School Name	Riverside ES (3031)	School Grade (2025 - 2026)	A
Title 1 School	No	School Improvement (SI)	No
School of Excellence	No	ESSA School	No
RAISE Reading Achievement Initiative for Scholastic Excellence	No
SAC Documentation/SAC Upload Center

School Budget Signature Page

 

File Name	File Uploaded By	Upload Date
Signed-Budget-Page.pdf	Natalie Brantley	9/2/2026

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. Students who are in the Response to Intervention (RTI) process will attend a daily reading intervention group, as a walk to read, in addition to their daily 90-minute reading block. Students will be selected based on iready reading diagnostic, STAR, and FAST scores. The groups will be created by placing students with similar scores and reading needs together. Interventions will focus on reading fluency, phonics, comprehension, or all areas of reading. Each grade level has a designated 30-minute intervention block schoolwide. Every six weeks teachers will meet with the RTI team to discuss each student’s progress and if they are responding positively to the intervention process. Student grouping will be reassessed after PM2 and iready diagnostic 2 to ensure that the students are in groups targeting their needs. Schoolwide Intervention Block: K-5 (8:15-8:45)

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: ELA 3-5

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By May 28, 2027, 78% of the students in grade 3-5 will be proficient in ELA on the FAST PM3 Assessment.	UFLI Word Origins Grade 3, Vocabulary Surge Grades 4-5		The effectiveness of these strategies will be evaluated through an ongoing cycle of assessment, analysis, instructional response, and progress monitoring. Grade-level PLCs will regularly examine FAST, i-Ready, Reading Horizons/UFLI, classroom assessment, and student work data to determine whether instructional practices are producing the expected student outcomes. Following FAST PM1 and PM2, the leadership team and grade-level teachers will analyze overall proficiency as well as performance by grade level, subgroup, benchmark, and individual student. Students who are not on track to meet grade-level expectations will receive targeted adjustments to intervention, including changes to instructional grouping, targeted skills, frequency, duration, and level of support. Classroom walkthroughs and lesson-plan reviews will be used to monitor fidelity of implementation, while student performance data will be used to monitor effectiveness. This distinction will allow the school to determine not only whether each strategy is being implemented, but also whether it is resulting in measurable improvement toward the goal of 78% proficiency on FAST PM3 by May 28, 2027.	By May 28, 2027, % of the students in grade 3-5 will be proficient in ELA on the FAST PM3 Assessment.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Intensive Small group Instruction - Teachers will use assessment data to provide purposeful small-group instruction that targets specific standards and skills in which students demonstrate a need for additional support. Instructional groups will be flexible and adjusted according to student performance. Small-group lessons will emphasize areas such as comprehension, vocabulary, fluency, analysis of literary and informational texts, and application of grade-level B.E.S.T. ELA benchmarks. Students demonstrating proficiency will receive opportunities for enrichment and acceleration while students performing below expectations will receive increased instructional support. Person(s) Responsible Classroom Teachers/Push In Support Deadline 5/28/2027 Evidence-based Intervention/Strategy 2 Bridging the Gap, Phonemic Awareness and Pathways from the Elementary Learning Department, Benchmark Advance and will be utilized as targeted instructional resources for students in Grades 3–5 who demonstrate unfinished learning in foundational reading skills. Instruction will focus on identified needs in areas such as phonemic awareness, phonics, decoding, encoding, multisyllabic word reading, and fluency. Rather than providing the same intervention to all students, diagnostic and progress-monitoring data will determine which students require foundational literacy support and the specific skills that should be addressed. Reading Horizons for students in tier 3 phonics support. Person(s) Responsible Classroom Teachers/Push In Support Deadline 5/28/2027 Evidence-based Intervention/Strategy 3 i-Ready Reading will support differentiated instruction by identifying student strengths, prerequisite skill gaps, and areas requiring additional development. Teachers will use inform and instructional data to create targeted groups, plan differentiated lessons, and connect intervention to students' individual learning needs. Personalized instruction will provide students with additional practice and support while teachers use iReady-inform information to make informed instructional decisions. Person(s) Responsible Classroom Teachers Deadline 5/28/2027
Mid-Year Reflection

