Planning for School Improvement

L. Walker Technical 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 proficiency is holding steady at 88%, with learning gains increasing by 2%, and gains among the lowest 25% improving by 4%. The ESE subgroup showed significant improvement, with 9th-grade proficiency rising by 15% and 10th-grade proficiency increasing by 7%. The learning gains of LWH students with an IEP is approximately 15% above the CCPS average.
Overall math proficiency increased by 2%, with learning gains rising by 5%. However, learning gains among the lowest 25% decreased by 6%. Within the ESE subgroup, Algebra proficiency improved by 4%, and Geometry saw a significant increase of 39%.
Biology EOC proficiency remains strong, with only a slight decrease of 1%, from 95% to 94%. However the performance of our students with and IEP dropped by 3%.
Overall proficiency in U.S. History declined by 6%. Students with an IEP experienced a significant decline of 36% in proficiency.
Which data component showed the most improvement? What new actions did your school take in this area?
Overall, ELA demonstrated the strongest performance, building on already high scores with continued improvement. Our approach remained consistent, focusing on sound instructional practices such as lesson plan reviews and benchmark unpacking. Additionally, ongoing refinement of the MTSS process may have contributed positively to student outcomes.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Math had the lowest performance among the four categories, despite showing significant improvement from 2023–2024. Ongoing challenges such as staff turnover and teachers managing multiple course preparations continue to make it difficult to reach the performance levels seen in other subject areas.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
U.S. History showed the lowest performance this year, a notable shift given it was our most improved subject in 2023–2024. While the pass rate for students with IEPs declined significantly, the small sample size—just 15 students—means that even a one- or two-student variation can greatly affect the overall percentage.
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.
All data components for LWH exceeded the state average. The smallest margin was in Algebra, where our students scored 20% above the state average, followed by U.S. History, with a 25% higher performance compared to the state.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
1) Improve earning gains for 10th grade ELA, 2) increase ELA proficiency for 10th grade, 3) improve Geometry proficiency, and 4) improve Geometry learning gains.

SIP - Areas of Focus

To be the standard of excellence for career and college preparation where all students graduate on a path for success in life.
LWTHS will develop each student’s ability to think critically and act professionally by creating a community of excellence where each student is expected to succeed in an ever-changing world.
English Language Arts proficiency will increase from 88% to 91% as evidenced by the 2026 PM3 exam.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning: Professional development will be delivered through monthly PLC meetings and schoolwide sessions, with a focus this year on formal group processing strategies. These strategies include jigsaw activities, reciprocal teaching, and the use of graphic organizers, which will be modeled during schoolwide sessions. Within subject-area PLCs, teachers will collaborate to adapt and implement these strategies in ways that align with their specific content and student needs. Emphasis will be placed on high-yield instructional practices that support student processing of new content, while continuing to target priority ELA standards. Based on PM3 data, ELA PLCs will analyze standards that performed below district averages—specifically theme, text structure, and central idea. Teams will deconstruct each standard to ensure every component is explicitly taught and practiced.
Person Responsible:
Literacy Coach, Mrs. Elliott; Dr. Garbo, APC, and Principal Hernandez
Progress Monitoring Evidence:
Monitoring of these instructional strategies will include classroom observations and weekly collaborative lesson planning sessions.
Action #2
Action Steps to implement evidence-based strategy:
Planning: During weekly collaborative planning sessions, the literacy coach will support teachers in designing standards-based lessons that incorporate content processing strategies. These lessons will help students effectively summarize, predict, and draw conclusions, enabling them to represent new knowledge both linguistically and nonlinguistically. The literacy coach and instructional teams will also review district curriculum guides to ensure that the most challenging standards identified in SY25 data are addressed with the most effective instructional approaches.
Person Responsible:
Mrs. Elliott, Literacy Coach
Progress Monitoring Evidence:
The literacy coach and assistant principal will monitor lesson plans to ensure that instructional strategies related to the school-wide element are being implemented with fidelity.
