School Info

School Name Maplewood ES (2741) 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

Executive Summary

 

File Name File Uploaded By Upload Date
25-26--Maplewood-ES-Cognia-Executive-Summary.pdfErika Bretz9/22/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
Scanned_from_a_Lexmark_Multifunction_Product09-24-2025-160010.pdfErika Bretz9/24/2025
Maplewood-Budget-Page.pdfChristian Godoy9/25/2025

High Quality Instruction

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.

The school implements a comprehensive, data-driven approach to support students identified through the Early Warning System. Multiple intervention strategies are in place to address academic deficiencies, ensure targeted instruction, and monitor progress effectively.

1. Individual Teacher Data Chats
The Principal and Leadership Team meet individually with each teacher to review student progress data. Together, they identify areas of concern, implement appropriate interventions, and determine next instructional steps. These conversations are grounded in grade-level and classroom progress monitoring data, specifically from Tier 1 curriculum sources including Benchmark Advance, i-Ready, and F.A.S.T. assessments.

2. Response to Intervention (RTI) Process
Students not meeting grade-level expectations are identified and evaluated for targeted support. Tier 2 intervention plans are developed following the K–12 CERP Elementary Decision Tree for 2025–2026 Intervention data is monitored over a 6–9 week period to assess growth. Based on results, students may be moved to Tier 3 interventions, again using the decision tree to determine the most appropriate learning path and progress monitoring tools.

3. Progress Monitoring

  • Grades K–2: Use F.A.S.T. STAR Early Literacy or Reading Assessment three times per year. Reports are monitored by instructional coaches and administration to guide instruction.

  • Grades 3–5: Use F.A.S.T. Cambium Progress Monitoring three times per year. Reports are reviewed by instructional coaches and administration to adjust supports as needed.

4. Comprehension & Foundational Skills
When addressing comprehension challenges, the instructional team ensures that deficiencies in the other five components of reading (phonemic awareness, phonics, fluency, vocabulary, and oral language) are addressed. For students below grade level, the K–12 CERP Decision Tree is used to select the appropriate instructional path.

5. Ongoing Collaboration

  • Bi-Monthly RTI Meetings: The RTI team meets twice per month to review student progress and adjust intervention plans based on the latest data.

  • Weekly PLC Meetings: Teachers meet weekly in Professional Learning Communities to review data, discuss instructional strategies, and plan targeted lessons to meet the needs of struggling students.

Through these structured, collaborative processes, the school ensures that every student identified by the Early Warning System receives individualized, targeted support to close achievement gaps and accelerate learning.

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: ELA/Reading

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By June 2026, 67% of students in grade K to 2 will score on or above proficiency as measured by F.A.S.T. Reading PM3

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Guided Reading, small groups
Person(s) Responsible Administrator, Instructional coaches and staff
Deadline 6/2/2026
Evidence-based Intervention/Strategy 2 I-Ready, STAR
Person(s) Responsible Administrator, Instructional coaches and staff
Deadline 6/2/2026

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.
Challenges the school encountered during the Fall semester
  • Scheduling Conflicts: Aligning assessment windows with instructional time was difficult, especially for intervention blocks and special programs.
  • Teacher Training Gaps: Some staff needed additional support to interpret F.A.S.T. data and integrate it into differentiated instruction.
  • Student Engagement:  students struggled with stamina and navigation during online assessments, impacting performance consistency.
Changes Made to Address Challenges
  • Improved Scheduling Protocols: We adjusted assessment calendars to avoid overlaps with major events and ensure uninterrupted testing time.
  • Enhanced Professional Development: Additional training sessions were provided for teachers on data analysis and instructional planning based on F.A.S.T. results during specials so it is 1 team at a time.
  • Student Readiness Strategies: Teachers incorporated practice sessions and scaffolded activities to build familiarity and confidence with the assessment format.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
1. Phonics Assessment and Regrouping Pull-Out Groups
  • Strengths:
    • Provided clear diagnostic data to identify gaps in foundational skills.
    • Allowed for targeted instruction by regrouping students based on actual skill needs.
    • Increased efficiency in small-group instruction by aligning groups to phonics proficiency.
  • Weaknesses:
    • Time-intensive to administer and analyze results.
    • Frequent regrouping caused some disruption to classroom routines and student comfort.
    • Limited instructional time for other literacy components while focusing on phonics.
 
