Broward County Public Schools: OSPA Central V2.0

School Info

School Name	Plantation MS (0551)	School Grade (2024 - 2025)	C
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

File Name	File Uploaded By	Upload Date
Executive-Summary-25-26.pdf	Latavia Pinckney	8/22/2025

School Budget Signature Page

File Name	File Uploaded By	Upload Date
0551_05312024_Projected-Revenue-Worksheet-24_25.pdf	Latavia Pinckney	9/18/2025

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.

Based on the Early Warning Indicators data for 2024–2025, the school has identified several areas of concern, including absenteeism, suspensions, course failures, and Level 1 performance on statewide assessments. To address these challenges, the school is implementing the following intervention strategies:

Attendance Support
- Students with 10% or more absences (101 students) are monitored by the guidance counselors and school social worker.
- Attendance contracts, parent conferences, and home visits are utilized to reduce chronic absenteeism.
- Incentives such as recognition programs and rewards are provided for improved and consistent attendance.
Behavioral Interventions
- With 148 students having one or more suspensions, the school is emphasizing a Positive Behavior Intervention and Support (PBIS) framework.
- Restorative practices, mentoring, and small-group counseling sessions are provided to reduce repeat suspensions.
- Teachers receive professional development on proactive classroom management strategies.
Academic Interventions
- Students demonstrating course failures in Math (47) and ELA (17), as well as those scoring Level 1 on statewide ELA (110) and Math (120) assessments, are supported through:
  - After-school tutoring and course recovery programs.
  - Push-in and pull-out support from academic coaches for small-group and individualized instruction.
  - Targeted intervention blocks built into the master schedule.
Support for Students with Multiple Indicators
- A total of 35 students show two or more early warning indicators. These students are prioritized for tiered intervention support, including:
  - Assignment of a mentor for regular academic and emotional check-ins.
  - Close monitoring of progress through data chats and individualized student plans.
  - Collaboration between teachers, counselors, and families to create a wraparound support system.
Retention and At-Risk Students
- For students who were retained last school year (6 students) or who have been retained two or more times (42 students), the school is providing:
  - Intensive intervention plans aligned with the RtI framework.
  - Regular progress monitoring assessments to track growth.
  - Counseling support to address academic motivation and confidence.

Through systematic use of data and an embedded RtI process, the school is addressing absenteeism, behavior, and academic deficiencies by employing layered supports — including counseling, tutoring, mentoring, PBIS, family engagement, and targeted instructional interventions — to improve student performance and reduce risk factors tied to early warning indicators.

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: Math

Measurable Outcome (SMART Goal)

Professional Development

Budget

Monitoring

Results
(End of Year)

By June 2026, Plantation Middle School will increase the number of proficient grades 6-8 students from 51% to 55% as measured by F.A.S.T. PM 3.

The process involves the constant monitoring of data via PLC and data conversations and action planning between core teacher, district support, administration, instructional coaches, and support facilitators about specific student needs. This allows a better evaluation of student problem areas and for the alignment of appropriate resources and services via push-in support, and Extended Learning Opportunities (ELO) support. In addition, student learning outcome data, the academic coach, administration, and district support will engage in guided collaborative practice with teachers during scheduled common planning. This will ensure that the identified focused areas of the tiered instruction process (use of manipulatives, use of quality resources, student engagement in fluent use of content vocabulary, data driven small group instruction for acceleration and enrichment, focus on ESE/ELL strategies, and peer tutoring) are included in lesson planning. Feedback will be provided to teachers in collaborative planning, data conversations and post-classroom walkthrough observations.

