School Info

School Name North Andrews Garden ES (0521) School Grade (2024 - 2025)
Title 1 School Yes School Improvement (SI) No
School of Excellence No ESSA School No
RAISE
Reading Achievement Initiative for Scholastic Excellence 		No    
SAC Documentation/SAC Upload Center

Executive Summary

Executive Summary

 

File Name File Uploaded By Upload Date
0521_NAGE-Executive-Summary.pdfJermaine Vassell7/6/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
NAGE-25-26-Budget-Signature-Page.pdfJermaine Vassell9/2/2025

High Quality Instruction

Early Warning Indicators

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.

North Andrews Gardens Elementary employs many intervention strategies to improve the academic performance of students that have been identified by the early warning system.  Based on the information provided, teachers, support staff, and administration review the Reading Decision Chart, making sure to identify the students’ deficiencies and to ensure that a Tier 2 or Tier 3 intervention plan is in place to meet the needs of each student specified.  We also have a CPS Team that also looks at each child as an individual and assesses each child’s need for intervention based on the previous year’s scores, their current FAST Progress Monitoring data, and informal assessments given by the teachers.   

Every teacher, support staff member, paraprofessional, and administrator at our school assists in providing interventions for our students or provide resources to assist the teachers.  The following interventions at our school are used: pullout and teacher led small group instruction and the Benchmark Advance Comprehension and Phonics Intervention. Each teacher uses progress monitoring assessments that are aligned with the interventions to ensure the students are progressing towards their goals.

The students’ progress in interventions are reviewed and discussed often. Data chats are held quarterly to examine each class’ data. The CPS Team meets to discuss our most struggling students.  The intervention data is closely examined throughout the year, groups are restructured, and new groups start as necessary.  Students not meeting expected progress in their interventions are brought to the Response to Intervention (RTI) meetings and additional conversations are held for next steps for each individual student. 

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: Instructional Practice specifically relating to Science

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, the percentage of students scoring proficient in Science will increase from 44% to 54% as measured by the statewide FAST assessment. Teachers will be trained on the new district-adopted curriculum series "Discovery Education". This training will be offered during pre-planning week and followed up routinely during grade level Professional Learning Communities (PLCs). We will also administer all science assessments via Progress Learning to closely monitor student performance data throughout the course of the school year. The students in 5th grade will be participating in the Statewide Science Assessment (SSA) FAST during the Progress Monitoring (PM) 3 assessment period using the Cambium platform.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Teachers and support staff will be meeting for periodic data chats (semester/quarterly) to review the data and track student performance as they progress through the school year. Student performance data will be collected and monitored using the school-wide data sheet template provided to the staff during the school year.
Person(s) Responsible Jermaine Vassell (jermaine.vassell@browardschools.com)
Deadline 5/31/2026
Evidence-based Intervention/Strategy 2 All teachers (K-5) are required to utilize the Science Lab on a monthly basis. The school administration requires teachers in grades K-2 to utilize the lab at least once per month whereas the teachers in grades 3-5 are required to utilize the lab at least twice per month. This ensures that the students are frequently being exposed to a variety of hands-on experiments and activities that are connected to the NGSS Science standards.
Person(s) Responsible Clarice Johnston (clarice.johnston@browardschools.com)
Deadline 5/31/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? No
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
The first implementation challenge we have identified is the teachers having to learn a new Science curriculum, Discovery Education. When meeting with teachers in individual and team data chats, we also noticed that teachers were not teaching the standards to the rigor required for proficiency.  Teachers also shared that they did not have ample time for planning labs and gathering the materials needed to complete the labs properly.

To address challenges, we did several things.  Our Science Resource teacher created a school-wide data sheet where data is collected and monitored by the leadership team so that instructional adjustments can be made if the need arises. Based on the collected data, students have been identified as students who will be invited to attend our Science ELO Camp beginning in February.   All grade level PLCs have a Science Focus this year.  Again, our Science Resource teacher meets with all of the PLC groups twice a month to ensure that the PLCs are authentic and being done with fidelity.  In addition, a staff developer from the Elementary Learning Science office came to our school to work with our Science Resource teacher to observe our 5th grade teacher’s Science block and provide feedback on how they can make improvements to their instruction. 
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
PLCs focused on Science have helped teachers focus on the instruction that meets the rigor of each standard.  

The school-wide data sheet holds teachers accountable to their data and assuring that they are keeping up with the instructional focus timeline dictated by the curriculum. 

