School Info

School Name Pine Ridge Ed Center K-12 (0653) School Grade (2024 - 2025)
Title 1 School No 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
Cognia-Executive-Summary-2025.pdfAmeerah Pompilus7/22/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
2026-Projection-of-Revenue-Worksheet---Pine-Ridge-Edu-Center.pdfAmeerah Pompilus8/25/2025

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.

Pine Ridge Education Center utilizes the following interventions to improve the academic performance of students:  I-Ready, Reading Horizon Discovery (K-2)  and Elevate (3-6), Benchmark Interventions, Read 180 The Code, I-Ready Math, Math Fluency Plan, Math Diagnosis Intervention System (MDIS), SAVVAS Realize used for Reteach, Strategic Interventions, Intensive Interventions, After school tutoring, and Touch Math. Moreover, the students identified will receive additional support during the school day from our Academic Coaches and ESE Support Facilitators for reading and math intervention. The students identified will be pulled for additional support 30 minutes during varied times based on their academic needs discussed in RtI. The students that will receive intervention and academic supports are the RISE, Behavior Change, and Expulsion Abeyance students that are identified as requiring TIER II and TIER III academic support. Students receive additional academic and behavior supports based on MTSS/RtI. Behavior Interventions include Suite 360, Everfi, ReThink Ed, Behavior Point System, Mentorship Programs, Mindfulness and LSW Activites.    

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: SWD Reading

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, 25% of Students with a Disability enrolled in FTE 2 and 3 will increase their Reading FAST Progress Monitoring baseline score by 2%. FAST PLCs, Science of Reading Professional Development, De-escalation Strategies, Reading Interventions, Mental Health Training, Trauma and Coping Strategies Training, Writing in the Content Area, ESE Teaching Strategies, Best Practices Collaborative Planning, Quarterly Teacher and Student Data Chats, FAST Data, Leadership Team Walkthroughs, Teacher/Coach Collaboration, and Response to Intervention, Administrator and Teacher Data Chats

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 After-school Tutoring and Small Group/One-on-One Instructional Support
Person(s) Responsible Academic Coaches, ESE Specialist, Administration, and Teachers
Deadline 5/30/2026
Evidence-based Intervention/Strategy 2 Writing in the Content Area (RACE Strategy) and Reading Interventions
Person(s) Responsible Academic Coaches, ESE Specialist, Administration, and Teachers
Deadline 5/30/2026

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.

Current Data 
 

  • 2/2 or 100% of 1st grade ESE students and 100% of 1 grade classes met the school goal of increasing PM baseline data of 2% increase.  
  • 1/1 or 100% of 2nd grade ESE students and 100% of 2 grade classes met the school goal of increasing PM baseline data of 2% increase.  
  • 4/5 or 80% of 3rd grade ESE students and 80% of third grade classes met the goal of increasing PM baseline data of 2% increase.  
  • There were no ESE 4th grade students in this category. 
  • 1/1 or 100% of 5th grade ESE students and 100% of fifth grade classes met the goal of increasing PM baseline data of 2% increase.  
  • 6/8 or 75% ESE of 6 grade students and 75% of sixth grade classes met the goal of increasing PM baseline data of 2% increase.
The desired progress is being made. The school is making measurable progress toward accomplishing the intended outcome for the Area of Focus by the end of the school year.During the Fall semester, the school experienced several monitoring requirements at the beginning of the school year. In addition, inconsistent student attendance and scheduling disruptions reduced the amount of sustained intervention time for some students, particularly those receiving supplemental reading support. Staff capacity and training needs also emerged as a challenge, as some teachers required additional support to effectively analyze FAST Progress Monitoring data and implement timely, data-driven instructional responses. Implementation of reading interventions has become more consistent across grade levels, supported by increased professional learning, coaching, and structured data review processes.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

In response, the school implemented targeted adjustments to strengthen implementation. Additional professional learning and coaching were provided to reinforce expectations for high-quality intervention delivery and data-informed instruction. The instructional leadership team expanded structured collaborative data review opportunities, enabling teachers to more consistently analyze progress monitoring results and adjust instruction accordingly. Intervention schedules were refined to protect dedicated reading support time and increase student access to services. Ongoing monitoring and feedback were also enhanced to support improved fidelity of implementation moving forward. 
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
The school will implement several new actions to strengthen reading intervention and progress monitoring practices. Targeted professional development will be provided to build teacher capacity in analyzing FAST Progress Monitoring data and applying instructional adjustments aligned to student needs. Implementation checklists and fidelity monitoring tools will be introduced to ensure consistent delivery of reading interventions across grade levels. 
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
The instructional leadership team will establish a structured data review cycle with scheduled meetings to review progress monitoring results, identify trends, and plan responsive interventions. Intervention schedules will be further refined to ensure protected instructional time and minimize disruptions for students receiving supplemental reading support. Additionally, ongoing coaching challenges that affected the initial rollout of the Reading.

