School Name	Nova Eisenhower ES (1271)	School Grade (2024 - 2025)
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

 

File Name	File Uploaded By	Upload Date
NEE1271_Cognia-Executive-Summary.pdf	Tamilla Eldridge-Mason	9/8/2025

School Budget Signature Page

 

File Name	File Uploaded By	Upload Date
2026-Projection-of-Revenue-Worksheet---Nova-Eisenhower-ES.pdf	Tamilla Eldridge-Mason	8/29/2025

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. Strategic and purposeful whole group instruction aligned to the Florida/BEST Standards, followed by targeted small groups and intervention groups.   Teacher professional development and PLCs will focus on the components of the 90 minute math block and the ELA curriculum materials in Benchmark Advanced.   Targeted small group intervention will be implemented for reading and math to bring students up to working on grade level and bridge any gaps in their learning. A school-wide intervention block will take place in every classroom each day to meet the students' individual needs.

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: ELA- K-2

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2026, 60% of K-2 students will achieve a score a level 3 or higher on the end-of-year STAR Reading or STAR Early Literacy ELA assessment PM3.	Science of Reading, Small Group Instruction, Reading Horizons, SIPPS, iReady		Students will be monitored using PM1, PM2 STAR Reading and Early Literacy Assessments as well as the 3 iReady Assessments given throughout the year.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Small group instruction tailored to students' reading levels to improve comprehension, vocabulary and fluency Person(s) Responsible Classroom Teachers, Literacy Coach, Administration Deadline 8/25/2025 Evidence-based Intervention/Strategy 2 Phonics Instruction: Systematic and explicit phonics instruction to enhance decoding skills and word recognition. Person(s) Responsible Classroom Teachers, Administration, Literacy Coach Deadline 10/27/2025 Evidence-based Intervention/Strategy 3 Improve students' phonics, reading comprehension and fluency through personalized, adaptive learning paths provided by iReady. Person(s) Responsible Classroom Teachers , Administration , Literacy Coach Deadline 9/22/2025
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.
During the Fall semester, the school experienced several implementation challenges that impacted progress toward instructional goals. Limited availability of Science of Reading professional learning opportunities reduced staff capacity to fully implement instructional practices with fidelity, while delayed teacher staffing in the primary grades disrupted instructional continuity. As a result, progress toward the schoolwide goal of 60% proficiency was slower than anticipated, with current data reflecting Kindergarten at 39%, 1st grade at 44%, and 2nd grade at 42%. HOwever positive progress is being made towards the intended outcome.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Implementing small group instruction and phonics instruction in K–2 classrooms offers strong benefits but also presents challenges. Small group instruction allows teachers to target individual student needs using data, provide immediate feedback, and differentiate instruction, while systematic phonics instruction grounded in the Science of Reading builds a critical foundation for decoding, fluency, and comprehension—especially for students with learning gaps or those receiving intervention services. However, challenges arise when small groups are not implemented with fidelity, leading to inconsistencies in structure, pacing, and instructional routines, and when teachers lack sufficient training or ongoing support in phonics instruction. Time constraints, classroom management demands, and competing instructional priorities can also make it difficult to balance whole group instruction, small groups, and progress monitoring effectively. When supported by consistent professional learning, coaching, and clear expectations, these instructional practices can significantly strengthen early literacy outcomes.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
To address these challenges, instructional support was embedded into collaborative planning, administrative and coaching support was increased in impacted classrooms, and data was used through regular data chats to inform fluid student grouping, targeted instruction, and interventions aimed at accelerating student growth.

