Planning for School Improvement

Immokalee Middle School

School Year
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Data Analysis - Needs Assessment

PatternELAMathScienceSocial Studies
What trends emerge across grade levels, subgroups, and core content areas?
When comparing FY24 to FY25 PM3 data, several positive trends emerge across grade levels, subgroups, and core content areas. ELA Proficiency showed notable improvement, with overall proficiency increasing from 43% to 51%, an 8-point gain. 7th grade ELA demonstrated the most significant growth, with a 17% increase in proficiency, highlighting strong instructional impact at that grade level. Among subgroups, the ESE population made substantial gains: 6th grade ESE students improved by 11%, while 7th grade ESE students saw a remarkable 19% increase. The ELL subgroup also showed progress, with 6th grade ELL students increasing proficiency by 15%. These trends suggest targeted supports and instructional strategies are yielding positive outcomes in ELA and among historically underserved student groups.
Analyzing FY24 to FY25 PM3 data reveals several key trends across grade levels, subgroups, and core content areas in Math: Overall Math proficiency in grades 6–8 increased modestly by 2 percentage points, from 67% to 69%. 7th grade Math showed the most significant growth at the grade level, with an 11% increase in proficiency. Subgroup performance highlights include: ESE students made strong gains in: 6th grade (+10%) 7th grade (+22%) ELL students also improved in: 6th grade (+10%) 8th grade (+20%) Despite these gains, Math proficiency in 6th and 7th grades continues to lag behind the District average, indicating areas for targeted support. In contrast, Algebra proficiency declined, dropping from 84% to 78% (-6%). This decline was mirrored in key subgroups: ESE (-7%) Advanced (ADV) students (-6%) These trends suggest that while middle school Math instruction is yielding positive results for several subgroups, especially in 7th grade, there is a need to address performance gaps in Algebra and ensure alignment with District benchmarks in early middle school grades.
FY25 EOY Science data reveals emerging trends across core content areas and student subgroups: Physical Science proficiency increased by 7 percentage points, rising from 33% to 40%, indicating positive momentum in this content area. Despite this growth, overall Science proficiency continues to lag behind the District average by 15 percentage points, highlighting a need for continued instructional focus. Subgroup analysis shows: ESE and ELL proficiency levels remained flat, suggesting a need for more targeted interventions and supports. The Advanced (ADV) subgroup demonstrated significant improvement, with proficiency increasing from 80% to 95%—a 15-point gain. These trends suggest that while gains are being made in Physical Science and among advanced learners, there is a continued need to close the gap with the District and better support ESE and ELL students in Science.
FY25 EOY Civics data highlights several emerging trends across subgroups and core content areas: Overall Civics proficiency increased by 14 percentage points, rising from 45% to 59%, indicating strong growth in this content area. Despite this improvement, Civics proficiency remains 16 percentage points below the District average, signaling a continued need for focused instructional support. Subgroup performance trends include: ESE students improved from 20% to 28%, an 8-point gain. ELL students increased from 13% to 17%, a 4-point gain. The Advanced (ADV) subgroup maintained a high level of performance, holding steady at 99% proficiency. These results suggest that while Civics instruction is trending upward overall, particularly for ESE and ELL students, there is still work to be done to close the gap with District performance and ensure equitable outcomes across all student groups.
Which data component showed the most improvement? What new actions did your school take in this area?
Seventh grade ELA showed the greatest improvement increasing 17% in overall proficiency from 33% to 50%. Seventh grade math was a close second with an 11% increase in overall proficiency. Our 7th grade ELA team has several years of consistency in certified staff and work well in cooperative planning. Literacy coaches provide support and training, helping to improve Tier 1 instruction. In math, we funded a 1.0 coach in the 2024-25 school year. We also moved two veteran teachers to 7th grade math. Our coach helped analyze data to determine what standards needed the most focus. We also provided professional learning opportunities in unpacking the standards and collaborative planning. Seventh grade ELA showed the most significant improvement, with overall proficiency increasing by 17 percentage points—from 33% in FY24 to 50% in FY25. This growth reflects the impact of several strategic actions: The 7th grade ELA team has benefited from consistent staffing over multiple years, fostering strong collaboration during cooperative planning sessions. Literacy coaches played a key role by providing targeted support and professional development, which helped strengthen Tier 1 instruction and align teaching practices with standards. Seventh grade Math also demonstrated notable growth, with an 11-point increase in proficiency. To support this progress, the school implemented several new initiatives in FY25: Funded a full-time math coach, who led data analysis efforts to identify priority standards and instructional gaps. Reassigned two veteran teachers to 7th grade Math, bringing experience and instructional strength to the team. Provided professional learning opportunities focused on unpacking standards and enhancing collaborative planning. These targeted actions contributed to measurable gains in both ELA and Math, with ELA showing the most improvement overall.