Evidence-based Interventions/Strategies

Evidence-based Intervention/Strategy 1	Consistent utilization of manipulatives /learning aids (emphasized use of counters/chips) to introduce new mathematics concepts, scaffold instruction, and remediate learner deficiencies. Overall student achievement performance data in mathematics is currently trending below average.
Person(s) Responsible	Masharie Powell/Latavia Pinckney
Deadline	5/15/2026

Evidence-based Intervention/Strategy 2	Using instructional tools, such as the scope & sequence, standards progression, MTRs, B1G-Ms, Achievement Level Descriptors (ALDs), and Learning Scales with fidelity to plan for effective instruction. Teachers struggle with maintaining instructional focus. Lack of focus can lead to improper management of time and disruptions to pacing. Inconsistency of aligned standards-based instruction negatively impacts student achievement.
Person(s) Responsible	Masharie Powell/Latavia Pinckney
Deadline	5/15/2026

Evidence-based Intervention/Strategy 3	Consistent addressing of Academic & Content Specific Vocabulary. Students struggle with math problems (word problems) & otherwise because they do not have a fluency working knowledge content specific academic vocabulary.
Person(s) Responsible	Masharie Powell/Latavia Pinckney
Deadline	5/15/2026

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.

During the Fall semester, the school encountered significant implementation challenges, most notably the loss of the math coach due to a promotion in October. This transition disrupted the stability of our tiered teacher-support model in critical instructional areas essential for teaching and learning improvement. The absence of the math coach affected support in the use of manipulatives, planning and implementing rigorous lessons, and structuring small groups to provide necessary remediation for closing learning gaps.

Additionally, the departure of the math coach reduced our ability to provide Extended Learning Opportunities (ELO) pull-out services. Prior to PM2, only 36 students—approximately 9% of the student population—were able to receive this support, representing a significant decline in targeted intervention access. Classroom observations and weekly data conversations further indicated that teachers needed consistent, embedded instructional support to maintain momentum with rigorous instruction and tiered small-group implementation.

To address these challenges, administration strategically leveraged the support of the Secondary Learning math coach, who provided professional development and practice-based planning support. This included the use of planning cards to guide the development and implementation of rigorous lessons, as well as intentional incorporation of small-group instruction. To mitigate the reduced ELO capacity, administration also implemented a push-in model using available and qualified personnel. This provided more targeted instructional support during the gradual release process and enabled immediate intervention opportunities within classrooms.

Despite disruptions to key elements of our instructional improvement model, the school implemented timely pivot strategies that stabilized support structures and maintained instructional quality. These efforts contributed to measurable student performance gains, including a 3% increase in 2025–2026 PM2 scores compared to 2024–2025, as well as a 2% higher growth rate from PM1 to PM2 when compared to the previous school year. These improvements demonstrate the effectiveness of responsive leadership actions and the school’s continued commitment to rigorous, student-centered instruction and targeted remediation.

Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

STRATEGY 1: CONSISTENT UTILIZATION OF MANIPULATIVES / LEARNING AIDS

STRENGTHS

Teachers have received targeted training and modeling on using manipulatives to build conceptual understanding.
Students demonstrate high cognitive engagement when manipulatives are used.
One teacher excels in manipulative-based instruction and will serve as a demonstration classroom.

WEAKNESSES / AREAS NEEDING IMPROVEMENT

Manipulatives are not consistently planned for in weekly lesson planning.
Manipulatives are not always aligned with CRA progression.
Manipulatives are underutilized in small groups.
Use is sometimes superficial rather than aligned to standards.

STRATEGY 2: USING INSTRUCTIONAL TOOLS WITH FIDELITY

STRENGTHS

Teachers have improved consistency in instructional tool use.
100% of teachers trained in ALDs, Learning Scales, MTRs, and planning cards.
Teachers more fluent in using planning cards for rigorous instruction.
Strengthened ability to identify specific standards-based student gaps.

WEAKNESSES / AREAS NEEDING IMPROVEMENT

Teachers struggle to maintain instructional focus.
Tools not always used cohesively, causing misalignment.
ALD-aligned tasks are consistently embedded; however, teachers need support in leveraging these tools for strategic differentiation based on students’ continuous daily progress monitoring data.
Limited structured Tier 1 & Tier 2 small-group opportunities.