Having district support brings a new perspective and suggestions that we previously may not have recognized as a weakness and can improve upon. 
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Our Science Resource teacher has identified students who are close to being proficient based on the MOY for our 5th grade students.  Small groups will be made for intervention purposes. 

A Science ELO morning camp will also be made available for bubble students.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
NA

Area of Focus: Instructional Practice specifically relating to Math

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, the percentage of students scoring proficient in Math will increase from 58% to 61% as measured by the statewide FAST assessment. All teachers (K-5) will attend an in-house Professional Development (PD) session on Performance Matters. A representative from Performance Matters will come to our campus on Septermber 11, 2025 to discuss all the necessary action steps that will be required as per the district. This includes all assessments that will be pushed out through this portal in addition to how to access the performance data that will be housed there (e.g., Benchmark Advance, EnVision, iReady, FAST, etc.). The students in grades K-2 will be participating in the FAST Progress Monitoring (PM) assessment periods (PM1, PM2, and PM3) using the STAR Renaissance platform. The students in grades 3-5 will be participating in the FAST Progress Monitoring (PM) assessment periods (PM1, PM2, and PM3) using the Cambium platform.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Teachers and support staff will be meeting for periodic data chats (semester/quarterly) to review the data and track student performance as they progress through the school year. Student performance data will be collected and monitored using the school-wide data sheet template provided to the staff during the school year.
Person(s) Responsible Annette DiSarno (annette.disarno@browardschools.com)
Deadline 5/31/2026
Evidence-based Intervention/Strategy 2 Throughout the year, we will have weekly Multi-Tiered Systems of Supports (MTSS) meetings designated to finding the correct interventions for small group supports that will close achievement gaps for all students. We track the progress of all students as they go through the various phases of the Response to Intervention (RtI) in every grade level.
Person(s) Responsible Clarice Johnston (clarice.johnston@browardschools.com)
Deadline 5/31/2026

Mid-Year Reflection
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.
As with Science, when meeting with teachers in individual and team data chats, we also noticed that teachers were not teaching the standards to the rigor required for proficiency.

Administration has required that teachers meet with small Math groups and have Math centers in their classrooms that can be utilized during small group Math time, similar to ELA block.  

Our MTSS team meets weekly and we target students deficient in Math and work with the classroom teacher to find the correct interventions for small group support.
 
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
When the Math assessments are given for iReady or PM assessments, one weakness that has been identified is that some of the tested standards in Diagnostic 2 and PM 2 are standards that have not yet been addressed in the curriculum.  

MTSS meetings have become a strength for our Math instruction.  Teachers feel supported in targeting the students who require interventions. 
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Teach the standards that have not yet been addressed before the FAST PM3 assessment.  
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
NA

Area of Focus: Instructional Practice specifically relating to ELA

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, the percentage of ELA students scoring proficient will increase from 55% to 58% as measured by the statewide FAST assessment. All teachers (K-5) will attend an in-house Professional Development (PD) session on Performance Matters. A representative from Performance Matters will come to our campus on Septermber 11, 2025 to discuss all the necessary action steps that will be required as per the district. This includes all assessments that will be pushed out through this portal in addition to how to access the performance data that will be housed there (e.g., Benchmark Advance, EnVision, iReady, FAST, etc.). The students in grades K-2 will be participating in the FAST Progress Monitoring (PM) assessment periods (PM1, PM2, and PM3) using the STAR Renaissance platform. The students in grades 3-5 will be participating in the FAST Progress Monitoring (PM) assessment periods (PM1, PM2, and PM3) using the Cambium platform.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Teachers and support staff will be meeting for periodic data chats (semester/quarterly) to review the data and track student performance as they progress through the school year. Student performance data will be collected and monitored using the school-wide data sheet template provided to the staff during the school year.
Person(s) Responsible Amy Torres (amy.torres@browardschools.com)
Deadline 5/31/2026
Evidence-based Intervention/Strategy 2 Throughout the year, we will have weekly Multi-Tiered Systems of Supports (MTSS) meetings designated to finding the correct interventions for small group supports that will close achievement gaps for all students. We track the progress of all students as they go through the various phases of the Response to Intervention (RtI) in every grade level.
Person(s) Responsible Clarice Johnston (clarice.johnston@browardschools.com)
Deadline 5/31/2026

Mid-Year Reflection
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.
Our MTSS team meets weekly, and during individual and group data chats, we target students deficient in ELA and work with the classroom teacher to find the correct interventions for small group support. During these MTSS meetings, our Literacy Coach shows teachers how to use the instructional pathways provided by the Elementary Learning Department to guide their small group instruction. 