Which data component showed the lowest performance? Explain the contributing factor(s) to last year's low performance and discuss any trends.
Although there was a slight improvement from FY2024, the Lowest 25% of students in 6th–8th grade ELA continued to demonstrate the lowest performance on PM3 in FY2025. Key contributing factors include a high proportion of English Language Learners, a significant number of Migrant students, and a substantial population of Students with Disabilities (SWD). Notably, these subgroups have shown significant progress, with an increasing number of students achieving grade-level performance and demonstrating meaningful academic gains.
Which data component showed the greatest decline from the prior year? Explain the factor(s) that contributed to this decline.
Algebra experienced the most significant decline in proficiency, dropping 6% percentage points from 84% in FY24 to 78% in FY25 EOC. Students struggled to keep pace with the lessons. Additionally, they were not consistently exposed to the full breadth and depth of the benchmarks. Instructional challenges were evident, with some teachers facing difficulties in differentiating instruction across the various Algebra levels and for struggling students. Furthermore, the use of cooperative learning structures remains an area for growth. To address these challenges, the Math Coach, along with district TSAs, continue to provide targeted support, including modeling best practices and delivering ongoing professional development to enhance instructional effectiveness.
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.
Physical Science exhibited the largest performance gap compared to the state average, with IMS scoring 40% proficiency versus the state’s 53%—a 13-point difference. Despite this gap, IMS made meaningful progress, increasing proficiency from 33% in FY2024 to 40% in FY2025, reflecting a 7-point gain. Moving forward, we will continue to strengthen Tier 1 instruction and provide targeted support for our Students with Disabilities (SWD) and English Language Learners (ELL) to sustain and accelerate this growth.
Rank your highest priorities (maximum of 5) for school improvement in the upcoming school year.
Increase overall ELA proficiency in 6th-8th grades by 5%. Increase overall Math proficiency in 6th-8th grades by 5%. Increase overall Science proficiency in 8th grade by 5%. Increase overall Civics proficiency in 7th grade by 5%. Increase overall SWD proficiency in 6th-8th grades by 5% to stay off the ATSI list.

SIP - Areas of Focus

All students will leave Immokalee Middle School with the essential skills and knowledge to achieve success in high school.
Immokalee Middle School staff will ensure that every student achieves and develops to their potential by providing them a nurturing and safe environment where academic and personal excellence can be achieved.
Reading proficiency will increase by 5% on FY2026 F.A.S.T. ELA PM3, from 51% in FY25 to 56% in FY26 by May 31, 2026.
(View Marzano Model)
Helping Students Examine Their Reasoning.
Action #1
Action Steps to implement evidence-based strategy:
Use backward design to plan lessons that integrate S.W.I.R.L. strategies and metacognitive routines, while leveraging student-friendly scales and formative data to guide goal setting, monitor progress, and adjust instruction to meet the various diverse needs of students.
Person Responsible:
Classroom Teachers, Co-Teachers and Coaches
Progress Monitoring Evidence:
Lesson Plans that include objectives and standards that are aligned to the priority benchmarks. Use of scales for goal setting and self-assessment Planning learning experiences and instruction that integrates S.W.I.R.L strategies i.e.: Think-Pair-Share, academic discussions, annotation routines, active listening protocols, and collaborative tasks. Embedded metacognitive routines are included in lesson plans. Common Board Configuration are posted in the classroom. Evidence of backward design in lesson structure.
Action #2
Action Steps to implement evidence-based strategy:
Deliver daily instruction that clearly aligns to learning targets and standards, promotes higher-order thinking and student reasoning through discourse and metacognitive routines, and includes scaffolds, differentiation, and reflection to support all learners.
Person Responsible:
Classroom Teachers, Co-teachers and Coaches
Progress Monitoring Evidence:
Lesson plans aligned to the standards and learning targets (includes scaffolding plans) Student work samples showing use of metacognitive routines Formative assessments/data is used to adjust instruction Instruction explicitly connects to the posted learning target and standard.
