Planning for School Improvement

Barron Collier High School

School Year

Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
13% - Making Gain from 2022-2024 23% - Lowest 25%Gain from 2022-2024 Overall 9th and 10th grade L1's & L2's both decreased. 22% - Overall decrease in Level I ELL subgroup 8% - Decrease in Level I ESE subgroup 5% average increase Level 3 & up in ESE subgroup
32% - Overall increase in Algebra 9% - Overall increase in Geometry 7% - Making Gain from 2022-2024 20% - Lowest 25%Gain from 2022-2024
2% Overall increase L1- increase 3% L5- decrease 3%
1% Overall increase L3- 1% decrease L5-1% decrease 10% decrease in ESE Subgroup
Which data component showed the most improvement? What new actions did your school take in this area?
15% increase in Algebra I Proficiency. Strategic with teacher placements. Math Coach and ESE Inclusion worked closely with Algebra I teacher to meet student needs. Full-Day professional development day at the beginning of each semester to support Algebra teachers. Boot Camp for students to prepare for EOC. Grade 8 students were invited to participate in the all day Boot Camp with Middle School Principal and Parent permission. Overall ELA F.A.S.T. PM3 academic performance exhibits percentage increases in L3's, L4's, L5's, and decreases in L1's & L2. percentages. Overall ELA 10th grade Black (64%), Hispanic(65%), and White (85%) subgroups scored above state average (53%). Master scheduled students into specific teacher class that consistently understands how to deepen student learning and create strong connections with students.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Data component that showed the greatest decline was US History Level 1's increased by 2%, L3-L5 exhibited decreases in percentages 10% decrease in ESE Subgroup ELA 9th grade Black students(33%) are 49% points behind white students (82%). Geometry Black students(20%) are 65% points behind white students (85%). US History Black students(30%) are 56% points behind white students (86%).
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
ACCELERATION (-4% point from SY22). ACCELERATION 130 students without an acceleration point. - 34% MC/IBI -22% not scheduled (still working with counselors and students to reduce) -20% currently enrolled into I/C earning course -15% currently enrolled into AP course -5% currently enrolled into 2nd year JROTC course (ASVAB will be administrated in FALL, Spring) -5% currently enrolled into AICE course Biology L1 students increased by 3% as well as L5 students decreased by 3% US History teacher requiring unpacking of US History standards to reach all students. Industry certification success rates low New Biology teacher
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 academic reporting categories exhibited yeilds above state averages. Geometry showed the greatest gap (+27% higher) compared to the state average. Ongoing monitoring of knowledge checks, differentiated assignments, and quarterly progress checks
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Increase proficiency in US History, ESE and EL Increase gains for Low 25 Math in GEO Increase Biology proficiency for ELL and ESE subgroup Increase student attendance. Marginal gains in respective cohorts Increase Acceleration Opportunities

