| School Name | Griffin ES (2851) | School Grade (2024 - 2025) | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | Yes | 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 |
|---|---|---|
| Griffin_Elementary_Executive_Summary_2025-2026.pdf | Deborah Chmura | 9/22/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Griffin_Elementary_Budget_Signature_2025-2026.pdf | Deborah Chmura | 5/12/2025 |
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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. Step1: Teachers will review data. For students who are struggling, the teacher inputs Tier 1 strategies on FOCUS as part of the PMP process. The teacher then meets with a school case manager to discuss the area of concern. The student's parents are informed about the area of concern. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May of 2026, the percentage of K-2 students scoring on-level or higher will increase from 81% to 84% as measured by the PM3 STAR assessment. | Renaissance & Curriculum Associates | Title II | Monitoring will include Progress Monitoring Assessments,Benchmark assessment review, i-Ready Diagnostic review, classroom walk-throughs, intervention block walk-throughs, and data chats. Monitoring the achievement of the students throughout the year will allow for the modification of any interventions given whether intensified or reduced. | ||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| Primary grades did not have a dedicated intervention program to use for intervention to increase the proficieny of our students. We purchased UFLI program for 1st grade. Teachers were not trained so we were able to get teachers trained. Heggerty was used for K teachers, but we had 2 new teachers to the grade level that had to be trained before starting the program. Second grade received a phonics supplemental program from i-Ready this year and all the teachers needed to be trained. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| Heggerty - K teachers UFLI - First Grade Teachers Benchmark, I-ready Magnetic - 2nd grade Weakness - at the beginning of the year programs were new and training was needed in the programs. Strength - Teachers have picked up on the programs and are starting to see the benefits of the programs and students are progressing. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| Continue to monitor student growth through assessment data and classroom walkthroughs. Continue data chats with teachers to discuss growth and conduct MTSS meetings to discuss students' specific needs of those with PMPs in the RtI process. | |||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May 2026, the lowest quartile in math will increase performance from 62% to 65% as measured by the PM3 assessment data. | Monitor the threshold levels from the Savvas Topic assessments and track those students consistently below the threshold. Monitor i-Ready Diagnostic and growth monitoring for identified students. | ||||||||||||||||||||
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 challenges this year was making sure that students were completing the number of mins. and lessons passed in I-ready. We addressed this challenge by putting in place monthly incentives for students. Pulling and sharing with teachers and discussed expectations. Teachers did not have a designated intervention block in their daily schedule. As a team we met and created more specific daily schedules with small group built into the daily schedule. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| Reflex Math - provided to increase math fact fluency. I-ready Math instructional pathways allow students to move from their point of knowledge forward in an effort to close any gaps. Small groups based on the data from the spreadsheets that are created and reteaching based on the standards as determined by the assessments and data. Strengths - The students willingness to work and their motivation to do well. An incentive program was created to keep students working and reaching goals. Weaknesses - The teachers' ability to use the intervention programs that have been provided. Modeling and professional learning provided. Continuous monitoring of their use to ensure consistency. Aligning the goals of ESE students. Allowing for push-in when available to ensure support of their needs. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| Data spreadsheets identifying those students in the lowest quartile and sharing with teachers and support staff. This way we can continue to monitor the growth of students based on i-ready diagnostics and PM assessments as well as Topic assessments. Continue to update and track students after each assessment and provide feedback and remediation based on the data by standards. Monitor the teachers during their whole group and small group times to ensure schedules are followed. Continue to make ESE goals aligned with data and needs of the students so growth can occur. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May of 2026 the learning gains in ELA for grades 3-5 will increase from 69% to 72% as measured by the FAST PM3 assessment data. | Curriculum Associates | Title II | Monitoring will include Progress Monitoring Assessments, Benchmark assessment review, i-Ready Diagnostic review, classroom walk-throughs, intervention block walk-throughs, and data chats. Monitoring the achievement of the students throughout the year will allow for the modification of any interventions given whether intensified or reduced. | ||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||
| Meeting the needs of each student based on data and assessments. Needed to use the decision tree diagnostics on the ELD Canvas Course on each student. Finding the time to assess and then place students into groups to meet their needs. Getting each grade level on the same page with the interventions and using the intervention block (walk to read model) to address the various needs in the classes as well as keep within the daily intervention block. |
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| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| I-ready Magnetic Reading and Toolbox Strength - Allows for keeping spreadsheets of students' growth and monitoring the data from various assessments. This helps to ensure that the data is valid. Allows for the ability to compare the PM assessments and i-Ready diagnostics and predictions for student performance on PM3. Ability to create pullout groups with the Literacy Coach and Specials Teacher (media) to support students' specific area of need. Weakness - Finding the time and the people (to keep instructional time lost due to assessments to a minimum) to administer the assessments and support students' needs. Additionally, lost instructional time due to school events during the day. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| Got ESE pull out to align with the needs of the students. Changed schedules to better support the students in the classroom and align the work they do in pull out to mirror the work being done in the classroom. Utilizing the Literacy Coach to pull small groups and do push-in to model for teachers. Also, ESE support push-in when possible to support teachers and ESE students in the classroom. Media Specialist will support 5th grade students in ELA. |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Griffin_Elementary_CERP-Literacy-Leadership-Contact-Information-2025-2026.pdf | Deborah Chmura | 9/12/2025 |
| Griffin_Elementary_Literacy-Leadership-Team-Agenda-2025-2026.pdf | Deborah Chmura | 9/12/2025 |
| Griffin_Elementary_Literacy-Leadership-Sign-in-2025-2026.pdf | Deborah Chmura | 9/16/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SAM2025.pdf | Teena Novack | 5/23/2025 |
| Spring_25_Broward_Griffin-Elementary-School_SAM_Dashboard.pdf | Melissa Hallett | 4/9/2026 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2851_04302025_Griffin-Elementary_SPBP_25_26.pdf | Thomas Nordstrom | 5/1/2025 |
| 7-SPBP-Feedback-Form-2025-2026---Griffin-Elementary-.pdf | KYLLE SUMMERS | 5/22/2025 |
| 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 |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Griffin_Elementary_Attendance-Plan-2025-2026.pdf | Deborah Chmura | 9/26/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Griffin_Elementary_ASCSP-2025-2025.pdf | Teena Novack | 9/30/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Griffin_Elementary_2851_SBPIE_2425.pdf | Deborah Chmura | 10/1/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Griffin-ES-BCPS-SCHOOL-STAFF-CUSTOMER-SURVEY-2025.pdf | Jamillah Shakir | 9/25/2025 |
| Griffin-ES-BCPS-PARENT-CUSTOMER-SURVEY-2025.pdf | Jamillah Shakir | 9/25/2025 |
| Griffin-ES-BCPS-STUDENT-(Grades-3-5)-CUSTOMER-SURVEY-2025.pdf | Jamillah Shakir | 9/25/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| thumbnail_IMG_4997.jpg | Teena Novack | 9/26/2025 |
| thumbnail_IMG_5010.jpg | Teena Novack | 9/30/2025 |