Planning for School Improvement

Barron Collier 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?
Learning gain trends in 9th and 10th decreased, ELL achievement and gain scores decreased. White and Hispanic subgroup population in learning gains and proficiency has decreased while black subgroup population has increased in learning gains and proficiency due to targeted PD. ELA 9th grade overall L3 and higher proficiency: +6.5% ELA 9th grade learning gains: -3% ELA 9th grade lowest 25 achievement: -3% ELA 9th grade ESE overall achievement: -15% ELA 9th grade ESE learning gains: -3% ELA 9th grade ELL achievement: -25% ELA 9th grade ELL Gains: -5% ELA 10th grade overall L3 and higher proficiency: -7.2% ELA 10th grade learning gains: -6% ELA 10th grade lowest 25 achievement: +18% ELA 10th grade ESE overall achievement: +8% ELA 10th grade ESE learning gains: +13% ELA 10th grade ELL achievement: -18% ELA 10th grade ELL Gains: -18%
Algebra overall L3 and higher proficiency: -6% Algebra lowest 25 achievement: -26% Algebra ESE achievement: -27% Algebra ELL achievement: -12% Algebra overall academic gains: -20% Algebra ELL Gains: -12% Geometry overall L3 and higher proficiency: +39% Geometry lowest 25 achievement: -12% Geometry ESE achievement: -11% Geometry ELL achievement: -4% Geometry overall academic gains= -8% Geometry ELL Gains: -4%
Overall, -2% change in proficiency 2% decrease in ESE population 17% decrease in ESE
8% increase in overall proficiency 14% increase in ESE proficiency 35% increased in ELL proficiency
What trends emerge across grade levels, subgroups, and core content areas?
Most Improved Area -9th Grade ELA overall achievement increased by 6.5% -10th grade L25 and ESE data Areas of Concern FAST ELA Learning Gains 9-10 is -5% Ongoing strategic planning within the PLC's and one all day semester release day will continue. Learning gain emphasis at the L4 & L5 showed dips in academic performance.
Most Improved Area Geometry overall L3 and higher proficiency: +39% Areas of Concern Overall gain scores in Algebra. Algebra Lowest 25 gains
ESE proficiency showed slow growth in Biology. A stronger remediation focus on Nature of Science and Life Science standards throughout the year will ensure inclusion teachers take a deeper dive into the standard expectations from Biology PLC's. A renewed focus toward our co-teacher pairings to overcome learning challenges, as well as, targeted scheduling that will allow for better individualized support for ESE students to hit their academic goals.
Positive increases for ELL and ESE students in US History.
Which data component showed the most improvement? What new actions did your school take in this area?
5% increase in US History Proficiency. Strategic with teacher placements. ESE Inclusion and ELL Tutors worked closely with US History teacher to meet student needs. Boot Camp for students to prepare for EOC. 9% increase in Acceleration Success. Student placement to ensure every student has the opportunity to receive an acceleration point.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
21% decrease in Algebra I Proficiency. Loss of Math Coach and not using Aleks program with fidelity. Algebra I repeaters were not tested again. Learning Gains in Math and Learning Gains in Low 25% in Math. 17% decrease in ESE Biology proficiency. Difficult behaviors especially in classes after lunch. Working on student scheduling (students needing academic courses before or after lunch)
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
21% decrease in Algebra I Proficiency. Loss of Math Coach and not using Aleks program with fidelity. Algebra I repeaters were not tested again.
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 yields 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.
BCHS Priorities 1) Focus on ELA, Math, and Biology overall student proficiency and learning gain increases (i.e., deeper dive into the standards, vetting formative assessments to track progress) 2) Lowest 25 subgroup data in Math and ELA. Increase academic gains through targeted instructional support, remediation efforts, and PBIS incentives (i.e., rewards, treats from Mrs. Gersbach in attendance/discipline) 3) Reduce proficiency gaps among all ESE students grades 9-10 against their peers. Strengthen consistent inclusion teacher support in the classroom and progress monitor their effectiveness quarterly with all students on their caseloads monthly with admin. Identify any areas where inclusion teachers may benefit from additional professional development, District resources, and content-area growth in the standards(i.e., attend grade-level PLC's) 4) Graduation rate 5) Continue to improve BCHS school culture through the implementation of Thank you Thursday initiatives, teachers incentives, inspirational professional developments to foster a growth mindset, teacher input/communication, and clear goal-setting expectations.

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 2026, Barron Collier will increase the percentage of students in Grades 9 and 10 scoring on grade level or above from 74% to 78% as measured by the FAST ELA assessment (PM3).
(View Marzano Model)
Help students examine their reasoning. This will be our second year working on this strategy.
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:
Mr. Alford (APC), Ms. Shana Secory (Reading Coach)
Progress Monitoring Evidence:
-Staff sign in sheets. -School administrators and Reading Coach will conduct visits to monitor delivery of instruction (i observation). -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 monthly 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. Hands-On Grammar, Cengage TimeZones, Lexia, StudySynch), as well as District Curriculum maps.
