Planning for School Improvement

Naples High School

School Year
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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
9th Grade: *Increase of 12% points in students achieving >=3 from SY24 *ESE subgroup increase of 24% points in students achieving >=3 from SY24; 16 points above the District in Comparative Gains from SY24 *ELL subgroup increase of 9% points in students achieving >=3 from SY24; 8 points above the District in Comparative Gains from SY24 10th Grade: *Increase of 6% points in students achieving >=3 from SY24 *ESE subgroup increase of 18% points in students achieving >=3 from SY24; 8 points above the District in Comparative Gains from SY24 *ELL subgroup increase of 6% points in students achieving >=3 from SY24; 3 points above the District in Comparative Gains from PM1 to PM3
Algebra: *Increase of 11% in students achieving >=3 from SY24 *ESE subgroup decrease of 1% point in students achieving >=3 from SY24; 4 points below the District in Comparative Gains from SY24 *ELL subgroup increase of 14% points in students achieving >=3 from SY24; 10 points above the District in Comparative Gains from SY24 Geometry: *Increase of 6% points in students achieving >=3 from SY24 *ESE subgroup increase of 20% points in students achieving >=3 from SY24; 20 points above the District in Comparative Gains from SY24 *ELL subgroup decrease of 13% points in students achieving >=3 from SY24; 10 points below the District in Comparative Gains from SY24
Biology: *Increase of 2% points in students achieving >=3 from SY24 *ESE subgroup decrease of 6% points in students achieving >=3 from SY24; 9 points below the District in Comparative Gains from SY24 *ELL subgroup increase of 13% points in students achieving >=3 from SY24; 15 points above the District in Comparative Gains from SY24
US History: *No change in number of students achieving >=3 from SY24 *ESE subgroup increase of 13% points in students achieving >=3 from SY24; 8 points above the District in Comparative Gains from SY24 *ELL subgroup increase of 28% points in students achieving >=3 from SY24; 13 points above the District in Comparative Gains from SY24
Which data component showed the most improvement? What new actions did your school take in this area?
Most Improvement: -ELA Proficiency Overall (combined 8% increase in students achieving >=3 from SY24) -Math Proficiency Overall (combined 8% increase in students achieving >=3 from SY24) -ESE Proficiency increases in ELA, Geometry, and US History -9th Grade ELA **Overall Proficiency (12% increase in students achieving >=3 from SY24) **Both ELL and ESE significant increase from SY24 New Actions: -Better alignment in ELA department with planning and teacher assignments -Emphasis on best practices for ESE students in PD sessions -Targeted planning in ELA 9 and 10 -Scheduling Considerations in Math -Continued reinforcement of best practices in common planning (data driven) -Targeted planning in Algebra -Positive incentives implemented Quarterly
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Lowest Performance: -US History (no change in students achieving >=3 from SY24) -ELA L25% decrease of 9% points in gains from SY24 -ELL subgroup performance showed significant growth in all tested areas from SY24 except in Geometry (decrease of 13% points in students achieving >=3 from SY24) Contributing Factors/Trends: **Focused Literacy support (0.5 coach) was shifted toward overall ELA support with planning, implementation, and targeted student support (less intensive support with L25%) **Scheduling and support considerations for US History **Scheduling and support considerations for ELL Geometry block
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Data component that showed the greatest decline was ELL subgroup performance with a decrease of 13% points in students achieving >=3 from SY24 **Scheduling and support considerations for ELL Geometry block **Increased Spanish ELL population and decreased tutor support
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.
Greatest gap(s) above state average: *9th ELA +11% points above *10th ELA +11% points above *Geometry +11% points above Greatest gap below state average: *US History -3% points Contributing Factors: *Positive--Targeted and intentional planning (and continued adjustments) with 9th ELA, 10th ELA, Algebra, and Geometry *Opportunity for Improvement--Scheduling and support considerations for US History *Opportunity for Improvement--Increased alignment within US History teachers' planning and formative assessments
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1 Maintain positive momentum/growth in ELA 9th and 10th 2. Maintain positive momentum/growth in overall Math 3. Increase percentage of students achieving >=3 in US History 4. Increase percentage of students achieving >=3 in ELL Geometry 5. Increase gains in L25% for ELA

