| Measurable Outcome (SMART Goal) |
Professional Development |
Budget |
Monitoring |
Results
(End of Year) |
| The percent of students in 5th grade 2023-2024 cohort who demonstrated grade-level performance or above on the NGSSS Science Assessment will increase from 59% in June of 2024 to 63% in June of 2025. |
Teachers will learn how to effectively utilize JJ’s Bootcamp and HMH Florida Science Grades 3-5 FSSA Review and Practice Book to improve 2025 science scores. |
$3,767.17
|
Science BOY and MOY assessments, the science department’s micro assessments, and classroom walk-throughs. |
Based on the 2024 NGSSS Science Assessment, we project a 4% increase from 59% to 63% in proficiency on the 2025 NGSSS Science Assessment contributing to our school obtaining the status of an “A”. |
Evidence-based Interventions/Strategies |
| Evidence-based Intervention/Strategy 1 |
Science coach will model components of an effective science block through the science department’s direction. |
| Person(s) Responsible |
Administration, Coaches, and Teachers. |
| Deadline |
6/3/2025
|
| Evidence-based Intervention/Strategy 2 |
Best practices will be shared at Professional Leaning Communities for peer observation and collaboration of effective strategies. |
| Person(s) Responsible |
Administration, Coaches, and Teachers |
| Deadline |
6/3/2025
|
|
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? |
| Fifth-grade students were assessed through the Broward County Schools Mid Year Science Assessment. The proficiency of fifth-grade students was 42%. The average score was 61%.
|
| What further action steps must be continued, or added, to sustain the Intended Outcome? |
| Fifth grade teachers will continue to teach science using curriculum (Stemscopes, Science A-Z, JJ Bootcamp, and Discovery Education) that provides rigorous lessons. The 5E model will continue to be used, and a focus of instruction will include utilizing hands on experiments at the beginning of the unit. Fifth grade participates in grade wide Blooket challenges focusing on science vocabulary. Fifth grade will use lessons from HMH Science curriculum to further instruct fifth grade students.
|
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? |
| Small group instruction could be utilized to improve results for low-performing subgroups.
|
| Measurable Outcome (SMART Goal) |
Professional Development |
Budget |
Monitoring |
Results
(End of Year) |
| The percent of students in grades 3-5 cohort who demonstrated grade-level performance or above on the PM3 Florida Assessment of Students Thinking (FAST) Math will increase from 58% in June of 2024 to 62% in June of 2025. |
Training of the district math model to effectively teach a 60 minute math block. Additional training will occur through Professional learning Communities. Math Coach will model how to use math balances. Math coach will teach how to find data within SAVVAS and how to utilize it to push student math scores to proficiency and beyond. |
$73.78
|
Standards Mastery checks via iReady assessments and diagnostic as well as classroom observations by coaches. |
Based on 2024 Math FAST PM3, we project a 4% increase from 58% to 62% in proficiency on the 2025 Math FAST PM3 contributing to our school obtaining the status of an “A”. |
Evidence-based Interventions/Strategies |
| Evidence-based Intervention/Strategy 1 |
Math coach will model the district math model to facilitate teaching a 60-minute math block efficiently and effectively. |
| Person(s) Responsible |
Administration, Coaches, and Teachers. |
| Deadline |
6/3/2025
|
| Evidence-based Intervention/Strategy 2 |
Best practices will be shared at Professional Leaning Communities for peer observation and collaboration of effective strategies. |
| Person(s) Responsible |
Administration, Coaches, and Teachers |
| Deadline |
6/3/2025
|
|
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? |
| Florida FAST was used to determine proficiency in math. Overall, McNab is 38% proficient in math for PM2.
|
| What further action steps must be continued, or added, to sustain the Intended Outcome? |
| Students will continue to utlize the SAVVAS/EnVision Math Curriculum. Students are using journals to write notes and Daily Reviews to Sprial Review previously learned math skills. iReady usage will provide practice to observe student growth. Coaches are pushing in, pulling students out, and supporting teachers through modeling lessons. Paras are also supporting through small group instruction.
|
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? |
| Strategically identify students who will benefit from additional small group instruction, such as our lower quartile students.
|
| 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 |
|
|
| Measurable Outcome (SMART Goal) |
Professional Development |
Budget |
Monitoring |
Results
(End of Year) |
| The percent of students in grade 3 2023-2024 cohort who demonstrated grade-level performance or above on the PM3 Florida Assessment of Students Thinking (FAST) ELA will increase from a 60% in June of 2024 to a 63% in June of 2025. For the 24-25 FAST PM3, all students K-5 will perform at 70% or higher. |
Training in Science of Reading provided by the ELA department. Teachers will learn how to effectively utilize Magnetic Reading to improve 2025 science scores. Science of Reading training will be provided through Professional Learning Community events. |
$12,319.66
|
Standards Mastery checks via iReady assessments and diagnostic as well as classroom observations by coaches. |
Based on 2024 Reading FAST PM3, we project a 3% increase from 60% to 63% in proficiency on the 2025 Reading FAST PM3 contributing to our school obtaining the status of an “A”. |
Evidence-based Interventions/Strategies |
| Evidence-based Intervention/Strategy 1 |
The literacy coach will model components of the Science of Reading and Magnetic Reading lessons to teachers. |
| Person(s) Responsible |
Administration, Coaches, and Teachers. |
| Deadline |
6/3/2025
|
| Evidence-based Intervention/Strategy 2 |
Best practices will be shared at Professional Leaning Communities for peer observation and collaboration of effective strategies. |
| Person(s) Responsible |
Administration, Coaches, and Teachers |
| Deadline |
6/3/2025
|
|
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? |
| Florida FAST was used to determine proficiency in reading. Overall, McNab is 51% proficient in reading for PM2.
|
| What further action steps must be continued, or added, to sustain the Intended Outcome? |
| Students will continue to utlize the Benchmark Advanced curriculum, along with Magnetic reading. iReady usage will provide practice to observe student growth. Coaches are pushing in, pulling students out, and supporting teachers through modeling lessons. Paras are also supporting through small group instruction.
|
| What steps could be taken to improve results with this strategy/intervention for low-performing subgroups? |
| Strategically identify students who will benefit from additional small group instruction, such as our lower quartile students.
|
| 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 |
|
|