STRATEGY 3: CONSISTENT ADDRESSING OF ACADEMIC & CONTENT-SPECIFIC VOCABULARY

STRENGTHS

Teachers use academic vocabulary aligned to standards.
ELL students receive glossaries for support.
Teachers model academic language during instruction.

WEAKNESSES / AREAS NEEDING IMPROVEMENT

Students inconsistently use academic language in speaking and writing.
Teachers inconsistently use structured vocabulary routines.
Limited opportunities for vocabulary practice at acquisition and application levels.
Vocabulary used or allowed for use during instruction is not consistently aligned with the progression of the standard.

New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.

STRATEGY 1: CONSISTENT UTILIZATION OF MANIPULATIVES / LEARNING AIDS

To strengthen implementation of manipulatives across classrooms, weekly collaborative planning will now include explicit discussion and decision making of when and how manipulatives will be used to introduce concepts, scaffold learning, and address misconceptions. Teachers will receive structured guidance to ensure manipulative use is intentionally aligned with lesson objectives and the CRA (Concrete–Representational–Abstract) scaffolded progression of the learning and the progression of standards.

A demonstration classroom will be used monthly to allow teachers to observe effective manipulative‑based instruction in real time. This model classroom experience will provide teachers with examples of strong routines, transitions, questioning techniques, and alignment between manipulatives and rigorous tasks.

Coaching cycles led by administration and the district math support coach will provide teachers targeted feedback on leveraging manipulatives to strengthen conceptual understanding. This will include guided practice, modeling, and co‑teaching.

Additionally, a dual‑teacher push‑in model will be expanded to ensure that students receive more frequent and targeted teacher‑directed small‑group instruction. The additional instructor will support the gradual release of responsibility and allow for immediate error correction, real‑time modeling, and progress monitoring during both Tier 1 and Tier 2 instruction, supporting students with manipulatives as is appropriate for the lesson and based on the individual student needs.

Administration will conduct ongoing monitoring during walk‑throughs, providing actionable feedback to ensure manipulatives are used consistently, purposefully, and with fidelity.

STRATEGY 2: USING INSTRUCTIONAL TOOLS WITH FIDELITY

Instructional planning will be strengthened during weekly collaborative planning sessions in which teachers are required to use the full suite of instructional tools—including the scope and sequence, ALDs, learning scales, planning cards, and the MTRs—to design cohesive and rigorous lessons. The planning process will continue to ensure that objectives, tasks, questions, and assessments are all aligned to the intent and expectations of the B.E.S.T. Standards. Teachers will also identify and plan for how they will use platforms such as IXL and Prisms to enhance learning and to provide remediation and enrichment in small groups.

Plans for upcoming lessons will be reviewed in weekly teacher reflective conversations to ensure alignment, depth of rigor, and evidence of intentional small‑group planning. Administration will provide timely feedback to ensure that teachers continue to embed ALD‑aligned tasks and high‑quality question types that match assessment expectations.

The expanded dual-teacher push-in model will allow teachers to provide more targeted teacher supported instruction with consistent progress monitoring and immediate corrective feedback during both Tier 1 and Tier 2 instruction. The second instructor in the room affords the opportunity for both teachers to provide more intentional guided practice and help sustain instructional focus and pacing.

The district Secondary Math Learning Coach will continue to co‑plan, co‑teach, and model effective use of planning tools to reinforce consistency and deepen teacher expertise.
Weekly data and teacher reflection conversations will ensure that instructional decisions remain responsive to student performance. These meetings will help teachers identify trends, adjust upcoming lessons, and refine intervention and enrichment groups based on progress toward standard‑specific expectations.

STRATEGY 3: CONSISTENT ADDRESSING OF ACADEMIC & CONTENT‑SPECIFIC VOCABULARY

To strengthen academic and content‑specific vocabulary development, teachers will implement a set of schoolwide vocabulary routines at least twice weekly. These routines—including the Thought Tree, vocabulary journals, and structured word analysis tasks—will support students in acquiring and applying academic language across tasks and modalities.