SIP - Areas of Focus

The mission of Naples High School is to provide a safe and healthy learning environment in which all students have the opportunity to achieve to their highest potential and become productive citizens.
Naples High School's vision supports the District's mission stated simply: all students will complete school prepared for ongoing learning.
By the end of the 2025-26 school year (PM3), at least 60% of the L25 in ELA will make learning gains.
(View Marzano Model)
The evidence-based strategy that Naples High School will utilize from the Marzano Focused Teacher Evaluation Model (FTEM) is Previewing New Content. By engaging students in previewing activities that require them to access prior knowledge, linkages will be made from what they know to what they are learning, contributing to engaging and challenging lessons and increasing retention of knowledge. Additionally, this aligns with CCPS literacy goals.
Action #1
Action Steps to implement evidence-based strategy:
Provide professional development on instructional strategies for Previewing Content, such as (but not limited to) informational hooks, start-ups, K-W-L activities, summaries, note-taking, preview questioning, graphic organizers, anticipation guides, preassessments.
Person Responsible:
Cari Quintero, ELA Instructional Leaders, Reading Coach
Progress Monitoring Evidence:
Surveys, FTEM Observations, Student Data (PM1, PM2, Lexia)
Action #2
Action Steps to implement evidence-based strategy:
Teachers will utilize collaborative planning to implement strategies learned at professional development sessions to help students preview new content in ELA.
Person Responsible:
ELA Instructional Leaders, Reading Coach
Progress Monitoring Evidence:
Lesson Plans, FTEM Observations, Pre & Post Observation Conference Discussions
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to preview new content in ELA.
Person Responsible:
ELA Instructional Leaders, Reading Coach, ELA Teachers
Progress Monitoring Evidence:
FTEM Observations, Student Data (PM1, PM2, Lexia)
Action #4
Action Steps to implement evidence-based strategy:
Each Quarter, departments will analyze the impact of the previewing of new content strategy in ELA based off student data.
Person Responsible:
ELA Instructional Leaders, Reading Coach, ELA Teachers
Progress Monitoring Evidence:
Reflection Activities
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
By the end of the 2025-26 school year (EOC Exams), at least 60% overall will make learning gains in Math.
(View Marzano Model)
The evidence-based strategy that Naples High School will utilize from the Marzano Focused Teacher Evaluation Model (FTEM) is Previewing New Content. By engaging students in previewing activities that require them to access prior knowledge, linkages will be made from what they know to what they are learning, contributing to engaging and challenging lessons and increasing retention of knowledge. Additionally, this aligns with CCPS literacy goals.
Action #1
Action Steps to implement evidence-based strategy:
Provide professional development on instructional strategies for Previewing Content, such as (but not limited to) informational hooks, start-ups, K-W-L activities, summaries, note-taking, preview questioning, graphic organizers, anticipation guides, preassessments.
Person Responsible:
Cari Quintero, Math Instructional Leaders, District Math Support
Progress Monitoring Evidence:
Surveys, FTEM Observations, Student Data (Quarterly Benchmarks, Aleks)
Action #2
Action Steps to implement evidence-based strategy:
Teachers will utilize collaborative planning to implement strategies learned at professional development sessions to help students preview new content in Math.
Person Responsible:
Math Instructional Leaders
Progress Monitoring Evidence:
Lesson Plans, FTEM Observations, Pre & Post Observation Conference Discussions
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to preview new content in Math.
Person Responsible:
Math Instructional Leaders, Math Teachers
Progress Monitoring Evidence:
FTEM Observations, Student Data (Quarterly Benchmarks, Aleks)
Action #4
Action Steps to implement evidence-based strategy:
Each Quarter, departments will analyze the impact of the previewing of new content strategy in Math based off student data.
Person Responsible:
Math Instructional Leaders, Math Teachers
Progress Monitoring Evidence:
Reflection Activities
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
By the end of the 2025-26 school year, overall proficiency on SY26 US History EOC will increase by at least 4% (from 64% to 68%) compared to SY25 EOC.
(View Marzano Model)
The evidence-based strategy that Naples High School will utilize from the Marzano Focused Teacher Evaluation Model (FTEM) is Previewing New Content. By engaging students in previewing activities that require them to access prior knowledge, linkages will be made from what they know to what they are learning, contributing to engaging and challenging lessons and increasing retention of knowledge. Additionally, this aligns with CCPS literacy goals.
Action #1
Action Steps to implement evidence-based strategy:
Provide professional development on instructional strategies for Previewing Content, such as (but not limited to) informational hooks, start-ups, K-W-L activities, summaries, note-taking, preview questioning, graphic organizers, anticipation guides, preassessments.
Person Responsible:
Cari Quintero, Social Studies Instructional Leaders
Progress Monitoring Evidence:
Surveys, FTEM Observations, Student Data (Quarterly Benchmarks, US History Common Formative Assessments)
Action #2
Action Steps to implement evidence-based strategy:
Teachers will utilize collaborative planning to implement strategies learned at professional development sessions to help students preview new content in Social Studies.
Person Responsible:
Social Studies Instructional Leaders
Progress Monitoring Evidence:
Lesson Plans, FTEM Observations, Pre & Post Observation Conference Discussions
Action #3
Action Steps to implement evidence-based strategy:
Teachers will implement the planned lessons and strategies aligned to preview new content in Social Studies.
Person Responsible:
Social Studies Instructional Leaders, Social Studies Teachers
Progress Monitoring Evidence:
FTEM Observations, Student Data (Quarterly Benchmarks, US History Common Formative Assessments)
Action #4
Action Steps to implement evidence-based strategy:
Each Quarter, departments will analyze the impact of the previewing of new content strategy in Social Studies based off student data.
Person Responsible:
Social Studies Instructional Leaders, Social Studies Teachers
Progress Monitoring Evidence:
Reflection Activities
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!
Naples High School will continue to maintain and build on positive culture and environment by focusing on positive relationships among staff, connections with students, and a sense of belonging. One component of achieving this goal is encouraging greater involvement in clubs, activities, and athletics. By the end of the 2025-26 school year, the number of students involved in a club or athletic activity will increase by at least 5% from the 2024-25 school year.
(View Marzano Model)
The evidence-based strategy that Naples High School will utilize from the Marzano Focused Teacher Evaluation Model (FTEM) is Establishing and Maintaining Effective Relationships in a Student-Centered Classroom. By fostering a sense of community by encouraging more students to be involved in clubs and activities, teachers and staff will further build positive relationships with students. In turn, students will feel valued and an integral part of the wider campus community.
Action #1
Action Steps to implement evidence-based strategy:
Utilize student announcements, the fall club rush, and spring club rush promotion days to get students excited about being involved.
Person Responsible:
Cassie Barone
Progress Monitoring Evidence:
Quarterly club participation data
Action #2
Action Steps to implement evidence-based strategy:
Incentivize participation in clubs within the PBS program.
Person Responsible:
Club Sponsors
Progress Monitoring Evidence:
Quarterly club participation data, seasonal athletics participation data
Action #3
Action Steps to implement evidence-based strategy:
Highlight club activities through social media and school news.
Person Responsible:
Club Sponsors, Cassie Barone
Progress Monitoring Evidence:
Social media post data, school news notes
Action #4
Action Steps to implement evidence-based strategy:
Highlight athletics at seasonal pep rallies, social media, and school news, maintaining inclusivity and equity to the greatest possible extent.
Person Responsible:
Club Sponsors, Coaches, Cassie Barone
Progress Monitoring Evidence:
Social media post data, school news notes
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

