| School Name | Chapel Trail ES (2961) | School Grade (2024 - 2025) | A |
| 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 |
|---|---|---|
| 25-26-Cognia-Executive-Summary.pdf | GINA MARIE JARBOE LACROIX | 9/12/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Signed-25-26-Projection-of-Revenue-Worksheet.pdf | Susy Suarez | 5/9/2025 |
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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. At Chapel Trail Elementary, all students identified by the Early Warning System continue to receive high-quality Tier 1 core instruction aligned to the Florida B.E.S.T. Standards. Tier 1 includes evidence-based, systematic, and explicit instruction in reading, writing, mathematics, and science, supported by schoolwide academic and behavior expectations. Students identified as at risk through attendance concerns, suspensions, retention history, or below grade-level performance in ELA or Math on statewide assessments or report card data are provided Tier 2 supports. These supports are targeted and provided in small groups using research-based interventions designed to meet specific academic or behavioral needs, such as phonics, fluency, comprehension, number sense, or problem-solving skills. Students who do not respond to Tier 2 supports, or who demonstrate substantial deficiencies in reading or mathematics, receive Tier 3 interventions. Tier 3 supports are intensive, individualized, and delivered with greater frequency and duration. Examples include one-on-one targeted instruction, daily progress monitoring, and individualized support provided by teachers and instructional support staff. Instructional decisions, including movement between tiers, follow the district’s K–5 Decision Tree and are based on data from progress monitoring, i-Ready diagnostics, FAST assessments, classroom performance, and teacher input. Student information is also used to guide the identification of students with disabilities in accordance with state law. Teachers and instructional support staff monitor student progress regularly to evaluate the effectiveness of interventions. Data is reviewed through the problem-solving/MTSS process to ensure appropriate supports are in place. The principal and instructional leadership team oversee this process to guarantee that instruction remains systematic, explicit, and evidence-based, and to ensure alignment with schoolwide improvement goals. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| The percentage of students who demonstrate grade level performance or above on the state English Language Arts (ELA) FAST Assessment will increase from 76% in June 2025 to 79% in June 2026. | $112.00 | Student progress will be monitored through their performance on FAST PM1 and PM2, as well as the iReady Diagnostic beginning and middle of the year assessments. | Student performance on ELA FAST PM3 given in May 2026. | ||||||||||||||||||
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? | No | ||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||
| Our school is currently trending at 57% overall proficiency on PM2 for Grades 3–5, compared to 59% proficiency on PM2 during the previous school year. Our goal for this year is to reach at least 75% proficiency on PM3. Teachers have become more effective at implementing small group instruction during designated instructional time; however, many continue to face challenges in selecting appropriate materials for differentiating instruction and in using data to guide small group planning and instruction effectively. Team Leaders participated in a standards-based training and shared the information with their teams, which supported teachers in unpacking the standards, clarifying instructional expectations, and identifying the essential skills and content students are expected to master. Additionally, the Reading Coach provided UFLi training focused on intervention strategies for Grades 3–5. After PM2 data was released, the support team facilitated data chats to review results and assist teachers in developing targeted instructional plans to increase student proficiency. | |||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| Small Group Instruction: Teachers have been working to better differentiate their small group instruction and determine which materials will best support students and address learning gaps. The Reading Coach has been utilized to support small group instruction in classrooms with students in the lowest quartile, providing targeted guidance and modeling strategies for teachers. iReady: Usage was lower than expected during the first part of the year. After PM2, a Weekly iReady Challenge for Reading and Math was implemented to encourage greater student participation and improve overall proficiency. Teachers will soon begin using Standards Mastery to review remediated and retaught skills and track student progress. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| In upcoming data chat meetings, teachers and support staff will review each teacher’s action plans to ensure all student needs are being met and to increase proficiency in Grades 3–5. This will include reviewing small group instruction practices, the use of targeted materials, and student engagement with the iReady Challenge. Teachers will also begin utilizing Standards Mastery to monitor progress on remediated and retaught skills, ensuring students are mastering key standards. | |||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||
