School Info

School Name New River MS (0881) School Grade (2024 - 2025) B
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

Executive Summary

 

File Name File Uploaded By Upload Date
Cognia-Executive-Summary-2025-2026.pdfRonald Jules9/11/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
Budget-Signature-Page.pdfRonald Jules9/21/2025

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.

Data is collected monthly via Common Formative Assessments in each grade level and subject area in order to determine mastery of standards.  Teachers also perform weekly "check outs" which are informal assessments and/or summaries of the lesson to ensure progression toward the learning goal.  In addition, teachers are having data chats with students individually.  Teachers discuss all this student data in their professional learning communities (PLCs) when planning lessons collaboratively. 
 
Teachers provide multiple means of representation by using the online textbooks in addition to the hard copies.  Many classrooms are equipped with technology such as laptop carts, Recordexs, Promethean boards, and interactive response systems.  In addition, we have district support facilitators that are training teachers on how to differentiate the ways that students can express what they know.
 
The core materials utilized are: Go-Math textbook for mathematics, Collections textbook for ELA, Florida Civics textbook for civics and Stemscopes textbook for science. Remediation resources are provided for students who have not mastered benchmarks. iReady is an example of a remediation resource that is used in mathematics and ELA. Easy CBM is used for interventions as well as district SharePoint resources. Teachers have implemented the CARE model to provide additional academic support.
 
The ELA coach and the math teacher support the lowest quartile and schedule students appropriately.  In addition, support facilitators push in to classrooms to assist struggling students.  Those students are also encouraged to attend morning tutoring as well as Saturday camps in the Spring. The guidance team provides individual counseling and include students in the RtI process when neededIn addition, students who are identified by the early warning system are enrolled in the PASL program where they are given extra resources and support for their core curriculum.

Absences of 10% or more days.
Tier 1 – Universal Prevention
Our school will a positive school climate by providing an environment that is safe, inclusive, and engaging to encourage attendance. Additionally, we will have attendance campaigns school wide that celebrate good attendance with incentives. Our incentives will be our ICU which is a ticket students receive for good behaviors that are redeemed at our school store for snacks. We also will engage our our families with communication about school activity involvement.
 
Tier 2 – Targeted Early Intervention
New River will use data such as attendance, behavior and grades to find students that are at risk early in the school year. Furthermore, we have mentor groups such as the 5000 Roles of Excellence for males to provide mentoring that build relationships and accountability. When students are absent 3 or more times our school will send messages to families about the attendance patterns. Our attendance team consists of the SAC Chair, School family counselor and spiring leaders that will meet regularly to set goals and track attendance.
 
Tier 3 – Intensive Individualized Support
 
To assist with students that are habitually absent our counselors will facilitate discussions with students and families to identify barriers and co create solutions. We will also collaborate with social services, housing and health agencies to manage cases of habitual attendance.
 
ELA and Math Course Failures and Level 1 on statewide ELA and Math assessments.
 
Our school provides Foundation Math as an extra math class to assist students that have failed a math course and or earned a level 1 or 2 on the Math FAST. The Foundation Math provides remediation on math benchmarks with mini assessments to monitor the progress of the students. Additionally, we offer pull out tutoring and Saturday school tutoring to assist students in that category.
Students that are failing ELA and or earned a level 1 on the FAST ELA are enrolled in Reading classes that focus on area of need standards. Their progress is also monitored with mini assessments and Common Formative assessments. In addition, those students are also provided with pullout tutoring and Saturday tutoring to assist with their progress.

