| School Name | Tropical ES (0731) | School Grade (2024 - 2025) | |
| Title 1 School | No | 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 |
|---|---|---|
| Executive-Summary-25-26-Tropical.pdf | Cheryl Hernandez | 9/10/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Tropical-ES-2026-Budget-Projection-of-Revenue_5.20.25-signed-FINAL.pdf | Cheryl Hernandez | 9/9/2025 |
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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. Through the beginning of the year screening process, students are identified as needing Tier 1, Tier 2, or Tier 3 instruction. Tier 1 instruction is delivered to all students daily. Within the literacy block, students receive differentiated instruction through small group guided reading. Students are engaged in literacy centers and independent work to meet their literacy needs. Additional support is provided for Tier 2 and Tier 3 students based on assessments such as the iReady Diagnostic And FAST PM 1 Data. Instructional plans include accommodations for ESE (IEP plans), 504 accommodations and ESOL strategies for ELL students. Students not meeting quarterly proficiency are placed on a PMP plan and receive double-dose instruction. Students who continue to have difficulties in learning are considered for support in the Collaborative Problem Solving process. The RtI team assists with identifying student needs, including attendance and tardy trends, academic, medical and or behavior and social progression. The team identifies the problem, analyzes the problem, designs the instructional intervention, and progress monitors to see if the intervention is working. Data is analyzed in subsequent RtI meetings to view the student’s progress. Parent feedback during RtI meetings is valued and needed. The Identification/Intervention Decision Tree charts are used to guide us in identifying the best instructional plan that will target the needs of our students. To support reading interventions we are currently utilizing SIPPS, Reading Horizons and Benchmark Advanced Interventions. All Kindergarten, First and Second Grade classes will be using UFLI as Tier 1 Phonics instruction. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The percentage of proficient students on the iReady Diagnostic Assessment Grades K-2 will increase 3 % points from 62% - 65% by May 2026. | UFLI training in implementation and progress monitoring. | $0.00 | |||||||||||||||||||
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. | |||||||||||||||||||||
| Students working with tier 1, 2 and 3 strategies each day. Groups were slow to start but are now meeting regularly. | |||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| UFLI is being implemented effectively k-2 and also used for intervention. Benchmark intervention is also being used successfully. | |||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| No new actions are needed. | |||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The percent of grade 5 students who demonstrate grade-level performance or above on the state Science assessment will increase from 58% in June 2025 to 61% by June 2026. | $0.00 | Beginning of the year Science Test, Progress monitoring assessments will be used by teachers to determine areas of reteaching that might be needed. | |||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | Yes | ||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||
| According to PM2 Data, we are on target for meeting our science goal projection. The science specials teacher will push in to fifth grade classes, as well as continue time in the lab to strengthen the curriculum needs of the students. | |||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| Students will work on their individual studey plans in Performance Matters for remediation as well as enrichment. | |||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| None needed at this time. | |||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||
| N/A | |||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The percent of the lowest 25% students in grade 3, 4 and 5 who demonstrate learning gains in Mathematics will increase from 49% in June 2025 to 52% in June of 2026. | i-Ready Professional Development | $0.00 | Administration will meet with grade level teams and the leadership team every 2 - 6 weeks.to go over dataand determine where intervention is needed based on FAST Data and i-Ready Progress Monitoring. | ||||||||||||||||||
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? | No | ||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||
| Implementation challenges included attendance as well as new staf to grades 4 and 5 that needed to learn new curriculum. Team planning helped eleviate this weakness. | |||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| Tier 3 RTI students receive pull out intervention weekly. Students showed growth using Number Worlds and iReady Teacher Toolbox. | |||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| Continue to plan as a team. Monitor iReady usage to ensure students are completing their weekly time. Continue to have data chats with both the students and teachers. | |||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||
| N/A | |||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| .The percent of students in grade 3 -5 who demonstrate learning gains in ELA will increase from 61% in June 2025 to 64% in June of 2026. | SOR professional Development | $0.00 | Administration will meet with grade level teams and the leadership team every 2 - 6 weeks.to go over dataand determine where intervention is needed based on FAST Data and i-Ready Progress Monitoring. | ||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| Teachers new to the grade level, are hindered by not knowing the curriculum. Magnetic was implemented for small group instruction in reading 3-5. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Benchmark advance is the intervention program used. Limited time for intervention. Lack of pull out support that we had in the past for reading. | |||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| Monitor students iReady usage to make sure all students reach at least 45 minutes. Continue small group instructiuon Data chats with teachers and students to determine next steps and adjust curriculum as needed. |
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| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| Not applicable. | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| K-12-ReadingPlan.pdf | Cheryl Hernandez | 9/10/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 0731_09092025_MTSS-Action-Plan-25-26-Tropical.pdf | Cheryl Hernandez | 9/9/2025 |
| Spring_25_Broward_Tropical-Elementary-School_SAM_Dashboard.pdf | Lauren Kirik | 4/2/2026 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SPBP-Feedback-Form-2025-2026-Tropical-ES.pdf | Vonda Palmer-Carter | 5/20/2025 |
| 0731_04292025_SPBP_TropicalES_25-26.pdf | Cheryl Hernandez | 9/19/2025 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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|---|---|---|---|---|---|---|---|---|---|---|
| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Tropical_SIP-Attendance-Plan-25-26.pdf | Cheryl Hernandez | 9/5/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| TropicalElem_ASCP-25-26-SIGNED.pdf | Cheryl Hernandez | 9/10/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE_Tropical_25-26.pdf | Cheryl Hernandez | 9/5/2025 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Tropical-ES-BCPS-PARENT-CUSTOMER-SURVEY-2025.pdf | Jamillah Shakir | 9/10/2025 |
| Tropical-ES-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2025.pdf | Jamillah Shakir | 9/10/2025 |
| Tropical-ES-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2025.pdf | Jamillah Shakir | 9/10/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| TropicalElem_Face_Space_25_26_9.11.25.pdf | Deborah Brown | 9/11/2025 |