No files uploaded
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.
No response.
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.
No response.
3.

Describe how the school plans to strengthen the academic program in the school, increase the amount and quality of learning time and help provide an enriched and accelerated curriculum. Include the Area of Focus if addressed in Part II of the SIP. (ESSA 1114(b)(7)ii))
No response.
4.

If appropriate and applicable, describe how this plan is developed in coordination and integration with other Federal, State, and local services, resources and programs, such as programs supported under ESSA, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing CSI or TSI activities under section 1111(d). (ESSA 1114(b)(5))
No response.

CSI, TSI and ATSI Resource Review

Describe the process to review school improvement funding allocations and ensure resources are allocated based on needs. This section must be completed if the school is identified as ATSI, TSI or CSI in addition to completing an Area(s) of Focus identifying interventions and activities within the SIP (ESSA 1111(d)(1)(B)(4) and (d)(2)(C).

No response.

Reading Achievement Initiative for Scholastic Excellence (RAISE)

For the 2025-2026 school year, the criteria includes schools with students in grades three through five where 50 percent or more of its students, in any grade level, score below a level 3 on the most recent statewide English Language Arts (ELA) assessment; or progress monitoring data collected from the coordinated screening and progress monitoring system pursuant to s. 1008.25(9), F.S., shows that 50 percent or more of the students are not on track to pass the statewide, standardized grade 3 ELA assessment for any grade level kindergarten through grade 3; and at least 10 students must be present for both the second and third full-time equivalent (FTE) survey periods and must be enrolled at the time of the statewide, standardized testing.