Action #3
Action Steps to implement evidence-based strategy:
Facilitate professional development through IMS University, PLC, and collaborative planning that equips ELA teachers at IMS to collaboratively planed standards-based instruction using the S.W.I.R.L. framework, backward design, embed strategies that support student reasoning, and implement progress monitoring through proficiency scales to drive instructional decisions and student growth.
Person Responsible:
Coaches, Team Leaders, IMS University Coordinators and Administrators
Progress Monitoring Evidence:
PD session agendas and attendance records from IMS University PLC meeting notes and/or Common planning form showing collaborative planning using S.W.I.R.L. and backward design Teacher-created lesson plans aligned to standards and scales Samples of student work demonstrating reasoning and use of embedded strategies Walkthrough and observation feedback highlighting instructional shifts Teacher reflections or surveys on PD effectiveness Instructional strategies modeled during IMS University PD are evident in classroom practice Teachers reference IMS University tools/resources during planning or instruction Evidence of ongoing coaching or PLC support aligned to IMS University focus areas
Budget
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Math proficiency will increase by 5% on the FY2026 F.A.S.T. Math PM3, from 69% in FY25 to 74% in FY26 by May 31, 2026.
(View Marzano Model)
Helping Students Examine Their Reasoning.
Action #1
Action Steps to implement evidence-based strategy:
Implement a unified, standards-aligned common planning form across all grade-level math teams (6th, 7th, 8th Pre-Algebra, and Algebra) to guide weekly collaborative planning. Teams will use the Explore–Elaborate–Exercise–Evaluate framework to co-design engaging, student-centered lessons that emphasize movement, collaboration, and critical thinking. The form integrates pacing guide content, ALDs with examples, and instructional strategies to ensure consistency and rigor across classrooms. This initiative directly supports the SIP goal of increasing math proficiency by 5% on the FY2026 F.A.S.T. Math PM3, from 69% in FY25 to 74% by May 31, 2026.
Person Responsible:
Tamzon Reed-Hamilton, Math Coach Grade-Level Math Teachers (6th, 7th, 8th Pre-Algebra, Algebra)
Progress Monitoring Evidence:
Completed planning forms, PLC agendas and minutes, student work samples, lesson plans, classroom walkthroughs, formative assessment data (e.g., ALEKS, exit tickets), and teacher feedback surveys.
Action #2
Action Steps to implement evidence-based strategy:
Establish clear instructional “look-for’s” aligned to the SIP goal of increasing math proficiency by 5% on the FY2026 F.A.S.T. Math PM3 (from 69% in FY25 to 74% by May 31, 2026). Teachers will consistently reference and integrate Achievement Level Descriptors (ALDs) into daily instruction, ensuring students understand their learning targets and can articulate their current level and goals. Classrooms will reflect active learning environments with collaborative student work, effective centers, and reduced reliance on “stand and deliver” methods. Teachers will implement strategies discussed during common planning, address misconceptions, and maintain high expectations through active monitoring and differentiated support.
Person Responsible:
Tamzon Reed-Hamilton, Math Coach Grade-Level Math Teachers (6th, 7th, 8th Pre-Algebra, Algebra)
Progress Monitoring Evidence:
Classroom walkthroughs and observations using a math-specific look-for checklist, student interviews, lesson plans, ALD integration in anchor charts and student work, formative assessment data, and feedback from coaching cycles.
Action #3
Action Steps to implement evidence-based strategy:
Provide ongoing, targeted professional development through IMS University mini-sessions held every Tuesday and Thursday. These sessions will be responsive to instructional needs observed during planning and classroom walkthroughs, with a focus on strengthening teacher understanding and implementation of the Explore–Elaborate–Exercise–Evaluate planning framework and the instructional “Look-For's.” Topics will include integrating ALDs into instruction, designing collaborative learning activities, implementing effective centers, addressing misconceptions, and using active monitoring strategies. This PD structure directly supports the SIP goal of increasing math proficiency by 5% on the FY2026 F.A.S.T. Math PM3 (from 69% in FY25 to 74% by May 31, 2026).