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: Mathematics

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By June 2026, the percentage of students in grades 6–8 demonstrating proficiency in Mathematics will increase by 3 percentage points, from 57% to 60%, as measured by the FAST Math assessment. 1. Teaching Problem Solving with Purpose 2. Promoting Student Reasoning 3. Designing Responsive Math Instruction Admin & Department Chair 1. Walkthroughs and Classroom Observations 2. Common Formative Assessment Data (Shark Bites) 3. Data Chats 4. PLC Data Reviews 5. Progress Monitoring Data Logs

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Explicit Instruction for Word Problems: Teach structured problem-solving strategies such as CUBES (Circle, Underline, Box, Evaluate, Solve) or RDW (Read, Draw, Write) to support understanding and solving of multi-step word problems.
Person(s) Responsible Claudia Ruiz
Deadline 6/1/2026
Evidence-based Intervention/Strategy 2 Math Talk & Justification: Students explain their thinking using academic language, which promotes mathematical discourse and deepens conceptual understanding.
Person(s) Responsible Claudia Ruiz
Deadline 6/1/2026
Evidence-based Intervention/Strategy 3 Data-Driven Small Group Remediation: Use i-Ready, FAST, or formative data to regroup and reteach specific subskills.
Person(s) Responsible Claudia Ruiz
Deadline 6/1/2026

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.

FAST PM2 data indicates the school is making progress toward its 2026 goals; however, ELL, ESE, and Lowest Quartile students continue to lag behind overall achievement and learning gains targets in Math. While PM2 results show improvement in overall proficiency and gains, root cause analysis revealed several implementation challenges during the Fall semester. These included inconsistent instructional responses to FAST strand data, uneven progress monitoring for targeted subgroups, and inconsistent implementation of explicit academic vocabulary instruction—particularly for ELL and ESE students who require intensified language supports.

In response to these challenges, the school implemented more structured data chats focused specifically on subgroup performance, established clear expectations for strand-based reteach cycles, and required documented progress monitoring for ELL, ESE, and Lowest Quartile students. Additionally, professional learning was provided on explicit vocabulary instruction and differentiated strategies to ensure more intentional planning and targeted small-group instruction for these student groups.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Evidence-Based Interventions / Strategies (Math): Strengths & Weaknesses
1. Explicit Instruction for Mathematical Word Problems
Strengths:
Explicit instruction in solving word problems strengthened students’ ability to unpack academic vocabulary, identify key information, and apply appropriate problem-solving strategies. Teachers modeled think-alouds, annotation strategies, and step-by-step reasoning processes, which supported ELL and ESE students in accessing grade-level tasks. FAST PM2 strand data reflects improvement in problem-solving and application standards in classrooms where structured modeling and guided practice were consistently implemented.
Weaknesses:
Implementation varied in consistency and depth, particularly in revisiting problem-solving routines across units. In some classrooms, instruction focused on procedural steps without consistently reinforcing conceptual understanding. For Lowest Quartile students, scaffolds were sometimes removed too quickly, limiting independent transfer to multi-step or higher-complexity tasks.

2. Math Talk and Justification (Academic Discourse in Math)
Strengths:
Structured math talk increased student engagement and required students to explain reasoning, justify solutions, and critique peer thinking. This strategy supported academic vocabulary development and strengthened conceptual understanding, particularly benefiting ELL students through structured sentence stems and guided discourse. Classrooms that consistently implemented justification routines demonstrated stronger evidence of reasoning aligned to FAST standards emphasizing higher-order thinking.
Weaknesses:
Student discourse quality varied depending on teacher facilitation and accountability structures. In some cases, math talk lacked depth or focused on short responses rather than full justification. Additionally, not all classrooms consistently incorporated written justification to reinforce verbal reasoning, limiting measurable impact on assessment performance.
3. Data-Driven Small-Group Remediation
Strengths:
Small-group remediation aligned to FAST PM1 and PM2 strand data allowed teachers to target specific skill gaps for ELL, ESE, and Lowest Quartile students. Flexible grouping increased instructional responsiveness and supported measurable learning gains. When progress monitoring was consistently implemented, teachers were able to adjust instruction efficiently and address misconceptions before they became barriers to proficiency.
Weaknesses:
Progress monitoring systems were not uniformly documented, limiting clarity on the direct impact of remediation efforts. In some instances, remediation focused on isolated skills without consistently connecting back to grade-level standards, which may have limited proficiency growth. Time constraints also impacted the frequency and consistency of small-group implementation across classrooms.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
To meet the 2026 targets of increased proficiency (Math 62%) and learning gains (Math 65%), the school will implement several new and intensified actions. FAST-driven PLC protocols will be revised to require strand-specific action planning, documented reteach cycles, and subgroup analysis with accountability measures embedded in each meeting.