Action #3
Action Steps to implement evidence-based strategy:
Implementation: Teachers will apply the instructional strategies developed through PLCs and professional development sessions to deliver lessons that support both the schoolwide deliberate practice focus and identified grade-level standards requiring additional instructional attention.
Person Responsible:
ELA teachers
Progress Monitoring Evidence:
Classroom observations
Action #4
Action Steps to implement evidence-based strategy:
Measuring Impact: Teachers will use both formative and summative assessment data to monitor student progress on targeted standards, particularly theme, structure, and central idea. In PLCs, teachers will also share anecdotal evidence regarding the effectiveness of group processing strategies, identifying successes and areas for continued growth or additional support.
Person Responsible:
Mrs. Elliott, Literacy Coach
Progress Monitoring Evidence:
PM1, PM2, PM3 data from SY26 and formative/summative data.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then click the Submit button to the right!
Learning gains in Geometry will increase from 60% to 65% as evidenced by the 2026 Geometry EOC.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning: Professional development will be delivered through monthly PLC meetings and schoolwide sessions, with this year’s focus centered on formal group processing strategies. Schoolwide sessions will introduce and model instructional approaches such as jigsaw activities, reciprocal teaching, and the use of graphic organizers. Within subject-area PLCs, educators will collaborate to adapt and apply these strategies in ways that align with their course content and the specific needs of their students. In Geometry, particular emphasis will be placed on utilizing these group processing strategies to support instruction in Subskill 2—circles, geometric measurement, and geometric properties.
Person Responsible:
Principal, APC, and Math Coach
Progress Monitoring Evidence:
Meeting Agenda and Attendance
Action #2
Action Steps to implement evidence-based strategy:
Planning: During collaborative planning sessions, teachers will design standards-based lessons that intentionally incorporate grouping strategies and content processing techniques, including jigsaw activities, reciprocal teaching, and graphic organizers, to enhance student engagement and comprehension.
Person Responsible:
Math Teachers
Progress Monitoring Evidence:
Lesson Plans
Action #3
Action Steps to implement evidence-based strategy:
Implementation: Teachers will implement high-impact instructional strategies introduced during professional learning to help students effectively process new and complex content, with a focus on improving conceptual understanding and application.
Person Responsible:
Math Teachers
Progress Monitoring Evidence:
Classroom Observations
Action #4
Action Steps to implement evidence-based strategy:
Measuring Impact: The math department will review formative data from quarterly benchmarks (QB1, QB2, and QB3) during team planning and PLC meetings to assess the effectiveness of instructional strategies and monitor progress toward increased student learning gains.
Person Responsible:
Math Coach, Cindy Werner
Progress Monitoring Evidence:
Available Data
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Biology EOC proficiency scores will increase from 94% in the 24-25 school year to students to 97% proficiency rate as evidenced by the 2026 Biology EOC exam.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning: Professional development will be delivered through monthly PLC meetings and schoolwide sessions. This year's focus will be on formal group processing strategies. Schoolwide sessions will explore evidence-based instructional approaches such as jigsaw activities, reciprocal teaching, and the use of graphic organizers. In subject-area PLCs, educators will collaborate to adapt and implement these strategies in ways that align with their department’s specific content and student needs.
Person Responsible:
Principal, APC and Department Chair
Progress Monitoring Evidence:
Meeting agenda and attendance logs
Action #2
Action Steps to implement evidence-based strategy:
Planning: During collaborative planning sessions, the Assistant Principal of Curriculum (APC) and department chairperson will support teachers in integrating content processing techniques—including jigsaw activities, reciprocal teaching, and graphic organizers—into lesson and unit plans. Teachers will analyze instructional content and determine the most appropriate strategies to support student comprehension and mastery.
Person Responsible:
Mr. Gunther, Department Chairperson
Progress Monitoring Evidence:
Lesson Plans
Action #3
Action Steps to implement evidence-based strategy:
Implementation: Teachers will apply high-impact instructional strategies acquired through professional development to support student understanding and engagement with new content.