Area of Focus: Math

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, 50% of students enrolled for FTE 2 and FTE 3, in grades K-6, will increase FAST Progress Monitoring baseline score by 2% in Math. 2/2, or 100% of 1st grade students and 100% of first grade classes, met the school goal of increasing PM baseline data by a 2% increase. 5/5, or 100% of 2nd grade students and 100% of second grade classes, met the school goal of increasing PM baseline data by a 2% increase. 4/4, or 100% of third-grade students and 100% of third-grade classes, met the goal of increasing PM baseline data by a 2% increase. There were no 4th grade students for this category. 2/2, or 100% of 5th grade students and 100% of fifth grade classes, met the goal of increasing PM baseline data by a 2% increase. 1/1 or 100% of 6th grade students and 100% of sixth grade classes met the goal of increasing PM baseline data by a 2% increase. Data Informed Teaching Progress Monitoring (PM1-PM3), iReady Diagnostic, Student and Teacher Data Chat, Non-Evaluative Observation and Feedback

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Effectively Using Math Manipulatives
Person(s) Responsible Academic Coaches, ESE Specialist, Administration, Teachers, and ESE Support Facilitators
Deadline 5/30/2026
Evidence-based Intervention/Strategy 2 Small Group Instruction
Person(s) Responsible Math Coach, Teachers, ESE Specialist, Administration
Deadline 5/30/2026
Evidence-based Intervention/Strategy 3 After-school Tutoring and Pull-outs
Person(s) Responsible Math Coach, ESE Specialist, Administration
Deadline 5/30/2025

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.

The desired progress is being made to accomplish the intended outcome for Math. 

 

OVERALL: 24 of 38 or 63% of students enrolled for FTE 2 and FTE 3 have met the school goal that states that 50% of students will increase FAST Progress Monitoring baseline score by 2% in Math. 

 

  • No kindergarten students were enrolled for FTE 2 and FTE 3. 

  • 2 of 2 or 100% of 1st grade students enrolled for FTE 2 and FTE 3 met the goal.  

  • 0 of 1 or 0% of 2nd grade students enrolled for FTE 2 and FTE 3 met the goal.  

     The K-2 class has met the school goal. 

 

  • 3 of 8 or 38% of 3rd grade students enrolled for FTE 2 and FTE 3 met the goal. 

     The 3rd grade class has not met the school goal. 

 

  • 1 of 3 or 33% of 4th grade students enrolled for FTE 2 and FTE 3 met the goal.  

     The 4th grade class has not met the school goal. 

 

     2 of 4 or 50% of 5th grade students enrolled for FTE 2       and FTE 3 met the goal. 

     The 5th grade class met the school goal.  

 

  • 16 of 20 or 80% of sixth grade students enrolled for FTE 2 and FTE 3 met the goal. 

     All 6th grade classes met the school goal. 
 

Our implementation challenge was scheduling. Math teachers did not have common planning. Each planning time is K-4 (12:00 – 12:45), 5th Grade (12:15-1:00), and 6th Grade (1:30 – 2:15).  The other scheduling challenge is math instruction for one of the 6th grade classes is the same as the Math Coach’s cafeteria duty (11:30 – 12:00). One change made was that K-4 would start Collaborative Planning at 11:30 and 5th grade would join at 11:45 until the end. This change allows 5th grade and K-4 to have common Collaborative Planning together. The other change was to create a pull-out schedule to accommodate students from that 6th grade class who need additional support. Scheduled pullout for the 6th grade class was implemented for Wednesday and Friday at 10:00- 10:30. 
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Evidence-based Interventions Strengths:  
  • 30- minute intervention scheduled daily
  • Tier 2 and Tier 3 MDIS intervention lessons  
  • 30- minute pull-out groups Mondays and Wednesdays 
  • After-School Tutoring Monday – Thursday from 6:00 PM – 8:00 PM.
  • I-Ready Pathway
  • SAVVAS Practice Buddy
  • ESE pull-out groups. 
Weaknesses: Student behavior challenges and the inconsistency of effective strategies being used.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
To accomplish the 2% increase in math, the list of students who receive pull-outs will change based on data. Groups are also flexible and will change. 