SIP - Areas of Focus

All students will complete school prepared for ongoing learning as well as community and global responsibilities.
The Barron Collier High School community shall continue to provide and pursue excellence in learning within an academic environment that is positive and safe. To advance the high expectations of our educational community we shall all demonstrate unilateral support and invest in quality educational resources. As partners of parents and mentors of students, we shall recognize and respect the diverse nature of our community’s population, fostering a strong commitment to community and country without bias.
By June 2025, Barron Collier will increase the percentage of students in Grades 9 and 10 scoring on grade level or above from 75% to 78% as measured by the FAST ELA assessment (PM3).
(View Marzano Model)
Help students examine their reasoning.
Action #1
Action Steps to implement evidence-based strategy:
Professional development for teachers geared towards helping students examine errors in their reasoning. This supports Marzano's Element #11 - Helping Students examine their reasoning.
Person Responsible:
Administration - Alford
Progress Monitoring Evidence:
Staff sign in sheets. School administrators will conduct colleague visits to monitor delivery of instruction. Lesson plans reflect evidenced-based interventions (i.e., ESE, ELL, Gifted, Low 25%, persistently low achievers) Professional Learning Community (PLC's) sessions review student work to ensure all activities are aligned to the B.E.S.T. standards.
Action #2
Action Steps to implement evidence-based strategy:
Teachers will collaboratively plan weekly within PLC's to develop and implement standards-based lessons aligned to the district curriculum maps. Effective use of District supplemented remediation resources (i.e. Top Score, Hands-On Grammar, Cengage TimeZones, Lexia Hands on Grammar Supplemental Book)), as well as District Curriculum maps.
Person Responsible:
Administration - Mr. Norman Alford
Progress Monitoring Evidence:
Student usage data reports from remediation programs, Formative Assessments, Summative Assessments, District Assessments, F.A.S.T. PM Data.
Action #3
Action Steps to implement evidence-based strategy:
Consistent opportunities to work on grade-level appropriate assignments, common assessments and opportunities for teachers to visit other colleagues to observe best practices. Common All-Day planning once per semester.
Person Responsible:
Administration - Mr. Norman Alford
Progress Monitoring Evidence:
Lesson plans, PLC minutes, District created Grades 9-10 FAST Stem Questions, Common Planning Day agendas
Action #4
Action Steps to implement evidence-based strategy:
Administration, ESE Case Managers and ESE Program specialists will facilitate on-going MTSS support identifying students in need of targeted Tier II and Tier III interventions. Individual student meetings with teacher input will focus on learned skills taught in the core.
Person Responsible:
Administration - Mr. Norman Alford
Progress Monitoring Evidence:
MTSS meeting minutes, PLC meetings
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
Barron Collier High School students will increase Algebra and Geometry proficiency by 3% as measured by the SY25 B.E.S.T. EOC assessment when compared to SY24.
(View Marzano Model)
Element 2 - Aligning resources to standards. Barron Collier will continue to offer Job-embedded professional development is our school's focus in all math content areas grades 9-12 in an effort to assist all students to achieve EOC, SAT, and ACT success scores. ESE case managers as well as teachers will monitor SWD data and implement strategies and interventions to increase achievement for SWD. Enhance common formative assessments to reflect a range of cognitive demanding sizes to ensure that students are developing test taking stamina, as well as being exposed to higher cognitively demanding items that they will have to utilize on the Alg and Geo B.E.S.T. EOC assessment. Effectively formulate data-driven Tier 2 & Tier 3 small groups through the MTSS process to ensure better focus on literacy skills and individual students needs that are classified as SWD and ELL subgroups.
Action #1
Action Steps to implement evidence-based strategy:
Continue to improve our Algebra & Geometry teams through professional development. Scaffolding lessons and interventions for lower performing students to help them access on-grade level content. Teachers will collaboratively plan weekly within PLC's to follow CCPS standards-aligned instructional lessons and activities to enhance student learning. All-Day Common Planning once per semester.
Person Responsible:
Administration - Kinsley
Progress Monitoring Evidence:
PLC minutes, Lesson plans, and professional learning agendas
Action #2
Action Steps to implement evidence-based strategy:
Administration, ESE Case Managers and ESE Program specialists will facilitate on-going MTSS support identifying students in need of targeted Tier II and Tier III interventions. Individual student meetings with teacher input will focus on learned skills taught in the core.
Person Responsible:
Case Managers and Administration - Kinsley
Progress Monitoring Evidence:
MTSS meeting minutes, PLC meetings
Action #3
Action Steps to implement evidence-based strategy:
Consistent opportunities to work on grade-level appropriate assignments, common assessments and opportunities for teachers to visit other colleagues to observe best practices. Common All-Day planning once per semester.
Person Responsible:
Administration - Kinsley
Progress Monitoring Evidence:
Lesson plans, PLC minutes, Common Planning Day agendas, data report from ALEKS, and Khan Academy.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
Effective implementation of data-driven Instruction our US History teachers will deliver high-quality instruction and progress monitoring toward a 3% increase achievement by the 2024-2025 U.S. History EOC
(View Marzano Model)
Element 2 - Aligning resources to standards. Teachers will utilize evidence-based instructional strategies aligned with US History standards inside the classroom setting with all students and provide descriptive feedback to ensure students' approach toward mastery on U.S. B.E.S.T. standards which will be monitored by content-area administrator. -ESE case managers as well as teachers will monitor SWD data and implement strategies and interventions to increase achievement for SWD.
Action #1
Action Steps to implement evidence-based strategy:
Increase monitoring of ESE Students grade-level achievement of U.S History Standards.
Person Responsible:
Administration - Dawes, ESE Case Managers, ESE Program Specialists
Progress Monitoring Evidence:
Lesson plans, formative and summative assessments, District curriculum guides and ESE Progress Monitoring Reports.
Action #2
Action Steps to implement evidence-based strategy:
US History teachers will collaboratively plan weekly within PLC's to develop and implement standards-based lessons/ student tasks aligned to the district curriculum guides.
Person Responsible:
Administration
Progress Monitoring Evidence:
PLC minutes, Lesson plans, and PLC agendas
Action #3
Action Steps to implement evidence-based strategy:
Strengthen our US History team through professional development related to scaffolding and intervention for lower performing students to help them access on-grade level content.
Person Responsible:
Administration - Robert Dawes
Progress Monitoring Evidence:
PD sign in sheets, PLC minutes, PLC agenda
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
N/A
(View Marzano Model)
N/A
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
N/A
(View Marzano Model)
N/A
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!
Based on a survey that identified communication as an issue that was given in spring 2024, see an improvement of 5% on the same survey given in December of 2024.
(View Marzano Model)
Continue to focus on Marzano's Element "Establishing and maintaining effective relationships in a Student-Centered classroom".
Action #1
Action Steps to implement evidence-based strategy:
Regularly and publicly recognize student achievements and positive behavior
Person Responsible:
Administration
Progress Monitoring Evidence:
PBIS rewards, Teacher involvement in selection of Student of the week/Month
Action #2
Action Steps to implement evidence-based strategy:
Regularly and publicly recognize/celebrate teacher achievements and teacher involvement
Person Responsible:
Administration
Progress Monitoring Evidence:
Tangible rewards such as donated gift cards, lunches, community donations or inexpensive prize giveaways
Action #3
Action Steps to implement evidence-based strategy:
Continue to use various methods of communication
Person Responsible:
Administration, Instructional Council
Progress Monitoring Evidence:
The Week of (Internal summary of events), Newsletter, PLC Meetings (Weekly), Instructional Council (monthly), Canvas videos and messages, Website and Social Media
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
No data to display, enter information below then clich the Submit button to the right!

Schoolwide Program Plan (SWP) Requirements

This section must be completed if the school is implementing a Title I, Part A SWP and opts to use the SIP to satisfy the requirements of the SWP plan, as outlined in the ESSA, Public Law No. 114-95, § 1114(b). This section is not required for non-Title I schools.

Budget Document Uploads

No files uploaded
1.

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

List the school's webpage* where the SIP is made publicly available.
* A webpage is not sufficient as the sole method of dissemination.
No response.
2.

Describe how the school plans to build positive relationships with parents, families and other community stakeholders to fulfill the school’s mission, support the needs of students and keep parents informed of their child’s progress.

List the school's webpage* where the school's Family Engagement Plan is made publicly available. (ESSA 1116(b-g))
* A webpage is not sufficient as the sole method of dissemination.
No response.
3.

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

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

CSI, TSI and ATSI Resource Review

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

No response.

Reading Achievement Initiative for Scholastic Excellence (RAISE)

For the 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.