During classroom walkthroughs, the leadership team noticed that teachers were not checking for understanding with a large number of students.  Our support team is providing PD (curriculum corner) to address ways the teachers can better check for understanding with the majority of the class.  



 
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Our MTSS team is broken down wtih a case manager per grade level.  This case manager provides additional support that a teacher may need when implementing the correct interventions. 

Elementary Learning Department has made resources readily available for the use of instructional pathways.

We have created a school-specific walkthrough form that is provided to the teacher after admin and the leadership team have conducted classroom walkthroughs. 
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
We have invited an instructional facilitator from the Innovative Learning Department out to conduct a PD with teachers in grades K-5.  It is called Reading Progress and is one of the Microsoft Learning Accelerators.  This program deals with fluency which is an area during MTSS meeting that  we have identified as a barrier with teacher instruction.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
NA

Area of Focus: Students With Disabilities (SWD)

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
The percentage of students with disabilities scoring proficient will increase from 44% to 47% by the end of May 2026 as measured by statewide FAST assessments. All teachers (K-5) will attend an in-house Professional Development (PD) session on Performance Matters. A representative from Performance Matters will come to our campus on Septermber 11, 2025 to discuss all the necessary action steps that will be required as per the district. This includes all assessments that will be pushed out through this portal in addition to how to access the performance data that will be housed there (e.g., Benchmark Advance, EnVision, iReady, FAST, etc.). Our students will participate in the new statewide FAST assessments three times during the year. The monitoring of student progress will be conducted at the end of each period of assessment (PM1, PM2, and PM3).

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 The population of Students with Disabilities (SWD) will continue to receive their required instructional services as defined within their Individualized Education Plans (IEPs). In addition, this student subgroup will continue to receive differentiated instruction in both ELA and Math. The classroom teacher as well as the ESE support facilitator will provide small group, multi-sensory accommodations as indicated by the student's IEP. For ELA, the students will participate in daily guided reading at their instructional level. In Math, the students will use iReady fluency flight for fluency skills, and teacherled small group math lessons for intervention as needed for the individual student(s).
Person(s) Responsible Kristin Fletcher (kristin.fletcher@browardschools.com)
Deadline 5/31/2026
Evidence-based Intervention/Strategy 2 Throughout the year, we will have weekly Multi-Tiered Systems of Supports (MTSS) meetings designated to finding the correct interventions for small group supports that will close achievement gaps for all students. We track the progress of all students as they go through the various phases of the Response to Intervention (RtI) in every grade level.
Person(s) Responsible Clarice Johnston (clarice.johnston@browardschools.com)
Deadline 5/31/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? No
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
SWDs were not aware of their current academic levels in ELA, Math and Science.

ESE support personnel came to meet with Admin, the Leadership Team and the ESE department.  They conducted a deep data dive with the group.  The team visited in October 2025 and January 2026.

The classroom teacher meets wtih SWDs to set academic growth goals. ESE support facilitators support said goals and meet with individual student to conference.

An additional ESE Support Facilitator was hired to address these challenges as well. 
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Strengths:
Collaborative Structures in Place:

Ongoing collaboration between ESE support personnel, Administration, the Leadership Team, and the ESE department supports continuous data review and instructional alignment.

Goal‑Setting Practices Established:

Classroom teachers now meet individually with SWDs to set academic growth goals, with ESE Support Facilitators reinforcing these goals through student conferencing.

Increased Capacity to Support SWDs:

The hiring of an additional ESE Support Facilitator provides expanded support for progress monitoring and individualized interventions.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Administration and the Leadership Team will be meeting for data chats with teachers and ESE support factilitator that works with student(s), to directly dicsuss SWDs and the progress they are making, towards their IEP goals and one year's worth of growth. 
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
NA

Title I Addendum

 

File Name File Uploaded By Upload Date
B1_-Addendum-2025_2026.pdfAmy Torres10/15/2025
North-Andrews-Gardens-ES.pdfPatricia Ciceron10/24/2025

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
2526_SIP-K12-CERP-Literacy-Leadership-Contact-Information.pdfAmy Torres9/4/2025
CERP-Meeting-Agenda-and-Sign-in-2025_26.pdfAmy Torres9/4/2025

