Planning for School Improvement

Lely High School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
Grade 9 All: Increase 4% Grade 9 ESE: Increase 20% Grade 9 ELL: Increase 4% Grade 10: Increase 5 % Grade 10 ESE: Increase 5% Grade 10 ELL: Increase 11%
Algebra All: Increase 2% Algebra ESE: Increase 7% Algebra ELL: Decrease 2% Geometry ALL: Increase 25% Geometry ESE: Increase 18% Geometry ELL: Increase 33%
Biology ALL: Increase 9% Biology ESE: Increase 25% Biology ELL: Increase 34%
US History All: Increase 3% US History ESE: No Change US History ELL: Increase 3%
Which data component showed the most improvement? What new actions did your school take in this area?
Geometry and Biology showed the most improvement. Changes for Geometry included the addition of foundational skills G for level 1, 2, and 3 students who struggled with math historically, or who came from ALG 1 A/B the prior year and needed the additional support. Students worked on all foundational skills through small group work and the ALEKS program in the foundational skills period. Changes for Biology included leveling sections and hand scheduling students based on historical scores, attendance, etc. Tutor support was strategically scheduled to support Bio ELL students.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
While we did show an increase of 3% in US History ELL, that is only an increase from 3% to 6% proficiency. This year we are moving that teacher out of US History and giving those sections to our strongest tutor and a successful US History teacher from last year. The teacher we had last year stated she was not comfortable with the content. The second lowest was ELL grade 9 ELA. There were two long term subs in grade 9 ELA ELL sections last year. We are looking to adjust the ELL support for grade 9 ELA this coming year.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Algebra ELL showed the only decrease (2%) and US History ESE remained the same (no change). The slight decrease in proficiency for Algebra ELL attributed to a first year teacher having the LY sections of Algebra. This year we are moving the LY sections back to the former teacher and the ESE sections to the second year teacher with a new co-teacher with 19 years of experience. The ELL still outperformed the ESE by 4%, so the switch should benefit both ESE and ELL.
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.
ELA Grade 9: School (42%) State (53%) Algebra: School (44%) State (55%) For Algebra the state average includes Middle School scores. We were 4th in District for High Schools and 3% above the District HS average. The District increased from 29% to 41% and our school increased from 42% to 44%.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Increase proficiency in ELA Grade 9 overall, ESE, ELL, and L25 2. Increase gains for Low 25 Math in ALG and GEO 3. Increase US History proficiency for ELL subgroup 4. Increase student attendance 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 48% (a 5% increase) of grade 9 students and 55% 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)
Using the Marzano Focused Teacher Evaluation Model, coaches and administrators will assist teachers in using formative assessment strategies to track progress.
Action #1
Action Steps to implement evidence-based strategy:
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.
Person Responsible:
Leadership Team
Progress Monitoring Evidence:
QBAs (PMs), Observations (FTEM informal, formal, walkthroughs, learning walks), ALEKS progress (growth, formative assessments), Data Binders (student let data chats), Lexia Progress (monthly growth review), gradebook monitoring (APC).
Action #2
Action Steps to implement evidence-based strategy:
As an ELA (9/10) team and led by the academic coach, identify formative assessment strategies to be used for upcoming units and to consistently check for understanding.
Person Responsible:
Tracey Alvarez
Progress Monitoring Evidence:
QBAs (PMs), Observations (FTEM informal, formal, walkthroughs, learning walks), ALEKS progress (growth, formative assessments), Data Binders (student let data chats), Lexia Progress (monthly growth review).
Action #3
Action Steps to implement evidence-based strategy:
The academic coach will plan with the team on delivery of instruction and will model co-teaching and grouping strategies. Data will be used for strategic student grouping.
Person Responsible:
Tracey Alvarez
Progress Monitoring Evidence:
QBAs (PMs), Observations (FTEM informal, formal, walkthroughs, learning walks), ALEKS progress (growth, formative assessments), Data Binders (student let data chats), Lexia Progress (monthly growth review).
Action #4
Action Steps to implement evidence-based strategy:
Monitor with classroom walkthroughs, attending common planning, lesson plan reviews and teacher growth discussions.
Person Responsible:
Jen Bledsoe
Progress Monitoring Evidence:
QBAs (PMs), Observations (FTEM informal, formal, walkthroughs, learning walks), ALEKS progress (growth, formative assessments), Data Binders (student let data chats), Lexia Progress (monthly growth review).
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A5100131254282Resource Teachers1.80$206,899.80
Title I Part A5100151254282Tutors3.00$172,514.01
Title I Part A6400131254282Literacy Coach0.50$68,258.26
Title I Part A640075425428230 days of TPD for English and Math teachers to common plan using data from quarterly assessments and progress monitoring. $4,800.00
Title I Part A5100510254282Instructional Supplies $754.05
Title I Part A6150390254282Printing Services for parent communications $3,484.28
Title I Part A6150510254282Parent Involvement Supplies and refreshments $1,446.13