Person Responsible:
Science teachers
Progress Monitoring Evidence:
Classroom observations
Action #4
Action Steps to implement evidence-based strategy:
Measuring Impact: The science department will evaluate the effectiveness of implemented strategies by analyzing data from QB1, QB2, and QB3 during team planning sessions and PLC meetings.
Person Responsible:
Department Chair, Ken Gunther
Progress Monitoring Evidence:
Available data
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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U.S. History EOC proficiency scores will increase from 94% in the 24-25 school year to students to 97% proficiency rate in the 25-26 school year as evidenced by the 2026 U.S. History EOC exam.
(View Marzano Model)
Helping Students Process New Content
Action #1
Action Steps to implement evidence-based strategy:
Professional Learning: Professional development will be delivered through monthly PLC meetings and schoolwide sessions. This year’s focus will be on formal group processing strategies. Schoolwide professional development will explore evidence-based instructional approaches, including jigsaw activities, reciprocal teaching, and the use of graphic organizers. Within subject-area PLCs, educators will collaborate to adapt and implement these strategies in ways that align with their department's specific standards and content.
Person Responsible:
Principal, APC, and Mr. Meier, Department Chair
Progress Monitoring Evidence:
Meeting agenda and attendance logs
Action #2
Action Steps to implement evidence-based strategy:
Planning: During collaborative planning sessions, the Assistant Principal of Curriculum (APC) and department chairperson will support teachers in effectively incorporating content processing techniques such as jigsaw activities, reciprocal teaching, and graphic organizers. Teachers will analyze unit and lesson content, as well as relevant subject-area standards, to determine the most appropriate grouping strategies and instructional methods to support student understanding and mastery.
Person Responsible:
Social Studies Teachers
Progress Monitoring Evidence:
Lesson plans
Action #3
Action Steps to implement evidence-based strategy:
Implementation: Teachers will apply the knowledge and skills acquired through professional learning and PLC sessions to design and deliver standards-based lessons. These lessons will intentionally incorporate high-impact instructional strategies that align with the schoolwide deliberate practice element.
Person Responsible:
Social Studies Teachers
Progress Monitoring Evidence:
Classroom observations
Action #4
Action Steps to implement evidence-based strategy:
Measuring Impact: The Social Studies department will analyze student performance data during team planning and PLC meetings to evaluate the effectiveness of implemented strategies. This analysis will include formative and summative assessment results, proficiency on targeted learning standards, and performance data from district and state assessments from 2025 and 2026.
Person Responsible:
Department Chair, Max Meier
Progress Monitoring Evidence:
Available data
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Staff engagement will increase by 5% from September of 2025 to September of 2026 as evidenced by the Culture Amp survey.
(View Marzano Model)
he administrators acknowledges achievements and successes of the school and its students, parents, and other stakeholders whose contributions and engagement enhance the school community.
Action #1
Action Steps to implement evidence-based strategy:
Increase time spent in classrooms followed by positive feedback, if appropriate.
Person Responsible:
Valerie Hernandez - Principal Lauri Garbo - APC
Progress Monitoring Evidence:
Copies of notes provided to teachers.
Action #2
Action Steps to implement evidence-based strategy:
Continue special luncheons, desert bars, and other opportunities to celebrate staff
Person Responsible:
Valerie Hernandez - Principal; Lauri Garbo - APC
Progress Monitoring Evidence:
Schedule of events
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

File NameUpload Date
LWH - FY26 Use of Funds - Rev Alloc - 9-17-25 - 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 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. The school website is https://lwh.collierschools.com
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.
