Planning for School Improvement

Lely 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?
ELA 9 All Ach: Up 10% ELA 9 ESE Ach: Up 6% ELA 9 ELL Ach: Up 10% ELA 9 L25 Ach: Up 7% ELA 9 ALL Gains: Up 5% ELA 9 ELL Gains: Up 31% ELA 9 L25 Gains: Up 5% ELA 10 ALL Ach: Up 4% ELA 10 ESE Ach: Up 12% ELA 10 ELL Ach: Down 3% ELA 10 L25 Ach: Maintained ELA 10 Gains: Up 4% ELA 10 L25 Gains: Down 3%
Math Ach All: Up 3% MATH Gains All: Up 4% Math L25 Gains All: Up 2% ALG All Ach: Up 2% ALG ESE Ach: Down 2% ALG ELL Ach: Up 1% ALG L25 Ach: Up 3% GEO ALL Ach: Maintained GEO ESE Ach: Up 6% GEO ELL Ach: Maintained GEO ADV Ach: Up 3% GEO L25 Ach: Up 11%
Biology ALL: Up 2% Biology ESE: Up 4% Biology ELL: Up 3%
USH All: Up 6% USH ESE: Up12% USH ELL: Up16% USH ADV: Up1% (100%)
Which data component showed the most improvement? What new actions did your school take in this area?
Grade 9 ELA ELL gains (31%) Grade 10 ELA ESE achievement (12%) Grade 9 ELA ALL achievement (10%) GEO L25 gains (11%) USH ESE (12%) and ELL (16%) achievement Strategic and consistent scheduling, formative assessments, coach support, teacher efficacy, strategic grouping, small group interventions, tutor support, instructional coaching, focus on lesson planning.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
ELA ELL Grade 10 achievement (-3%) ELA L25 Grade 10 gains (-3%) BIO ELL achievement (-3%) A coteaching model was ineffective in grade 10 ESE/ELL section for ELA level 1 students. For SY25, the inclusion teacher is moving to ENG 4 and the ENG 2 teacher is moving to ENG 3 and will receive continuous coaching.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
No testing area showed great decline. Our ELL subgroup dropped slightly in a few tested areas. We are going to ensure tutor support and strong teachers with this subgroup. We also aligned native language with teacher native language to enhance 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.
Algebra showed the biggest gap between school and state average. Algebra: School (45%) State (55%) and Grade 9 State (40%) Our school increased from 43% to 45% and was 5% above the state average for grade 9.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Focus on gains in subgroups for ELA (specifically levels 1 and 2) 2. L25 gains in ALG and GEO 3. Focus on ELA gains levels 3, 4, 5 4. US History increase in achievement 5. Acceleration Opportunities