Progress monitoring for ELL, ESE, and Lowest Quartile students will increase in frequency, with bi-weekly data checks and targeted small-group instructional plans aligned to identified deficits. Teachers will be required to maintain subgroup intervention trackers to ensure instructional adjustments are timely and data-driven.

Additionally, Tier 1 instruction will be strengthened through classroom walkthrough calibration focused on task rigor, student discourse, and standards alignment to ensure high-quality core instruction before intervention.

To further accelerate achievement, a schoolwide implementation plan for explicit academic vocabulary instruction will be formalized, including consistent use of vocabulary routines, monitoring during walkthroughs, and professional learning aligned to language development strategies.

These new actions are designed to ensure greater intentionality, tighter implementation, and accelerated growth toward proficiency and lowest quartile learning gains targets (Math 70%).

Area of Focus: English Language Arts

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By June 2026, the percentage of students in grades 6–8 demonstrating proficiency in English Language Arts will increase by 3 percentage points, from 51% to 54%, as measured by the FAST ELA assessment. 1. Rigor with Purpose 2. Unlocking Language 3. Writing to Think 4. Effective Questioning Techniques Admin & Literacy Coach: 1. Walkthroughs and Classroom Observations 2. Common Formative Assessment Data (Shark Bites) 3. Data Chats 4. PLC Data Reviews 5. Progress Monitoring Data Logs

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Explicit Vocabulary Instruction: 1. Pre-teach academic and domain-specific vocabulary before reading or instruction. 2. Use visuals, student-friendly definitions, and provide repeated exposure in varied contexts (e.g., reading, writing, discussion). 3. Teach word meanings using strategies such as: IDEA (Inference, Definition, Examples, Antonyms/Synonyms
Person(s) Responsible Charlene Ambroise | Kimberly Coombs
Deadline 6/1/2026
Evidence-based Intervention/Strategy 2 Differentiated Instruction: Group students by skill level and provide targeted, data-driven lessons tailored to their needs. Reciprocal Teaching: Students take turns leading discussions using four strategies: summarizing, questioning, clarifying, and predicting.
Person(s) Responsible Charlene Ambroise | Kimberly Coombs
Deadline 6/1/2026
Evidence-based Intervention/Strategy 3 Structured Writing Framework: 1. Use graphic organizers, sentence starters, and modeled writing. 2. Implement strategies like RACE (Restate, Answer, Cite, Explain) for text-based responses.
Person(s) Responsible Charlene Ambroise | Kimberly Coombs
Deadline 6/1/2026

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.

FAST PM2 data indicates the school is making progress toward its 2026 goals; however, ELL, ESE, and Lowest Quartile students continue to lag behind overall achievement and learning gains targets in ELA. While PM2 results show improvement in proficiency and gains, root cause analysis identified inconsistent instructional responses to FAST strand data, uneven progress monitoring for targeted subgroups, and inconsistent implementation of explicit academic vocabulary instruction across content areas.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

1. Explicit Academic Vocabulary Instruction (Across Content Areas)
Strengths:
Explicit vocabulary instruction increased intentional focus on Tier 2 and Tier 3 academic language across ELA and Math, directly supporting ELL and ESE student access to grade-level standards. Teachers incorporated word walls, morphology strategies, and structured academic discourse, improving students’ ability to interpret complex texts and math problem-solving language. FAST PM2 strand data suggests improved comprehension and application for students regularly exposed to consistent vocabulary routines.

