67Notes: Math Coach5900130-Other Certified Instructional Personnel0381 - Lely Elementary SchoolTitle, I Part A$2,320.63Notes: After school supplemental instruction for math.7800790-Miscellaneous Expenses0381 - Lely Elementary SchoolTitle, I Part A$1,320.00Notes: Transportation for students in after school program.7300160-Other Support Personnel0381 - Lely Elementary SchoolTitle, I Part A$314.31Notes: Clerical staff to support after school program with attendance and payroll.Total:$243,255.07 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download