Area of Focus: Math- Lowest Quartile

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By the end of the year June 2026, , at least 70% of students in the lowest quartile math group in grades 3rd-5th, will demonstrate a minimum increase of 15 percentage points on standardized math assessments compared to their baseline scores.	Envision Math, Scale Up Math Program		Student will be monitored using PM1, PM2 FAST assessments as will as the 3 iReady assessments given throughout the year.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Implement small-group instruction focused on foundational math skills using manipulatives and visual aids three times per week. Person(s) Responsible Classroom Teachers , Math Coach, Administration Deadline 12/15/2025 Evidence-based Intervention/Strategy 2 Provide targeted online practice through adaptive learning platforms (e.g.,iReady) tailored to individual student needs, monitored weekly. Person(s) Responsible Classroom Teachers, Administration, Math Coach Deadline 9/29/2025 Evidence-based Intervention/Strategy 3 Conduct bi-weekly progress monitoring using formative assessments to identify misconceptions and adjust instruction accordingly Person(s) Responsible Classroom Teachers , Math Coach Deadline 10/20/2025
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.
Our PM 2 data for the lowest quartile  stood at 7% proficienct at the end of FAST PM2 testing.  During the Fall semester, the school encountered several implementation challenges that required ongoing monitoring, reflection, and responsive adjustments to ensure effective instruction and support for all students. One significant challenge involved meeting the individual needs and learning deficits of students within small group instruction. Students demonstrated a wide range of academic skill levels, which made it difficult to address specific gaps while maintaining the pace and structure of group instruction. A second challenge was the high percentage of students receiving Exceptional Student Education (ESE) services within instructional groups. The complexity of supporting students with diverse learning needs, accommodations, and service requirements required additional planning and coordination to ensure equitable access to instruction. Another challenge identified was ensuring small group instruction was implemented with fidelity. Variability was observed in how small groups were structured, the consistency of instructional routines, and the use of targeted strategies, which impacted the overall effectiveness of instruction.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Implement small-group instruction focused on foundational math skills using manipulatives and visual aids three times per week. Strengths :  Students received instruction consistently at least 2 times per week.  Weaknesses : Manipulatives were not used consistently. Provide targeted online practice through adaptive learning platforms (e.g.,iReady) tailored to individual student needs, monitored weekly. Strengths: Students utilized online practice with fidelity. Weaknesses progress for specific students within this subgroup was not monitored consistently.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
To address the first challenge, instructional teams used assessment data to refine groupings and identify targeted focus skills. Teachers were supported in planning differentiated lessons aligned to student needs, and administrators provided feedback during walkthroughs to support intentional grouping and instructional alignment. In response to the second challenge, increased collaboration occurred between general education teachers, ESE staff, and support personnel to align instructional strategies and accommodations. Planning time was used to clarify roles, review student goals, and ensure that instructional practices reflected both IEP requirements and grade‑level expectations. To strengthen fidelity, administrative walkthroughs focused specifically on small group instruction. Targeted feedback and coaching were provided, and professional learning was embedded into existing meetings to reinforce expectations, model effective practices, and support consistency across classrooms.

Area of Focus: Science

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By the end of the next academic year (06/05/2026), at least 60% of students will demonstrate proficiency in science, as measured by standardized assessments, improving from the current 59% proficiency .	Discovery Science - Train the trainer model		Student will be monitoring using Progress Learning and BOY MOY and NGSS State Asse
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Implement inquiry-based learning projects that encourage students to explore scientific concepts through hands-on experiments and real-world applications Person(s) Responsible Classroom Teachers, Science Teacher Deadline 6/5/2026 Evidence-based Intervention/Strategy 2 All teachers will be trained in the new Science Program Discovery Science. Person(s) Responsible Classroom Teachers, Administration Deadline 8/25/2025 Evidence-based Intervention/Strategy 3 Integrate technology-enhanced learning tools, such as Progress Learning interactive simulations and virtual labs, to reinforce scientific concepts and engage students in active learning. Person(s) Responsible Classroom Teachers , Administration Deadline 9/8/2025
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.
During the Fall semester, the school encountered several implementation challenges within 5th grade science that impacted instructional consistency and student engagement. One significant challenge involved Progress Learning micro‑assessments not being completed with fidelity. While the assessments were intended to monitor student understanding and guide instructional decisions, inconsistent administration and incomplete use of results limited their effectiveness in informing instruction and providing timely feedback on student progress. Another challenge identified was the limited implementation of science labs and inquiry‑based learning projects. Due to time constraints, competing instructional priorities, and varying levels of comfort with hands‑on instruction, opportunities for students to engage in labs, investigations, and inquiry‑based learning were not consistently embedded into instruction.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Strengths:  The school worked to strengthen assessment practices and increase student engagement in science instruction, laying the foundation for more consistent implementation and improved instructional outcomes as the year progressed. Weakness: The lapse in the arrival of the shipment of science resources/materials caused a delay in the implementation of hands on science activities.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
To address the first challenge, teachers were provided with additional support and clarification on expectations for administering micro‑assessments and using the data to inform instruction. Collaborative planning time was used to review assessment purpose, pacing, and alignment to science standards, and administrative walkthroughs included monitoring of assessment implementation and follow‑up feedback. In response to the second challenge, instructional planning was adjusted to prioritize inquiry‑based experiences aligned to 5th grade science standards. Teachers were supported in identifying labs and investigations that could be integrated into existing units, and collaborative planning focused on modeling and sharing best practices for hands‑on science instruction. Administrative support emphasized the importance of inquiry‑based learning during observations and feedback conversations.