Area of Focus: Reading

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By May 2026, 50% of students enrolled for FTE 2 and FTE 3, in grades K-6, will increase FAST Progress Monitoring baseline score by 2% in Reading. 1/2 or 50% of 1 grade students and 50% of 1 grade classes met the school goal of increasing PM baseline data of 2% increase. 5/5 or 100% of 2 grade students and 100% of 2 grade classes met the school goal of increasing PM baseline data of 2% increase. 1/4 or 25% of 3 grade students and 25% of third grade classes met the goal of increasing PM baseline data of 2% increase. There were no 4th grade students for this category. 2/2 or 100% of 5 grade students and 100% of fifth grade classes met the goal of increasing PM baseline data of 2% increase. 1/1 or 100% of 6 grade students and 100% of sixth grade classes met the goal of increasing PM baseline data of 2% increase. Phonological Awareness & Decoding, Writing Process, Writing in the Content Area & Body Paragraphs, Center, Data Informed Teaching Student and Teacher Data Chats, iReady Diagnostics, Non-Evaluative Observation, Progress Monitoring

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Word Recognition and Decoding
Person(s) Responsible Literacy Coaches, ESE Specialist, Administration, and Teachers
Deadline 5/30/2026
Evidence-based Intervention/Strategy 2 Foundation of Writing
Person(s) Responsible Literacy Coach, ESE Specialist, Administration
Deadline 4/1/2026
Evidence-based Intervention/Strategy 3 After-school Tutoring and Small Group/One-on-One Instructional Support
Person(s) Responsible Literacy Coach, ESE Specialist, Administration
Deadline 5/30/2026

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.
During the Fall semester, the school experienced several implementation challenges that affected the initial rollout of the Reading intervention and progress monitoring plan. A primary challenge was inconsistent implementation fidelity across grade levels, as teachers and interventionists were concurrently adjusting to new instructional routines, assessment expectations, and progress monitoring requirements at the beginning of the school year. In addition, inconsistent student attendance and scheduling disruptions reduced the amount of sustained intervention time for some students, particularly those receiving supplemental reading support. Staff capacity and training needs also emerged as a challenge, as some teachers required additional support to effectively analyze FAST Progress Monitoring data and implement timely, data-driven instructional responses. 
Current Data 
No kindergarten students were enrolled for FTE 2 and FTE 3. 
2/2 or 100% of 1st grade students met the school goal of increasing PM baseline data of 2% increase.  
1/1 or 100% of 2nd grade students met the school goal of increasing PM baseline data of 2% increase.  
The K-2nd grade class met the school goal.  
5/8 or 63% of 3rd grade students met the goal of increasing PM baseline data of 2% increase.  
2/3 or 67% of 4th grade students met the goal of increasing PM baseline data of 2% increase. 
4/4 or 100% of 5th grade students met the goal of increasing PM baseline data of 2% increase.  
14/20 or 70% of 6th grade students met the goal of increasing PM baseline data of 2% increase. 
 The desired progress is being made. The school is making measurable progress toward accomplishing the intended outcome for the Area of Focus by the end of the school year. Implementation of reading interventions has become more consistent across grade levels, supported by increased professional learning, coaching, and structured data review processes. 
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Additional professional learning and coaching were provided to reinforce expectations for high-quality intervention delivery and data-informed instruction. The instructional leadership team expanded structured collaborative data review opportunities, enabling teachers to more consistently analyze progress monitoring results and adjust instruction accordingly. Intervention schedules were refined to protect dedicated reading support time and increase student access to services. Ongoing monitoring and feedback were also enhanced to support improved fidelity of implementation moving forward. 
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
The school will implement several new actions to strengthen reading intervention and progress monitoring practices. Targeted professional development will be provided to build teacher capacity in analyzing FAST Progress Monitoring data and applying instructional adjustments aligned to student needs. Implementation checklists and fidelity monitoring tools will be introduced to ensure consistent delivery of reading interventions across grade levels. 
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
25-26-SIP-Literacy-Leadership-Contact.pdfAmeerah Pompilus9/12/2025
CERP-Sign-In-Sheet-.pdfAmeerah Pompilus9/24/2025
Literacy-Agenda-2025.pdfAmeerah Pompilus9/24/2025

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  
PLC 24-25 0653 ELA (K-6) Wednesday
 1st, 3rd 8/6/2025 - 5/27/2026 8:30 AM - 9:30 AM KG, 1, 2, 3, 4, 5, 6

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
PREC-SAM-Scoring-Sheet-Writeable-2025.pdfAmeerah Pompilus9/25/2025
PineRidge_MTSS-Action-Plan-25-26-Final-.pdfAmeerah Pompilus9/25/2025
Spring_25_Broward_Pine-Ridge-Education-Center_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
Thursday
 2nd, 4th 9/2/2025 - 5/21/2026 9:30 AM - 12:00 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
SPBP-2025_2026.pdfAmeerah Pompilus5/6/2025
Pine-Ridge-Education-Center-Feedback-2025-26.pdfGeoreane Nigro5/20/2025