Area of Focus: ELA K-2

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By May 28, 2027, 76% of the students in grade K-2 will be proficient in ELA on the FAST PM3 Assessment.	UFLI for Grade 2		The implementation and effectiveness of all three evidence-based strategies will be monitored through a continuous data-review cycle. Teachers and instructional leaders will analyze FAST, i-Ready, Reading Horizons, Heggerty, UFLI, and classroom formative assessment data during PLCs and data chats to identify trends, determine student needs, and make instructional adjustments. Classroom walkthroughs, lesson-plan reviews, and small-group/intervention schedules will be used to monitor fidelity of implementation. Following each major progress-monitoring window, particularly FAST PM1, PM2, and PM3, the leadership team will compare K–2 proficiency and growth data to the 76% PM3 goal. Students not demonstrating expected progress will receive adjustments in group size, instructional focus, frequency, duration, or intensity of intervention. Students demonstrating mastery will be regrouped or transitioned to instruction addressing their next identified area of need. This cycle will ensure that interventions remain data-driven, flexible, and responsive to student performance throughout the 2026–2027 school year.	By May 28, 2027, % of the students in grade K-2 will be proficient in ELA on the FAST PM3 Assessment.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Intensive Small group Instruction - Teachers will provide targeted, differentiated small-group reading instruction based on students' identified skill deficits and current performance data. Flexible groups will address foundational literacy skills such as phonemic awareness, phonics, decoding, fluency, vocabulary, and comprehension. Groups will be adjusted as students demonstrate mastery or require additional support. Person(s) Responsible Classroom Teachers/Push In Support Deadline 5/28/2027 Evidence-based Intervention/Strategy 2 Reading Horizons, Heggerty and UFLI Foundations will provide explicit, systematic instruction in foundational reading skills. Instruction will emphasize phonemic awareness, phonics, decoding, encoding/spelling, word recognition, and fluency. These resources will be used to provide structured literacy instruction and targeted intervention for students who have not yet mastered grade-level foundational skills. Person(s) Responsible Classroom Teachers/Push In Support Deadline 5/28/2027 Evidence-based Intervention/Strategy 3 i-Ready Reading Inform will be used as a diagnostic and instructional support tool to identify individual student strengths and skill gaps. I-Ready Inform results will help teachers determine instructional priorities, establish differentiated groups, and provide individualized online instruction aligned with students' areas of need. Teachers will use i-Ready data alongside classroom and FAST data rather than as a stand-alone measure of student performance. Person(s) Responsible Classroom Teachers Deadline 5/28/2027
Mid-Year Reflection

K-12 Comprehensive Reading Plan

 

File Name	File Uploaded By	Upload Date
SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf	Natalie Brantley	8/27/2026
CERP-SIP-26-27.pdf	Natalie Brantley	9/7/2026
LLT-Mtg-Agenda.pdf	Natalie Brantley	9/18/2026
LLT-Mtg-Sign-In-Sheet.pdf	Natalie Brantley	9/18/2026

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   Fifth Grade PLC (Science) Thursday 1st, 3rd 8/11/2026 - 3/26/2027 2:15 PM - 3:00 PM 5 Fourth Grade PLC (Math) Wednesday 1st, 3rd 8/11/2026 - 3/26/2027 2:15 PM - 3:00 PM 4 3rd Grade PLC (Math) Tuesday 1st, 3rd 8/11/2026 - 3/26/2027 2:15 PM - 3:00 PM 3 2nd Grade PLC (ELA) Thursday 2nd, 4th 8/11/2026 - 3/26/2027 2:15 PM - 3:00 PM 2 First Grade PLC (ELA) Wednesday 2nd, 4th 8/11/2026 - 3/26/2027 2:15 PM - 3:00 PM 1 Kindergarten PLC (ELA) Tuesday 2nd, 4th 8/11/2026 - 3/26/2027 2:15 PM - 3:00 PM KG

Response to Intervention (MTSS/RtI) Plan

 

File Name	File Uploaded By	Upload Date
25-26_Broward_Riverside-Elementary-School_SAM_Dashboard.pdf	KAYDE SEWELL CAMPBELL	8/6/2026
MTSS-Plan.pdf	Travis Jenkins	9/3/2026
Riverside_RtI_Master_Schedule_2026-2027_All_Names_Matched-(1).pdf	Natalie Brantley	9/7/2026
26-27-RtI-Master-Schedule.pdf	Natalie Brantley	9/18/2026
Riverside-26-27-MTSS-Plan.pdf	Natalie Brantley	9/18/2026

RtI Team Meeting Schedule Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Tuesday 1st, 2nd, 3rd, 4th, 5th 9/29/2026 - 4/13/2027 8:45 AM - 1:45 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-2026-27-Riverside-Elementary-School-FINAL.pdf	Vinson Jones	4/29/2026
Riverside-ES-SPBP-Feedback-Form-2026-2027.pdf	Valerie Blackwell	5/20/2026

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
26-27-Attendance-SIP-Plan.pdf	Natalie Brantley	8/30/2026

School Counseling Plan

 

File Name	File Uploaded By	Upload Date
2027-ASCSP-Riverside.pdf	Natalie Brantley	9/7/2026

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name	File Uploaded By	Upload Date
SBPIE_26-27.pdf	Natalie Brantley	8/24/2026

SAC Documentation

Cognia eProve Survey Results

 

File Name	File Uploaded By	Upload Date
Staff-Survey-2026.pdf	Natalie Brantley	8/21/2026
Parent-Survey-Results-2026.pdf	Natalie Brantley	8/21/2026
Student-Survey-2026.pdf	Natalie Brantley	8/21/2026

Family and Community Engagement (FACE) Plan

 

File Name	File Uploaded By	Upload Date
FACE---Riverside_Family_Engagement_Bulletin_Board-26-27.pdf	Natalie Brantley	9/1/2026

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