Vocabulary lists will be aligned directly with Achievement Level Descriptors (ALDs) and Item Specifications to ensure students become fluent in the academic language they will encounter on assessments. Teachers will integrate vocabulary explicitly into lesson introductions, modeling, guided practice, and independent tasks.

Students will engage more frequently in structured discourse and writing tasks—such as math talks, structured sentence stems, and partner reasoning—to reinforce academic language in authentic contexts. Teachers will emphasize consistent use of academic vocabulary during explanations, justifications, and error analysis.

The dual‑teacher push‑in model will enhance vocabulary development during small‑group instruction by incorporating intentional vocabulary questioning, immediate corrective feedback, and guided practice opportunities that support language development for all learners, including ELL students.

Administration will monitor the use of academic language through walk‑throughs, looking for evidence of vocabulary being taught, referenced, and practiced throughout the lesson cycle. Feedback will be provided to strengthen consistency and support teachers in deepening vocabulary instruction.

Area of Focus: ELA/Reading

Measurable Outcome (SMART Goal)

Professional Development

Budget

Monitoring

Results
(End of Year)

By June 2026, Plantation Middle School ELA will increase the number of proficient grades 6-8 students from 53% to 60% as measured by F.A.S.T. PM 3.

To enhance students' writing skills, teachers will engage in professional development focused on integrating extended response, expository, and argumentative writing tasks into their daily/weekly instruction. This training will be reinforced through collaborative planning sessions where teachers will work alongside instructional coaches to implement writing assignments that are aligned with content standards and tailored to the appropriate level of rigor. Emphasis will be placed on the use of state-provided writing rubrics to guide instruction and ensure consistency in grading. Additionally, teachers will learn strategies for scaffolding writing tasks to support all students, particularly those who require additional assistance in organizing their thoughts and articulating their ideas clearly. Instructional coaches will provide ongoing support by modeling effective writing instruction during classroom lessons and offering feedback during planning sessions. Teachers will also collaborate to analyze student writing samples, using data to inform their instructional decisions and to identify students who may need targeted interventions. These interventions will include small group instruction, where students will receive focused support in areas such as developing thesis statements, structuring essays, and refining their arguments. Furthermore, students who require additional practice will have opportunities to participate in writing-focused Extended Learning Opportunities (ELO) sessions, where they can receive individualized guidance from trained educators. This comprehensive approach aims to strengthen students' ability to communicate their understanding effectively through writing, preparing them for success in both standardized assessments and real-world communication tasks.