| N/A | |||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| The percentage of students who demonstrate grade level performance or above on the STAR K-2 Reading Assessment will increase from 65% in June 2025 to 68% in June 2026. | $112.00 | Student progress will be monitored through their performance on FAST PM1 and PM2, as well as the iReady Diagnostic beginning and middle of the year assessments. | Student performance on the STAR Reading Assessment on PM3 given in May 2026. | ||||||||||||||||||
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. | |||||||||||||||||||||
| Currently, Grades K–2 are showing 41% overall proficiency on PM2, compared to 40.3% proficiency on PM2 during the previous school year. The goal for this year is to reach 68% proficiency on PM3. While students are demonstrating growth and are on track to meet this goal, teachers have experienced challenges using assessment data consistently to drive instruction and determining which instructional materials are appropriate for use during small group instruction. Team Leaders attended a standards-based training that guided teachers in unpacking the standards, clarifying instructional expectations, and identifying the essential knowledge and skills students are expected to learn. In addition, the Reading Coach provided a UFLi training, which is being used as an instructional resource to support reading instruction. | |||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||
| Small Group Instruction: In Grades K–2, teachers are implementing small group instruction to meet student learning needs. Support staff met with teachers to review how to access student data reports. This allowed teachers to more clearly identify student skill gaps and use data by standard to plan targeted small group instruction. iReady: Usage during the first part of the year was lower than expected. After PM2, a Weekly iReady Challenge for Reading and Math was implemented to increase student engagement and support growth toward proficiency. Teachers will also begin using Standards Mastery to monitor progress on skills that have been remediated or retaught. |
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||
| During upcoming data chat meetings, teachers and support staff will review teacher action plans to ensure all student needs are being addressed and to support increased proficiency in Grades K–2. Support staff will continue meeting with teachers to reinforce how to access and use student data reports to guide instructional decisions. Additional actions include using AR incentives to encourage reading practice and utilizing Standards Mastery to track progress on skills that have been remediated or retaught. | |||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26-CTE-CERP-Literacy-Information.pdf | Yeini Fontanilles | 9/11/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MTSS-Action-Plan-25-26.pdf | Lorenna Rodriguez-Soto | 8/13/2025 |
| Spring_25_Broward_Chapel-Trail-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 |
|---|---|---|
| SPBP-24-2504-30-2025-081413.pdf | Richard Schreidell | 4/30/2025 |
| Chapel-Trail-ES-Feedback-2025-26.pdf | BRENDA MICHEL | 5/20/2025 |
| 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 |
|---|---|---|
| Chapel-Trail-ES-SIP-Attendance-25-26.pdf | Sara Crowther | 9/5/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 25-26-ASCSP.pdf | Lorenna Rodriguez-Soto | 8/13/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE_2425_062961-(1)-(1).pdf | Kristen Max | 9/4/2025 |
| 2961_09042025_Annual-SBPIE-Plan-for-SIP-25-26.pdf | GINA MARIE JARBOE LACROIX | 9/17/2025 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| BCPS-Parent-Customer-Survey-2025.pdf | Sara Crowther | 8/21/2025 |
| BCPS-School-Staff-Customer-Survey-2025.pdf | Sara Crowther | 8/21/2025 |
| BCPS-STUDENT-Grades-3-5-CUSTOMER-SURVEY-2025.pdf | Sara Crowther | 8/21/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2961-FACE-SPACE-Location.pdf | GINA MARIE JARBOE LACROIX | 9/11/2025 |
| Chapel-Trail-Elementary_FACE_SPACE_Phase-2.pdf | GINA MARIE JARBOE LACROIX | 10/13/2025 |
| Chapel-Trail-Elementary_FACE_SPACE_Final-Set-Up_10.31.2025.pdf | GINA MARIE JARBOE LACROIX | 10/31/2025 |
| Chapel-Trail-Elementary_FACE_SPACE_11.28.pdf | GINA MARIE JARBOE LACROIX | 12/8/2025 |