| School Name | Pompano Beach MS (0021) | School Grade (2024 - 2025) | |
| Title 1 School | Yes | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
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RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| PBMS-Executive-Summary-25-26.pdf | Tiana Poitier | 7/17/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Signed-Budget-Page.pdf | ROBIN REID | 7/17/2025 |
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Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. At Pompano Beach Middle School we pride ourselves on training every teacher on differentiated instruction through intentional professional developments. These professional developments are initiated based on classroom observations and student data. With the inception of FOCUS this school year, teachers have been trained on accessing individual students' demographic, academic behavioral, and risk factor data. Students are placed in classes based on their achievement level and are placed explicitly by our Master Scheduler. All students who scored a level 1 on the FAST PM3 in the 2024-2025 school year have Reading as one of their electives. We will continue proactively increasing our learning gains this year to ensure that every student receives personalized instruction. Continuous follow-up will be assessed to ensure mastery within each core subject area to increase learning gains. Data will be collected for every standard and benchmark. Students who don't exhibit learning gains will be offered extended learning opportunities (ELOs) before, during, and after school. For our Rti/MTSS, students are identified by teacher referral and the following data systems:
Intervention practices common for Pompano Beach Middle School include:
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May of 2026, our English Language Arts students in grades 6-8 will increase proficiency from 56% to 58%. | ELA teachers will participate in a PLC during a common planning that uses data to drive instruction. | $0.00 | We will monitor this area of focus by meeting weekly in PLCs and weekly with our Literacy Coach and teachers. Data collection and making adjustments based on that data will ensure we continuously support our teachers and students as needed. | ||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | Yes | ||||||||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||||||||
| PBMS demonstrated measurable academic growth during the Fall 2025 semester, achieving a 9% increase in schoolwide ELA proficiency from PM1 to PM2 as measured by FAST data. This improvement occurred despite a significant implementation challenge: the district’s inability to continue funding key instructional technology support, specifically I-Ready and IXL. The loss of these platforms required staff to quickly adjust instructional planning, progress monitoring, and intervention systems that previously relied on those tools. Additionally, other challenges this school year was the loss of several teachers in the ELA and reading departments extended leaves or new career endeavors, which created staffing gaps and required adjustments to maintain instructional continuity. To address these challenges, the school shifted toward strengthening internal instructional practices and maximizing available resources. Teachers increased the use of standard-aligned formative assessments, collaborative data analysis during PLCs, and targeted small-group instruction to monitor student progress. Instructional teams placed greater emphasis on teacher-created materials and shared best practices across grade levels to maintain instructional consistency and rigor. These adjustments helped sustain momentum in student achievement despite reduced access to external digital support. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| PBMS implemented several evidence-based strategies to offset the loss of district-funded instructional platforms, each demonstrating identifiable strengths and limitations. The use of standards-aligned common formative assessments strengthened alignment between instruction and priority ELA standards while providing timely data to guide remediation; however, these assessments required substantial teacher time and lacked automated progress-monitoring features. Professional Learning Community (PLC) data cycles enhanced collaboration, shared accountability, and instructional consistency, though their impact varied based on team facilitation and available meeting time. Targeted small-group instruction supported differentiation and increased student engagement by addressing specific learning needs, yet its success depended heavily on scheduling flexibility and staffing capacity. Teacher-created instructional resources allowed for responsiveness to classroom needs and fostered professional ownership but introduced variability in rigor and increased teacher workload. | |||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| To improve outcomes for low-performing subgroups, PBMS will implement a targeted set of instructional supports leading into PM3 testing. A structured “Crunch Time” plan is being developed for the final weeks prior to state assessments to intensify review and reinforce priority standards. The Literacy Coach will work closely with the ELA team to clearly communicate performance goals, guide data-driven instructional decisions, and support the strategic reteaching of critical content aligned to key standards. In addition, the school will implement morning Extended Learning Opportunities (ELO) as part of the Phase Three ELO initiative, providing focused intervention time designed to accelerate skill development and increase overall proficiency. Together, these efforts are intended to deliver targeted, high-impact instruction that directly addresses identified student needs. |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26-Addendum-(1).pdf | ROBIN REID | 9/12/2025 |
| 25-26-Addendum.pdf | ROBIN REID | 10/17/2025 |
| Pompano-Beach-MS.pdf | Patricia Ciceron | 10/24/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 9997_08232024_SIP-K12-CERP-LLT-Contact-Information-Assurances-2425.pdf | ROBIN REID | 7/17/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Pompano-Beach-Middle-MTSS-Action-Plan-SY-25-26.pdf | ROBIN REID | 7/17/2025 |
RtI Team Meeting ScheduleNo Meeting Schedule |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SPBP-Completed3-PDF-25-26--5.8.25.pdf | Joniece Frazier | 5/8/2025 |
| Pompano-Beach-MS-MS-SPBP-Feedback-Form-2025-2026.pdf | Novelle Brown | 5/19/2025 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| pompano-attendance-plan-2025.pdf | ROBIN REID | 7/17/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| ASC-2025-2026.pdf | ROBIN REID | 9/22/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| BPIE-Implementation-25-26.pdf | ROBIN REID | 7/17/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Pompano-Beach-MS-Student-Survey.pdf | Wanda Ponder | 9/23/2025 |
| Pompano-Beach-MS-Staff-Survey.pdf | Wanda Ponder | 9/23/2025 |
| Pompano-Beach-MS-Parent-Survey.pdf | Wanda Ponder | 9/23/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2025-26-FACE-Plan---July-2025.pdf | ROBIN REID | 7/17/2025 |
| Picture-.eml | ROBIN REID | 10/17/2025 |