Area of Focus: ELA/Reading 3rd-5th

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2026, the percentage of students demonstrating proficiency on the state English Language Arts (ELA) assessment will increase from the current 56% to 70%.	Science of Reading		Student will be monitoring using PM1, PM2 FAST Assessmentes as will as the 3 iReady Assessments given throughout the year.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Structured Tiered Intervention. Program (RTI ) .: Implement a Response to Intervention (RTI) model that provides targeted small-group instruction based on student data. Students not meeting benchmarks receive additional, intensive support in core ELA skills such as reading comprehension, vocabulary, and writing conventions. Bi-weekly progress checks to monitor and adjust groupings. Person(s) Responsible Classroom Teachers, MTSS/RtI Team, Administration Deadline 9/15/2025 Evidence-based Intervention/Strategy 2 All teachers will participate in ongoing professional development focused on the science of reading, explicit vocabulary instruction, and strategies for differentiated reading and writing instruction across content areas. Person(s) Responsible Classroom Teachers, Administration, Literacy Coach Deadline 1/26/2026 Evidence-based Intervention/Strategy 3 Students will be given BOY ELA Diagnostics to identify areas of need. Person(s) Responsible Michelle Skinner-Literacy Coach, Administration Deadline 10/1/2025
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.
The school encountered several key challenges in the Fall semester that impacted progress toward instructional goals. Limited district offerings of Science of Reading (SOR) professional learning opportunities reduced staff capacity to fully implement ELA instructional practices with fidelity. Additionally, delayed teacher staffing in the intermediate grades disrupted instructional continuity, which slowed progress toward schoolwide proficiency targets. Small group instruction also faced fidelity issues, with variability observed in group structure, consistency of routines, and use of targeted strategies. These challenges collectively contributed to slower-than-anticipated gains initially.  To address these challenges, the school embedded instructional support into collaborative planning and increased administrative and coaching support in impacted classrooms. Data was leveraged through regular data chats to inform fluid student grouping, targeted instruction, and interventions aimed at accelerating student growth. Administrative walkthroughs specifically focused on small group instruction, providing targeted feedback and coaching, while professional learning was integrated into existing meetings to model effective practices and reinforce expectations. These responsive changes strengthened instructional practices, improved alignment between student needs and instruction, and increased consistency and effectiveness in small group implementation as the semester progressed with current schoolwide proficiency at 54% based on FAST PM2 data..
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Strategy 1: Small Group ELA Instruction Strengths: Teachers have been trained, and small group instruction is occurring across all grade levels. Students received consistent instruction at least twice per week. Weaknesses: Small group instruction was not always implemented with fidelity, as evidenced by inconsistent use of manipulatives and variability in group structure and routines. Strategy 2: Science Program Science of Reading Training Strengths: All teachers have received training in the new Science of Reading Program, which is expected to build capacity for science instruction. Weaknesses: Limited district offerings of SOR training meant staff had reduced opportunities to fully implement new instructional practices with fidelity. Strategy 3: Technology-Enhanced Learning Tools Strengths: Students utilized online practice platforms with fidelity, engaging in adaptive learning tailored to individual needs. Weaknesses: Progress for specific students within certain subgroups was not monitored consistently, which limited the effectiveness of targeted interventions.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
To achieve the target of 70% proficiency by June 2026, several new actions are needed. First, ongoing professional development in Science of Reading and science instruction should be prioritized to ensure all staff have the training and support required for consistent implementation. Second, systems for monitoring student progress—especially for students receiving Tier 2 and 3 intervention.—should be strengthened to ensure data-driven interventions are timely and effective. Third, fidelity checks and coaching cycles should continue, with a focus on enhancing the quality and consistency of small group instruction and integrating manipulatives and technology-enhanced tools across all classrooms. Finally, collaborative planning should be reinforced to align instructional strategies with student needs and accelerate learning growth

Title I Addendum

 

File Name	File Uploaded By	Upload Date
Title-1-25-26-Addendum.pdf	Diane Haggerty	10/16/2025
Nova-Eisenhower-ES.pdf	Patricia Ciceron	10/24/2025

K-12 Comprehensive Reading Plan

 

