School Name	Pines Collegiate Academy 6-12 (1881)	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
PCA-6-12-25-26_Cognia-Executive-Summary.pdf	Andria Doughty	9/9/2025

School Budget Signature Page

 

File Name	File Uploaded By	Upload Date
Pines-Collegiate-Budget-2025-26.pdf	Andria Doughty	9/4/2025

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. Intervention strategies employed by Pines Collegiate Academy 6-12 to improve academic performance of students: MTSS - Tier 2 and Tier 3 Interventions Read180 Reading Intervention Program System44 Reading Intervention Program Includes three rotations including small group with the instructor Computer application: Differentiation per student based on diagnostic and progress monitoring data Computer application: Independent reading based on student's Lexile range Tier 1 through 3 Into Literature/iReady Extended Learning Opportunities (Before, Daytime, and After School) NewsELA for enrichment  Schoolwide Instructional Strategies Calendar - focus on comprehension and writing, as well as organized note-taking Novel Nation Book Club  Drop Everything and Read - Schoolwide Professional Learning Communities - Sharing best practices and reviewing data

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: ELA

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By the end of June 2026, students in grades 6-8 scoring level 3 or above on the ELA FAST assessment will increase from 59% to 65%.	High Yield Strategies	$0.00	The area of focus will monitored by frequent review of all data, classroom walkthroughs, and professional development related to desired outcome.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Students are being instructed utilizing high-yield instructional strategies. The rationale for the strategies is that research proves that students receiving instruction from high yield strategies have greater probability for academic success. Person(s) Responsible Leadership Team members and Instructional staff Deadline 4/30/2026 Evidence-based Intervention/Strategy 2 Students will receive high level instruction from rigorous texts to include tasks targeting thinking, speaking, and writing.. Students not demonstrating adequate progress will receive supplemental instruction from the Literacy Coach. Person(s) Responsible Instructional staff and administration for monitoring Deadline 4/30/2026
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.
While there are no major obstacles to implementing the program, certain factors can hinder its effectiveness. Specifically, variables such as student attendance and suspensions may negatively impact the overall implementation process.   To address these issues, several adjustments have been made. For students placed in Internal Suspension, remedial assignments are now provided to ensure continued academic engagement. Additionally, students are given the opportunity to attend core courses during elective periods, allowing them to receive further instruction directly from their teachers. These solutions are designed to minimize the adverse effects of attendance and suspension on student learning and program success.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
One of the primary strengths is teacher effectiveness. Effective teachers are essential to student learning, as they employ evidence-based instructional methods, maintain high expectations, and foster positive classroom relationships. These educators demonstrate strong content knowledge, provide clear explanations, and adapt instruction to meet the diverse needs of their students. Their ability to engage students and facilitate meaningful learning experiences contributes significantly to academic achievement and overall classroom success. Despite the strengths in instruction, student attendance is identified as a significant weakness. Poor attendance can hinder academic progress, disrupt classroom routines, and negatively affect both individual students and the learning community as a whole. Chronic absenteeism often leads to gaps in learning, decreased engagement, and lower achievement.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
To further support student achievement, new actions will focus on creating additional learning opportunities outside the regular school day. These will include both before-school and afterschool programs, allowing students to engage in extended learning sessions tailored to reinforce classroom instruction and promote academic growth.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
None

Area of Focus: ELA

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By the end of June 2026, students in grade 9 scoring level 3 or above on the ELA FAST assessment will increase from 90% to 97%.	High Yield Strategies	$0.00	The area of focus will be monitored by frequent review of all data, classroom walkthroughs, and professional development related to desired outcome.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Students are being instructed utilizing high-yield instructional strategies. The rationale for the strategies is that research proves that students receiving instruction from high yield strategies have greater probability for academic success. Person(s) Responsible Leadership Team members and Instructional staff Deadline 4/30/2026 Evidence-based Intervention/Strategy 2 Students will receive high level instruction from rigorous texts to include tasks targeting thinking, speaking, and writing.. Students not demonstrating adequate progress will receive supplemental instruction from the Literacy Coach. Person(s) Responsible Instructional staff and administration for monitoring Deadline 4/30/2026
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.
The teachers have received additional professional development to utilize strategies specifically for students with IEPs who may not grasp the concepts at the same rate as the other students.  Despite the strengths in instruction, student attendance is identified as a significant weakness. Poor attendance can hinder academic progress, disrupt classroom routines, and negatively affect both individual students and the learning community as a whole. Chronic absenteeism often leads to gaps in learning, decreased engagement, and lower achievement.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Strengths include teachers' experience and additional staff development received. Students are currently encountering academic challenges that are set at a high level. While rigorous coursework is valuable for intellectual growth, this elevated difficulty can lead to frustration among some students. The experience of struggling with complex material may result in a decrease in motivation for certain individuals.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
A poll was conducted among students to identify incentives that could enhance their motivation and increase the likelihood of academic improvement. The objective was to gather direct input from students regarding what factors would drive them to perform better in their studies. The incentives that are feasible will be implemented by the school.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
None