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
Attendance-Plan-2025_26.pdfAmeerah Pompilus9/12/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
Annual-Counseling-and-Support-Plan-2025.pdfAmeerah Pompilus8/20/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
0653_06172024_PRC-BPIE-Assessment-2025.pdfAmeerah Pompilus9/25/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
October-2026-SAF-meeting-minutes-and-sign-in.pdf October SAF Agenda, Attendance, Minutes 4/24/2026
DEC-8-SAC-AND-SAF-MEETING-MINUTES.docx.pdf December SAC Agenda, Attendance, Minutes 4/24/2026
SAC-March-9-2026.pdf March SAC Agenda, Attendance, Minutes 3/27/2026
SAF-March-9-2026.pdf March SAF Agenda, Attendance, Minutes 3/27/2026
2026-February-SAF-agenda--minutes--and-sign-in-sheet.pdf February SAF Agenda, Attendance, Minutes 2/24/2026
2026-February-SAC-agenda--minutes--and-sign-in-sheet.pdf February SAC Agenda, Attendance, Minutes 2/24/2026
Pine-Ridge-Education-Center-A+-Funds-Packet.pdf January A+ Funds 2/17/2026
January-16-SAC-meeting-packet-with-advertisements.pdf January SAC Agenda, Attendance, Minutes 2/3/2026
January-12-2026-SAC-agenda--minutes--and-sign-in-sheets.pdf January SAC Agenda, Attendance, Minutes 1/16/2026
January-12-2026-SAF-agenda--minutes--and-sign-in-sheet.pdf January SAF Agenda, Attendance, Minutes 1/16/2026
December-8-SAC-flyer.pdf December SAC Agenda, Attendance, Minutes 12/18/2025
25-26-December-SAF-meeting-minutes.pdf December SAF Agenda, Attendance, Minutes 12/18/2025
25-26-December-8-SAC-Agenda-#1.pdf December SAC Agenda, Attendance, Minutes 12/18/2025
25-26-December-8-SAC-Agenda-#2.pdf December SAC Agenda, Attendance, Minutes 12/18/2025
25-26-December-17-SAC-meeting-minutes.pdf December SAC Agenda, Attendance, Minutes 12/18/2025
25-26-SAC-Agenda-and-Sign-in-sheet.pdf December SAC Agenda, Attendance, Minutes 12/18/2025
Pine-Ridge-Education-Center_SAF-and-SAC-Flyer-2025-26.pdf August SAF Meeting Dates 12/17/2025
Pine-Ridge-Education-Center-SAC-Composition--2025-2026.pdf September SAC Composition 12/17/2025
SAC--By-laws-25-26.pdf December SAC ByLaws 12/8/2025
25-26-October-SAF-agenda--meeting--minutes.pdf November SAF Agenda, Attendance, Minutes 12/5/2025
25-25-November-SAF-agenda--meeting--minutes--signin-sheet.pdf November SAF Agenda, Attendance, Minutes 12/5/2025
SAC-Novemebr-19-minutes-25-26.pdf November SAC Agenda, Attendance, Minutes 12/2/2025
SAC25-26--November-Sign-in-sheet-and-Agenda.pdf November SAC Agenda, Attendance, Minutes 12/2/2025
SAC--Agends-10-29-25.pdf October SAC Agenda, Attendance, Minutes 11/17/2025
SAC-MEETING-MINUTES-10-29-25.pdf October SAC Agenda, Attendance, Minutes 11/17/2025
SAC-Sign-in-sheet-10-29-25.pdf October SAC Agenda, Attendance, Minutes 11/17/2025
SAC_SAF-Sept-Sign-in-2025.pdf September SAF Agenda, Attendance, Minutes 10/28/2025
SAC_SAF-Minutes-Sept-2025.pdf September SAF Agenda, Attendance, Minutes 10/28/2025
SAF_Agenda-Sept.-2025.pdf September SAF Agenda, Attendance, Minutes 10/28/2025
SAC_SAF-Sept-Sign-in-2025.pdf September SAC Agenda, Attendance, Minutes 10/28/2025
SAC_SAF-Minutes-Sept-2025.pdf September SAC Agenda, Attendance, Minutes 10/28/2025
SAC_SAF-Agenda-Sept-2025.pdf September SAC Agenda, Attendance, Minutes 10/28/2025
SAF-and-SAC-Flyer-2025-26.pdf August SAC Meeting Dates 10/1/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
Pine-Ridge-Ed.-Center-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2025.pdfJamillah Shakir8/21/2025
Pine-Ridge-Ed.-Center-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2025.pdfJamillah Shakir8/21/2025
Pine-Ridge-Ed.-Center-BCPS-STUDENT-(Grades-6-12)-CUSTOMER-SURVEY-2025.pdfJamillah Shakir8/21/2025
Pine-Ridge-Ed.-Center-BCPS-PARENT-CUSTOMER-SURVEY-2025.pdfJamillah Shakir8/21/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
FACE-Space-1.pdfAmeerah Pompilus9/25/2025
FACE-Space-2.pdfAmeerah Pompilus9/25/2025

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