Planning for School Improvement

Immokalee 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?
Increase in both 9th grade and 10th grade ELA overall proficiency. Also Increase in ESE and ELL proficiency.
Increase in Algebra overall proficiency. Geometry's proficiency stayed the same. Algebra ESE and ELL increased overall proficiency but Geometry's ESE declined and ELL increased.
Biology's overall proficiency increased along with ESE and ELL
US History's proficiency went down 1% point and ESE and ELL either stayed the same or went down a little.
Which data component showed the most improvement? What new actions did your school take in this area?
9th grade ELA proficiency went up 9% and Algebra went up 17%. Both groups focused on small group instruction and utilized the ESE inclusion in the most efficient way. In addition, ELA focused on increasing the rigor and becoming more of a student centered classroom. Algebra team embraced collaborative planning and shared best practices and teaching techniques which helped everyone grow.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
ELA 9th and 10th grade with an overall proficiency of 46% and 48% were the lowest but both had a big jumps from previous years.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Geometry staying the same at 49%, showed the biggest decline because they declined 4% last year and is trending downward. Geometry has not embraced small group instruction, especially in the singleton sections, and hasn't embraced collaborative planning.
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 9th grade at 46% with the state at 53% shows the biggest gap between our school and the state. 9th grade ELA has increased 15% the last two years by teaching the standard, focusing on the rigor of the standard, utilizing small groups, and focusing on what students are doing, so I believe they will continue this upward trend along with the 10th ELA team.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1. Increasing Geometry proficiency to 60% 2. Increase 9th and 10th ELA proficiency to 60% 3. Increase Math's learning gains to 60% or higher 4. Keep staff and students motivated and believing we can do it.