Person Responsible:
Tamzon Reed-Hamilton, Math Coach Daniel Chouinard, APC
Progress Monitoring Evidence:
IMS University attendance logs, PD agendas and materials, teacher feedback surveys, follow-up coaching notes, classroom walkthrough data, and evidence of strategy implementation in lesson plans and instruction.
Budget
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Science proficiency will increase by 5% on the FY2026 Physical Science EOC, from 42% in FY25 to 47% in FY26 by May 31, 2026.
(View Marzano Model)
Helping Students Examine Their Reasoning.
Action #1
Action Steps to implement evidence-based strategy:
All middle school science teachers will participate in weekly, standards-based Professional Learning Community (PLC) meetings to collaboratively plan. These meetings will focus on "unpacking" the Next Generation Sunshine State Standards (NGSSS) to identify key vocabulary, necessary skills, and student performance expectations. The PLC will use the Discovery Education Science Techbook as the primary resource to guide instruction. Plans will include specific lessons, hands-on activities, and digital resources from the Techbook that align directly with the NGSSS benchmarks. The team will also assign common formative assessments based on the NGSSS to measure student progress and identify areas for reteaching. The goal is for all middle school science classes to have aligned, high-quality, and consistent standards-based instruction across the department, using the provided resources efficiently to increase student science scores.
Person Responsible:
Science Team, Academic Coach
Progress Monitoring Evidence:
Collaboratively Developed Lesson Plans: Provide copies of the lesson plans created during the PLC meetings. These plans should explicitly show the alignment to the NGSSS, listing the key vocabulary, necessary skills, and student performance expectations identified during the "unpacking" process.
Action #2
Action Steps to implement evidence-based strategy:
All middle school science teachers will consistently implement the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate) to structure all science lessons. Within this framework, teachers will purposefully integrate Kagan cooperative learning strategies to ensure learning is visible and interactive. Specifically, teachers will use structures that require students to engage in all modalities: speaking, writing, interacting, reading, and listening. The goal is to increase student engagement and provide multiple opportunities for students to process and demonstrate their understanding of the NGSSS standards.
Person Responsible:
Science teachers & Academic Coach
Progress Monitoring Evidence:
Middle school science teachers will consistently use the 5E instructional model to structure their lessons, as observed in classroom visits and lesson plan reviews. Within this framework, teachers will purposefully integrate a variety of cooperative learning strategies to make learning more visible and interactive. These strategies are designed to engage students in all learning modalities: speaking, writing, interacting, reading, and listening. This approach will lead to increased student engagement and provide them with multiple opportunities to process and demonstrate their understanding of the NGSSS standards.
Action #3
Action Steps to implement evidence-based strategy:
All middle school science teachers will participate in targeted professional development sessions to enhance their skills in standards-based planning, the 5E model, and Kagan cooperative learning strategies. The science department chair will develop and implement these sessions based on ongoing classroom walkthrough data and direct observations of instructional practices. The professional learning will be embedded into the weekly PLC meetings, ensuring that teachers receive consistent support, opportunities for collaborative practice, and peer coaching to master these instructional and planning strategies for immediate application in the classroom.
Person Responsible:
Academic coach
Progress Monitoring Evidence:
*Classroom Walkthrough Data: The science coach’s observation notes and rubrics from classroom walkthroughs will show an increase in the implementation of the targeted strategies. Evidence would include higher scores on rubrics measuring student engagement and the use of standards-based teaching methods.  * Student Artifacts: Student work samples that demonstrate a deeper understanding of the content, which can be attributed to the new instructional methods.
Budget
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Social Studies proficiency will increase by 5% on the FY2026 Civics EOC, from 66% in FY25 to 71% in FY26 by May 31, 2026.
(View Marzano Model)
Helping Students Examine Their Reasoning.