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 an understandable format and translated into a language the parents can understand. The Parent and Family Engagement plan is posted on the school website and shared via social media. The school website is https://lwh.collierschools.com
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))
To strengthen the academic program during the 2025–2026 school year, our school will focus on increasing English Language Arts proficiency, improving Geometry learning gains, and maintaining high performance in Biology and U.S. History. Schoolwide professional development will center around formal group processing strategies—such as jigsaw activities, reciprocal teaching, and graphic organizers—which will be adapted within each content area through monthly PLC meetings and collaborative planning sessions. ELA PLCs will target specific standards that showed lower performance on PM3, including theme, structure, and central idea. The literacy coach will support teachers in aligning lesson plans with these challenging standards, ensuring instruction emphasizes summarizing, predicting, and drawing conclusions. In Geometry, professional learning will focus on supporting subskill 2—circles, geometric measurement, and geometric properties—through strategic group activities to improve learning gains from 60% to 65%. To increase the amount and quality of learning time, the school will implement consistent planning and reflection cycles across departments, ensuring that instructional time is optimized with high-impact strategies. In Biology and U.S. History, instructional planning will focus on integrating content processing techniques into standards-based lessons, despite the absence of an Honors Biology section and the onboarding of a new U.S. History teacher. Instructional leaders and department chairs will guide teachers in selecting and implementing the most effective grouping and engagement strategies for concept mastery. Impact will be measured through analysis of formative and summative assessments, quarterly benchmarks, and state EOC data, with a continuous focus on refining instruction based on student outcomes. This comprehensive approach ensures that all students have access to enriched, engaging instruction that accelerates learning and supports the achievement of schoolwide academic goals.
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
Andrea Arocho Parent Hispanic Non-Migrant No SAC Chair 8/26/2023 5/26/2027
Hilda Cenecharles Parent Black Non-Migrant No Vice Chair 8/26/2023 5/26/2027
Kesley Chimilio Students Hispanic Non-Migrant No Member 8/26/2025 5/26/2026
Valerie Hernandez Principal White Non-Migrant Yes Principal 8/26/2021 5/26/2028
Maria Herrera-Rodriguez Parent Hispanic Non-Migrant Yes Secretary 8/26/2022 5/26/2026
Jenna Jackson Parent White Non-Migrant No Member 8/26/2024 5/26/2028
Lori Johnson Teachers Hispanic Non-Migrant Yes Member 8/26/2021 5/26/2028
Hailey Rodriguez Students Hispanic Non-Migrant No Member 8/26/2025 5/26/2026
Laura Fabian Non-instructional Staff White Non-Migrant Yes Member 8/26/2025 5/26/2028
Maria Gonzalez Parent Hispanic Non-Migrant No Member 8/26/2024 5/26/2028
GroupNumber%
Community/Business00.0
Non-instructional Staff110.0
Parent550.0
Principal110.0
Students (required for HS; optional for MS)220.0
Teachers110.0
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 440.0
Non-District Employee 660.0
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
Black111.122.0
Hispanic666.761.1
Others00.03.6
White222.213.3
Date & TimeTitleLocationUploaded Files
Tuesday, September 9, 2025 5:30 PM9.9.25 SAC MeetingLorenzo Walker Technical High School Media Center
Tuesday, October 14, 2025 5:30 PM10.14.25 SAC MeetingLorenzo Walker Technical High School Media Center
Tuesday, November 11, 2025 5:30 PM11.11.25 SAC MeetingLorenzo Walker Technical High School Media Center
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Tuesday, January 13, 2026 5:30 PM1.13.25 SAC MeetingLorenzo Walker Technical High School Media Center
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Tuesday, February 10, 2026 5:30 PM2.10.25 SAC MeetingLorenzo Walker Technical High School Media Center
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Tuesday, March 17, 2026 5:30 PM3.17.25 SAC MeetingLorenzo Walker Technical High School Media Center
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Tuesday, April 14, 2026 5:30 PM4.14.25 SAC MeetingLorenzo Walker Technical High School Media Center
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Tuesday, May 12, 2026 5:30 PM5.12..25 SAC MeetingLorenzo Walker Technical High School Media Center
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Date

Existing Uploads