Area of Focus: ELA Proficiency SWD

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By the end of June 2026, SWD students in grades 6-8 scoring level 3 or above on the ELA FAST assessment will increase from 31% to 36%.	High Yield Strategies	$0.00	The area of focus will monitored by frequent review of all data, classroom walkthroughs, and professional development related to desired outcome.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Students are being instructed utilizing high-yield instructional strategies. The rationale for the strategies is that research proves that students receiving instruction from high yield strategies have greater probability for academic success. Person(s) Responsible Leadership Team members and Instructional staff Deadline 4/30/2026 Evidence-based Intervention/Strategy 2 Targeted group instruction--Instructional staff will deliver targeted instruction for students who are not making adequate progress towards individual and school goals for Literacy. Instructional staff will review data, deliver instruction and reassess student to measure growth. Person(s) Responsible Instructional staff and administration for monitoring Deadline 4/30/2026
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.
There have not been any significant implementation challenges that need to be addressed.  However, some students in the targeted group have poor attendance.  The administrators and school counselors are working with the Social Worker to increase the attendance of the students to maximize their potential.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
SWD are being instructed using high-yield strategies and through targeted small-group instruction.  Students are also invited to receive additional instruction through extended learning opportunities before and/or after school.  The identified weakness is attendance with students in the targeted group.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Targeted attendance campaign for identified students to increase time on task, receiving high-yield instruction, as well as remediation through extended learning opportunities.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
There are students within this subgroup who are demonstrating progress towards the goal.  Students have been moved from the most intensive reading course as a result of progress.  Additionally, several SWD will participate in extended learning opportunities for additional remediation and/or enrichment.

Title I Addendum

 

File Name	File Uploaded By	Upload Date
PCA-6-12-Title-I-Addendum-25-26.pdf	Andria Doughty	9/8/2025
PCA-6-12-Addendum-Updated.pdf	Andria Doughty	10/13/2025
Pines-Collegiate-Academy-6-12.pdf	Patricia Ciceron	10/13/2025

K-12 Comprehensive Reading Plan

 

File Name	File Uploaded By	Upload Date
CERP-Leadership-Literacy-Plan.pdf	Andria Doughty	9/4/2025
PCA-6-12-Leadership-Agenda.pdf	Andria Doughty	9/8/2025
PCA-6-12-Leadership-Attendance.pdf	Andria Doughty	9/8/2025

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   Pines Collegiate Academy 6-12 ELA, Math, Science, ESE, and SS PLC Tuesday 1st, 2nd, 3rd, 4th 9/16/2025 - 5/12/2026 8:15 AM - 9:00 AM 6, 7, 8, 9

Response to Intervention (MTSS/RtI) Plan

 

File Name	File Uploaded By	Upload Date
Pines-Collegiate-Academy-6-12--MTSSActionPlan-25-26.pdf	Andria Doughty	9/10/2025
PCA-6-12-SAM-Scoring-Sheet.pdf	Andria Doughty	9/10/2025

RtI Team Meeting Schedule Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Thursday 1st, 3rd 8/8/2025 - 5/21/2026 9:30 AM - 11:00 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-25-26---Pines-Collegiate-Academy-6-12.pdf	Andria Doughty	4/30/2025
Pines-Collegiate-Academy-6-12-SPBP-Feedback-2025-26.pdf	Georeane Nigro	5/20/2025

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
PCA-6-12-SIP-Attendance-Plan-25-26-.pdf	Andria Doughty	9/8/2025

School Counseling Plan

 

File Name	File Uploaded By	Upload Date
PCA-6-12-ASCP.pdf	Andria Doughty	9/30/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name	File Uploaded By	Upload Date
Pines-Collegiate-Academy-SBPIE_2025.pdf	Andria Doughty	9/4/2025