By the end of the academic year, at least 65% (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)
Using the Marzano Focused Teacher Evaluation Model, coaches and teachers will assist students in processing new content, previewing new content, and identifying critical content from the standards. Additionally, additional time will be provided through the use of a foundations period, where instructional will focus on identified areas of growth and students can work on an individualized learning path. In the foundations period, the teacher acts as a guide, support, and facilitator of learning, where students will benefit from being in a "learning lab" style environment, supported by the academic coach. The math department will utilize Microsoft Teams for academic coach support, where the teachers will have choice in scheduling the coach support.
Action #1
Action Steps to implement evidence-based strategy:
As a Geometry team and led by the academic coach, identify the critical vocabulary for each unit, before the unit begins, determine methods and strategies previewing and processing the identified vocabulary, and conduct classroom visits to ensure implementation with fidelity.
Person Responsible:
Suzi Szczepanski
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:
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:
Suzi Szczepanski
Progress Monitoring Evidence:
Gradebook grades, ALEKS progress, standardized testing progress
Action #3
Action Steps to implement evidence-based strategy:
Coaches and teachers will identify critical content through analysis of curriculum guides, academic resources and state benchmarks.
Person Responsible:
Suzi Szczepanski
Progress Monitoring Evidence:
Observations, Data binders, lesson plans
Action #4
Action Steps to implement evidence-based strategy:
Coaches and teachers will create innovative instructional strategies in delivering critical content. They will help students preview and process new content by creating aligned guided notes, strategically grouping students based on data analysis and conducting meaningful data chats with students.
Person Responsible:
Suzi Szczepanski
Progress Monitoring Evidence:
Lesson plans, observations, data binders
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
Title I Part A6400131254282Content Area Math Coach1.00$117,774.57
By the end of the academic year, at least 66% (a 9% 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)
Using the Marzano Focused Teacher Evaluation Model, coaches and teachers will assist students in processing new content, previewing new content, and identifying critical content from the standards.
Action #1
Action Steps to implement evidence-based strategy:
Coaches and teachers will identify critical content through analysis of curriculum guides, academic resources, and state benchmarks
Person Responsible:
Adam Vollrath
Progress Monitoring Evidence:
Lesson plans, data binder, QBAs
Action #2
Action Steps to implement evidence-based strategy:
Coaches and teachers will create innovative instructional strategies in delivering critical content. Coaches and teachers will help students preview and process new content by creating aligned guided notes, strategically grouping students based on data analysis, and conducting consistent and meaningful data chats with students aligned to critical content.
Person Responsible:
Adam Vollrath
Progress Monitoring Evidence:
Lesson plans, common planning, observations
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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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:
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
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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

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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 Schools provide a systematic and strategic approach to providing services through the District Strategic Plan and the K-12 Comprehensive Reading Plan. The goals and objectives of each program and department are aligned with these overarching district plans. Title I Parts A, C, D, UniSIG, Title II, Part A, and Title IV are managed out of the same department. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently coordinated. Informal communications and monthly administrative meetings are held to discuss program needs, issues, and coordinate efforts. Leadership staff of the Title I Parts A, C, D, Title II, Title III, Title IV, Head Start/VPK, and Title IX programs meet monthly to coordinate efforts and receive joint staff development for improving their services. Teaching & Learning (T&L) department meetings include academic program coordinators, including IDEA, and Head Start. Title IX, LEA, Title I Parts A and C coordinate services to identify and assist homeless children, assist with registration, and provide support services. Title I and District jointly fund the Homeless Liaison to support homeless students in all schools. Title I Parts A and C and Title III funds are coordinated to provide at-risk students with supplemental instructional support and resources. Title II, Part A and IDEA fund exam reimbursements to ensure staff meet certification requirements.

CSI, TSI and ATSI Resource Review

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

No response.

Reading Achievement Initiative for Scholastic Excellence (RAISE)

For the 2024-2025 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 2023−2024 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 2023−2024 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.