| School Name | Seminole MS (1891) | 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 |
|---|---|---|
| 1891_Executive-Summary_25_26.pdf | Sarah Rappaport | 9/9/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1891_Budget_2526.pdf | Sarah Rappaport | 7/11/2025 |
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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. There are a number of plans in place to ensure we are improving academic performance amongst our students. We have our students take monthly progress monitoring checks to ensure that teachers are constantly aware of their students' data and performance. The teachers use the results from their progress monitoring and common formative assessments to conduct data chats with both the students and administration to help improve and move data and student growth forward. Teachers use their data to help plan the curriculum. Teachers work together during weekly PLCs and common planning time to share best practices, implement strategies based on data, and discuss student needs and growth. Students who are not proficient in Math and/or ELA are enrolled in a second reading and/or math course to help remediate skills and provide enrichment as needed. Our Literacy Coach works with students who are on the verge of not being proficient readers. Content area teachers use their planning blocks to help provide extra instruction to students who are on the verge of increasing a level or making a learning gain. Teachers are also utilizing district resources and support to help with student growth and progress. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May 2026, we will increase the ELA learning gains for our lowest quartile from 53% to 57%. | monthly PLC's and professional development | Teachers will conduct monthly data chats within their department, as well as with administration. They will also use their data to plan remediation and enrichment. | |||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| Some of the implementation challenges the school faced during the Fall semester was the loss of our Title I Funding, which resulted in the loss of teachers and funding for extended learning opportunities. Due to the loss of teachers, we had larger classes, which resulted in less individual attention and support. Therefore, when schedules were created, we were able to look at our students' needs and try to group students by their needs. We also approached SAC and PTA, and were able to receive financial support from our PTA for Edmentum and use Accountability Funds from SAC for our ELO's. We have also conducted professional development sessions focused on rigor, checking for understanding, and higher-order thinking skills. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| The intervention and strategies that have been taking place are to use the PM 1 and PM 2 data and determine which areas need extra support. Teachers are using the district curriculum and materials to support student learning. Teachers are using checking for understanding to make sure that students are learning and comprehending at higher thinking levels. Reading and Language Arts teachers will be starting pull-out in order to focus on directly teaching ELA skills in small groups of students who are in the lowest quartile. | |||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| We will also be utilizing our bilingual paraprofessionals to have them conduct small group reading and language arts groups to help build the language gaps between our ELL students and increase their learning gains. These pull-out and push-in groups will include targeted instruction to help our lowest quartile students. | |||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| School-wide teachers are incorporating reading and writing strategies into their curriculum in order to help increase the learning gains of all of our students. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By May 2026, our school-wide ELA/Reading proficiency will increase from 60% to 63%. | monthly PLC's and professional development | Teachers will conduct monthly data chats within their department, as well as with administration. They will also use their data to plan remediation and enrichment. | |||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| Due to budget challenges, we no longer have access to iReady. We are no longer a Title I school, which means that we do not receive as much funding; therefore, we had to surplus teachers and no longer have as much funding to plan and implement extended learning opportunities. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| We still continued to offer reading courses for all students. Students who are proficient readers are taking courses like Heroes and Villians, Creative Writing, and Darkside of Fairytales. These courses are interesting to students, provide them with comprehension and critical thinking skills that are based on rigor, and incorporate a reading/ELA course daily, even though we are on a block schedule. | |||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| Due to financial support from PTA and the use of our Accountability Funds, we are implementing small group pull outs in order to teach direct ELA and Reading skills in order to increase school-wide proficiency. | |||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| Teachers throughout the school are incorporating reading and language arts skills into all content areas in order to increase students' skills and thinking skills. | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1891_K-12-Reading-Plan-Literacy-Leadership-Team-Agenda-and-Signatures-25-26.pdf | Sarah Rappaport | 9/10/2025 |
| 1891_K12-CERP-Literacy-Leadership-25-26.pdf | Sarah Rappaport | 9/10/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1891_SAMResults_2526.pdf | Sarah Rappaport | 9/12/2025 |
| 1891_MTSSPlan_25_26.pdf | Sarah Rappaport | 9/12/2025 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1891_SPBP_2526.pdf | Sarah Rappaport | 4/30/2025 |
| Seminole-MS-SPBP-Feedback-Form-2025-2026.pdf | Stephanie Desir | 5/19/2025 |
| 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 |
|---|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1891_SIP-Attendance-Plan-25-26.pdf | Sarah Rappaport | 9/10/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1891_LSWPlan_25_26.pdf | Sarah Rappaport | 9/10/2025 |
| 1891_SchoolCounselingPlan_25_26.pdf | Sarah Rappaport | 9/12/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1891_-BPIE-Assessment-2025.pdf | Sarah Rappaport | 9/9/2025 |
| 1891_BPIE_25_26.pdf | Sarah Rappaport | 9/9/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1891_StudentSurveyResults.pdf | Sarah Rappaport | 9/5/2025 |
| 1891_StaffSurveyResults.pdf | Sarah Rappaport | 9/5/2025 |
| 1891_ParentSurveyResults.pdf | Sarah Rappaport | 9/5/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1891_FACESpace_25_26.pdf | Sarah Rappaport | 9/11/2025 |