| School Name | Olsen MS (0471) | 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 |
|---|---|---|
| Olsen_Cognia-Executive-Summary-25_26.pdf | Marienid O'Neill | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| POFR-2026-signed-(Olsen-Middle)-052125.pdf | Marienid O'Neill | 7/16/2025 |
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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. Olsen Middle School uses a comprehensive Response to Intervention (RtI) framework to support students identified by the Early Warning System (EWS). In 2024–2025, data showed high absenteeism (307 students), suspensions (146), course failures in ELA and math (69), and large numbers scoring Level 1 on statewide assessments (237 ELA, 201 Math). Twenty-seven students had two or more indicators, requiring intensive intervention. Academic supports include intensive reading and math courses, targeted small-group instruction, adaptive learning programs, and Extended Learning Opportunities (ELO). Teachers and administrators monitor student progress daily using FOCUS dashboards to track attendance, behavior, and grades. Progress monitoring and data chats establish clear benchmarks and track growth. At the same time, personalized learning plans and goal-setting provide targeted support for students to recover failing grades and complete missing work. Behavioral and social-emotional interventions include PBIS, restorative practices, and check-in/check-out systems, where students meet with an adult mentor to review goals and progress. Counseling services are provided individually, in small groups, and through Life Skills and Wellness (LSW) sessions to build resilience, self-regulation, and overall well-being. Attendance interventions focus on consistent family outreach through calls, letters, and home visits, enforcing strong routines, reinforcing the importance of attendance, and creating a welcoming school climate. Students who miss school are given make-up work, alternate learning pathways, and continued access to instructional support to maintain continuity. Using RtI, the early warning system, and the decision tree process, Olsen Middle delivers data-driven, evidence-based interventions that strengthen academic performance and student engagement while directly supporting the School Improvement Plan. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2026, Olsen Middle School will increase the percentage of students in grades 6 through 8 scoring at or above proficiency in Math from 37% to 44%, increase overall Math learning gains from 51% to 57%, and increase learning gains for the lowest 25% from 54% to 62%, based on Florida's FAST Progress Monitoring. | - Training on differentiated instruction for math - PD on mathematical discourse and problem-solving routines - Using data from FAST Progress Monitoring and formative assessments to guide instruction | - Biweekly data analysis meetings with grade-level teams - Regular classroom walkthroughs and feedback sessions - Progress monitoring through IXL, FAST PM, and school-based assessments - Review of PLC implementation and lesson fidelity | |||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| During the Fall semester, the school experienced significant difficulty providing consistent intervention services in Math due to high student and teacher absenteeism, which disrupted the continuity of data-driven small group instruction and limited the effective use of FAST PM, IXL, and school based assessments to guide grouping and adjust instruction. To address this problem, the school strengthened professional development on differentiated instruction and math discourse routines, increased coaching and modeling by the Math Coach, and implemented more structured biweekly data meetings to ensure teachers could analyze available progress monitoring data and refine instructional plans even when attendance related gaps occurred. Additionally, administrators increased classroom walkthroughs and feedback cycles to reinforce fidelity of intervention routines and ensure alignment with the Math SMART goal. To address this problem, the school strengthened professional development on differentiated instruction and math discourse routines, increased coaching and modeling by the Math Coach, and implemented more structured biweekly data meetings to ensure teachers could analyze available progress-monitoring data and refine instructional plans even when attendance-related gaps occurred. Additionally, administrators increased classroom walkthroughs and feedback cycles to reinforce fidelity of intervention routines and ensure alignment with the Math SMART goal. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| The primary strength of the Math interventions implemented during the Fall semester was their strong alignment to data-driven instructional practices, including the use of FAST Progress Monitoring, IXL, and school-based assessments to guide small group instruction and target foundational skill gaps. Professional development focused on differentiated instruction, mathematical discourse, and problem-solving routines increased teacher awareness of effective strategies and improved instructional planning. However, a key weakness was inconsistent implementation fidelity due to student and teacher absenteeism, which disrupted intervention schedules and limited the effectiveness of progress monitoring cycles. As a result, instructional adjustments were not always timely or sustained, particularly for students requiring intensive support, slowing progress toward the Math SMART goal. