| School Name | Tropical ES (0731) | School Grade (2023 - 2024) | A |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
|
RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| Executive Summary | Download/View Executive Summary | ||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2025-Projection-of-Revenue-Worksheet-w-signatures-FINAL.pdf | Cheryl Hernandez | 10/7/2024 |
|
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. 4 Staff members are also going to be trained in the UFLI (University of Florida Literacy Institute) Phonics based reading program. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The percentage of proficient students on the STAR Grades K-2 will increase 3 % points from 65% - 68% by May 2025. | |||||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Is the Intended Outcome on target to being achieved for this specific Goal? | Yes | ||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? | No | ||||||||||||||||||||
| What measures were used to determine if the strategies/interventions were effective? | |||||||||||||||||||||
| Yes. AT PM2 we are at 64% proficient in ELA K-2 so we expect we will met our target goal by May 2025. | |||||||||||||||||||||
| What further action steps must be continued, or added, to sustain the Intended Outcome? | |||||||||||||||||||||
| We will continue to monitor small group instruction to ensure student needs are being met. | |||||||||||||||||||||
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? | |||||||||||||||||||||
| More resources and additional intervention teachers would help but we do not have money for that in our budget. | |||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The percentage of proficient grade 5 students on the Statewide Science Assessment will increase by 3%, from 63% to 66%. | $0.00 | Beginning of year science test, progress monitoring assessments will be used by teachers to determine areas of reteaching that might be needed. | |||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Is the Intended Outcome on target to being achieved for this specific Goal? | Yes | ||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? | No | ||||||||||||||||||||
| Provide evidence of the implementation challenges and barriers the school encountered during the Fall semester. Describe the changes made to address these challenges and barriers. | |||||||||||||||||||||
| What were the identified strengths and weaknesses of each completed action step during implementation? | |||||||||||||||||||||
| Describe the new action steps needed to accomplish the intended outcome for the Goal. | |||||||||||||||||||||
| What measures were used to determine if the strategies/interventions were effective? | |||||||||||||||||||||
| According to the Middle of Year Science Test we are at 57% proficiency. We gained 10% from beginning of year and think we will do the same by the end of the year. We are on target to meet or exceed our goal. | |||||||||||||||||||||
| What further action steps must be continued, or added, to sustain the Intended Outcome? | |||||||||||||||||||||
| We will continue to do regular lessons in the classroom and hands on science in the science lab. Mrs. Howard (science teacher) will also push into fifth grade classrooms to provide additional support between now and the end of the year test. | |||||||||||||||||||||
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? | |||||||||||||||||||||
| Extra assistance in small groups when needed. Peer tutoring can also be utilized. | |||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The percentage of students in grades 3 - 5 making learning gains on the FAST in Math will increase by 3%, from 69% to 72% by May 2025. | iReady Professional Development | $0.00 | Administration will meet with teachers and support staff monthly to go over data and determine where intervention is needed based on FAST Data and iReady Progress Monitoring | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Is the Intended Outcome on target to being achieved for this specific Goal? | No | ||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? | No | ||||||||||||||||||||
| Provide evidence of the implementation challenges and barriers the school encountered during the Fall semester. Describe the changes made to address these challenges and barriers. | |||||||||||||||||||||
| Students had a much lower level of proficiency coming into the school year. Online programs have been implemented to assist these students. I-Ready, Savvas, Reflex and Frax are all being utilized. | |||||||||||||||||||||
| What were the identified strengths and weaknesses of each completed action step during implementation? | |||||||||||||||||||||
| The biggest weakness is that there was not enough small group targeted skills instruction. | |||||||||||||||||||||