SIP - Areas of Focus

To promote educational excellence that prepares students to be college, career, and life ready.
We are committed to achieving excellence by providing rigorous educational opportunities and developing a sense of community among students, faculty, and parents.
By June 2025, ELA will increase the overall proficiency from 51% to 60% as measured by the FAST assessment at the end of the year (PM3).
(View Marzano Model)
Helping students practice skills, strategies, and processes
Action #1
Action Steps to implement evidence-based strategy:
Teachers will use small group activities, that include both teacher led and student led, that will help students practice skills, strategies, and processes at the rigor of the standard.
Person Responsible:
ELA Instructional Staff, Dazra McDonald (Reading Coach)
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. PM 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans
Action #2
Action Steps to implement evidence-based strategy:
Staff will attend professional development on data driven instruction, assessments based on deepening knowledge, level of taxonomy of assignments, purpose outcome of the assignment, and monitoring strategies on the impact of the assignment to ensure students are practicing skills, strategies, and processes at the appropriate level.
Person Responsible:
ELA Instructional Staff, Dazra McDonald, Reading Coach
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. PM 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans
Action #3
Action Steps to implement evidence-based strategy:
Staff will attend weekly common planning meetings where assignments/class work will be reviewed to ensure that it is focused on the standard being taught, and at the rigor of the standard, so that students have the ability to practice skills, strategies, and processes and the appropriate level. This will also include quarterly PD days were staff will have an entire day to review their data from PM/QBA to make adjustments to their teaching. This day will end with a data chat with admin to review strengths/weaknesses and a plan of action.
Person Responsible:
ELA Instructional Staff, Dazra McDonald, Reading Coach
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. PM 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans. PM1/QBA data chats
Action #4
Action Steps to implement evidence-based strategy:
Staff will ensure every lesson has time for students to practice skills, strategies, and processes at the appropriate rigor of the standard.
Person Responsible:
ELA Instructional Staff, Dazra McDonald, Reading Coach
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. PM 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
By June 2025, Math will increase the overall proficiency from 49% to 60% as measured by the end of course exam.
(View Marzano Model)
Helping students practice skills, strategies, and processes
Action #1
Action Steps to implement evidence-based strategy:
The teacher will effectively and intentionally implement small-group collaboration in the classroom to help students develop skills, strategies, and processes at the rigor of the standard.
Person Responsible:
Math Instructional Staff, Math Coach-Lori Howard
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. QBA 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans
Action #2
Action Steps to implement evidence-based strategy:
Staff will attend professional development on data driven instruction, assessments based on deepening knowledge, level of taxonomy of assignments, purpose outcome of the assignment, and monitoring strategies on the impact of the assignment to ensure students are practicing skills, strategies, and processes at the appropriate level.
Person Responsible:
Math Instructional Staff, Math Coach-Lori Howard
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. QBA 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans
Action #3
Action Steps to implement evidence-based strategy:
Staff will attend weekly common planning meetings where assignments/class work will be reviewed to ensure that it is focused on the standard being taught, and at the rigor of the standard, so that students have the ability to practice skills, strategies, and processes and the appropriate level. This will also include quarterly PD days were staff will have an entire day to review their data from PM/QBA to make adjustments to their teaching. This day will end with a data chat with admin to review strengths/weaknesses and a plan of action.
Person Responsible:
Math Instructional Staff, Math Coach-Lori Howard
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. QBA 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans. PM1/QBA data chats
Action #4
Action Steps to implement evidence-based strategy:
Staff will ensure every lesson has time for students to practice skills, strategies, and processes at the appropriate rigor of the standard.
Person Responsible:
Math Instructional Staff, Math Coach-Lori Howard
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. QBA 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
By June 2025, Science will increase the overall proficiency from 67% to 75% as measured by the end of course exam.
(View Marzano Model)
Helping students practice skills, strategies, and processes
Action #1
Action Steps to implement evidence-based strategy:
The teacher will effectively and intentionally implement small-group collaboration in the classroom to help students develop skills, strategies, and processes at the rigor of the standard.
Person Responsible:
Science Instructional Staff
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. QBA 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans.
Action #2
Action Steps to implement evidence-based strategy:
Staff will attend professional development on data driven instruction, assessments based on deepening knowledge, level of taxonomy of assignments, purpose outcome of the assignment, and monitoring strategies on the impact of the assignment to ensure students are practicing skills, strategies, and processes at the appropriate level.
Person Responsible:
Science Instructional Staff
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. QBA 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans.
Action #3
Action Steps to implement evidence-based strategy:
Staff will attend weekly common planning meetings where assignments/class work will be reviewed to ensure that it is focused on the standard being taught, and at the rigor of the standard, so that students have the ability to practice skills, strategies, and processes and the appropriate level. This will also include quarterly PD days were staff will have an entire day to review their data from PM/QBA to make adjustments to their teaching. This day will end with a data chat with admin to review strengths/weaknesses and a plan of action.
Person Responsible:
Science Instructional Staff
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. QBA 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans. PM1/QBA data chats
Action #4
Action Steps to implement evidence-based strategy:
Staff will ensure every lesson has time for students to practice skills, strategies, and processes at the appropriate rigor of the standard.
Person Responsible:
Science Instructional Staff
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. QBA 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
By June 2025, Social Studies will increase the overall proficiency from 69% to 75% as measured by the end of course exam.
(View Marzano Model)
Helping students practice skills, strategies, and processes
Action #1
Action Steps to implement evidence-based strategy:
The teacher will effectively and intentionally implement small-group collaboration in the classroom to help students develop skills, strategies, and processes at the rigor of the standard.
Person Responsible:
Social Studies Instructional Staff
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. QBA 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans.
Action #2
Action Steps to implement evidence-based strategy:
Staff will attend professional development on data driven instruction, assessments based on deepening knowledge, level of taxonomy of assignments, purpose outcome of the assignment, and monitoring strategies on the impact of the assignment to ensure students are practicing skills, strategies, and processes at the appropriate level.
Person Responsible:
Social Studies Instructional Staff
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. QBA 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans.
Action #3
Action Steps to implement evidence-based strategy:
Staff will attend weekly common planning meetings where assignments/class work will be reviewed to ensure that it is focused on the standard being taught, and at the rigor of the standard, so that students have the ability to practice skills, strategies, and processes and the appropriate level. This will also include quarterly PD days were staff will have an entire day to review their data from PM/QBA to make adjustments to their teaching. This day will end with a data chat with admin to review strengths/weaknesses and a plan of action.
Person Responsible:
Social Studies Instructional Staff
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. QBA 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans. PM1/QBA data chats
Action #4
Action Steps to implement evidence-based strategy:
Staff will ensure every lesson has time for students to practice skills, strategies, and processes at the appropriate rigor of the standard.
Person Responsible:
Social Studies Instructional Staff
Progress Monitoring Evidence:
iObservation reports and feedback provided. PLC agendas and minutes. Student work samples. QBA 1-3 data. Common formative and summative assessment data. Gradebook reports. Lesson Plans.
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!
By the end of SY25, Immokalee High School will increase attendance by 25% in Fall, Winter, and Spring activities/events.
(View Marzano Model)
Establishing and maintaining effective relationships in a student centered school.
Action #1
Action Steps to implement evidence-based strategy:
The school will institute Fun Fridays in the courtyard with games and school information during lunch to increase school spirit and inform students of upcoming events
Person Responsible:
Chris Siner, AD
Progress Monitoring Evidence:
Student admission sign-in sheets/logs. Student/Staff Survey's data.
Action #2
Action Steps to implement evidence-based strategy:
The school will offer special events that offer discounted/free rates to IHS activities to increase admission numbers.
Person Responsible:
Chris Siner, AD
Progress Monitoring Evidence:
Student admission sign-in sheets/logs. Student/Staff Survey's data.
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
IHS - FY26 Use of Funds - Rev Alloc - 10-6-25 Amend 1.xlsx 10/13/2025
1.