2. Using i-Ready 
  • Strengths:
    • Offered personalized learning paths aligned to student performance.
    • Digital scaffolds supported independent practice and reinforced classroom instruction.
    • Provided actionable data for teachers to monitor progress and adjust instruction.
  • Weaknesses:
    • Some students struggled with engagement and stamina during online sessions.
    • Technology access and connectivity issues occasionally interrupted learning.
    • Teachers needed additional training to fully leverage all i-Ready features effectively.
 
3. Redoing Reading Groups Based on Standards
  • Strengths:
    • Ensured alignment of instruction to grade-level standards and expectations.
    • Promoted equity by grouping students for exposure to grade-level content.
    • Walk to read in grades K to 2
    • Facilitated targeted interventions for students below proficiency.
  • Weaknesses:
    • Reorganization mid-year required significant planning and adjustment.
    • Students with large skill gaps still needed additional foundational support beyond standards-based grouping.
    • Monitoring progress across multiple groups increased teacher workload.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
  • Monitor New Pull-Out Groups
    • Conduct regular reviews of group composition to ensure alignment with student needs.
    • Adjust groups promptly based on ongoing assessment data.
  • Implement i-Ready Growth Monitoring
    • Use i-Ready progress monitoring reports to track student growth and identify areas needing additional support.
    • Analyze data after each diagnostic cycle to inform instructional adjustments.
  • Weekly Check-Ins with Teachers
    • Schedule structured weekly meetings with teachers to:
      • Verify fidelity of intervention implementation.
      • Confirm that all targeted students remain in the correct instructional groups.
      • Address any challenges or resource needs promptly.

Area of Focus: ELA/Reading

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
By June 2026, 67% of students in grade 3 to 5 will score on or above proficiency as measured by F.A.S.T. Reading PM3 F.A.S.T. PM1, PM2, and PM3

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Guided Reading, small groups
Person(s) Responsible Administrator, Instructional coaches and staff
Deadline 6/6/2026
Evidence-based Intervention/Strategy 2 I-Ready, STAR
Person(s) Responsible Administrator, Instructional coaches and staff
Deadline 6/6/2026

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.
Challenges the school encountered during the Fall semester
  • Scheduling Conflicts: Aligning assessment windows with instructional time was difficult, especially for intervention blocks and special programs.
  • Teacher Training Gaps: Some staff needed additional support to interpret F.A.S.T. data and integrate it into differentiated instruction.
  • Student Engagement:  students struggled with stamina and navigation during online assessments, impacting performance consistency.
Changes Made to Address Challenges
  • Improved Scheduling Protocols: We adjusted assessment calendars to avoid overlaps with major events and ensure uninterrupted testing time.
  • Enhanced Professional Development: Additional training sessions were provided for teachers on data analysis and instructional planning based on F.A.S.T. results during specials so it is 1 team at a time.
  • Student Readiness Strategies: Teachers incorporated practice sessions and scaffolded activities to build familiarity and confidence with the assessment format.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
1. Phonics Assessment and Regrouping Pull-Out Groups
  • Strengths:
    • Provided clear diagnostic data to identify gaps in foundational skills.
    • Allowed for targeted instruction by regrouping students based on actual skill needs.
    • Increased efficiency in small-group instruction by aligning groups to phonics proficiency.
  • Weaknesses:
    • Time-intensive to administer and analyze results.
    • Frequent regrouping caused some disruption to classroom routines and student comfort.
    • Limited instructional time for other literacy components while focusing on phonics.
 
2. Using i-Ready Tools for Scaffolded Support
  • Strengths:
    • Offered personalized learning paths aligned to student performance.
    • Digital scaffolds supported independent practice and reinforced classroom instruction.
    • Provided actionable data for teachers to monitor progress and adjust instruction.
  • Weaknesses:
    • Some students struggled with engagement and stamina during online sessions.
    • Technology access and connectivity issues occasionally interrupted learning.
    • Teachers needed additional training to fully leverage all i-Ready features effectively.
 
3. Redoing Reading Groups Based on Standards
  • Strengths:
    • Ensured alignment of instruction to grade-level standards and expectations.
    • Promoted equity by grouping students for exposure to grade-level content.
    • Facilitated targeted interventions for students below proficiency.
  • Weaknesses:
    • Reorganization mid-year required significant planning and adjustment.
    • Students with large skill gaps still needed additional foundational support beyond standards-based grouping.
    • Monitoring progress across multiple groups increased teacher workload.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
  • Monitor New Pull-Out Groups
    • Conduct regular reviews of group composition to ensure alignment with student needs.
    • Adjust groups promptly based on ongoing assessment data.
  • Implement i-Ready Growth Monitoring
    • Use i-Ready progress monitoring reports to track student growth and identify areas needing additional support.
    • Analyze data after each diagnostic cycle to inform instructional adjustments.
  • Weekly Check-Ins with Teachers
    • Schedule structured weekly meetings with teachers to:
      • Verify fidelity of intervention implementation.
      • Confirm that all targeted students remain in the correct instructional groups.
      • Address any challenges or resource needs promptly.