Weaknesses:
Implementation varied across classrooms and content areas, limiting schoolwide impact. Vocabulary instruction was sometimes introduced but not consistently revisited, practiced in context, or assessed for mastery. For Lowest Quartile students, vocabulary scaffolds were not always embedded into daily Tier 1 instruction, reducing transfer to independent reading and writing tasks.

2. Differentiation (Targeted Small-Group & Tier 1 Supports)
Strengths:
Differentiation through small-group instruction allowed teachers to address FAST PM1 and PM2 strand-specific gaps, particularly for ELL, ESE, and Lowest Quartile students. Flexible grouping and targeted reteaching increased responsiveness to data and supported learning gains. Classrooms that consistently implemented structured small groups demonstrated stronger growth trends and improved engagement.

Weaknesses:
Grouping was not always adjusted frequently based on updated progress monitoring data. In some cases, tasks were modified for support but did not consistently maintain grade-level rigor, limiting impact on proficiency growth. Additionally, progress monitoring systems were not consistently documented, making it difficult to measure the direct effectiveness of differentiation strategies.

3. RACE Structured Writing Framework (ELA)
Strengths:
The RACE framework provided students with a clear, scaffolded structure for responding to text-dependent questions, improving organization, textual evidence use, and written responses aligned to standards. It particularly benefited ESE and Lowest Quartile students by reducing cognitive load and supporting structured thinking. FAST PM2 data indicates improved constructed response performance in classrooms where RACE was consistently modeled and practiced.

Weaknesses:
Implementation fidelity varied, with some classrooms using RACE as a formula rather than as a thinking framework. Students sometimes relied on sentence stems without fully developing analysis, limiting depth of responses. Additionally, consistent cross-curricular application of RACE strategies was limited, reducing opportunities for reinforcement outside of ELA.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.

To meet the 2026 targets of increased proficiency (ELA 58%) and learning gains (ELA 65%), several new and intensified literacy-focused actions will be implemented. FAST-driven PLC protocols will be revised to require standard-specific analysis of reading comprehension and writing strands, including documented reteach plans aligned to identified skill deficits.

Progress monitoring for ELL, ESE, and Lowest Quartile students will increase through bi-weekly comprehension checks and structured written responses to text. Teachers will implement targeted small-group instruction focused on citing text evidence, analyzing author’s purpose, and vocabulary in context. Intervention trackers will be maintained to ensure instructional adjustments are timely and data-driven.
 
Tier 1 instruction will be strengthened through consistent implementation of close reading routines, annotation protocols, and daily opportunities for students to write in response to complex, grade-level texts. Walkthrough calibration will prioritize rigor, student discourse, and alignment to grade-level standards.
 
Additionally, explicit academic vocabulary instruction will be intensified within ELA classrooms, with a focus on morphology, context analysis, and structured academic discussion to improve comprehension and written expression.

These new actions are designed to ensure greater intentionality, tighter implementation, and accelerated growth toward proficiency and lowest quartile learning gains targets (ELA 70%).
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.

FAST PM2 data demonstrates positive momentum toward the school’s 2026 “A” grade goal while highlighting the need for consistent, high-impact instructional practices. Sustained focus on subgroup performance, vocabulary development, and cross-content alignment will be critical to closing gaps and meeting proficiency and learning gains targets.

Title I Addendum

 

File Name File Uploaded By Upload Date
Title-I-addendum-2526.pdfRonald Jules9/11/2025
New-River--Feedback-Form_25-26.pdfMichael Shorter10/27/2025

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
SIP-K12-CERP-Literacy-Leadership-Contact-Information.pdfRonald Jules9/11/2025
Reading-Team-Agenda.pdfRonald Jules9/11/2025
School-Literacy-Leadership-Team-sign-in.pdfRonald Jules9/22/2025