| Describe the new action steps needed to accomplish the intended outcome for the Goal. | |||||||||||||||||||||
| All teahchers are expected to review PLC data and provide remediation and reteaching to students not mastering each standard. | |||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The percentage of students in grades 3-5 making learning gains on the FAST in ELA will increase by 3%, from 67% to 70%. | SOR Professional Development | $0.00 | Administration will meet with teachers and support staff monthly to go over data and determine where intervention is needed based on FAST Data and iReady Progress Monitoring | ||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||||||||
| Is the Intended Outcome on target to being achieved for this specific Goal? | Yes | ||||||||||||||||||||||||||
| Is desired progress being made to accomplish the intended outcome for this Goal by the end of the school year? | No | ||||||||||||||||||||||||||
| Provide evidence of the implementation challenges and barriers the school encountered during the Fall semester. Describe the changes made to address these challenges and barriers. | |||||||||||||||||||||||||||
| What were the identified strengths and weaknesses of each completed action step during implementation? | |||||||||||||||||||||||||||
| Describe the new action steps needed to accomplish the intended outcome for the Goal. | |||||||||||||||||||||||||||
| What measures were used to determine if the strategies/interventions were effective? | |||||||||||||||||||||||||||
| According to our PM2 results we are expected to reach our goal of 70% proficiency in English Language Arts. | |||||||||||||||||||||||||||
| What further action steps must be continued, or added, to sustain the Intended Outcome? | |||||||||||||||||||||||||||
| Teachers must continue to provide rigorous Tier 1 instruction and provide Tier 2 and 3 instruction to students as needed according to their PMP's. | |||||||||||||||||||||||||||
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? | |||||||||||||||||||||||||||
| Additional small group practice, the daily us of iReady and reading daily would help these subgroups. | |||||||||||||||||||||||||||
| What evidence indicates that you are progressing toward the Intended Outcome? | |||||||||||||||||||||||||||
| Provide evidence that the data indicates a need for additional interventions to yield success in achievement, growth or to address learning loss. | |||||||||||||||||||||||||||
| What further action steps must be continued, or added, to sustain the Intended Outcome? Is the scheduling of interventions sufficient to meet the needs of specified subgroups and low performing students? | |||||||||||||||||||||||||||
| Additional Reflection | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Tropical-K-12-CERP-Meeting-Agenda-Signin.pdf | Cheryl Hernandez | 9/16/2024 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MTSS-Action-Plan-24-25.pdf | Cheryl Hernandez | 10/1/2024 |
| SAM-Scoring-Sheet.pdf | Cheryl Hernandez | 10/7/2024 |
| Fall_24_Broward_Tropical-Elementary_SAM_Dashboard.pdf | Lauren Kirik | 2/4/2025 |
RtI Team Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| LSW-Plan-24-25-word.pdf | Cheryl Hernandez | 8/19/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SPBP_TropicalElem_24-25.pdf | Deborah Brown | 4/30/2024 |
| Tropical-ES-SPBP-Feedback-Form-24-25.pdf | Keyunta Tyler | 5/21/2024 |
| 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 | % |
| 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 |
|---|---|---|
| Tropical-SIP-Attendance-Plan-24-25.pdf | Cheryl Hernandez | 8/20/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Scanned_from_a_Lexmark_Multifunction_Product09-20-2024-132122.pdf | Cheryl Hernandez | 9/20/2024 |
| Scanned_from_a_Lexmark_Multifunction_Product09-20-2024-132122.pdf | Cheryl Hernandez | 9/20/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Tropical_EPP2025.pdf | Cheryl Hernandez | 9/19/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE_Tropical_24_25.pdf | Cheryl Hernandez | 10/1/2024 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Parent-Survey.pdf | Cheryl Hernandez | 9/20/2024 |
| Tropical-ES-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2024.pdf | Jamillah Shakir | 9/23/2024 |
| Tropical-ES-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2024.pdf | Jamillah Shakir | 9/29/2024 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Tropical-and-Services-Checklist.pdf | Cheryl Hernandez | 9/27/2024 |
| Tropical-Catch-Them-Being-Great.pdf | Cheryl Hernandez | 9/27/2024 |
| Tropical-24-25-Customer-Survey.pdf | Cheryl Hernandez | 9/27/2024 |
| Tropical_Cultural-Awareness.pdf | Cheryl Hernandez | 9/27/2024 |
| Tropical-FACE-Plan-Template.pdf | Cheryl Hernandez | 9/27/2024 |