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| To achieve the intended Math outcomes, the school will strengthen consistency of intervention delivery by protecting intervention time, increasing targeted coaching on smallgroup instruction and math discourse routines, and refining biweekly data meetings to ensure timely instructional adjustments using FAST PM, IXL, and school based assessments. These actions will improve implementation fidelity and support accelerated learning gains for all students, particularly those requiring intensive support.-group instruction and math discourse routines, and refining biweekly data meetings to ensure timely instructional adjustments using FAST PM, IXL, and school-based assessments. These actions will improve implementation fidelity and support accelerated learning gains for all students, particularly those requiring intensive support. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By June 2026, Olsen Middle School will increase the percentage of students in grades 6 through 8 scoring at or above proficiency in ELA from 43% to 49%, increase overall ELA learning gains from 54% to 61%, and increase learning gains for the lowest 25% from 56% to 61%, based on Florida's FAST Progress Monitoring. | - Training on effective small group instruction - PD on scaffolding complex texts and questioning techniques - Progress monitoring training using formative assessment tools | - Biweekly data chats with teachers to analyze formative and diagnostic data - Classroom walk-throughs and coaching cycles - Quarterly progress monitoring using district-approved assessments - Review of ELA PLC meeting notes and lesson plan implementation | |||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
In ELA, attendance patterns similarly affected the delivery of targeted intervention classes for the lowest 25% of students, resulting in inconsistent access to research-based programs designed to strengthen comprehension, vocabulary, and overall reading performance. In response, the school expanded professional development on effective small group instruction and scaffolding strategies, increased coaching support from the Reading Coach, and implemented more structured biweekly data chats focused on FAST PM and district approved formative assessments to maintain instructional continuity despite attendance disruptions. Intervention groups for the lowest 25% were reorganized based on diagnostic data, and parent communication was increased to improve student attendance during designated support blocks, ensuring students received more consistent exposure to high yield literacy practices aligned with the ELA SMART goal. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
ELA interventions demonstrated strength through the intentional use of high yield instructional strategies such as small group instruction, scaffolding of complex texts, and targeted supports for the lowest 25% of students using research-based programs. Ongoing professional development and coaching enhanced teachers’ capacity to analyze diagnostic and formative assessment data and implement structured literacy routines. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| To accomplish the ELA outcomes, the school will enhance attendance monitoring for intervention classes, increase parent communication to support consistent student participation, and continue focused coaching on high yield literacy strategies and diagnostic based regrouping. Additionally, PLC and walkthrough data will be reviewed more systematically to ensure sustained implementation of targeted interventions for the lowest 25% of students. | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Olsen-25-26-Addendum.pdf | Indranie Hassad | 9/8/2025 |
| Olsen-Feedback-Form_25-26.pdf | Paula Canady | 10/15/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SIP-K12-CERP-Literacy-Leadership-Contact-Informationn25-26.pdf | Marienid O'Neill | 9/9/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| OLM-24_25-SAM-Scoring-Sheet.pdf | Marienid O'Neill | 5/19/2025 |
| SIP_MTSS-Action-Plan-25-26.pdf | Marienid O'Neill | 10/16/2025 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SPBP-OLM-25-26.pdf | Marienid O'Neill | 4/28/2025 |
| SPBP-Feedback-Form-2025-2026-Olsen-Middle-School.xlsx | Maureen Ruether | 6/9/2025 |
| 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 |
|---|---|---|
| Olsen_-Attendance-Plan-25-26-.pdf | Marienid O'Neill | 9/24/2025 |
| CERP-Meeting-Agenda.pdf | Marienid O'Neill | 9/24/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Revised-ASCP.pdf | Marienid O'Neill | 9/30/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE_2526_060471.pdf | Marienid O'Neill | 9/9/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Olsen_Cognia-Parent-Survey-25_26.pdf | Marienid O'Neill | 9/10/2025 |
| Olsen_Cognia-Student-Survey-25_26.pdf | Marienid O'Neill | 9/10/2025 |
| Olsen_Cognia-Staff-Survey-25_26.pdf | Marienid O'Neill | 9/10/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Olsen-Middle-_FACE-SPACE_-25-26.pdf | Marienid O'Neill | 9/11/2025 |