Action #1
Action Steps to implement evidence-based strategy:
All middle school social studies teachers will participate in weekly collaborative planning sessions to design engaging, standards-based lessons. During these meetings, teachers will intentionally plan activities that provide students with opportunities to read, write, talk, listen, interact, and think in every lesson. Planning will focus on designing purposeful moments of engagement where students move beyond simply acquiring information and are encouraged to make connections, ask questions, and explore content through inquiry. Teachers will collaboratively design guided questions during PLCs that are used consistently across multiple classrooms. These common questions will be crafted by the team to promote higher-order thinking, encourage inquiry, and provide students with equitable opportunities to engage deeply with the content. As part of this process, teachers will develop and administer common, benchmark-aligned assessments to measure student progress consistently across classrooms. PLCs will analyze common data from these assessments to identify trends, inform instructional decisions, and plan targeted supports and remediation. Teams will also ensure planning follows the district pacing guide and intentionally determine what evidence of learning will be collected to monitor student performance throughout instruction. The goal is for all middle school social studies classrooms to deliver consistently engaging, rigorous, and data-informed instruction that fosters curiosity, critical thinking, and deeper understanding of the standards. Key Planning Components: - Elements of student engagement are intentionally built into each lesson - Use of common lesson plan elements across grade-level teams - Cadence of content aligned to the district pacing guide - Common, benchmark-aligned assessments developed and implemented - Common guided questions collaboratively crafted and used consistently across classrooms - Regular PLC meetings to reflect on common data and plan next steps
Person Responsible:
Social Studies Teachers (6th, 7th and 8th) Social Studies Resource Teacher (Ms. Holimon) Daniel Chouinard, APC Phil Barton, AP
Progress Monitoring Evidence:
Weekly PLC agendas and sign-in sheets documenting collaborative planning Completed lesson plans with evidence of engagement strategies and common guided questions Copies of common, benchmark-aligned assessments PLC data analysis forms showing trends, instructional decisions, and next steps Student work samples reflecting evidence of learning Walkthrough/observation notes showing implementation of planned strategies
Action #2
Action Steps to implement evidence-based strategy:
All middle school social studies teachers will deliver engaging, standards-based instruction that builds on collaborative planning. Lessons will intentionally incorporate opportunities for students to read, write, talk, listen, interact, and think every day to increase engagement and deepen understanding. Teachers will consistently use the common guided questions developed in PLCs to promote inquiry, spark discussion, and encourage higher-order thinking across classrooms. Instruction will focus on meaningful moments of engagement where students connect ideas, analyze content, and apply their learning in relevant and relatable ways. Look-Fors in Instruction: - Lessons are aligned to benchmarks and follow the district pacing guide - Students are provided opportunities to read, write, talk, listen, interact, and think in every lesson - Common guided questions are used to promote inquiry and discussion - Evidence of student learning is visible through tasks, products, and responses - Students are actively engaged in producing, analyzing, and applying knowledge Teachers will also use formative data and common assessment results to adjust instruction, address misconceptions, and provide targeted supports and remediation to ensure all students are progressing toward mastery of the benchmarks.
Person Responsible:
Social Studies Teachers (6th, 7th and 8th) Social Studies Resource Teacher (Ms. Holimon)
Progress Monitoring Evidence:
Classroom walkthrough and observation notes documenting student engagement and use of common guided questions Lesson plans showing integration of engagement strategies, inquiry-based tasks, and benchmark alignment Student work samples demonstrating higher-order thinking and application of learning Formative assessment data and results from common, benchmark-aligned assessments PLC reflection notes analyzing instructional strategies, student performance, and next steps
Action #3
Action Steps to implement evidence-based strategy:
All middle school social studies teachers will participate in ongoing professional learning designed to strengthen their capacity in planning, instruction, and student engagement. Professional development will be embedded within PLCs and extended through coaching cycles, peer collaboration, IMS University, and lesson studies. To grow teacher capacity and ensure consistency across classrooms, the department will: - Participate in coaching cycles with the social studies resource teacher to plan, observe, and reflect on instructional practices - Engage in lesson studies where teachers observe each other and analyze strategies for student engagement, questioning, and inquiry - Use substitute coverage strategically to provide additional time for common planning beyond the weekly 30-minute PLC meetings - Participate in targeted professional development focused on the “look-fors” in instruction, including benchmark alignment, student engagement, and opportunities for students to read, write, talk, listen, and think in every lesson - Analyze student work and common assessment data collaboratively to refine instructional strategies and plan targeted supports and remediation The goal is to create a culture of collaboration and continuous improvement where teachers have the tools, time, and support needed to deliver engaging, rigorous, and data-informed instruction consistently across all middle school social studies classrooms.