Include a description of your Area of Focus (Instructional Practice specifically relating to Reading/ELA) for each grade below, how it affects student learning in literacy, and a rationale that explains how it was identified as a critical need from the data reviewed. Data that should be used to determine the critical need should include, at a minimum:

  • The percentage of students below Level 3 on the 2024−2025 statewide, standardized ELA assessment. Identification criteria must include each grade that has 50 percent or more students scoring below Level 3 in grades 3-5 on the statewide, standardized ELA assessment.
  • The percentage of students in kindergarten through grade 3, based on 2024−2025 coordinated screening and progress monitoring system data, who are not on track to score Level 3 or above on the statewide, standardized ELA assessment.
  • Other forms of data that should be considered: formative, progress monitoring and diagnostic assessment data.
1.

Grades K-2: Instructional Practice specifically relating to Reading/ELA

No reponse.
2.

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

No reponse.

School Advisory Council (SAC)

NameGroupEthnicityMigrant StatusDistrict EmployeeRoleStart of TermEnd of Term
Lee Dixon Community/Business White Non-Migrant No SAC Chair 8/21/2025 8/21/2026
Melissa Peters Parent White Non-Migrant No Vice Chair 8/21/2025 8/21/2026
Denis Crowe Parent White Non-Migrant No Member 8/21/2025 8/21/2027
Lisa Giblin Non-instructional Staff White Non-Migrant Yes Member 8/21/2025 8/21/2027
Gary Indianer Parent White Non-Migrant No Member 8/21/2025 8/21/2026
Heidi Jinkins Teachers White Non-Migrant Yes Member 8/21/2025 8/21/2026
Sandra Kasetaite Teachers Others Non-Migrant Yes Member 8/21/2025 8/21/2027
Burkhard Klein Parent White Non-Migrant No Member 8/21/2025 8/21/2026
Suzanne Klym Parent White Non-Migrant No Member 8/21/2025 8/21/2026
Kristina Lee Principal White Non-Migrant Yes Principal 8/21/2025 8/21/2026
Daniel Lozano Teachers Hispanic Non-Migrant Yes Member 8/21/2025 8/21/2026
Jason Martin Parent White Non-Migrant No Member 8/21/2025 8/21/2026
Vivian Moreno-Gonzalez Non-instructional Staff Hispanic Non-Migrant Yes Member 8/21/2025 8/21/2026
Randy Piloto Students Hispanic Non-Migrant No Member 8/21/2025 8/21/2026
Iliana Robinson Teachers Hispanic Non-Migrant Yes Member 8/22/2025 8/22/2026
Monica Rodriguez Teachers Hispanic Non-Migrant Yes Member 8/22/2025 8/22/2027
Bettina Roedig Community/Business White Non-Migrant No Member 8/22/2025 8/22/2026
Erin Smith Parent White Non-Migrant No Member 8/22/2025 8/22/2026
Nivea Cruz Parent Hispanic Non-Migrant No Member 8/22/2025 8/22/2026
Carmen Mandique Guido Parent Hispanic Non-Migrant No Member 8/22/2025 8/22/2026
Diana Ide-Gonzalez Parent Hispanic Non-Migrant No Member 8/22/2025 8/22/2026
Tonia Spangler Parent White Non-Migrant No Member 8/22/2025 8/22/2026
Consuela Thomas Parent Others Non-Migrant No Member 8/22/2025 8/22/2026
Diana Trejo Teachers Hispanic Non-Migrant Yes Member 8/22/2025 8/22/2027
Shayane Dorilus Students Black Non-Migrant No Member 8/25/2025 8/25/2026
John Moll Community/Business White Non-Migrant No Member 8/25/2025 8/26/2026
GroupNumber%
Community/Business311.5
Non-instructional Staff27.7
Parent1246.2
Principal13.8
Students (required for HS; optional for MS)27.7
Teachers623.1
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 934.6
Non-District Employee 1765.4
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
Black14.012.2
Hispanic936.047.7
Others28.05.7
White1352.034.3
Date & TimeTitleLocationUploaded Files
Monday, August 18, 2025 6:00 PMMonthly Meeting 
Monday, September 15, 2025 6:00 PMMonthly MeetingNHS Media Center
Monday, October 20, 2025 3:41 PMMonthly MeetingNHS Media Center
Date

Existing Uploads

File Name
NHS SAC Bylaws.pdf