Person Responsible:
ELA Teachers and Ms. Secory (Reading Coach)
Progress Monitoring Evidence:
Student usage data reports from Lexia, StudySync 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:
ELA Teachers and Mr. Alford (APC)
Progress Monitoring Evidence:
Lesson plans, PLC minutes, District created Grades 9-10 FAST Stem Questions, SAT/ACT 11-12 practice problems, 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 (Alford)
Progress Monitoring Evidence:
MTSS meeting minutes, PLC meetings
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Barron Collier High School students will increase Algebra and Geometry proficiency by 3% as measured by the SY26 B.E.S.T. EOC assessment when compared to SY25.
(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 within PLC's to follow CCPS standards-aligned instructional lessons and activities to enhance student learning.
Person Responsible:
Algebra and Geometry Teachers and Dr. Kinsley (Principal)
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:
ESE Case Managers, Math Teachers
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.
Person Responsible:
Algebra and Geometry teachers, Administration
Progress Monitoring Evidence:
Lesson plans, PLC minutes, Common Planning Day agendas, data report from ALEKS, and Khan Academy.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Effective implementation of data-driven Instruction our Biology teachers will deliver high-quality instruction and progress monitoring toward a 3% increase achievement by the 2025-2026 Biology EOC.
(View Marzano Model)
Element 2 - Aligning resources to standards. Teachers will utilize evidence-based instructional strategies aligned with Biology standards inside the classroom setting with all students and provide descriptive feedback to ensure students' approach toward mastery on Biology 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 and ELL Students grade-level achievement of Biology Standards.
Person Responsible:
Biology teachers and assigned ESE inclusion teachers
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:
Biology 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:
Biology instructors
Progress Monitoring Evidence:
PLC minutes, Lesson plans, and PLC agendas
Action #3
Action Steps to implement evidence-based strategy:
Strengthen our Biology team through professional development related to scaffolding and intervention for lower performing students to help them access on-grade level content.
Person Responsible:
Theresa Gersbach (AP), Administration and District Trainers (when needed)
Progress Monitoring Evidence:
PD sign in sheets, PLC minutes, PLC agenda
Action #4
Action Steps to implement evidence-based strategy:
Biology PLC Group will focus on student data and best practices
Person Responsible:
Biology Instructors
Progress Monitoring Evidence:
Lesson plans, PLC agenda and boot camp agenda
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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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!
No response.
(View Marzano Model)
No response.
Budget
Funding SourceFunctionObjectProjectBudget NarrativeFTEAmount
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Based on a survey that identified communication as an ongoing issue that was given in spring 2025, see an improvement of 5% on the same survey given in December of 2025.
(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:
Instructional Staff, Booster Clubs and 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:
Booster Clubs and 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
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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.
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 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
Hunter, Melissa Non-instructional Staff White Non-Migrant Yes Member 9/19/2025 9/19/2026
Kinsley, Sean C Principal White Non-Migrant Yes Principal 9/19/2025 9/19/2026
Miller, Bradley Parent White Non-Migrant No Member 9/19/2025 5/22/2026
Partello, Kim Teachers White Non-Migrant Yes Member 9/19/2025 9/19/2026
Schwartz, Melanie Parent White Non-Migrant No Member 9/19/2025 9/19/2026
Singleton, Jennifer Parent White Non-Migrant No Member 9/19/2025 9/19/2027
van't Hoff, Maggie Parent White Non-Migrant No Member 9/19/2025 9/19/2026
Evans, Amy Parent White Non-Migrant No Member 9/18/2024 9/19/2026
Cherrelus, Linehenryana Students Black Non-Migrant No Member 9/19/2025 9/19/2026
Otero, Tatiana Non-instructional Staff Hispanic Non-Migrant Yes Member 9/19/2025 9/19/2026
Ayers, Heather Parent White Non-Migrant No Member 9/19/2025 9/19/2027
Bucher, Natasha Non-instructional Staff Hispanic Non-Migrant Yes Member 9/19/2025 9/19/2027
Crown, Ellen Parent White Non-Migrant No Member 9/19/2025 9/19/2026
GroupNumber%
Community/Business00.0
Non-instructional Staff323.1
Parent753.8
Principal17.7
Students (required for HS; optional for MS)17.7
Teachers17.7
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 538.5
Non-District Employee 861.5
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
Black18.34.2
Hispanic216.735.9
Others00.07.4
White975.052.4
Date & TimeTitleLocationUploaded Files
Wednesday, August 27, 2025 5:00 PMSchool Advisory Council MeetingBCHS
Wednesday, September 24, 2025 5:00 PMSchool Advisory Council MeetingBCHS
Wednesday, October 15, 2025 5:00 PMSchool Advisory Council MeetingBCHS
Wednesday, November 19, 2025 5:00 PMSchool Advisory Council MeetingBCHS
Wednesday, December 17, 2025 5:00 PMSchool Advisory Council MeetingBCHS
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Wednesday, January 21, 2026 5:00 PMSchool Advisory Council MeetingBCHS
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Wednesday, February 18, 2026 5:00 PMSchool Advisory Council MeetingBCHS
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Wednesday, March 18, 2026 5:00 PMSchool Advisory Council MeetingBCHS
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Wednesday, April 22, 2026 5:00 PMSchool Advisory Council MeetingBCHS
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