Person Responsible:
Social Studies Teachers (6th, 7th and 8th) Social Studies Resource Teacher (Ms. Holimon) Daniel Chouinard, APC Phil Barton, AP
Progress Monitoring Evidence:
PLC agendas, sign-in sheets, and meeting minutes documenting professional learning activities Coaching cycle plans, observation notes, and reflection summaries from sessions with the social studies resource teacher Lesson study artifacts, including observation feedback forms and debrief notes Coaching Cycle Debrief Survey Records of substitute coverage used for extended planning and professional learning Teacher-created lesson plans demonstrating application of strategies learned through professional development Student work samples showing evidence of improved engagement and deeper understanding as a result of teacher learning PLC data analysis forms demonstrating collaborative review of student performance and instructional adjustments Walkthrough/observation notes confirming implementation of learned strategies in classrooms
Budget
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SWD will increase reading proficiency by 5% on the FY2026 F.A.S.T. ELA PM3, 6th grade from 28% in FY25 to 33% in FY26 by May 31, 2026; 7th grade from 24% to 29%; and 8th grade from 13% to 18%. Also, SWD will increase math proficiency by 5% on the FY2026 F.A.S.T. Math PM3, from 6th grade 36% in FY25 to 41% in FY26 by May 31, 2026; 7th grade from 59% to 64%; 8th grade from 44% to 49%; and Algebra from 68% to 73%.
(View Marzano Model)
Helping Students Examine Their Reasoning.
Action #1
Action Steps to implement evidence-based strategy:
All ESE inclusion teachers will participate in weekly, standards-based Professional Learning Community (PLC) meetings to collaboratively plan. During these sessions, teachers will collaboratively develop plans for implementing co-teaching strategies (one teach- one assist, one teach-one observe, station teaching, parallel teaching, alternative teaching, team teaching) to enhance support for ESE students. Plans specify grouping strategies, accommodations and/or adaptations for individual ESE, EL or groups of students.
Person Responsible:
Grade-Level Team Leaders ESE Inclusion Teachers Math Coach, Tamzon Reed-Hamilton ELA Reading Coaches, Ms. Rodriguez & Ms. Ramsay-Sinclair Social Studies Resource Teacher, Ms. Holimon Science Resource Teacher, Ms. Palmatier
Progress Monitoring Evidence:
Completed planning forms, PLC agendas and minutes, completed lesson plans with evidence of appropriate co-teaching strategies, classroom walkthroughs.
Action #2
Action Steps to implement evidence-based strategy:
All ESE inclusion teachers will help support the delivery of engaging, standards-based instruction that builds on collaborative planning. Lessons will intentionally incorporate opportunities for students to display SWIRL, 5E, and integrate Achievement Level Descriptors (ALDs) into daily instruction, ensuring students understand their learning targets and can articulate their current level and goals. Teachers will consistently use and monitor the appropriate co-teaching strategies in the classroom setting.
Person Responsible:
Classroom Teachers; ESE Inclusion Teachers
Progress Monitoring Evidence:
Classroom walkthroughs and observations using a content-specific checklist, student interviews, lesson plans, ALD integration in anchor charts and student work, formative assessment data, and feedback from coaching cycles.
Action #3
Action Steps to implement evidence-based strategy:
Professional development activities to increase the effective use of co-teaching models in the inclusion classrooms besides just one-teach one -assist.
Person Responsible:
Cassandra Weeks; ESE Program Specialist
Progress Monitoring Evidence:
Walkthroughs and classroom observation to collect evidence of implementation of differentiated instructional practices. Lesson plan artifacts. Monitor through PLC's and data chats. Teacher surveys to gather feedback and input on how PD has helped their instructional practices.
Budget
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Student average daily attendance will improve by 2% in FY2026 as compared to FY2025 from 92% to 94% by May 31, 2026.
(View Marzano Model)
Establishing and Maintaining Effective Relationships in a Student-Centered Classroom.
Action #1
Action Steps to implement evidence-based strategy:
We will implement a PBIS incentive for grade levels to compete for who has the best attendance for that week. The winning grade level will have their flag flown and a treat at lunch.
Person Responsible:
Philip Barton, Kristin Davis, Susan Macchia - Assistant Principals
Progress Monitoring Evidence:
Attendance data will be pulled at the end of each week for the grade level flag to be flown for the winners of the attendance.
Action #2
Action Steps to implement evidence-based strategy:
A Greatest Day Ever will be planned either once a quarter or once a semester on a random day for students. This will be a whole school celebration only for the students who attend that day.
Person Responsible:
Philip Barton, AP Kristin Davis, AP Susan Macchia, AP
Progress Monitoring Evidence:
Attendance will increase as students will not want to be absent when these events happen.
