| School Name | Northeast HS (1241) | 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 |
|---|---|---|
| Cognia-Executive-Summary--Northeast-25-26.pdf | Dawn Sales | 9/11/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Budget-signed.pdf | Dawn Sales | 9/24/2025 |
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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.
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| The percentage of Biology students scoring proficient or higher in the Biology EOC standards, will increase from 60% to 65% proficiency by the end of 06/2026 as measured by the Biology EOC. | Faculty is made aware of available district trainings. | N/A | Biology EOC Scores | TBD | |||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
Effectiveness was measured using Q2 BSA (Benchmark Standards Assessment) data, which identified the lowest-performing Florida Standards in Molecular and Cellular Biology. Specifically:
Additional measures include:
These data sources allow teachers to track mastery of specific benchmarks, compare pre- and post-intervention performance, and determine whether targeted reteaching leads to improved outcomes.
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
To sustain improved performance in Molecular and Cellular Biology standards, the following actions will continue:
Additional sustained support includes:
These steps ensure continuous reinforcement, engagement, and alignment to assessed benchmarks.
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
To improve outcomes for low-performing subgroups (e.g., ELLs, students with attendance concerns, or students significantly below proficiency), the following targeted strategies can be implemented:
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| The math team's annual SMART goal is to increase the percentage of Algebra 1 and Geometry students achieving a passing score on the End of Course Exam (Level 3 or higher) by 3% by the end of this school year (June 2026). | Faculty is made aware of available district trainings. | N/A | Algebra 1 EOC and Geometry EOC will be monitored by administration and data in Performance Matters Platform. Math coach/teachers/school counselors will also monitor data. | TBD | |||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| BSA 1 Algebra 1: 39.8 proficiency BSA 2 Algebra 1: 39.6 proficiency BSA 1 Geometry: 53.2 proficiency BSA 2 Geometry: 30.1 proficiency The challenges were that students had significant gaps in prerequisite skills. Staying on district pace provided challenges because of the need for scaffolding and diving deeper into the mathematical standards. The changes made included collaborating in our PLCs and creating resources to support differentiation. We also allowed students to connect to topics using real-world applications. During class, students have opportunities to engage and discuss Algebra 1/Geometry standards. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Creating Common Formative Assessments in Performance Matters has assisted us with tracking student data by each standard. Increasing student voice has allowed for more student discourse to support problem-solving and deeper understanding. Students struggle with retaining information, so as a team we identify standards that are easily recognized as weak and provide targeted remediation. Pacing continues to be a challenge, as we work to break down information while maintaining rigorous instruction that helps students make connections and develop understanding. We use Performance Matters to track proficiency for each Algebra1 /Geometry standard. | |||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| In April, we begin “Crunch Time,” which is an EOC-focused push where students practice and receive targeted remediation. This allows us to monitor student progress more closely through testing and data tracking. We break down standards by level to ensure we are addressing areas of need and moving students toward proficiency scores. Intentional grouping and differentiation to be able to assit with small group instruction and one-on-ones. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May 2026, ELA Proficiency on the F.A.S.T. Exam for grades 9 and 10 will increase from 43% to 45%. | Faculty is made aware of available district trainings. | N/A | F.A.S.T PM2/PM3 will be monitored by administration and data in HMH Platform. Literacy coach/teachers/school counselors will also monitor data. | TBD | |||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| Walkthroughs during the Fall demonstrated inconsistent Across all 9th/10th ELA Classes, particularly in the Implementation of district Lesson Plans. Targeted Instructional Strategies PLC to support teachers in specific Areas, such as Student Engagement. Data Chats to Identified students’ areas of concern. For PM 1 9th grade: 29% proficicency For PM 2 9th grade: 35% proficiency For PM 1 10th grade: 29% proficiency For PM 2 10th grade: 33% proficiency |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| 1. FAST-Aligned In-Class Review: (Strengths: aligned To state assessment expectations. Weakness: Initial inconsistency in the FAST review Implementation across classrooms. 2. Targeted Push-in support for the lowest-quartile Students. (Strengths: immediate, intentional Support, Real-time differentiation. Weakness: Scheduling constraints/conflicts can interfere With push-ins |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| FAST sessions to include small-group Instruction, scaffolds, and targeted skill remediation. | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
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| SIP-K12-CERP-Literacy-Leadership-Contact-Information.docx | ANNETTE ALFARO | 9/11/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
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| MTSS-24-251241_09182024_.pdf | Dawn Sales | 9/11/2025 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Northeast-High-SPBP-25-26.pdf | JOSE MARTINEZ | 5/12/2025 |
| SPBP-2026-27_Revised.pdf | ANNETTE ALFARO | 4/30/2026 |
| 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 |
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| File Name | File Uploaded By | Upload Date |
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| SIP-Attendance-Plan-25-26.pdf | ANNETTE ALFARO | 9/18/2025 |
| File Name | File Uploaded By | Upload Date |
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| Counseling-Plan.pdf | ANNETTE ALFARO | 9/26/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE-2025.pdf | ANNETTE ALFARO | 9/26/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Northeast-HS-Parent-Survey-2025.pdf | Dawn Sales | 9/25/2025 |
| Northeast-HS-Staff-Survey-2025.pdf | Dawn Sales | 9/25/2025 |
| Northeast-HS-Student-Survey-2025.pdf | Dawn Sales | 9/25/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Northeast-Face-Space.pdf | Dawn Sales | 9/11/2025 |
| Northeast-Face-Space-10.30.25.pdf | Stephanie Rivera | 10/30/2025 |
| 12-5-25-Northeast-Face-Space.pdf | Stephanie Rivera | 12/5/2025 |