A) Building Teacher Capacity in Standard Progression and Rigor using Standards-Based Learning Goals and Scales: Teachers will be supported in using standard progression to ensure instructional rigor. The area of focus here is to ensure that teachers consistently utilize the learning progressions of the Florida B.E.S.T. standards and effectively scaffold instruction using standards-based learning goals and scales and clearly and cohesively unwrap the standard during planning and with the students. This will be monitored through weekly guided collaborative planning sessions, where evidence of these practices will be recorded in lesson plans and guided planning coaches' logs. Additionally, regular reviews of these logs and lesson plans will help ensure that teachers are successfully implementing these strategies. (A) Classroom Walkthroughs: Administrators and coaches will conduct regular classroom walkthroughs with timely feedback to ensure that lessons are being implemented with appropriate scaffolded steps. The focus here is on ensuring that these scaffolded steps clearly demonstrate student progression through the standards and advancement toward achieving the required rigor. These walkthroughs will include observations on how effectively the lessons are aligned with the standard progression and whether they foster the expected levels of rigor. Feedback from these walkthroughs will be provided to teachers to support continuous improvement. (B) Monitoring Lesson Implementation in Elective and ELA Classes: The primary focus in this area is on the consistent usage and application of academic and content-specific vocabulary in both student discourse and writing. "Discourse" refers to how students engage in formal communication�either spoken or written�to express and develop ideas aligned with content standards. Monitoring efforts will include weekly collaborative planning, data conversations, and guided individual planning sessions. These will evaluate how well instructional strategies are supporting students in accurately and consistently using academic vocabulary. While interactive word walls may be used as one strategy to support vocabulary development, they are not the central focus. Instead, emphasis will be placed on identifying and promoting various classroom practices that embed vocabulary instruction into daily teaching and learning experiences. (C) Monitoring Progress for Data-Driven Instruction and Intervention: To ensure that ELA teachers effectively use real-time monitoring and triangulated data to adjust and differentiate instruction, regular data chats will be conducted, where teachers will analyze student performance data and collaboratively develop strategies to address identified learning gaps. Progress monitoring tools will be utilized to track all student performance on a weekly basis, focusing particularly on Level 1 and 2 students, as well as those who have regressed in proficiency. Classroom walkthroughs will be conducted to observe the implementation of data-driven instructional adjustments during whole-group and small-group sessions. Additionally, student work samples and assessment results will be regularly reviewed during collaborative planning meetings to measure the impact of remediation and enrichment activities. The success of these efforts will be evaluated by tracking improvements in student achievement levels over time, ensuring that all students receive the targeted support necessary to advance academically and regain lost proficiency. D) Promoting Students� Communication through Writing Extended Responses, Expository, and Argumentative Essays: The area of focus will be on enhancing students' writing skills, specifically in crafting extended responses, expository essays, and argumentative essays. This will be monitored through the consistent integration of writing assignments across all Language Arts and Reading courses, with a particular emphasis on the frequency and quality of these tasks. Teachers will incorporate writing into their daily and or weekly lesson plans, and the implementation will be tracked during classroom walkthroughs. Additionally, student writing samples will be collected and analyzed during weekly collaborative planning sessions and data huddle meetings to assess progress and identify areas for further support. The use of Florida�s B.E.S.T writing rubrics will help ensure that grading is consistent and aligned with expected standards. Feedback will be provided to teachers to refine instructional strategies, and a peer review system will be introduced to encourage student collaboration and constructive feedback. The success of these efforts will be evaluated based on improvements in students� writing proficiency as reflected in formative assessments and classroom performance. E. ESE and ELL : Implementation of instructional strategies for ESE and ELL subgroups will be monitored through a combination of classroom observations, collaborative planning sessions, data chats, and ongoing progress monitoring. Specifically: Walkthroughs and informal observations will look for evidence of explicit vocabulary instruction, the use of anchor charts (including Thought Trees), and small group instruction tailored to ESE student needs. The ESE specialist and support facilitator will assist with modeling, coaching, and tracking implementation fidelity. Lesson plans and planning session artifacts will be reviewed weekly to confirm that ESE instructional strategies and collaborative efforts are embedded and aligned to student needs. For ELLs, monitoring will focus on the integration of scaffolds such as visuals, annotation strategies, sentence frames, pacing cues, and use of the native language paraprofessional. Evidence of these supports will be collected through lesson artifacts, student work samples, and observation tools. Student data, including progress monitoring assessments, formative checks, and language proficiency benchmarks, will be analyzed regularly to evaluate the impact of the strategies on student performance and adjust instruction accordingly. Collaborative Planning, Data Huddle, and Coaching Reflections will provide ongoing feedback loops and accountability for implementation consistency and effectiveness across classrooms.

Evidence-based Interventions/Strategies

Evidence-based Intervention/Strategy 1	To enhance the previously mentioned student learning outcomes, PLMS will strategically prioritize professional development and coaching support to assist teachers in the following areas: A. Standard Progression & Rigor using Standards- Based Learning Goals and Scales: This initiative focuses on strengthening teachers' instructional practices to ensure that students are appropriately scaffolded to meet the rigor of the standards. It also emphasizes the importance of delivering instruction that aligns with the standards' rigor for all students. When both direct and guided instruction are aligned with the standards, it provides teachers and students with clear criteria to measure the success of lesson implementation and student achievement. This approach is grounded in the clarity that standards provide regarding mastery targets for instruction. Teachers will also develop a strong understanding of the progression of the B.E.S.T. Standards for ELA, enabling them to support students' academic advancement through collaborative vertical planning within the ELA department.
Person(s) Responsible	Ambar Fernandez/Ruchelle Lane
Deadline	5/15/2026