File Name	File Uploaded By	Upload Date
25-26_SIP_K-12_CERP_Literacy_Leadership_Contact_Information.pdf	Michelle Skinner	9/10/2025
2025-26_Literacy_Leadership_Team_Agenda_Sign-In_Sheet.pdf	Michelle Skinner	9/10/2025

Resources

• Broward K12 Comprehensive Reading Plan
• World-Class Instructional Design and Assessment for ELL
• Can Do Descriptors for ELL
• SWD Support Resources
• Framework For ELL Achievement ESSA (V2)

Professional Learning Communities (PLC)

PLC Meeting Schedule PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade   1271 Nova Eisenhower PLC Thursday 2nd, 4th 8/21/2025 - 5/21/2026 8:30 AM - 9:20 AM KG, 1, 2, 3, 4, 5

Response to Intervention (MTSS/RtI) Plan

 

File Name	File Uploaded By	Upload Date
SAM-Scoring-Sheet-2025.pdf	Diane Haggerty	9/11/2025
MTSS-Action-Plan-25-26-PDF.pdf	Diane Haggerty	9/12/2025
Spring_25_Broward_Nova-Dwight-D.-Eisenhower-Elementary-School_SAM_Dashboard.pdf	Melissa Hallett	4/9/2026

RtI Team Meeting Schedule Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Wednesday 1st, 2nd, 3rd, 4th, 5th 9/5/2025 - 5/13/2026 8:30 AM - 3:15 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name	File Uploaded By	Upload Date
NEE_1271_SPBP_25-26-.pdf	Tamilla Eldridge-Mason	4/29/2025
Nova-Eisenhower-SPBP-Feedback-Form-2025-2026.pdf	Vonda Palmer-Carter	6/24/2025

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
Nova-Eisenhower1271-SIP-Attendance-Plan-25-26.pdf	Tamilla Eldridge-Mason	9/11/2025

School Counseling Plan

 

File Name	File Uploaded By	Upload Date
Nova-Eisenhower-25-26-ASGSP-Plan.pdf	Darlene Adams	9/12/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name	File Uploaded By	Upload Date
SBPIE_2425_061271.pdf	Cynthia Burfield	9/26/2025

SAC Documentation

SAC Upload Center File Name Meeting Month Document Type Uploaded Date SAF-Bylaws-20252026.pdf August SAF ByLaws 3/5/2026 NEE-Febraury-20252026-SAC-SAF-Agendas--attendance-and-minutes.pdf February SAC/SAF Agenda, Attendance, Minutes 2/26/2026 NEE--Janaury-20252026-SAC-SAF-agendas-attendance-and-minutes.pdf January SAC Agenda, Attendance, Minutes 2/26/2026 NEE-20252026-Decemeber-SAC-SAF-agendas-attendance-and-minutes.pdf December SAC/SAF Agenda, Attendance, Minutes 2/26/2026 NEE-SAC-SAF-10.22.25-Meeting-Agenda--Sign-ins-and-Minutes.pdf October SAC Agenda, Attendance, Minutes 1/28/2026 Nova-Eisenhower-ES-SAC-Compositon-25-26.pdf August SAC Composition 11/19/2025 Nova-Eisenhower-ES-SAC-Compositon-25-26.pdf September SAC Composition 11/19/2025 NEE-9.24.25-SAC-Agenda--Minutes-and-Sign-Ins.pdf September SAC Agenda, Attendance, Minutes 10/3/2025 NEE-SAC-8.27.25-Agenda--Minutes-and-Sign-ins.pdf August SAC Agenda, Attendance, Minutes 10/3/2025 NEE-SAC-Meeting-dates-2526.pdf August SAC Meeting Dates 9/18/2025 NEE-SAF-Meeting-dates-2526.pdf August SAF Meeting Dates 9/18/2025 NEE-SAC-Bylaws-2526.pdf August SAC ByLaws 9/11/2025

Cognia eProve Survey Results

 

File Name	File Uploaded By	Upload Date
NEE_Parent-Survey2025-PDF.pdf	Tamilla Eldridge-Mason	8/21/2025
NEE_Staff-Survey2025-PDF.pdf	Tamilla Eldridge-Mason	8/21/2025
NEE_Student-Survey2025-PDF.pdf	Tamilla Eldridge-Mason	8/21/2025

Family and Community Engagement (FACE) Plan

 

File Name	File Uploaded By	Upload Date
IMG_1120.jpg	Tamilla Eldridge-Mason	9/11/2025

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