School Name	Pembroke Lakes ES (2661)	School Grade (2024 - 2025)
Title 1 School	No	School Improvement (SI)	No
School of Excellence	Yes	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
Pembroke-Lakes-Executive-Summary.pdf	Marsha Wagner	9/8/2025

School Budget Signature Page

 

File Name	File Uploaded By	Upload Date
2026-Projection-of-Revenue.pdf	Marsha Wagner	9/18/2025

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. Phonological Awareness:  Tier 2/3 Options: Benchmark Advance PA Interventions (K-5), Heggerty (K-1), Bridge the Gap (2-5) Phonics:  Tier 2/3 Options: Benchmark Advance Phonics/Word Study Interventions (K-5) or SIPPS: Beginning, Challenge, Extension (K-3), or UFLI, or Reading Horizons Discovery (K-3) or SIPPS Plus (4-5)-, or Reading Horizons Elevate (4-5) Fluency:  Tier 2/3 Options:  Benchmark Advance Fluency Interventions (K-5) or Quick Reads (2-5) Vocabulary/Comprehension: Tier 2/3 Options:  Benchmark Advance Comprehension Interventions (K-5); or Wordly Wise 3000 (2-5) or Vocabulary                            Surge (2-5) or  Magnetic Reader (3-5) with focus on building background knowledge, vocabulary, and comprehension

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 May 2026, 76% of kindergarten through second grade students will show proficiency in English Language Arts (ELA) as measured by the FAST, compared to 73% during the 24-25 school year.	Science of Reading Implementation		F.A.S.T. Assessment
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Implement C.A.R.E Instructional Cycle based on the Science of Reading, differentiating whole group and small group instruction. Person(s) Responsible Wagner, Knapp, McLaughlin, K-2 classroom teachers Deadline 5/29/2026
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.
Implementation challenges encountered in the fall semester was identifying specific areas of need for small group instruction and utilizing resources to address those specific areas.  Through Team Leader meetings and Reading SIP meetings, we discussed the various diagnostic assessments available in the Elementary Learning Department Canvas course that align with the Science of Reading.  Through faculty meetings, we analyzed the data and explored the Instructional Pathway Lessons in the Elementary Learning Department Canvas course that align with the Science of Reading.   51% of kindergarten students scored at a level 3 or higher on the FAST Early Literacy Assessment during progress monitoring 2 in December 2025. 53% of first and second grade students scored at a level 3 or higher on the FAST Literacy Assessment during progress monitoring 2 in December 2025.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
During our winter data chats with classroom teachers, interventionists, and ESE support facilitators, we changed instructional resources for students who were not showing gains.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
During our winter data chats with classroom teachers, interventionists, and ESE support facilitators, we increased the amount of support a student is receiving, if instructional gaps were not closing.  For students who closed academic gaps, tiered support was scaled back.

Area of Focus: ELA

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By May 2026, 79% of 3-5 grade students will score a level 3 or higher in ELA as measured by the FAST.	Science of Reading Implementation		F.A.S.T. Assessment
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Implement C.A.R.E Instructional Cycle based on the Science of Reading, including skills group instruction. Person(s) Responsible Wagner, Knapp, McLaughlin, 3-5 classroom teachers Deadline 5/29/2026
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.
Implementation challenges encountered in the fall semester was identifying specific areas of need for small group instruction and utilizing resources to address those specific areas.  Through Team Leader meetings and Reading SIP meetings, we discussed the various diagnostic assessments available in the Elementary Learning Department Canvas course that align with the Science of Reading.  Through faculty meetings, we analyzed the data and explored the Instructional Pathway Lessons in the Elementary Learning Department Canvas course that align with the Science of Reading.  58% third through fifth grade students scored at a level 3 or higher on the FAST Literacy Assessment during progress monitoring 2 in December 2025.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
During our winter data chats with classroom teachers, interventionists, and ESE support facilitators, we changed instructional resources for students who were not showing gains. The intervention's strengths include providing targeted instruction for each student's area of weakness in the 6 areas of Reading: Phonological Awareness, Phonics, Encoding, Fluency, Vocabulary, and Oral Language.  The intervention weaknesses include the amount of time it takes to administer the assessments in order to identify the appropriate deficiencies readers are experiencing.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
During our winter data chats with classroom teachers, interventionists, and ESE support facilitators, we increased the amount of support a student is receiving, if instructional gaps were not closing.  For students who closed academic gaps, tiered support was scaled back.