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  
6th,7th, and 8th Grade Social Studies Tuesday
Thursday
 1st, 2nd, 3rd, 4th 8/12/2025 - 5/26/2026 8:50 AM - 9:20 AM 6, 7, 8
6th,7th, and 8th Grade Science and Marine Tuesday
Thursday
 1st, 2nd, 3rd, 4th 8/12/2025 - 5/26/2026 8:50 AM - 9:20 AM 6, 7, 8
6th,7th, and 8th Grade Electives Tuesday
Thursday
 1st, 2nd, 3rd, 4th 8/12/2025 - 5/26/2026 8:50 AM - 9:20 AM 6, 7, 8
6th, 7th, and 8th Grade ELA Tuesday
Thursday
 1st, 2nd, 3rd, 4th 8/12/2025 - 5/26/2026 8:50 AM - 9:20 AM 6, 7, 8
6th,7th, and 8th Grade Math Tuesday
Thursday
 1st, 2nd, 3rd, 4th 8/12/2025 - 5/28/2026 8:50 AM - 9:20 AM 6, 7, 8

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
9997_08022025_9855_06302026_MTSS-Action-Plan-Blank-25-26-Final.pdfRonald Jules9/9/2025

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Tuesday
 1st, 2nd, 3rd, 4th 8/26/2025 - 5/26/2026 9:45 AM - 10:45 AM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
SPBP-Plan.pdfRonald Jules4/29/2025
New-River-Feedback-Form-2025-2026.pdfDesiree Montalvo5/21/2025

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
SIP-Attendance-Plan-25-26.pdfRonald Jules9/11/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
LWS-Action-Plan-Completion-Directions-2025-26-(1).pdfRonald Jules9/11/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
NRMS-SBPIE-2024-completed.pdfRonald Jules9/15/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
SAF-Feb-Agenda-Attendance-Minutes.pdf February SAF Agenda, Attendance, Minutes 2/13/2026
SAC-Feb-Agenda-Attendance-Minutes.pdf February SAC Agenda, Attendance, Minutes 2/13/2026
SAC-Jan-Agenda-Attendance-Minutes.pdf January SAC Agenda, Attendance, Minutes 2/13/2026
SAC-Dec-Agenda-Attendance-Minutes.pdf December SAC Agenda, Attendance, Minutes 2/13/2026
A+-Packet-New-River-MS--170944.pdf December A+ Funds 2/9/2026
SAF-Jan-Agenda-Attendance-Minutes.pdf January SAF Agenda, Attendance, Minutes 1/20/2026
SAF-Dec-Agenda-Attendance-Minutes.pdf December SAF Agenda, Attendance, Minutes 12/17/2025
SAF-Nov-Agenda-Attendance-Minutes.pdf November SAF Agenda, Attendance, Minutes 11/30/2025
SAC-Nov-Agenda-Attendance-Minutes.pdf November SAC Agenda, Attendance, Minutes 11/30/2025
New-River-MS-SAC-Compositon-25-26.pdf August SAC Composition 11/19/2025
SAF-By-Laws-20252026.pdf October SAF ByLaws 11/5/2025
SAC-By-laws-2526.pdf October SAC ByLaws 11/5/2025
SAC-SAF-Oct-Agenda-Attendance-Minutes.pdf October SAC/SAF Agenda, Attendance, Minutes 10/2/2025
SAF-Meeting-Flyer1.pdf September SAF Meeting Dates 9/30/2025
SAC&SAF-Sept-Agenda-Attendance-Minutes.pdf September SAC/SAF Agenda, Attendance, Minutes 9/7/2025
SAC-Meetings-Flyer.pdf September SAC Meeting Dates 8/27/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
Staff-SurveysReport.pdfRonald Jules9/10/2025
Student-Survey-Report.pdfRonald Jules9/10/2025
Parent-Survey-Report.pdfRonald Jules9/10/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
Fam-resource-room1.pdfRonald Jules9/10/2025
Fam-resource-room2.pdfRonald Jules9/10/2025
FACE-SPACE-WALL.pdfRonald Jules9/30/2025

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