SIP - Areas of Focus

Lely High School is committed to excellence by meeting the needs of diverse learners in a safe, respectful and positive environment while providing opportunities for lifelong learning, critical thinking and problem solving which foster self-worth and dignity.
Learning For All, Whatever It Takes
By the end of the academic year, at least 57% (a 5% increase) of grade 9 students and 56% of grade 10 students (a 5% increase) will score at a level 3 or higher on the F.A.S.T. ELA Assessment by implementing innovative vocabulary instruction, common planning, and attendance tracking. Progress will be measured by standardized reading assessments, with a focus on comprehension and critical thinking skills.
(View Marzano Model)
Marzano Element Reviewing Content.
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning - The leadership team will plan and deliver meaningful, need-based professional learning to staff consistently throughout the school year and aligned to our professional learning calendar (MicroPD Days).
Person Responsible:
Administrative Team, Literacy Coach, PL Facilitators
Progress Monitoring Evidence:
QBAs (PMs), Observations (FTEM informal, formal, walkthroughs, learning walks), Data Binders (student let data chats), Lexia Progress (monthly growth review), gradebook monitoring (APC).
Action #2
Action Steps to implement evidence-based strategy:
Planning - As an ELA (9/10) team and led by the academic coach, weekly common planning sessions will consist of time for teachers identify formative assessment and reviewing content strategies to be used for upcoming units and to consistently check for understanding.
Person Responsible:
Tracey Alvarez/Literacy Coach, All Teachers
Progress Monitoring Evidence:
QBAs (PMs), Observations (FTEM informal, formal, walkthroughs, learning walks), Data Binders (student let data chats), Lexia Progress (monthly growth review).
Action #3
Action Steps to implement evidence-based strategy:
Implementation - Teachers will implement planned lessons and strategies aligned to reviewing content and formative assessment.
Person Responsible:
Tracey Alvarez/Literacy Coach, All Teachers
Progress Monitoring Evidence:
Observations, Data binders, Lesson Plans
Action #4
Action Steps to implement evidence-based strategy:
Measuring Impact - During PLC's and common planning, teams will analyze the impact of reviewing content based off student academic data.
Person Responsible:
Leadership Team and All Teachers
Progress Monitoring Evidence:
Administrative Attendance at PLC's and common planning sessions, PM/QB Data, Gradebook Monitoring.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131254282Resource Teachers0.83$103,112.38
Title I Part A5100151254282Tutors3.00$189,451.65
By the end of the academic year, at least 61% (a 3% increase) of the students will score at a level 3 or higher on the B.E.S.T. Geometry End of Course exam by implementing innovative vocabulary instruction, adjusted pacing, attendance tracking, and creative scheduling. By the end of the academic year, at least Administrators, coaches, and teachers will monitor progress through common formative assessments, teacher observations, quarterly benchmark data, and various unit assessments with a target to reach the set goal by the end of the academic year.
(View Marzano Model)
Marzano Element Reviewing Content.
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning - The leadership team will plan and deliver meaningful, need-based professional learning to staff consistently throughout the school year and aligned to our professional learning calendar (MicroPD days).
Person Responsible:
Administrative Team, Math Coach, PL Facilitators
Progress Monitoring Evidence:
QBAs (PMs), Observations (FTEM informal, formal, walkthroughs, learning walks), ALEKS progress (growth, formative assessments), Data Binders (student let data chats),
Action #2
Action Steps to implement evidence-based strategy:
Planning - Weekly common planning sessions will consist of time for teachers to plan, using strategies from PL sessions to use questions to help students with reviewing content. APC will analyze data to determine proper geometry placement, will pair necessary courses with a foundation period, and will monitor student progress and attendance within those courses.
Person Responsible:
All Teachers and Suzi Szczepanski/Academic Coach
Progress Monitoring Evidence:
QBAs (PMs), Observations (FTEM informal, Formal, Walkthroughs, Learning Walks), ALEKS Progress (growth, formative assessments), Data Binders (student let data chats), Gradebook grades, Standardized Testing Progress
Action #3
Action Steps to implement evidence-based strategy:
Implementation - Coaches and teachers will identify critical content through analysis of curriculum guides, academic resources and state benchmarks. Teachers will implement planned lessons and strategies aligned to using questions to help students review content.
Person Responsible:
All Teachers and Suzi Szczepanski/Academic Coach
Progress Monitoring Evidence:
Observations, Data binders, Lesson Plans
Action #4
Action Steps to implement evidence-based strategy:
Measuring Impact - During PLC's and common planning, teams will analyze the impact of reviewing content based off student academic data.
Person Responsible:
Leadership Team and All Teachers
Progress Monitoring Evidence:
Administrative Attendance at PLC's and common planning sessions, PM/QB Data, Gradebook Monitoring.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131254282Content Area Math Coach1.00$119,903.67
By the end of the academic year, at least 68% (a 2% increase) of grade 11 students will score at a level 3 or higher on the US History EOC by implementing innovative vocabulary instruction, common planning, small group instruction, and attendance tracking. Progress will be measured by common assessments, with a focus on comprehension and critical thinking skills.
(View Marzano Model)
Marzano Element Reviewing Content.
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning - The leadership team will plan and deliver meaningful, need-based professional learning to staff consistently throughout the year and aligned to our professional learning calendar (MicroPD).
Person Responsible:
Administrative Team, PL Facilitators
Progress Monitoring Evidence:
QBAs, Observations (FTEM informal, formal, walkthroughs, learning walks), Formative Assessments, Student Led Data Chats.