Area of Focus: ELA

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By May 2026, 68% of 3-5 grade students will show learning gains in English Language Arts as measured by the FAST.	Science of Reading Implementation		F.A.S.T. Assessment
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Implement C.A.R.E Instructional Cycle based on the Science of Reading, differentiating whole group and small group instruction. Person(s) Responsible Wagner, Knapp, McLaughlin, 4-5 classroom teachers Deadline 5/29/2026 Evidence-based Intervention/Strategy 2 Implement C.A.R.E. Instructional Cycle, with emphasis on remediation and intervention with fidelity in the GenEd classroom and working toward IEP Goals through services provided by ESE Support Facilitators. Person(s) Responsible Wagner, Knapp, McLaughlin, Jones, Gilchrist, Seguin, and 4-5 classroom teachers Deadline 5/29/2026
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.
Implementation challenges encountered in the fall semester was identifying specific areas of need for small group instruction and utilizing resources to address those specific areas.  Through Team Leader meetings and Reading SIP meetings, we discussed the various diagnostic assessments available in the Elementary Learning Department Canvas course that align with the Science of Reading.  Through faculty meetings, we analyzed the data and explored the Instructional Pathway Lessons in the Elementary Learning Department Canvas course that align with the Science of Reading. Based on the FAST PM2 data and growth, 56% of third through fifth grade students are likely to show learning gains in ELA.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
The intervention's strengths include providing targeted instruction for each student's area of weakness in the 6 areas of Reading: Phonological Awareness, Phonics, Encoding, Fluency, Vocabulary, and Oral Language.  The intervention weaknesses include the amount of time it takes to administer the assessments in order to identify the appropriate deficiencies readers are experiencing.   During our winter data chats with classroom teachers, interventionists, and ESE support facilitators, we changed instructional resources for students who were not showing gains
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
During our winter data chats with classroom teachers, interventionists, and ESE support facilitators, we increased the amount of support a student is receiving, if instructional gaps were not closing.  For students who closed academic gaps, tiered support was scaled back.

Area of Focus: Mathematics

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By May 2026, 90% of 3-5 grade students will score a level 3 or higher in Mathematics as measured by the FAST.	Continue to implement strategies learned in Critical Content PD last year.		F.A.S.T. Assessment
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Implement C.A.R.E Instructional Cycle and use data to drive small group instruction. Person(s) Responsible Wagner, Knapp, and 3-5 classroom teachers Deadline 5/29/2026
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.
Since we received the Critical Content professional development last year, we faced minimal implementation challenges.  During our monthly Team Leader meetings, we discussed the strategies we learned last year and explained which strategies each team would implement in the upcoming month.  Team Leaders explained the strategies to teachers new to our school who did not receive the professional development last year.   40% third through fifth grade students scored at a level 3 or higher on the FAST Mathematics Assessment during progress monitoring 2 in December 2025.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
An identified strength for our strategy is that teachers are better equipped to teach math concepts in an efficient and effective manner.  There are no weakness to the strategies we are implementing. During our winter data chats with classroom teachers, interventionists, and ESE support facilitators, changed instructional resources for students who were not showing gains.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
During our winter data chats with classroom teachers, interventionists, and ESE support facilitators, we increased the amount of support a student is receiving, if instructional gaps were not closing.  For students who have closed academic gaps, tiered support was scaled back.

Area of Focus: Science

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By May 2026, the number of fifth grade students meeting proficiency in Science will increase from 74% to 76% as measured by the state standards' assessment.			Science Micro Assessments and Science End of Year Assessment
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Implement 5E Lessons using Discovery Education to incorporate hands-on experiences within the classroom. Person(s) Responsible Wagner, Knapp, and K-5 classroom teachers Deadline 5/29/2026 Evidence-based Intervention/Strategy 2 Implement 5E Lessons and hands-on experiences through Specials' classes. Person(s) Responsible Wagner, Knapp, Specials' teachers Deadline 5/29/2026 Evidence-based Intervention/Strategy 3 Utilize Progress Learning consistently to support learners in Science Content. Person(s) Responsible Wagner, Knapp, and K-5 classroom teachers Deadline 5/29/2026
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.
Based on the district's mid-year science assessment administered in January 2026, 61% of fifth grade students showed proficiency.   Implementation challenges encountered during the Fall semester include learning the new Science curriculum - Discovery Education.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
During our winter data chats with classroom teachers, we will assign targeted remediation within Progress Learning for students with an average of less than 80%. The identified strength for the strategies implmented include plenty of resouces and lessons that provide hands-on experiences for students.  The identified weakness for the strategies implemented include the pacing of the lessons.  Teachers feel that Discovery Education is repetitive and moves at a slow pace.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
During our winter data chats with classroom teachers, we identified students that require an increased amount of support.