SAC Documentation

SAC Upload Center File Name Meeting Month Document Type Uploaded Date SAC-Minutes-02052026.pdf February SAC Agenda, Attendance, Minutes 2/10/2026 SAC-Agenda-02052026.pdf February SAC Agenda, Attendance, Minutes 2/10/2026 SAC-Attendance-02052026.pdf February SAC Agenda, Attendance, Minutes 2/10/2026 PCA-6-12-SAC-Minutes-100925.pdf October SAC Agenda, Attendance, Minutes 2/3/2026 SAC-Agenda-10092025.pdf October SAC Agenda, Attendance, Minutes 2/3/2026 SAC-Minutes-11062025.pdf November SAC Agenda, Attendance, Minutes 2/3/2026 SAC-Agenda-11062025.pdf November SAC Agenda, Attendance, Minutes 2/3/2026 SAC-Agenda-01082026.pdf January SAC Agenda, Attendance, Minutes 1/9/2026 SAC-Minutes-01082026.pdf January SAC Agenda, Attendance, Minutes 1/9/2026 SAC-Attendance-01082026.pdf January SAC Agenda, Attendance, Minutes 1/9/2026 SAC-Agenda-12042025.pdf December SAC Agenda, Attendance, Minutes 12/8/2025 SAF-Minutes-12042025.pdf December SAF Agenda, Attendance, Minutes 12/8/2025 SAC-Minutes-12042025.pdf December SAC Agenda, Attendance, Minutes 12/8/2025 SAC-Attendance-12042025.pdf December SAF Agenda, Attendance, Minutes 12/8/2025 SAC-Attendance-12042025.pdf December SAC Agenda, Attendance, Minutes 12/8/2025 Pines-Collegiate-Academy-6-12-SAC-Composition-2025-2026.pdf November SAC Composition 12/1/2025 SAC_SAF-attendance-11062025.pdf November SAC/SAF Agenda, Attendance, Minutes 11/19/2025 SAC-Agenda-11062025.pdf November SAC/SAF Agenda, Attendance, Minutes 11/19/2025 SAF-Minutes-11062025.pdf November SAC/SAF Agenda, Attendance, Minutes 11/19/2025 SAC-Minutes-11062025.pdf November SAC/SAF Agenda, Attendance, Minutes 11/19/2025 SAC-Attendance-100925-(2).pdf October SAC Agenda, Attendance, Minutes 10/31/2025 SAC-Minutes-09042025.pdf September SAC Agenda, Attendance, Minutes 10/31/2025 PCA-6-12-SAC-Minutes-100925.pdf October SAC Agenda, Attendance, Minutes 10/31/2025 PCA-6-12-SAC-Bylaws.pdf October SAC ByLaws 10/16/2025 PCA-6-12-SAC-Agenda-10092025.pdf October SAC Agenda, Attendance, Minutes 10/15/2025 PCA-6-12-SAC-Attendance-100925.pdf October SAC Agenda, Attendance, Minutes 10/15/2025 1881_01102025_Pines-School-Advisory-Forum-Bylaws.pdf October SAF ByLaws 10/15/2025 PCA-6-12-SAC-Attendance-090425.pdf September SAC Agenda, Attendance, Minutes 10/15/2025 PCA-6-12-SAC-Agenda-090425.pdf September SAC Agenda, Attendance, Minutes 10/15/2025 PCA-6-12-Joint-SAC_SAF-Meetings-25-26.pdf October SAF Meeting Dates 9/29/2025 PCA-6-12-School-Advisory-Council-Meeting-Dates-25-26.pdf August SAC Meeting Dates 9/10/2025

Cognia eProve Survey Results

 

File Name	File Uploaded By	Upload Date
PCA-6-12-Cognia-Student-Survey-Results-24-25.pdf	Andria Doughty	9/8/2025
PCA-6-12-Cognia-Parent-Survey-Results-24-25.pdf	Andria Doughty	9/8/2025
PCA-6-12-Cognia-Staff-Survey-Results-24-25.pdf	Andria Doughty	9/8/2025

Family and Community Engagement (FACE) Plan

 

File Name	File Uploaded By	Upload Date
IMG_3571.jpeg	Andria Doughty	9/10/2025
PCA-6-12-October-FACE.pdf	Andria Doughty	10/24/2025
PCA-6-12-November-FACE.pdf	Andria Doughty	11/19/2025
PCA-6-12-December-FACE.pdf	Andria Doughty	12/9/2025
PCA-6-12-January-FACE.pdf	Andria Doughty	1/28/2026

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