Action #2
Action Steps to implement evidence-based strategy:
Planning - Weekly common planning sessions will consist of time for teachers to plan, using strategies from PL sessions to use questions to help students with reviewing content.
Person Responsible:
All Teachers and Administrator
Progress Monitoring Evidence:
QBAs, Observations (FTEM informal, formal, walkthroughs, learning walks), Formative Assessments, Student Led Data Chats.
Action #3
Action Steps to implement evidence-based strategy:
Implementation - Teachers will identify critical content through analysis of curriculum guides, academic resources, and state benchmarks. Teachers will implement planned lessons and strategies aligned to using questions to help students review content.
Person Responsible:
All Teachers and Administrator
Progress Monitoring Evidence:
Observations, Data Binders, Lesson Plans
Action #4
Action Steps to implement evidence-based strategy:
Measuring Impact - During PLC's and common planning, teams will analyze the impact of reviewing content based off student academic data.
Person Responsible:
Leadership Team and All Teachers
Progress Monitoring Evidence:
QBAs, Observations (FTEM informal, formal, walkthroughs, learning walks), Formative Assessments, Student Led Data Chats.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
By the end of the academic year, at least 60% (a 5% increase) of L25 in ELA and at least 55% (a 5% increase) of L25 in Math will achieve learning gains.
(View Marzano Model)
Marzano Element Reviewing Content.
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning - The leadership team will plan and deliver meaningful, need-based professional learning to staff consistently throughout the year and aligned to our professional learning calendar (MicroPD).
Person Responsible:
Administrative Team and PL Facilitators
Progress Monitoring Evidence:
QBAs, Observations (FTEM informal, formal, walkthroughs, learning walks), Formative Assessments, Student Led Data Chats.
Action #2
Action Steps to implement evidence-based strategy:
Planning - Weekly common planning sessions will consist of time for teachers to plan, using strategies from PL sessions to use questions to help students with reviewing content.
Person Responsible:
All Teachers, Academic Coaches, and Administrator
Progress Monitoring Evidence:
QBAs, Observations (FTEM informal, formal, walkthroughs, learning walks), Formative Assessments, Student Led Data Chats.
Action #3
Action Steps to implement evidence-based strategy:
Implementation - Teachers will identify critical content through analysis of curriculum guides, academic resources, and state benchmarks. Teachers will implement planned lessons and strategies aligned to using questions to help students review content.
Person Responsible:
All Teachers, Academic Coaches, and Administrator
Progress Monitoring Evidence:
Observations, Data Binders, Lesson Plans
Action #4
Action Steps to implement evidence-based strategy:
Measuring Impact - During PLC's and common planning, teams will analyze the impact of reviewing content based off student academic data.
Person Responsible:
Leadership Team and All Teachers
Progress Monitoring Evidence:
QBAs, Observations (FTEM informal, formal, walkthroughs, learning walks), Formative Assessments, Student Led Data Chats.
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
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Lely High School will focus on creating a safe and collaborative culture that promotes inclusivity, student engagement, and well-being. This goal will be measured by conducting student and staff satisfaction surveys as the beginning of the academic year, and consistently throughout the year. Additionally, the school will track attendance and discipline issues, and focus on increasing attendance by 2% and decreasing discipline incidents by 15%. This goal will be achieved by the end of the academic school year and data from student and staff surveys will reflect the success.
(View Marzano Model)
This smart goal is achievable by implementing Marzano's Domain 2 element of establishing and maintaining effective relationships in a student-centered classroom, and establishing clear expectations through school-wide systems, processes, and procedures. Ultimately, we want to create a safe and collaborative learning environment and school culture, to promote inclusivity, student engagement, and overall well-being, as evidenced by student and staff surveys.
Action #1
Action Steps to implement evidence-based strategy:
Action Steps Staff Responsible for Implementing Action Step Progress Monitoring Evidence Staff Responsible for Progress Monitoring Evidence Q1 Evidence of Impact Adjustments/Next Steps Administer staff and student surveys and analyze the Culture Amp and school survey results.
Person Responsible:
Amy Lovett and Jen Bledsoe
Progress Monitoring Evidence:
Student and staff surveys, teacher data chats
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
LHS - FY26 Use of Funds - Rev Alloc - 8-25-25 - Def.xlsx 09/09/2025
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 will be posted on our website, we will share with SAC as well as parents on Title 1 night. We will also communicate progress and data with same groups. We also publish a bi-weekly newsletter that goes to parents and community. 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.
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.
Providing focused parent evenings that are student based and need based. We will enable our parents to become more involved in the road to graduation. Providing presentations in the home languages will assist in the delivery of the content. 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))
Use of Title 1 funds to fund academic coaches, resource teachers, and paraprofessionals to assist in classrooms and focus on our subgroups.
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

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
No Council member found!
GroupNumber%
Community/Business00.0
Non-instructional Staff00.0
Parent00.0
Principal00.0
Students (required for HS; optional for MS)00.0
Teachers00.0
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 00.0
Non-District Employee 00.0
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
Black00.022.0
Hispanic00.057.4
Others00.05.4
White00.015.2
Date

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