Title I Addendum

 

File Name File Uploaded By Upload Date
2526Maplewood-Add..pdfCamille Orr9/25/2025
Maplewood--Feedback-Form_25-26.pdfMichael Shorter10/27/2025

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
Maplewood-25-26_SIP-K12-CERP-Literacy-Leadership-Contact-Information.docxErika Bretz8/20/2025
Maplewood-Reading-Plan-Agenda-9-9.pdfErika Bretz9/12/2025

Resources

Safe and Supportive Environment

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 2741 Math Grades 3- 5 Wednesday
 1st, 2nd, 3rd, 4th 9/29/2025 - 6/1/2026 2:15 PM - 3:15 PM 3, 4, 5
PLC 25-26 2741 Math Grades K -2 Tuesday
 1st, 2nd, 3rd, 4th 9/10/2025 - 5/20/2026 2:15 PM - 3:15 PM KG, 1, 2
PLC 25-26 2741 Math Pre-K and Special Program Tuesday
 1st, 2nd, 3rd, 4th 9/2/2025 - 5/28/2026 2:15 PM - 3:00 PM Pre K, KG, 1, 2

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
Spring_25_Broward_Maplewood-Elementary-School_SAM_Dashboard-(2).pdfErika Bretz8/20/2025
25-26-Maplewood-MTSS-Plan.pdfErika Bretz4/20/2026

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Monday
Tuesday
Wednesday
Thursday
 4th 9/8/2025 - 6/1/2026 2:15 PM - 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
SPBP-Template-25-26_Maplewood-Elementary.pdfChristian Godoy4/30/2025
Maplewood-ES-Feedback-2025-2026.pdfValerie Blackwell6/24/2025

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
Maplewood-25-26-Attendance-Plan.pdfChristian Godoy9/12/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
ASCP-2025-2026_revised.pdfChristian Godoy8/21/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
SBPIE_2526_062741.pdfChristian Godoy9/29/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
Maplewood-March-25-26-SAC-Agenda--mintues.pdf March SAC Agenda, Attendance, Minutes 3/12/2026
Maplewood-SAC-Feb-Meeting--Agenda--Sign-in.pdf February SAC Agenda, Attendance, Minutes 3/9/2026
Maplewood-ES-December-SAC-Meeting-2025.pdf December SAC Agenda, Attendance, Minutes 2/5/2026
Maplewood-SAC-January-Meeting.pdf January SAC Agenda, Attendance, Minutes 1/23/2026
25-26-Maplewood-Elementary-A-plus-Packet.pdf December A+ Funds 1/23/2026
Nov.-SAC-meeting--agenda-and-notes.pdf November SAC Agenda, Attendance, Minutes 12/6/2025
Maplewood-ES-SAC-Composition-2025-2026.pdf November SAC Composition 11/19/2025
SAC-November-2025-Meeting.pdf November SAC Agenda, Attendance, Minutes 11/10/2025
25-26-SAF-October-Mins--agenda--signin-and-bylaws.pdf October SAC/SAF Agenda, Attendance, Minutes 10/28/2025
25-26-October-SAC-Meeting--agenda--sept-mins..pdf October SAC Agenda, Attendance, Minutes 10/28/2025
25-26-Maplewood-SAF-Bylaws.pdf September SAF ByLaws 10/21/2025
Maplewood-2741-Sept-SAC-Meeting.pdf September SAC Agenda, Attendance, Minutes 10/7/2025
25-26-Maplewood-Bylaws.pdf September SAC ByLaws 10/6/2025
25-26-SAC-Parent-Flyer.pdf September SAC Meeting Dates 9/25/2025
25-26-SAC-Parent-Flyer.pdf September SAC Meeting Dates 9/25/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
Maplewood-ES-Student-Survey.pdfChristian Godoy9/25/2025
Maplewood-ES-Parent-Survey.pdfChristian Godoy9/25/2025
Maplewood-ES-Staff-Survey.pdfChristian Godoy9/25/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
Maplewood-ES-FACE-SPACE.pdfChristian Godoy9/12/2025

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