Resources

Safe and Supportive Environment

Professional Learning Communities (PLC)

PLC Meeting Schedule

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade  
Grade Level and/or Department Professional Learning Communities (PLCs) Wednesday
 1st, 3rd 8/4/2025 - 6/3/2026 7:45 AM - 3:15 AM KG, 1, 2, 3, 4, 5

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
MTSS-Action-Plan-Blank-25-26-Final-1.pdfAmy Torres9/5/2025
MTSS-Action-Plan-Blank-25-26-Final-1.pdfAmy Torres9/5/2025
Spring_25_Broward_North-Andrews-Gardens-Elementary-School_SAM_Dashboard.pdfLauren Kirik4/2/2026

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Tuesday
 1st, 2nd, 3rd, 4th 9/2/2025 - 5/26/2026 8:30 AM - 3:00 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
NAGE-SPBP-25-26.pdfJermaine Vassell4/30/2025
North-Andrews-Gardens-SPBP-Feedback-Form-2025-2026.pdfDesiree Montalvo5/21/2025

Attendance Plan

Total School AVG

    Regular Attenders
(0%-4.9% Absent)		 At Risk
(5%-9.9% Absent)		 Chronic
(10%-19.9% Absent)		 Severe Chronic
(20% or more Absent)
School Year Population Number % Number % Number % Number %

Grade Level Breakdown

      Regular Attenders
(0%-4.9% Absent)		 At Risk
(5%-9.9% Absent)		 Chronic
(10%-19.9% Absent)		 Severe Chronic
(20% or more Absent)
School Year Grade Level Population Number % Number % Number % Number %
Attendance Type School Goal

 

File Name File Uploaded By Upload Date
SIP-Attendance-Plan-25-26.pdfJermaine Vassell9/12/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
ASCP-25-26.pdfJermaine Vassell9/22/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
BPIE-24-25.pdfJermaine Vassell9/4/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
SAC-March-2026-Agenda--Sign-In-Sheets--Minutes.pdf March SAC/SAF Agenda, Attendance, Minutes 3/12/2026
SAC-February-2026-Agenda--Sign-In-Sheets--Minutes.pdf February SAC/SAF Agenda, Attendance, Minutes 2/5/2026
SAC-January-2026-Agenda--Sign-In-Sheets--Minutes.pdf January SAC/SAF Agenda, Attendance, Minutes 2/2/2026
SAC-November-2025-Agenda--Sign-In-Sheets--Minutes.pdf November SAC/SAF Agenda, Attendance, Minutes 11/17/2025
2025-2026-SAF-Flyer-with-Meeting-Dates.pdf September SAF Meeting Dates 10/17/2025
2025-2026-SAC-Flyer-with-Meeting-Dates.pdf September SAC Meeting Dates 10/17/2025
SAC-2025-2026-Composition.pdf October SAC Composition 10/3/2025
SAC-October-2025-Agenda--Sign-In-Sheets--Minutes.pdf October SAC Agenda, Attendance, Minutes 10/3/2025
SAC-September-2025-Agenda--Sign-In-Sheets--Minutes.pdf September SAC Agenda, Attendance, Minutes 9/16/2025
NAGE--25-26-School-Advisory-Forum-(SAF)-Bylaws.pdf September SAF ByLaws 9/2/2025
NAGE-25-26-School-Advisory-Council-(SAC)-Bylaws.pdf September SAC ByLaws 9/2/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
2025-Parent-Surveys-Report.pdfJermaine Vassell9/4/2025
2025-Staff-Surveys-Report.pdfJermaine Vassell9/4/2025
2025-Student-Surveys-Report.pdfJermaine Vassell9/4/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
NAGE-SY26-FACE-Space_SIP-Plan.v2.pdfJermaine Vassell9/13/2025
NAGE_SY25-26-FACE-Plan.pdfJermaine Vassell9/13/2025
FACE-SPACE_Family-Meeting-Area.pdfJermaine Vassell9/13/2025
NAGE_FACE-Plan_Programs-and-Services-Checklist.pdfJermaine Vassell9/14/2025
NAGE_Customer-Service-Standards-Survey.pdfJermaine Vassell9/14/2025
NAGE_FACE-Customer-Service.pdfJermaine Vassell9/14/2025
NAGE_Cultural-Awareness.pdfJermaine Vassell9/14/2025
NAGE_FACE-Plan_Catch-Them-Being-Great.pdfJermaine Vassell9/14/2025

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