Evidence-based Intervention/Strategy 2	B. Building Academic Vocabulary Knowledge & Application Skills (Consistent Usage & Application of Vocabulary: PLMS will ensure that learners at all levels are consistently exposed to, gain a thorough understanding of, and have multiple opportunities to apply academic vocabulary in context, at the rigor required by the standards. Teachers will receive training in the "unwrapped standard" process to identify key academic vocabulary that students need to understand. Additionally, teachers will be trained in strategies that help students apply these words effectively, which is essential for mastering the standards. This includes understanding the verbs and nouns in standard-aligned questions and the specific content language that students must comprehend to accurately respond to text-based questions. Elective teachers will also contribute to this effort by engaging students in activities that reinforce the targeted academic words.
Person(s) Responsible	Ambar Fernandez/Ruchelle Lane
Deadline	5/15/2026

Evidence-based Intervention/Strategy 3	C. Utilizing Data with Fidelity for Acceleration, Remediation, & Enrichment: PLMS will ensure that teachers become proficient in using data effectively to accelerate, remediate, and enrich student learning during the instructional cycle, particularly through differentiated small group instruction. � Acceleration involves strategies that allow students to move through the curriculum at a faster pace, engaging with higher-level content or advanced courses as soon as they have mastered the current material. � Remediation focuses on providing targeted support to students who are struggling, helping them catch up and master essential skills and concepts they may have missed. � Enrichment involves offering additional challenging and complex tasks that go beyond the standard curriculum, providing opportunities for students to deepen their understanding and skills. This balanced approach ensures that all students, regardless of their current performance level, receive the appropriate support and challenges to progress. The process also includes the use of a multi-tiered system of support (MTSS) for intervention, involving continuous data monitoring and collaboration between core teachers, coaches, administrators, ESE support, and district staff. This collaboration aims to better assess, evaluate, and determine student intervention needs, and to align resources and services effectively through, push-in support, and Extended Learning Opportunities (ELO). D.Promoting Students� Communication through Writing Extended Responses, Expository, and Argumentative Essays: PLMS will emphasize the development of students' writing skills, particularly in crafting extended responses, expository essays, and argumentative essays. This focus is essential for students to articulate their understanding of content clearly and persuasively. Teachers will be supported in integrating these writing tasks into their daily/weekly instruction, with ongoing professional development provided to enhance their instructional strategies E. To support ESE students in developing academic language and improving access to grade-level content, instructional interventions will focus on the explicit instruction and consistent application of academic and content-specific vocabulary. Teachers will utilize visual supports such as anchor charts and the Thought Tree to help students make connections and internalize key concepts. Additionally, small group instruction will be implemented regularly to reteach foundational skills, provide guided practice, and offer scaffolded support aligned to individual learning needs. These groups will be facilitated collaboratively by classroom teachers and the ESE specialist or support facilitator to ensure alignment with IEP goals and differentiation based on student data.To improve language acquisition and content comprehension for ELL students, targeted interventions will include building or activating background knowledge, the strategic use of visuals and symbols, and structured support for oral and written expression. Teachers will implement sentence frames, sentence starters, annotation strategies, and text-based guided questions to scaffold student responses. Students will also engage in multi-text summaries, text sketching, and will have access to word-to-word dictionaries to aid understanding. Where appropriate, the native language paraprofessional will be utilized to support concept clarification and reinforce instruction in a culturally responsive manner.
Person(s) Responsible	Ambar Fernandez/Ruchelle Lane
Deadline	5/15/2026

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.