Provide the methods for dissemination of this SIP, UniSIG budget and SWP to stakeholders (e.g., students, families, school staff and leadership and local businesses and organizations). Please articulate a plan or protocol for how this SIP and progress will be shared and disseminated and to the extent practicable, provided in a language a parent can understand. (ESSA 1114(b)(4))

List the school's webpage* where the SIP is made publicly available.
* A webpage is not sufficient as the sole method of dissemination.
The SIP plan will be located on the school webpage link below. Before it is shared here, it is first begun during pre-service week. At this point the goals and action steps are created. This is then shared with the entire staff in the opening of schools meeting. Staff is then asked to review the plan and come up with suggestions/feedback to the goals and action steps. They are also asked to come up with ways to support the goals. Another way we share the SIP is at the first SAC meeting of the year. At this meeting, we review the SIP with parents, community members, staff, and SAC members. They also have the opportunity to give feedback and suggestions. Once this is done, a vote is taken to proceed or not with the current plan. Both our staff and SAC gave feedback/suggestions and the SIP was revised based on that. The SIP progress will be shared with staff at PLC's and faculty meetings. The community will get updates through monthly parent involvement meetings that are scheduled through our parent involvement coordinator. https://www.collierschools.com/ihs
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.
Curriculum Night is one of the first opportunities we have every year to review the Family Engagement Plan (on website) and the schools vision and mission. At this meeting we also discuss previous years data from state assessments, school grade, and upcoming parent events. Through our parent events that are once a month, we have the opportunity to focus on a specific need of our parents, but also an opportunity to share data from school assessments taking place throughout the year. We have also set a goal this year to increase attendance to all events at the school by 25%. We will do this by reaching out to the community through auto-dialers, marquee, Twitter, Facebook, and going to churches/community centers. When reaching out we will discuss the importance of parent involvement, upcoming events at the school, and an update of what's happening at the school. 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 mediahttps://www.collierschools.com/ihs
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))
Scales utilized by the teacher and student Common formative and summative assessments based on the full execution of the standard Tracking academic progress Diving deeper into data through quarterly data days Practicing at the rigor of the standard Checking of lesson plans Attending PLC's Through observations Professional development
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
Daniel Boddison Principal White Non-Migrant Yes Principal 9/15/2025
Daniel Martinez Community/Business Hispanic Non-Migrant No SAC Chair 9/15/2025
Jennifer Kendall Parent White Non-Migrant Yes Member 9/15/2025
Kathryn Doyle Teachers White Non-Migrant Yes Member 9/15/2025
Marisol Sanders Community/Business Hispanic Non-Migrant No Member 9/15/2025
Melissa Sproat Parent Hispanic Non-Migrant No Member 9/15/2025
Priscilla Guerrero Non-instructional Staff Hispanic Non-Migrant Yes Member 9/15/2025
Rebecca Gonzalez Parent Hispanic Non-Migrant No Member 9/15/2025
Melinda Gamez Parent Hispanic Non-Migrant No Secretary 9/25/2025 9/25/2026
Mia-Nevaeh Valdez Students Hispanic Non-Migrant No Member 9/25/2025 9/25/2026
Lucero Avellaneda Students Hispanic Non-Migrant No Member 9/25/2025 9/25/2026
Genette Rincon Parent Hispanic Non-Migrant Yes Member 9/25/2025 9/25/2026
Jessica Rickard Parent White Non-Migrant Yes Member 9/25/2025 9/25/2026
Myra Johnson Parent Hispanic Non-Migrant No Member 9/25/2025 9/25/2026
Tina Sauceda Community/Business Hispanic Non-Migrant No Member 9/25/2025 9/25/2026
Elizabeth Resendiz Parent Hispanic Non-Migrant No Member 9/25/2025 9/25/2026
Rodelin Anthony Non-instructional Staff Black Non-Migrant Yes Member 9/25/2025 9/25/2026
GroupNumber%
Community/Business317.6
Non-instructional Staff211.8
Parent847.1
Principal15.9
Students (required for HS; optional for MS)211.8
Teachers15.9
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 741.2
Non-District Employee 1058.8
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
Black16.315.3
Hispanic1275.080.4
Others00.02.6
White318.81.8
Date & TimeTitleLocationUploaded Files
Monday, August 25, 2025 5:30 PMSAC Meeting Agenda/MinutesMedia center
Monday, September 22, 2025 5:30 PMSAC Meeting Agenda/MinutesMedia center
Date

Existing Uploads

File Name
SACBylaws24-25.pdf