K-12 Comprehensive Reading Plan

 

File Name	File Uploaded By	Upload Date
School-Improvement-Plan-for-CERP-Review.pdf	Lori McLaughlin	9/10/2025
25-26-CERP-MEETING-AGENDA-SIGN-IN.pdf	Lori McLaughlin	9/11/2025

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   PLC 25-26 2661 Collaborative Inquiry Wednesday 3rd 9/17/2025 - 4/15/2026 2:15 PM - 3:00 PM KG, 1, 2, 3, 4, 5

Response to Intervention (MTSS/RtI) Plan

 

File Name	File Uploaded By	Upload Date
PLE_MTSS-Action-Plan-25-26.pdf	Rose Fultz	9/8/2025
Spring_25_Broward_Pembroke-Lakes-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 Monday Thursday 1st, 2nd, 3rd, 4th, 5th 8/11/2025 - 6/4/2026 7:30 AM - 12:00 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name	File Uploaded By	Upload Date
PLE-SPBP-25-26.pdf	Kristi Knapp	4/28/2025
Pembroke-Lakes-ES-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
PLE-SIP-Attendance-Plan-25-26.pdf	Kristi Knapp	9/9/2025

School Counseling Plan

 

File Name	File Uploaded By	Upload Date
Signed-ASCSP-2025-2026.pdf	Rose Fultz	8/29/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name	File Uploaded By	Upload Date
BPIE-2024.pdf	Trace Jones	9/8/2025
BPIE-Implementation-Plan-2024.pdf	Trace Jones	9/8/2025

SAC Documentation

SAC Upload Center File Name Meeting Month Document Type Uploaded Date PembrokeLakes_ES_SAF_March.pdf March SAF Agenda, Attendance, Minutes 4/6/2026 PembrokeLakes_ES_SAC_March.pdf March SAC Agenda, Attendance, Minutes 4/6/2026 PembrokeLakes_ES_SAF_February.pdf February SAF Agenda, Attendance, Minutes 3/12/2026 PembrokeLakes_ES_SAC_February.pdf February SAC Agenda, Attendance, Minutes 2/25/2026 Pembroke-Lakes-ES-A+-Packet_2526.pdf December A+ Funds 2/16/2026 PembrokeLakes_ES_January.pdf January SAC Agenda, Attendance, Minutes 1/30/2026 PembrokeLakes_ES_SAC_SAF_January.pdf January SAC/SAF Agenda, Attendance, Minutes 1/30/2026 PembrokeLakes_ES_SAF_January.pdf January SAF Agenda, Attendance, Minutes 1/28/2026 Pembroke-Lakes-ES-SAC-Bylaws-25-26.pdf October SAC ByLaws 12/3/2025 25-26-PembrokeLakesES_SAC-Composition.pdf October SAC Composition 11/21/2025 PembrokeLakes_ES_November.pdf November SAC Agenda, Attendance, Minutes 11/21/2025 PembrokeLakes_ES_SAF_November.pdf November SAF Agenda, Attendance, Minutes 11/18/2025 2025-2026-SAC-Meeting-Dates-.pdf September SAC Meeting Dates 11/2/2025 25-25-SAF-Meeting-Dates-.pdf September SAF Meeting Dates 11/2/2025 PembrokeLakes_ES_SAFByLaws.pdf October SAF ByLaws 10/28/2025 PembrokeLakes_ES_SAF_October.pdf October SAF Agenda, Attendance, Minutes 10/28/2025 PembrokeLakes_ES_SACBYLaws.pdf October SAC ByLaws 10/28/2025 PembrokeLakes_ES_SAC_SAF_October.pdf October SAC/SAF Agenda, Attendance, Minutes 10/28/2025 PembrokeLakes_ES_October.pdf October SAC Agenda, Attendance, Minutes 10/28/2025 PembrokeLakes_NO-SAF-MEETING-HELD_September.pdf September SAF Agenda, Attendance, Minutes 9/30/2025 PembrokeLakes_ES_September.pdf September SAC Agenda, Attendance, Minutes 9/30/2025

Cognia eProve Survey Results

 

File Name	File Uploaded By	Upload Date
Pembroke-Lakes-Parent-Survey-2025.pdf	Marsha Wagner	9/8/2025
Pembroke-Lakes-Staff-Survey-2025.pdf	Marsha Wagner	9/8/2025
Pembroke-Lakes-Student-Survey-2025.pdf	Marsha Wagner	9/8/2025

Family and Community Engagement (FACE) Plan

 

File Name	File Uploaded By	Upload Date
Sept-SIP.jpg	Rose Fultz	9/11/2025
Oct-2025-SIP.jpg	Rose Fultz	11/12/2025
November-2025-SIP.jpg	Rose Fultz	11/12/2025
December-2025-SIP.jpg	Rose Fultz	12/3/2025
January-2026-SIP.jpg	Rose Fultz	1/9/2026
Feb-2026.jpg	Rose Fultz	3/12/2026
March-2026.jpg	Rose Fultz	3/12/2026
April-FACE-Board.jpg	Rose Fultz	4/1/2026

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