Challenges
During the Fall semester, the ELA classrooms encountered several instructional challenges that impacted consistency, student engagement, and academic growth. One primary challenge was the inconsistent implementation of small group instruction, which limited opportunities for targeted support, intervention, and enrichment. In many ELA classrooms, small group instruction lacked intentional planning, purposeful grouping, and timely, actionable feedback. As a result, students were not always provided with clear guidance regarding their strengths, areas for improvement, and next steps in learning.

Classroom walkthroughs and lesson planning reviews showed that the use of stations and instructional rotations in ELA classrooms was inconsistent. While grade-level standards were being taught, instructional activities were not always designed with intentional differentiation or enrichment. As a result, students did not consistently receive targeted practice or meaningful extension aligned to their individual learning needs.

The ELA team also identified a need to strengthen student discussion and critical thinking. Observations indicated that students were not consistently provided with structured opportunities to explain their thinking, engage in academic conversations, or support responses using evidence from text. In addition, the level of rigor varied, as higher-level questions and tasks were not consistently embedded within daily instruction.

Challenges were also noted in the consistent use of instructional supports for ESE and ELL students within ELA classrooms. Although required plans were in place, accommodations for ESE students and language supports for ELL students were not always embedded intentionally during daily instruction. This resulted in some students not consistently receiving the supports needed to fully access grade-level ELA instruction.

In addition, reviews of PM1 and PM2 data indicated that some students who began the year proficient demonstrated a decline in performance. This trend highlighted a need to strengthen instructional rigor, enrichment opportunities, and progress monitoring practices to ensure students continued to grow and maintain proficiency throughout the Fall semester.
The ELA team also recognized the need to improve feedback practices, as students did not consistently receive timely, specific feedback that clearly communicated what they were doing well and what steps were needed to improve reading and writing performance.

Changes Made to Address These Challenges
To address these challenges, the ELA team implemented several targeted instructional changes. Instructional coaches provided support through lesson modeling, co-planning, and co-teaching, with a focused emphasis on strengthening small group instruction, intentional grouping, and the delivery of actionable feedback.

Teachers were supported in developing lessons with clear learning goals and success criteria, enabling students to better understand expectations and monitor their own progress. Teachers also implemented small group instruction and received grows and glows feedback to reflect on instructional strengths and areas for growth.

To strengthen enrichment for proficient students, ELA teachers increased the use of higher-level questioning and performance tasks that required students to analyze texts, justify responses, and apply skills in writing. Planning tools were used to ensure enrichment opportunities were embedded alongside intervention.

To increase student discourse, teachers implemented structured discussion strategies, including partner talk, small group conversations, and text-based discussions that required students to explain reasoning and cite evidence. These strategies supported increased student engagement and deeper comprehension.

To improve reading stamina and assessment readiness, ELA teachers incorporated cold reads and standards-aligned assessments to support independent reading and comprehension. Instructional teams engaged in ongoing data reviews to analyze performance trends, identify instructional needs, and adjust instruction accordingly.

The ELA team also transitioned from a pull-out Extended Learning Opportunity (ELO) model to a push-in instructional model, allowing students to receive targeted support within the ELA classroom and strengthening alignment between core instruction and intervention.

Instruction was further refined to focus on standards identified as areas of weakness, based on curriculum reports and assessment data. Teachers used this information to design purposeful small group instruction and instructional rotations that addressed student needs.

Finally, the implementation of ESE and ELL supports within ELA classrooms was more closely monitored through walkthroughs, coaching conversations, and collaborative planning to ensure accommodations and language supports were consistently embedded during instruction.
Through these intentional instructional adjustments, the ELA team strengthened instructional consistency, increased student engagement, improved rigor, and established clearer systems to support student growth moving forward.

Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

A. Standard Progression & Rigor Using Standards-Based Learning Goals and Scales
Strengths:

Supported greater clarity around instructional expectations by identifying clear mastery targets aligned to the B.E.S.T. Standards.
Helped teachers better understand the progression of standards across grade levels, supporting more intentional planning and vertical alignment within the ELA department.
Increased alignment between lesson objectives, instructional tasks, and expected student outcomes.