Action #3
Action Steps to implement evidence-based strategy:
The previous days tardies and absences will be posted on the windows by the front door daily.
Person Responsible:
Philip Barton, AP Kristin Davis, AP Susan Macchia, AP
Progress Monitoring Evidence:
Attendance will increase as students will not want to be absent when these events happen.
Budget
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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.

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1.

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

List the school's webpage* where the SIP is made publicly available.
* A webpage is not sufficient as the sole method of dissemination.
The SIP is shared with SAC for input, and updates are provided quarterly. It is also posted on the school’s website (https://ims.collierschools.com/), and a copy is kept in the main office for stakeholders to access and review when requested.
2.

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

List the school's webpage* where the school's Family Engagement Plan is made publicly available. (ESSA 1116(b-g))
* A webpage is not sufficient as the sole method of dissemination.
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.
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))
Strengthening the Academic Program at IMS To enhance the academic program, increase the amount and quality of learning time, and provide an enriched and accelerated curriculum, IMS has developed a multi-tiered approach grounded in evidence-based practices and aligned with our School Improvement Plan (SIP). Our Area of Focus is Marzano’s Helping Students Examine Their Reasoning, which guides instructional strategies and professional development efforts across all content areas. Key Strategies: 1. Instructional Support Personnel - Academic Coaches and Resource Teachers work directly with classroom teachers to model best practices, co-plan lessons, and analyze student data to inform instruction. - ELL Tutors provide targeted support to English Language Learners, ensuring access to rigorous content and language development strategies. 2. Professional Development - IMS implements a comprehensive and targeted professional development plan focused on Marzano’s strategies, particularly helping students examine their reasoning. This includes workshops, PLCs, and coaching cycles that build teacher capacity to foster critical thinking and metacognition in students. 3. Extended Learning Time - Additional instructional time is provided through intervention blocks, after-school tutoring, and enrichment programs that allow students to engage with content more deeply and receive personalized support. 4. Curriculum Enrichment and Acceleration - Teachers are supported in designing differentiated lessons that challenge students at all levels, including opportunities for acceleration through project-based learning, advanced coursework, and cross-curricular integration. - Instructional materials are selected and adapted to promote higher-order thinking and reasoning, in alignment with Marzano’s framework. 5. Data-Driven Instruction - Regular formative assessments and data reviews help identify student needs and guide instructional adjustments. This ensures that learning time is used effectively and that students are progressing toward mastery.
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
Christina Flores Parent Hispanic Non-Migrant No Member 8/21/2025
Clarissa Yzaguirre Parent Hispanic Non-Migrant No Member 8/21/2025
Corina Garcia Non-instructional Staff Hispanic Non-Migrant Yes Member 8/21/2025
Esmeralda Sanchez Community/Business Hispanic Non-Migrant No Member 8/21/2025
Jorge Perez Parent Hispanic Non-Migrant No Member 8/21/2025
Jose L. Hernandez Principal Hispanic Non-Migrant Yes Principal 8/21/2025
Juana Onley Parent Hispanic Non-Migrant No Member 8/21/2025
Marie Saincy Non-instructional Staff Black Non-Migrant Yes Member 8/21/2025
Marylou Navarrete Parent Hispanic Non-Migrant Yes Member 8/21/2025
Rubi Lofton Parent Hispanic Non-Migrant Yes Member 8/21/2025
Yaresly Gorosquieta Community/Business Hispanic Non-Migrant No Member 8/21/2025
Bernaldino Martinez Teachers Hispanic Non-Migrant Yes Member 8/21/2025 8/26/2029
Gloria Padilla Community/Business Hispanic Non-Migrant No Member 9/18/2025 9/18/2026
Tiffany Hall Parent Black Non-Migrant Yes Member 9/18/2025 9/18/2026
Minouche Registre Parent Haitian Non-Migrant No Member 9/18/2025 9/18/2026
GroupNumber%
Community/Business320.0
Non-instructional Staff213.3
Parent853.3
Principal16.7
Students (required for HS; optional for MS)00.0
Teachers16.7
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 746.7
Non-District Employee 853.3
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
Black321.416.2
Hispanic1178.676.0
Others00.06.2
White00.01.6
Date & TimeTitleLocationUploaded Files
Thursday, August 21, 2025 8:15 AM 3-108
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